This course examined the theory and principles that underlie applied behaviour analysis.
The course included an introduction to the principles of behaviour analysis and how to apply them in professional practice. Through this course I gained an understanding of the principles of behaviour analysis and how to apply them when making functional assessments and behaviour support plans. Understanding these principles broadened my view of each of my areas of focus, as well as strengthened my ability to analyze behavior in daily life.
This course provided me with opportunities to apply the philosophical underpinnings, concepts, and principles of behaviour analysis to my practice. The course emphasized principles that are relevant to clinical practice for individuals with behaviour disorders and/or developmental disabilities and expanded my general knowledge about the field.
This course examined the ethical principles, standards, and practices consistent with the role of an applied behaviour analyst, and how to apply ethical reasoning in applied behaviour analytic work with children, youth, and adults in home, school, and community settings.
The course focused on the Professional and Ethical Compliance Code (PECC) for Behaviour Analysts, and introduced four ethical philosophers and their doctrines. The course provided me with in-depth knowledge and a greater understanding of ethics in general, and the application of the PECC, using nine core ethical principles when working with diverse clients. Moreover, this course expanded my critical thinking regarding the many situations that I encounter in my practice, and educated me in how to become ethically competent to deliver services to clients. Through this course I gained an understanding of how to approach ethical dilemmas, how to use practical wisdom, and how to navigate my response and conduct in an analytical, responsible, and ethical way. The course was highly applicable to all of my areas of focus, as well as to my day-to-day life.
EPSE 575 Seminar in Instructional Methods for Persons with Significant Learning Challenges
This course examined the instructional methods used in teaching individuals who are facing significant learning difficulties.
The course focused on instructional techniques that are based on the principles of applied behaviour analysis. The course helped me to understand the importance and value of special evidence-based programs and teaching strategies when working with students with autism and other developmental disabilities. Through this course I learned many successful teaching techniques, which I use and incorporate into my own practice. I found these instructional methods to be highly useful in all of my areas of focus, in which I teach new skills to individuals, or when assessing functional behaviour.
This course critically analyzed some of the challenges that exist within special education.
The course promoted a graduate-level analysis of current issues in the field of special education.
It provided me with the opportunity to engage in creative learning through various activities, where I could include my music background and area of focus to learn more about the benefits of music for children with autism, to reflect on it, and to share my own views. It was through these activities and discussions, that I was able to learn from my peers and expand my understanding of various critical challenges that educators endure everywhere when working in special education.
Year 2
Term 1
EPSE 576 Assessment and Positive Behaviour Support in School and Community Settings
This course examined the foundations and concepts of the techniques and processes for conducting functional assessments and designing behaviour support plans for individuals that engage in challenging behaviour in school and community settings.
Through this course, I was able to develop practical knowledge and skills to conduct functional assessments and to create positive behaviour support plans. The course expanded my knowledge of the many different interventions and strategies we could include in PBS plans, and benefited each of my areas of focus. In particular it was applicable in my area of focus on functional behaviour assessment.
EPSE 593 Design and Analysis of Research with Small Samples and Single Subjects
This course focused on procedures and issues related to the design, implementation and analysis of single subject research (SSR).
The course introduced issues and applications of statistical procedures to single subject data or small samples, as well as general methodological information about SSR designs and the use of single subject methods in applied settings. After completing this course, I was able to design and apply single subject research procedures to address research questions in the field of applied behaviour analysis and special education. I gained the knowledge to analyze and interpret data collected with single subject research procedures through visual and statistical analysis, and to generate a research proposal for an experimental study on one of my areas of focus.
This advanced seminar in the study of autism focused on the study of “classic readings” in autism spectrum disorders, problem-based learning, and traditional approaches to research synthesis to investigate empirically-based learning and perceptual processes, assessment, and intervention supports relevant to autism.
Through this course, I became familiar with the historical conceptions of the etiology of autism, and learned about the basic theoretical positions and methodologies for supporting individuals with autism. The course provided me with the opportunity to explore and research topics related to ASD within my areas of focus. More specifically, it gave me an in-depth understanding of how to assess and determine which augmentative and alternative communication devices would benefit each of my ASD learners, or how to incorporate music as a tool to increase communication skills.
EPSE 577 Seminar in Assessment and Positive Behaviour Support in School and Community Settings
This course provided an advanced understanding of functional assessment and positive behaviour support with individuals who are experiencing behaviour problems in school and community settings.
The course is built on concepts learned in EPSE 576, and provided a deeper exploration and an advanced understanding of functional assessments and positive behaviour support plans. Through this course I was able to acquire knowledge about the various types of functional analyses and how to use them in order to tailor a contextually-fitting comprehensive positive behaviour support plan to each case. I learned how effective positive behaviour support plans can be in overcoming challenging behaviour, and how significant they can be in improving the quality of life of the child and family.
Summer Term
EPSE 579 Supervision and Management for Behaviour Analysts
This course provided the knowledge and skills for training, supervising, and managing personnel who provide behaviour analytic services as a Board Certified Behaviour Analyst (BCBA) in school, home, and community settings.
The course included communication, therapeutic interaction and compassionate care skills that are associated with positive outcomes for clients in school and community settings. The course strengthened my ability to understand how to effectively engage in supervisory and management practices with supervisees, and to integrate behvioural artistry skills into assessment and intervention work in all settings. More specifically, it provided me with an understanding of the importance of maintaining good relationships with the people I work with, as a necessary condition for successful treatment outcomes, and how to repair raptures when they occur. I learned that empathy and compassion are key factors in building successful relationships, and that they can be highly useful in all of my areas of focus, as well as in my day-to-day life.
This course was the capstone experience of my M.Ed. program, and involved the development of an e-Portfolio and a presentation in relation to the professional goals I achieved throughout my graduate program.
The course provided me with the opportunity to reflect on my learning journey in the M.Ed. program by collecting and organizing the artifacts which have made a powerful impact on my practice in my areas of focus. In addition, the course has given me the opportunity to focus on one of my goals in particular, and present my journey in this field in a way that follows my learning process over the past two years. Through working on this culminating project, as a multi-faceted assignment that served as an academic and inspirational experience for me, I was able to synthesize all three of my areas of focus, and share what I have learned with my peers.
Year 1
This course examined the theory and principles that underlie applied behaviour analysis.
The course included an introduction to the principles of behaviour analysis and how to apply them in professional practice. Through this course I gained an understanding of the principles of behaviour analysis and how to apply them when making functional assessments and behaviour support plans. Understanding these principles broadened my view of each of my areas of focus, as well as strengthened my ability to analyze behavior in daily life.
This course provided me with opportunities to apply the philosophical underpinnings, concepts, and principles of behaviour analysis to my practice. The course emphasized principles that are relevant to clinical practice for individuals with behaviour disorders and/or developmental disabilities and expanded my general knowledge about the field.
This course examined the ethical principles, standards, and practices consistent with the role of an applied behaviour analyst, and how to apply ethical reasoning in applied behaviour analytic work with children, youth, and adults in home, school, and community settings.
The course focused on the Professional and Ethical Compliance Code (PECC) for Behaviour Analysts, and introduced four ethical philosophers and their doctrines. The course provided me with in-depth knowledge and a greater understanding of ethics in general, and the application of the PECC, using nine core ethical principles when working with diverse clients. Moreover, this course expanded my critical thinking regarding the many situations that I encounter in my practice, and educated me in how to become ethically competent to deliver services to clients. Through this course I gained an understanding of how to approach ethical dilemmas, how to use practical wisdom, and how to navigate my response and conduct in an analytical, responsible, and ethical way. The course was highly applicable to all of my areas of focus, as well as to my day-to-day life.
This course examined the instructional methods used in teaching individuals who are facing significant learning difficulties.
The course focused on instructional techniques that are based on the principles of applied behaviour analysis. The course helped me to understand the importance and value of special evidence-based programs and teaching strategies when working with students with autism and other developmental disabilities. Through this course I learned many successful teaching techniques, which I use and incorporate into my own practice. I found these instructional methods to be highly useful in all of my areas of focus, in which I teach new skills to individuals, or when assessing functional behaviour.
This course critically analyzed some of the challenges that exist within special education.
The course promoted a graduate-level analysis of current issues in the field of special education. It provided me with the opportunity to engage in creative learning through various activities, where I could include my music background and area of focus to learn more about the benefits of music for children with autism, to reflect on it, and to share my own views. It was through these activities and discussions, that I was able to learn from my peers and expand my understanding of various critical challenges that educators endure everywhere when working in special education.
Year 2
This course examined the foundations and concepts of the techniques and processes for conducting functional assessments and designing behaviour support plans for individuals that engage in challenging behaviour in school and community settings.
Through this course, I was able to develop practical knowledge and skills to conduct functional assessments and to create positive behaviour support plans. The course expanded my knowledge of the many different interventions and strategies we could include in PBS plans, and benefited each of my areas of focus. In particular it was applicable in my area of focus on functional behaviour assessment.
This course focused on procedures and issues related to the design, implementation and analysis of single subject research (SSR).
The course introduced issues and applications of statistical procedures to single subject data or small samples, as well as general methodological information about SSR designs and the use of single subject methods in applied settings. After completing this course, I was able to design and apply single subject research procedures to address research questions in the field of applied behaviour analysis and special education. I gained the knowledge to analyze and interpret data collected with single subject research procedures through visual and statistical analysis, and to generate a research proposal for an experimental study on one of my areas of focus.
This advanced seminar in the study of autism focused on the study of “classic readings” in autism spectrum disorders, problem-based learning, and traditional approaches to research synthesis to investigate empirically-based learning and perceptual processes, assessment, and intervention supports relevant to autism.
Through this course, I became familiar with the historical conceptions of the etiology of autism, and learned about the basic theoretical positions and methodologies for supporting individuals with autism. The course provided me with the opportunity to explore and research topics related to ASD within my areas of focus. More specifically, it gave me an in-depth understanding of how to assess and determine which augmentative and alternative communication devices would benefit each of my ASD learners, or how to incorporate music as a tool to increase communication skills.
This course provided an advanced understanding of functional assessment and positive behaviour support with individuals who are experiencing behaviour problems in school and community settings.
The course is built on concepts learned in EPSE 576, and provided a deeper exploration and an advanced understanding of functional assessments and positive behaviour support plans. Through this course I was able to acquire knowledge about the various types of functional analyses and how to use them in order to tailor a contextually-fitting comprehensive positive behaviour support plan to each case. I learned how effective positive behaviour support plans can be in overcoming challenging behaviour, and how significant they can be in improving the quality of life of the child and family.
This course provided the knowledge and skills for training, supervising, and managing personnel who provide behaviour analytic services as a Board Certified Behaviour Analyst (BCBA) in school, home, and community settings.
The course included communication, therapeutic interaction and compassionate care skills that are associated with positive outcomes for clients in school and community settings. The course strengthened my ability to understand how to effectively engage in supervisory and management practices with supervisees, and to integrate behvioural artistry skills into assessment and intervention work in all settings. More specifically, it provided me with an understanding of the importance of maintaining good relationships with the people I work with, as a necessary condition for successful treatment outcomes, and how to repair raptures when they occur. I learned that empathy and compassion are key factors in building successful relationships, and that they can be highly useful in all of my areas of focus, as well as in my day-to-day life.
This course was the capstone experience of my M.Ed. program, and involved the development of an e-Portfolio and a presentation in relation to the professional goals I achieved throughout my graduate program.
The course provided me with the opportunity to reflect on my learning journey in the M.Ed. program by collecting and organizing the artifacts which have made a powerful impact on my practice in my areas of focus. In addition, the course has given me the opportunity to focus on one of my goals in particular, and present my journey in this field in a way that follows my learning process over the past two years. Through working on this culminating project, as a multi-faceted assignment that served as an academic and inspirational experience for me, I was able to synthesize all three of my areas of focus, and share what I have learned with my peers.