Course Sequence

BEHVO 424 | 4 credits

The focus of this class is on basic behavioral vocabulary, definitions, and principles (e.g., reinforcement, stimulus control, and motivation). The format includes a combination of lectures, group discussions, and small group activities. Readings from assigned texts will serve as the basis for class presentation and discussions. 

This course will use behaviorally based pedagogical strategies, such as Say All Fast Minute Each Day Shuffle (SAFMEDS), interteaching, group activities, case studies, readings, literature reviews, guided notes, Socratic questioning, quizzes and exams, a midterm and a final exam. Active student responding will be prioritized.

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BEHVO 415 | 4 credits

This course presents and assesses the experimental control developed by various types of single-subject research designs. Additionally, the types of measurement protocols, ethical issues, data collection, and visual display are discussed in relation to each research design.

This course will use behaviorally based pedagogical strategies, such as Say All Fast Minute Each Day Shuffle (SAFMEDS), interteaching, group activities, case studies, readings, literature reviews, guided notes, Socratic questioning, quizzes, exams, a midterm, and a final exam. Active student responding will be prioritized. Students must design, present, and defend a hypothetical study in a professional poster format.

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BEHVO 426 | 4 credits

Assessment is the cornerstone of behavior analysis. Whether working with people or animals, individually or in groups, addressing any given problem, the foundation of the behavior analyst’s work is rigorous assessment. This course introduces the methods of behavioral assessment, focusing on identifying hypotheses and testing the hypothesis to identify functional relations. The course also teaches students to plan effective clinical and educational interventions based on the results of multi-dimensional behavioral assessment that uses a continuum of assessment methods.

Through this course, students will learn to conduct a functional behavioral assessment including planning, taking data, interpreting data, composing narrative reports, and establishing rapport with clients while determining how best to measure progress and develop goals. By the end of the course, students should be able to perform these processes with any client or any group of clients.

This course will use behaviorally based pedagogical strategies, such as Say All Fast Minute Each Day Shuffle (SAFMEDS), interteaching, group activities, individual self paced modules, readings, literature reviews, guided notes, Socratic questioning, quizzes, exams, and a final project. Active student responding will be prioritized.

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BEHVO 427 | 4 credits

The purpose of this course is to expose students to basic procedures and protocols to accelerate and decelerate behavior changes. Some topics presented include reinforcement, contingency contracting, rule-governed behavior, the development and implementation of token economies, differential reinforcement, shaping, punishment, and generalization. Students present an assigned article on a specific topic area during each class, followed by class discussion and lecture.

This course will use behaviorally based pedagogical strategies, such as interteaching, student presentations, group activities, curriculum sheets, readings, literature reviews, guided notes, Socratic questioning, quizzes, exams, and a final poster project. Active student responding will be prioritized.

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BEHVO 430 | 4 credits

This course was designed to provide students with an overview of the Behavior Analyst Certification Board’s (2014) Professional and Ethical Compliance Code for Behavior Analysts. Ethical issues outlined in the Behavior Analyst Certification Board’s External link  (BACB) Task List will be reviewed in the context of this class (http://www.bacb.com/). Additionally, the student will become familiar with federal and state legal regulations and policies specific to behavior management and restraint, as well as discuss larger ethical issues such as the design of cultures, guardianship, and discrimination.

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BEHVO 434 | 4 credits

The purpose of this course is to expose students to innovative behavioral instructional protocols, such as precision teaching, PSI, direct instruction, stimulus equivalence, and errorless instruction.

This course will use behaviorally based pedagogical strategies, such as lecture with guided notes, active choral responding, practice opportunities with modeling, Personalized System of Instruction, guided reading, guest lectures, weekly quizzes, a final exam and two student projects.

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BEHVO 445 | 4 credits

Examines the how fundamental behavior analytical protocols (e.g., schedules of reinforcement, stimulus control, etc.) can be used to assess and account for sophisticated human behaviors, such as verbal behaviors, private events, and derived relational responding. Translational research (i.e., from laboratory to the real world) is presented and discussed.

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BEHVO 465 | 4 credits

Skinner considered his 1957 book, Verbal Behavior, to be his most important work. Skinner rejected cognitive explanations of language as the transmission of thoughts and ideas that start in our minds. Instead, he analyzed verbal behavior as behavior controlled by basic behavioral processes, including positive reinforcement and stimulus control. In this course, students will read and analyze the concepts in Verbal Behavior, such as the mand, tact, intraverbal, and autoclitic. The distinction between radical and methodological behaviorism is discussed, including a discussion of how behavior analysts treat private events and covert verbal behavior. Students will read research on applications of verbal behavior to improve the communication of individuals with language delays. The course also emphasizes practical applications of the analysis of verbal behavior. By the end of this course, students will produce a teaching program based on verbal behavior and a paper extending ideas or research avenues in verbal behavior.

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10 credits

The Mentoring and Supervision experience is a cornerstone of the Simmons behavior analytic curriculum and ensures that students will complete the program prepared to sit for the BCBA certification exam. Simmons students will benefit from dedicated supervision by Simmons appointed BCBA faculty mentors while completing clinical work at a site in or near your community. This mentorship component is woven throughout the BehaviorAnalysis@Simmons program and helps students find success throughout the program and throughout their careers.

Following a Mentoring and Supervision Orientation in term 1, students complete 5 terms of supervised field experience courses, taken in consecutive terms. In addition to the clinical supervision provided at your site, these courses provide individualized and group mentoring by a Simmons employee. By taking these courses, you will fulfill the Behavior Analyst Certification Board’s requirements for completion of supervision under the Supervised Field Experience category.

Simmons’ Mentoring and Supervision experience goes beyond the required supervision from your site supervisor as part of the BACB requirements. Once enrolled in supervised field experience courses, students will meet individually and as a small group with Simmons University BCBA Mentors.

Students must work at an approved site throughout the 5 terms of the Mentoring and Supervision Experience. Students should plan to work 30 hours per week to ensure accrual of sufficient hours. Students must complete a total of 2,000 work hours in the approved settings over the course of the supervision experience (5 terms). A minimum of 5% of these work hours must be supervised by Simmons appointed BCBA Mentors.

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BEHVO 466 | 3 credits

Autism spectrum disorders (ASD) have complex behavior, learning, and social characteristics that vary widely between learners. Successfully addressing behavior challenges associated with ASD requires comprehensive and coordinated intervention. Through this course, students will learn how to apply behavior analytic principles and tactics with this special population in order to create measurable improvements in behavior. This course is not required and is offered at an additional cost. Students elect to take this course to enhance their knowledge of ASD and/or to meet the licensing requirements of some states.

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