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Teacher of Students with Moderate Disabilities (5-12, initial licensure) and Applied Behavior Analysis
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Grade Levels:
5-12
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Credits for Licensure:
52-55
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Credits:
47
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Degree:
Master of Education
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Program Approved:
Massachusetts Dept. of Elementary & Secondary Education
Program Description
The Teacher of Students With Moderate Disabilities and Applied Behavior Analysis (ABA) program offers a unique opportunity for educators to become licensed special educators and certified behavior analysts. Featuring extensive field-based training experiences and hands-on learning, the program prepares you to meet the regulations for licensure of Teacher of Students with Moderate Disabilities (PreK-8 and 5-12) in Massachusetts and take exams required by the Behavior Analyst Certification Board (BACB).
What Is Applied Behavior Analysis?
ABA is a method of therapy that focuses on improving or modifying specific behaviors. ABA is one of the only scientifically valid therapies available for the treatment of autism. It has also been shown to be effective in treating a variety of neurodevelopmental and behavioral disorders.
What You Need to Start Your Master’s Degree
The Teacher of Students With Moderate Disabilities and ABA program requires that you have a current teaching job that enables you to meet the Board Certified Behavior Analyst (BCBA®) supervised field work requirements. Accrual of supervision hours and applied projects requiring access to clients and supervision are also required. Initial licensure offered for Massachusetts locations only.
Cambridge College Teacher of Students With Moderate Disabilities and ABA Program Highlights
Join a flexible, hands-on graduate program designed for working professionals, at one of the most affordable four-year private nonprofit colleges in the nation. Benefits of earning your master’s degree at Cambridge College include:
- Extensive field-based learning. Licensure students will be required to complete 300 hours of practicum field work prior to graduation, as well as a Sheltered English Immersion (SEI) Content License Endorsement course.
- Flexible class schedules. Our program includes convenient evening, weekend, and online class options designed for working teachers. You can also complete your master’s degree at a pace that works for you.
- No graduate school tests required for admission. If you’re not already a teacher and haven’t taken the MTEL, you can take the MTEL exam before starting the required degree practicum—not before you apply for admission.
- Resources to succeed. Our master’s program features classroom and adaptive technologies that are used throughout the special education profession, and expert faculty who bring extensive special education teaching experience to the program.
- Convenient location. All of our classroom locations are close to public transportation and/or offer year-round free parking for students.
The greater Boston metropolitan area is one of the top 10 cities with the highest employment levels for special education teachers at the kindergarten and elementary school, middle school, and secondary school levels.
Teacher of Students With Moderate Disabilities and ABA Learning Outcomes
Graduates understand how moderate disabilities affect progress in learning academic content of the general curriculum, and strategies for helping special education students to excel. They demonstrate the knowledge, skills, and values necessary to enable their students to excel academically and socially. They are also experts at using inclusive practices to create safe and collaborative learning environments, and are prepared to become behavior analysts upon completion of the BACB exam.
Jobs for Special Educators and Behavior Analysts
Students who complete this program will be eligible for licensure to teach in grades PreK-12 as a co-teacher, a consulting teacher or a teacher of record in resource room settings. They will also be eligible to become certified behavior analysts with a teaching license, creating multiple opportunities for employment in fields that are in high demand.
Special Education and ABA Courses
The Special Education Teaching and Applied Behavior Analysis master’s degree program at Cambridge College features classes such as:
- Advanced Applied Behavior Analysis
- Clinical Applications of Applied Behavior Analysis
- Laws and Regulations Pertaining to Behavioral Intervention and ABA
Download the Teacher of Students With Moderate Disabilities and ABA program sheet.
Special Education Teacher Scholarships and Financial Aid
You may qualify for grants, scholarships, loans, and other types of financial assistance to help pay for your master’s degree in special education and applied behavior analysis. Learn more about applying for financial aid at Cambridge College.
Many companies also offer tuition assistance programs that can help to pay for education. Find information about getting your company to help.
Related Programs at Cambridge College
If you’re still exploring degree options, you might be interested in learning more about these Master of Education programs at Cambridge College:
Curriculum
Please note: At Cambridge College locations outside of Massachusetts, this program is currently non-licensure only.
Special Education Foundation Courses
28
Credits
Program Portfolio Integration
EED 735
Students are required to enroll in this 0-credit course during the first semester of their program experience. Enrollment in this 0-credit course activates student access to the Tevera portfolio which facilities the tracking and storage of essential documents required for program completion.
The Reflective Practitioner
EED 5001 • 1 credit(s)
Reflective practice is a process of self-evaluation and analysis that allows teachers to reflect on their teaching practices, identify areas for improvement, and make adjustment to their practice to better support student learning. In this 1-credit course, graduate students will learn to identify their own strengths and challenges, set goals for themselves and their students, evaluate curriculum materials, generate potential solutions to problems of practice, and explore tools and technology to support their reflective practice.
Theories of Typical and Atypical Human Development
ESP 689 • 3 credit(s)
This course examines current research and theoretical models that focus on typical and atypical development of children. Emphasis is on understanding children's psychological, intellectual, physical and socio-emotional development. Piaget's theory of cognitive development is examined along with recent investigations and adaptations. Theories of the role of context (physical, social and cultural impacts on development) are compared. The impact of developmental theories on the education of children with disabilities is examined. Formulation of a developmentally appropriate Individual educational Plan is required. Pre-practicum hours required.
Collaboration and Consultation Techniques
ESP 594 • 2 credit(s)
The course explores collaboration and consultation techniques among school-based teams to best support a range of learners in today's classrooms. The course will provide students with the background and knowledge-based to work collaboratively with school-based educators, parents, and outside agencies to improve student outcomes. Students will become familiar with the educator’s role within the IEP process to strengthen educational partnerships through culturally responsive instruction and teamwork to assess, plan, and implement effective classroom environments.
Teaching Phonological and Phonemic Awareness and Phonics
ELE 500
This course is a prerequisite for ELE521. This course will emphasize the development of children’s phonemic awareness, phonological awareness and phonics skills and the learning environment that supports the development of such skills. It will also cover concepts of print, explicit/implicit instruction, analytic/synthetic methods, word analysis skills, the alphabetic principle, and language development.
Inclusion in Math Class
MAT 700 • 3 credit(s)
This course promotes collaboration between mathematics and special educators to improve instruction and outcomes for all students, including students with disabilities. This course provides a structure for developing shared visions, common language, foundational knowledge of mathematics instruction, and the instructional needs of math students with disabilities. The Mathematics Curriculum Frameworks serve as a foundation for high quality core curriculum and instruction addressing conceptual understandings and practices that are an essential part of rigorous math expectations.
Pedagogy in Reading and English Language Arts
ESP 680 • 3 credit(s)
This course develops a thorough understanding of the fundamental principles of reading and writing development based on the active view of reading model and science of reading research. Diagnostic tools and classroom techniques for teaching and assessing phonological awareness, decoding, encoding, comprehension strategies, and fluency skills are explored, along with related theories, research, and developmentally appropriate practices.
Assistive Technology: Modifying the Curriculum for Diverse Learners
ESP 615 • 3 credit(s)
This course examines Assistive Technology in special education, ensuring compliance with Federal regulations under IDEA. Participants will explore best practices and strategies pertaining to the development and delivery of effective AT services. Topics include considering and assessing AT needs, integrating AT into IEPs, effective team collaboration, and implementing AT for low and high-incidence disabilities. The course also covers promising practices for AT selection, creating accessible educational materials, and the impact of UDL on AT.
Psycho-Educational Assessment for Teaching Exceptional Students
ESP 607 • 3 credit(s)
This course prepares candidates to assess various educational test instruments, understand outcome data, analyze various data sets and make hypotheses, and formulate academic goals and objectives. Candidates develop a conceptual framework to understand student's academic needs and develop appropriate interventions based upon testing outcome data. Test construction is introduced for evaluating various assessment instruments and the appropriateness of their use. Students utilize formal and informal assessments, standardized instrumentation, and screening instrumentation to gather data and formulate appropriate interventions and accommodations for various educational plans. Specific practices include formative assessment, academic feedback, and questioning. Pre-practicum hours of directed field-based training required.
Laws and Regulations Pertaining to Behavioral Intervention and ABA
ESP 698 • 1 credit(s)
Pre-practicum: 12 hours of directed field-based training required. This course reviews special education laws and specific regulations regarding behavioral intervention and Applied Behavioral Analysis (ABA) including early Intervention (EI) for infants until age 3, the public school referral process, for special education services, referral, evaluation and eligibility determination for children with disabilities on the Autism spectrum, and the development of an Individual Educational Program (IEP).
Supervised Learning Project
ESP 800B • 2 credit(s)
The Supervised Learning Project is a culminating learning experience that helps educators/behavior analysts integrate their personal and formal learning, along with their extensive field work into a meaningful whole. Students will integrate their experiences into a field-based research document which reflects the area of study and of licensure. It is project-based and is combined with a poster demonstration.
Principles of Language Development Bridging Differences and Disorders
ESP 662 • 3 credit(s)
Language acquisition is one of the most important domains within the sciences of the mind. Developments in cognitive neuroscience have made it evident that language has constant neural reorganization. Students develop an overview of the course of language development, biological foundations for language, the major linguistic systems individuals must acquire, and finally the methods of study for language development. Theories of first and second language acquisition and development are introduced. Candidates examine different theories of semantic development, phonological development, morphological development and syntax. Students come to understand the relationship between language acquisition, language impairment, and treatments of children with learning differences including dyslexia as well as other communicative disabilities are also discussed. Pre-practicum hours of directed field-based training required.
Adapting Materials for Students with Disabilities in Gen Ed Classrooms
ESP 592 • 1 credit(s)
This course provides participants with the knowledge and skills to adapt curriculum and materials to meet the diverse needs of students. Participants will explore the key frameworks of UDL and differentiation to promote inclusive practices and optimize learning. Participants will evaluate existing curriculum, materials, and instructional practices to ensure they are accessible, engaging, and effective for learners. Emphasis will be on applying accommodations and modifications as well as implementing the frameworks for UDL and differentiation.
Additional Course for 5-12
3
Credits
Take SCI 680 or ESP 636
Attaining Science Literacy
SCI 680 • 3 credit(s)
This course addresses science literacy by (1) examining the development of the knowledge and skills needed to understand the natural world and to intelligently participate in decisions that affect it, (2) considering science as a way of knowing and as a basis for thinking and problem-solving, and (3) reviewing strategies for promoting science literacy in school programs. Course content includes practical and theoretical constructs with emphasis on connecting theory to practice, applying conceptual understandings to individual teaching settings, and developing skills for independent professional development and scholarship. Pre-practicum hours of directed field-based training required.
Teaching Social Science, History and Multicultural Education in Grades 5-12
ESP 636 • 3 credit(s)
This course prepares candidates to co-teach and consult with general educators in the area of social studies. Topics investigated are taken from the Massachusetts Curriculum Frameworks/Common Core in history and social studies. Candidates produce and implement well-structured lessons that center on core disciplinary ideas in the K-12 social studies curriculum, utilize primary source materials, and reflect knowledge of formative assessment, differentiated instruction, cooperative learning, and the role of academic feedback and questioning to support higher-order thinking.
Practicum Prerequisites
1-4
Credits
- Pass all teacher tests required by the state for this license. Massachusetts MTELs: Communication and Literacy, Foundations of Reading, and either the General Curriculum test or a subject matter test in an approved academic subject: English, mathematics, science (biology, chemistry, earth science, general science, and physics), history, middle school humanities, middle school mathematics/science, or political science/political philosophy (5-8 or 8-12).
- SEI605 Sheltered English Immersion or ESE-endorsed course or SEI MTEL.
- Pass all required courses.
- Pre-Practicum — Successfully complete program-specific hours in diverse settings (0 credit)
- EDU704 Practicum Readiness (1 credit)
- Submit Practicum Application and Placement Approval Forms.
Practicum Readiness
EDU 704 • 1 credit(s)
This course is specifically designed to determine readiness for the practicum. It will assist the teacher candidate to develop his/her skills to be ready to assume the role of student teacher from the first day of practicum. Students will understand the requirements of CAP by engaging in and completing the forms for each of the "essentials" and completing their own goals. All of the Tevera components, other than the practicum documents, will be completed. MTELs will be completed. Those having difficulty with the MTELs will be directed for support. Fieldwork assignments will be required.
SEI (Sheltered English Immersion) Content License Endorsement Course
SEI 605 • 3 credit(s)
This Sheltered English Immersion (SEI) Content License Endorsement Course is designed for educator licensure candidates in all core academic areas, to prepare them to address the needs, and build on the multilingual and multicultural assets, of a diverse and ever-changing student population in Massachusetts. The course is a key element of the Massachusetts RETELL initiative (Rethinking Equity and Teaching for English Language Learners). RETELL also includes statewide implementation of the WIDA ELD (English Language Development) standards, and the WIDA-ACCESS assessment tools. Participants will be introduced to ELD standard and WIDA tools, and will practice applying research-based SEI instructional strategies as they teach their content to English language learners (ELLs). They will also be introduced to a variety of professional growth opportunities to prepare them to extend their learning by making SEI the focus of professional practice within the new educator evaluation process.
Practicum & Seminar
4
Credits
Licensure students only.
The practicum is 300 hours in an inclusive general education classroom or 150 hours in an inclusive general education classroom and 150 hours in a separate setting for students with moderate disabilities.
Guided and evaluated by a licensed/certified special educator in the classroom and by a licensed/certified Cambridge College supervisor. Practicum locations are subject to ESE regulations and must be discussed with the program chair and approved by the pre-practicum/practicum coordinator.
ABA Course Sequence
24
Credits
Students must complete all special education foundation courses including the Practicum and Practicum Seminar prior to entering into the ABA course sequence. Exceptions must be approved by ABA program chair. Consultation with ABA program chair required before entering the ABA course sequence.
Courses must be taken in the order delineated here.
Timely completion of ABA course sequence: ABA coursework, including supervision and fieldwork, are specifically aligned with current BACB standards and its corresponding edition of the BCBA exam. Standards and exam are subject to change, therefore timely completion is essential.
In a student's second spring term, the following course must be taken alongside ABA 718:
- ABA 719 - Behavioral Interventions
Basic Applied Behavior Analysis I
ABA 715A • 4 credit(s)
The course introduces the science of behavior analysis, and the basic concepts and principles of behavior analysis (e.g., reinforcement, punishment). It includes the philosophical underpinnings of the science of behavior analysis including goals, philosophical assumptions, dimensions of applied behavior analysis, radical behaviorism, experimental analysis of behavior, and professional practice. This course is a prerequisite for all other ABA courses in the sequence. The course will provide credit hours towards eligibility for the behavior analysis certification examination.
Basic Applied Behavior Analysis II
ABA 715B • 4 credit(s)
The course introduces the science of behavior analysis, and the basic concepts and principles of behavior analysis (e.g., reinforcement, punishment). It includes the philosophical underpinnings of the science of behavior analysis including goals, philosophical assumptions, dimensions of applied behavior analysis, radical behaviorism, experimental analysis of behavior, and professional practice. This course is a prerequisite for all other ABA courses in the sequence. The course will provide credit hours towards eligibility for the behavior analysis certification examination.
Ethics in Applied Behavior Analysis
ABA 726 • 3 credit(s)
This course prepares students for the ethical and professional practice of Applied Behavior Analysis. Students will learn the importance of ethical conduct as it relates to the professional practice of tasks identified in the Fifth Edition Task List. Students will learn about the foundations of ethical and professional behavior to endure a high quality of practice in both behavior analysis and education in general. The Behavior Analyst Certification Board (BACB) Professional and Ethical Code for Behavior Analysts will be reviewed and discussed in detail. This course provides credit hours towards eligibility for the behavior analysis certification examination.
Behavior Assessment
ABA 716 • 3 credit(s)
This course reviews basic concepts and principles of applied behavior analysis (ABA), building upon knowledge learned in Basic ABA I. An emphasis will be placed on the application of concepts and principles to real world situations.
Research Methods in Applied Behavioral Analysis
ABA 718 • 3 credit(s)
This course focuses on research design and study of human behavior. Students will learn about the characteristics of science and the rationale for having behavior as a focus. Students will be exposed to issues related to measurement, specific research designs, and important issues (such as variability) associated with the designs. How to accurately interpret research data from a variety of research experiments will also be discussed. The course will explore related issues relevant to identifying functional relations among environmental and behavioral variables in behavior analysis. This course provides credit hours toward educational qualifications required to sit for the behavior analysis certification exam.
Behavioral Interventions
ABA 719 • 3 credit(s)
Contemporary developments and issues in ABA including behavior change strategies, recent developments in ABA, generalization and ethical use of treatment methodologies are addressed. This course if part of the educational qualifications required to sit for the behavior analysis certification examination.
Supervision and Management in Applied Behavior Analysis
ABA 722 • 3 credit(s)
This course helps prepare students for management and supervisory positions within the field of applied behavior analysis. The course provides students with behavior analytics strategies for managing, supervising, and training personnel. The use of a functional assessment approach and function-based strategies, along with performance monitoring and feedback, will be reviewed. This course also includes a review of several behavior-change procedures. This course is based on the BACB®'s Task List (Fifth Edition).
ABA Fluency Seminar
ABA 721 • 1 credit(s)
This one-credit course is designed to strengthen students’ ability to demonstrate key core knowledge competencies in the field of applied behavior analysis. During the course of the term, students will engage in a number of fluency-based instructional activities that will enable them to demonstrate knowledge in all of the BCBA task list content areas. Students will be required to practice these skills both during class sessions and via software specifically designed to support fluency training and competence demonstration. Students must demonstrate proficiency in each of the task list content areas in order to successfully pass this course, and pass a comprehensive final exam.
ABA Faculty
ABA faculty are Board Certified Behavior Analysts (BCBA). Other faculty listed on this page teach other programs/courses in the School of Education.
Admissions
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Admission Test:
No standardized graduate school tests required for admission into non-licensure programs.
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Admissions Office:
1-800-829-4723
- Application Form:
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Application Fee:
$50 ($100 for international students; $100 for EdD)
Program Requirements
Applicants to the MEd programs that include the ABA course sequence must meet the requirements below before they may begin the ABA coursework.
- Active employment in a relevant, related field with at least one year of experience in a ABA-based treatment setting.
- Be working with or supervised by certified BCBA personnel. (Supervisor name and contact information must be submitted and verified upon program entry.)
Applicants must be prepared to pursue timely completion of the ABA course sequence, given that the sequence aligns with a particular edition of the exam approved by the national Behavior Analyst Certifying Board.
Health Requirements for Massachusetts Students
The Massachusetts Health Department and Cambridge College require the following of students in Massachusetts:
Immunizations – All students in Massachusetts are required to get certain immunizations before you can register for your first term. See form
Health Insurance – In Massachusetts, undergraduate students taking nine or more credits/term and graduate students taking six or more credits/term must enroll in the College’s health insurance plan. Students who have insurance with comparable coverage may request a waiver. See information and enroll or waive.
School Requirements
See Admissions Requirements for School of Education
International Students
International students need to provide supplemental documentation:
- Official demonstration of English language proficiency
- Supplemental documentation for issuance of I-20
- International transcripts, evaluated by an accepted evaluation service
Transfer Credit
Graduate program applicants, please complete the transfer credit request form if you wish to have prior course work evaluated for transfer. Learn more.
Undergraduate program applicants, once you are accepted, your official transcripts are evaluated for transfer credit.
Tuition
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Credits for Licensure:
52-55
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Credits:
47
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Cost per credit hour:
$639
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Application Fee:
$50 ($100 for international students; $100 for EdD)
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Health Insurance Fee:
$3,940 - Required for Massachusetts students only. See waiver details on Tuition & Fees page.
Note: Rates are as of June 2023, and are subject to change without notice. Rates apply to all students unless otherwise noted.
Financial Aid
Cambridge College offers financial aid to students in our degree programs who are enrolled at least half-time. Undergraduate students must be enrolled in at least 6 credits each term. Graduate and doctoral students must be enrolled in at least 4 credits each term. Learn more
Grants, Scholarships, and Loans
Cambridge College welcomes the opportunity to support your efforts to pay for college. Federal, state, and local resources in the form of grants, scholarships, loans, and work-study, including Cambridge College Scholarships, are available to help defray the cost of tuition. Learn more
Getting Your Company to Help
Many companies have tuition assistance programs, designed to help their employees with their professional development. Learn more
Take the Next Step Toward Your Master's Degree
Take the Next Step Toward Your Master's Degree
