PROGRAM HANDBOOK 2018-2019 - University of Southern Maine · Program Handbook: Certificate in...

Program Handbook: Certificate in Applied Behavior Analysis Revised 8/2018 Page | 1

College of Management and Human Service

School of Education and Human Development

Department of Educational and School Psychology

Educational Psychology Program

PROGRAM HANDBOOK 2018-2019

Certificate in Applied Behavior Analysis


Table of Contents

Introduction .................................................................................................................................................. 3

Program Faculty ............................................................................................................................................ 4

Program Overview ........................................................................................................................................ 5

Program Mission ....................................................................................................................................... 5

Program of Study ...................................................................................................................................... 5

Certificate Requirements .............................................................................................................................. 6

Required Courses ...................................................................................................................................... 6

Course Sequencing and Scheduling .......................................................................................................... 6

Course Descriptions .................................................................................................................................. 8

Course Alignment with BACB Standards ................................................................................................. 10

Student Advising ......................................................................................................................................... 13

Policies and Procedures .............................................................................................................................. 13

Transfer Credits ....................................................................................................................................... 13

Student Evaluation and Progress ............................................................................................................ 14

Professional and Ethical Expectations .................................................................................................... 14

Other ....................................................................................................................................................... 14

Student Appeals and Complaints ................................................................................................................ 14

Appendix A .................................................................................................................................................. 17

Appendix B .................................................................................................................................................. 18


Introduction

This handbook has been prepared as a resource for students in USM’s Certificate in Applied Behavior

Analysis program. The content of the handbook includes information about the program mission, course

of study, and policies. It is designed as a tool to guide course planning and clarify expectations for

program completion. It also is intended to facilitate understanding of role expectations for both

students and faculty advisors.

Students are advised that this handbook does not include all Department, College, and University

policies. Students should consult USM’s Graduate Catalog and their faculty advisors for additional

information. Students are reminded that consultation with their advisors is essential to planning an

individualized program of study.

Questions and comments about this handbook and the program of study are encouraged. Please send

your comments directly to the Chair of the Educational and School Psychology Department and

Coordinator of the Verified Course Sequence:

Jamie L. Pratt, PsyD, BCBA-D

Assistant Professor of Educational and School Psychology

School of Education and Human Development

Department of Educational and School Psychology

503 Bailey Hall

Gorham, Maine 04038

Phone: 207-228-8324

Email: [email protected]

*Program faculty reserve the right to change the terms of the handbook in any section at any time.

https://usm.maine.edu/catalogs

tel:(207)%20228-8324

mailto:[email protected]


Program Faculty

Mark W. Steege, Ph.D., NCSP, BCBA-D, Professor of Educational and School Psychology

Mark earned his Educational Specialist (Ed.S.) degree in School Psychology from the University of Iowa in

1982. Mark worked as a school psychologist with the Grant Wood Area Education Agency in Cedar

Rapids, Iowa for four years prior to earning his Doctorate in School Psychology from the University of

Iowa in 1986. Mark completed his post-doctoral training as a pediatric psychologist at the Department

of Pediatrics within the College of Medicine at the University of Iowa. He has written extensively on

functional behavioral assessment, single-subject research methods, and the use of empirically-based

interventions for students with developmental and behavioral difficulties. He is certified as a School

Psychologist-Doctoral and Board Certified Behavior Analyst-Doctoral and licensed as a psychologist.

Jamie L. Pratt, Psy.D., BCBA-D, Assistant Professor of Educational and School Psychology

Jamie received her Doctorate in School Psychology from the University of Southern Maine in 2010. She

has worked with school-aged children in the state of Maine since 2005 and previously served as the

Director of Applied Behavior Analysis (ABA) Services for an agency providing early education, special

education, day treatment, and home-based services to children with developmental disabilities and

emotional-behavioral disorders. Jamie has contributed to several publications on behavior analytic

assessment and intervention strategies, and her primary research interest involves the application of

these approaches to school-aged children with emotional and behavioral disorders. She is certified as a

School Psychologist-Doctoral and Board Certified Behavior Analyst-Doctoral and licensed as a

psychologist.

Garry Wickerd, Ph.D., NCSP, BCBA, Assistant Professor of Educational and School Psychology

Garry started his career as a public school teacher in Florida. He taught Latin in Florida and Georgia for

six years before returning to school for a Ph.D. in school psychology from the University of South

Dakota. He was a LEND graduate trainee for three years through the University of South Dakota’s center

for disabilities and medical school. His training focused on assessment and intervention for individuals

with developmental disabilities with special emphasis on Autism Spectrum Disorder (ASD). After

graduate school, Garry worked as a school psychologist and autism consultant in Minnesota for two

years. After completing extended coursework in applied behavior analysis, Garry became a Board

Certified Behavior Analyst (BCBA) while working as a school psychologist and behavior analyst in

California public schools. He has published research on behavioral measurement and academic

intervention. He is a state and nationally certified School Psychologist and a Board Certified Behavior

Analyst.

Part-Time Lecturers: Erin Beardsley, Psy.D., BCBA-D and William Roy, Psy.D., BCBA-D


Program Overview

The Educational Psychology program at the University of Southern Maine prepares professionals to

apply the science of psychology to improve educational outcomes for learners of all ages. Individuals

who complete the Certificate of Applied Behavior Analysis typically pursue careers as Board Certified

Behavior Analysts (BCBAs) in school and behavioral health settings.

Program Mission

The Educational Psychology program emphasizes the principles of learning and the applications of

evidence-based behavioral strategies to promote academic, social-emotional, and behavioral success for

all learners. The program therefore imparts the knowledge and skills required to (a) conduct behavioral

assessments, (b) design interventions that facilitate the acquisition of prosocial skills and the reduction

of behaviors that interfere with learning, (c) implement and evaluate the effectiveness of interventions,

and (d) provide behavior analytic consultation and supervision services.

Program of Study USM’s post-master’s Certificate in Applied Behavior Analysis is offered through the Educational

Psychology program.

The certificate program of study includes a course sequence verified by the Behavior Analyst

Certification Board (BACB) to meet specific faculty and coursework standards. The BACB credentials

professionals as Board Certified Behavior Analysts (BCBAs). To qualify for BCBA certification, individuals

must obtain an acceptable graduate degree, complete specific coursework in applied behavior analysis,

engage in supervised practice, and pass a national examination. The certificate program includes the

behavior analytic coursework required for BCBA certification for students who already possess an

acceptable graduate degree in applied behavior analysis, psychology, or education*. All courses are

aligned with the BACB Fourth Edition Task List, which outlines the skills and knowledge required for

competent, ethical practice as a behavior analyst. Completion of supervised practice experiences and

the national examination must be arranged by students independently of the USM program.

Supervised experiences may occur concurrent with or upon completion of the coursework.

Additional information about the Behavior Analyst Certification Board standards and certification

requirements can be obtained from: http://www.bacb.com/

* Students matriculated in the Master of Science (MS) in Special Education program at USM may

complete the certificate program concurrent with their degree program; however, the Certificate in

Applied Behavior Analysis will not be awarded until students meet all requirements for the MS degree.

http://www.bacb.com/


Certificate Requirements

Required Courses

The Certificate in Applied Behavior Analysis is awarded upon completion of the following eight courses

(24 credits total):

SPY 601 Behavioral Principles of Learning

SPY 602 Single Case Research Methods

SPY 604 Functional Behavioral Assessment

SPY 605 Principles and Procedures for Instructional Intervention

SPY 606 Principles and Procedures for Behavior Intervention

SPY 607 Consultation and Collaborative Problem-Solving

SPY 608 Professional Ethics in Behavior Analysis

SPY 640 Supervision and Performance Management in Applied Behavior Analysis

Course Sequencing and Scheduling Given that success in certain courses requires mastery of foundational knowledge and skills in behavior

analysis, the careful sequencing of coursework is imperative. Courses within the certificate program may

be offered only once per academic year; therefore, students are encouraged to plan their course of

study well in advance.

The program of study may be completed on a part-time or full-time basis, and the majority of students

complete certificate requirements over the course of 2 years. In order to complete the program of

study, students must be prepared to enroll in courses during the fall, spring, and summer semesters.

The program of study is designed to meet the needs of working professionals; accordingly, class sessions

are scheduled after 3:30pm on weekdays, and courses are offered fully online (synchronous delivery) or

on site. This means that students have the flexibility to attend class sessions on the USM campus or

using videoconferencing technology. Courses are listed with two sections: one section for students who

plan to attend class sessions on campus and one section for students who plan to attend class sessions

online. Students must enroll in the course section that matches their preferred attendance location to

ensure the appropriate fees are charged (i.e., students who attend class sessions on campus pay a

parking fee, whereas students who attend class sessions online pay a technology fee).

Below are recommended sequences/schedules of courses for students who matriculate in the fall,

spring, and summer semesters. It is designed for student guidance purposes only and does not

guarantee that courses will be offered at the stated times. USM retains the right to make changes to the

actual course schedules at any time, for any reason.


Fall 2018 Matriculation

Fall 2018 Spring 2019 Summer 2019 Fall 2019 Spring 2020 Summer 2020

SPY 601 SPY 605 SPY 608

SPY 606

SPY 602 SPY 604 SPY 640

SPY 607

OR

Fall 2018 Spring 2019 Summer 2019 Fall 2019 Spring 2020 Summer 2020

SPY 601 SPY 605 SPY 608

SPY 606

SPY 602 SPY 604

SPY 607 SPY 640

Spring 2019 Matriculation

Spring 2019 Summer 2019 Fall 2019 Spring 2020 Summer 2020 Fall 2020

SPY 608 SPY 601 SPY 602 SPY 605

SPY 604 SPY 640

SPY 606

SPY 607

OR

Spring 2019 Summer 2019 Fall 2019 Spring 2020 Summer 2020 Fall 2020

SPY 608 SPY 601 SPY 602 SPY 605

SPY 604 SPY 606 SPY 640

SPY 607

Summer 2019 Matriculation

Summer 2019 Fall 2019 Spring 2020 Summer 2020 Fall 2020

SPY 601 SPY 602 SPY 605

SPY 604 SPY 608

SPY 606 SPY 640

SPY 607

Many required courses have one or more prerequisites. The following page includes a list of the

required courses and prerequisites. Students who choose to complete coursework at an individualized

pace must consider these prerequisites to design a program of study that meets the requirements for

course sequencing. Under some circumstances, program permission may be granted for students to

complete prerequisites concurrent with other courses.


Course Prerequisite(s)

SPY 601 None

SPY 602 SPY 601

SPY 604 SPY 601, SPY 602

SPY 605 SPY 601

SPY 606 SPY 601, SPY 605

SPY 607 SPY 601, SPY 602, SPY 604, SPY 605, SPY 606, SPY 608

SPY 608 None

SPY 640 SPY 601, SPY 602, SPY 604

Course Descriptions

SPY 601: Behavioral Principles of Learning. This course provides a comprehensive review of the

psychological principles of learning derived from experimental research and validated by applied

studies. Topics include respondent behavior and conditioning, operant behavior and conditioning,

stimulus control, motivating operations, schedule influences on behavior, and verbal and rule-governed

behavior. The course is designed to provide students with a foundational understanding of the concepts

and principles of behavior analysis and thereby provide a solid grounding for assessment and

intervention courses with a behavior analytic orientation.

SPY 602: Single Case Research Methods. This course is designed to introduce students to research

designs used in a comprehensive, systematic process of decision making and problem solving. This

course will emphasize methods for evaluating the effectiveness of academic and behavioral

interventions for school-aged children. A history of experimental design, types of experimental

reasoning, and experimental validity lay the groundwork for understanding how single-case research

designs are used to assess the efficacy of applied interventions. Students will learn how to identify and

record behaviors, analyze and display data, match research designs to the research question, and

flexibly employ research designs in applied settings. Finally, students will be exposed to technology and

information resources applicable to conducting single-case research.

SPY 604: Functional Behavioral Assessment This course examines a variety of behavioral assessment

methods for (a) identifying the variables that contribute to behavioral problems and (b) guiding the

design of effective behavioral interventions. Functional behavioral assessment techniques covered in

this course include interviews, observations, descriptive assessments, and functional analyses. Applied

learning experiences integrated throughout the course provide students with opportunities to practice

designing, conducting, and interpreting functional behavioral assessments.

SPY 605: Principles and Procedures for Instructional Intervention. The primary focus of this course is to

provide graduate students with exposure to evidence-based systematic instruction methods that are

used within school/agency settings. This course will review functional assessment procedures used to

identify appropriate educational programs for students/clients. This course will emphasize instruction

and practice in implementing empirically supported interventions for promoting academic, social,


communication, and life skills. Procedures such as shaping, chaining, discrete trial teaching, task

analysis, incidental teaching, functional communication, and direct social skills instruction will be

considered.

SPY 606: Principles and Procedures for Behavior Intervention. This course examines the philosophical

underpinnings of behavior analysis and behavior analytic procedures for promoting socially meaningful

behavior change in applied settings. Emphasis will be placed on the application of behavior analytic

principles and procedures to (a) decrease behaviors that interfere with functioning and (b) strengthen

adaptive replacement behaviors. The dynamic interactions between academic, social-emotional,

behavioral, and diversity influences on human functioning will be considered. The course includes a

blend of assigned readings, lectures, discussions, clinical case examples, and applied learning

experiences to develop student competencies.

SPY 607: Consultation and Collaborative Problem-Solving. This course examines how school

psychologists and behavior analysts utilize collaboration and consultation skills to promote effective

implementation of interventions that address the academic, social-emotional and behavioral needs of

school-aged children and their families. This course will review varied models of consultation (e.g.,

behavioral, mental health, and problem-solving) and analyze the skills needed to collaborate effectively

with diverse individuals (e.g., parents/caregivers, educators, and community professionals). The role of

consultation will be explored within a data-based, collaborative problem-solving approach to the

delivery of a continuum of services that include assessment (e.g., functional behavioral assessment),

intervention (e.g., behavior intervention plans), staff supports (e.g., behavioral skills training), and the

application of single case research designs to evaluate the effectiveness of interventions. This course

includes a blend of lecture, discussion, role play and applied learning experiences.

SPY 608: Professional Ethics in Behavior Analysis. This course provides in-depth preparation for ethical

practices in behavior analysis. Drawing from the ethical standards of the Behavior Analyst Certification

Board (BACB), the course includes readings and application of ethical standards for clinical and school

settings. This course includes lecture, practica experiences, small group discussion, and large group

discussion learning experiences. The course is designed to meet the ethics training standards set by the

BACB.

SPY 640: Supervision and Performance Management in Applied Behavior Analysis. This seminar

provides training in knowledge and skills pertaining to best practice methods of personnel supervision

and management within the field of Applied Behavior Analysis. Behavioral skills training and

performance management strategies will be featured as models for increasing behavior analytic

competencies of supervisees. Students will review ethical and supervision standards established by the

Behavior Analyst Certification Board. Through readings, discussions, and case examples, students will:

(a) conduct a self-assessment of professional competencies in applied behavior analysis and (b) use the

self-assessment data to design an individualized professional development plan to guide goals,

objectives, and learning activities when conducting or receiving supervision.


Course Alignment with BACB Standards

Table 1 (page 11) shows the allocation of content and instructional hours for USM’s BACB Verified

Course Sequence. It clarifies the alignment between each of seven courses and the BACB’s Fourth

Edition Task List. Students who apply to sit for the BCBA exam prior to January 1, 2022 are required to

meet these Fourth Edition Task List standards.

Table 2 (page 12) shows the allocation of content and instructional hours that have been proposed to

meet revised BACB standards that take effect on January 1, 2022. It demonstrates the alignment

between all required Certificate in ABA courses and the BACB’s Fifth Edition Task List. Students who

apply to sit for the BCBA exam after to January 1, 2022 are required to meet these Fifth Edition Task List

standards.

The Certificate in ABA program is currently verified by the BACB to meet the Fourth Edition Task List

coursework requirements. An application for approval under the Fifth Edition Task List was submitted to

the BACB in June 2018, and feedback is expected by Fall 2018.


Table 1. Alignment with the Fourth Edition BACB Task List (BACB Verified)

Content Area

Required Instructional

Hours

SPY 601

SPY 602

SPY 604

SPY 605

SPY 606

SPY 607

SPY 608

Total

A 45 hours in ethical & professional conduct

45 45

B 45 hours in concepts & principles of behavior analysis

45 3 48

C 25 hours in measurement (including data analysis)

20 5 25

20 hours in experimental design

25 2.5 27.5

D 30 hours in identification of the problem & assessment

37.5 7.5

45

45 hours in fundamental elements of behavior change & specific behavior change procedures

25 20 5 50

10 hours in intervention & behavior change considerations

2 12.5 14.5

10 hours in behavior change systems

5 5 10

10 hours in implementation, management, & supervision

12.5 12.5

E 30 hours in discretionary

15 15 7.5 37.5

Total 45 45 45 45 45 45 45 315


Table 2. Alignment with the Fifth Edition BACB Task List (Pending BACB Verification)

Content Area and Required Instructional

Hours

SPY 601

SPY 602

SPY 604

SPY 605

SPY 606

SPY 607

SPY 608

SPY 640

Total

BACB Compliance Code and Disciplinary Systems; Professionalism (45 hours)

45 45

Philosophical Underpinnings; Concepts and Principles (90 hours)

45 15 15 15 90

Measurement, Data Display and Interpretation; Experimental Design (45 hours)

45

Behavior Assessment (45 hours)

45

Behavior-Change Procedures; Selecting and Implementing Interventions (60 hours)

25 25 10 60

Personnel Supervision and Management (30 hours)

30 30

Discretionary 5 5 20 7.5 37.5.5

Total 45 45 45 45 45 45 45 37.5 352.5


Student Advising

The Verified Course Sequence Coordinator will hold orientation meetings with all incoming students to

review BCBA certification requirements and provide an overview of the verified course sequence. In

addition, each student will be assigned a faculty advisor upon matriculation into the certificate program.

Students may request a change of advisor at any time. Advisor changes are at the discretion of program

faculty; however, all requests will be carefully reviewed and every effort will be made to accommodate

student requests. Students are encouraged to maintain regular contact with their faculty advisors

throughout their program of study. At a minimum, students are encouraged to consult with their

advisors before registering for courses each semester.

Policies and Procedures

For a comprehensive overview of University policies and procedures that apply to all graduate students,

students should reference the policies posted on the USM website: http://usm.maine.edu/students.

Additional policies and procedures specific to the Educational Psychology program are described below.

Transfer Credits

Students may request permission to transfer up to six (6) graduate credits toward the Certificate in Applied Behavior Analysis. In order for credits to be eligible for transfer, they must meet the following criteria:

Applicable credits must be transferred from a program that is verified by the Behavior Analyst Certification Board to meet the Fourth Edition Task List standards.

The credits must have been earned as part of a graduate course (e.g., 500 level or higher) offered by a United States institution of higher learning accredited by a regional and/or national accrediting body (at the time the credits were earned) and recognized as accredited by the United States Department of Education .

The credits must have been earned for a course that is equivalent, in terms of content knowledge and skill requirements, to a course within USM’s certificate program.

The earned grade for the course and associated credits must be a B or higher (GPA equivalent of 3.0).

The credits must have been earned within 5 years from the date when transfer credit is requested.

To request transfer credit, students must submit the course syllabi and official transcripts to the Educational and School Psychology Department Chair. The Department Chair will consult with program faculty to determine whether or not to approve the request.

http://usm.maine.edu/students


If transfer credits are approved, the Department Chair will notify the USM Registrar to enter the official transfer onto the student's record. Transferred credits will be noted on the student's USM transcript and counted toward the student's program of study.

Student Evaluation and Progress Course grades will serve as the primary indicator of students’ progress in the certificate program.

Methods of evaluation and graded assignments vary by course, but typical assessment measures include

multiple choice examinations, applied learning projects, and research papers.

Students are expected to demonstrate competency in all content areas associated with the BACB’s

Fourth Edition Task List. Accordingly, students are expected to attend all scheduled class sessions and

must obtain grades of B or better in all required courses. Students may not earn a passing grade in any

course in which they miss more than two class sessions. Students who earn a B- or lower in any course

will be required to re-take the course. Courses in which students earn a B- or lower will not be

recognized as meeting prerequisite course requirements or certificate completion requirements.

Professional and Ethical Expectations Both faculty and students within the Educational Psychology program are expected to comply with the

BACB’s Professional and Ethical Compliance Code for Behavior Analysts at all times. Students must sign

and submit Appendix A: Ethics Compliance Statement within their first semester of matriculation in the

program.

Other Students are expected to review and comply with all expectations outlined within the Certificate in

Applied Behavior Analysis Handbook. Students must sign and submit Appendix B: Acknowledgment and

Agreement to Abide by USM’s Certificate in Applied Behavior Analysis Handbook within their first

semester of matriculation in the program.

Student Appeals and Complaints

Professional ethical and compliance codes include specific guidance and procedures for resolving ethical

dilemmas and other conflicts that arise in the context of professional practice. Consistent with these

guidelines, the core steps for resolving problems that arise in the context of the certificate program

include the following:

1. Meet with the individual(s) involved in the problem to discuss the issue candidly. If possible,

develop a plan of action to resolve the problem.

https://bacb.com/ethics-code/


2. If the problem cannot be resolved with a face-to-face meeting between the involved parties,

contact the supervisor(s) of the individual(s) involved to obtain assistance with problem resolution.

3. If the problem persists, then report the concerns to the appropriate member of leadership

within the organization.

Students in the certificate program are expected to learn and follow the BACB ethical guidelines and

procedures during and after program completion; accordingly these basic standards should be followed

to address problems that arise while enrolled in the program. Specifically, students should start by

meeting with the individual(s) involved in the problem in an effort to find a solution. If a solution cannot

be generated within a face-to-face meeting, students should contact the next individual(s) in the

governance hierarchy at USM to obtain assistance. Except in circumstances described below, this

process should be followed on a stepwise basis such that the problem is addressed “locally” and

individually to the extent possible.

Here is an example of the procedures students should follow if they have a problem with a course

instructor or any other individual(s) working within the certificate program.

Lynn is a second year student. She just finished the semester and looked online to view her

grades for the term. She was shocked to see that she had earned a “B” in one of her classes. She

thought her work was very strong, and she expected an “A.” She reviewed the assignments she

had received back from the instructor, and all her work showed scores leading to an “A” grade.

Lynn decided she would ask the instructor why she earned a “B” in the class.

Lynn contacted the instructor by e-mail the next day and requested a time to meet and review

her grade. The instructor agreed and a meeting was set up for the next week. Lynn brought all

her coursework to the meeting and explained that she felt her work had earned an “A” instead of

a “B.” The instructor said that most of Lynn’s work for the semester was “A” material, but her

final paper (worth 30% of the grade) was of much lower quality than her other work. The

instructor showed Lynn the paper and went over his concerns. Lynn said that she disagreed with

the instructor and felt the work was on a par with her prior assignments. The instructor

disagreed.

In this example, Lynn was not able to resolve the problem with a face-to-face meeting with the

instructor. Therefore, her next step was to request a meeting with the Department Chair to discuss the

situation.

Lynn met with the Department Chair and the instructor together and discussed the grade dispute. The Department Chair suggested that she read the final paper and use the instructor’s scoring criteria to evaluate the paper. She suggested that she also read a selection of Lynn’s other work so she could compare the quality of the writing. Lynn and the instructor agreed that this was a good idea. One week later the Department Chair met with Lynn and the instructor again and reported her review of the paper. She scored Lynn’s last paper higher than the instructor had, and the new score yielded a course grade of “A-.” Lynn and the instructor agreed to accept the new paper score, and the instructor submitted a revised grade for the course.

In this case, Lynn’s problem was resolved by following steps 1 and 2 of the basic procedures for

problem-solving. If Lynn or the instructor had not been willing to accept the Department Chair’s new


score, the next step would have been to contact the Associate Dean to request additional help with the

problem.

As illustrated in the example above, the order for addressing problems will generally proceed as follows:

1. Individual(s) directly involved in the problem

2. Department Chair: Jamie Pratt, [email protected]

3. SEHD Associate Dean: Mark Steege, [email protected]

4. CMHS Dean: Joanne Williams, [email protected]

5. Provost and Vice President for Academic Affairs: Jeannine Diddle Uzzi, [email protected]

6. USM President: Glenn Cummings, [email protected]

Typically, most problems can be resolved through meetings with the individuals involved and the

Department leaders. If a student is not sure how to proceed when faced with a problem, the student

should contact her or his advisor. If the advisor or Department Chair is involved in the problem itself,

another faculty member in the Department may serve as an objective participant in the problem-solving

process. Alternatively, the CMHS Director of Student Affairs, Kim Warren ([email protected]) is

available to provide guidance to students about whom to contact with concerns.

Additional information about academic and non-academic grievance and reporting procedures may be

found in USM’s Graduate Catalog and by referencing the website for the Dean of Students Office

(https://usm.maine.edu/deanofstudents), which maintains primary responsibility for student advocacy

and support.

School of Education and Human Development Department of Educational and School Psychology 8 Bailey Hall Gorham, ME 04038 Phone: 207-780-5300







https://usm.maine.edu/catalogs

https://usm.maine.edu/deanofstudents


Appendix A

Ethics Compliance Statement

I, ___________________________, have read, understand, and agree to abide by the Behavior Analyst

Certification Board® Professional and Ethical Compliance Code for Behavior Analysts during and after

the completion of the USM Certificate in Applied Behavior Analysis. I understand that it is my

responsibility to keep abreast of changes and updates in the Compliance Code and abide by any future

versions. I understand that failure to abide by the Compliance Code may result in disciplinary action

(e.g., remedial instruction or dismissal from the program) by USM’s Educational and School Psychology

department faculty.

____________________________________________

Student Printed Name

____________________________________________ _____________________

Student Signature Date

____________________________________________ _____________________

VCS Coordinator Signature Date


Appendix B

Acknowledgement and Agreement to Abide by

USM’s Certificate in Applied Behavior Analysis Handbook

I, ___________________________, have read, understand, and agree to abide by the policies and

procedures outlined in USM’s Certificate in Applied Behavior Analysis Handbook. I understand that

failure to meet the expectations contained within the handbook may result in suspension or dismissal

from the program.

____________________________________________

Student Printed Name

____________________________________________ _____________________

Student Signature Date

____________________________________________ _____________________

Department Chair Signature Date

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