Autism Spectrum Disorder (ASD) can affect an individual’s ability to communicate, socialize and function effectively at home, school and in their community. Applied Behaviour Analysis (ABA) can be used to develop new skills including language, social and play skills, self-help skills, academics, motor skills, life skills and appropriate behaviour.
Students in this highly specialized program learn to use a variety of evidence-based approaches to develop the skills of individuals with ASD across the lifespan by reviewing relevant literature, developing intervention plans, implementing programs, and collecting data to ensure intervention strategies effectively meet established goals.
- Understand the characteristics of the full spectrum of ASD and how human development occurs in the neuro-typical population;
- Know the range of evidence-based practices in autism treatment;
- Know how to complete curriculum-based assessments and functional assessments;
- Can plan, implement, and monitor interventions based on these assessment results;
- Know the ethical and professional requirements of working in the field of ABA
- Show leadership in the workplace by contributing knowledge and skills for practical solutions related to the treatment of ASD.
As this is a graduate certificate program, students can expect an intensive workload. Classes combine theory with active learning experiences and group work. Field placements are available in a range of settings and some may require the use of a vehicle.
Check out the student opportunities to be involved with the Centre for Behavioural Studies.
If you have a passion for helping others and want to make a difference in the lives of individuals with autism, this program is for you! Highlights include:
- small class sizes
- hands-on learning
- experienced professors
- student-run clinics
- placement experiences
- learning at the Centre for Behavioural Studies
- conferences and professional development opportunities
- research assistant opportunities
- A relaxed and fun learning atmosphere
The Association for Behavior Analysis International has verified the following courses toward the coursework requirements for eligibility to take the Board Certified Assistant Behavior Analyst® examination. Applicants will need to meet additional requirements before they can be deemed eligible to take the examination: Introduction to Applied Behaviour Analysis, Specialized Instructional Strategies, Ethics and Professionalism, Treating Challenging Behaviours, Behaviour Skill Building, and Parent and Staff Training.
In this course, students learn the principles of applied behaviour analysis (ABA), which is the basis for evidence-based treatments for autism spectrum disorder (ASD). Students learn basic terminology, and when/how to use techniques appropriately. Students also learn how to access and interpret peer-reviewed journal publications in the field of autism and ABA and apply this knowledge to clinical practice.
In this course, students gain knowledge of the diagnostic criteria for autism spectrum disorders (ASD). Students learn how assessments are used to confirm or deny a suspected diagnosis of ASD. Learners explore different interventions and how to evaluate their suitability in the treatment of autism. Lastly, students explore special ASD topics and identify the different support services available to individuals with ASD in the community.
In this field experience, students are placed full-time in an agency, community program, or learning environment that supports individuals with ASD. Students develop skills through the application of their knowledge gained in prerequisite courses. Students complete assignments related to the profile of an individual with ASD, observations of current programming, practicing data collection, and completion of elective assignments such as, but not limited to preference assessments, creating visual supports, etc. Students are provided feedback on their behavioural and generic work skills during evaluation meetings.
In this course, students learn common evidence-based behavioural approaches to teaching individuals with autism new skills with an emphasis on strategies for teaching functional skills. Learners explore traditional discrete trial training protocols, Skinner’s analysis of verbal behaviour, augmentative and alternative communication systems, and natural environment teaching strategies. Students also learn how to conduct common curriculum assessments such as the Verbal Behavior Milestones and Placement Program. Students engage in hands-on activities, as feasible, to practice using terms and teaching techniques.
In this course, students learn a variety of procedures used to assess and treat challenging behaviours presented by individuals with an autism spectrum disorder. Learners explore functional behaviour assessment (FBA), functional analysis (FA), analysis of FBA/FA data, and evidence-based techniques for the treatment of challenging behaviours (e.g., stereotypy, pica, aggression, self-injury, non-compliance, etc.). Learners also explore ethical considerations such as the utilization of the least intrusive, least restrictive model and the ensuring of effective, function-based treatment. Students learn about various treatment options including, but not limited to, antecedent strategies, teaching replacement behaviours (e.g., functional communication training), differential reinforcement, extinction, desensitization procedures, acceptance and commitment training (e.g., AIM Curriculum), and self-management training. Students learn to enhance and monitor the generalization and maintenance of treatment effects, and to collect data on treatment integrity and social validity.
In this course, students learn how to select goals given assessment results to develop an individualized curriculum for a person with ASD. Learners develop skill acquisition programs and select appropriate data collection systems across a number of learning domains such as communication, social and play skills, life skills, vocational skills, and inclusion in less restrictive environments. Students also practice and learn to implement various teaching procedures through role play and demonstration.
In this course, students use techniques for training, coaching, and supervising others to implement behavioural programming. Students learn and practice techniques for individual and group presentation formats for the training of parents, caregivers, and/or staff. Students also learn how to maintain procedural integrity, use performance feedback, and evaluate the effects of training. Students will learn to recognize challenges that may impact before, during, and after mediator training, and how to ensure training meets the unique and diverse needs of their trainees. Students identify and implement effective supervision techniques and strategies as identified by the Behaviour Analyst Certification Board (BACB) guidelines.
In this course, students learn to assist in planning and implementing transitions for individuals with ASD within and across home, school, and community settings. Learners explore models for effective transition planning, assessment and evaluation, understanding differing perspectives on transitions within and across environments, developing collaboration and relationships with parents and professionals, understanding transition practices and relevant legislation, and practicing the use of transition assessments and evaluation tools.
During this field placement experience, students are placed in an agency, community program, or learning environment that supports individuals with ASD. Students demonstrate their cumulative skills and knowledge gained throughout the program. Students complete an assessment of a skill deficit, and develop, implement, and evaluate a treatment plan for an individual with ASD while adhering to ethical guidelines. Students also complete elective assignments such as, but not limited to, preference assessments and creating visual supports. Students are also required to complete a mock interview and provide a reflection on their performance. Lastly, through evaluation meetings, students receive feedback on their behavioural and professional work skills.
Minimum of a two-year post-secondary diploma or degree with a specialty in community services or social services including Psychology, Education or related health discipline.
Immunization - Communicable Disease Requirements
Completion of the Immunization - Communicable Disease Form is a mandatory condition.
for your clinical/practical placement. THIS FORM IS YOUR RESPONSIBILITY.
Download your Immunization - Communicable Disease Form
Questions regarding the completion of this form can be submitted to Immunizations@sl.on.ca
Note: Full-time student coverage for vaccines received on or after September 1, can be claimed under the Student Sickness & Accident Insurance Plan.
Students complete two placements for a total of 10 weeks (250 hours) of practicum experience by the end of the program. Placements occur in a variety of settings (autism service agencies, community settings, schools etc.) and students can be placed in Kingston or can be placed in their home town or other areas, as available. In Kingston, common placements include Maltby Centre Autism Services, Centre for Behavioural Studies, Kingston Health Sciences (Hotel Dieu Hospital site), Limestone District School Board and the Algonquin and Lakeshore Catholic District School Board. Faculty arrange placements on behalf of students with the support of the Student Placement Facilitator.
Student Placement Facilitator (SPF) Support
Complete SLC Placement requirements
- 6 Training Modules
- Student Declaration/Oath of Confidentiality
- Student Covid 19 Waiver
Complete agency-specific requirements
- CPIC - VULNERABLE SECTOR
Our Kingston campus has seen significant renovation over the past few years, including a brand new Student Life and Innovation Centre that houses a new gymnasium, fitness centre, pub, and more.
Graduates obtain employment as therapists working 1:1 or in small groups to provide applied behaviour analysis (ABA) services in a variety of autism service agencies, community settings and school boards. Career opportunities may be more abundant in some areas of the province than others.
Some of our graduates are working at:
- The Maltby Centre
- Children's Hospital of Eastern Ontario
- Tri-County Community Support Services
- Spectrum Intervention Group
- Limestone District School Board
- Algonquin and Lakeshore Catholic District School Board
- Private therapists working directly with clients in their homes and/or the community, to name a few.
613-544-5400, ext. 1128
International Students Contact
+1 613.544.5400 ext. 5514