Autism & Behavioural Science

Kingston Campus | Program Code: 1027 | Open for International Students
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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.

Program Details

Code 1027
Start Date September
Credential Ontario College Graduate Certificate
Campus Kingston
Program Length 1 Year
Delivery Full-Time
Open for international students

Program Highlights

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

Program Outline


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 course, students learn the foundations of ethical principles and review ethical decision-making within a behavioural framework. Students are introduced to professional codes of ethics that are essential for ethical practice. Students learn how to think critically and apply general ethical principles to situations. Learners explore the basis for following ethical guidelines for practice and examining legislation, ONTABA/ABAI standards of practice, and current trends in behaviour analysis. Students also learn various employability skills and how to evaluate their own professional expertise to identify areas for ongoing professional development.
In this course, students learn different theories, terminology, and applications underlying current approaches to teamwork and working with families of individuals with autism spectrum disorders (ASD). The focus will be on effective collaboration within a multi-disciplinary team for successful work in a professional role. Students develop the interpersonal skills and professional orientation necessary to work collaboratively and to enable them to problem solve as team members in a flexible, empathetic, resourceful, and productive manner.

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.

Non Violent Crisis Intervention teaches safe, non-harmful behavioural techniques designed to prevent and deescalate crisis situations. Human service workers learn the framework required to promote the best care, welfare, safety, and security for clients, themselves, and colleagues. The main focus is on the verbal de-escalation process. This course is experiential and practical in approach and offers the opportunity to use behavioural rehearsal.

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.


Admission Requirements

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.

Health Requirements

Immunization - Communicable Disease Requirements

Completion of the Immunization - Communicable Disease Form is mandatory 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

Note: As a Full-time SLC student, you are automatically enrolled in a student insurance plan. To learn more about how this applies to your immunization requirements please visit (domestic) or (international).


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

  • Immunization






Program Fees
Ancillary Fees
$2,721.36 CAD
Program Fees
$0.00 CAD
Ancillary Fees
$1,531.33 CAD
$4,252.69 CAD

Fees are estimates only.  Tuition is based on two semesters.

Program Fees
Ancillary Fees
$16,430.00 CAD
Program Fees
$0.00 CAD
Ancillary Fees
$2,300.35 CAD
$18,730.35 CAD

Fees are estimates only.  Tuition is based on two semesters.


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.

Kingston Campus

Career Opportunities

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.


""The AUBS program helped me build on my previous knowledge and experiences while also teaching me new skills and providing me with new opportunities such as placements, conferences and assignments that let me network with professionals in the community.""
Melissa Anne Cordic
""I am Tracy (Kanerahtaniionthah-Snipe clan from Akwesasne) and since graduation from AUBS I returned to work as Supervisor of Tsisnaihne Child Care Center, my substantive position and am working towards becoming an RBT through an online course with SLC.""
""I am working privately and have 3 amazing children on my caseload. With the AUBS program, you learn very specific things and exactly what you're going to need for the future. I love how there is so much hands on learning. Hands on in placements and hands on in class! Lots to give you practice!!""
Courtney Smith
"" In the AUBS program I was able to expand my knowledge about ASD and learn about evidence based practices using Applied Behavioural Analysis. I was also able to build new professional connections both with professors and within the community which supported me in focusing my passion even further to supporting individuals with ASD in an Intensive Behavioural Intervention setting.""
Cassie Lindsay

Program Contacts

Program Contact
Meaghen Shaver
613-544-5400, ext. 1128

Admissions Information

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