Board Certified Behavior Analyst Course Series

Schools across the country have a growing need for compassionate, motivated educators with a deep understanding of how to identify and address individual children’s behavioral needs.

Applied Behavior Analysts work one-on-one with children who need extra support in the classroom, including a growing population of children with autism spectrum disorder. The online Board Certified Behavior Analyst (BCBA) course series prepares educators to sit for the BCBA examination or to work in schools as behavior analysis content experts.

This fully online, 18-credit  course series is designed for candidates holding a bachelor's or master’s degree who wish to gain specific skills and knowledge to address the behavioral needs of students in their classrooms. The course series is verified by the national Behavior Analyst Certification Board (BACB). Completing the entire 6-course series fulfills a core part of the requirements needed to sit for the BCBA examination and become a Board Certified Behavior Analyst.

Applied behavior analysis (ABA) is a​ systematic approach for influencing socially important behavior through the identification of reliably related environmental variables and the production of behavior change techniques that make use of those findings.

Common services provided through ABA may include, but are not limited to:

  • Conducting behavioral assessments
  • Analyzing data
  • Writing and revising behavior-analytic treatment plans
  • Training others to implement components of treatment plans
  • Overseeing the implementation of treatment plans

Behavior analysts provide services to clients with a variety of needs including, but not limited to:

  • Organizational functioning (e.g., staff performance, management and pay structure interventions)
  • Skill deficits (e.g., communication, adaptive behavior), and
  • Problem behavior (e.g., aggression, self-injurious behavior).

The Behavior Analyst Certification Board (BACB) sets the requirements for board certification. These requirements include completion of a verified course series, such as this one, as well as the additional requirements found here.

*Note: Students interested in obtaining a Master of Education in Curriculum and Instruction can take these courses as an area of focus. Please visit the Online Master of Education in Curriculum and Instruction webpage for more information. 

*Note: Students interested in obtaining a Doctorate in Education in Curriculum and Instruction can take these courses as an area of focus. Please visit the Doctorate in Education in Curriculum and Instruction webpage for more information. 


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Course Series Details

  • Prerequisites and Admission Requirements

    Students interested in taking courses in this series must fill out a Non-degree Student form. No application is needed. Completion of all courses is necessary if a student is interested in sitting for the BCBA examination. Requirements are set forth by the Behavior Analyst Certification Board.

  • Funding Opportunities

    Discounted tuition is available for K-12 educators. See more information here.

    Tuition and Fees information.

  • Typical Length of Study

    Students make take courses at their own pace. Part-time students taking one course per semester, including summer, can finish in only five semesters.

  • Course Overview

    18-credit hour course series:

    1. EDIS:5133 Principles of Applied Behavior Analysis (3 credits)
    2. EDLF:7330 Single Case Research Design (3 credits)*
    3. EDIS:5134 Behavior Observations and Analysis (3 credits)
    4. EDIS:5136 Ethics of Behavior Analysts (3 credits)
    5. EDIS:5135 Behavioral Intervention (3 credits)
    6. EDIS:5137 Explicit Instruction (3 credits)*

    *All courses must be taken in order, except for EDLF 7330 and EDIS 5137.

    Our current course offerings can be found in the Student Information System (SIS) or the Curry course database.

  • Course Descriptions

    EDLF 7330: Single Subject Research (3 credits):

    Detailed examination of the design and interpretation of single-subject research. Foci for the course include rationale for single-subject research; methods for planning, implementing, and evaluating studies; and issues in the use of these methods.

    EDIS 5134: Behavioral Observation, Measurement and Analysis (3 credits):

    This course is designed to provide skills, practice, and knowledge in advanced theory and methods of ABA. Emphasis will be placed on the theory, principles, procedures, and science of ABA. Participants will examine best and promising practices for developing and providing positive behavior support (PBS) for individuals who display serious behavioral challenges in a variety of contexts (e.g., schools, hospitals, treatment centers, work, and homes). Analysis and design of advanced research models will be a major focus of this course; therefore, students must have knowledge and experience with research design, especially single subject research design.

    EDIS 5136: Ethics and Professional Conduct of Behavior Analysts (3 credits):

    This course will familiarize the student with ethical issues and responsibilities of special educators and behavior analysts by leading organizations in the fields of education and mental health. Informed consent, due process, protection of confidentiality, and selection of least intrusive, least restrictive behavior change procedures will be presented and discussed within the context of case method. Ethical decision making processes will be emphasized, and the relationship between ethics and law will be explored.

    EDIS 5135: Behavioral Intervention (3 credits):

    The purpose of this course is to provide students with opportunities to build fluency with the basic principles of applied behavior analysis and the application of these principles to develop, implement, and evaluate programs of behavior change as they apply to children and youth with exceptional learning and behavior characteristics in classroom and community settings. This course is designed for students who are (a) preparing to teach or support individuals with challenging behavior, (b) dedicated to maximizing the effectiveness and efficiency of their teaching and support, and (c) interested in redesigning environments to prevent the development and occurrence of challenging behaviors. A foundation in the theory and practices of ABA is required. Students must have regular access to school or community environments in which students may conduct a functional behavior assessment and develop and implement a behavior change project. If you are not in a practicum or field placement, or do not otherwise have access to an environment in which you may complete course assignments, please contact the instructor immediately.

    EDIS 5137: Explicit Instruction (3 credits):

    The purpose of the course is to introduce appropriate methodology for teaching academic skills to students with significant learning difficulties. The majority of the course deals with effective practices for designing and delivering academic instruction and independent work to students who do not learn optimally under current conditions within their general education classes. The teaching model presented in this course is best described as direct or explicit instruction, a highly structured and systematic approach to teaching.

  • Sample Jobs after Completion

    Board Certified Behavior Analyst, behavior coach, behavior support specialist

The information contained on this website is for informational purposes only. The Undergraduate Record and Graduate Record represent the official repository for academic program requirements. These publications may be found at