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
Program Handbook: Certificate in Applied Behavior Analysis Revised 8/2018 Page | 2
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
Program Handbook: Certificate in Applied Behavior Analysis Revised 8/2018 Page | 3
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.
Program Handbook: Certificate in Applied Behavior Analysis Revised 8/2018 Page | 4
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 Handbook: Certificate in Applied Behavior Analysis Revised 8/2018 Page | 5
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.
Program Handbook: Certificate in Applied Behavior Analysis Revised 8/2018 Page | 6
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.
Program Handbook: Certificate in Applied Behavior Analysis Revised 8/2018 Page | 7
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.
Program Handbook: Certificate in Applied Behavior Analysis Revised 8/2018 Page | 8
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,
Program Handbook: Certificate in Applied Behavior Analysis Revised 8/2018 Page | 9
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.
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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.
Program Handbook: Certificate in Applied Behavior Analysis Revised 8/2018 Page | 11
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
Program Handbook: Certificate in Applied Behavior Analysis Revised 8/2018 Page | 12
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
Program Handbook: Certificate in Applied Behavior Analysis Revised 8/2018 Page | 13
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.
Program Handbook: Certificate in Applied Behavior Analysis Revised 8/2018 Page | 14
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.
Program Handbook: Certificate in Applied Behavior Analysis Revised 8/2018 Page | 15
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
Program Handbook: Certificate in Applied Behavior Analysis Revised 8/2018 Page | 16
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
Program Handbook: Certificate in Applied Behavior Analysis Revised 8/2018 Page | 17
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
Program Handbook: Certificate in Applied Behavior Analysis Revised 8/2018 Page | 18
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