phd in aba canada

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Western Education's  EdD | Field of Applied Behaviour Analysis

You’re a catalyst for change. You make a real impact. Now, elevate your expertise with Western University’s Doctor of Education in Applied Behaviour Analysis (ABA).

This unique EdD program, the first of its kind in Ontario, seamlessly integrates your professional experience as an ABA practitioner with a robust academic curriculum, allowing you to address complex, real-world problems in behaviour analysis. Over three years, through 11 sequential, fully online half courses, and a final Dissertation-in-Practice, you will hone your skills to lead and innovate in the field.

What sets this program apart is its cohort model. You will embark on this journey alongside a select group of approximately 20 students, fostering a community of practice that enriches learning and broadens your professional network. This format ensures deep collaboration and sustained support throughout your studies and beyond.

Prepare to advance as a leader in academia, consultation, program direction, or as a private practitioner. With this degree, students can apply for the Board Certified Behavior Analyst – Doctoral (r) (BCBA-D (r)); some students might be eligible with a qualifying Dissertation in Practice.

Join us at Western University and transform your professional path in Applied Behaviour Analysis, where your leadership and influence will shape the future of this dynamic field.

Western Education’s EdD program prepares students for leadership roles in the field of applied behaviour analysis. Our course programming emphasizes practices that empower students with behaviour-analytic leadership across different domains and populations.  

Behaviour-Analytic Approach to Leadership

Real-world application

Study online

Finish in three years

What I like about my EdD program is the diversity of my cohort. I love engaging in rich and fulsome dialogue with my classmates from different professions and industries.

-  Carlyn Tancioco , Graduate 2021

Beyond the program details

See the How to Apply application information pages for updates about admission requirements and space availability. 

Applicants are required to submit a Statement of Intent , 3 letters of recommendation (from academic and/or professional supervisors, or equivalent), transcripts, a Writing Sample , and a current resume or CV. Please review the links to additional information about the Statement of Intent and the Writing Sample before submitting an application to the EdD Program.  

For admission to the EdD in Applied Behaviour Analysis Program, successful applicants typically have

• Master's degree in applied behaviour analysis, psychology, education, and/or related fields* 
• Candidates must be Board Certified Behavior Analysts (BCBA) or eligible to sit for the BCBA exam, or have a record of coursework and research experience in behaviour analysis.
• Minimum GPA of 3.5. Typically, an "A" standing (80%) or equivalent in previous graduate work.
• Minimum three years of work experience in Applied Behaviour Analysis, such as in schools, private practice, or clinical programs in agencies.  
• A commitment to advancing the scholarship and practice of ABA is demonstrated in the Statement of Intent. 
• Applicants whose first language is not English must furnish evidence of their proficiency in the use of the English language. For more information go to the requirements and deadlines section of the How to Apply  

*Please note: If your Master’s Degree was your Program of Initial Teacher Education which certified you to teach in the K-12 system, it is considered equivalent to a Bachelor of Education, rather than a graduate degree. This type of Master’s is not eligible for admission to the EdD Program.

Program information is subject to change. Full-time tuition amounts are set each year by Senate and then published on the Office of the Registrar's Fees Schedules web page. Full-time fees are paid per term (Fall, Winter, Summer) not by course.

For questions about fees, including how to pay fees and the methods of payment that are accepted, students should go to the Student Financial Services pages of the Office of the Registrar's web site or contact Student Financial Services (Office of the Registrar) at 519-661-2100.

The Faculty of Education recognizes the financial commitment required to pursue professional graduate studies.

Since the majority of our programs are fully online, we offer students flexible learning that allows them to fund their education by remaining in their current employment. Some employers offer subsidization or time release opportunities for the professional learning of their employees. As a result, internal funding is not available for these programs.

There are also many external funding opportunities for competitive candidates in our professional programs. For an additional list of other external awards, see more information below. Also, visit online sites that contain numerous award opportunities.

• https://www.yconic.com/
• https://www.iefa.org/
• https://www.scholarshipscanada.com/

Please note that students must apply for these awards individually. Read the qualifications carefully, and contact the award provider for more criteria and award information.

Many private financial institutions offer financing options (with particular rates and payment plans) to full-time students. Please contact a representative of your preferred financial institution for more information.

Provincial governments offer a variety of loan programs to help students finance their studies. Ontario residents may be eligible to apply for OSAP.

The Government of Canada's CanLearn website provides a listing of contact information for the offices of all government student financial assistance programs. Please visit CanLearn to find your province or territory listing. The Government of Canada implemented the Lifelong Learning Plan (LLP) to encourage higher education and training. The LLP allows you to withdraw up to $10,000 a year from your registered retirement savings plan (RRSPs) to finance training or education for you or your spouse or common-law partner. For further information on this plan, visit the government's website at www.ccra.gc.ca.

Fully online professional programs provide students with synchronous and asynchronous learning opportunities. 

Online courses are available via the OWL platform. Your Western University login and password are required to access the course (your Western email without the @uwo.ca and its accompanying password). Access to OWL can be found here: https://owl.uwo.ca/portal . Access to a course in OWL is typically opened the first business day of each term. Please note that although your own access may be granted prior to the first business day, course content may not be posted until closer to the scheduled course start.

For online courses, students are required to have access to the following:

• High speed Internet access
• Access to a computer that enables connection to outside websites (flexible firewall restrictions)
• Multimedia playback capabilities (video/audio)
• Computer capable of running a recent version of Internet Explorer, Safari, or Firefox; and/or Cisco MOVI client for PC or Mac
• Audio headset and microphone for computer

Program Information

Description.

The EdD in Applied Behaviour Analysis is designed to enhance both professional knowledge and expertise in the field of behaviour analysis. The program is structured to prepare students as scientist-practitioner leaders, including but not limited to roles such as educators, administrators, researchers, and experts in developing, implementing, analyzing, and evaluating programs from a behaviour-analytic perspective.   

The EdD program is composed of 33 credits of sequential, fully online courses and a final Dissertation in Practice secondary research project. Course and program work takes place year-round, typically allowing students to complete the program in three years. (Exceptions include parental leave, etc.)

This program values the knowledge and experience that students bring to this course-based program, and actively seeks to apply what students learn in coursework to their professional practice.

To promote effective adult and online learning, the EdD program prioritizes teamwork, collaboration, and networking within and beyond the program. Students in this program may expect regular group activities, peer-to-peer learning, and synchronous (live remote) instructional sessions.

This program of study is organized as a cohort model. Approximately 20 students will form each cohort. This cohort structure provides ongoing support within the course work, enabling students to develop a professional community of practice. To ensure the integrity of the cohort model, continuous enrollment is required, and will necessitate that students complete all the required courses within the timeframe stipulated.

The EdD in Applied Behaviour Analysis is well-suited for individuals who are interested in learning the knowledge and applications of behaviour analysis in leadership, collaboration, management, administration, supervision, program evaluation, community relations, and recruitment in organizations.   

Please note that the EdD degree alone does not qualify you to teach in the K-12 school system in Canada. 

The primary objective of the EdD in Applied Behaviour Analysis is to prepare thoughtful, reflective, and capable professionals. The program is committed to ensuring excellence in research, clinical, and leadership skills, to prepare students for leadership roles in the field.

The program's concentration on Applied Behaviour Analysis in education exposes students to emerging issues, philosophical foundations, organizational systems analysis , ethical practice in a social justice framework, teaching practices, research methods, and experiential learning via their coursework to cutting edge research and emphasizes the application of theory to practice. Students are encouraged to apply their research and theoretical knowledge in their professional roles.

The EdD is designated as a full-time program. Full-time status requires that students complete four half-courses in one year. Students complete the equivalent of 11 half courses during the program. This is a full time, three-year program of study, which requires significant demands on students’ time. It is common for students to spend 15-20 hours or more every week on their EdD studies, throughout the year. Applicants must be prepared to meet these demands should they be accepted into the EdD Program. Continuous enrollment is a requirement until all program requirements are met. Full-time students have access to all student services. See SGPS (Graduate and Postdoctoral Studies) for details.

Cohort Model

This program of study is unique due to its cohort model for course progression. Approximately 20 students are admitted to each cohort. This cohort structure provides ongoing support throughout course work, enabling students to develop a professional community of practice. To ensure the integrity of the cohort model, continuous enrollment is required, and will necessitate that students complete all the required courses within the timeframe stipulated.

Student Engagement

Students engage in learning together through regular synchronous learning sessions over platforms such as zoom, and through peer discussions, presentations, and collaborative peer review opportunities. Additional asynchronous learning involves individual reflective practices, assignment completion, and scholarly reading and writing.

Course Progression 

Students progress through 11 half courses over 9 full terms, for 3 years.

Year 1  - Students complete one half course (0.5) in Fall term (12 weeks in length), one half Course (0.5) in Winter term (12 weeks), and 2 half courses (0.5) in the Summer term (eight weeks sequentially).  

Year 2  - Students complete one half course in Fall (12 weeks in length), one half course in Winter (12 weeks) and 2 half courses (0.5) in the Summer term (eight weeks sequentially).  

Year 3  - Students complete one course in Fall (12 weeks in length), one course in Winter (12 weeks). The Dissertation in Practice is submitted and evaluated in the final summer term. Continuous enrollment is required during all terms until completion. 

EdD Applied Behaviour Analysis Course Descriptions

Dissertation in Practice

The Dissertation in Practice (DiP) is the final milestone in the EdD program. In the EdD Applied Behaviour Analysis, the Dissertation in Practice is designed to enhance professional learning and to deepen understanding of practical issues in educational and professional settings. The DiP is a research project that aims to identify and solve a practical problem the students encountered at work with the goal to change the practice.   

EdD students engage in evaluating and assessing the broad implications of understanding and applying educational knowledge to particular educational contexts, and they engage in and reflect on the scholarship of the production, legitimation, and mobilization of knowledge.

Students who complete this Dissertation in Practice will:

• Engage in significant learning, which goes beyond simply incorporating new information into previously existing schemata (e.g., challenges students’ beliefs and assumptions to such an extent that they commit to arguments not previously considered);
• Share in learning that can make a productive and positive impact on practice (i.e., driven by an authentic Problem of Practice and used by practicing professionals) through various forms of systematic review; and
• Manage a variety of forms of information and diverse venues of research communication (e.g., publications and other forums for communication).

Program Distinctiveness

There are many reasons why Western Education’s Doctor of Education in Applied Behaviour Analysis is distinctive among doctoral programs in Canada. Here are our top reasons!

• Practice-focused for the good of society   – At the highest level, our program focuses on areas of study that make positive change in education for the goal of achieving a more just and equitable society.
• Work improvement and career advancement – Graduates will be qualified for a variety of formal and informal professional roles in various public or private contexts.
• Best in value – Current fees make this program among the least expensive fully online EdD programs in Canada, especially among Tier I Canadian universities.
• Personalized learning opportunities   – Enjoy highly-tailored learning, researching, and problematizing that focuses on identifying a real-time concern or issue at work affecting your professional practice.
• Fully online coursework, yet highly collaborative program – Our online delivery offers highly engaging distance learning opportunities, including regular synchronous meetings. Collaboration and networking are key to the success of students in our program, and our cohort model guarantees plenty of opportunities for interaction with peers. We use technology in thoughtful ways to improve student learning, while developing your technology skills as well! 
• Engaged faculty – Learn from a diverse range of faculty members with considerable research and practice experience in many areas of equity, diversity, social justice, and human rights.
• Comprehensive student support – Expert resources are available to support students with their academic writing and other learning needs, all at a distance.
• High levels of student retention – Since 2013, our EdD programs have 90% student retention rate.
• Opportunities through consortium membership with the Carnegie Project for the Education Doctorate , a knowledge forum on the EdD designed to increase rigorous as well as program applicability for working professionals. We are one of two Canadian members of CPED, and can guarantee a distinctive degree that is deeply influenced by evidence-based design principles.

Faculty Members

Program Manager

• Phillipa Myers

Program Coordinator

• Albert Malkin
• Nicole Neil
• Gabrielle Lee

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Applied behaviour analysis

Applied Behaviour Analysis (ABA) involves the systematic application of learning principles and techniques to assess and improve individuals’ covert and overt behaviours in order to help them function more fully in society. Training in the experimental analysis of behaviour (basic research on behaviour) is also provided.

The Department of Psychology offers research and applied training at both the MA and PhD levels in ABA. Students have the opportunity to receive supervised training in the practice of ABA with varied clientele, and especially with persons with developmental disabilities, including autism.

The program offers a verified course sequence that has been approved by the Association for Behavior Analysis International. View the Board Certified Behavior Analysts Pass-Rates . Note that pass-rate data are not published for sequences with fewer than six first-time candidates in a single year or for sequences within their first four years of operation. 

Partnership with St. Amant

St. Amant is one of the largest disability service organizations in the Province of Manitoba. Located at 440 River Road (across the Red River from Duff Robin) St. Amant provides a wide range of service options that include community residences, a school, a vocational program, an integrated preschool, and community supports such as respite, crisis stabilization, and clinical services (Psychology/SLP/OT/PT). In 1997, St. Amant established a quality of life research program under the direction of Dr. C. T. Yu. Through ongoing partnership with the U of M and support from The Winnipeg Foundation, the research program is now an interdisciplinary Research Centre with a team of four researchers (including current director, Dr. Toby Martin), administrative support, and physical resources to support graduate student research. St. Amant Autism Programs  is a provincially-funded service that began in 1999, and that currently provides home-based Early Intensive Behavioural Intervention for young children with autism, a school age program, and continued supports for children reaching adolescence. Many of our ABA program graduates, and current graduate students, work as clinical consultants and managers in Autism Programs. St. Amant, and the Autism Programs in particular, are strongly committed to evidence-based practice and provide a highly supportive environment for applied research.

Graduate Programs Coordinator

204-474-6377 psychol [email protected]  

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Applied Behaviour Analysis, PhD

Applied Behavioural Analysis (ABA) is a branch of the science of behaviour that involves a systematic approach to analyzing behaviour and solving practical problems to improve the human condition. ABA-based interventions have been empirically shown to be effective in treating a wide variety of problems related to child behaviour, youth anti-social behaviour, parenting, substance abuse, mental health issues, dementia, occupational health and safety, organizational management, sport, among many other areas. Brock’s new PhD in (ABA) will help address an important gap in clinical training and education in ABA in the province. Currently, there are no ABA doctoral programs in Ontario and only one other in Canada. Education in ABA leads to professional certification and accreditation for most people in the field. Adequately trained faculty with doctoral degrees in ABA are required to teach the courses that are needed for Association for Behaviour Analysis International (ABAI) accreditation. The program is consistent with our mandate of “bettering the lives of people with disabilities through quality education.” Behavioural interventions for persons with disabilities will figure prominently in coursework, practica, research projects, and PhD theses.

Welcome to the Applied Behaviour Analysis portal of the College of Psychologists of Ontario

The application portal for Behaviour Analysts applying using transitional route provisions is now open! Visit https://applications.cpo.on.ca to apply.

Psychologists and Psychological Associates who are members of the College will access the application portal via their existing member account.

The College of Psychologists of Ontario is pleased to embark on a process, with the Ministry of Health and the Ministry of Children, Community and Social Services, to establish regulation of Applied Behaviour Analysis (ABA) in Ontario.

Information for potential members and the public about the upcoming regulation of the profession of ABA will be posted in this section of the College website.  Check back here to find the latest updates, whether you are a client of a Behaviour Analyst or their family, employer of Behaviour Analysts, Behaviour Analyst currently practicing in Ontario, member of the College of Psychologists or someone interested in the profession of ABA.

You can also subscribe to the College’s newsletter, HeadLines , to receive the latest information about the regulation of the professions of Psychology and Applied Behaviour Analysis by clicking on the “Subscribe” button.

Do I need to Register?

The College has designed a Self-Screening Tool to assist practitioners in the field of behaviour analysis, therapy, or intervention to determine if they will need to apply to the College. To view the Self-Screening Tool click here.

Registration Information

Upon proclamation, there will be two Certificates of Registration for Behaviour Analysts in Ontario:

•  Certificate of Registration for a Behaviour Analyst Authorizing Autonomous Practice.
•  Certificate of Registration for a Behaviour Analyst Authorizing Supervised Practice.

Registration requirements have been developed for Behaviour Analyst graduates entering the practice for the first time, and for experienced Behaviour Analysts. The goal is to ensure that all registered Behaviour Analysts will have the necessary qualifications and competencies to deliver safe, effective, and quality care to the Ontario public. During transition, there will be three routes to registration:

• Transition Route #1: Active Board Certified Behavior Analysts with the Behavior Analyst Certification Board (BACB) (expressed as BCBA, or BCBA-D for those with doctoral level certification) who are in good standing will qualify for a Certificate of Registration for a Behaviour Analyst Authorizing Autonomous Practice once they successfully complete a Jurisprudence Module. The BACB is the foremost ABA certification board (non-regulator) in North America.
• Transitional Route #2: Non-BCBA/BCBA-D Behaviour Analysts who have been working competently within the Scope of Practice of ABA and can demonstrate current practice of at least 1500 hours within the past 4 years will qualify for a Certificate of Registration for a Behaviour Analyst Authorizing Autonomous Practice once they have successfully completed the Ontario Examination for Professional Practice in Applied Behaviour Analysis, and the Jurisprudence and Ethics Course and Assessment in Applied Behaviour Analysis.
• Entry Level Route: Applicants who are not eligible to apply for a Certificate of Registration for a Behaviour Analysts Authorizing Autonomous Practice under the Transitional Routes must satisfy requirements in order to be issued a Certificate of Registration for a Behaviour Analyst Authorizing Supervised Practice.

Ontario Examination for Professional Practice in Applied Behaviour Analysis (OEPPABA)

The College has reached another milestone as it prepares to bring the profession of ABA into regulation as a health profession in Ontario. On June 16, 2023, the College’s Council approved the competency profile and blueprint for the OEPPABA as required by the Psychology and Applied Behaviour Analysis Act, 2021 , which comes into force on July 1, 2024.

In March 2023, the College struck a working group of ABA professionals who participated as Subject Matter Experts tasked with developing the competency profile and blueprint for the College’s examination. The content of the College’s examination will adhere to this competency profile, which represents knowledge, skills and attitudes identified as being important for Behaviour Analysts at entry-level and throughout their career. The examination’s blueprint provides information to candidates about the weighting of each domain on the examination.

To view the Competency Profile and Examination Blueprint for Behaviour Analysts in Ontario click here.

Complaints Against Unregulated Practitioners

Under current legislation, providers of behaviour services refer to themselves using a variety of titles.  Beginning on July 1, 2024, with proclamation of the Psychology and Applied Behaviour Analysis Act (2021) , the use of the title “Behaviour Analyst” is restricted to members of the College of Psychologists and Behaviour Analysts, who are registered as Behaviour Analysts.  Beginning on that date, unregulated practitioners cannot use the title “Behaviour Analyst” or indicate any certification or designation or communicate in any way that could be considered as holding oneself out as a person who is qualified to practice as a Behaviour Analyst. Individuals using any other title or using the title “Behaviour Analyst” without the authority to do so, may be unregulated providers rather than members of a regulatory health college.  Anyone with concerns about an unregulated practitioner may contact the employer of that individual, seek legal advice, or contact the College. The College will contact those who use these terms and titles without authorization and will take steps to have them stop this practice.

Video Information Session Click here for a video information session on the regulation of ABA.

ABA Updates :

• April 10, 2024 – Video Session: Establishing Regulations of Behaviour Analysts in Ontario | CPO X ONTABA
• March 28, 2024 – Preregistration Opening for ABA Transitional Routes
• October 27, 2023 – Video Information Session – Regulation of ABA October 2, 2023 – Response to BACB Changes in Ontario
• July 25, 2023 – Regulation Approval and Proclamation Date Announcement
• April 28, 2023
• January 30, 2023
• October 28, 2022
• October 3, 2022
• July 29, 2022
• May 20, 2022
• January 31, 2022
• April 30, 2021
• October 31, 2019

Click here for Frequently Asked Questions

Applied Behavior Analysis (ABA) is the application of the science of learning to understand and improve behavior that is meaningful to the person and those around them. ABA considers how the environment impacts learning. The term behaviour refers to anything a person says or does, including skills and actions needed to talk, play, and live. Behavior can also be private (e.g., thoughts and feelings).

ABA can help increase helpful or functional skills (e.g., communication) and/or decrease behaviours that are harmful or interfere with learning (e.g., self-injury).

ABA intervention uses evidence-based procedures such as positive reinforcement to address a client’s concerns and needs and to reduce interfering behaviour and increase desirable behaviour.  Behaviour Analysts practice in a variety of settings with many different client populations.    

• The Ontario Association for Behaviour Analysis (ONTABA) has developed this  graphic to describe ABA, what it is and what it is not.  The graphic and more information can be found on their website.
• The Behavior Analysis Certification Board (BACB) has additional information on its website about the profession of ABA and the client populations it serves.

In 2017, the Minister of Health and Long-Term Care asked the Health Professions Regulatory Advisory Council (HPRAC) to provide advice on:

• What activities or aspects associated with ABA therapy pose a significant and inherent risk of harm (if any), and whether the risk of harm of this therapy varies by client population (e.g., children and adults); and
• If there is a risk of harm, what is the range of options for an approach to oversight that could be considered?

In HPRAC’s January 2018 report to the Minister of Health and Long-Term Care , Applied Behaviour Analysis: Risk of Harm and Oversight , it concluded:

“Based on the evidence reviewed, HPRAC affirms that there is a risk of harm associated with most ABA interventions for clients, therefore oversight is recommended. Several oversight options to regulating providers were examined with a particular focus on clinical supervisors.”

With respect to oversight, HPRAC recommended the following:

“Because ABA therapy is deemed to pose a significant and inherent risk of harm across many client populations, HPRAC recommends that ABA providers performing a clinical supervisory role be regulated under an established health regulatory college, governed by the Regulated Health Professions Act, 1991 (RHPA) . Other ABA providers would be accountable to the regulated clinical supervisors.”

To protect the public from risk of harm, once regulated Behaviour Analysts who supervise and/or deliver ABA interventions will have to meet clearly defined standards.  These standards will include having the necessary knowledge, skills, and judgement to meet practice requirements and to be allowed to use the regulated title “Behaviour Analyst”.

Anyone who wants to practise a regulated health profession in Ontario, i.e., psychologists, psychological associates, physicians, nurses, dentists, occupational therapists etc., and now, Behaviour Analysts, must be registered with, and be accountable to, a health regulatory College.   A College is not a university, community college, or school. Instead, its mandate is to protect the interests of the public by ensuring that clients receive competent and ethical professional services from qualified providers.

Ontario Health Regulators includes the 26 health regulatory Colleges in Ontario, including the College of Psychologists of Ontario. To learn more about how and why health professions are regulated in Ontario, visit their website .

Regulated professionals are required, by law, to deliver professional services competently and ethically.  They are accountable to the public, through their regulatory body, for their professional behaviour and activities. Once regulated, Behaviour Analysts will have to meet rigorous professional entry requirements, adhere to prescribed standards, guidelines and ethical principles and participate in quality assurance activities to continually update and improve their knowledge and skill.  Complaints and discipline processes hold professionals accountable when a client, or other member of the public, believes that the standards may have been breached.

In contrast, the College has no authority over unregulated service providers.  There is no regulatory body with the authority to set minimum levels of education, training, and competence or to establish and monitor professional and ethical standards of conduct.  There is no professional regulatory body responsible to protect your interests and hold unregulated providers accountable for the services you receive.

On June 3, 2021, the enabling legislation to authorize the College of Psychologists of Ontario to regulate the profession of Applied Behaviour Analysis (ABA),   Bill 283, Advancing Oversight and Planning in Ontario’s Health System Act, 2021 received Royal Assent. Included in  Schedule 4 of this Bill is the legislative authority for the College to regulate the profession of Applied Behaviour Analysis. On July 1, 2024 this legislation will be proclaimed by the government and will repeal the Psychology Act, 1991  to replace it with the  Psychology and Applied Behaviour Analysis Act, 202 1.

The new Act establishes the regulation of two separate and distinct professions, Psychology and Applied Behaviour Analysis within one College. The current College of Psychologists of Ontario will be the regulator for both professions and will be renamed the College of Psychologists and Behaviour Analysts of Ontario to reflect its expanded role. The legislation maintains the regulatory framework for current members, Psychologists and Psychological Associates, but additionally:

• Defines the scope of practice for ABA: “The practice of applied behaviour analysis is the assessment of covert and overt behaviour and its functions through direct observation and measurement, and the design, implementation, delivery and evaluation of interventions derived from the principles of behaviour in order to produce meaningful improvements”;
• Restricts the use of the title “Behaviour Analyst” to members of the new College registered as Behaviour Analysts;
• Expands the “Representations of Qualifications” restriction to include holding oneself out as qualified to practice as a Behaviour Analyst or in a specialty of behaviour analysis; and
• Updates the size and composition of the current College’s Council to enable fair representation for both professions.

In 2017, the Health Professions Regulatory Advisory Council (HPRAC), at the request of the then Minister of Health and Long-Term Care, undertook to review Applied Behavioural Analysis; its potential for harm and need for regulation. In response to a request for information, the College submitted a letter which stated, in part, that, “Should ABA regulation proceed in Ontario, the Council of the College of Psychologists is prepared to undertake this process within its governance structure”.

On September 19, 2019, the College received a letter from Minister Todd Smith of the Ministry of Children, Community and Social Services and Minister Christine Elliott of the Ministry of Health inviting the College to confirm its interest in undertaking the regulation of ABA as part of its governance structure. In their letter, the Ministers state that, “Strengthening the oversight of behavioural clinicians will protect vulnerable Ontarians from risk of harm and set standard expectations for professional standards and educational requirements for ABA providers across the province. It will also support families in finding qualified providers, and making complaints about providers, if necessary. Our ministries would like to begin with regulating those who are in a supervisory role, and we envision that this will be broadened to include front-line clinicians over time.”

On September 27, 2019, the Council of the College of Psychologists passed a motion confirming the offer to undertake the regulation of ABA within its governance structure.

On July 20, 2023, the Ontario Government approved the regulations made under the Psychology and Applied Behaviour Analysis Act, 2021 , for the profession of Applied Behaviour Analysis (ABA). The Act will be proclaimed effective July 1, 2024 , when the College will change its name to the “College of Psychologists and Behaviour Analysts of Ontario”. Beginning on that date, only ABA practitioners who are registered with the College of Psychologists and Behaviour Analysts of Ontario will be allowed to use the title “Behaviour Analyst” in Ontario.

The College is actively working on the by-law and policy changes that will be necessary to support the regulation of Behaviour Analysts.  This work must be completed before the Act can be fully proclaimed by the government. The new Act and any other legislative changes will come into force on July 1, 2024.

Any person wishing to use the title “Behaviour Analyst”, a variation or abbreviation or an equivalent in another language, must register with the College.  This would apply to clinical supervisors who provide clinical direction and supervision of ABA activities, which include behaviour assessment, designing an intervention plan, implementing intervention plans, and monitoring and evaluating the plans.  Beginning on July 1, 2024, and going forward, only those who have registered with the College will have access to the restricted title “Behaviour Analyst”.

Service providers who deliver ABA interventions directly to a client or caregiver and are accountable to a Behaviour Analyst clinical supervisor will not be regulated.

Preregistration for Behaviour Analysts applying via Transitional Routes 1 and 2 opened on April 2, 2024.  The goal of the pre-registration period is to ensure that qualified Behaviour Analysts can continue to practice and provide services to their clients on the date of proclamation and after, ensuring continuity of care. The College will not be accepting applications for supervised practice during the pre-registration period.

For more information, visit the Applied Behaviour Analysis (ABA) Portal on the College of Psychologists of Ontario’s website, watch the College’s recently released video information session on the regulation of ABA, review the FAQs page for answers to frequently asked questions, or contact the College at [email protected] .

For most current members of the College, adding the profession of applied behaviour analysis to the College will have little or no effect.  The College will regulate the two professions separately. Therefore, Psychologists and Psychological Associates should not see any change in their interactions with the College with respect to their practice or expectations of the College.

Behaviour Analysts will have their own standards of practice, quality assurance program and registration requirements.  The current Professional Misconduct, Advertising and Quality Assurance Regulations will be revised so that they apply to the practice of applied behaviour analysis as well as psychology.   The College Council will be enlarged and both Council and Committees will be made up of Psychologists, Psychological Associates, Behaviour Analysts, and public members appointed by the government.  Decisions made by the College’s statutory committees will rely on the expertise of members of both professions and the public members who participate on each Committee.

There are members of the College who may also want to register as Behaviour Analysts in order to be able to use the restricted title “Behaviour Analyst”.  They will hold two certificates of registration: one authorizing the practice of psychology and one authorizing the practice of applied behaviour analysis.  These members will be expected to meet the College’s registration criteria and practice expectations with respect to both professions.

There is no connection between the regulation of Behaviour Analysts and the closure of master’s level registration for the practice of psychology.  Any activity related to the closure of master’s level registration will be done separate and apart from activities undertaken to begin the regulation of Behaviour Analysts.

The scope of practice or activities that a Behaviour Analyst performs when providing services to a client are not Controlled Acts or restricted activities. They are therefore, in the public domain.  If one is not registered with the College, one must be aware of the restrictions within the Act regarding how one refers to themselves in the course of providing services in applied behaviour analysis.

Once the Psychology and Applied Behaviour Analysis Act, 2021 is proclaimed, the title “Behaviour Analyst” will be a restricted title that can only be used by individuals registered with the College as Behaviour Analysts. Members registered as Behaviour Analysts may also refer to any earned certification they have, such as a BCBA or BCBA-D certification, that would assist the public in understanding their qualifications as a regulated health provider registered with the College.  Non-members who use the title “Behaviour Analyst” or indicate any certification or designation or communicate in any way that could be considered as holding oneself out as a person who is qualified to practice as a Behaviour Analyst, could be in violation of the Act .

Controlled Acts are health care activities or interventions that are considered to be potentially harmful if performed by unqualified persons.  Some examples of Controlled Acts are administering a substance by injection, setting a broken bone, dispensing a drug, prescribing glasses, performing a surgical procedure, managing the delivery of a baby, and applying a form of energy.  The full list of the 14 Controlled Acts may be found in section 27 of the Regulated Health Professions Act, 1991 (RHPA) .

Due to the potential for harm, a Controlled Act may only be performed by a regulated health professional who is authorized, in legislation, to do so.  Not all regulated health professions are authorized to perform Controlled Acts.  Each profession specific act, e.g., the Medicine Act, 1991 , Pharmacy Act, 1991 , Psychology Act, 1991 , or Nursing Act, 1991 , etc., prescribes which, if any, Controlled Acts may be performed by members of that profession.

No. Behaviour Analysts will not be authorized to perform any of the Controlled Acts outlined in the legislation. A Controlled Act may only be performed by those professions that have been granted authorization under the Regulated Health Professions Act, 1991 and their profession specific acts. The full list of the 14 Controlled Acts may be found in section 27 of the  RHPA . This prohibition on performing any of the Controlled Acts is currently in place for individuals practicing applied behaviour analysis or any form of behaviour therapy and will continue with the proclamation of the new Act.

If a Behaviour Analyst registrant is dually registered with another regulatory College, and if their registration with that College qualifies them to perform one or more Controlled Acts, that registrant can continue to perform the Controlled Act(s) they are authorized, in legislation and in their profession specific act, to perform, while engaged in the practice for which they have been authorized to perform the Controlled Act(s).

Yes. The College has developed pathways for both entry level registration (i.e., new to the profession), and transitional registration (or “grandparenting”) for those currently in practice.  To register with the College, experienced Behaviour Analysts will be required to demonstrate that they were practising the profession of Applied Behaviour Analysis prior to proclamation of the Act , and that they are safe and competent practitioners.  Transitional registration will be open for a limited time following proclamation.  Details regarding the qualifications the College will require and the evidence to demonstrate these will be available shortly.

Many professionals registered with other regulatory colleges, including nurses, social workers, occupational therapists, speech language pathologists, educators, and others, may use behavioural techniques in their practice.  As noted above, these will remain in the public domain and are not restricted activities.  If, however, a practitioner wishes to  use the title “Behaviour Analyst” or indicate any certification or designation or communicate in any way that could be considered as holding themself out as a person who is qualified to practice as a Behaviour Analyst, they will be required to also register with the College of Psychologists and Behaviour Analysts of Ontario.

Dual registration occurs often in many sectors as professionals may hold certificates of registration with more than one regulator to practice multiple professions.  It is permissible, and may be necessary, for a Behaviour Analyst to be registered with more than one regulatory College. In this same vein, Psychologists and Psychological Associates, that want to be able to use the restricted title “Behaviour Analyst”, must meet the registration requirements to obtain a second certificate of registration authorizing practice as a Behaviour Analyst.

Professional liability insurance coverage is required for all regulated health professionals.  Behaviour Analysts will be required to hold or otherwise be covered by professional liability insurance in all settings in which they practise.  Insurance must be in place upon registration and confirmed annually with the College during the annual renewal process.

A Behaviour Analyst who is employed by an organization may be insured under their employer’s professional liability insurance policy so long as it meets the minimum requirements to be set by the College.  It is important to know however, that one’s insurance through the workplace covers only the services provided while working for that employer.  If an employed Behaviour Analyst also provides services to clients outside of their employment, they must also obtain individual professional liability insurance.

Professional liability insurance can be obtained through associations, insurance companies and other organizations and coverage must be in accordance with the College By-laws.

The College has designed a Self-Screening Tool to assist practitioners of behaviour analysis, therapy, or intervention to determine if they will need to apply to the College once preregistration opens. To view the Self-Screening Tool  click here.

Supervision is defined as:

…an ongoing educational, evaluative and hierarchical relationship, where the supervisee is required to comply with the direction of the supervisor, and the supervisor is responsible for the actions of the supervisee.

Supervision in ABA is a regulated professional service. The ABA supervisor is in a hierarchical relationship with their supervisees, whereby the supervisees must comply with the supervisor’s direction.

Models of care in ABA can sometimes include multiple teammates working together to serve a client’s needs.

The College does not permit “second-order” supervision. This means that, while a Behaviour Analyst’s supervisees may have varying roles and responsibilities as among themselves, including some oversight or supervisory roles, the Behaviour Analyst is directly responsible for all supervisees.

It may be helpful to think of the Behaviour Analyst as the one responsible for all services provided to the client. There may be multiple individuals involved in providing those services, who may have varying roles and responsibilities. The Behaviour Analyst is responsible for all the individuals involved in the provision of services to clients. The illustration above is meant to assist in emphasizing the Behaviour Analyst’s supervisory responsibilities across different models of care.

Yes, the incoming  Psychology and Applied Behaviour Analysis Act (2021) requires Transitional Route 1 applicants to hold active BCBA® or BCBA-D® certification at the time that their certificate of registration authorizing autonomous practice as a Behaviour Analyst is issued by the College (i.e. from July 1, 2024 onwards). After an applicant receives their certificate from the College, they may decide to maintain their BCBA® or BCBA-D® certification or not. Registration will be the minimum requirement for practicing as a Behaviour Analyst, BACB® certification will be above and beyond registration.

Behaviour Analyst applicants must have the relevant organization submit the following supporting documents directly to the College: transcript(s), BACB® verification letter, and letters of good standing from other regulatory Colleges/Boards (if applicable).

E-mail is preferred: [email protected]. If e-mail is not possible, please have the organization mail the document to:

The College of Psychologists of Ontario

110 Eglinton Ave West, Suite 500

Toronto, ON

Regarding the Vulnerable Sector Check, applicants may e-mail or upload it to their application form. Please contact the College if your region does not issue Vulnerable Sector Checks for registration purposes.

Yes, the Peer Assessment may be conducted in-person or virtually. Any confidential documentation must be shared via a secure platform, and either anonymized or with the consent of the client.

Top 15 PhD in Applied Behavior Analysis

Earning a PhD in Applied Behavior Analysis can prepare students for careers in academia, research, or clinical practice. ABA professionals may work with children with disabilities and their families, teach at the university level, or conduct independent research. The PhD is considered a terminal degree in the field. Admission to ABA PhD programs is highly selective and competitive. Programs feature:

• advanced coursework in ABA
• research opportunities
• the opportunity to publish and present manuscripts

Admission criteria varies by program, but some programs are open to students with only a bachelor’s degree.  Others may require students to have a master’s in ABA and experience working with individuals with disabilities. Some programs are offered online, but most are traditional brick and mortar programs. We considered both types when creating this ranking of the top 15 PhD in applied behavior analysis.

We created this ranking of the best PhD behavior analysis programs to showcase some of the top degrees in the country. We looked to the National Center for Education Statistics to find schools offering graduate level programs in ABA. We narrowed our focus to schools offering a PhD. We then awarded points based on factors like student/faculty ratio, average graduate tuition rate and whether they were ABAI accredited. We felt ABAI accreditation was important since it is an indicator of a quality training program.

Featured Programs

Student/Faculty ratio:

• 12:1 or less- 3 points
• 13:1 to 19:1- 2 points
• 20:1 and above- 1 point

Average Graduate Tuition Rate:

• Less than $10,000- 3 points
• $10,000 to $15,000- 2 points
• Greater than $15,000- 1 point

Accreditation

• 2 points for ABAI accreditation

See Also:  Ethics in ABA: 7 Ethical Quandaries Faced by Applied Behavior Analysts

#15 – Marquette University – Milwaukee, Wisconsin

Applied behavior analysis phd program.

Website Student to Faculty Ratio : 13:1 Average Graduate Tuition : $21,690/year ABAI Accredited? No Points : 3 Marquette University features a full-time PhD in behavior analysis program that takes just two years to complete. Students complete intensive coursework and develop an area of specialization. Marquette ABA students train in the new Behavior Analysis Program Building. It includes clinic space for students to complete practicum training with clients from the community. World-renowned faculty serve as research mentors. They provide guidance and assistance to help students reach their professional goals. Students will learn how to implement state-of-the-art behavioral analytic assessments and interventions, becoming leaders and innovators in their field.

See Also: 10 Symptoms of High-Functioning Autism

#14 – The Chicago School of Professional Psychology – Chicago, Illinois

Online master’s degree in educational psychology.

Website Student to Faculty Ratio : 4:1 Average Graduate Tuition : $22,212/year ABAI Accredited? No Points : 4 The Chicago School of Professional Psychology features a top full-time online PhD in ABA. It’s a great choice for working professionals. Courses are taught by practitioner faculty who expose students to a variety of ABA applications and specializations. Course offerings include:

• Supervision and Consulting in ABA
• Critical Analysis of Research in Verbal Behavior
• Experimental Analysis of Behavior

Capstone offerings include either a thesis or an Advanced Applied Project. All students are required to complete a dissertation. Students who complete their master’s during the five-year PhD are able to pursue BCBA certification.

See Also: What is an RBT?

#13 – Simmons University – Boston, Massachusetts

Phd program in behavior analysis.

Website Student to Faculty Ratio : 9:1 Average Graduate Tuition : $21,528/year ABAI Accredited? No Points : 4 The top online PhD in Behavior Analysis at Simmons University is a 48 credit-hour program. It’s for analysts who want to make significant contributions to the science and practice of ABA. The live, online format allows students to engage with peers and faculty from across the country. Students participate in ongoing lab meetings of faculty, becoming immersed in their research. Research opportunities are available in a variety of areas including:

• conditioned reinforcement
• stimulus equivalence
• behavioral medicine

Graduates are prepared to work in:

• clinical intervention and management.

#12 – Endicott College – Beverly, Massachusetts

Website Student to Faculty Ratio : 13:1 Average Graduate Tuition : $12,666/year ABAI Accredited? No Points : 4 The School of Education at Endicott College offers a 60-credit hour PhD in Applied Behavior Analysis. This research-based program prepares students to work in academia or as a scientist-practitioner in a variety of settings. Courses are delivered in a convenient online format that’s ideal for working students. The synchronous online model allows students to interact with their peers and faculty from any location. Students complete 30 credit hours of coursework and 30 credits of research and clinical immersion experience. Admission to the program is competitive and applicants should have a master’s in ABA or the equivalent. New cohorts begin in the fall semester.

#11 – University of South Florida – Tampa, Florida

Website Student to Faculty Ratio : 22:1 Average Graduate Tuition : $8,350/year in-state and $19,048/year out-of-state ABAI Accredited? No Points : 4 The University of South Florida features a top value ABA PhD program focused on developing scientist-practitioners. Students work closely with dedicated, dynamic faculty and a cohort of talented students from around the globe. Research opportunities are available to help students gain breadth and depth in their area of interest. Courses were designed to meet ABAI accreditation requirements and give students perspectives that are helpful for ABA practitioners. Students will benefit from mentored and independent teaching experiences that prepare them for a future faculty position. All students complete a dissertation and present their research and state and national meetings.

#10 – Caldwell University – Caldwell, New Jersey

Website Student to Faculty Ratio : 13:1 Average Graduate Tuition : $17,910/year ABAI Accredited? Yes Points : 5 The top PhD in Applied Behavior Analysis at Caldwell University prepares students for high-level ABA employment in settings like:

• special education
• mental health

The 90-credit hour curriculum includes courses in:

• Professionalism for Behavior Analysts
• Advanced ABA
• Language and Social Skills for Individuals with Autism

Students can choose 10 elective courses to tailor the program to meet their professional goals. A thesis and dissertation are also required. Students must complete either an applied practicum or research practicum to complete the program.

#9 – Western Michigan University – Kalamazoo, Michigan

Phd in behavior analysis.

Website Student to Faculty Ratio : 18:1 Average Graduate Tuition : $16,360/year in-state and $30,432/year out-of-state ABAI Accredited? Yes Points : 5 Western Michigan University offers a well-rounded, ABAI accredited PhD in Behavior Analysis through the Department of Psychology. The program features primary specialty areas that include:

• developmental disabilities
• basic operant research with humans and non-humans
• behavioral pharmacology
• behavioral neuroscience
• behavioral gerontology

Students have access to research facilities that include non-human behavior labs and child and adult studies labs. The program follows a mentorship model that allows students to work closely with faculty members throughout their time in the program. Financial support is available. Students have the opportunity to apply for graduate assistantships and fellowships.

#8 – Florida Institute of Technology – Melbourne, Florida

Ph.d. in behavior analysis.

Website Student to Faculty Ratio : 20:1 Average Graduate Tuition : $16,128/year ABAI Accredited? Yes Points : 5 The innovative Behavior Analysis PhD from Florida Tech University is a great choice for students who want to become:

• behavior-analytic researchers
• practitioners

The program is accredited by the ABAI. The BACB has approved the course sequence and the Intensive Practical Training in Behavior Analysis needed to sit for the BCBA exam. Courses are taught by dedicated faculty who are committed to the field. Courses are offered at two different campuses during the daytime, evening, and weekend. Students gain real world experience by:

• participating in research
• leading training sessions for educators
• working with children and families at the Scott Center for Autism Treatment.

#7 – West Virginia University – Morgantown, West Virginia

Phd in psychology-behavior analysis.

Website Student to Faculty Ratio : 21:1 Average Graduate Tuition : $10,134/year in-state and $26,154/year out-of-state ABAI Accredited? Yes Points : 5 West Virginia University Department of Psychology offers a PhD in Psychology focused on behavior analysis. Students develop a strong foundation in:

• basic research
• applications of behavior principles

The curriculum includes research, coursework, and practica. The program includes the verified course sequence needed for graduates to become BCBAs. Students can conduct studies at the Intensive Autism Service Delivery Clinic through:

• the Center for Excellence in Disabilities
• in local public schools

Funding, including a nine-month stipend and tuition waiver, is provided for each student in the program.

#6 – Utah State University – Logan, Utah

Behavior analysis phd.

Website Student to Faculty Ratio : 19:1 Average Graduate Tuition : $6,184/year in-state and $21,575/year out-of-state ABAI Accredited? No Points : 5 The College of Education and Human Services at Utah State University offers a high-quality Behavior Analysis PhD. It’s focused on the variables influencing both human and nonhuman behavior. Students can choose from a PhD track with a specialization in behavior analysis or a PhD+BCBA track.

Students in the PhD track typically pursue careers in academic and research settings. They complete a dissertation project and take courses that align with their interests. Training emphasis is on the human and nonhuman experimental analysis of behavior.

PhD+BCBA students complete the ABAI verified course sequence and receive training in experimental and applied behavior analysis. Graduates work as scientist-practitioners in clinical and research settings. Tuition is fully covered, and students receive an assistantship with a monthly stipend.

#5 – Teachers College at Columbia University – New York, New York

Phd in applied behavior analysis.

Website Student to Faculty Ratio : 6:1 Average Graduate Tuition : $42,432/year ABAI Accredited? Yes Points : 6 The Teachers College, Columbia University features an ABAI accredited PhD in ABA emphasizing research-based instruction. Students will learn how to use scientific tools and instructional practices to help accelerate children’s educational progress. Research opportunities include areas like effective classroom practices and observational learning. New students are admitted during the summer and fall terms. Graduates are eligible for the CABAS Advanced Board Certification as:

• Assistant Behavior Analyst
• Associate Behavior Analyst
• Senior Behavior Analyst.

#4 – The Ohio State University – Columbus, Ohio

Phd in educational studies, special education.

Website Student to Faculty Ratio : 19:1 Average Graduate Tuition : $11,560/year in-state and $36,276/year out-of-state ABAI Accredited? Yes Points : 6 The Ohio State University College of Education and Human Ecology offers a unique PhD in Educational Studies focused on Special Education. This ABAI accredited full-time program prepares students for leadership roles in:

Students work closely with faculty members on research in areas like:

• learning disabilities
• attention-deficit/hyperactivity disorder

Students are fully funded, including a tuition waiver, monthly stipend, and benefits. Applicants should have earned their master’s degree and have experience working with individuals with disabilities to apply.

#3 – University of Kansas – Lawrence, Kansas

Phd in behavioral psychology.

Website Student to Faculty Ratio : 17:1 Average Graduate Tuition : $9,989/year in-state and $23,951/year out-of-state ABAI Accredited? Yes Points : 7 The University Kansas Department of Applied Behavioral Science offers a PhD in Behavioral Psychology that strives to train students as highly competent researchers in behavior analysis. The program follows a junior-colleague model. It allows students to work with their advisors in every aspect of professional development.

Through this model, students will design and conduct research and prepare manuscripts for publication and presentation working closely with their advisor. The curriculum includes the Verified Course Sequence needed by students who want to sit for the BCBA exam. Students with their master’s degree can complete their PhD in about four years.

#2 – The University of Nevada – Reno, Nevada

Behavior analysis ph.d..

Website Student to Faculty Ratio : 17:1 Average Graduate Tuition : $5,657/year in-state and $21,310/year out-of-state ABAI Accredited? Yes Points : 7 The Department of Psychology at the University of Nevada, Reno offers a high-quality ABAI accredited PhD in Behavior Analysis that provides students with comprehensive training. The program uses a junior-colleague model that includes supervised experience and instruction in areas like basic and applied research.

The program strives to maintain a balance of basic, applied, and theoretical training. The 89-credit hour program includes the BCBA Approved Course Sequence needed to sit for the BCBA exam. Graduates are prepared to:

• do research
• work as consultants.

#1 – University of Nebraska Medical Center’s Munroe-Meyer Institute – Omaha, Nebraska

Applied behavior analysis – msia doctoral program.

Website Student to Faculty Ratio : 2:1 Average Graduate Tuition : $9,207/year in-state and $26,379/year out-of-state ABAI Accredited? Yes Points : 8 Our top choice for a PhD in Applied Behavior Analysis is offered by the University of Nebraska Medical Center Munroe-Meyer Institute. This ABAI accredited program focuses on ABA for:

• adolescents

Students can specialize in areas like:

• behavioral pediatrics
• severe behavior disorders

Their innovative training model incorporates didactic instruction with supervised research and clinical practice. This means students can immediately apply classroom concepts and principles. Students admitted to this three-year program receive:

• free health care benefits
• a full tuition waiver
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What is Applied Behaviour Analysis (ABA)?

The broad field of behaviour analysis grew out of the scientific study of principles of learning and behaviour. It has two main branches: experimental and applied behaviour analysis. The experimental analysis of behaviour is the basic science of this field and has over many decades accumulated a substantial and well-respected research literature. This literature provides the scientific foundation for applied behaviour analysis (ABA), which is both an applied science that develops methods of changing behaviour and a profession that provides services to meet diverse learning and behavioural needs. Professionals in applied behaviour analysis engage in the specific and comprehensive use of the principles of learning in order to address behavioural needs of widely varying individuals in diverse settings. Examples of these applications include building the skills and achievements of children in school settings; and enhancing the development, abilities, and choices of children and adults with various types of kinds of disabilities.

What is the Behaviour Analyst Certification Board?

The Behaviour Analyst Certification Board, Inc. (BACB) is a nonprofit corporation established to meet professional credentialing needs identified by behaviour analysts, government agencies, and consumers of behaviour analysis services.

The BACB’s mission is to develop, promote, and implement a voluntary national and international certification program for behaviour analyst practitioners. The BACB has established uniform content, standards, and criteria for the credentialing process that are designed to meet

• The legal standards established through state, federal, and case law;
• The accepted standards for national certification programs; and
• The “best practice” and ethical standards of the behaviour analysis profession. The BACB enjoys the support of the Association for Behaviour Analysis International

What Certifications Are Available from the BACB? Is Certification Required in British Columbia?

The BACB offers two certifications, one for individuals with a Bachelors degree ( Board Certified Assistant Behaviour Analyst™, BCABA™ ) and one for individuals with a Masters or higher degree ( Board Certified Behaviour Analyst™, BCBA™ ). While neither certification is required in British Columbia at this time, individuals who act as behaviour consultants through the Autism Funding Programs (both under age 6 and over age 6) and those who design and implement other types of behaviour support services are encouraged to obtain the BCBA credential. The Association for Behaviour Analysis has provided recommendations regarding behaviour consultant training in their Consumer Guidelines for Identifying, Selecting, and Evaluating Behaviour Analysts Working with Individuals with Autism Spectrum Disorders (2007) .

Please note that the information on this website applies only to BCBA certification. BCABA certification is offered in Canada through the University of Manitoba and through Douglas College and Capilano University in British Columbia. For information about Universities in the United States that offer online courses leading to BCABA certification, see “Approved University Training” under “Becoming Certified” on the BACB website .

What Does BCBA Certification Mean?

BCBA certification means that an individual has met a number of degree, coursework, and experience requirements and has passed an examination administered by the BACB. Individuals with this certification can refer to themselves as “Board Certified Behaviour Analysts (BCBAs).” A BCBA is an independent practitioner who may work as an employee or as an independent contractor for an organization. The BCBA conducts descriptive and systematic behavioural assessments, including functional analyses, and provides behaviour analytic interpretations of the results. He or she also designs and supervises behaviour analytic interventions, and is able to effectively develop and implement appropriate assessment and intervention methods for use in unfamiliar situations and for a range of individuals. BCBAs seek the consultation of more experienced practitioners when necessary and teach others to carry out ethical and effective behaviour analytic interventions based on published research and designs. He or she may also deliver instruction (e.g., teach courses) in behaviour analysis. Finally, the BCBA can supervise the work of others who implement behaviour analytic interventions.

The requirements for students who wish to enter the UBC graduate program in September 2020 or thereafter and qualify for the Board Certified Behavior Analyst® examination include the following:

• A United States institution of higher education listed in the Council for Higher Education Accreditation database; OR
• An institution of higher education outside of the United States that is approved by the Behaviour Analyst Certification Board as an accredited institution (NOTE: UBC meets this requirement).
• Approved graduate coursework totaling a minimum of 315 hours and covering specific content areas (see below for details).
• Completion of 2,000 hours of supervised experience that meets BACB requirements; see https://www.bacb.com/wp-content/uploads/2020/05/2022-BCBA-Fieldwork-Requirements_200828.pdf for details. Supervised experience is not available through UBC; students must make their own arrangements in this regard.

Individuals who meet all of these requirements may apply to the BACB to take the Board Certified Behavior Analyst® examination. ONLY individuals who achieve a passing grade on this exam can refer to themselves as Board Certified Behavior Analysts®.

Verified Course Sequence (VCS)

The Association for Behavior Analysis International (ABAI) has verified the following courses at UBC toward the coursework requirements for eligibility to take the Board Certified Behavior Analyst® (BCBA®) examination. Applicants will need to meet additional requirements before they can be deemed eligible to take the examination.

VCS courses are offered o n the UBC Point Grey campus only ; there is no distance-only option. Students who wish to complete the VCS MUST plan to enroll in two courses per semester for a two-year period. Please note that several courses in addition to the VCS are also required for completion of a graduate degree (M.Ed. or M.A.) in either A/DD or BD. The Table below lists all required courses for a graduate degree (M.Ed or M.A.) that includes the VCS, and the semester in which students must enroll in the courses that are required:

The Behavior Analyst Certification Board® requires a Masters or higher degree for BCBA® certification. Individuals seeking this certification should complete the usual application process for admission to a UBC graduate program in special education . The application can be for either an M.Ed. or M.A. degree in either Autism/Developmental Disabilities or Behaviour Disorders; students in these programs may complete the Verified Course Sequence along with the other courses that are required for the degree.  To find out more about the degree options, click on the links below:

• M.Ed. in Autism/Developmental Disabilities (2 years, no thesis required)
• M.Ed. in Behaviour Disorders (2 years, no thesis required)
• M.A. in Autism/Developmental Disabilities (3 years minimum, thesis required)
• M.A. in Behaviour Disorders (3 years minimum, thesis required)

Please note that admission to ALL UBC graduate programs is quite competitive, and only a limited number of students are admitted each year. UBC’s Office of Graduate and Postdoctoral Studies requires a minimum GPA of 76% or higher in 3rd and 4th year undergraduate courses, plus three letters of references from individuals who can comment favorably on the applicant’s academic potential.  For applicants who seek the BCBA® credential, at least one of the references should be academic in nature (i.e., from a previous post-secondary instructor) and at least one should be from a supervisor (preferably, a BCBA®) who is familiar with the applicant’s work as a behaviour interventionist, teacher, educational assistant, etc.  Reference letters from parents of children with whom the applicant has worked or from colleagues are not acceptable.

In addition, the application should provide evidence of at least 2 years of full time, paid experience working with individuals with autism, developmental disabilities, and/or behaviour disorders in an intervention-based setting (e.g., school, early intervention program, group home, etc.).  Applicants who have completed this work under the supervision of a BCBA are more competitive than those who have not. Please note that completion of the minimum requirements does not guarantee admission, as we always have many more qualified applicants than we are able to accommodate each year.

The application deadline for graduate admissions is December 1 annually, and students who are admitted begin their programs in the following September.

For more information about the M.Ed and M.A programs in special education, including tuition and fees, go to https://www.grad.ubc.ca/prospective-students/graduate-degree-programs/master-of-education-special-education (M.Ed) and https://www.grad.ubc.ca/prospective-students/graduate-degree-programs/master-of-arts-special-education (M.A.)

Please read the FAQs on the BACB website in addition to those below. On the website, click “Become Certified” and then click “Application FAQ” under BCBA.

Pass rate data are published annually by the Behavior Analyst Certification Board.  For the most recent summary, download this document and then search for “University of British Columbia”:   https://www.bacb.com/wp-content/uploads/2020/05/BCBA-Pass-Rates-Combined-20200422.pdf

No, UBC does not offer (and does not plan to offer) an online graduate program in special education, either with or without the VCS. 

No; we simply do not have sufficient resources (i.e., qualified faculty) to offer BCBA® supervision at UBC. Most students meet the BACB® experience requirement by working with local BCBAs who agree to act as supervisors. You can locate potential supervisors on the BACB website .  Choose British Columbia under the Province (Canada) tab. Then, look for people with a 'C' in the Supervision column. You may contact potential supervisors through the BACB website by clicking on a name, which will then give you an email form to complete.

No; we do not have the resources to develop and teach the required BCaBA® courses at UBC. If you are interested in this credential, contact Douglas College or Capilano University .

We aim for a cohort of 20 students annually, across these two concentrations. To achieve this, we admit a few more than 20 students, assuming that some will not accept the offer of admission. The ratio of students admitted to students who apply varies considerably from year to year, but we always have more applicants who meet the minimum qualifications than we can admit.

No; UBC does not offer an ABA graduate program. Your degree will be in Special Education. If you want a graduate degree in ABA from a Canadian university, you should contact the University of Manitoba .

No; VCS courses and are only open to students who are enrolled in a graduate program.

No, you cannot. In the past we allowed this option at UBC but we are no longer able to offer it. There are a few reasons for this: (a) the approved VCS at UBC consists of eight graduate courses, which is close to the requirement for a full masters degree; and (b) we have so many qualified applicants for the full masters degree that we simply cannot accommodate “VCS only” students as well. If you have an existing masters or doctoral degree and want to complete the VCS, you should simply apply for a masters degree program in special education, with a concentration in autism/developmental disabilities or behaviour disorders. Please note that in order to be competitive, you must meet all of the requirements that are specified in the section entitled “How to Apply,” even though you have already completed a graduate degree. In addition, note that your existing graduate degree should be in an appropriate, related area (e.g., education, psychology, speech-language pathology, occupational therapy, etc.).

No, you cannot. A Ph.D. program at UBC is a research degree, not a clinical degree. Students in a Ph.D. program primarily complete courses in research design, measurement, and statistics, in addition to graduate courses in the area of focus for their dissertation. Adding the eight VCS courses to this program is not realistic. In addition, remember that, in order to apply for the BCBA® exam, you need to accrue 2,000 hours of ABA experience under the supervision of a BCBA®. In most circumstances, it is simply not possible to complete this supervision requirement while focusing on the requirements for a Ph.D. program, which include the design, execution, and analysis of data for a dissertation.

Yes, of course.  In order to be competitive, you will need to meet the same requirements as all other applicants, as described in the section entitled “How to Apply.”  In particular, you cannot meet the experience requirement by virtue of your role as a parent; you must have at least 2 years of paid, full-time experience with individuals other than your child who have autism, developmental disabilities, and/or behaviour disorders, in an intervention-based setting (e.g., school, early intervention program, group home, etc.).

Yes, but you will be less competitive than someone with an undergraduate degree in education, psychology, applied behaviour analysis, or another closely related field. In order to be competitive, you will need to have three excellent letters of reference (preferably, at least one of which is from a BCBA®  who has supervised you) and (like all other applicants) at least 2 years of paid, full-time experience with individuals who have autism, developmental disabilities, and/or behaviour disorders, in an intervention-based setting (e.g., school, early intervention program, group home, etc.).

Yes, you can apply -- but your application will be less competitive. If your GPA is “close” to the 76% cut-off, you are advised to supply three excellent letters of reference from academic or supervisory sources and a good explanation of why your GPA falls short, along with the other information required on the application. Even with this, there is no guarantee of admission. If you apply and are not admitted, or if your 3rd and 4th year undergraduate GPA is considerably less than 76%, you should consider pursuing BCaBA certification instead, either by enrolling in online courses through one of Universities in the United States that offer this option or enrolling in the program at either Douglas College or Capilano University .

UBC’s Office of Graduate and Postdoctoral Studies does not have additional requirements for admission to a Masters degree program in special education. However, as noted in the section entitled “How to Apply,” students who want to complete a graduate degree in special education that includes the Verified Course Sequence for the BCBA® credential MUST have previous paid experience for at least 2 years, full time as a behaviour interventionist (BI) or in a comparable position (e.g., educational assistant with formal ABA training). Preferably, this work was completed under the supervision of a BCBA® who provides one of the three required references. In addition, under most circumstances, applicants must identify, in their application, a BCBA® who will provide ongoing supervision that meets the requirements of the Behavior Analyst Certification Board®. The exception is students who plan to re-locate to UBC to enroll in the graduate program if they are admitted. Upon admission, we will provide advice to these students about local BCBAs® who can provide supervision; it will then be up to each student to contact potential supervisors and arrange for supervision, post-admission.

No. You cannot begin accumulating supervision hours until you secure a qualified supervisor and begin the VCS (September of your first year in the graduate program).

If you are accepted, you can certainly enroll in the VCS as part of your graduate program. However, remember that in, order to apply for the BCBA exam after graduation, you also need to accrue 2,000 hours of applied behaviour analytic (ABA) experience under the supervision of a BCBA®. This is difficult in school setting, because most teachers are responsible for the delivery of instruction that is not primarily ABA in nature. Plus, unless there is a BCBA in your school district who is authorized to supervise you, someone who is not a school district employee will have to provide supervision, and most school districts will not allow this. Finally, even if the latter arrangement can be made, an outside supervisor will have to be paid, either by you or by your school district; this additional expense is often prohibitive. For all of these reasons, it is very difficult (and, in our experience, unusual) for someone who is working as a teacher full time to qualify for the BCBA® exam, even after completion of a graduate degree that includes the VCS.

Starting in 2020, BCBA® certification examinations will be offered on a continual basis. Applicants will apply to take the exam when they have met all of the requirements and, when their application is approved, they will receive an “authorization to test” email, which will include scheduling instructions. Once they receive that email, they may schedule the certification examination online and select a date, time, and testing centre.  The testing centres are administered by Pearson VUE, one of the largest and best-respected high-stakes certification and licensure testing organizations in the world. In 2020, there are three test sites in the BC Lower Mainland (Vancouver, Burnaby, and Surrey) and one in Victoria. A computer-based testing tutorial is available on the Pearson VUE website to acquaint individuals with the on-line testing format (link to https://wsr.pearsonvue.com/demo/ . For additional information, go to https://home.pearsonvue.com/bacb and https://www.bacb.com/examination-information/

BCBA applicants will receive their examination results at the testing center upon completing the examination. If you pass the examination, your certification will be effective immediately and your certification number will appear in your BACB account within 24 hours of passing the examination. If you fail the examination, your retake application will be available in your BACB account within 24 hours. Once your completed retake application is approved, you may retake the certification examination as early as 30 days from your last attempt. BCBA applicants are allotted eight attempts to pass the certification examination within a two-year period, once authorized.  (Please note that the exception to this is that applicants who successfully apply and are authorized to take the BCBA certification examination after Jan. 1, 2020 only have until Dec. 31, 2021 pass the exam.)

The examination questions cover a wide range of basic and applied behavior analytic principles, techniques, research and measurement techniques, ethical issues, and other content. A new exam is created for each sitting and all questions are in a multiple-choice format. The BACB provides a Task List of topics that will be covered, as well as information about the overall pass rate for each exam. They also track the pass rates for examinees from each University with approved coursework so that, if the rate is low compared to the overall average, faculty teaching the courses will know that they may need to be strengthened in specific areas. (The BACB does not provide information about examination scores to persons other than examinees themselves.) Although the approved VCS at UBC (including readings, assignments, etc.) and your supervision experiences should provide you with the information you need to take the exam, you should plan to study for it as well, just as you would for any other important test.

UBC BCB A Examination Pass Rates - 2016~2020 (see page 3, Sorted by Percentage of Candidates who Passed): https://www.bacb.com/wp-content/uploads/2021/06/BCBA-Pass-Rates-Combined-211129.pdf

If you have questions about BACB® requirements or procedures, please go to the BACB® website and read it thoroughly. If you still have questions after doing this, or if you have questions about the approved UBC courses or the UBC application process, please contact Dr. Joe Lucyshyn , the VCS Coordinator at UBC.

10 Best Value ABA PhD Programs

In this article, we profile the 10 best ABA PhD degree programs.

You’ve finished a master’s in ABA or a closely related topic. Now you’re interested in a PhD in ABA. Maybe you’re planning to get a PhD right away, or just curious to know what’s involved. Either way, this article contains the information you need. PhD ABA programs can prepare you with the advanced knowledge and skills you need. They can prepare you to conduct behavioral research and design treatment plans to help with behavioral problems. When you graduate from a BCBA doctoral program, you are prepared to take the Board-Certified Behavior Analyst certification exam. Once you pass the test and become certified, you will be ready to practice ABA as a BCBA-D.

Featured Programs

10 best aba phd degree programs ranking methodology.

For the purpose of this list, we looked at approximately 17 ABA PhD degree programs and BCBA D programs. We confirmed accreditation (regional and/or national) and selected those schools that offered accredited programs. Few online ABA programs exist, so we gathered information on both on-campus and online BCBA doctoral programs. The graduate tuition and fees were taken from the most recent information offered by the National Center for Education Statistics (College Navigator). After gathering our information, we listed the PhD in ABA programs according to affordability .

Table of Contents

• Utah State University
• University of Nevada Reno
• Florida Institute of Technology
• Marquette University
• University of South Florida
• Tennessee Tec h
• Cambridge College Boston 
• Caldwell University
• Capella University
• St. Cloud State University

Ranking the 10 Best ABA PhD Degree Programs

10. utah state university, phd in behavior analysis, logan, utah.

Graduate Tuition/Fees: $2 4,008

Utah State University offers a program where you can work towards a PhD. Or, if you prefer, you can earn the PhD + Board Certified Behavior Analyst. The first option focuses more on research, theory, and academics. The second approach prepares students to practice or research in a clinical setting. 

This first track offers benefits such as: 

• training in experimental analysis of behavior
• a curriculum that is tailored to the interests of the student
• a dissertation project

The second track:

• offers training in both experimental and applied behavior analysis
• requires thesis and dissertation projects
• offers experiences in a clinical practicum over the course of several years 
• prepares students for the BCBA examination from the Behavior Analyst Certification Board

No matter which track you choose, this is one of the best applied behavior analysis doctoral programs available. This university is accredited by the Northwest Commission on Colleges & Universities. Utah State University, as ranked by U.S. News and World Report, ranked among top performers in social mobility as well as among top public schools.

9. University of Nevada Reno

Reno, nevada.

Graduate Tuition/Fees : $ 22,986

The Department of Psychology in the University of Nevada at Reno offers one of the few ABA doctoral programs in the country. You’ll learn about topics such as:

• basic & applied research in human behavior
• the philosophies of behaviorism
• basic research in animal behavior
• how the study of behavior applies to organizations

This program, which is one of the best PhD ABA programs, requires 89 graduate credits. It is accredited by the ABAI and prepares you for the BCBA examination. The University of Nevada at Reno ranks with U.S. News & World Report among the best national universities and top public schools, and offers one of the top ABA doctoral programs. 

8. Florida Institute of Technology

Melbourne, florida.

Graduate Tuition/Fees : $22,588

Florida Institute of Technology does not offer BCBA doctoral programs online. However, it does offer a traditional PhD in behavior analysis. The classes are not delivered online, but the program is designed for ABA professionals. Once you graduate, you can plan to :

• continue your researc h
• instruct others in applied behavior analysis
• practice ABA yourself

Core courses required in the program include:

• advanced organizational behavior management
• applications of behavior analysis to college instruction
• behavioral & functional assessment
• ethical & professional standards in ABA
• verbal behavior

Florida Tech ranks with major publications like U.S. News & World Report among best national universities.

7. Marquette University

Milwaukee, wisconsin.

Graduate Tuition/Fees : $2 2,410

Marquette University offers this PhD in behavior analysis through its Psychology Department, and 63 credits are required to earn this degree. We reached out to Dr. Tiffany Kodak, the Behavior Analysis Program Director at Marquette, asking how the program stands out. This was Dr. Kodak’s response:

“Our program stands out and is unique in several ways. The faculty work closely with students to publish clinical research that focuses on teaching important pre-academic, academic, functional communication, self-help, social, and vocations skills to neurodiverse children and adolescents. The purpose of this research is to develop and evaluate practices that help individuals acquire the skills to participate fully in their education, advocate for themselves, build relationships with others, and live fulfilled lives.

“Students are drawn to our program because they work closely with faculty mentors who are renowned in the field and have won awards for mentorship from various organizations, our on-campus clinics provide specialized training to students seeking to conduct patient-driven research as well as develop supervisory skills, and our program’s emphasis on professional skills training so our students can become leaders in the field following graduation.”

In addition, says Dr. Kodak, “all of our doctoral students have assistantships that come with a full tuition waiver and a monthly stipend, making the program no cost to the students.”

Marquette University, according to U.S. News & World Report, tied for #83 among best national universities.

6. University of South Florida

Phd in applied behavior analysis, hillsboro county, florida.

Graduate Tuition/Fees : $21,126

One of the top ABA PhD programs available is the PhD in applied behavior analysis offered at the University of South Florida. To be admitted to this program, you must have a master’s degree in behavior analysis or a closely related degree area that includes multiple courses in behavior analysis. Other requirements include:

• a GPA of at least 3.5
• a personal statement
• three strong letters of recommendation

Curriculum requirements include:

• 21 credit hours of core courses
• 15 credit hours of independent research
• dissertation consisting of a minimum of 18 credit hours

Courses you’ll see in the ABA PhD program include:

• experimental analysis of behavior
• statistical applications in translational research and evaluation
• conceptual foundations of behavior analysis

U niversity of South Florida ranks with U.S. News & World Report among top national universities. This is among the best options for BCBA PhD programs.

5. Tennessee Tech

Applied behavior analysis – phd, cookeville, tennessee.

Graduate Tuition/Fees : $20,708

One of the least expensive ABA PhD programs on our list is this applied behavior analysis PhD. The degree is technichally in exceptional learning, with a concentration in applied behavior analysis. This program offers two specializations within that concentration. The first is Young Children and Families (abbreviated YCF). The second is School-Aged Children and Adult Populations (ABAS). This second option prepares you to take the BCBA examination.

Some of the career options listed on the program website are:

• clinical director/supervisor
• crime, delinquency, & forensic behavior analyst
• organizational behavior manager
• positive behavior support consultant
• university faculty member

Tennesse Tech is accredited by the Southern Association of Colleges & Schools’ Commission on Colleges, and is one of the top BCBA degree programs. 

4. Cambridge College Boston

Phd in applied behavior analysis with specialization in autism intervention, boston, massachusetts.

Graduate Tuition/Fees : $1 6,923

The ABA PhD program at Cambridge College requires 48 credits. It takes nine terms to earn the degree–one of the top BCBA doctoral programs in the country. This program focuses on autism intervention. You’ll take classes such as:

• behavior analytic perspective on child development
• early intensive behavioral intervention
• evaluation & treatment of severe behavioral disorders

This program is offered mostly online, with the exception of two summer residencies during the first two years of the program. To be admitted into the program, you must complete an interview with the program chair and faculty, as well as completing other requirements. Cambridge College is accredited by the New England Commission of Higher Education and ranks with U.S. News & World Report among the top regional universities in the North, as well as among top performers on social mobility. 

3. Caldwell University

Caldwell, new jersey.

Graduate Tuition/Fees : $16, 536

Caldwell University offers an ABAI-accredited PhD in applied behavior analysis. The program has five main learning objectives. The first is that graduates understand the theoretical concepts behind behavior analysis. The second is that graduates are able apply these concepts in a practical and effective way in real-world environments. The third is that graduates are able to supervise and train others in behavior analysis. The fourth is that graduates understand advanced topics in behavior analysis. And finally, the fifth is that graduates are able to develop and complete independent research in this field. Caldwell University ranks with U.S. News & World Report. Rankings include #14 in best value schools, and tying for #85 in regional universities in the North. This is one of the top BCBA doctorate programs.

2. Capella University

Phd in psychology with a specialization in education and teaching in applied behavior analysis, minneapolis, minnesota.

Graduate Tuition/Fees : $14, 826

Capella University offers a PhD in Psychology with a specialization in Education and Teaching in Applied Behavior Analysis. This degree is offered entirely online. The program, according to the website, requires:

• three elective courses
• six specialization courses
• seven core courses
• three doctoral project development seminars
• one comprehensive exam
• one dissertation

Some of the core courses you’ll need to take to complete this program are:

• foundations of theory and practice for doctoral psychology learners
• advanced single-subject research design for behavior analysis
• ethics and multicultural issues in psychology

Some career options listed by the website are:

• board certified behavior analyst
• clinical director
• behavior analyst
• professor of psychology

While this is not strictly a PhD in applied behavior analysis, it is a good option for those who want to learn more about behavior and is worth looking into for those searching for the top BCBA doctoral programs . Capella University ranks with U.S. News & World Report among top psychology schools. 

1. St. Cloud State University

Applied behavior analysis (psy. d.), st. cloud, minnesota.

Graduate Tuition/Fees : $14, 387

St. Cloud State University’s PhD in ABA program is an on-campus program that focuses on ABA for children with autism spectrum disorder. This is a great option if you’re looking for BCBA PhD programs. The coursework is approved by the Behavior Analyst Certification Board, and at the end of the program, you’ ll be equipped to become certified as a doctoral-level board certified behavior analyst, or BCBA-D.

The program requires that you complete 90 credits in order to graduate. Graduate assistantships are offered, and the program has access to a modern autism clinic, through which you will be trained using the latest research. According to U.S. News & World Report, St. Cloud State University tied for #95 in best regional universities in the Midwest, #85 in top performers on social mobility and #29 in top public schools. Due to the institution’s affordable graduate tuition, St. Cloud State University earns the #1 spot on our list of the best value ABA PhD programs.

ABADP Staff

November 2023

Related Resources:

• 10 Best Online ABA Degree Programs (Bachelor’s)
• 10 Best ABA Master’s Degree Programs
• 20 Most Affordable Online ABA Graduate Certificate Programs
• 5 Conditions that Benefit from ABA Therapy
• What Does an Applied Behavior Analyst Do?
• 20 Best Online ABA Master’s Degree Programs

This concludes our list of the top 10 PhD in ABA programs.

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Brock launches Ontario’s first PhD in Applied Behaviour Analysis

Thursday, November 02, 2023 | By Brock University

MEDIA RELEASE: November 2 2023 – R0105

With behaviour analysis set to become the newest regulated health profession in Ontario, Brock is launching a new PhD program in Applied Behaviour Analysis (ABA) .

Housed in the Department of Applied Disability Studies (ADS), the PhD in ABA will be the first of its kind in Ontario and only the second doctoral ABA program available in Canada.

ABA-based interventions are used to address socially significant behaviour in a variety of areas related to childhood, parenting, mental health, substance abuse, dementia, organizational behaviour management, sport and other areas.

Brock’s new PhD program will offer comprehensive training in behaviour analysis, including applications of the science with different populations across diverse settings in keeping with the ADS mission of bettering the lives of people with disabilities and underserved populations through quality education. Graduates will be scientist-practitioners with the knowledge, skills and perspectives to become professors, community researchers, clinical supervisors or program evaluators, among many other roles.

Nearly 200 people registered for a recent information session to learn about applying to the program — a number that came as no surprise to Department Chair and Acting Graduate Program Director Rosemary Condillac, who says that “the timing couldn’t be better in terms of giving hope for capacity-building in the province.”

The Ontario Government is scheduled to fully proclaim the “Psychology and Applied Behaviour Analysis Act, 2021” next summer, after which time behaviour analysts will be regulated, an improvement that Condillac says helps protect the public.

“Ontario does not currently have a lot of doctoral-level trained behaviour analysts, but this program will inject new, qualified researchers into the system,” says Associate Professor Kimberley Zonneveld, who led the committee that developed the program proposal. “Meeting that need through the training offered in this program will raise the bar on behaviour analysis services across the province.”

Zonneveld notes that a clinic hosted by the department will provide experiential education by training students and building their applied knowledge related to their coursework and research, while also serving the Niagara region.

“We’ve really tried to develop a program that will teach students about the entire comprehensive scientific system that is behaviour analysis — including applied behaviour analysis, the experimental analysis of behaviour and behavioural theory and philosophy — to give students a strong conceptual understanding,” she says. “We believe that being well versed in all aspects of this comprehensive, scientific system will lead to researchers, clinicians and teachers who have a strong grasp of what this science is, what it can do and how it can best be applied.”

Condillac commends the program committee chaired by Zonneveld, which also included former co-chair Kendra Thomson, Valdeep Saini, Alison Cox and Nicole Luke, for designing an exceptional program.

“The development team were thoughtful about their own doctoral experiences, as well as what would make this stand apart from other programs,” says Condillac. “And I think they’ve done a phenomenal job of having dialogues and conversations in order to pull together a truly exciting and rigorous program that differentiates Brock from every other university in Ontario.”

She adds she is also grateful to both the Faculty of Social Sciences and the Faculty of Graduate Studies and Postdoctoral Affairs for their support throughout the program’s development.

“The clinical researchers in the Department of Applied Disability Studies are educators and advocates whose expertise is second to none,” says Ingrid Makus, Dean of the Faculty of Social Sciences. “It is thrilling to see a PhD program added to their current and highly successful master’s-level offerings to help address a growing, urgent need.”

Applications for the first cohort of the PhD in ABA are due Friday, Dec. 1. Learn more and apply through the program’s website .

For more information or for assistance arranging interviews:

* Doug Hunt, Communications and Media Relations Specialist, Brock University  [email protected]  or 905-941-6209

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Applied Behavior Analysis PhD Programs

The Doctor of Philosophy (PhD) in applied behavior analysis is a research-based program designed to produce researchers, scientists-practitioners, and university faculty in applied behavior analysis (ABA).

Doctorate-prepared applied behavior analysts work in business and industry, education, and public policy, while some continue to work as practitioners of applied behavior analysis.

The Doctor of Philosophy (PhD) in Applied Behavior Analysis

A doctorate in applied behavior analysis provides advanced-level education and training in the discovery, translation, and application of newly acquired knowledge in behavior analysis, aimed at solving socially significant problems of human behavior through applied interventions.

Many programs provide the opportunity to:

• Conduct clinical and research training alongside experts in the field of applied behavior analysis
• Specialize in areas such as autism, community outreach, or severe behavior disorders
• Engage in teaching experiences

The Association for Behavior Analysts International (ABAI) accredits doctoral degree programs in applied behavior analysis.

PhD in Applied Behavior Analysis programs consist of about 60 semester hours of coursework, research, and dissertation credits and take about three years to complete.

Many programs are offered either through an online format or as blended campus/online format, allowing busy professionals and those not residing near a campus-based program the opportunity to complete the program through an interactive, web-based format.

Admission Requirements

Admission into a PhD in Behavior Analysis is highly selective and competitive. Most programs demand, at a minimum, a master’s degree in applied behavior analysis, psychology, or special education, along with a minimum GPA (usually 3.5 or above) in your master’s degree coursework.

Other requirements for admission often include:

• Current BCBA® certification from the Behavior Analysis Certification Board
• A writing sample – Usually your master’s thesis or research-based paper from a graduate course
• A personal statement or essay describing your reasons for pursuing a PhD in ABA
• Personal interview
• Letters of recommendation who can attest to your ability to complete a doctoral program successfully
• Minimum GRE scores
• Resume/curriculum vitae describing your post-master’s/BCBA® professional experience

A PhD in Applied Behavior Analysis requires students to display proficiency in three areas:

• Practicum and research
• Dissertation research

Curriculum Requirements

The core curriculum of a PhD in Applied Behavior Analysis focuses on:

• Advanced principles and procedures of basic and applied behavior analysis practice and research
• Applying behavior analysis and behavioral support in complex environments
• Supervising and training others in behavior analysis
• The conceptual and theoretical foundations in advanced topics in behavior analysis
• The development and completion of independent research in behavior analysis

Core coursework includes:

• Analysis and Intervention in Developmental Disabilities
• History of Behavior Analysis
• Verbal Behavior
• Behaviorism and the Philosophy of Science
• Research methods in ABA
• Experimental Design and Analysis
• Professional and Ethical Issues in ABA

Most programs require students to complete all core and elective requirements before they can attain the status of doctoral candidate and receive approval to proceed with the programs’ research and practical experience requirements.

Practicum and Research Requirements

The research and practical experience requirements of a PhD in Applied Behavior Analysis may include a college teaching practicum, a research tool presentation, a research presentation, and a doctoral dissertation.

Before submitting a dissertation proposal, most students are required to complete a research project in applied behavior analysis under supervision of their doctoral advisor. Students are generally required to publish their research paper or present it at a professional conference.

Independent work and internships at local partner sites are often part of a doctoral program in ABA. Clinical experiences allow students to partake in research, teaching, and clinical practice experiences.

Dissertation Requirements

The third year of a doctoral degree in applied behavior analysis will be spent working on your doctoral dissertation. Under the direction of a faculty mentor, you must develop an empirical thesis/project and defend it in an oral examination.

Doctoral Degrees in Applied Behavior Analysis Leading to the BCBA®-D Certification

The doctoral designation (-D) for the BCBA® certification allows BCBA®s to demonstrate they have successfully completed a doctoral program in applied behavior analysis.

To qualify for the BCBA®-D designation , you must hold a current BCBA® certification and meet ONE of the following requirements:

• Complete a doctoral program accredited by the Association for Behavior Analysts International (ABAI)
• Passed at least four behavior-analytic courses as part of your doctoral program; OR
• Were formally advised by a faculty member who held the BCBA® designation; OR
• Authored two peer-reviewed journal articles that were behavior-analytic in nature
• Have at least 1,800 hours of experience in ABA during a postdoctoral fellowship or postdoctoral employment experience that included ongoing education in ABA under the supervision of a BCBA®
• Authored two peer-reviewed journal articles that were behavior-analytic in nature and were completed as part of your training experience

Ready to take the next step in your education journey? Find an online aba doctoral program .

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• The AppliedBehaviorAnalysisEDU Scholarship is Now Closed
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• Master’s in ABA – Who is it Right for?
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Students enroll in 5-9 total credits per (fall and spring) term during the first two years of the program. During the third year, students enroll in the Dissertation Research course. In all subsequent semesters and until completion of all degree requirements, students enroll in a Dissertation Continuation course.

Highlights of the Cambridge College PhD in ABA Program

Convenience.

• Program can be completed in 3 years
• Distance learning model with only 1-week residencies in years 1 and 2
• Remote, live classes scheduled in the evening to fit busy schedules
• Dissertation research can be completed at your location

Hybrid Format

• Remote, live classes promote discussion and build rapport with your cohort
• Online format supports study from any location

Cost-Effective Program

• $1035 per credit hour
• 48 credit program

Real-World Expertise

Faculty hold administrative and supervisory positions at partner organizations:

• Beacon ABA Services
• Evergreen Center

Learning Outcomes of the PhD in Applied Behavior Analysis at Cambridge College 

In the ABA Doctoral Program at Cambridge College, students will:

• Analyze published research across a range of behavior analytic content, including evaluating the experimental methods used and interpreting the results

• Formulate systematic research studies using valid experimental designs to enable them to qualify for full membership in the ABAI and to present findings at regional and national ABA conferences
• Develop experimental methods to address the research question in their applied dissertations
• Evaluate published research addressing skill development and behavior reduction procedures for individuals with autism spectrum disorders (ASD) and synthesize that research to create a taxonomy of empirically supported treatment procedures.
• Create assessment procedures for evaluating treatments, conduct assessments, analyze the outcomes of those assessments, and synthesize the results of assessments to develop function-based treatment plans and instructional programs
• Propose and adapt empirically supported staff training models and systems
• Design and conduct trainings in advanced ABA content across a range of audiences (students, parents, stakeholders, etc.)

This course presents the scope and sequence of the doctoral program and orients students to program expectations and focus.

This course will feature a review of quantitative skills and methods required to produce scientific research. Single-subject design formats often used in behavior analytic research will be reviewed in detail. Single-subject designs will be compared and contrasted with group designs and issues of generality will be explored. Areas of study will include variables, reliability and validity, arranging experimental comparisons, interpreting experiments, analyzing behavioral data, and behavioral variability. The goals of the course are to provide students with the analytic tools necessary to become effective, critical consumers of research, as well as to produce their own research and supervise the research of other practitioners.

This course will review a wide range of seminal literature on the application of principles of behavior. Students will demonstrate competency in describing concepts and principles of behavior analysis using technical terminology. Students will develop teaching programs using these principles and concepts, and present instruction in a variety of contexts and to a range of audiences. The ability to translate principles into practice and to disseminate the principles effectively will be core expectations of this course.

Early Intensive Behavioral Intervention (EIBI) has been demonstrated to be the most efficacious treatment for young children with autism. The depth and breadth of the current EIBI literature is reviewed and analyzed. Variables that influence effectiveness of treatment will be reviewed including age, duration, intensity, and supervision of treatment. Methodological issues (e.g., outcome measures, experimental designs, etc.) will be assessed. Limitations to the existing research and areas for future research are also considered. Studies that examine non-behavioral and eclectic models will also be contrasted with behavioral approaches.

Students will read and evaluate and critique key published studies that use a wide range of single-subject and group experimental designs. The focus will be on ensuring that students are fluent with seminal studies and their relation to current effective treatments and gaps in existing literature. As will most courses in this program, a direct relation between this research and the key topics of EIBI and severe challenging behavior will be made.

In this course, students will learn about many of the advanced behavioral change systems and procedures that have been successfully used to treat severe and challenging problem behaviors. Assessment procedures will be reviewed with an emphasis on the use of assessment data to develop instructional procedures and strategies for reducing problematic behavior. There will be an emphasis on the application of procedures in complex environments (e.g., home, public schools, specialized schools, etc.) for individuals exhibiting severe problem behaviors.

This course discusses ethics from two varying perspectives. First, the ethical challenges associated with Early Intensive Behavioral Intervention and the prevalence of non-empirically validated treatment interventions for individuals with ASD. Secondly, from the perspective of treating individuals with severe behavioral challenges, the use of aversives, physical, mechanical and chemical restraints will be discussed and debated.

This course will focus on the experimental analysis of behavior with particular emphasis on the study of human behavior. Students will demonstrate a thorough understanding of basic principles of behavior (reinforcement, schedules of reinforcement, punishment, extinction, classical conditioning,) and how these principles were derived from basic research.

Over 3 semesters, students will select a dissertation topic, conduct a literature review, submit a research prospectus, and submit a dissertation proposal.

The Application of Behavior Analysis Across the Life Span (3 credits): This course is designed to have candidates investigate and evaluate the breadth of application of ABA across the life span of the two target areas (Severe behavior disorders and EIBI). Underserved populations and challenges unique to each stage of human development will be discussed in the context of the literature in these areas, as well as the key gaps in the existing literature.

This course will focus on the application of OBM principles as they relate to leading and managing a medium to large human service agency. Students will participate in projects related to the development implementation and ongoing monitoring of Operations and Clinical systems in actual human service agencies.

Students will do an in-depth review, evaluation and critique of basic experimental (animal) research that relates to the two core areas of EIBI and severe challenging behavior. The ability to relate experimental research to the applied research and identify discrepancies, gaps and conceptual lineage of the studies underlying principles will be a key evaluation component for this course.

This course is designed to have candidates investigate and evaluate the breadth of application of ABA across the life span of the two target areas (Severe behavior disorders and EIBI). Underserved populations and challenges unique to each stage of human development will be discussed in the context of the literature in these areas, as well as the key gaps in the existing literature.

This course requires students to conduct an in-depth review of the theoretical basis of traditional theories of typical and atypical child development and from a behavior analytic perspective. Students will compare and contrast the behavior analytic perspective to traditional psychological and psychodynamic models of language, psycho-social skill development. Early language development models are analyzed and critiqued, using the above perspectives and in relation to typical the achievement of developmental milestones. Behavior analytic topics that will be studied in depth will include; 1) understanding the development of stimulus control and basic learning behavior in early development, 2) the establishment of functional, language and communication skills and 3) behavioral research on teaching complex social behavior.

Students will conduct applied research and write their dissertations under the supervision of their dissertation committee. (This 3-credit course is taken in the seventh term of the program.)

Students will conduct applied research and write their dissertations under the supervision of their dissertation committee. (This 1-credit course is taken in the eighth term of the program.)

Students will submit and defend their dissertations.

ABA Faculty

ABA faculty are Board Certified Behavior Analysts (BCBA). Other faculty listed on this page teach other programs/courses in the School of Education.

Core Faculty

Senior instructor.

No standardized graduate school tests required for admission into non-licensure programs

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Candidates for this program require:

• BCBA Certification
• Interview with Program Chair and faculty
• School of Education Requirements

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The Massachusetts Health Department and Cambridge College require the following of students in Massachusetts:

Immunizations  – All students in Massachusetts are required to get certain immunizations before you can register for your first term.  See form

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International students .

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Transfer Credit 

Please complete the  transfer credit request form  if you wish to have prior course work evaluated for transfer.  Learn more about transferring credits .

• Credits: 48
• Cost per credit hour: $1,076
• Health Insurance Fee: $3,940 - Required for Massachusetts students only. See waiver details on Tuition & Fees page.)
• Internship/Practicum Fee: $400

See all fees

Note: Rates are as of July, 2022, and are subject to change without notice. Rates apply to all students, unless otherwise noted.

Cambridge College offers financial aid to students in our degree programs who are enrolled at least half time. Undergraduate students must be enrolled in at least 6 credits each term. Graduate and doctoral students must be enrolled in at least 4 credits each term. Learn more

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• 17 April 2024

Canadian science gets biggest boost to PhD and postdoc pay in 20 years

• Brian Owens

You can also search for this author in PubMed   Google Scholar

Canada’s prime minister Justin Trudeau and finance minister Chrystia Freeland hold copies of the 2024 federal budget. Credit: David Kawai/Bloomberg via Getty

Researchers in Canada got most of what they were hoping for in the country’s 2024 federal budget, with a big boost in postgraduate pay and more funding for research and scientific infrastructure.

“We are investing over $5 billion in Canadian brainpower,” said finance minister Chrystia Freeland in her budget speech on 16 April. “More funding for research and scholarships will help Canada attract the next generation of game-changing thinkers.”

Canadian PhD students and postgrads plan mass walkout over low pay

Postgraduate students and postdoctoral researchers have been advocating for higher pay for the past two years through a campaign called Support Our Science. They requested an increase in the value, and number, of federal government scholarships, and got more than they asked for. Stipends for master’s students will rise from Can$17,500 (US$12,700) to $27,000 per year, PhDs stipends that ranged from $20,000 to $35,000 will be set to a uniform annual $40,000 and most postdoctoral-fellowship salaries will increase from $45,000 to $70,000 per annum. The number of scholarships and fellowships provided will also rise over time, building to around 1,720 more per year after five years.

“We’re very thrilled with this significant new investment, the largest investment in graduate students and postdocs in over 21 years,” says Kaitlin Kharas, a PhD student at the University of Toronto, Canada, and executive director of Support Our Science . “It will directly support the next generation of researchers.”

Although only a small proportion of students and postdoctoral fellows receive these federal scholarships, other funders tend to use them as a guide for their own stipends.

Many postgraduates said that low pay was forcing them to consider leaving Canada to pursue their scientific career, says Kharas, so this funding should help to retain talent in the country.

“This is going to move us from a searing brain drain to a brain gain, and position us to compete on the world stage,” says Chad Gaffield, chief executive of the U15 Group of Canadian Research Universities, based in Ontario, which supported the campaign.

‘Determined to thrive’

The budget also includes marked boosts for basic research. There is an extra $1.8 billion over five years in core funding for the three federal grant-awarding research councils, as well as $400 million for upgrades to the TRIUMF particle accelerator in Vancouver, and more cash for several other large facilities and institutes across the country. There will also be more than $2 billion for the artificial-intelligence sector in Canada.

“[This budget] really emphasizes that Canada is determined to thrive in the twenty-first century based on science and research,” says Gaffield.

Canada announces new innovation agency — and it’s not modelled on DARPA

Others have pointed out that the vast majority of the money in the budget for the research councils is backloaded, with just $228 million coming in the next two years. This means that the gains will be slow, and could be vulnerable to changes in the political climate, says Alex Usher, president of Higher Education Strategy Associates, a consultancy in Toronto. “Do not count on this money being there after an election,” he posted on X (formerly Twitter). Canada’s next federal election is due in October 2025, and the opposition Conservative Party is campaigning on reigning in spending.

The budget also makes some changes to how science funding is organized. Instead of ten different programmes for scholarships and fellowships, with differing levels of support, there will now be a single programme with just three levels — master’s degrees, PhDs and postdoctoral fellowships. Kharas says that this should simplify the system.

The government will also create a new “capstone” research-funding organization to better coordinate the work of the three granting councils and “help to advance internationally collaborative, multi-disciplinary and mission-driven research”, the budget says. It will also create an advisory Council on Science and Innovation, comprised of leaders from academia, industry and the non-profit sector, which will develop a national science-and-innovation strategy to guide priority setting and increase the impact of federal investments. “This should help move us towards a more efficient, well-coordinated and nimble way of supporting research in Canada,” says Gaffield. “I look forward to working with the government to optimize it.”

doi: https://doi.org/10.1038/d41586-024-01124-2

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Gen Z and millennials are the engine of our economy. Everything that is created, built, served, and sold in Canada is increasingly being done by millennials and Gen Z. They’re the young parents, the students doing cutting-edge research, the young entrepreneurs with startup ideas. Canada’s success depends on their success.

To secure Canada’s competitive edge, we need to support and empower tomorrow’s problem solvers and make sure every generation reaches their full potential. That’s why we’re investing in cutting-edge research – to create more good jobs, including in innovation and technology – while making education more affordable.

The Prime Minister, Justin Trudeau, today highlighted an over $4.6 billion package of measures from Budget 2024 to strengthen Canadian research and innovation.

Here’s what we’re doing:

Providing $2.6 billion in core research grant funding, scholarships, and fellowships to support our researchers and their ground-breaking discoveries:

• This includes $1.8 billion in core research grant funding for a 30 per cent increase over five years of Canada’s core research grant programs that support faculty-led research projects. It will indirectly support thousands of graduate student and post-doctoral fellows with their research, including their work on climate action, health emergencies, artificial intelligence, and psychological health.
• And $825 million over five years to the granting councils to increase the annual value of master’s and doctoral students’ scholarships to $27,000 and $40,000, respectively, and post-doctoral fellowships to $70,000. To make it easier for students and fellows to access support, the enhanced suite of scholarships and fellowship programs will be streamlined into one talent program. This new program will also increase the number of graduate students and post-doctoral fellows benefiting from research scholarships and fellowships by approximately 1,720 each year.
• This funding will also provide $30 million over three years for Indigenous researchers and their communities, which would be distributed with $10 million each for First Nation, Métis, and Inuit partners.
• To provide better co-ordination across the federally funded research ecosystem, we will bring together our three research funding organizations within a single new capstone research funding organization. The granting councils will continue to exist within this new organization, and continue supporting excellence in investigator-driven research, including linkages with the health portfolio.
• Together, these measures will play a critical role in not only supporting Canadian researchers in solving the world’s greatest challenges – but building a generation of highly educated, highly skilled individuals as a foundation of Canada’s future economic growth and prosperity.

Investing $1.3 billion to keep post-secondary education affordable:

• This funding will extend for an additional year the increase in full-time Canada Student Grants from $3,000 to $4,200 per year, and interest-free Canada Student Loans from $210 to $300 per week. This includes increases to other Canada Student Grants by 40 per cent.
• It will also increase the housing allowances used by the Canada Student Financial Assistance Program when determining financial need, which will provide additional student aid to approximately 79,000 students each year.
• These investments will make sure that our younger generations can access quality post-secondary education at an affordable cost.

Investing $734 million to support Canada’s world-leading research infrastructure and institutes :

• Supporting TRIUMF, Canada’s sub-atomic physics research laboratory, located at the University of British Columbia. This investment will upgrade infrastructure at the facility, keep Canada at the forefront of physics research, and enable new medical breakthroughs and treatments, from drug development to cancer therapy.
• Investing in CANARIE, a national not-for-profit organization that manages Canada’s ultra high-speed network to connect researchers, educators, and innovators.
• Providing funding to Saskatoon-based Canadian Light Source, helping scientists and researchers to continue making breakthroughs in areas ranging from climate-resistant crop development to sustainable mining processes.
• Supporting the Arthur B. McDonald Canadian Astroparticle Physics Research Institute, headquartered at Queen’s University. This funding will help engineers, researchers, and scientists innovate in areas like clean technology and medical imaging.
• Investing in the University of Saskatchewan’s Centre for Pandemic Research, advancing the study of high-risk pathogens to support vaccine and therapeutic development.

These investments will unlock and accelerate economic growth for Canada. We’re creating opportunities, boosting innovation, and accelerating economic growth – and that’s just some of the things that we are proposing in Budget 2024. Alongside these measures, we’re building more homes faster, investing in health care, and making life more affordable to make sure every generation can get ahead.

“Budget 2024 is about ensuring fairness for the next generation. With these historic investments, we’re investing in Canadian students, researchers, and innovators so they can solve the problems of tomorrow. This will unlock massive economic growth and make Canada stronger, fairer, and more prosperous.” The Rt. Hon. Justin Trudeau, Prime Minister of Canada

“Our government is securing the future of top-tier research and innovation in Canada by investing in younger generations today. This is about fostering homegrown research talent and encouraging Canadian brainpower to scale-up their innovative ideas in Canada ‒ all as part of our work to help younger generations get ahead.” The Hon. Chrystia Freeland, Deputy Prime Minister and Minister of Finance

“Today’s research is tomorrow’s economy. That’s why Budget 2024 supports Canadian researchers at the forefront of discovery and innovation as they continue to position Canada as a global leader in science research. These investments reflect the ambition and vision of our next generation of researchers.” The Hon. François-Philippe Champagne, Minister of Innovation, Science and Industry

Quick Facts

• An estimated total cost of $1.1 billion in 2024-25 for the increased student grants and loans, which will be available for the 2024-25 school year.
• An estimated cost of $154.6 million over five years, starting in 2024-25, and $32.3 million per year ongoing to modernize shelter allowances.
• $399.8 million over five years, starting in 2025-26, for TRIUMF.
• $176 million over five years, starting in 2025-26, for CANARIE.
• $83.5 million over three years, starting in 2026-27, for Canadian Light Source.
• $45.5 million over five years, starting in 2024-25, for the Arthur B. McDonald Canadian Astroparticle Physics Research Institute.
• $30 million over three years, starting in 2024-25, for the University of Saskatchewan’s Centre for Pandemic Research at the Vaccine and Infectious Disease Organization.
• Since 2016, the federal government has committed: more than $16 billion to support scientific discovery, develop Canadian research talent, and attract top researchers from around the planet; and over $2 billion to foster growth across Canada’s AI ecosystem and digital infrastructure.
• Since 2016, the federal government has supported more than 638,000 post-secondary students per year, on average, with more than $38.4 billion in up-front grants and interest-free loans – enabling young Canadians to pursue their education, regardless of their background. To ensure this support keeps up with the cost of an education, the government permanently increased Canada Student Grants by 50 per cent to $3,000. As outlined above, Budget 2024 announced the government’s intention to extend for an additional year the increase in full-time Canada Student Grants from $3,000 to $4,200 per year, and interest-free Canada Student Loans from $210 to $300 per week.
• The Government of Canada’s Budget 2024 was tabled in the House of Commons by the Deputy Prime Minister and Minister of Finance on April 16, 2024.
• The Strategic Science Fund, which announced the results of its first competition in December 2023, providing support to 24 third-party science and research organizations starting in 2024-25.
• Canada recently concluded negotiations to be an associate member of Horizon Europe, which would enable Canadians to access a broader range of research opportunities under the European program starting this year.
• The steady increase in federal funding for extramural and intramural science and technology by the government, which was 44 per cent higher in 2023 relative to 2015.
• Budget 2024 also includes a $2.4 billion package of measures to accelerate job growth in Canada’s AI sector, boost productivity by helping researchers and businesses develop and adopt AI, and ensure this is done responsibly.  Learn more .

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