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Vanderbilt Peabody College announces new online certificate in applied behavior analysis

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May 1, 2024, 8:40 AM

Vanderbilt Peabody College of education and human development will launch a new online certificate this fall designed to meet a growing demand for Board Certified Behavior Analysts. The new program aims to equip students with the necessary knowledge and skills to deliver high-quality behavioral services and make use of behavioral technology, ultimately enhancing the lives of individuals with disabilities.

Peabody’s Department of Special Education , which is widely regarded as the top department in the nation, will house the new program. The online curriculum will be grounded in the latest educational research and technology and will challenge students to integrate applied behavior analysis into education practice.

“The goal of Vanderbilt’s online certificate program is to make our high-quality ABA course sequence accessible to any practitioner, regardless of their geographic location, who aspires to more effectively support the needs of individuals with disabilities,” says Johanna Staubitz , assistant professor of the practice and director of the Applied Behavior Analysis program.

Peabody also offers an on-campus master’s degree (M.Ed.) in special education with an ABA focus , and that program will continue. Students in the online program must already have earned a master’s degree.

The certificate curriculum consists of seven three-credit courses covering the experimental, theoretical and applied domains of behavior analysis.  The course sequence is approved by the Association for Behavior Analysis International (ABAI-VCS).

Recipients of the new certificate will have completed the required coursework needed to sit for the Board Certified Behavior Analyst (BCBA) examination, after finishing additional field work requirements.

Employment prospects for licensed behavior analysts have been strong. According to a report from the Behavior Analyst Certification Board, the demand for individuals with certification as either a Board Certified Behavior Analyst® or a Board Certified Behavior Analyst-Doctoral® increased every year from 2010 to 2023, including a 14 percent increase from 2022 to 2023.

The program’s reduced tuition rate aims to make this valuable education accessible to a diverse range of professionals, including those from healthcare and social sciences backgrounds. Applications for the new program are open.

Deadline for application to the inaugural cohort for the new ABA certificate is July 5, 2024. Learn more about this exciting educational opportunity by visiting the webpage here .

Keep Reading

Peabody College unveils new graduate and professional certificate programs for career development

New Faculty: Meghan Burke, family advocacy and disabilities policy researcher, joins Vanderbilt Peabody College

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• Department of Special Education
• Johanna Staubitz
• Peabody College
• Peabody College of Education and Human Development
• peabody-home

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Online Certificate in Applied Behavior Analysis

Join a community of scholars whose mission is to deliver high-quality behavioral services under challenging, real-world conditions and to develop and extend behavioral technology to improve the lives of individuals with disabilities.

Special Education Opportunities

• All ABA Programs
• Special Education Department
• Request Information

Certificate Overview

Peabody College's Online Post-Master's Certificate in Applied Behavior Analysis features coursework verified by the Association for Behavior Analysis International. The program is grounded in educational research and technology, and challenges students to integrate applied behavior analysis into practice. This program is housed within Peabody's top-ranked Department of Special Education, home to groundbreaking research, innovative practices, and widely used methods. The ABA certificate is designed for non degree-seeking individuals who have already completed a master's degree in a related field. Students who complete the program will be equipped to pursue careers working with individuals with disabilities. Coursework is offered online through a combination of synchronous and asynchronous coursework.

There's a growing need for board certified behavior analysts. According to the Behavior Analyst Certification Board, annual demand has grown each year since 2010, with job postings increasing by 190 percent from 2018 to 2021 alone, with a 14% increase from 2022 to 2023. 

Johanna Staubitz, assistant professor of the practice and ABA program director

“The goal of Vanderbilt’s online certificate program is to make our high-quality ABA course sequence accessible to any practitioner, regardless of their geographic location, who aspires to more effectively support the needs of individuals with disabilities."

Certificate Details

Certificate Director: Johanna Staubitz

Admission Coordinator: Kelly Limina

Email Us: [email protected]

This is a post-master's, non-degree, credit-bearing certificate program. Upon completion of the certificate, students will have satisfied all coursework required to sit for the Board Certified Behavior Analyst (BCBA) examination. Note : Applicants will have to meet additional field work requirements to qualify for the BCBA exam.

Admission Term : Fall 2024

Application Deadline : July 5, 2024

Required Hours : 21

Program Length: Approximately 1 year

Course Format: Courses are offered in a synchronous and asynchronous combination 

Tuition : $1,000 per credit hour

Funding: Tuition awards are not available for certificate programs since they are offered at a reduced rate.

Home Academic Department: Special Education

Application Requirements

• Completed application
• Undergraduate and graduate transcripts (A master’s degree in a disability-related field such as education, psychology, social work or counseling is required.) Please scan and attach your unofficial transcript(s), or a copy of your official transcript(s), to your application. Note: Unofficial transcripts are accepted for the application. We understand that requesting official transcripts can be expensive, so we only require official, sealed transcripts if you are admitted and enroll at Peabody College.

Two letters of recommendation are required, three preferred for our certificate program. Their letter should speak to your academic and/or professional abilities. We recommend choosing recommenders that have taught, supervised, or have worked with you for a period of time as they will have the clearest evaluation of your potential for the program.

Statement of purpose

This is a short essay on why you want to enroll in the Applied Behavior Analysis Certificate Online Program at Vanderbilt University. Be concise with your reasoning but leave no question unanswered for the review committee. Describe your background and experiences relevant to your choice to pursue further training in applied behavior analysis, your career goals, and how training at Vanderbilt will help you achieve those goals. The statement of purpose should be 1-2 pages long, not to exceed 2 pages single-spaced. 

• Resume or or curriculum vitae
• This program is open to individuals in the United States, Canada, Australia and the United Kingdom. Some courses meet synchronously and therefore the program is best suited for those in United States and Canadian time zones

English Proficiency Testing

TOEFL, IELTS, or Duolingo scores are  required  of all international applicants unless you have received a college degree and completed coursework from an accredited institution in the United States, Canada, United Kingdom, Ireland, Australia, or New Zealand.

Students who complete coursework on campuses of U.S.-based institutions   not in one of the above listed locations still need to submit English language scores.

An official score report sent directly from the testing agency is required. Our TOEFL institutional code is 1871, and there is no department code. The minimum recommended TOEFL score is 100.

There is no institutional code for the IELTS. A minimum recommended score is 7.0 for the composite score with no individual band score below 6.5.

Duolingo scores are also accepted. Test results must include subscores. If you took the test prior to July 15, 2019 when subscores were added, you should retake the test to comply with the subscore requirement. A minimum recommended score is 120.

Certificate Curriculum

The certificate consists of 7, 3-credit courses of the ABA verified course sequence (VCS)

• Management Procedures for Academic and Social Behavior
• Experimental Analysis of Behavior
• Theory in Behavior Analysis
• Administering Ethical Behavior Analytic Services
• Instruction and Learning in Early Childhood Special Education
• Introduction to Single Case Research Design
• Personnel Supervision and Management in Applied Behavior Analysis

Certificate Faculty

Study Shows How Higher Education Supports Asian American, Native Hawaiian, and Pacific Islander Students Through Culturally Relevant Courses, Programs, and Research

Analysis of minority-serving institutions on the East and West Coasts demonstrates layered processes to build students’ capacities

The model minority myth paints a picture of Asian Americans as a monolithic group with unparalleled success in academics. A new NYU study unpacks this myth, exploring the needs of Asian American, Native Hawaiian, and Pacific Islander students and how higher education institutions support these populations.

In 2007, Congress established a federal designation for higher education institutions that enroll at least 10 percent of undergraduate Asian American, Native Hawaiian, and Pacific Islander (AA&NHPI) students, and who enroll a significant proportion of students from low socioeconomic backgrounds. This designation as an Asian American and Native American Pacific Islander Serving Institution (AANAPISI) was among one of the newest categories of minority-serving institutions that receive federal funding to advance educational equity and support for ethnic and racial minorities.

In a two-site case study, Mike Hoa Nguyen , assistant professor of education at NYU Steinhardt, collected data from interviews, internal and public university documents, and observations of activities, courses, and meetings to determine the process in which AANAPISI programs expand students’ capacities through culturally relevant coursework, mentorship, research, and civic engagement. His findings are published in The Review of Higher Education .

“AANAPISIs demonstrate a federal commitment to supporting the unique educational needs of AA&NHPI students, which are too often obscured by the model minority myth,” said Nguyen. “This myth dangerously asserts that Asian American students, and Native Hawaiian and Pacific Islander students by association, are universally successful and unparalleled in their academic achievements. AANAPISIs play a major role in addressing this problem, and in doing so, provide critical resources to uplift the students they serve. This study documents the process in which these colleges and universities engage in this important work.”

Nguyen's study centered on a large, public community college on the West Coast and a large, urban, regional public university on the East Coast. Nguyen’s findings related to the experiences of students in these programs.

He uncovered a five-tiered process that the two institutions use to build opportunities for learning, practice, and engagement:

AA&NHPI Focused Coursework At both institutions, courses focused on these populations are offered through the institutions’ Asian American Studies programs, where students are exposed to concepts connected to their racial and ethnic identities. One student shared her experience with a course, Asian Women in the United States, “Through my experience with that class I learned…for the first time, issues that affected my community. Specifically, me as an Asian American woman, specifically Vietnamese American…”

Teaching and Mentoring Students who had previously taken AA&NHPI coursework provided tutoring and mentoring to support new students with classwork, programs, books, and scholarship applications.  According to one mentor, “Cambodian Americans fall through the cracks, we’re just not in higher ed…It’s not a supportive space for us…[the AANAPISI faculty] understand…from their own community work, from being on campus, and [from] teaching for so long that…when they find students who fit these demographics it makes sense for them to mentor them.”

Advanced AA&NHPI Focused Coursework After serving as mentors, students often take more advanced courses focused on theoretical, historical, and contemporary issues regarding the AA&NHPI experience to continue their academics while gaining tools to make larger contributions toward their communities. 

Academic and Research Development Students who complete advanced coursework are provided opportunities to engage in academic projects and research with faculty and staff, presenting research at conferences or publishing in peer-reviewed journals. 

Professional and Community Experience The final step in the process offers opportunities for students to engage in community-based projects, internships, and employment with partner organizations, government offices, or other schools. A student shared that his research experience led to the creation of a Vietnamese American organizing and training program. “[Researchers] found out that Vietnamese Americans in [the neighborhood] don't participate in civics or politics…they basically feel disenfranchised, like their vote doesn’t matter…So, the research showed that there needs to be an organization to help push and provide opportunities to talk about politics in a Vietnamese American progressive context…”

“AANAPISIs are the backbone for AA&NHPI students in higher education. These institutions account for six percent of all colleges and universities, yet enroll over 40 percent of all AA&NHPI undergraduates,” said Nguyen. “This study offers new understandings of the critical role that AANAPISIs play to expand educational opportunity and enrich learning experiences—which can be adopted beyond AANAPISIs and for other students—as well as inform the work of policymakers as they seek new solutions to refine and regulate the administration of minority-serving institutions.”

Funding for this study was provided by the UCLA Institute of American Cultures and the UCLA Asian American Studies Center. 

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USF Office of Corporate Training and Professional Education Offering Basic Economic Development Course This Fall

• Tatiana Del Valle
• April 30, 2024
• Leadership and Management

This fall, USF’s Office of Corporate Training and Professional Education will host the 48th annual Basic Economic Development Course. The BEDC is an excellent opportunity for professionals in the field to advance their careers and qualify to earn the most prestigious designation in the field, the Certified Economic Developer certification. 

Those who complete the course will be eligible to take the Certified Economic Developer exam (CEcD). Professionals with the CEcD certification gain a competitive edge in the economic development profession and can more easily climb up the ladder in the field, increase their earnings, and expand their network of professionals in the community. By completing the BEDC through USF, participants also earn a credential backed by a major research university.  

The BEDC is a perfect fit for those new to the field, as well as experienced professionals involved in economic development organizations such as chambers of commerce, public utilities, educational institutions, and transportation authorities. 

This course is a rare opportunity, offered only once a year. This year, the BEDC is scheduled for November 12-14 at the Centre Club on 123 S. West Shore Boulevard in Tampa, FL. With accreditation from the International Economic Development Council and the American Planning Association, USF’s BEDC is the only accredited course of its kind in Florida. 

Through this three-day, in-person program, participants learn a blend of economic theory and practice from a diverse faculty of Florida’s leading economic development practitioners. Topics include business retention, strategic planning, marketing, small business development, workforce development, and other related areas. With packed days full of valuable insights and interactive sessions, attendees are encouraged to arrive early and actively participate to get the most out of their BEDC experience. 

During the course, professionals gain the business skills to foster economic growth, increase job opportunities, improve community prosperity, and help create a better living and working experience for residents in the areas they serve. Participants also expand their network of like-minded professionals willing to share best practices and help each other grow. 

Standing as a testament to USF’s dedication to quality education, the BEDC equips participants with the tools, knowledge, and connections to excel in the dynamic economic development field.

“The BEDC provides a foundation of knowledge and skills that one is required to understand related to economic development strategies and practices,” said Veronika Slep, economic development coordinator in the City of St. Petersburg’s Economic and Workforce Development department. “After taking the course, I feel more prepared to make informed decisions related to small businesses, policies, and community matters.”

To learn more about the BEDC, visit the website or contact Kathy Barnes at [email protected] . Registration for the course closes on October 29, but class size is limited, so early registration is encouraged. To save your spot, register here . 

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About Corporate Training and Professional Education

USF Corporate Training and Professional Education empowers people to craft their future without limits through engaging professional growth learning and certification programs. Its programs focus on an array of topics – human resources, project management, paralegal, process improvement, leadership skills, technology, and much more.

Construction Management Extended

The certificate in Construction Management Extended provides a comprehensive, up-to-date, and rigorous curriculum covering a wide array of aspects within the construction industry and the practical principles of construction management. Format: Online or In Person

Note : Changes have been made to our Construction Management offerings.  Learn More

This program is perfect for...

• Engineers and construction professionals seeking to enhance their careers with formal training in construction management
• Individuals interested in transitioning into construction management careers
• Professionals in the field looking to move into managerial and leadership roles
• Students focusing on specific trades of the construction industry

What you can learn.

• Build an understanding of essential construction materials and methodologies from the ground up
• Prepare project schedules with Primavera® and MS Project® applications
• Manage construction job sites from the contractor’s point of view
• Create project cost estimations for material, equipment, labor and subcontracting
• Recognize the legal implications of contracts from customer or supplier side
• Read and interpret construction blueprints
• Understand the complexities integrating different trades within the industry
• Learn modern tools and approaches in the construction field including BIM® and LEED

Master construction management with depth and expertise.

Construction managers plan, coordinate and oversee construction projects from start to finish. Whether civil, commercial or residential, every construction project is unique and requires specialized skills to advance from conception to completion.

The eight-course Construction Management Extended Certificate program provides a solid foundation in scheduling, cost estimation, materials, legality, safety/risk management, quality control and the core competencies necessary for obtaining a variety of roles in the industry, including construction manager, project engineer and field engineer. 

This extended curriculum was designed to deepen understanding of core concepts and allow for specialized areas of interest, such as sustainable construction practices or advanced project management software. Students engage in project-based learning and interactive discussions in courses taught by industry professionals, as well as networking opportunities with peers and experts in the field. Graduates of the program have a robust portfolio of projects, a comprehensive skill set and the confidence to tackle complex challenges in construction management.

This certificate is eligible for  Veterans Administration Educational Benefits  and  Workforce Innovation Opportunity Act (WIOA)  training.

Format:  Online or In Person. Can be completed 100% online.

This certificate is approved for international students to study full time in the U.S. on an F-1 visa.

International students must meet English language proficiency requirements for admission into the program.

Learn more:

International Students: How to Apply

English Language Proficiency Requirements

Dates & Fees for International Students

While most Certificate Programs begin each quarter, some have limited intakes for students studying on F-1 visa — review  entry quarters before applying .

Program Change

As of summer 2024, our construction management offerings now consist of two certificate programs:

Construction Management Extended Certificate (8 courses)

This pathway follows the original (pre-Summer 2024) curriculum structure, offering in-depth coverage of essential topics in construction management, plus a comprehensive range of subjects. This option ensures a thorough understanding of the complexities and trades’ work within the field, featuring the five core courses and three electives.

Construction Management Certificate (5 courses)

This additional pathway follows an accelerated curriculum tailored for students seeking a more streamlined approach to completing the program with more flexibility and efficiency. This option condenses the curriculum while still delivering essential skills required for success in the field. Learn More

Existing Students  who declared candidacy before Summer 2024 may continue in their original program. If you would like to make a switch or have any questions, please contact our staff at [email protected] or 310-825-4100.

Expect more from your education.

From mixed-use multi-family housing to parking structures, laboratory facilities to offices, Mr. Nishizu has successfully completed many projects in southern California, in a variety of construction management roles.

I chose UCLA Extension because the program offered everything I was looking for in continuing education. My advisors played a tremendous role in ensuring my success in the program prior to the start of my first class. Their confidence in my ability to succeed was the driving force in my decision to attend and complete the program successfully.

Click below to view the required and elective courses, if applicable, for this program.

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All courses in this program are paid for individually, unless otherwise noted. An application form is required to establish candidacy in this program. From the 'Apply Now' button, complete the online application and pay the application fee if applicable.

Application & Candidacy Fee

Estimated program tuition, estimated program textbook/materials.

*The Application & Candidacy Fee establishes your candidacy in the program for a period of time covering normal progress toward completion and may allow you to access a variety of program benefits.

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The U.S. Department of Education requires colleges and universities to disclose certain information for any financial aid eligible program that, “prepares students for gainful employment in a recognized occupation”. This information includes program costs; occupations that the program prepares students to enter; occupational profiles; on time completion rate; and for the most recent award year: the number of students who have completed the program, the number of students who complete the program within the estimated duration, the job placement rate, and the median Title IV and private loan debt incurred by those who complete the program. For gainful employment information for this program, visit our  Financial Aid page.

Transfer Credits to an Advanced Degree

Completion of the UCLA Extension Construction Management Extended Certificate equates to 12 graduate credits that can be applied toward a Master of Science in Engineering Online at University of Wisconsin-Platteville.

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Experts condemn US tobacco firm’s sponsorship of doctor training as ‘grotesque’

Philip Morris International has supported non-smoking programmes around the world ‘to advance its own interests’, say health professionals

The tobacco company Philip Morris has sponsored courses for doctors in multiple countries, in what critics have called a “grotesque” strategy.

Medical education programmes on quitting smoking and harm reduction in South Africa, the Middle East and the US have been supported by Philip Morris International (PMI) or its regional subsidiaries, according to advertising material seen by the Guardian.

The World Health Organization (WHO) said there was a risk that public health efforts could be undermined and called for partnerships of this kind to be banned.

• A common condition

The human toll of non-communicable diseases (NCDs) is huge and rising. These illnesses end the lives of approximately 41 million of the 56 million people who die every year – and three quarters of them are in the developing world.

NCDs are simply that; unlike, say, a virus, you can’t catch them. Instead, they are caused by a combination of genetic, physiological, environmental and behavioural factors. The main types are cancers, chronic respiratory illnesses, diabetes and cardiovascular disease – heart attacks and stroke. Approximately 80% are preventable, and all are on the rise, spreading inexorably around the world as ageing populations and lifestyles pushed by economic growth and urbanisation make being unhealthy a global phenomenon.

NCDs, once seen as illnesses of the wealthy, now have a grip on the poor. Disease, disability and death are perfectly designed to create and widen inequality – and being poor makes it less likely you will be diagnosed accurately or treated.

Investment in tackling these common and chronic conditions that kill 71% of us is incredibly low, while the cost to families, economies and communities is staggeringly high.

In low-income countries NCDs – typically slow and debilitating illnesses – are seeing a fraction of the money needed being invested or donated. Attention remains focused on the threats from communicable diseases, yet cancer death rates have long sped past the death toll from malaria, TB and HIV/Aids combined.

'A common condition' is a Guardian series reporting on NCDs in the developing world: their prevalence, the solutions, the causes and consequences, telling the stories of people living with these illnesses.

Tracy McVeigh, editor

Dr Tess Legg, of the Tobacco Control Research Group at the University of Bath, said sponsoring medical education was part of a “strategy to influence how science is used in medical practice and an attempt to rebuild the industry’s credibility among health professionals”.

Nicholas Hopkinson, a professor of respiratory medicine at Imperial College London, said: “Based on its market share (around 15%), and the global death toll from smoking (more than 8 million annually), Philip Morris kills at least a million people every year. The idea that it should have any role in medical education is grotesque.”

The sponsored courses allow participants to collect credits showing they are engaging in post-qualification learning. Typically, doctors must collect a certain number of these “continuing medical education” ( CME ) or “continuing professional development” ( CPD ) points annually to continue practising.

Hopkinson called for bodies that provide or regulate medical education to “produce explicit statements and policies that tobacco industry involvement is completely forbidden”.

Dr Rüdiger Krech, the director of health promotion at the WHO, called on certification authorities to ban partnerships with tobacco and related industries in medical education. “There’s a clear commercial interest that could spread misinformation undermining public health efforts,” he said.

“Health workers should be supported by education that is evidence-based, transparent and held to the highest ethical standards.”

One doctors’ organisation in South Africa , the Alliance of South African Independent Practitioners Associations (Asaipa), has offered webinars on harm reduction in public health “sponsored by Philip Morris South Africa”.

Sharon Nyatsanza, the deputy director of South Africa’s National Council Against Smoking, said the sponsorship may breach local laws designed to reduce the influence of the tobacco industry.

She said: “We hope public health professionals know who PMI really is. PMI – which is the largest [global] cigarette manufacturer – has a history of funding research, medical professionals and setting up front groups in ways meant to advance its own interests and in conflict with public health.”

Along with many South African public health organisations and professionals, she has written to the Health Professions Council of South Africa urging it to set out a clear policy that tobacco industry funding and sponsorship would not be allowed. They have also asked that CPD credits for events sponsored by a tobacco company be withdrawn.

In a statement, Asaipa said the content of all CPD webinars was reviewed “to ensure that no products of any partner are being promoted during the educational sessions, and all statements made during these sessions are based on clinical data and evidence”.

The statement added that Asaipa was “committed to upholding the highest standards of integrity, transparency and ethical conduct in all our endeavours” and would “conduct a thorough review of our sponsorship and involvement with PMI to ensure our actions align with our mission and values”.

A number of online courses run by the training provider Middle East Medical have received Philip Morris sponsorship, including a seminar for healthcare workers and researchers in the region on 26 April last year “sponsored by Philip Morris Management Services (Middle East) Ltd”. Content included “obstacles to implementing harm reduction” and “what is the evidence base for harm reduction in smoking”. A spokesperson said the company “stopped working with PMI in 2023”.

PMI has also sponsored sessions and speakers at conferences in countries including Jordan and Egypt.

Dr Ahmad Abbadi, the regional coordinator for the eastern Mediterranean at the Global Alliance for Tobacco Control, said he feared tobacco companies were targeting countries with weaker laws and regulations, particularly around conflicts of interest.

“It’s a great opportunity to advocate […] in favour of the industry,” Abbadi said, adding that many of his contemporaries as a Jordanian medical student had gone to work overseas. “I am in Sweden, many of my classmates are in the US, in Canada and the UK, across the world,” he said. “You affect the region itself, but also the whole globe because the world is more connected.”

Abbadi said the idea of harm reduction was crucial in public health, citing examples such as car seatbelts, but that the term had been co-opted as a marketing tool for tobacco companies pushing new products, including heated tobacco .

The WHO has highlighted a lack of independent research to back claims they are less harmful than cigarettes.

Medscape, a US website for health professionals, has withdrawn a planned series of educational courses around smoking cessation “supported by an independent educational grant from Philip Morris International” after criticism from doctors and academics. It said use of PMI funding “was a misjudgment that was out of character” and that it would not accept tobacco industry funding in the future.

A spokesperson for Philip Morris International said the company “believed science-based education on the topic of tobacco harm reduction was vital to improve public health.

PMI provides educational grants for science-based programmes that are run independently from PMI and follow accredited standards, including a further independent third-party academic review, he said.

“Funding is clearly labelled and attributes support from PMI. We do not control the content and it is unfounded to claim the programmes are to promote PMI products. Our activities comply with all applicable laws.”

• Global health
• Tobacco industry
• Health & wellbeing
• Philip Morris International

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