Become a Registered Behavior Technician
正澳门六合彩官网 now offers a track within the Special Education major in Applied Behavior Analysis, leading to a national credential as a Registered Behavior Technician (RBT). In a formal partnership with Boston Public Schools, this track prepares 正澳门六合彩官网 students as Special Education Paraprofessionals, who teach and support both an academic and life skills curriculum in the context of facilitating the development of behavioral and emotional skills.
The certification process includes the acquisition of specific skills that are measured during the field experiences and a written knowledge test leading to the RBT credential. is recognized by public school settings, community-based clinical settings and ABA supports delivered in home-based settings.
Courses and Field Opportunities
Students in this track will take classes to support instruction and differentiation in literacy and mathematics across ages ranges through Grade 8. Specific courses in positive behavior supports, and in assessment of student learning, data collection and analysis will intersect and allow students to participate in four semesters of field placements within Boston Public Schools. Summer job opportunities in Boston school settings may also be available to participants.
Students who successfully complete this track will graduate with a major in Special Education. There is also a built-in minor in Psychology through suggested elective courses. Students from ALL 正澳门六合彩官网 majors can elect to MINOR in Special Education and/or take the RBT-specific courses as electives since Applied Behavior approaches are used to support children and teens in many settings within schools and communities.
Note: The career field requires additional coursework at the graduate level to advance to the BCaBA and BCBA levels of certification and potentially to the Doctoral level for a BCBA – D certification.
The following courses are required for Special Education majors pursuing the Applied Behavior Analysis track:
Prerequisite Coursework:
| AE 1300 |
Competencies for the Prospective Educator |
1.5 |
| PSY 1400 |
Child Development |
3 |
| ED 2161 |
Educational Psychology |
3 |
Core Requirements:
| SPE 2600 |
Introduction to Special Education |
3 |
| ED 2420 |
School, Family and Community |
3 |
| ED 2412 |
Strategies for the Effective Educator |
3 |
| MATH 2550 |
Number Theory and Relationships
for Teachers |
3 |
| ENG 1180 |
Introduction to Literature |
3 |
| P&H 1010 |
U.S. History I |
3 |
| ED 2700 |
Early Childhood Language Arts and Literacy
Development |
3 |
| SPE 3105 |
Institute on Learning Differences |
2 |
| ED 2355 |
Children’s Literature: A Gateway to the World |
3 |
| ED 3700 |
The Teaching of Reading |
3 |
| ED 3701 |
Field Observation and Participation |
1 |
| ED 3190 |
Classroom Assessment |
3 |
| ED 3350 |
Specialized Instruction for Students with
Special Needs |
3 |
| ED 3197 |
Pre-Practicum I: Elementary |
1 |
| ED 3150 |
Classroom Management |
3 |
| ED 3415 |
Assessment for Special Educators |
3 |
| SPE 3417 |
Writing IEP |
1.5 |
| ED 3416 |
Assistive Technology |
1.5 |
| ED 3455 |
Pre-Practicum II: Special Education |
2 |
| ED 3190L |
Assessment Lab: Reading |
1 |
| ED 3750 |
Sheltered English Immersion |
3 |
| ED 3985 |
Integrating Senior Seminar |
3 |
| ED 4563 |
Senior Practicum: Special Education |
9 |
| ED 4563SM |
Senior Practicum Seminar |
0 |
