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George Brown College Honors Bachelor of Behavior Analysis
George Brown College

Honors Bachelor of Behavior Analysis

Toronto, Canada

4 Years

English

Full time

Request application deadline

Jan 2025

CAD 20,923 / per year

On-Campus

Introduction

Leadership Claims



George Brown College was the first college in Toronto to offer the Behavioral Science Technology Advanced Diploma and spearheaded the development of the provincial Autism and behavioral Science programs. This honours degree program is the latest evolution reflecting our leadership in the field.

The Honours Bachelor of behavior Analysis is a four-year degree program that takes an in-depth look at Applied behavior Analysis (ABA) – a field of study that uses a systematic and analytical approach to modify behavior in a desirable way.

We have been providing training and education in applied behavior analysis in Toronto for more than 15 years. Our graduates are leaders of behavioral treatment in fields as varied as forensic mental health, autism spectrum disorder, and acquired brain injury.

ABA is an effective practice that is often used with populations who have:

  • autism spectrum disorder (ASD)
  • brain injury
  • dementia
  • developmental disabilities
  • addiction
  • mental health disorders

What you Will Be Studying

Applied behavior analysis (ABA) is a scientific approach to the treatment and understanding of human behavior. This approach can be applied to the entire range of human behavior (i.e., thoughts, feelings, and actions). Research has shown that an evidence-based approach such as ABA is most effective at decreasing problem behavior and developing a variety of skills.

The ABA approach involves three main components:

Component 1: A complete behavioral assessment is conducted. A variety of interview and observational techniques are used to gain an understanding of the behavior to be changed. Students learn how to observe and analyze behavior in a variety of situations in order to develop an effective treatment strategy.

Component 2: The next step is to use the results of the behavioral assessment to develop an effective plan that will reduce specific problem behaviors and develop or strengthen cognitive and behavioral skills. Students will learn a variety of behavioral and cognitive-behavioral techniques that can be used to change behavior.

Component 3: The final phase is an ongoing evaluation of components one and two. Students will learn how to measure the effectiveness of their interventions and continue to refine and revise their interventions based on the results of these measures.

Research Component

A foundational aspect of this degree lies with the research component of the program. Students will begin preparing for this capstone project in years 1 and 2 through research preparatory courses. During the fall and winter semesters of year 3, students will learn how to prepare an applied research proposal. The actual research will be conducted during the fall semester of the fourth year. Students will receive faculty support throughout the entire process.

ABAI Verified course sequence

The Association for Behavior Analysis International has verified the following courses toward the coursework requirements for eligibility to take the Board Certified Assistant Behavior Analyst® examination. Applicants will need to meet additional requirements before they can be deemed eligible to take the examination. View ABAI approved course sequence.

The Behavior Analyst Certification Board (BACB) has published Verified Course Sequence pass rate data for 2020. This provides information on the percentage of first-time candidates who sat and passed the exam to become Board Certified Assistant Behavior Analysts (BCaBAs) from each Verified Course Sequence this year.

Preparing future leaders

In addition to preparing students to be practicing behaviorists, the degree program helps prepare them to become leaders in this emerging field. Not only will students be supported in becoming client-centered clinicians, but they will also have the opportunity to learn the skills to advance behavior analysis from a system-wide perspective, to support large-scale changes in agencies, organizations, and government.

This intensive program, delivered on-site at George Brown’s state-of-the-art Daphne Cockwell Centre for Health Sciences located at the Waterfront Campus, is suitable for students who are data-driven, enjoy analyzing patterns, and like to work with challenging behaviors.

The program’s core courses are focused on five areas of learning:

  • behavioral science theories, principles, and methods
  • special populations
  • psychology
  • research methods/statistics
  • ethics, professionalism, and leadership

Advanced-entry options

Students with a 3.0 GPA or higher, who meet one of the following requirements, are eligible to enter a summer (May-August) bridging pathway that leads into the third year (Semester 5) of the Honours Bachelors of behavior Analysis (S303) degree program.

  • any approved Ontario college behavioral science technician diploma program, OR
  • George Brown students who have successfully completed two years of the behavioral Science Technology advanced diploma (C116) program, OR
  • graduates of George Brown’s behavior Science Technician (C146) diploma program

Starting in January 2020, graduates of any approved Ontario college behavioral science technology advanced diploma program who earned a 3.0 GPA or higher are eligible to enter a bridging pathway that leads to the fourth year (semester 7) of the Honours Bachelors of behavior Analysis (S304) degree program.

For more details, please contact Program Coordinator, Don Togade.

External applicants from other institutions will be assessed for advanced standing on a case-by-case basis.

Your Field Education Options

While classroom theory is a very important part of your learning experience, we believe that field placement plays a critical role in solidifying that experience by letting you apply classroom theory to a real-world environment.

You can expect to participate in field placement one day (eight hours) per week in semesters 3, 4, 5, and 6. Between semesters 6 and 7 (between years three and four), you will complete one 14-week field experience term (unpaid) during which you will be expected to conduct a research thesis.

Prior to starting the field experience term, a field coordinator will help students:

  • explore their interests
  • prepare for interviews
  • facilitate interview meetings by providing feedback

Once students are in their placement settings, they will obtain support from the agency's on-site supervisor as well as support from a college faculty field liaison.

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