Master of Education in Special Education and Child Development, Applied Behavior Analysis Concentration: Handbook 2026-27

The mission of UNC Charlotte’s Master of Education (M.Ed.) in Special Education and Child Development with a concentration in Applied Behavior Analysis is to support the academic and professional growth of our students within the science of behavior analysis that addresses ethical and contemporary issues. Through evidence-based education and practical experience, students will enhance the wellbeing and vitality of the field and global communities to transform lives and human performance.

To accomplish this mission, the program objectives are to facilitate:

• Mastery of the science of behavior analysis
  • Students will demonstrate a conceptual understanding of the science and philosophy of behavior, concepts and principles of behavior analysis, assessment, and instructional strategies to then apply this knowledge to improve the wellbeing of all partners, collaborators, and clients.
• Application of the science of behavior analysis
  • Students will design and implement (a) assessment procedures (e.g., functional behavioral assessment process, indirect assessments, criterion-referenced assessments, performance diagnostics) and (b) interventions (e.g., behavioral interventions, prompting procedures) to impact lives and human performance. 
• Demonstration of strategies that address ethical and contemporary issues
  • Understand the ethical standards, behavioral assessments, contemporary interventions, and supports to address needs of all partners, collaborators, and clients.

The M.Ed. in Special Education and Child Development with a concentration in Applied Behavior Analysis consists of 33 credit hours of coursework that consists of 6 credit hours of introductory courses, 18 credit hours of core courses, and 9 credit hours of research courses (including capstone research). The required capstone research project reflects an experimental research study that examines the effects of an intervention on learner outcomes (e.g., academic, social, communication) using a single-case research design. The capstone research project provides students with supervised experiential learning in applied settings.

The M.Ed. in Special Education and Child Development with a concentration in Applied Behavior Analysis is currently being considered for a recognition status (Tier 2a) by the Association for Behavior Analysis International (ABAI) Accreditation Board. As such, the program is neither recognized nor accredited by the ABAI. Students enrolled in the existing program may pursue BCBA through Pathway 2 Behavior-Analytic Coursework through 2031.

Applicants interested in being enrolled in the M.Ed. in Special Education and Child Development with a concentration in Applied Behavior Analysis should submit a Graduate School Admission Application at https://gradadmissions.charlotte.edu/apply-now/. Admission requirements include the following. For more information about the program, refer to https://academics.charlotte.edu/program/special-education-and-child-development-applied-behavior-analysis-concentration-m-ed-online/.

• A bachelor’s degree from a university accredited by a U.S. Department of Education-recognized institutional accreditor, in special education, psychology, social work, or a related field.
• All previous work beyond high school documenting an overall grade point average of at least 3.0 (based on a 4.0 scale).
• Copies of unofficial transcripts from all academic coursework beyond high school.
• Official agency reports of satisfactory Graduate Record Examination (GRE) test score (30th percentile or above).
• At least 6 months of documented experience working with individuals with exceptionalities.
• Three recommendations from professional educators and/or supervisors familiar with the applicant’s personal and professional qualifications. Applicants will provide reference contact names and email addresses through the application portal.
• A copy of resume, listing the applicant’s professional experience. 
• A statement of purpose of no more than two pages describing the applicant’s experience and objective in undertaking graduate study in applied behavior analysis.

Admissions to the M.Ed. in Special Education and Child Development with a concentration in Applied Behavior Analysis are available for the fall, spring, or summer terms. Application deadlines are indicated below.

• August 1 (fall)
• December 1 (spring)
• May 1 (summer first half term)
• June 15 (summer second half term)

Recommended admission start is Summer First Term or Fall for the most efficient program completion.

Transfer of the Applied Behavior Analysis (ABA) courses (i.e., SPED 5200, 5201, 5203, 5204, 5205, 6202, 6225, and RSCH 7113) in the M.Ed. in Special Education and Child Development with a concentration in Applied Behavior Analysis will only be accepted from other ABAI accredited or recognized institutions. Credits for SPED 5300 (Lifespan Development for Exceptional Individuals) may be transferred from non-ABAI accredited or recognized institutions as long as it was a graduate-level course taken within 5 years and its content aligns with SPED 5300. All transfers must be approved by the Program Director. 

For more information about credit transfer, refer to https://provost.charlotte.edu/unc-charlotte-academic-policy-credit-for-prior-learning-graduate-transfer-credit/

Note: Data are included as of May 27, 2026.

Students enrolled in the M.Ed. in Special Education and Child Development with a concentration in Applied Behavior Analysis are expected to adhere to the academic and polices outlined by the Graduate School at UNC Charlotte and all policies (e.g., Code of Student Academic Integrity, Code of Student Responsibility) outlined in UNC Charlotte publications. Additionally, all students are expected to adhere to the Cato College of Education’s professional dispositions and behaviors (https://education.charlotte.edu/resources/professional-dispositions-plan-and-information/). Finally, it is expected that every graduate student in the program adhere to the Behavior Analyst Certification Board’s (BACB®) Ethics Code for Behavior Analysts (https://www.bacb.com/wp-content/uploads/2022/01/Ethics-Code-for-Behavior-Analysts-240830-a.pdf) AND all state laws applicable to the practice of behavior analysis.

Faculty and instructors in the M.Ed. in Special Education and Child Development with a concentration in Applied Behavior Analysis apply practices that promote mutual respect, courtesy, and professionalism in all students.

Growth Mindset

• The instructors in the program hold a growth mindset in that each and every student’s capacity in the subject matter learning can grow and be improved over time with a sufficient amount of efforts, appropriate use of the right tools/strategies, and the ability to seek support from others and the instructors. Instructors communicate this support in various ways, such as in syllabus, oral explanation, and/or on the Canvas (UNC Charlotte’s Learning Management System) course site.
• Students are offered opportunities to submit drafts, resubmit assignments after feedback, and open forums for class and instructor. Instructors also offer individual or small group meetings to provide further scaffolding and support.

Mutual Respect/Courtesy

• To ensure mutual respect to all class members, students are expected to be prepared for class (e.g., completing readings/modules, discussion questions, and quizzes), and attend/participate in every class session.
• Classes are conducted in an atmosphere of mutual respect and encourage active participation in class discussions. Students are expected to be respectful of differing opinions and ideas of others. Instructors exercise their responsibility to manage the discussions so that ideas and arguments can proceed in an orderly fashion.

Professionalism

• During live class sessions, students are expected to keep video cameras on for the majority of each video conference class. 
• When using video, students are expected to use an appropriate virtual background, or ensure that their virtual background is in compliance with expectations for course conduct (e.g., no offensive or obscene images or language). 
• While attending Zoom class, students are expected to sit upright for the duration of the class session at a table or desk (e.g., not lying in bed) and to treat video conference class sessions in the same way as face-to-face class sessions.
• When constructing emails, students are expected to write them with attention to clarity, professional etiquette, standard academic language, the use of full words, and the use of complete sentences. 
• Students are expected to submit all assignments to Canvas, with assignments being typed, of professional quality, following the 7th edition APA guidelines (e.g., double-spaced with 0-pt spacing before and after each paragraph, using 12-pt Times New Roman font, with 1-inch margin at all sides of a page), and proofed for grammatical, mechanics, and spelling errors.

Students enrolled in the M.Ed. in Special Education and Child Development with a concentration in Applied Behavior Analysis are expected to adhere to the College and University procedures and policies. Below are major policies.

College Policies

• Cato College of Education Professional Dispositions Statement for Education Programs: Dispositions include the values, commitments, and ethics expected of professional educators at UNC Charlotte. Students will be evaluated throughout their academic and professional preparation on these dispositions. (These may be found online at https://education.charlotte.edu/resources/professional-dispositions-plan-and-information). Programs within the Cato College of Education lead to demanding professions that require students to act in a professional manner at all times, be collegial with peers and supervisors, and conscientiously attend to job-related details. Showing proper initiative and following through on tasks in a timely manner are also critical. Establishing habits supportive of these dispositions is an important part of each student’s career preparation and as such will be emphasized throughout this course and the program. This includes the appropriate use of electronic devices, including cell phones, during class time and in clinical field settings. You are expected to exercise good judgment in cell phone and electronic device use.

• Cato College of Education Technology Statement: Professional education programs at UNC Charlotte are committed to preparing candidates for success in the 21st century through an emphasis on knowledge, effectiveness and commitment to technology integration and application. Preparation in the integration and application of technology to enhance student learning is essential for all candidates. Programs across the professional education unit, including the College of Arts + Architecture, Cato College of Education, and College of Liberal Arts and Sciences, reflect this commitment in coursework, early field experiences, and clinical practice which includes student teaching and/or the capstone/internship phase of the respective programs.

University Policies

• Title IX Reporting Obligations: UNC Charlotte is committed to providing an environment free of all forms of discrimination and sexual harassment, including sexual assault, domestic violence, dating violence, and stalking. UNC Charlotte has staff members trained to support students who have experienced any of these incidences in navigating campus life, accessing health and counseling services, providing academic and housing accommodations, helping with legal protective orders, and more. Many UNC Charlotte employees, including all faculty members, are considered Responsible Employees who are required to relay any information or reports of sexual misconduct they receive to the Title IX Coordinator. The goal is to make students be aware of the options available to them and have access to needed resources.

• Gender Pronouns and Names: Each course affirms people of all gender expressions and gender identities. Instructor will invite all members of the class to share their name and gender pronouns in use (e.g., she/her, he/him, they/them, ze/hir), if they so choose, and the instructor expects all members of the course to use others’ pronouns and names appropriately. If a student prefers to be called a different name than what is indicated on the class roster, please let the instructor know.

• Religious Accommodations: UNC Charlotte provides reasonable accommodations for religious observances required by a student’s religious practice or belief. If a religious accommodation is needed, students are expected to communicate directly with me regarding the related need. The request should be made in writing and should state (i) the specific accommodation being requested, (ii) the religious practice or belief you hold, (iii) how the requested accommodation enables you to participate in your religious practice or belief, and (iv) the date(s) and/or frequency of the requested accommodation. The request should be submitted as far in advance as possible. University Policy 409 provides more details about this procedure. The Office of Civil Rights and Title IX is available as a resource if you have questions about the process.

• Disability Accommodations: UNC Charlotte is committed to access to education. Students who have a disability and need academic accommodations should provide a letter of accommodation from Disability Services early in the semester. For more information on accommodations, contact the Office of Disability Services at 704-687-0040. All information shared with the instructor concerning a disability will remain strictly confidential unless otherwise specified by the instructor. The Office of Disability Services website is https://ds.charlotte.edu/.

• UNC Charlotte Code of Student Academic Integrity: All students at UNC Charlotte are required to read and abide by the Code of Student Academic Integrity. Violations of the Code of Student Academic Integrity, including plagiarism, will result in disciplinary action as provided in the Code. Definitions and examples of plagiarism are set forth in the Code.

• Non-Discrimination Statement: All students and the instructor are expected to engage with each other respectfully. Unwelcome conduct directed toward another person based upon that person’s actual or perceived race, color, religion (including belief and non-belief), sex, sexual orientation, gender identity, age, national origin, physical or mental disability, veteran status, genetic information, or for any other reason may constitute a violation of University Policy 501, Nondiscrimination. Any student suspected of engaging in such conduct will be referred to the Office of Civil Rights & Title IX.
• Classroom Expectations and Student Behavior Policy: Instructors will conduct each class in an atmosphere of mutual respect and encourage students’ active participation in class discussions. Students are expected to be respectful of differing opinions and ideas of others, and are required to abide by the UNC Charlotte Sexual Harassment Policy (https://legal.charlotte.edu/policies/up-502) and the policy on Responsible Use of University Computing and Electronic Communication Resources (https://legal.charlotte.edu/policies/up-307). Sexual harassment, as defined in the UNC Charlotte Sexual Harassment Policy, is prohibited, even when carried out through computers or other electronic communications systems, including course-based chat rooms or message boards.

Program Director

Ya-yu Lo, Ph.D., Professor; Email: ylo1@charlotte.edu

BCBA® Pathway 2 Coordinator

Leslie Bross, Ph.D., BCBA-D, Associate Professor; Email: lbross@charlotte.edu

Other Core Faculty

• Kimberly Bunch-Crump, Ph.D., BCBA-D, Assistant Professor; Email: kbunchc@charlotte.edu
• Holly Johnson, Ph.D., BCBA-D, Clinical Assistant Professor; Email: hjohns76@charlotte.edu
• Hedda Meadan-Kaplansky, Ph.D., BCBA-D, Professor; Email: hmeadank@charlotte.edu
• Guofeng Shen, Ph.D., BCBA-D, Clinical Assistant Professor; Email: gshen3@charlotte.edu
• Fred Spooner, Ph.D., Professor; Email: fhspoone@charlotte.edu
• Virginia Walker, Ph.D., BCBA-D, Professor; Email: vwalke10@charlotte.edu
• Charles Wood, Ph.D., BCBA-D, Professor; Email: clwood@charlotte.edu

Full Department Faculty Directory

Other Contributors

• Janet Enriquez, Ph.D., BCBA-D; Email: jenriqu1@charlotte.edu
• Rebecca Folkerts, Ph.D., BCBA-D; Email: rfolkert@charlotte.edu
• Michelle Garcia, M.Ed., BCBA; Email: mbabiak2@charlotte.edu
• Dayna Miller, M.S., BCBA; Email: dmill176@charlotte.edu
• Morgan Nichols, Ph.D., BCBA-D; Email: mnicho45@charlotte.edu
• Allie Reilly, Ph.D., BCBA-D; Email: areilly2@charlotte.edu

The M.Ed. in Special Education and Child Development with a concentration in Applied Behavior Analysis is designed to help students meet Eligibility Pathway 2: Behavior-Analytic Coursework for their pursuit of the BCBA® credential. To be eligible to apply for BCBA® certification through Pathway 2, students must meet the four areas of requirements.

Degree: A master’s degree or higher from a qualifying institution

• UNC Charlotte is a qualifying institution currently pursuing the ABAI recognition status (Tier 2a). However, it is important to note that the program is not recognized at this time.

Behavior-Analytic Coursework: A sequence of behavior-analytic coursework that fulfills the required content areas

• The M.Ed. in Special Education and Child Development with a concentration in Applied Behavior Analysis consists of verified courses toward meeting coursework requirements for eligibility to sit for the BCBA® examination. Applicants must meet additional requirements before they are eligible to take the exam.

Supervised Fieldwork: A specified number of supervised fieldwork in applied behavior analysis

• At this time, UNC Charlotte does not offer a supervised practicum experience as part of the M.Ed. program. Therefore, students must secure their own practicum sites and complete the required supervision hours on their own. Students are encouraged to find organizations that are accredited by either the Behavioral Health Center of Excellence (https://www.bhcoe.org/) or the Council for Autism Service Providers (https://www.casproviders.org/).

BCBA Exam: Taking and passing the BCBA exam

• The coursework in the M.Ed. in Special Education and Child Development with a concentration in Applied Behavior Analysis is designed to help students develop strong foundations and mastery in critical behavior analytic content. Students are encouraged to purchase the BDS modules (https://www.bds.com/bcba) as supplemental course instruction to help them prepare for the BCBA® exam.

The M.Ed. in Special Education and Child Development with a concentration in Applied Behavior Analysis requires 33 credit hours, including 6 credit hours of introductory courses, 18 credit hours of core courses, and 9 credit hours of research courses. Of these required courses, 21 credit hours will meet the Pathway 2 BACB® coursework requirements (6^th edition) to sit for the BCBA certification examination, and 27 credit hours are intended to meet the ABAI’s Tiered Model Recognition (Tier 2a) Standards (https://www.abainternational.org/higher-education/tiered-model-of-education/recognition-standards.aspx).

*Refers to courses required for the 2027 BCBA Pathway 2 coursework 

#Refer to courses required for the ABAI Tiered Model Tier 2a master’s level

Course Offering Timing

The M.Ed. in Special Education and Child Development with a concentration in Applied Behavior Analysis is fully online as distance education courses. There are two types of online courses, synchronous and asynchronous. All but one of the online courses are offered via synchronous distance education, which means that the course instructor and students log in for an online class session each week at a scheduled time to have class together in real time. All of these courses will take place during weekdays at 5:00–7:45 PM, EST. Students are required to have audio (speakers), a microphone, and a camera in order to participate fully in class lectures and activities. Students are expected to arrange their work and personal schedules so that they can participate in the live classes.

Spring Admit

Summer Admit

Fall Admit

*Will not meet financial aid eligibility for the semester

Program Start Semester: __________        Must Complete By: __________ (in 7 years)

Introductory Concentration Courses (6 hours)

*SPED 5200 is a prerequisite for all core courses below.

Core Courses (18 hours)

Research Courses (9 hours)

*RSCH 7113 is a prerequisite for SPED 6692. SPED 6692 is a prerequisite for SPED 6693 and SPED 6694.

Each student enrolled in the M.Ed. in Special Education and Child Development with a concentration in Applied Behavior Analysis must complete/satisfy a capstone research requirement to complete the program. The majority of students will fulfill this requirement by using single-case research methodology to scientifically evaluate the effectiveness of an instructional practice. Students will be enrolled in a series of three capstone research courses (i.e., SPED 6692, SPED 6693, and SPED 6694) across two semesters to complete research proposal, research implementation, and research dissemination with support from course instructors and their designated research advisors. The capstone research project with a total of 6 credit hours aims to fulfill the supervised experiential learning requirement for recognition by ABAI (Tier 2a Standards). Research locations are tied to professional places of employment. Students are required to identify a qualified individual (e.g., BCBA supervisor) who will support them in research implementation. The selected site supervisor should have 3+ years of experience in the role prior to supervising a university student. Students will be required to provide a supervisor resume or CV to assess years of experience and qualifications. The resume and CV will be retained for university records.

Students will initially develop a single-case research proposal in RSCH 7113: Single-Case Research course in preparation for their capstone project. In SPED 6692, students will refine their single-case research proposal to be ready for implementation. Students will also become familiar with research ethics related to conducting human subject research and obtain Institutional Review Board (IRB) approval for their research.

Implementation of a capstone research project requires students to conduct the research study as approved by the UNC Charlotte IRB. In SPED 6693, students will develop skills in conducting their study with fidelity, in making data-based decisions throughout the research implementation process, and in summarizing and analyzing data.

In SPED 6694, students will develop necessary skills and dispositions to assume the roles and responsibilities of collaborative leaders in schools, clinics, homes, and/or communities. Students will also demonstrate leadership in the targeted setting(s) through research implementation and dissemination (e.g., presenting research at a professional conference or research symposium). Students are encouraged to engage in co-authoring manuscripts based on their research projects.

It is the responsibility of graduate students to check their degree progress and graduation clearance in DegreeWorks (through https://my.charlotte.edu/) and follow the published deadlines on the official Academic Calendar to apply for graduation. All students must be enrolled in the term of graduation, even if all degree requirements have been met. All students must apply to graduate, even if they do not intend to participate in the graduation commencement. The following are helpful resources.

Graduation Information: https://ninercentral.charlotte.edu/grades-transcripts-graduation/graduation/

Graduation Clearance from the Graduate School: https://graduateschool.charlotte.edu/current-students/graduation-clearance/

Academic Calendar from the Office of the Registrar: https://registrar.charlotte.edu/calendar-schedules/

Commencement: https://commencement.charlotte.edu/

There is a wealth of support available to students at UNC Charlotte. Some of the academic support resources available to students include the University Center for Academic Excellence and the Library Service for Distance Education Students. Use the links below to access these services:

• University Center for Academic Excellence (UCAE)
• Center for Counseling and Psychological Services (CAPS)
• Student Assistance and Support Services
• University Scholarship Office
• Writing Resource Center
• Graduate and Postdoctoral Writing Center
• University Career Center
• UNC Charlotte Online
• Library Resource Guides
  • Research in Special Education and Child Development
• Atkins Library Laptop Lending Program
• Center for Graduate Life
• Veteran Student Services

Many graduate students may experience basic needs insecurity, such as food or housing insecurity, during any semesters. The following resources on our campus are available to help ensure that the basic needs of our community members are met. 

Need financial assistance or help paying for graduate studies?

• Niner Central is a single location for you to go for services related to financial aid and billing, registration, transcripts, student accounts, academic records, and more. They also have short term loans available to assist students who need small amounts of funding to meet emergency expenses.
• The Student Emergency Fund at UNC Charlotte provides immediate financial assistance to students experiencing unexpected hardships. The emergency fund, overseen by Student Assistance and Support Services (SASS), assists UNC Charlotte students by providing financial support when they need assistance with unexpected, immediate, and unavoidable life emergencies that cause unforeseen expenses within the current semester for which the request is made. The Student Emergency Fund is designed to provide needed financial relief for situations such as accidents, illness, death of a family member, fire damage, need for temporary housing, or natural disaster. The Student Emergency Fund is not intended to reimburse for expenses that have already been paid. The Student Emergency Fund is not designed to cover tuition and fees on a student’s University account. Emergency funds do not have to be repaid.
• Funding Opportunities for Graduate Studies

Need help with food?

• The Jamil Niner food pantry, located at 1224 John Kirk Drive (walking distance from campus), provides nutritious food and toiletries for all Charlotte students, at no cost. Schedule a visit to the food pantry here.

Need help with housing?

• The Short-Term Emergency Housing Program (STEHP) is a collaboration between the Office of Student Assistance and Support Services and University Housing and Residence Life. STEHP seeks to assist students with temporary on-campus housing who have been unexpectedly displaced from their home, apartment, etc., or have experienced a crisis that has caused a significant change in a students’ housing status.

Need to borrow a laptop?

• Charlotte students may borrow PC and Mac laptops on a first come, first served basis at the following campus locations 1. the Circulation Desk located on the first floor of Atkins Library near the main entrance. 2. the Self-Checkout Laptop Kiosk located on the ground floor of the College of Health and Human Services building (CHHS).

Technology Support

• Downloading Microsoft Word and Microsoft PowerPoint for free
• Borrowing technology

The Behavior Analyst Certification Board (BACB®) is the professional credentialing organization for behavior analysts. Students seeking to become Board Certified Behavior Analysts® (BCBA®) should familiarize themselves with the information found on the BACB® website.

• Main Page: https://www.bacb.com/
• BCBA Certification: https://www.bacb.com/bcba/
• Ethics Codes: https://www.bacb.com/ethics-information/ethics-codes/
• Newsletters: https://www.bacb.com/newsletters/
• BCBA Test Content Outline (6^th Edition): https://www.bacb.com/wp-content/uploads/2022/01/BCBA-6th-Edition-Test-Content-Outline-240903-a.pdf
• BCBA Handbook: https://www.bacb.com/wp-content/uploads/2025/08/BCBAHandbook_260130-a.pdf

The North Carolina Behavior Analyst Licensure Board (NCBALB) is the licensing organization that issues professional licenses for the practice of behavior analysis in the State of North Carolina, Students intending to practice behavior analysis in the State of North Carolina should familiarize themselves with the information found on the NCBALB website. Below are key relevant pages.

• Main Page: https://ncbehavioranalystboard.org/
• Requirements for Licensure: https://ncbehavioranalystboard.org/requirements-for-licensure/
• Frequently Asked Questions: https://ncbehavioranalystboard.org/general-faqs/

Association for Behavior Analysis International (ABAI) is the primary membership organization in behavior analysis. It offers annual conventions, international conferences, and annual autism conferences.

• Main Page: https://www.abainternational.org/welcome.aspx

North Carolina Association for Behavior Analysis (NC-ABA) is North Carolina’s primary membership organization in behavior analysis. It offers annual conferences for individuals who are interested in the philosophy, science, application, and teaching of behavior analysis.

• Main Page: https://www.nc-aba.com/

The Organizational Behavior Management (OBM) Network is a nonprofit organization that exists to develop, enhance, and support the growth and vitality of Organizational Behavior Management through research, education, practice, and collaboration.

• Main Page: https://www.obmnetwork.com/