José Martinez-Diaz, Ph.D., BCBA-D, Head
Graduate Certificate Programs
José Martinez-Diaz, Ph.D., BCBA-D, professional/legal issues, practitioner training/supervision, management/administration, instructional technology, conceptual/philosophical issues, verbal behavior, behavioral treatment, antecedent strategies, in-home behavioral programs for children, teaching language to children with autism and related disabilities, radical behaviorism.
Janet S. Twyman, Ph.D., BCBA-D, learning science, instructional design/technology, evidence-based education, personalized competencies/learning outcomes, innovations in K-12 education and online learning practices.
David A. Wilder, Ph.D., BCBA-D, assessment and treatment of problem behavior, skill acquisition, organizational behavior management.
A. Celeste Harvey, Ph.D., BCBA-D, developmental disabilities, psychopathology, self-injurious behavior, intensive early behavioral intervention in autism and other developmental disabilities; behavior analysis in educational settings, applied behavior analysis.
Christopher Podlesnik, Ph.D., models of behavioral persistence and relapse, improving and developing behavioral treatments for problem behavior.
Nicholas L. Weatherly, Ph.D., BCBA-D, behavioral leadership strategies, staff training, rule-governed behavior, organizational coaching systems, behavior analysis regulation.
Elbert Q. Blakely, Ph.D., BCBA-D, autism, verbal behavior, rule-governed behavior, self management, treatment of severe self-injurious and aggressive behaviors, database design, behavioral pharmacology.
Adam Brewer, Ph.D., BCBA-D, Site Director, Woodruff, South Carolina. Assessment/treatment of fears/phobias and transition-related problem behavior, behavioral economics, behavioral teaching methods for higher education.
Marilin Colon, Ph.D., BCBA-D, Site Director, San Francisco, California. Professional/ethical issues, self-management, gerontology, best teaching practices.
Christopher Krebs, Ph.D., BCBA-D, Site Director, San Diego, California. Self-control/impulsivity, economics of choice, behavioral tolerance, delayed reinforcement, skill acquisition, evaluation of behavioral teaching methods, parent/staff training.
Yaneris Leon, Ph.D., BCBA-D, Site Director, Miami, Florida. Assessment/treatment of problem behavior, functional analysis, idiosyncratic functions of problem behavior, conditioned reinforcement, treatment integrity.
Kristin Myers-Kemp, Ph.D., BCBA-D, Chair, Graduate Certificate Programs. Instructional design, technology of teaching, evaluation of online learning protocols, competency-based ABA practitioner training/supervision, performance management in educational settings.
Bryon Neff, Ph.D., BCBA-D, Site Director, Indianapolis, Indiana. Organizational behavior management, performance management in sports, foster care.
Catherine Nicholson, Ph.D., BCBA-D, early intensive behavioral intervention, skill acquisition procedures.
Tom Szabo, Ph.D., BCBA-D, Site Director, Los Angeles, California. Relational frame theory, acceptance/commitment therapy, domestic violence prevention.
Rachael E. Tilka, Ph.D., coaching, feedback, assessment, systems analysis.
Byron Wine, Ph.D., BCBA-D, Site Director, Richmond, Virginia. Organizational behavior management, staff/management training.
Joshua L. Lipschultz, M.A., BCBA, organizational behavior management, rule-governed behavior, staff/parent training, assessment/treatment of problem behavior, skill acquisition.
The mission of the School of Behavior Analysis is to enhance the human condition through behavioral education, research, scholarship and service delivery by facilitating and reinforcing member actions that lead to these outcomes; and enhance the quality of life through outreach and dissemination of behavior scientists and services, based on the following beliefs and values:
- A behaviorally based educational approach will maximize student potential by inducing high standards of academic behavior and a strong knowledge base from which they can grow professionally.
- As is the discipline of behavior analysis, each program within the school is accountable not only to its students and faculty, but also the local community and the global community at large. The school is committed to excellence both in how to educate and mentor students and the product of their and the faculty’s work.
- As the first school of behavior analysis, there is a unique opportunity to model how future schools and departments of behavior analysis should be created and managed. Through a time-tested training model and diverse faculty, the school has built a world-renowned reputation for both excellence in research and clinical realms. It is the continued aim of the school to advance the science of behavior analysis in an effort to provide a comprehensive science of behavior that will allow society to increase quality of life and reduce human suffering.
The School of Behavior Analysis has three programs accredited by the Association for Behavior Analysis International and all of the core course sequence are also approved by The Behavior Analyst Certification Board Inc.® (BACB®). The BACB is the only credentialing organization for professionals within the discipline. This approval meets coursework requirements for eligibility to take the BCBA® examination. Additionally, the BACB has approved BEH 5251 Intensive Practical Training in Behavior Analysis as meeting the intensive practicum requirements for the experiential component of the BCBA examination application when taken for a total of nine credit hours over the course of three terms. Florida Tech’s degree programs in ABA and the dual program (ABA and OBM) provide students with the requirements to take the BCBA examination immediately on graduation.
Graduate Certificate Programs
The two behavior analysis graduate certificate programs are an option for those who want to meet instructional certification requirements for the Board Certified Behavior Analyst (BCBA®) credential or the Board Certified Assistant Behavior Analyst (BCaBA®) credential without getting another degree. However, all courses in the certificate programs may be applied toward the Master of Arts in Professional Behavior Analysis from Florida Tech.
These professional development courses offered online are not synchronous with the Florida Tech semester system, as course sequences begin every three months. Check www.fit.edu/bst/ for current offerings.
Both course sequences are approved by the Behavior Analyst Certification Board (BACB) to meet all instructional requirements for certification. The graduate-level certificate courses may be taken for professional development credit to meet certification requirements or to meet graduation requirements for the master’s program in professional behavior analysis at Florida Tech. Courses may be taken for credit to use toward a degree in another university (check with degree program administrator to determine if certificate courses may be applied to the degree program and any related costs) or some of the credits may be applied toward other degrees in behavior analysis at Florida Tech at no additional cost.
It is recommended students choose the first option unless they are certain they can apply the credits toward a degree program in which they are already enrolled. Any of these courses taken before admission to the Florida Tech degree program in professional behavior analysis may be transferred in with a grade of B or better provided the student completes the degree within seven years from the time the course was taken. Completion of the ABA certificate program does not constitute completion of a graduate degree.
It is strongly recommended prospective students check the board’s website at www.BACB.com for information about certification requirements.