Learn about autism and behavioural science on a schedule that works for you - 2020/2021
Providing compassionate and state-of-the-art care to those with autism and their caregivers is what the Fanshawe Autism and Behavioural Science program is all about.
Your expertise upon graduating will have a direct influence on people's lives, making their world a better place. The escalation of the incidence rate for autism (estimated at 1 in 88 children) has created a shortfall in the number of specialists who can deliver quality services. Our graduates will learn foundational theories of practice in their first five courses followed by four additional courses in application of theories.
Career opportunities for Autism and Behavioural Science graduates
Our graduates will learn the theory of applied behaviour analysis and specifically how to support those with autism and other developmental disabilities. Students will learn to deliver support across all age sectors (children, youth and adults). Students will be able to select from a range of career opportunities including clinical work with autism services across the province, school boards and community agencies supporting the delivery of applied behaviour analysis.
Graduates of the program will be in high demand across the autism sector or, they can take their experience to new, ever-expanding fields within behaviour analysis! Upon graduation, you'll be ready to help fill job shortfalls with your advanced knowledge of autism, and awareness of effective intervention techniques from academic study and two field placements.
Admission Requirements - 2020/2021
Admission RequirementsChild and Youth Care College Advanced Diploma
Early Childhood Education College Diploma
Social Service Worker College Diploma
Developmental Services Worker College Diploma
A Degree in Social Sciences
English Language Requirements
Applicants whose first language is not English will be required to demonstrate proficiency in English by one of the following methods:
- A Grade 12 College Stream or University Stream English credit from an Ontario Secondary School, or equivalent, depending on the program's Admission Requirements
- Test of English as a Foreign Language (TOEFL) test with a minimum score of 88 for the Internet-based test (iBT), with test results within the last two years
- International English Language Testing System (IELTS) Academic test with an overall score of 6.5 with no score less than 6.0 in any of the four bands, with test results within the last two years. SDS Program Requirements.
- Canadian Academic English Language (CAEL) test with an overall score of 70 with no score less than 60 in any of the four bands, with test results within the last two years
- Pearson Test of English Academic (PTE) with a minimum score of 59, with test results within the last two years
- A Cambridge English Test (FCE/CAE/CPE) with an overall score on the Cambridge English Scale of 176 with no language skill less than 169, with test results within the last two years
- An English Language Evaluation (ELE) at Fanshawe College with a minimum score of 75% in all sections of the test, with test results within the last two years
- Fanshawe College ESL4/GAP5 students: Minimum grade of 80% in ESL4/GAP5 Level 9 or 75% in ESL4/GAP5 Level 10
Recommended Academic Preparation
- A major in sociology or psychology is recommended for applicants with a university degree.
Applicant Selection CriteriaWhere the number of eligible applicants exceeds the available spaces in the program, the Applicant Selection Criteria will be:
- Preference for Permanent Residents of Ontario
- Receipt of Application by February 1st (After this date, Fanshawe College will consider applicants on a first-come, first-served basis until the program is full)
- Achievement in the Admission Requirements
The following items are applicable to the program and are time sensitive. Please refer to www.fanshawec.ca/preplacement for important information about preparing for placement by the due date.
- Possession of a Standard First Aid course certificate (either St. John Ambulance or Canadian Red Cross or equivalent) and a Basic Rescuer course certificate (Level "C" CPR)
- Evidence of Good Health
- Police Record Check and Vulnerable Sector Screening, including a check of the Pardoned Sexual Offenders Database
- Placement Agreement
Autism and Behavioural Science-2020/2021
|BSCI-6001||Applied Behaviour Analysis Intro||4|
|This course introduces the student to the principles of Applied Behaviour Analysis (ABA), which is the basis for Intensive Behavioural Interventions (IBI). In addition to basic terminology, students will learn when and how to use these techniques appropriately. Students will also learn how to access and interpret journal publications in the field of autism and Applied Behaviour Analysis.|
|BSCI-6002||Autism Spectrum Disorder (ASD)||3|
|This course examines Autism Spectrum Disorder (ASD) according to core features and diagnostic criteria. This course provides an introduction to a neurodevelopmental and behavioural understanding of individuals with ASD.|
|BSCI-6021||Working With Families & Teams||5|
|This course presents the student with theories, terminology and applications underlying current approaches to teamwork and working with the families of individuals with Autism Spectrum Disorder (ASD). The focus will be on effective collaboration with a multi-disciplinary team, which is essential to Applied Behaviour Analysis (ABA). Students will develop the interpersonal, job-oriented skills necessary to problem-solve as team members in a flexible, empathetic, resourceful, and productive manner. In addition to the Working with Families and Teams course, as a pre-requisite for Field Placement 1 & 2, students are required to successfully complete a certificate course in Non Violent Crisis Intervention (CPI) to be delivered within the Autism and Behavioural Science Graduate Certificate Program. Completion of Field Placement 1 & 2 requires that the student have a valid certificate in CPI (or other government approved equivalent certificate course). Non Violent Crisis Intervention is a safe behaviour management system designed to help service providers provide the best possible care to individuals who may be assaultive, disruptive or out of control, even during the most violent moments. CPI skills are most useful in the immediate management of or de-escalation of acting-out behaviours, but do not replace the need for proactive behavioural support plans.|
|BSCI-6012||Specialized Instructional Strategies||4|
|This course introduces the student to common evidence-based behavioural approaches applied in teaching individuals with autism new skills with an emphasis on strategies for teaching language, academic skills, activities of daily living, play skills, and social skills. Topics will be approached by providing the student with an understanding of the terms used, a description of the teaching techniques characterized in each of the modules (where applicable) and a basic understanding of the conceptual elements motivating the approaches. Topics will include traditional discrete trial training protocols, protocols developed based on Skinner's analysis of Verbal Behaviour, Precision Teaching, Direct Instruction, Pivotal Response Training, Augmentative and Alternative Communication, and Incidental and Natural Environment Teaching.|
|BSCI-6013||Ethics & Professionalism||2|
|This course will introduce the foundations of ethical thinking and will review the different perspectives and rationale for ethical decision-making within a behavioural framework.Students will be introduced to professional codes of ethics that are essential for ethical practice. They will learn how to think critically and apply general ethical principles to particular situations through the use of case studies, practice vignettes, structured exercises, and group discussions.This course will provide participants with the basis for developing ethical guidelines for practice, examining areas related to legislative acts, an overview of the Professional and Ethical Compliance Code for Behaviour Analysts the ONTABA/ABA standards of practice. Students will also learn how to evaluate their own professional expertise and limitations for ongoing professional development planning.|
|FLDP-6004||Field Placement 1||3.6|
|This course will provide a practical opportunity to demonstrate some of the vocational outcomes below. The placement will consist of 140 hours of participation in an ABA program for individuals with ASD. The student will develop technical skills through application of their knowledge gained in the prerequisite courses. Students will also have the opportunity to observe and practice the ethical application of behavioural principles/techniques.|
|BSCI-6015||Behavioural Skill Building||4|
|This course presents a comprehensive review of procedures for choosing and organizing curriculum for students with autism of various ages.A review of basic behaviour principles and teaching strategies will be discussed. Emphasis will be placed on curriculum development such as the utilization of the Assessment of Basic Language and Learning Skills - Revised (ABLLS-R)/Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP).Curriculum development will be discussed with an emphasis on speech and language, social and play skills, activities of daily living (ADL) and inclusion into less restrictive environments.|
|BSCI-6016||Parent & Staff Training||2|
|This course introduces the student to techniques for training others specifically to implement behaviour change plans (technology transfer). Students will learn and practice techniques for individual and group presentation formats for the training of families or professionals.Students will also learn how to maintain procedural integrity, use performance feedback, evaluate the effects of training, and understand the challenges that may impact before, during and after mediator training.Emphasis will be placed on in-class presentations and role-play practice.|
|BSCI-6009||Treating Challenging Behaviours||3|
|In this course, the student will be introduced to a variety of procedures used to assess and treat challenging behaviours presented by individuals with autism / Autism Spectrum Disorder. The topics covered will include functional behavioural assessment and functional analysis and scientifically validated techniques for the treatment of challenging behaviours, e.g., stereotype, pica, aggression, self-injury, etc. Emphasis will be placed on ethical considerations such as the utilization of the least intrusive, least restrictive model and 'effective treatment'. Techniques covered will include antecedent control strategies, schedules of reinforcement, extinction, differential reinforcement strategies, social stories, desensitization procedures, and decelerative procedures.|
|BSCI-6010||Transition Planning & Implementation||2|
|This course will prepare the student for assisting in planning and mediating transitions for individuals with ASD within and across home, school and community settings from pre-school to adulthood.Topics will include: models for effective transition planning, assessment and evaluation; transition planning across settings and environments; understanding differing perspectives on transitions within and across environments; developing collaborative relationships with parents and professionals; understanding transition practices and relevant legislation; practice gathering information when using transition assessment and evaluation tools; and understanding Ontario policy/program memorandum No. 156.|
|FLDP-6005||Field Placement 2||5.6|
|This course will provide a practical opportunity to demonstrate some of the vocational outcomes below. Students will further develop their technical skills through application of their knowledge gained in the prerequisite and corequisite courses. In addition to developing and implementing treatment plans, students will use a guided observation to identify behavioural practices and their effectiveness. Students will continue to have the opportunity to observe and practice the ethical application of behavioural principles/techniques. See individual learning activities and assignments for each of the four types of placements.|
Careers - 2020/2021
Career OpportunitiesAutism Services and Children's Services, including Instructor Therapists, private providers of Intensive Behavioural Intervention (IBI), Autism Specialists in service agencies and school boards to deliver programs for individuals with Autism.
More Information - 2020/2021
A One-Year Ontario College
Graduate Certificate Program
A flexible delivery:
1. Online only
2. Online+ Opt-In Face to Face 1 weekend/ month (opt in by semester)
Campus Code: LCL (LCL - London-Online)
15 week terms
Academic Calendars available at www.fanshawec.ca/academicdates
ContactSchool of Community Studies: 519-452-4224
This one-year Ontario College Graduate Certificate program, scheduled online with the choice for students to opt-in to face-to-face learning 1 weekend a month. The program develops advanced knowledge of Autism Spectrum Disorder (ASD), and awareness of effective intervention techniques via two field placements and academic study. Graduates have highly specialized areas of knowledge in ASD and Applied Behaviour Analysis (ABA) to design and implement behaviour strategies, understand evidence-based treatments for individuals with ASD, collect and analyze data, and work with and train families on implementing behavioural strategies.
- Students who graduate from this program and wish to transfer to another Community Studies program at Fanshawe College, may qualify for some internal credits that have already been achieved.
- The program will be offered online. All courses are equivalent to the full-time weekday program.
- Students have two options to complete their placements:
- January - April (approximately 10 hours per week)
- January - April (approximately 10 hours per week) and
- May - August (approximately 14 hours per week)
- For weekday offering apply to the Autism and Behavioural Science program, Program Code AUT1.
Students in this program are required to own an iPad or Macbook for this program, as listed in the miscellaneous student expenses. An iPad 2, iPad with Retina Display, iPad mini or Mac computer with Mavericks or later OS versions are required to view interactive content on iBooks. 16 GB or more of memory required. iPad 1st generation, iPhone or iPod touch are not sufficient to view course content. Students will still require access to a computer with word processing capabilities for electronic submission of assignments.
In lieu of this technology purchase, we have significantly reduced the number and costs of textbooks that you will require for the program. Access to an iPad/Macbook and program related software allows students to work on accessibility and communication tools and educational applications. This reflects a trend in the industry and will greatly enhance your learning.
The graduate has reliably demonstrated the ability to
1. Assess and analyze the characteristics, skills, and behaviour of individuals with ASD to effectively implement evidence-based behavioural interventions.
2. Design and implement effective behavioural intervention plans under appropriate supervision and based on the principles of Applied Behaviour Analysis (ABA).
3. Evaluate the effectiveness of behavioural intervention plans based on the principles of ABA.
4. Work collaboratively with families, teams, service providers, and the broader community to respond to the learning and behavioural needs of individuals with ASD.
5. Design, implement, and evaluate as part of a team, ABA based transition plans for individuals with ASD.
6. Comply with established ethical principles and professional guidelines
7. Provide leadership in the promotion and provision of services to meet the needs of individuals with ASD and their families.
8. Evaluate empirical evidence in order to select appropriate interventions for individuals with ASD.