Project iSEBA

Key Components

Effective support for children with EBD requires interdisciplinary collaboration. No single profession has the expertise to address the complex needs of these children. Collaboration among school professionals, such as general and special education teachers, behavior analysts, social workers, school psychologists, therapists, and other specialists, creates a coordinated system that better identifies and addresses children's multifaceted needs.

By working together, the interdisciplinary team can develop and implement comprehensive, individualized interventions supporting academic progress, as well as behavioral and social-emotional development. Interdisciplinary training is essential, as it fosters mutual understanding and respect among professionals and equips professionals with the skills to communicate effectively and coordinate services.

Project iSEBA integrates interdisciplinary approaches in preparing special education teachers and behavior analysts (related service professionals), ensuring they enter the field with a strong foundation in collaborative practice. This preparation leads to more effective support systems and positive outcomes for children EBD.

6 children with backpacks smiling

 

Program Curricular

ABA Program:

  • Total 43 credit hours of coursework,1,500-hour supervised fieldwork over 2 years, and thesis research

Special Education Program:

  • Total 37 credit hours of coursework, 480-hour internship over 1 semester, and action research

One Additional Shared Coursework:

  • 3 credits of coursework in Consultation, Collaboration, and Co-Teaching in Special Education (EEX 6732) to foster interdisciplinary collaboration and build cross-disciplinary competencies and collaboration with family members, and inclusive educational practices.

Coordinated and Supervised Fieldwork

  • Completion of a 500-hour fieldwork requirement (for ABA scholars, as part of the 1,500-hour total) or the program-required 480-hour internship (for Special Education scholars) in the second year, with scholars from both programs placed in the same school district
  • Ongoing collaboration on shared cases under supervision

Mentoring and Supervision

  • Faculty mentorship on academic and professional development
  • Supervision from school-based professionals (BCBAs or ESE Supervisors)
  • Peer mentoring
  • Participation in cohort-based learning groups

Monthly Seminars and Summer Institute

  • Faculty mentorship on academic and professional development
  • Supervision from school-based professionals (BCBAs or ESE Supervisors)
  • Peer mentoring
  • Participation in cohort-based learning groups