The Department of Disability and Psychoeducational Studies is committed to research about and teaching of students with disabilities and special abilities. The department’s research, teaching, and service address current issues in special education, rehabilitation, school psychology, and deaf studies.
The Department of Disability and Psychoeducational Studies (DPS) is dedicated to advancing human and economic development through the empowerment and effective inclusion of culturally diverse individuals with disabilities and special abilities of all ages. This is accomplished by conducting research to further knowledge and understanding of abilities, disabilities, adaptations, interventions, and support systems; preparing professionals to educate and facilitate the development of individuals with disabilities and special abilities; and providing leadership at the local, state, national, and international levels. To accomplish our mission, the department offers nationally recognized undergraduate, master's, educational specialist, and doctoral-level degrees to prepare teachers, counselors, specialists, administrators, school psychologists, school counselors, and researchers and educators in special education, rehabilitation, school psychology, gifted education, sign language and deaf studies, and educational interpreting.
The Department of Disability and Psychoeducational Studies (DPS) includes programs in Counseling, Special Education and School Psychology. The mission of DPS is to promote an inclusive social system to which all individuals have equitable access and in which they are empowered to pursue their goals of full participation and improved quality of life. The Department achieves this end through a) innovative and collaborative preparation of highly qualified graduates; b) the production and dissemination of evidence-based practice and research; and c) leadership within professional disciplines, the university environment and the greater community.
The Graduate College requires an Application for Admission submitted online, along with an application fee.
The department requires the following documents to be submitted through your online application:
· One Official Transcripts of all previous college work from each college or university previously attended being sent Attention: Cecilia Carlon at the College of Education at P.O. Box 210069, Tucson, AZ 85721-0069. You are also welcome to bring official copies to Room 414 at the College of Education.
· International students must provide a TOEFL score of minimum 79, and scores cannot be older than two years. The institutional code for the University of Arizona is 4832.
· Three letters of recommendation from persons who have direct knowledge of your academic and/or professional performance and potential for graduate study. These letters should be recent. It is preferable to have letters of recommendation that are specific to admission to our program and your recommenders will be able to upload letters through this venue. (Look for instructions below)
Your application will be considered once you have submitted all required documentation. Incomplete applications will not be reviewed and will be automatically denied. Once your application has been submitted, you may check the status of your application at any time by logging in to this account and opening this application. Please do not call the department regarding the status of your application. You will be notified via email as soon as a decision has been reached.
GRE scores not required
International Students Only
Minimum TOEFL: 79 (IBT) 550 (PB) or
Minimum IELTS: Composite score of 7 (no subject area below a 6)
Please review our English Proficiency Requirement list (https://grad.arizona.edu/gcforms/sites/gcforms/files/page/englishproficiencyrequirementsbycountry.pdf) to verify your need to submit an English proficiency test.
Contact your advisor or program faculty for information by visiting the department web site at http://www.coe.arizona.edu/dps
We offer a six-course sequence (18 semester hours) that meets all coursework requirements and addresses all the information required to take the Board Certified Behavior Analyst (BCBA) exam. This BACB-approved course sequence can be completed in a period of 16 months, which includes 3 consecutive semesters and one summer session. All coursework is offered fully online.
Those interested in taking the BCBA exam must also have at least a master's degree and experience supervised by someone who already holds the BCBA. If you are also interested in an MA, you should check our fully online MA in Behavior Support offered through the Special Education Program.
COST - Our ABA courses are offered through UA Online. Tuition is $653 per unit. For more information, please see
For detailed information about the BCBA requirements, go to the BACB website.
Those who are interested only in the BACB-Verified Course Sequence should apply for admission to the Graduate Certificate In Applied Behavior Analysis program at http://grad.arizona.edu. Click on Apply Now, select UA Online for the campus, and then the certificate program in applied behavior analysis. Any questions or difficulties with applying should be directed to Kevin Prahar at email@example.com or at 520-626-2960.
(*Note: You and your advisor will plan the order in which you take courses, any additional required or optional coursework, and the length of your program).
SERP 502 Behavior Principles and Disability: Assessment and Intervention,
is the first course to be taken. It ensures that participants are knowledgeable about the basic behavioral principles and techniques of applied behavior analysis that are needed to complete accurate FBAs, and design effective function-based interventions and comprehensive Behavior Intervention Plans (BIPs). Students complete the course by conducting an FBA and developing a function-based BIP. SERP 502 provides 3 credit hours/45 clock hours of instruction.
SERP 529a Advanced Positive Behavioral Support, provides advanced knowledge and skills in applied behavior analysis and the factors that affect the application of behavior principles within schools and other natural settings, including ethical issues, effective instruction, and factors in the classroom environment. Participants complete an FBA, develop and test a function-based intervention, monitor, and make data-based decisions based on the effectiveness of the plan. SERP 529a provides 3 credit hours/45 clock hours of instruction.
SERP 529B Advanced Positive Behavioral Support, provides each student continued opportunity to apply and develop skills and knowledge of FBA, function-based interventions, legal and ethical issues, and collaboration within the context of their classroom, school, and district. Participants complete2 additional FBAs and develop, implement, and monitor the function-based interventions. SERP 529b provides 3 credit hours/45 clock hours of instruction
SERP 552 Issues in Applied Behavior Analysis, increases knowledge and skills in working with persons with challenging behavior using the most advanced techniques. Participants learn to design and briefly implement an experiment in which one fixed and one variable schedule are compared, design and implement a stimulus discrimination procedure, define and use stimulus equivalence procedures, conduct a brief functional analysis, organize and interpret functional analysis data, and analyze case studies of a variety of procedures. SERP 552 provides 3 credit hours/45 clock hours of instruction
SERP 590 Single Subject Research, reviews principles and practices underlying various single-subject research designs. Participants learn the advantages and disadvantages of various designs and how to select a research design that is appropriate to a given scenario. They also learn to critically evaluate research that incorporates single-subject research designs, create data graphs, and develop a comprehensive research proposal. SERP 590 provides 3 credit hours/45 clock hours of instruction
SERP 553 Ethical Issues in Behavior Analysis, enables students to apply ethical and professional standards and concerns that are salient to the interactions between their work, the people they serve, and others involved in the process (e.g., other professionals, families, systems of care, and society). Participants analyze case studies to identify examples of ethical violations, identify resolutions of ethical violations, conduct a risk-benefit analysis, apply components of effective evidence-based supervision, and explain ethical guidelines (e.g., voluntary participation, informed consent, and confidentiality) for behavior analytic research. SERP 590 provides 3 credit hours/45 clock hours of instruction
There are no minor requirements for this degree.