Millions of children and adults in the United States have one or more developmental disabilities. Like anyone else, they deserve access to programs and services that help them lead full, active lives. You can help empower them.
A Master of Science in Developmental Disabilities at NSU will make a difference in your life, while you make a difference in the lives of others. You'll learn from faculty with professional expertise outside of the classroom and have hands-on opportunities to work with a diverse population of individuals from the young child to the senior adult. Your coursework will arm you with the knowledge you need to champion for solutions, so you can make a lasting impact.
The Developmental Disabilities program is offered entirely online. The online format allows for the flexibility of completing your master's degree without interrupting your career.
Individuals seeking careers in/as a Program Director (non-profit), Program Coordinator, Early Childhood Interventionist, Transition Specialist, Job Coach, Child Life Specialist (with Child Life Specialist concentration), Developmental Specialist, Case Manager, Vocational Counselor, Advocate, Behavior Analyst or Assistant Behavior Analyst (with ABA concentration)
Please note: students seeking to establish eligibility for the Board Certified Assistant Behavioral Analyst (BCaBA), Board Certified Behavioral Analyst (BCBA), or Association of Child Life Professionals (ACLP) exams have the option of taking additional courses as needed in the Applied Behavior Analysis and Child Specialist concentrations.
The successful graduate of the M.S. in Developmental Disabilities program is expected to:
|First Term||HSDD 5000: Survey of Developmental Disabilities (3 credits)||HSDD 5100: Program Design and Evaluation (3 credits)|
|Second Term||HSDD 5200: Disability and the Family Cycle (3 credits)||HSDD 5300: Legal and Ethical Issues in Disability (3 credits)|
|Third Term||HSDD 5400: Healthcare Issues in Developmental Disabilities (3 credits)||HSDD 5500: Disability Services Administration (3 credits)|
|Fourth Term||Concentration course (excludes practicum/internship courses) (3 credits)||Concentration course (excludes practicum/internship courses) (3 credits)|
|Fifth Term||Concentration course (excludes practicum/internship courses) (3 credits)||HSDD 6000: Developmental Disabilities Master's Research Project (3 credits)|
Students enrolled in the Masters of Science in Developmental Disabilities are required to complete 21 credit hours of foundational coursework and 9 credit hours in one of the concentrations (excludes practicum/internship courses) at a minimum (30 credits total) to earn the degree.
HSDD 5000 - Survey of Developmental Disabilities (3 credits)
This course provides an overview of the various types of developmental disabilities as experienced throughout the lifespan. Students will have the opportunity to develop a working knowledge of the unique challenges faced by individuals with developmental disabilities, including problems associated with transitional periods in development. In addition, the course will provide an understanding of the assessment process in diagnosing developmental disabilities, as well as how to select the services that will meet the unique needs of individuals and assist them and their families in developing and implementing an individual plan. The course will also address cultural factors in the experience of developmental disabilities and in service provision. The course will also outline strategies for working with families in order to improve access and engagement in services.
HSDD 5100 - Program Design and Evaluation (3 credits)
This course familiarizes students with the different components of program design such as developing a program philosophy, mission and vision, marketing and budgeting. In addition, the process of program evaluation, including needs assessment, formative research, process evaluation, impact assessment, and cost analysis will be covered. Students will gain practical experience through a series of exercises involving the design of a conceptual framework, development of indicators, and development of an evaluation plan to measure impact. In addition, the course covers experimental, quasi-experimental, and non-experimental study designs, including the strengths and limitations of each.
HSDD 5200 - Disability and the Family Life Cycle (3 credits)
This course focuses on disability viewed from the perspective of lifespan development and the family life cycle. The course will discuss a wide range of issues in this area including: the sociology of the family; the experience of family members of persons with a disability; the educational system and its impact on outcomes of children with disabilities; characteristics of successful inclusion efforts, and the relationship between inclusion and school reform. Transitional issues from youth to adult life for individuals with disabilities will also be discussed. These will include: family life of adults with disabilities such as, marriage, parenting, and caring for aging parents; the importance of social networks and support in the lives of people with disabilities; and approaches to challenging dynamics, such as individuals dually diagnosed with intellectual disabilities and mental illness. Finally, the use of various treatment approaches and support options for individuals with disabilities will be discussed. Prerequisite: HSDD 5000.
HSDD 5300 - Legal and Ethical Issues in Disability (3 credits)
This course discusses current laws related to disabilities such as ADA and IDEA as well as contemporary issues affecting the lives of individuals with disabilities and the daily responsibilities of disability professionals. This course further examines the application of ethical principles to matters associated with genetics, treatment decisions, and competency. Prerequisite: HSDD 5000.
HSDD 5400 - Healthcare Issues in Developmental Disabilities (3 credits)
Provides an introduction to the health disparities experienced by individuals with developmental disabilities. This course will cover the Declaration on Health Parity for Persons with Disabilities issued by the American Association of Intellectual and Developmental Disabilities (AIDD). Challenges faced by individuals with disabilities in access to appropriate medical, dental, and mental health services will be discussed as well as the importance of health promotion for those with developmental disabilities. The significance of attention to inclusion of the impact of developmental disability upon individuals, families, schools, and other organizations and agencies in the education of health professionals will be addressed. Prerequisite: HSDD 5000.
HSDD 5500 - Disability Services Administration (3 credits)
The application of management and leadership theory and research in non-profit and public agencies will be addressed. This course will focus on strategic planning, employee motivation, recruitment, retention, fiscal management, long-term planning, board development and succession planning. In addition, effective communication skills will be addressed and strengthened through interactive exercises with feedback.
HSDD 6000 - Developmental Disabilities Masters Project (3 credits)
In this course, students are expected to work with a faculty member advisor to complete a research project in which they will design a social service program targeting individuals with developmental disabilities or will evaluate an existing program that serves developmentally delayed individuals. Program design and evaluation methodology, analytic thinking, and writing skills will be infused throughout the curriculum to prepare students to complete this research project. Specific deadlines will be provided so that the student can complete the project in a timely manner. Prerequisite: HSDD 5000.
HSDD 5110 - Grant Writing (3 credits)
Students in this course will learn the basic principles of grant writing and will develop the critical thinking and writing skills required to effectively define a problem or recognize an opportunity (Assessment), map a viable plan (Proposal Writing), weigh funding options and create funding relationships (Grant Development) and communicate information and leverage collaboration (Report Generation).
HSDD 5120 - Leading for Change in Disability Services (3 credits)
This course will examine the role that public policies currently in place play in providing quality services to individuals with developmental disabilities, as well as analysis of the costs of these services. Organizational factors will examine the impact of program administration in public and private agencies servicing individuals with disabilities. Also, the design and evaluation of community-based services are addressed.
HSDD 5130 - Trends and Issues in Disability Advocacy (3 credits)
This course provides insight into disability policy through the examination of policy making. The course will focus on different political/ideological approaches to disability policy. In addition, examines how the federal government addresses discrimination against individuals with disabilities in public (e.g. transportation, housing education, and employment). Participants will gain basic skills and knowledge in: contextual analysis; problem/issue identification; analysis and prioritization; power mapping; goal/objective setting; analysis of advocacy arenas and strategies; message development, writing reports and working with the media; engaging in public outreach and mobilization; lobbying and negotiation; advocacy leadership and coalition building; and assessment of program success.
HSDD 5310 - Aging and Disability Across the Lifespan (3 credits)
This course will provide an interdisciplinary focus on aging and disability from different theoretical perspectives. The dynamics of aging across the lifespan will be addressed and specific challenges faced by young adults, middle age individuals, and older adults with developmental disabilities will be reviewed. Students will be able to apply knowledge obtained to specialized population and be able to assume leadership roles and engage in support efforts for these individuals as demonstrated through paper and presentations.
HSDD 5320 - Students with Disabilities in Higher Education (3 credits)
Examines the experience of students with developmental disabilities in higher education and crucial components related to their full participation in college life. Knowledge of demographic trends of students with developmental disabilities in higher education, awareness of important transition issues of students from K-12 to postsecondary education, strategies for increasing retention, and understanding the different types of accommodations typically required of students with developmental disabilities will be covered.
HSDD 5330 - Employment and Independent Living (3 credits)
This course provides an analysis of the integration of individuals with developmental disabilities into the community and within institutions. Challenges faced by individuals with developmental disabilities in obtaining and maintaining employment and independent living will be addressed as well as strategies for promoting successful community integration.
HSDD 5410 - Early Identification and Assessment of Developmental Disabilities (3 credits)
This course will provide students with the opportunity to obtain knowledge of the assessment, evaluation, and diagnostic skills of young children with developmental disabilities from an interdisciplinary perspective. Risk factors and early warning signs of atypical development will be reviewed. Students will be exposed to commonly used assessments to identify developmental delays in various fields and will be exposed to different diagnostic approaches such as the DSM-IV, ICD-10, and Zero to Three. Prerequisite: HSDD 5000.
HSDD 5420 - Early Intervention in Developmental Disabilities (3 credits)
This course helps students apply their knowledge of challenging behaviors such as aggression, self-injury, tantrums, etc. and of different modalities of intervention typically applied with individuals with developmental disabilities such as developmental (speech, physical, occupational), behavioral [Applied Behavior Analysis (ABA), Relationship Development Intervention (RDI), and Floortime], and educational supports through case analysis and discussion. Factors that contribute to treatment success will be addressed. Prerequisite: HSDD 5000.
HSDD 5430 - Integrating Children with Disabilities in Educational Settings (3 credits)
This course will focus on historical approaches to the education of children with disabilities. It will address current models utilized in educational settings such as inclusion, mainstreaming, and self-contained classrooms. Supports that can be provided to children with developmental disabilities to promote successful educational outcomes will be assessed. The common approaches to providing supports including individualized education plans, frequency assessments of behavior, behavioral intervention plans, and the role that they each play in the educational system will be critiqued. Prerequisite: HSDD 5000.
The Association for Behavior Analysis International has verified the following courses toward the coursework requirements for eligibility to take the 5th edition Board Certified Behavior Analyst® examination. Applicants will need to meet additional requirements before they can be deemed eligible to take the examination.
For those interested in learning and understanding the BCBA certification requirements, please visit the Behavior Analyst Certification Board's website: https://www.bacb.com/.
Click HERE for more information about the BCBA examination pass rate. Please note, pass-rate data are not published for sequences with fewer than six first-time candidates in a single year or for sequences within their first four years of operation.
ABA 0711: Concepts and Principles of Applied Behavior Analysis I (3 credits)
This 45-hour graduate-level course is Part I of a two-part series of ABA concepts and principles. Students will study the philosophy and science of applied behavior analysis, an overview of the field of ABA, basic vocabulary and concepts in the field, and basic strategies for increasing and decreasing behaviors of students in a variety of settings. Specifically, this course covers the following BACB Fifth Edition content areas: A: Philosophical Underpinnings and B: Concepts and Principles.
ABA 0712: Concepts and Principles of Applied Behavior Analysis II (3 credits)
This 45-hour graduate-level course is Part II of a two-part series of ABA concepts and principles. Students will study the science of applied behavior analysis, the field of ABA, basic vocabulary and concepts in the field, and basic strategies for increasing and decreasing behaviors of students in a variety of settings. Specifically, this course will cover Unit B: Concepts and Principles from the BACB Fifth Edition task list. Prerequisite (or can be taken in conjunction with): ABA 0711.
ABA 0721: Applied Behavior Analysis Assessment and Application (3 credits)
This 45-hour graduate-level course will delve into the application of the concepts and principles of applied behavior analysis. It will focus on the current research on behavior assessment strategies, behavioral intervention strategies and change procedures, and methods of accountability in ABA interventions. This course covers BACB Fifth Edition Task List content areas: F: Behavior Assessment, G: Behavior-Change Procedures, and H: Selecting and Implementing Interventions.
ABA 0731: Applied Behavior Analysis Assessment and Delivery Models (3 credits)
This 45-hour graduate-level course will focus on conducting behavior analytic assessments in order to identify targets for behavior change programs. Additionally, the class will explore the variety of delivery models for services within the ABA model. Specifically, the delivery models of behavioral medicine, treatment of autism/developmental disabilities, organizational behavior management, and education will be examined. This course covers BACB Fifth Edition Task List content areas F: Behavior Assessment, G: Behavior-Change Procedures, and H: Selecting and Implementing Interventions.
ABA 0741: Evaluating Interventions in Applied Behavior Analysis (3 credits)
This 45-hour graduate-level course will focus on evaluation strategies used in research and in the ethical provision of interventions. This course covers the following BACB Fifth Edition content areas: C: Measurement, Data Display, and Interpretation and D: Experimental Design. Mastery of this content allows for critical evaluation of research literature resulting in evidenced based decision making on assessment and intervention strategies across a variety of populations.
ABA 0751: Supervision and Management in Applied Behavior Analysis (3 credits)
This 45-hour graduate-level course will focus on applied behavior analysis supervision and management of behavior change agents. It will address the components of effective supervision, as well as the development of performance monitoring, reinforcement, and feedback systems. In addition, focus will be placed on the role of assessment in supervision and management. This course covers the following BACB Fifth Edition content areas: F: Behavior Assessment and I: Personnel Supervision and Management.
ABA 0756: Ethical and Professional Issues in Applied Behavior Analysis (3 credits)
This 45-hour graduate-level course will focus on the ethical practice of applied behavior analysis across clinical, research, and professional settings. It covers content area E: Ethics (Professional and Ethical Compliance Code for Behavior Analysts) from the BACB’s Fifth Edition Task List. Students will evaluate common ethical dilemmas that arise during clinical research and practice in applied behavior analysis and identify and apply strategies and guidelines for resolving ethical issues.
ABA 0761: Fieldwork in Applied Behavior Analysis I (Elective, 3 credits)
This 45-hour graduate-level course is designed to provide students the opportunity to apply theory to practice in an approved ABA fieldwork setting where they are required to accrue the specified amount of clinical training and supervision hours. Students will gain meaningful training experiences with the oversight of highly qualified university faculty dedicated to training future practitioners in the philosophy and evidence-based practice of ABA. Students will be expected to collect and share data on their cases and employ strategies of behavioral assessment and intervention with input from their supervisors.
ABA 0771: Fieldwork in Applied Behavior Analysis II (Elective, 3 credits)
This 45-hour graduate-level course is a continuation of ABA 0761. These courses were designed to provide students the opportunity to apply theory to practice in an approved ABA fieldwork setting where they are required to accrue the specified amount of clinical training and supervision hours. These courses are spiraled, meaning each successive course builds upon the previous course, thus promoting advanced competencies and skills. Students will gain meaningful training experiences with the oversight of highly qualified university faculty dedicated to training future practitioners in the philosophy and evidence-based practice of ABA. Students will be expected to collect and share data on their cases and employ strategies of behavioral assessment and intervention with input from their supervisors.
ABA 0781: Fieldwork in Applied Behavior Analysis III (Elective, 3 credits)
This 45-hour graduate-level course is a continuation of ABA 0771. These courses were designed to provide students the opportunity to apply theory to practice in an approved ABA fieldwork setting where they are required to accrue the specified amount of clinical training and supervision hours. These courses are spiraled, meaning each successive course builds upon the previous course, thus promoting advanced competencies and skills. Students will gain meaningful training experiences with the oversight of highly qualified university faculty dedicated to training future practitioners in the philosophy and evidence-based practice of ABA. Students will be expected to collect and share data on their cases and employ strategies of behavioral assessment and intervention with input from their supervisors.
|MIN # OF CLASSES REQUIRED BY THE ACLP FOR CHILD LIFE PROFESSIONAL CERTIFICATION EXAM ELIGIBILITY||SUBJECT||NSU CHILD LIFE SPECIALIST COURSES|
HSDD 5510 Foundations in Child Life and Family Centered Care
HSDD 5522 Theories of Child Growth and Development
HSDD 5523 Theories of Adolescent Growth and Development
|1||Family Systems||HSDD 5518 Family Systems and the Hospitalized Child|
|1||Therapeutic Benefits of Play||
HSDD 5532 Therapeutic Benefits of Play
|1||Loss/Bereavement or Death/Dying||
HSDD 5534 Death and Dying
HSDD 5100 Program Design and Evaluation
|3||Additional courses in child life or related content area||
HSDD 5515 Ethics in Child Life
HSDD 5530 Interventions in Child LifeHSDD 5525 Medical Terminology for the Child Life Professionals
Clinical Training Requirements:
Internship/practicum candidates may elect to request approval to complete university-affiliated training. Affiliation agreements between the training site and NSU must be established, prior to internship/practicum.
HSDD 5510 - Foundations of Child Life and Family-Centered Care (3 credits)
This course will provide an introduction to the spectrum of child life practice in direct and non-direct services in pediatric health care including a historical review of the profession and its development in the evolution of children's healthcare. Students will develop an understanding and affirmation of the values of supporting individual development, family-centered care, therapeutic relationship and developmentally appropriate communication. Additionally, students will learn to represent and communicate child life practice and psychosocial issues of infants, children, youth and families. This course will provide students with the knowledge and effective strategies to assess and support healthy interactions between families and outside institutions. Continuous engagement in self-reflective professional child life practice will also be a focus of this course.
HSDD 5515 - Ethics in Child Life (3 credits)
This course will provide students with the insight necessary to identify and manage ethical and professional issues within a multidisciplinary approach in clinical and research settings. Students will learn the ethical and legal issues surrounding healthcare, including transition of pediatric patients to adult healthcare; medical treatment; and medical technology, including: advance directives and living wills, resource allocation, transplantation issues, withholding and termination of treatment, and death and dying. Both the ethical and legal perspectives regarding how to support patients and their family members when making challenging medical choices will be explored. The official documents of the Association of Child Life Professionals (ACLP) including the Code of Ethical Responsibility, Child Life Competencies and Standards of Clinical Practice, the Child Life Mission, Values and Vision Statements, and the Code of Professional Practice and their role in ethics will also be addressed. Students will also develop the ability to evaluate child life services and make recommendations for program improvement. As part of this course, teaching and supervision of students and volunteers will be addressed.
HSDD 5518 - Family Systems and the Hospitalized Child (3 credits)
This course will provide students with in-depth training regarding family systems and their importance when working with children and families in healthcare settings. Focus will be placed on the family as a social system. We will discuss family relationships; the historical and contemporary theories related to family structure and functions; adaptations in family structure and interaction patterns; diverse family systems; parenting, caregiving and family life from a cross-cultural perspective; adult-child interactions; and exploration of current research and theory as it applies to family systems.
HSDD 5520 - Child and Adolescent Growth and Development (3 credits)
This course will examine issues in human development that are especially relevant to infants, children and adolescents. It is designed to present theory, research and evidence-based practice concerning the physical, cognitive, emotional, and social development of children. Typical versus atypical developmental progress, as well as factors that threaten to impede typical development will be addressed. This course will also emphasize cultural competence when working with children and families in a collaborative context.
HSDD 5522 - Theories of Child Growth and Development (3 credits)
This course will examine theories of human development that are especially relevant to infants and children in early and middle childhood. Students will learn psychoanalytic, social learning, behaviorist, ecological, humanistic and psychosexual theories and will apply these theoretical perspectives to child growth and development. This course is also designed to present research and evidence-based practice concerning the physical, cognitive, emotional and social development of children.
HSDD 5523 - Theories of Adolescent Growth and Development (3 credits)
Adolescent Development reviews the physical and sexual, cognitive, emotional, moral and social growth and development of young people as they transition between the immaturity of childhood and the maturity of adulthood. We will view adolescence from a scientific (rather than intuitive) research perspective within the context of the adolescents’ lives. This requires a multi-disciplinary approach with input from the sciences of psychology, biology, sociology, anthropology and the disciplines of education and history. A critical examination of theories, methods of research, and findings from current research on human growth and development will assist in this review.
HSDD 5525 - Medical Terminology for the Child Life Professional (3 credits)
Students participating in this course will receive an introduction to medical terminology, designed to increase familiarity with medical terms while reviewing basic anatomy and physiology; an introduction to medical procedures and diagnoses; and will discuss ways to explain common tests, procedures, and diagnoses to children of different developmental levels and children with developmental differences.
HSDD 5530 - Interventions in Child Life (3 credits)
This course will introduce students to theories and intervention techniques that help children and families cope with stress from hospitalization or other life events that disrupt normal development. Strategies to assist with issues such as pain management; adjustment to chronic illness and long-term hospitalization; and adherence to medication management and routine medical care will be covered. Students will learn to assess and implement developmentally appropriate interventions, based on empirical data, to create individualized treatment plans in collaboration with the treatment team. The central role of play therapy in child life services will be emphasized, along with the provision of a safe, therapeutic and healing environment.
HSDD 5532 - Therapeutic Benefits of Play (3 credits)
This course will provide students with training necessary to identify and understand the therapeutic benefits of various types of play. We will discuss the classical and contemporary theories of play, assessment of children’s understanding using play, play principles and values, the role of play in the development of children, the structure of therapeutic play sessions, promoting creativity in play, providing guidance of play in a therapeutic context, the function of play in curriculum and program development, and the therapeutic benefits of play for the hospitalized child.
HSDD 5534 - Death and Dying (3 credits)
This course provides students with training regarding theories related to death and dying, developmental understandings of death and dying, and provision of interventions when working with the child and family experiencing death and dying. We will examine the cultural context of death and the effect of death upon surviving family members. This course will also cover historical and ethical viewpoints, along with exploration of one’s own reactions to death, dying and bereavement.
HSDD 5535 - Child Life Practicum (3 credits)
Students are required to complete a specified number of hours of child life clinical experience at a selected agency working under the supervision of a Certified Child Life Specialist who meets specific qualifications at an approved setting. Students will need to complete a minimum of 100 hours in 14 weeks, completing 8 hours a week. During that time, the student is expected to increase his or her competence in the areas of observation, child life assessments, developmental theory integration, therapeutic play interventions, and rapport building.
It is mandatory that students enrolled in this course will meet in “live” sessions via GoToTraining/GoToMeeting on a biweekly basis, for two hours, on a day and time to be determined by both the instructor and the students enrolled in this course. Prerequisite(s): HSDD 5510, HSDD 5515.
HSDD 5550 - Child Life Internship I (3 credits)
Students will be required to successfully complete a specified number hours of child life clinical experience under the direct supervision of a Certified Child Life Specialist who meets specific qualifications at an approved setting. During that time, the students will be expected to increase their competence in the areas of basic interviewing, assessment, and intervention skills. Furthermore, integration of ethical, legal, and professional issues inherent in child life service delivery will be addressed. Best practice and conflict resolution issues will also be incorporated. Prerequisite(s): HSDD 5510, HSDD 5515, HSDD 5532.
HSDD 5560 - Child Life Internship II (3 credits)
Students will be required to successfully complete a specified number hours of child life clinical experience under the direct supervision of a Certified Child Life Specialist who meets specific qualifications at an approved setting. During that time, the students will be expected to increase their competence in the areas of basic interviewing, assessment, and intervention skills. Furthermore, integration of ethical, legal, and professional issues inherent in child life service delivery will be addressed. Best practice and conflict resolution issues will also be incorporated. Prerequisite(s): HSDD 5510, HSDD 5530, HSDD 5550.
Students may elect to complete their internship at an NSU approved child life specialist site. During their training, students are expected to complete a minimum of 600 clinical training hours under the supervision of a Certified Child Life Specialist. NSU's clinical training representative is available to assist students in securing internship opportunities.
The child life concentration offered in the M.S. in Developmental Disabilities program is designed to prepare students for certification as a child life specialist. For detailed information regarding certification requirements and application, please visit the Child Life Council.
To ensure that your application is complete, please use the checklist below and follow the detailed instructions provided for each item. All documents that are submitted to the University will need to include your name on each page.
Foreign nationals who reside outside the U.S. at the time of application, and whose native language is not English, must present evidence of proficiency in English by satisfactorily completing the Test of English as a Foreign Language (TOEFL). Score requirements are the same as undergraduate admission and are as follows: minimum paper score =550; minimum computerized score = 213; minimum Internet score=79). A score of 6.0 on the International English Language Testing System (ILETS) exam is accepted in lieu of the TOEFL.Applicants who have attended foreign universities or colleges are required to have their academic credentials evaluated for U.S. institutional equivalence. While there are several credential evaluators, the most widely used companies are listed below or visit www.naces.org.International students are encouraged to contact the Office of International Student Services at (954) 262-7240 or 800-541-6682, ext. 27240, or by email at email@example.com, or visit our International Students Page.
The NSU ABA Fellowship provides students the opportunity to accrue hours toward the Behavior Analyst Certification Board’s (BACB) concentrated supervised fieldwork category while employed at NSU’s Baudhuin Preschool. Fellows will be eligible for tuition reduction contingent upon six months of successful employment. This two-year fellowship allows participants to immediately bridge theory to practice with the oversight of the University. Two fellows will be selected to begin August 1, 2022. Their two-year tenure will align with the Broward County Public School 2022-2024 academic and extended school year calendars. At the conclusion of the fellowship, fellows will have accumulated the necessary fieldwork hours towards Board Certified Behavior Analyst (BCBA) certification exam eligibility.
Students enrolled in NSU’s masters level ABA concentrations are eligible to apply for the ABA Fellowship Program. Applicants must meet the following criteria:
The application deadline is May 1, 2022 11:59 PM EST. Incomplete or late applications will not be considered. Only complete application packages that include all the following will be considered:
Email completed packages using the subject line “Fellowship Application: Last Name, First Name” to firstname.lastname@example.org.
|March – May||NSU accepts application|
|May 1, 2022 11:59 PM EST.||All application materials due|
|May 1, 2022 – June 1, 2022||Finalist selection and interviews|
|June 2, 2022||Selected Fellows notified|
|June 14, 2022||Deadline for Fellows to accept or decline the offer|
|June 15, 2022||Onboarding of Fellows|
|August 1, 2022||Estimated Start Date|
NSU ABA Fellows must successfully complete 45 hours of Child Care Training within 6 months of employment, participate in all ESE Teacher Aide trainings, and maintain a 3.5 GPA and satisfactory employee performance throughout the course of the fellowship.
For more information, contact Dr. Emmy Maurilus at email@example.com.
M.S. Developmental Disabilities | Class of 2015
"The Master of Science in Developmental Disabilities program at Nova Southeastern University provided me with tremendous knowledge and ability to serve individuals and families affected by developmental disabilities. In my role as a nurse practitioner, I use the information gained in this program on a daily basis. With the advances in science and medicine, many individuals with both physical and developmental disabilities are living longer and are part of our communities. All of us need to know how to help them be valued individuals and reach their highest potential. We need to assure they receive appropriate education and medical treatment. In my experience, there has been very little training or education regarding caring for individuals with disabilities, and I am so grateful for the opportunity to expand my knowledge base in this important area.
The curriculum offered in the Master of Science in Developmental Disabilities program at Nova Southeastern University provides students with a very comprehensive education in the developmental disabilities field. Students will learn about disabilities that affect children and adults and will gain perspective on some of the challenges they and their families face on a daily basis. They will also learn what we can do, both in the field of education and medicine, to improve their outcomes.
The program is designed to allow for one to participate while continuing in their current field of work. The classes are so well organized and students are provided all the important dates on the syllabus at the beginning of each course. I was able to manage working full time, travel out of the country and provide for my family while I was completing this program. The online classes provide opportunities for interaction with the professors as well as other classmates. The professors were easily accessible and knowledgeable, engaging and enthusiastic about the courses being taught. There was much support and many resources available to assist in the projects assigned.
I found this program to be challenging and rewarding, and I have become even more passionate about caring for those affected by disabilities. I would recommend this program to anyone working with individuals affected by developmental disabilities. I gained a tremendous amount of knowledge and am so thankful I was able to participate in this important program."