PROGRAM HANDBOOK 2018-2019 · Topics include respondent behavior and conditioning, operant behavior...

Program Handbook: M.S. in Educational Psychology (ABA) Revised 8/2018 Page | 1

College of Management and Human Service

School of Education and Human Development

Department of Educational and School Psychology

PROGRAM HANDBOOK 2018-2019

Master of Science in Educational Psychology

Concentration in Applied Behavior Analysis


Table of Contents

Introduction .................................................................................................................................................. 3

Faculty ........................................................................................................................................................... 4

Program Overview ........................................................................................................................................ 5

Program Mission ....................................................................................................................................... 5

Program of Study ...................................................................................................................................... 5

Degree Requirements ................................................................................................................................... 6

Required Courses ...................................................................................................................................... 6

Course Sequencing and Scheduling .......................................................................................................... 6

Course Descriptions .................................................................................................................................. 8

Course Alignment with BACB Standards ................................................................................................. 10

Student Advising ......................................................................................................................................... 13

Policies and Procedures .............................................................................................................................. 13

Transfer Credits ....................................................................................................................................... 13

Student Evaluation and Progress ............................................................................................................ 14

Professional and Ethical Expectations .................................................................................................... 14

Other ....................................................................................................................................................... 14

Student Appeals and Complaints ................................................................................................................ 15

Appendix A .................................................................................................................................................. 17

Appendix B .................................................................................................................................................. 18


Introduction

This handbook has been prepared as a resource for students in USM’s Educational Psychology (ABA)

program. The content of the handbook includes information about the program mission, course of

study, and policies. It is designed as a tool to guide course planning and clarify expectations for program

completion. It also is intended to facilitate understanding of role expectations for both students and

faculty advisors.

Students are advised that this handbook does not include all Department, College, and University

policies. Students should consult USM’s Graduate Catalog and their faculty advisors for additional

information. Students are reminded that consultation with their advisors is essential to planning an

individualized program of study.

Questions and comments about this handbook and the program of study are encouraged. Please send

your comments directly to the Chair of the Educational and School Psychology Department and

Coordinator of the Verified Course Sequence:

Jamie L. Pratt, PsyD, BCBA-D

Assistant Professor of Educational and School Psychology

School of Education and Human Development

Department of Educational and School Psychology

503 Bailey Hall

Gorham, Maine 04038

Phone: 207-228-8324

Email: [email protected]

*Program faculty reserve the right to change the terms of the handbook in any section at any time.

https://usm.maine.edu/catalogs

tel:(207)%20228-8324

mailto:[email protected]


Faculty

Mark W. Steege, Ph.D., BCBA-D, Professor of Educational and School Psychology

Mark earned his Educational Specialist (Ed.S.) degree in School Psychology from the University of Iowa in

1982. Mark worked as a school psychologist with the Grant Wood Area Education Agency in Cedar

Rapids, Iowa for four years prior to earning his Doctorate in School Psychology from the University of

Iowa in 1986. Mark completed his post-doctoral training as a pediatric psychologist at the Department

of Pediatrics within the College of Medicine at the University of Iowa. He has written extensively on

functional behavioral assessment, single-subject research methods, and the use of empirically-based

interventions for students with developmental and behavioral difficulties. He is certified as a School

Psychologist-Doctoral and Board Certified Behavior Analyst-Doctoral and licensed as a psychologist.

Jamie L. Pratt, Psy.D., BCBA-D, Assistant Professor of Educational and School Psychology

Jamie received her Doctorate in School Psychology from the University of Southern Maine in 2010. She

has worked with school-aged children in the state of Maine since 2005 and previously served as the

Director of Applied Behavior Analysis (ABA) Services for an agency providing early education, special

education, day treatment, and home-based services to children with developmental disabilities and

emotional-behavioral disorders. Jamie has contributed to several publications on behavior analytic

assessment and intervention strategies, and her primary research interest involves the application of

these approaches to school-aged children with emotional and behavioral disorders. She is certified as a

School Psychologist-Doctoral and Board Certified Behavior Analyst-Doctoral and licensed as a

psychologist.

Garry Wickerd, Ph.D., NCSP, BCBA, Assistant Professor of Educational and School Psychology

Garry started his career as a public school teacher in Florida. He taught Latin in Florida and Georgia for

six years before returning to school for a Ph.D. in school psychology from the University of South

Dakota. He was a LEND graduate trainee for three years through the University of South Dakota’s center

for disabilities and medical school. His training focused on assessment and intervention for individuals

with developmental disabilities with special emphasis on Autism Spectrum Disorder (ASD). After

graduate school, Garry worked as a school psychologist and autism consultant in Minnesota for two

years. After completing extended coursework in applied behavior analysis, Garry became a Board

Certified Behavior Analyst (BCBA) while working as a school psychologist and behavior analyst in

California public schools. He has published research on behavioral measurement and academic

intervention. He is a state and nationally certified School Psychologist and a Board Certified Behavior

Analyst.

Part-Time Faculty:

Erin Beardsley, Psy.D., Rebekah Bickford, Psy.D., Rachel Brown, Ph.D., William Roy, Psy.D.


Program Overview

The Educational Psychology (ABA) program at the University of Southern Maine prepares professionals to apply the science of psychology to improve educational outcomes for learners of all ages. Graduates of the program pursue careers as Board Certified Behavior Analysts (BCBAs) in school and behavioral health settings.

Program Mission

The Educational Psychology (ABA) program emphasizes the principles of learning and the applications of evidence-based behavioral strategies to promote academic, social-emotional, and behavioral success for all learners. The program therefore imparts the knowledge and skills required to (a) conduct behavioral assessments, (b) design interventions that facilitate the acquisition of prosocial skills and the reduction of behaviors that interfere with learning, (c) implement and evaluate the effectiveness of interventions, and (d) provide behavior analytic consultation and supervision services.

Program of Study

The USM Educational Psychology (ABA) program offers a Master of Science degree in Educational

Psychology with a Concentration in Applied Behavior Analysis.

The program of study includes a course sequence verified by the Behavior Analyst Certification Board (BACB) to meet specific faculty and coursework standards. The BACB credentials professionals as Board Certified Behavior Analysts (BCBAs). To qualify for BCBA certification, individuals must obtain an approved graduate degree, complete specific coursework in applied behavior analysis, engage in supervised practice, and pass a national examination. The Educational Psychology program leads to an approved graduate degree that incorporates the behavior analytic coursework required for BCBA certification. All courses are aligned with the BACB Fourth Edition Task List, which outlines the skills and knowledge required for competent, ethical practice as a behavior analyst. Completion of supervised practice experiences and the national examination must be arranged by students independently of the USM program. Supervised experiences may occur concurrent with or upon completion of the coursework.

Additional information about the Behavior Analyst Certification Board standards and certification requirements can be obtained from: http://www.bacb.com/

http://www.bacb.com/


Degree Requirements

Required Courses The Master of Science degree in Educational Psychology with a Concentration in Applied Behavior

Analysis is awarded upon completion of the following courses (36 credits total):

EDU 600 Research Methods and Techniques

SED 682 Special Education Regulations, Procedures, and IEP Team*

SPY 601 Behavioral Principles of Learning

SPY 602 Single Case Research Methods

SPY 604 Functional Behavioral Assessment

SPY 605 Principles and Procedures for Instructional Intervention

SPY 606 Principles and Procedures for Behavior Intervention

SPY 607 Consultation and Collaborative Problem-Solving

SPY 608 Professional Ethics in Behavior Analysis

SPY 640 Supervision and Performance Management in Applied Behavior Analysis

SPY 671 Physical Bases of Behavior

SPY 674 Psychopathology

*Prerequisites for SED 682 include: Successful completion of SED 335, SED 540, or an equivalent

exceptionalities course OR documented experience in special education or disability services.

Course Sequencing and Scheduling Given that success in certain courses requires mastery of foundational knowledge and skills in behavior

analysis, the careful sequencing of coursework is imperative. Some courses are offered only once per

academic year; therefore, students are encouraged to plan their course of study well in advance.

The program of study may be completed on a part-time or full-time basis, and the majority of students

complete degree requirements in 2 years. In order to complete the program of study, students must be

prepared to enroll in courses during the fall, spring, and summer semesters.

The program of study is designed to meet the needs of working professionals; accordingly, class sessions

are typically held after 3:30pm on weekdays, and courses are offered fully online (synchronous delivery)

or on site. This means that students have the flexibility to attend class sessions on the USM campus or

using videoconferencing technology. Most courses are listed with two sections: one section for students

who plan to attend class sessions on campus and one section for students who plan to attend class

sessions online. Students must enroll in the course section that matches their preferred attendance

location to ensure the appropriate fees are charged (i.e., students who attend class sessions on campus

pay a parking fee, whereas students who attend class sessions online pay a technology fee).

On the following page are recommended sequences/schedules of courses for students who matriculate

in the fall, spring, and summer semesters. It is designed for student guidance purposes only and does

not guarantee that courses will be offered at the stated times. USM retains the right to make changes to

the actual course schedules at any time, for any reason.


MS ABA-Fall 2018 Matriculation

Fall 2018 Spring 2019 Summer 2019 Fall 2019 Spring 2020 Summer 2020

SPY 601 SPY 674

SPY 605 SPY 608

SPY 606 EDU 600

SPY 602 SED 682

SPY 604 SPY 640

SPY 607 SPY 671

MS ABA-Spring 2019 Matriculation

Spring 2019 Summer 2019 Fall 2019 Spring 2020 Summer 2020 Fall 2020

SPY 608 EDU 600

SPY 601 SPY 671

SPY 602 SPY 605

SPY 604 SPY 640

SPY 606 SED 682

SPY 607 SPY 674

MS ABA-Summer 2019 Matriculation

Summer 2019 Fall 2019 Spring 2020 Summer 2020 Fall 2020

SPY 601 SPY 671 SED 682

SPY 602 SPY 605

SPY 604 SPY 608

SPY 606 SPY 640 EDU 600

SPY 607 SPY 674

Many required courses have one or more prerequisites. Below is a list of the required courses and

prerequisites. Students who choose to complete coursework at an individualized pace must consider

these prerequisites to design a program of study that meets the requirements for course sequencing.

Course Prerequisite(s)

EDU 600 None

SED 682 SED 335, SED 540, or program permission based on prior professional experience

SPY 601 None

SPY 602 SPY 601

SPY 604 SPY 601, SPY 602

SPY 605 SPY 601

SPY 606 SPY 601, SPY 605

SPY 607 SPY 601, SPY 602, SPY 604, SPY 605, SPY 606, SPY 608

SPY 608 None

SPY 640 SPY 601, SPY 602, SPY 604

SPY 671 None

SPY 674 None


Course Descriptions

EDU 600: Research Methods and Techniques. This course studies the concepts, principles, and

techniques of educational research with an emphasis on scientific inquiry and problem solving, designed

for both the producer and consumer of educational research. Individual research critiques and research

reviews are completed.

SED 682: Special Education Regulations, Procedures, and IEP Team. This course brings teachers,

support staff, and related services personnel to an understanding of state and federal laws, regulations,

and procedures guiding special education services. Special emphasis is placed on the IEP team process

and writing IEPs in a standards-based educational environment.

SPY 601: Behavioral Principles of Learning. This course provides a comprehensive review of the

psychological principles of learning derived from experimental research and validated by applied

studies. Topics include respondent behavior and conditioning, operant behavior and conditioning,

stimulus control, motivating operations, schedule influences on behavior, and verbal and rule-governed

behavior. The course is designed to provide students with a foundational understanding of the concepts

and principles of behavior analysis and thereby provide a solid grounding for assessment and

intervention courses with a behavior analytic orientation.

SPY 602: Single Case Research Methods. This course is designed to introduce students to research

designs used in a comprehensive, systematic process of decision making and problem solving. This

course will emphasize methods for evaluating the effectiveness of academic and behavioral

interventions for school-aged children. A history of experimental design, types of experimental

reasoning, and experimental validity lay the groundwork for understanding how single-case research

designs are used to assess the efficacy of applied interventions. Students will learn how to identify and

record behaviors, analyze and display data, match research designs to the research question, and

flexibly employ research designs in applied settings. Finally, students will be exposed to technology and

information resources applicable to conducting single-case research.

SPY 604: Functional Behavioral Assessment This course examines a variety of behavioral assessment

methods for (a) identifying the variables that contribute to behavioral problems and (b) guiding the

design of effective behavioral interventions. Functional behavioral assessment techniques covered in

this course include interviews, observations, descriptive assessments, and functional analyses. Applied

learning experiences integrated throughout the course provide students with opportunities to practice

designing, conducting, and interpreting functional behavioral assessments.

SPY 605: Principles and Procedures for Instructional Intervention. The primary focus of this course is to

provide graduate students with exposure to evidence-based systematic instruction methods that are

used within school/agency settings. This course will review functional assessment procedures used to

identify appropriate educational programs for students/clients. This course will emphasize instruction

and practice in implementing empirically supported interventions for promoting academic, social,

communication, and life skills. Procedures such as shaping, chaining, discrete trial teaching, task

analysis, incidental teaching, functional communication, and direct social skills instruction will be

considered.


SPY 606: Principles and Procedures for Behavior Intervention. This course examines the philosophical

underpinnings of behavior analysis and behavior analytic procedures for promoting socially meaningful

behavior change in applied settings. Emphasis will be placed on the application of behavior analytic

principles and procedures to (a) decrease behaviors that interfere with functioning and (b) strengthen

adaptive replacement behaviors. The dynamic interactions between academic, social-emotional,

behavioral, and diversity influences on human functioning will be considered. The course includes a

blend of assigned readings, lectures, discussions, clinical case examples, and applied learning

experiences to develop student competencies.

SPY 607: Consultation and Collaborative Problem-Solving. This course examines how school

psychologists and behavior analysts utilize collaboration and consultation skills to promote effective

implementation of interventions that address the academic, social-emotional and behavioral needs of

school-aged children and their families. This course will review varied models of consultation (e.g.,

behavioral, mental health, and problem-solving) and analyze the skills needed to collaborate effectively

with diverse individuals (e.g., parents/caregivers, educators, and community professionals). The role of

consultation will be explored within a data-based, collaborative problem-solving approach to the

delivery of a continuum of services that include assessment (e.g., functional behavioral assessment),

intervention (e.g., behavior intervention plans), staff supports (e.g., behavioral skills training), and the

application of single case research designs to evaluate the effectiveness of interventions. This course

includes a blend of lecture, discussion, role play and applied learning experiences.

SPY 608: Professional Ethics in Behavior Analysis. This course provides in-depth preparation for ethical

practices in behavior analysis. Drawing from the ethical standards of the Behavior Analyst Certification

Board (BACB), the course includes readings and application of ethical standards for clinical and school

settings. This course includes lecture, practica experiences, small group discussion, and large group

discussion learning experiences. The course is designed to meet the ethics training standards set by the

BACB.

SPY 640: Supervision and Performance Management in Applied Behavior Analysis. This seminar

provides training in knowledge and skills pertaining to best practice methods of personnel supervision

and management within the field of Applied Behavior Analysis. Behavioral skills training and

performance management strategies will be featured as models for increasing behavior analytic

competencies of supervisees. Students will review ethical and supervision standards established by the

Behavior Analyst Certification Board. Through readings, discussions, and case examples, students will:

(a) conduct a self-assessment of professional competencies in applied behavior analysis and (b) use the

self-assessment data to design an individualized professional development plan to guide goals,

objectives, and learning activities when conducting or receiving supervision.

SPY 671: Physical Bases of Behavior. This course examines the biological bases of behavior. Biological,

anatomical, physiological, neurological, biochemical, and endrocrinological factors that influence

behavior are explored. The course also considers the structure and function of the nervous system in

relation to both typical and atypical patterns of child development and functioning. Accordingly,

biological influences on learning, memory, attention, motivation, emotion, and other domains of

educational performance will be discussed.


SPY 674: Psychopathology. This course acquaints the student with definitions of and development of

normal versus abnormal behavior from infancy through adulthood as well as presents common

classification systems for psychopathology. Continuity from normal to abnormal behaviors, behavior

problems in children as indices of pathology, and the prediction of psychopathology in adolescence and

adulthood are also considered. The course takes a developmental orientation to psychopathology and

discusses specific disorders in terms of symptoms, age considerations, and family and sociocultural

dynamics.

Course Alignment with BACB Standards Table 1 (page 11) shows the allocation of content and instructional hours for USM’s BACB Verified

Course Sequence. It clarifies the alignment between seven required ABA courses and the BACB’s Fourth

Edition Task List. Students who apply to sit for the BCBA exam prior to January 1, 2022 are required to

meet these Fourth Edition Task List standards.

Table 2 (page 12) shows the allocation of content and instructional hours that have been proposed to

meet revised BACB standards that take effect on January 1, 2022. It demonstrates the alignment

between eight required ABA courses and the BACB’s Fifth Edition Task List. Students who apply to sit for

the BCBA exam after to January 1, 2022 are required to meet these Fifth Edition Task List standards.

USM’s ABA course sequence is currently verified by the BACB to meet the Fourth Edition Task List

coursework requirements. An application for approval under the Fifth Edition Task List was submitted to

the BACB in June 2018, and feedback is expected by Fall 2018.


Table 1. Alignment with the Fourth Edition BACB Task List (BACB Verified)

Content Area

Required Instructional

Hours

SPY 601

SPY 602

SPY 604

SPY 605

SPY 606

SPY 607

SPY 608

Total

A 45 hours in ethical & professional conduct

45 45

B 45 hours in concepts & principles of behavior analysis

45 3 48

C 25 hours in measurement (including data analysis)

20 5 25

20 hours in experimental design

25 2.5 27.5

D 30 hours in identification of the problem & assessment

37.5 7.5

45

45 hours in fundamental elements of behavior change & specific behavior change procedures

25 20 5 50

10 hours in intervention & behavior change considerations

2 12.5 14.5

10 hours in behavior change systems

5 5 10

10 hours in implementation, management, & supervision

12.5 12.5

E 30 hours in discretionary

15 15 7.5 37.5

Total 45 45 45 45 45 45 45 315


Table 2. Alignment with the Fifth Edition BACB Task List (Pending BACB Verification)

Content Area and Required Instructional

Hours

SPY 601

SPY 602

SPY 604

SPY 605

SPY 606

SPY 607

SPY 608

SPY 640

Total

BACB Compliance Code and Disciplinary Systems; Professionalism (45 hours)

45 45

Philosophical Underpinnings; Concepts and Principles (90 hours)

45 15 15 15 90

Measurement, Data Display and Interpretation; Experimental Design (45 hours)

45

Behavior Assessment (45 hours)

45

Behavior-Change Procedures; Selecting and Implementing Interventions (60 hours)

25 25 10 60

Personnel Supervision and Management (30 hours)

30 30

Discretionary 5 5 20 7.5 37.5.5

Total 45 45 45 45 45 45 45 37.5 352.5


Student Advising The Verified Course Sequence Coordinator will hold orientation meetings with all incoming students to

review BCBA certification requirements and provide an overview of the verified course sequence. In

addition, each student will be assigned a faculty advisor upon matriculation into the Educational

Psychology (ABA) program. Students may request a change of advisor at any time. Advisor changes are

at the discretion of program faculty; however, all requests will be carefully reviewed and every effort

will be made to accommodate student requests. Students are encouraged to maintain regular contact

with their faculty advisors throughout their program of study. At a minimum, students are encouraged

to consult with their advisors before registering for courses each semester.

Policies and Procedures For a comprehensive overview of University policies and procedures that apply to all graduate students,

students should reference the policies posted on the USM website: http://usm.maine.edu/students.

Additional policies and procedures specific to the Educational Psychology program are described below.

Transfer Credits

Students may request permission to transfer up to six (6) graduate credits toward the Master of Science degree in Educational Psychology (ABA Concentration). In order for credits to be eligible for transfer, they must meet the following criteria:

The credits must have been earned as part of a graduate course (e.g., 500 level or higher) offered at a United States institution of higher learning accredited (at the time the credits were earned) by a regional and/or national accrediting body and recognized as accredited by the U.S. Department of Education.

The credits must have been earned for a course that is equivalent, in terms of content knowledge and skill requirements, to one required within USM’s program.

The earned grade for the course and associated credits must be a B or higher (GPA equivalent of 3.0).

The credits must have been earned within 5 years from the date when transfer credit is requested.

Credits for courses that comprise part of the verified course sequence in applied behavior analysis must be transferred from a program that is verified by the BACB.

To request transfer credit, students must submit the course syllabi and official transcripts to the Educational and School Psychology Department Chair. The Department Chair will consult with program faculty to determine whether or not to approve the request.

If transfer credits are approved, the Department Chair will notify the USM Registrar to enter the official transfer onto the student's record. Transferred credits will be noted on the student's USM transcript and counted toward the student's degree program of study.

http://usm.maine.edu/students


Student Evaluation and Progress Course grades will serve as the primary indicator of students’ progress within the Educational

Psychology program. Methods of evaluation and graded assignments vary by course, but typical

assessment measures include multiple choice examinations, applied learning projects, and research

papers.

Students are expected to demonstrate competency in all content areas associated with the BACB’s

Fourth Edition Task List. Accordingly, students are expected to attend all scheduled class sessions and

must obtain grades of B or better in all courses comprising the BACB Verified Course Sequence (VCS).

Students may not earn a passing grade in any VCS course in which they miss more than two class

sessions. VCS courses in which students earn a B- or lower will not be recognized as meeting

prerequisite course requirements or degree requirements, and students will be required to re-take the

course to continue their program of study.

In addition, grades less than C will not be accepted for credit in the other courses comprising the degree

program of study. Students earning grades lower than a C will be reviewed for retention in the program.

Lastly, satisfactory progress towards completion of the Master of Science degree in Educational

Psychology requires maintenance of a minimum GPA of 3.0. At the end of any semester in which a

student’s cumulative GPA falls below 3.0, the student will be placed on probation by the Office of

Graduate Studies and must bring the cumulative GPA to a 3.0 level within one semester or the student

will be withdrawn from the program.

Professional and Ethical Expectations Both faculty and students within the Educational Psychology program are expected to comply with the

BACB’s Professional and Ethical Compliance Code for Behavior Analysts at all times. Students must sign

and submit Appendix A: Ethics Compliance Statement within their first semester of matriculation in the

program.

Other Students are expected to review and comply with all expectations outlined within the Educational

Psychology (ABA) Program Handbook. Students must sign and submit Appendix B: Acknowledgment and

Agreement to Abide by USM’s Educational Psychology (ABA) Program Handbook within their first

semester of matriculation in the program.

https://bacb.com/ethics-code/


Student Appeals and Complaints

Professional ethical and compliance codes include specific guidance and procedures for resolving ethical

dilemmas and other conflicts that arise in the context of professional practice. Consistent with these

guidelines, the core steps for resolving problems that arise in the context of the Educational Psychology

(ABA) program include the following:

1. Meet with the individual(s) involved in the problem to discuss the issue candidly. If possible,

develop a plan of action to resolve the problem.

2. If the problem cannot be resolved with a face-to-face meeting between the involved parties,

contact the supervisor(s) of the individual(s) involved to obtain assistance with problem resolution.

3. If the problem persists, then report the concerns to the appropriate member of leadership

within the organization.

Students in the Educational Psychology (ABA) program are expected to learn and follow the BACB

ethical guidelines and procedures during and after program completion; accordingly these basic

standards should be followed to address problems that arise while enrolled in the program. Specifically,

students should start by meeting with the individual(s) involved in the problem in an effort to find a

solution. If a solution cannot be generated within a face-to-face meeting, students should contact the

next individual(s) in the governance hierarchy at USM to obtain assistance. Except in circumstances

described below, this process should be followed on a stepwise basis such that the problem is addressed

“locally” and individually to the extent possible.

Here is an example of the procedures students should follow if they have a problem with a course

instructor or any other individual(s) working within the Educational Psychology (ABA) Program.

Lynn is a second year student. She just finished the semester and looked online to view her

grades for the term. She was shocked to see that she had earned a “B” in one of her classes. She

thought her work was very strong, and she expected an “A.” She reviewed the assignments she

had received back from the instructor, and all her work showed scores leading to an “A” grade.

Lynn decided she would ask the instructor why she earned a “B” in the class.

Lynn contacted the instructor by e-mail the next day and requested a time to meet and review

her grade. The instructor agreed and a meeting was set up for the next week. Lynn brought all

her coursework to the meeting and explained that she felt her work had earned an “A” instead of

a “B.” The instructor said that most of Lynn’s work for the semester was “A” material, but her

final paper (worth 30% of the grade) was of much lower quality than her other work. The

instructor showed Lynn the paper and went over his concerns. Lynn said that she disagreed with

the instructor and felt the work was on a par with her prior assignments. The instructor

disagreed.

In this example, Lynn was not able to resolve the problem with a face-to-face meeting with the

instructor. Therefore, her next step was to request a meeting with the Department Chair to discuss the

situation.

Lynn met with the Department Chair and the instructor together and discussed the grade dispute. The Department Chair suggested that she read the final paper and use the instructor’s scoring criteria to evaluate the paper. She suggested that she also read a selection of Lynn’s


other work so she could compare the quality of the writing. Lynn and the instructor agreed that this was a good idea. One week later the Department Chair met with Lynn and the instructor again and reported her review of the paper. She scored Lynn’s last paper higher than the instructor had, and the new score yielded a course grade of “A-.” Lynn and the instructor agreed to accept the new paper score, and the instructor submitted a revised grade for the course.

In this case, Lynn’s problem was resolved by following steps 1 and 2 of the basic procedures for

problem-solving. If Lynn or the instructor had not been willing to accept the Department Chair’s new

score, the next step would have been to contact the Associate Dean to request additional help with the

problem.

As illustrated in the example above, the order for addressing problems will generally proceed as follows:

1. Individual(s) directly involved in the problem

2. Department Chair: Jamie Pratt, [email protected]

3. SEHD Associate Dean: Mark Steege, [email protected]

4. CMHS Dean: Joanne Williams, [email protected]

5. Provost and Vice President for Academic Affairs: Jeannine Diddle Uzzi, [email protected]

6. USM President: Glenn Cummings, [email protected]

Typically, most problems can be resolved through meetings with the individuals involved and the

Department leaders. If a student is not sure how to proceed when faced with a problem, the student

should contact her or his advisor. If the Advisor or Department Chair is involved in the problem itself,

another faculty member in the Department may serve as an objective participant in the problem-solving

process. Alternatively, the CMHS Director of Student Affairs, Kim Warren ([email protected]) is

available to provide guidance to students about whom to contact with concerns.

Additional information about academic and non-academic grievance and reporting procedures may be

found in USM’s Graduate Catalog and by referencing the website for the Dean of Students Office

(https://usm.maine.edu/deanofstudents), which maintains primary responsibility for student advocacy

and support.

School of Education and Human Development Department of Educational and School Psychology 8 Bailey Hall Gorham, ME 04038 Phone: 207-780-5300







https://usm.maine.edu/catalogs

https://usm.maine.edu/deanofstudents


Appendix A

Ethics Compliance Statement

I, ___________________________, have read, understand, and agree to abide by the Behavior Analyst

Certification Board® Professional and Ethical Compliance Code for Behavior Analysts during and after

the completion of the USM Master of Science in Educational Psychology with Concentration in Applied

Behavior Analysis program. I understand that it is my responsibility to keep abreast of changes and

updates in the Compliance Code and abide by any future versions. I understand that failure to abide by

the Compliance Code may result in disciplinary action (e.g., remedial instruction or dismissal from the

program) by USM’s Educational and School Psychology department faculty.

____________________________________________

Student Printed Name

____________________________________________ _____________________

Student Signature Date

____________________________________________ _____________________

VCS Coordinator Signature Date


Appendix B

Acknowledgement and Agreement to Abide by USM’s Educational Psychology

(ABA) Program Handbook

I, ___________________________, have read, understand, and agree to abide by the policies and

procedures outlined in USM’s Educational Psychology (ABA) Program Handbook. I understand that

failure to meet the expectations contained within the handbook may result in suspension or dismissal

from the degree program.

____________________________________________

Student Printed Name

____________________________________________ _____________________

Student Signature Date

____________________________________________ _____________________

Department Chair Signature Date

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