Eastern’s behavior analysis program receives accreditation

Eastern Connecticut State University’s behavior analysis concentration in the psychology major has received accreditation from the Association for Behavior Analysis International (ABAI). One of only eight such bachelor’s programs in the world accredited by ABAI, Eastern is the only accredited bachelor’s degree program in New England. Other schools among the eight accredited institutions include universities in West Virginia, Alaska, Florida, Nevada, Bogotá, Colombia, and Oslo, Norway. The accreditation is active for the maximum allowable time of seven years.

In its announcement, the ABAI cited the “operational integrity, financial sustainability, and effectiveness” of Eastern’s behavior analysis program, and noted that the maximum accreditation period of seven years is “awarded to exemplary programs that consistently exceed the standards.”  The ABAI evaluation reviews applicant programs’ “comprehensiveness, rigor, quality, and transparency.”

Eastern’s behavior analysis program was the first in Connecticut to be approved by the Behavior Analysis Certification Board. After Jan. 1, 2027, only board-certified behavior analysts will be able to work in the field. Eastern graduates sit for the exam to become board-certified assistant behavior analysts. Many go on to graduate school to earn a master’s degree in behavior analysis; graduates are in or have taken advanced degrees at the University of St. Joseph in West Hartford; Columbia University; the University of the Pacific; the University of North Carolina-Wilmington; and Western and Southern Connecticut State Universities, among others.

“This is a great accomplishment,” said James Diller, professor of psychology and coordinator of the behavior analysis program at Eastern, in reacting to ABAI’s announcement. “I am very proud of our faculty and the program for reaching this level of recognition. It points to the quality of the education we provide; it is nice to be recognized by the profession.” Diller also mentions that accreditation serves an important quality assurance and continuous improvement function, “so we can get better and better over time.” He also noted, “Coming from an accredited program is beneficial for our graduates” in competing for graduate school acceptance.

Behavior analysis uses a scientific approach to understand how humans and other animals behave. Applied behavior analysis attempts to intervene to improve behavior. Human behavior therapy ranges from reducing aggression to managing food aversion to educational interventions, to helping individuals recover from brain injury. Other careers in the field include behavioral treatment of children with autism and other developmental disabilities; organizational behavior management, including workforce performance and culture; behavioral gerontology; and treatment of substance abuse disorders.

Eastern’s program has evolved as the field of behavior analysis has evolved. The first courses in behavior analysis were introduced at Eastern in 2004. Students took a sequence of five courses to prepare to sit for the certification exam to become assistant behavior analysts. In 2011, Diller took over coordinating the program, and in 2014 the 24-credit concentration in the Psychology major was approved by the Board of Regents for Higher Education, the governing body for the Connecticut State Colleges and Universities System. In addition to Diller, faculty assigned to the behavior analysis program include Associate Professor Christopher Krebs and two part-time faculty.

Courses in the concentration include “Ethics and Professional Development for Behavior Analysis”; “Applied Behavior Analysis”; “Radical Behaviorism”; “Behavioral Pharmacology”; and “Behavior Genetics,” among others. Gaining research experience is an important goal of the behavior analysis concentration and the five other concentrations within the psychology major. In addition to Applied Behavior Analysis, students take the research course, “Single Subject Design,” and all psychology students take 12 credits (three courses) in various aspects of research methods. Each year, students present their research at the on-campus event, “Psychapalooza.” Off-campus conferences and academic journals also offer students the opportunity to present their research and publish their findings.

As part of the accreditation process, Eastern has identified and implemented a new experiential learning component of the program. In addition to core courses in the psychology major, along with the 24 credits in the behavior analysis concentration, students must now take a three-credit experiential learning course. They have four options to choose from, including (1) internships at locations such as the Center for Children with Special Needs in Glastonbury, CT; (2) independent study; (3) serving as a teaching assistant; or (4) serving as a research assistant with Diller or Krebs. For example, Krebs worked recently with honors student Gabriel Williams on an independent study that examined impulsivity. Diller partnered with several students to analyze participants in research published in the Journal of Applied Behavior Analysis.

Recent Graduates

Recent graduates of Eastern’s Behavior Analysis concentration have entered the workforce in such positions as a confidential investigator for the New York City Housing Authority; as a restorative practices coach for Noank Community Support Services in Groton, CT; and as behavior technicians at Kennedy Krieger Institute in Maryland and APEX Educational Services.

In addition, Eastern behavior analysis alumni are excelling in graduate school as they earn master’s degrees in applied behavior analysis. Ritzi Gabarrete ’24 is a second-year master’s student in the applied behavior analysis program at the University of North Carolina-Wilmington. She recently started an internship with Berth Behavior Consultation in Wilmington, NC, where she works with adults with intellectual and developmental disabilities to earn the supervised fieldwork hours needed toward her board-certified behavior analyst credential.

“Eastern gave me a strong foundation that prepared me well for graduate school,’ said Gabarrete. “The Research Methods I and II courses gave me the skills to design and conduct research for my thesis. I was also fortunate to have supportive mentors, including Dr. Diller and Dr. Krebs, who encouraged me throughout my time at Eastern.”

Caeley Bloch ’26 is starting her master’s degree program in applied behavior analysis at the University of St. Joseph. She plans to work with children who experience a wide range of behavioral challenges. “The values of person-centered care and competence as a provider were embedded throughout my courses at Eastern. (I learned) skills that will help me achieve my career goals by ensuring I am applying interventions that are in the best interests of my learner and ensuring I have the competence to provide safe and informed care.”

Jaycelyn Forbes ‘26 has enrolled in the behavioral analysis master’s program at Northern Michigan University. “I’d like to use animal models to learn more about the development, progression, and extinction of substance and gambling addictions under different rates of reinforcement across the lifespan,” she said. “The psychology program at Eastern exposes students to different approaches and views within psychology and allows them to concentrate in one specialized area. I believe that this approach inspires more diverse research questions and collaboration across fields. As someone who hopes to stay in academia long-term, this exposure was fundamental in building the research skills and foundational knowledge that I will need to succeed in graduate school.” 

Eastern graduates are also excelling in the field. After graduating from Eastern, Zané Chase ’23 enrolled in the Dual Certification Teaching in Applied Behavior Analysis master’s program at Columbia University. The program included practical experience through internships. “In my first year, I worked in a private school for students in pre-k with autism and developmental disabilities,” said Chase. “In my second year, I worked with a similar population in a public school. Across both settings, I conducted research on the efficacy of different interventions for a variety of students and behaviors. 

“Professor Diller and Professor Krebs played a huge role in my decision to pursue applied behavior analysis as a career. Aside from their engaging and thought-provoking presentations and discussions in class, they were always willing to meet outside of class to help me understand the ABA courses and my career path. Today, I am working as a special education classroom teacher at a private school for students with autism. I train staff on how to implement interventions rooted in behaviorism and assess and implement interventions based on students’ individual needs.”