The Autism and Behavioural Science Ontario Graduate Certificate program is designed for students who have completed a recognized Diploma or Degree program such as: Education, Child Studies, Psychology, Early Childhood Education, Social Service Worker, and Rehabilitation, etc. and wish to acquire a specialization in the field of Autism and Behavioural Science. This program is offered both in-class and online.
The Autism and Behavioural Science Ontario Graduate Certificate program provides students with the expertise in the field of autism and behavioural science for application within the autism and children's service sector. Emphasis is on the design and implementation of effective behavioural treatment plans according to the principles of Applied Behavioural Analysis (ABA) and Intensive Behaviour Intervention (IBI). Theories, terminology, and applications to current approaches to teamwork and working with families of children with Autism Spectrum Disorder (ASD) are presented. The foundations of ethical thinking, professional codes of ethics, and the different perspectives and rationale for ethical decision making within a behavioural framework are introduced. The program provides students with the opportunity to apply, evaluate and modify the principles and procedures of ABA/IBI in working with children with ASD.
An orientation session, prior to each semester, is mandatory for new students.
This Graduate Certificate program in Autism and Behavioural Sciences was made possible by a grant from Ministry of Training, College and Universities ©Queen's Printer for Ontario 2005.
Applicants MUST attend a mandatory orientation session.
Please bring proof of eligibility to the orientation session for review.
Program graduates may find employment in autism services and children's services such as:
Students must possess a recognized Diploma or Degree such as: Early Childhood Education, Social Service Worker, Education, Child Studies, Psychology, Rehabilitation, etc. New students may begin the program in any of the three semesters (Fall, Winter, Spring/Summer). Foreign qualifying degrees must be accompanied by an equivalency letter from an agency as WES (World Education Services) or University of Toronto, as well as the results of the English Assessment showing level of EAC150 - College English or higher.
Official documentation can be brought to the orientation for review and acceptance (please bring
a copy that can be left with the attending coordinator) or sent to:
Attn: Lisa Harfield
FCET, Seneca College, Newnham Campus
1750 Finch Ave E.
It is your responsibility to ensure that program requirements and course prerequisites as outlined are met. Prerequisites are included for your academic protection. Knowledge of the prerequisite material is assumed by your instructor and instruction will proceed accordingly. Students lacking prerequisites not only jeopardize their own ability to succeed but present unnecessary interruption. If you lack appropriate prerequisites (or Transfer Credit for the prerequisite course) you may be asked to withdraw or transfer to a more appropriate course with the risk of academic/financial penalty.
Must be preapproved to enter the program
This course introduces the student to the principles of applied behaviour analysis (ABA), which is the basis for Intensive Behavioural Interventions (IBI). In addition to basic terminology, students learn when and how to use these techniques appropriately. Students also learn how to access and interpret journal publications in the field of autism and applied behaviour analysis.
This course examines the three major syndromes of the Autism Spectrum Disorders (ASD) including Autism, Asperger Syndrome, and Pervasive Developmental Disorder Not Otherwise Specified according to their core features and their diagnostic criteria. This course provides an introduction to a neurodevelopmental and behavioural understanding of individuals with ASD.
This course introduces the student to common evidence-based behavioural approaches applied in teaching individuals with autism new skills with an emphasis on strategies for teaching language, academic skills, activities of daily living, play skills, and social skills. Topics are approached by providing the student with an understanding of the terms used, a description of the teaching techniques characterized in each of the modules (where applicable) and a basic understanding of the conceptual elements motivating the approaches.
This course presents the student with theories, terminology and applications underlying current approaches to teamwork and working with the families of children with Autism Spectrum Disorders (ASD). The focus is on effective collaboration with a multi-disciplinary team, which is essential to successful Intensive Behavioural Intervention (IBI). Students develop the interpersonal, job-oriented skills necessary to problem-solve as team members in a flexible, empathetic, resourceful, and productive manner.
This course introduces the foundations of ethical thinking and reviews the different perspectives and rationale for ethical decision-making within a behavioural framework.
Students are introduced to professional codes of ethics that are essential for ethical practice. They learn how to think critically and apply general ethical principles to particular situations through the use of case studies, practice vignettes, structured exercises and group discussions. This course provides participants with the basis for developing ethical guidelines for practice, examining areas related to legislative acts, an overview of the BACB® guidelines of responsible conduct for a behaviour analyst and the ONTABA/ABA standards of practice. Students also learn how to evaluate their own professional expertise and limitations for ongoing professional development planning.
Police Reference check, Medical, Non Violent Crisis Prevention and Intervention Certificate Training
ABS100, 101, 104
This course provides a practical opportunity to demonstrate some of the vocational outcomes detailed in Field Placement Manual I. The placement consists of 140 hours of participation in an ABA/IBI program for individuals with ASD. The student develops technical skills through application of their knowledge gained in the prerequisite courses. Students also have the opportunity to observe and practice the ethical application of behavioural principles/techniques.
This course presents a comprehensive review of procedures for choosing and organizing curriculum for students with autism of various ages. A review of basic behaviour principles and teaching strategies are discussed. Emphases will be placed on curriculum development such as the utilization of the Assessment of Basic Language and Learning Skills - Revised (ABLLS-R)/Verbal Behavior Milestones Assessment and Placement Program (VB - MAPP). Curriculum development is discussed with an emphasis on speech and language, social and play skills, activities of daily living (ADL) and inclusion into less restrictive environments.
ABS100, 101, & 103
This course introduces the student to techniques for training others specifically to implement behaviour change plans (technology transfer). Students learn and practice techniques for individual and group presentation formats for the training of families or professionals. Students also learn how to maintain procedural integrity, use of performance feedback, evaluate the effects of training, and understand the challenges that may impact before, during, and after mediator training. Emphasis is placed on in-class presentations and role-play practice.
In this course, the students are introduced to a variety of procedures used to assess and treat challenging behaviours presented by individuals with autism/Autism Spectrum Disorder. The Topics covered include functional behavioural assessment and functional analysis and scientifically validated techniques for the treatment of challenging behaviours, e.g., stereotype, pica, aggression, self-injury, etc. Emphases is placed on ethical considerations such as the utilization of the least intrusive, least restrictive model and "effective treatment". Techniques covered include antecedent control strategies, schedules of reinforcement, extinction, differential reinforcement strategies, social stories, desensitization procedures, and decelerative procedures.
ABS100, 101, 103, 104
This course prepares the student for assisting in planning and mediating transitions for individuals with ASD within and across home, school and community settings from preschool to adulthood. Topics include models for effective transition planning, assessment and evaluation; understanding differing perspectives on transitions within and across environments; developing collaborative relationships with parents and professionals; understanding transition practices and relevant legislation; and practice gathering information when using transition assessment and evaluation tools.
Current Police Reference Check for entire placement time, Field Placement I, ABS100, 101, 102, 103, 104, 105, 200, 201, 202, & 203, a current completed Seneca Medical Form, Non-violent Crisis Prevention & Intervention (NVCPI)Certificate Training (ABS106).
ABS102, 200, 201, 203
This course provides a practical opportunity to demonstrate some of the vocational outcomes detailed in the field placement manual II. Students further develop their technical skills through application of their knowledge gained in the prerequisite and corequisite courses. In addition to developing and implementing treatment plans, students use a guided observation to identify behavioural practices and their effectiveness. Students continue to have the opportunity to observe and practice the ethical application of behavioural principles/techniques. The placement consists of 210 hours of participation in an ABA/IBI program for individuals with ASD.
Field Placement I
As part of the Field Placement 1 course, students are required to successfully complete a certificate course in Nonviolent Crisis Intervention ®. Nonviolent Crisis Intervention ® is a safe behaviour management system designed to help service providers provide the best possible care to individuals who may be assaultive, disruptive or out of control, even during the most violent moments. The skills and strategies taught in the Nonviolent Crisis Intervention ® program work well in conjunction with proactive support behaviour plans. The two-day Nonviolent Crisis Intervention ® Program is being offered only to students in the Autism and Behavioural Science Ontario Graduate Certificate Program.
The Autism and Behavioural Science Ontario Graduate program includes two field placement courses with 350 hours of fieldwork practicum. Field Placement practicum provides a practical opportunity for students to: demonstrate knowledge and technical skills learned and developed in the prerequisite and corequisite courses, observe and practice the ethical application of behavioural principles and techniques, and to critically evaluate ongoing interventions within the placement. Field Placements can be done in a "block" placement.
Students are requested to complete the required documents. These include a Police Reference Check, Freedom of Information Waiver form and a Seneca Medical form before beginning their field placement.
Students need to ensure that they have completed the required prerequisites ABS100, 101 & 104 before beginning Field Placement I. The Non-Violent Crisis Prevention and Intervention Course (CPI) is a prerequisite course and must be completed before students can begin. (the 2-day training is being offered to Autism and Behavioural Science students only.) Dates, times and registration details can be found on the website.
Earn college credits for what you already know!
Prior Learning Assessment is a method of assessing and recognizing learning that is equal to college level learning, but has been gained outside a traditional classroom (through work experience, volunteering, outside study, etc.). If you can prove that the knowledge you have gained meets the outcomes of a Seneca course, then credit will be awarded.
How does the PLA process work?
Prior Learning is demonstrated through a "challenge" process. The process measures learning through a variety of methods which may include tests, portfolio assessment, interviews, demonstrations, essays, and work samples. The method used will be determined in consultation with a Program Coordinator.
For more information and to determine if you are eligible for PLA, please call the Program Coordinator.
The process may take from 6 to 8 weeks.
Note: Not all courses can be challenged. For more information go to PLA website or contact your Program Coordinator.
Many students who enter Seneca College will have earned academic credits in post-secondary educational institutions which they may be able to apply toward completion of a Seneca College program.
Requests for Transfer Credit must be for a specific course and must be accompanied by an official transcript and course outline. A minimum grade of "C" (60 percent) is generally required for a course to be considered for Transfer Credit.
Download a Transfer Credit Request form. An official copy of your transcript and applicable detailed course outlines should be attached and submitted. Please note it may take 4 to 6 weeks for a Transfer Credit decision.
Please visit the Degree and Credit Transfer Office.
If you meet all program requirements and become eligible for a Certificate, Diploma or Degree you must inform the Registration Office by completing a Request to Graduate form and paying the fee. Forms are available at the Registration office and online.
Certificates and diplomas are issued twice a year: Fall (October) and Spring (June). Request to Graduate forms must be received no later than July 31 (for Fall Convocation), November 30 or March 31 (for Spring Convocation).
A passing grade for graduation purposes is "C" in all Autism and Behavioural Science Graduate Certificate subjects.
Academic Program Manager
Applicants MUST attend a mandatory orientation session.