School PsychologySchool PsychologySchool of Human Services

School Psychology

ABAI Accreditation

The Association for Behavior Analysis Accreditation Board has granted full accreditation for the Ph.D. and Ed.S. programs in School Psychology from the College of Education, Criminal Justice, and Human Services at the University of Cincinnati. Accreditation of the program will extend from 2013 to 2018.

The UC School Psychology Program, which is one of only eight ABAI accredited doctoral programs and 18 master’s programs, is the only accredited school psychology program. In their communication to UC, the ABAI described the Program as “one of the finest in the nation.”

“It is an honor for our program to be ABAI accredited. It highlights our strong behavioral orientation to research and practice,” said Renee Hawkins.

“Many of our students are drawn to the program because of its behavioral orientation and focus on early intervention and applied field experiences,” Hawkins notes.

To meet the high demand and need for school psychologists with training in behavior analysis, the program emphasizes prevention and early intervention, consistent with a behavioral approach that extends throughout the curriculum, applied experiences, and research.

The Association for Behavior Analysis International (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice. ABAI accreditation standards are designed to encourage and support exemplary training of behavior scientists and scientist-practitioners who may by virtue of this training demonstrate competence in the experimental and theoretical foundations of behavior analysis as well as in ethical and evidence-based practices.

NASP Approval

In 2011, both the Ed.S. and Ph.D. were re-approved by the National Association of School Psychologists (NASP), with full approval. Reviewers made positive evaluations of the training, including the curriculum model, faculty, student skill attainment, field experiences, and outcome evaluation. Further, NASP asked to use program assessments as a model for other programs nationally.