Autism and Behavioural Science
- Ontario College Graduate Certificate
- College Code:
- Workforce Development
- Program Code:
- Accelerated Delivery:
- Academic Year:
- 2020 / 2021
About the ProgramThis fully online graduate certificate program addresses the fields of autism and behavioural science, specifically the syndromes associated with the Autism Spectrum Disorder (ASD) in children across various contexts including home and school environments. Students will examine, apply, and evaluate current theories, practices and treatment methodologies used to treat ASD and incorporate modified practices and procedures appropriate to the child and the situation. The program emphasizes the design and implementation of effective behavioural treatment plans. Learning to work within a team environment and with families are key elements of the program. 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.
Program InformationLength: One-year Ontario College Graduate Certificate program (also available part-time)
Location: Online delivery only
Start: September and January
First-Year Capacity: 10
- This program is delivered online. Field placements, capstones and exams may require in-person travel to the college or field site.
- Two- or three-year diploma or degree in Education, Child Studies, Psychology, Early Childhood Education, Social Services or Rehabilitation, Educational Assistant, Child Youth Worker or equivalent.
Note re: Admission Requirements
- Applicants with transcripts from institutions where the language of instruction is not English must demonstrate English language proficiency with a minimum test score on one of the following language proficiency tests or equivalent scores from another internationally recognized English language test:
- IELTS overall band of 6.5 with no band less than 6.0
- TOEFL iBT 88
- CAEL 70, no sub-test band score less than 60
- PTE Academic 58
- Conestoga English Language Test (CELT) Band 6
- We offer a language program for students whose English language skills are below the standard required for admission but all other admission criteria have been met. An applicant will be eligible for admission to the graduate certificate program after completion of level 4 of the General Arts and Science - English Language Studies (ELS) program with an overall grade average of 80% and no grade less than 75%. Placement in the ELS program is determined by scores on an in-house English language test or TOEFL or IELTS.
- Final selection is made following a review of post-secondary background.
- Mandatory practicum health and safety requirements must be completed by students prior to student field/clinical placements. Successful placement completion is required for students to progress to program completion. To qualify for field/clinical placement learning experiences, students must present the following in the semester prior to placement:
- TB Testing: Evidence of current 2-step + current 1-step if more than one year has passed since 2-step testing
- Police Check for Vulnerable Sector Screening (VSS). Police Checks must be clear of any unpardoned criminal offences. An unclear criminal record may result in the inability to participate in field placement/clinical which will jeopardize progress in the program. Acceptance for placement is at the discretion of the agency. Students with criminal records are advised to meet with the program chair for academic counseling to determine program suitability.
Tuition & Fees
Tuition fee details for the 2019-2020 year are listed below. Fees for the next academic year are unavailable at this time. Books and supplies are additional.
Estimated fees based upon the previous academic year (2019 / 2020) for Autism and Behavioural Science - Program # 1426
|Description||Fall 2019||Winter 2020||Spring 2020|
|Technology Enhancement Fee||$135.00||$135.00||$135.00|
|Program Tuition Fee (ACR)||$1386.00||$1386.00||$1386.00|
|CSI Health Plan Fee||$295.00||$0.00||$0.00|
|Work-Integrated Learning (WIL) Documentation Fee||$82.00||$0.00||$0.00|
|CSI Legal Protection||$28.00||$0.00||$0.00|
|CSI Advocacy Fee||$12.50||$12.50||$12.50|
|CSI Event Fee||$10.00||$10.00||$10.00|
|CSI Student Clubs||$3.50||$3.50||$3.50|
|Academic Support Fee||$9.00||$9.00||$9.00|
|CSI Academic Support Fee||$2.50||$2.50||$2.50|
|Health and Wellness Fee||$10.00||$10.00||$10.00|
|CSI Health and Wellness Fee||$5.00||$5.00||$5.00|
|Career Services Fee||$5.00||$5.00||$5.00|
|CSI Career Services Fee||$3.50||$3.50||$3.50|
|Student Priority Fee||$0.00|
|Graduation/Alumni Services Fee||$0.00|
|Technology Enhancement Fee||$135.00|
|CSI Association Fee||$0.00|
|CSI - Advocacy Fee||$0.00|
|Program Tuition Fee (ACR)||$1386.00|
|CSI Health Plan Fee||$295.00|
|Work-Integrated Learning (WIL) Documentation Fee||$0.00|
|CSI Legal Protection||$28.00|
|CSI Advocacy Fee||$12.50|
|CSI Event Fee||$10.00|
|CSI Student Clubs||$3.50|
|Academic Support Fee||$9.00|
|CSI Academic Support Fee||$2.50|
|Health and Wellness Fee||$10.00|
|CSI Health and Wellness Fee||$5.00|
|Career Services Fee||$5.00|
|CSI Career Services Fee||$3.50|
|Description||Winter 2020||Spring 2020|
|Technology Enhancement Fee||$135.00||$135.00|
|Program Tuition Fee (ACR)||$1386.00||$1386.00|
|CSI Health Plan Fee||$197.65||$0.00|
|Work-Integrated Learning (WIL) Documentation Fee||$82.00||$0.00|
|CSI Legal Protection||$18.76||$0.00|
|CSI Advocacy Fee||$12.50||$12.50|
|CSI Event Fee||$10.00||$10.00|
|CSI Student Clubs||$3.50||$3.50|
|Academic Support Fee||$9.00||$9.00|
|CSI Academic Support Fee||$2.50||$2.50|
|Health and Wellness Fee||$10.00||$10.00|
|CSI Health and Wellness Fee||$5.00||$5.00|
|Career Services Fee||$5.00||$5.00|
|CSI Career Services Fee||$3.50||$3.50|
International fees are currently unavailable; please check back at a later time.
Financial AssistanceThe Ontario Student Assistance Program (OSAP) is a needs-based program designed to help Ontario students cover the cost of post-secondary education. Funded by the federal and provincial governments, OSAP is intended to promote equality of opportunity for post-secondary studies through direct financial assistance for educational costs and living expenses. These interest-free loans are intended to supplement your financial resources and those of your family. The majority of students apply for loan assistance via the OSAP website. Students can also print the application booklet through the OSAP website.
For more information, please visit Financial Services/Awards.
Graduate OpportunitiesTraining in autism and behavioural science will enhance staff in industries such as school boards, community treatment agencies, hospital/clinical settings, private agencies or independent contractors as an instructor therapist or behaviour therapist.
For more details on related occupations, job market information and career opportunities, see the Government of Canada website: https://www.jobbank.gc.ca/home
Pathways & Credit TransferConestoga pathways enable students to build on their academic achievements in order to earn a degree or additional credential. Pathways are formed through agreements between Conestoga programs or partner institutions.
Often applicants have earned credits from another college or university that may allow a student to be granted advanced standing or exemption. Learn more about credit transfer opportunities at Conestoga.
Prior Learning Assessment and Recognition (PLAR)Conestoga recognizes prior learning of skills, knowledge or competencies that have been acquired through employment, formal and informal education, non-formal learning or other life experiences. Prior learning must be measurable at the required academic level and meet Conestoga standards of achievement for current courses. Challenge exams and portfolio development are the primary methods of assessment. Other methods of assessment may be available depending upon the nature of the course objectives. Successful completion of the assessment results in an official course credit that will be recorded on the student's Conestoga transcript. PLAR cannot be used by registered Conestoga students for the clearance of academic deficiencies, to improve grades or to obtain admission into a program.
Learn more about PLAR.
|Course Code||Course Title and Description|
Description: This self-directed course focuses on introducing new students to the supports, services, and opportunities available at Conestoga College. By the end of this course, students will understand the academic expectations of the Conestoga learning environment, as well as the supports available to ensure their academic success. Students will also be able to identify on-campus services that support their health and wellness, and explore ways to get actively involved in the Conestoga community through co-curricular learning opportunities.
|EDUC8200||Introduction to Applied Behaviour Analysis
Description: Students will be introduced to the principles of applied behavioural analysis (ABA), which is the basis for Intensive Behavioural Interventions (IBI). In addition to basic terminology, students will learn when and how to use these techniques appropriately. Students will also learn how to access and interpret journal publications in the field of autism and applied behavioural analysis.
|EDUC8210||Introduction to Autism Spectrum Disorder (ASD)
Description: Students will learn about the neurodevelopmental and behavioural aspects of people with Autism Spectrum Disorder, previously labelled as five different syndromes under the Autism Spectrum Disorder umbrella. Students will learn about the causes, symptoms, diagnostics tools, research-based interventions, and will cover Autism Spectrum Disorder from birth to adulthood.
|EDUC8220||Specialized Instructional Strategies
Description: 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 will be 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. Topics will include traditional discrete trial training protocols, protocols developed based on Skinner's analysis of Verbal Behaviour, Precision Teaching, Direct Instruction, Pivotal Response Training, Augmentative and Alternative Communication and Incidental and Natural Environment Teaching.
|EDUC8235||Working with Families and Teams
Description: This course presents students with theories, terminology, and applications underlying current approaches to teamwork and working with the families of children with Autism Spectrum Disorders. The focus will be on effective collaboration with a multi-disciplinary team, which is essential to successful intensive behavioural intervention. Students will develop the interpersonal, job-oriented skills necessary to problem-solve as team members in a flexible, empathetic, resourceful, and productive manner.
|EDUC8245||Ethics and Professionalism
Description: This subject will introduce the foundations of ethical thinking and will review the different perspectives and rationale for ethical decision-making within a behavioural framework. Students will be introduced to professional codes of ethics that are essential for ethical practice. They will 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.
|OHS1320||Safety in the Workplace
Description: This course focuses on developing awareness and skills for the student to safely manage and conduct him or herself within a variety of employment settings. Through the units of the course, participants will have the opportunity to enhance their understanding and knowledge of general Health and Safety guidelines, including WHMIS, Fire Safety and Workplace Violence. The unit on Accessibility for Ontarians with Disabilities Act will instruct the student on the requirements for Accessible Customer Service and Integrated Accessibility Standard Regulations. General information on Safe Driving, Privacy of Information and Hand Washing will be addressed as well. The course also provides participants with critical information regarding their insurance coverage (WSIB or other) while employed. As well as guidelines to follow in the event of an injury. Participants will receive a printable Record of Completion upon successful conclusion of this course, in order to demonstrate awareness of safe working practices to their employers.
|EDUC8265||Behavioural Skill Building
Description: 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 is discussed. Emphasis is placed on curriculum development such as the utilization of the Assessment of Basic Language and Learning Skills (ABLLS). Curriculum development is discussed with an emphasis on speech and language, social and play skills, personal care skills, and inclusion into less restrictive environments.
|EDUC8275||Parent and Staff Training
Description: Students will be introduced to techniques for training others specifically to implement behaviour change plans. They will learn and practice techniques for individual and group presentation formats for the training of families or professionals. Students will 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.
|EDUC8285||Treating Challenging Behaviours
Description: Students will be introduced to a variety of procedures used to assess and treat challenging behaviours presented by individuals with autism / Autism Spectrum Disorder. The topics covered will include functional behavioural assessment and functional analysis and scientifically validated techniques for the treatment of challenging behaviours, e.g., stereotypy, pica, aggression, self-injury, etc. Emphases will be placed on ethical considerations such as the utilization of the least intrusive, least restrictive model and “effective treatment”. Techniques covered will include antecedent control strategies, schedules of reinforcement, extinction, differential reinforcement strategies, social stories, desensitization procedures, and decelerative procedures.
|FPLT8100||Field Placement I (Autism and Behavioural Science)
Description: Field Placement I will provide a practical opportunity to demonstrate the learning outcomes of the prerequisite and co requisite subjects. The placement consists of 140 hours of participation in an ABA/IBI program for children with ASD. The student will develop technical skills through the application of their knowledge and have the opportunity to observe and practice the ethical application of behavioural principles/techniques.
|EDUC8290||Transition Planning and Implementation
Description: Students will be prepared to assist in planning and mediating transitions for children with ASD within and across home, school and community settings. Topics will include models for effective transition planning, assessment and evaluation, understanding differing perspectives on transitions within and across environments, developing collaboration and relationship with parents and professionals, understanding transition practices and relevant legislation and practice in the use of transition assessment and evaluation tools.
|FPLT8110||Field Placement II (Autism and Behavioural Science)
Description: Field Placement II will provide a practical opportunity to demonstrate the learning outcomes of the pre-requisite and co-requisite subjects. The placement consists of 210 hours of participation in an ABA/IBI program for children with ASD. The students will further develop their technical skills through application of their knowledge and have the opportunity to observe and practice the ethical application of behavioural principles/techniques.
- Assess and analyze the characteristics, skills, and behaviour of individuals with ASD to effectively implement evidence-based behavioural interventions.
- Design and implement effective behavioural intervention plans under appropriate supervision and based on the principles of Applied Behaviour Analysis (ABA).
- Evaluate the effectiveness of behavioural intervention plans based on the principles of ABA.
- Work collaboratively with families, teams, service providers, and the broader community to respond to the learning and behavioural needs of individuals with ASD.
- Design, implement, and evaluate as part of a team, ABA based transition plans for individuals with ASD.
- Comply with established ethical principles and professional guidelines.
- Provide leadership in the promotion and provision of services to meet the needs of individuals with ASD and their families.
- Evaluate empirical evidence in order to select appropriate interventions for individuals with ASD.
Program Advisory CommitteesThe College appoints Program Advisory Committee members for diploma, degree, certificate and apprenticeship programs. Committees are composed of employers, practitioners and recent program graduates. College representatives (students, faculty, and administrators) are resource persons. Each committee advises the Board on the development of new programs, the monitoring of existing programs and community acceptance of programs.
Apply NowDomestic students should apply online at www.ontariocolleges.ca or by phone at 1-888-892-2228.
60 Corporate Court
Canada N1G 5J3
Detailed steps on the application process may help you to apply.
International students should apply online using the Ontario Colleges.ca International applicant portal.. Please note that not all programs are open to international students; check the list of open programs on our International Student Programs web page before applying.
The College reserves the right to alter information including requirements and fees and to cancel at any time a program, course, or program major or option; to change the location and/or term in which a program or course is offered; to change the program curriculum as necessary to meet current competencies in the job market or for budgetary reasons; or to withdraw an offer of admission both prior to and after its acceptance by an applicant or student because of insufficient applications or registrations, over-acceptance of offers of admission, budgetary constraints, or for other such reasons. In the event the College exercises such a right, the College’s sole liability will be the return of monies paid by the applicant or student to the College.
Students actively registered in cohort delivered programs who take longer than the designed program length of time to complete their studies are accountable for completing any new or additional courses that may result due to changes in the program of study. Unless otherwise stated, students registered in non-cohort delivered programs must complete the program of study within seven years of being admitted to the program.