Autism and Behavioural Science

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Courses - September 2025

Level 1

Course details

Conestoga 101
CON0101

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.
  • Hours: 1
  • Credits: 0
  • Pre-Requisites:
  • CoRequisites:

Introduction to Applied Behaviour Analysis
EDUC8200

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.

  • Hours: 56
  • Credits: 4
  • Pre-Requisites:
  • CoRequisites:

Introduction to Autism Spectrum Disorder (ASD)
EDUC8210

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.

  • Hours: 42
  • Credits: 3
  • Pre-Requisites:
  • CoRequisites:

Specialized Instructional Strategies
EDUC8220

Description:

This course introduces students 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 students with an understanding of the terms used, a description of the teaching techniques characterized in each of the modules, and a basic understanding of the conceptual elements motivating the approaches.

  • Hours: 60
  • Credits: 4
  • Pre-Requisites:
  • CoRequisites:

Working with Families and Teams
EDUC8235

Description:

Theories, terminology, and applications underlying current approaches to teamwork and working with the families of children with autism spectrum disorders are explored. The focus is on effective collaboration with a multi-disciplinary team, which is essential to successful intensive behavioural intervention. Develop the interpersonal, job-oriented skills necessary to problem-solve as team members in a flexible, empathetic, resourceful, and productive manner.

  • Hours: 45
  • Credits: 3
  • Pre-Requisites:
  • CoRequisites:

Ethics and Professionalism
EDUC8245

Description:

This course introduces the foundations of ethical thinking and will review the different perspectives and rationale for ethical decision-making within a behavioural framework. Explore professional codes of ethics that are essential for ethical practice. Learn how to think critically and apply general ethical principles to particular situations. This course provides students 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 will also learn how to evaluate their own professional expertise and limitations for on-going professional development planning.

  • Hours: 30
  • Credits: 2
  • Pre-Requisites:
  • CoRequisites:

Safety in the Workplace
OHS1320

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.
  • Hours: 14
  • Credits: 1
  • Pre-Requisites:
  • CoRequisites:

Level 2

Course details

Behavioural Skill Building
EDUC8265

Description:

This course presents a comprehensive review of procedures for choosing and organizing curriculum for individuals with autism of various ages is provided. Review basic behaviour principles and teaching strategies. Emphasis is placed on curriculum development such as the utilization of the Assessment of Basic Language and Learning Skills-R (ABLLS-R). Curriculum development is discussed with an emphasis on speech and language, social and play skills, daily living skills, and inclusion into less restrictive environments.

  • Hours: 56
  • Credits: 4
  • Pre-Requisites: EDUC8200 AND EDUC8210 AND EDUC8220 AND EDUC8230 OR EDUC8235 AND EDUC8240 OR EDUC8245
  • CoRequisites:

Parent and Staff Training
EDUC8275

Description:

This course introduces students to techniques for training others specifically to implement behaviour change plans (technology transfer). Learn and practice techniques for individual and group presentation formats for the training of families or professionals. Examine how to maintain procedural integrity, use performance feedback, evaluate the effects of training, and understand the challenges that may impact before, during, and after mediator training. Emphasis will be placed on in-class presentations and role-play practice.

  • Hours: 30
  • Credits: 2
  • Pre-Requisites: EDUC8200 AND EDUC8210 AND EDUC8230 OR EDUC8235
  • CoRequisites:

Treating Challenging Behaviours
EDUC8285

Description:

This course introduces a variety of procedures used to assess and treat challenging behaviours presented by individuals with autism/Autism Spectrum Disorder. Topics include functional behavioural assessment and functional analysis and scientifically validated techniques for the treatment of challenging behaviours such as 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.

  • Hours: 45
  • Credits: 3
  • Pre-Requisites: EDUC8200 AND EDUC8210 AND EDUC8220 AND EDUC8230 OR EDUC8235 AND EDUC8240 OR EDUC8245
  • CoRequisites:

Field Placement I (Autism and Behavioural Science)
FPLT8100

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.
  • Hours: 140
  • Credits: 5
  • Pre-Requisites: EDUC8030 OR EDUC8235 AND EDUC8200 AND EDUC8210 AND EDUC8220 AND EDUC8240 OR EDUC8245 AND OHS1320
  • CoRequisites:

Level 3

Course details

Transition Planning and Implementation
EDUC8290

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.

  • Hours: 28
  • Credits: 2
  • Pre-Requisites: EDUC8200 AND EDUC8210 AND EDUC8220 AND EDUC8230 OR EDUC8235 AND EDUC8240 OR EDUC8245 AND EDUC8280 OR EDUC8285
  • CoRequisites:

Field Placement II (Autism and Behavioural Science)
FPLT8110

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.

  • Hours: 210
  • Credits: 7
  • Pre-Requisites: EDUC8260 OR EDUC8265 AND EDUC8270 OR EDUC8275 AND EDUC8280 OR EDUC8285 AND FPLT8100 AND OHS1320 AND OHS8320
  • CoRequisites:

Program outcomes

  1. Assess and analyze the characteristics, skills, and behaviour of individuals with ASD to effectively implement evidence-based behavioural interventions.
  2. Design and implement effective behavioural intervention plans under appropriate supervision and based on the principles of Applied Behaviour Analysis (ABA).
  3. Evaluate the effectiveness of behavioural intervention plans based on the principles of ABA.
  4. Work collaboratively with families, teams, service providers, and the broader community to respond to the learning and behavioural needs of individuals with ASD.
  5. Design, implement, and evaluate as part of a team, ABA based transition plans for individuals with ASD.
  6. Comply with established ethical principles and professional guidelines.
  7. Provide leadership in the promotion and provision of services to meet the needs of individuals with ASD and their families.
  8. Evaluate empirical evidence in order to select appropriate interventions for individuals with ASD.