Behaviour analysis is the science of understanding behaviour. Therapies and strategies derived from the science have a wealth of evidence showing the effectiveness in helping people learn new skills as well as reducing behaviours that may be harmful to them or others. Behaviour analysis has been recognised as an effective intervention and educational provision for many clinical (e.g., autism) or non-clinical (industry) populations. With the growing prevalence of Autism Spectrum Disorders (now estimated to be 1:36) behaviour analysis has experienced a significant rise in popularity with many behaviour analysts working with this population.
There are over 68,000 certified behaviour analysts worldwide and this number is predicted to rise given that professional approval is seen as the key to delivering high quality services to individuals, families, in schools and in related settings. Furthermore, behaviour analysis is increasingly being applied to general education, special education, health and social care settings and organisational leadership settings.
This programme is a highly interactive learning programme. All key teaching takes place online with on-campus seminars taking place once per semester. The programme provides professionals from a wide range of backgrounds with scientifically validated expertise that is applicable to mainstream and special needs education, inclusion, curriculum, learning, and pedagogy. It should be of interest to professionals wishing to become a Board Certified Behavior Analyst (BCBA®) (only applicable for students residing in the United States), a UKBA(cert) and to those in the ‘helping’ professions (e.g. teachers, speech/language therapists, occupational therapists, psychologists) as well as students preparing for PhD studies.
Please note that unfortunately this course is not eligible for a Student visa.
Closing date for applications: Friday 30th August 2024 at 4pm.
Over 83% of research submitted by colleagues based in the Education Unit of Assessment was judged to be ‘World Leading’ or ‘Internationally Excellent' by a peer review panel (REF2021).
Applied Behaviour Analysis highlights
Career Development
ABAI Verification
The Association for Behavior Analysis International has verified the following courses toward the coursework requirements for eligibility to take the Board Certified Behavior Analyst® or Board Certified Assistant Behavior Analyst® examination. Applicants will need to meet additional eligibility requirements and demonstrate they reside in an authorized country and province [Canada] before they can be deemed eligible to take the examination.
Queen’s Verified Course Sequence had an outstanding pass rate of 77% in the 2021 BCBA exam (BACB pass rates at https://www.bacb.com/university-pass-rates/), evidence of the high teaching quality that our students avail of. https://www.bacb.com/university-pass-rates/
Student Experience
Flexibility
The programme is designed to meet the needs of local and international professionals and is delivered via blended learning. A Postgraduate Diploma in ABA option is also available as an exit route.
Career Development
UK-SBA Verification
The UK Society for Behaviour Analysis (UK-SBA) oversees behaviour analysis in the UK. This programme endorses and adheres to the UK-SBA's practice values and Code of Ethical and Professional Conduct.
This programme meets the eligibility requirements for candidates to take the UKBA(cert) examination after January 1 2026. Candidates will also be required to complete the UK-SBA Supervision and Competence Standards and pass a qualifying exam. uk-sba.org/ukbacert/
Industry Links
The supervised practice element is not included in the programme. However, the Centre for Behaviour Analysis has close links with international service and placement providers and can provide contacts for supervised placements in line with the BACB experience standards as well as the UK-SBA standards of competence. http://www.qub.ac.uk/cba
Student Testimonials
“The MSc in Applied Behaviour Analysis provided me with detailed knowledge with regards to the concepts and principles of behaviour analysis, as well as with the knowledge and importance of assessments. It also helped me to realize and further understand what triggers certain behaviours and how I can successfully modify such behaviours. After graduation, I was employed by the Foundation for the Social Welfare Services. This foundation aids people in the community and my role is to carry out preventative programmes in the schools. Apart from this, I also have my own private practice where I give one-to-one sessions to children with learning and behavioural difficulties.”
Christiana Axiak
MSc Applied Behaviour Analysis (2017)
Executive III, Foundation for Social Welfare Services (Malta)
Students may enrol on a full-time (1 year) or part-time (2**-3 years) basis. Part-time students typically complete one or two modules per semester. Full-time students typically complete three modules per semester. Individual modules may be studied as a short course.
The MSc is awarded to students who successfully complete six taught modules (120 CATS) and a 15,000-word dissertation (60 CATS) or ABA Portfolio (60 CATS), as well as audit 'An Introduction to Research Methods: Children, Young People and Education' online module in Semester 2.
Students may exit with a Postgraduate Diploma in Applied Behaviour Analysis by successfully completing 120 CATS points from taught pathway modules.
** the 2-year part-time study route is subject to specific University regulations.
Indicative Proportional Mix of Time in Classes, Tutorials/Seminars/Labs, and Private Study in a Teaching Semester: 15- or 17.5-hours online delivery, 5- or 2.5-hours face-to-face seminar per 20 CATS point module.
SSESW email: d.ramey@qub.ac.uk
As part of the teaching team, Devon is involved in convening two modules as well as providing supervision for both Master’s and PhD students. Her research focus is primarily on the application of behavioural interventions to improve the quality of life of individuals with disabilities and their caregivers. Other research interests include improving the psychosexual development of adolescents with ASD; using lag schedules of reinforcement to improve behavioural variability; telehealth and parent training; technology-based instruction, and variations of the functional analysis to develop function-based interventions for behaviours that challenge.
SSESW Email: jenny.ferguson@qub.ac.uk
Jenny convenes two modules on the MScABA, as well as supervising PhD and MSc student research projects. Jenny is qualified as both a teacher and behaviour analyst and has extensive international experience working in clinical and education settings. Her research has the overarching theme of using innovative technological solutions to create skills and remove barriers to positive social change for autistic individuals. She has particular interests in telehealth, virtual reality and assistive technology. Jenny is also passionate about teaching through play and creating motivation for increased communication whilst ensuring assent.
SSESW Email: k.dounavi@qub.ac.uk
Katerina is a Senior Lecturer and Centre for Behaviour Analysis Deputy Director. Katerina has extensive clinical experience in numerous countries overseeing the provision of ABA-based services. At Queen’s, she teaches Master’s students, serves as a PhD supervisor, and conducts research in the areas of behaviour analysis, autism, verbal behaviour, evidence-based education, telehealth and professional training.
SSESW email: n.booth@qub.ac.uk
Nichola is course director of the MScABA and also has extensive experience working in clinical settings with children, young people and adults with an autism spectrum disorder. She supervises both Master’s students and PhD students in many areas but particularly in areas for improving education using innovative technologies. Other areas of interest include autism and mental health difficulties, behaviour analysis, effective education and inclusion, and using virtual reality to increase academic attainment.
SSESW email: k.dillenburger@qub.ac.uk
Karola is the Director for the Centre for Behaviour Analysis and the Course Director for the MSc ASD, as well as the convenor for the ABA portfolio. She has vast experience in applied settings working with many different clinical populations. Her main research interests are in ABA and evidence-based decision making in clinical and educational interventions. Throughout her extensive research career, she has been involved in a range of research including parent training, child sex abuse, child protection behavioural social work, and child behaviour management. Her most sustained input into the literature in the field has been in relation to early behavioural interventions, social validity, and parent training in autism. Karola is involved in the supervision of PhD students.
Teaching Times
Online content is available on a weekly basis and students can flexibly choose when to complete tasks within weekly deadlines specific to each module. Half or full-day on-campus seminars take place once per semester for each module.
Learning and Teaching
Learning opportunities available with this course are outlined below:
Online Learning
The programme content is delivered online with multiple focused weekly virtual interactions that include peer and tutor feedback. This structure allows for acquisition of knowledge, information sharing, development of critical thinking skills, and giving and receiving immediate feedback.
An intensive, on-campus, one-day or half-day consolidation seminar takes place once during each module to give students the opportunity to meet each other and course tutors face-to-face.
Students can study at the time of their convenience within pre-determined weekly periods.
Contact Teaching Hours per Week
Typically, 4-6 hours per week per module.
Assessment
Assessments associated with this course are outlined below:
Modules are assessed through (1) weekly multiple-choice tests or weekly discussion forums, as well as (2) a summative multiple-choice exam or final essay.
Information on required assessments is provided at the beginning of each module.
Modules (all 20 CATS points):
Assessment in Behaviour Analysis (ongoing assessment and final essay)
Behaviour Change and Education and Supervising Others (multiple-choice tests and final essay)
Concepts and Principles of Behaviour Analysis (ongoing assessment and summative multiple-choice exam)
Ethical and Professional Conduct (ongoing assessment and final essay)
Evaluation in Behaviour Analysis (ongoing assessment and final essay)
Fundamental Elements of Behaviour Change (weekly discussion forum posts and summative multiple-choice exam)
Students are expected to audit 'An introduction to Research Methods: Children, Young People and Education' online module in Semester 2.
Facilities
The School is situated across a suite of three buildings in Belfast's Queen's Quarter. We provide student and staff common rooms, computer suites and designated study spaces.
“The MSc in Applied Behaviour Analysis is a highly flexible programme that responds to current professionals’ and students’ needs for an evidence-based education that is readily applicable with a range of populations. The programme offers great opportunities for professional development as well as a solid basis of research skills that can lead to a doctorate in the area of ABA.”
The information below is intended as an example only, featuring module details for the current year of study (2024/25). Modules are reviewed on an annual basis and may be subject to future changes – revised details will be published through Programme Specifications ahead of each academic year.
This module develops “Ethical and Professional Conduct” as described in the scientific discipline of behaviour analysis. The contents of this module are based on the Ethics Code for Behaviour Analysts. The module is part of the Association for Behaviour Analysis International (ABAI) Verified Course Sequence offered at Queen’s University
August 2021 11Belfast. Its contents are based on the BCBA 6th Ed. Test Content Outline and it covers the required 45 hours of “Ethical and Professional Issues”.
Learning Outcomes
This module will develop students’ knowledge and ability to use the Ethics Code for Behaviour Analysts, in order to discuss and engage with ethical and professional practice as a behaviour analyst. It will allow students to apply the Ethics Code to ethical scenarios and reflect upon how to respond accordingly.
Skills
On successful completion of this module students will have the following subject
specific skills:
1. Show evidence of ability to practice in a professional manner
2. Demonstrate successful resolution of conflicts considering ethical implications
3. Show ability to identify situations in which advice from other professionals may be
desirable (e.g., when unable to decide how to act in the most ethical and professional
manner).
They will also have generic, transferable skills such as:
1. Critically analyse and apply creative thinking to problems.
2. Communicate effectively, both in writing and virtually.
3. Work as a member of an interdisciplinary team.
This module introduces students to the study of fundamentals of and specific procedures for behaviour change. The module is part of the Association for Behavior Analysis International (ABAI) Verified Course Sequence offered at Queen’s University Belfast.
Its August 2021 7 contents are based on the BCBA 6th Edition Test Content Outline and it covers the required 60 hours of Behaviorism and Philosophical Foundations (A1-2), Concepts and Principles (B4, 5, 9, 11), Behavior-Change Procedures (G1, 4, 7, 9-17), and Selecting and Implementing Interventions (H1).
Learning Outcomes
Students who successfully complete this module will gain foundational knowledge of the fundamental elements of behaviour change. They will be able to describe basic
principles and concepts using scientific terms (e.g., reinforcement, punishment, extinction, prompting, shaping, etc.). Second, students will be able to describe in scientific terms specific behaviour change procedures, such as discrimination training procedures and contingency contracting. Finally, they will be able to apply these procedures in a theoretical setting to achieve behaviour change
Skills
On successful completion of this module students will have the following subject
specific skills:
1. Describe in scientific terms the fundamental elements of behaviour change
procedures.
2. Design a specific behaviour analytic procedure and to achieve behaviour change.
They will also have generic, transferable skills such as:
1. Critically analyse and apply creative thinking to problems.
2. Communicate effectively, both in writing and virtually.
3. Work as a member of an interdisciplinary team.
This module develops “Measurement Data Display, and Interpretation” (30 hours) and “Experimental Design” (15 hours) as described in the scientific discipline of behaviour analysis. The module is part of the Association for Behaviour Analysis International
(ABAI) Verified Course Sequence offered at Queen’s University Belfast. Its contents are based on the BCBA 6th Edition Test Content Outline and it covers the required 45 August 2021 9
hours of (C) Measurement, Data Display, and Interpretation and (D) Experimental Design.
Learning Outcomes
Students who successfully complete this module will gain a thorough knowledge of “Measurement, Data Display, and Interpretation” (30 hours) and “Experimental Design”
(15 hours) as described in the scientific discipline of behaviour analysis.
Skills
On successful completion of this module students will have the following subject
specific skills:
1. Design and use a variety of appropriate measurement methods.
2. Evaluate the validity and reliability of measurement procedures.
3. Show evidence of ability to systematically arrange independent variables to
demonstrate their effects on dependent variables.
4. Review and interpret relevant articles from the behaviour analytic literature.
They will also have generic, transferable skills such as:
1. Critically analyse and apply creative thinking to problems.
2. Communicate effectively, both in writing and virtually.
3. Work as a member of an interdisciplinary team.
This module introduces students to practical applications of behaviour analysis. The module focuses on the use of assessment to determine skill levels and functions of
behaviour before discussing how to design function-based support plans. The module is part of the Association for Behaviour Analysis International (ABAI) Verified Course August 2021 16 Sequence offered at Queen’s University Belfast. Its contents are based on the BCBA 6th Edition Test Content Outline and it covers Concepts and Principles (B-6), Behavior
Assessment (F1-8), Behavior-Change Procedures (G-5, G-18), and Selecting and Implementing Interventions (H1-8).
Learning Outcomes
Upon completion of this module, students will have gained knowledge and skills in how to define, select and assess target behaviour, and how to use assessment results to select appropriate interventions and incorporate these into behaviour support plans.
Students will gain an understanding of how to monitor the progress of an intervention and ensure social validity is measured and prioritised throughout. Finally, students will learn the importance of working as part of a multi-disciplinary team.
Skills
On successful completion of this module students will have the following subject
specific skills:
1. Explain and evaluate methods for assessing skills, preferences, and functions of
behaviour, including functional behaviour assessment and analysis procedures.
2. Incorporate the results of a functional behaviour assessment into function-based
interventions and behaviour support plans.
3. Learn the importance of assessing social validity.
4. Evaluate methods for monitoring progress of behaviour interventions.
They will also have generic, transferable skills such as:
1. Critically analyse and apply creative thinking to problems.
2. Communicate effectively, both in writing and virtually.
3. Work as a member of an interdisciplinary team.
Behaviour Change in Education and Supervising Others
Overview
This module introduces students to the application of behaviour analysis for effective teaching. The focus of the module is on how to identify and understand the contingencies that govern pupil behaviour using the science of behaviour analysis to aid teaching practices. August 2021 18 Antecedent- and reinforcement-based procedures are suggested over more aversive approaches (e.g., time-out, referrals) for managing disciplinary problems and enhancing learning outcomes for all students. Specific behaviour analytic teaching methods and
strategies to improve student learning will be described in detail. This module also focuses on personnel supervision and management – a key topic for those in applied settings who
have responsibilities for other staff. Five of the weeks will be dedicated to the area of supervision and students will learn how to establish culturally responsive supervisory relationships, apply evidence-based performance management procedures, and address barriers to supervision. This module is part of the Association for Behavior Analysis International (ABAI) Verified Course Sequence offered at Queen’s University Belfast. Its
contents are based on the BCBA 6th Edition Test Content Outline. More specifically, this module covers the required 30 hours of “Personnel Supervision and Management” (Domain
I). It also covers select items from Domain A – “Behaviorism and Philosophical Foundations”, Domain B – “Concepts and Principles”, Domain D – “Experimental Design”, and Domain G –
“Behavior-Change Procedures”.
Learning Outcomes
Students who complete this module will gain an understanding of the history and philosophical foundations of the scientific discipline of behaviour analysis. They will learn how contingencies govern pupil behaviour and how to arrange the educational environment in order to encourage student learning and reduce disciplinary problems.
Students will be introduced to specific evidence-based strategies that can be used in the classroom and they will be able to justify the need for such methods in the educational setting. Finally, students will learn how to effectively supervise and
manage others within applied settings using a culturally responsive and evidence based approach to supervision.
Skills
On successful completion of this module students will have the following subject
specific skills:
1. Explain behaviour from the perspective of radical behaviourism
2. Distinguish among behaviourism, the experimental analysis of behaviour, and
applied behaviour analysis (ABA)
August 2021 19
3. Describe the seven dimensions of ABA and provide examples of each
4. Define teaching using behavioural terms
5. Identify the key features of the behavioural approach to education
6. Use contingency-based and rule-governed behaviours in the classroom
7. Describe and use various instructional programs and teaching strategies based
on the science of behaviour analysis
8. Use Skinner's analysis to teach verbal behaviour
9. Explain the importance of behaviour analytic supervision
10. Develop a culturally responsive supervisory relationship
11. Effectively train and monitor supervisees using empirically validated performance
management procedures
12. Use function-based procedures to improve personnel performance
13. Evaluate the effects of supervision and make data-based decisions
They will also have generic, transferable skills such as:
1. Critically analyse and apply creative thinking to problems.
2. Communicate effectively, both in writing and virtually.
3. Work as a member of an interdisciplinary team
The module is concerned with the production of a 15-20k word dissertation. Supervision takes place on a one-to-one basis. The dissertation may be composed of a literature review, systematic review, meta-analysis, secondary data analysis or an empirical study in an area of educational research.
Learning Outcomes
By the end of the module students will be able to:
1. Identify and discuss the ethical issues involved in educational research
2. Discuss the strengths and weaknesses of quantitative and qualitative approaches to
research methods
3. Choose an appropriate research design and analysis to address a specific research question
Skills
Skills
Appropriate selection and use of a range of research methods and analysis techniques; Quantitative and / or qualitative data analysis Data presentation and report writing.
This module covers three distinct but interrelated topics:
1- Educational research methods including quantitative and qualitative methods (i.e., auditing module EDU7257 An Introduction to Research Methods: Children, Young People and Education);
2- Issues related to children with autism;
3- Issues related to adults with autism.
Learning Outcomes
Evaluation of research methods in education and appreciation of the differing perspectives that underpin quantitative and qualitative methodologies.
Criticality with regards to the diagnostic criteria for Autism Spectrum Disorder.
Reflection of professional practice with regards to the range of individual differences in children and adults with autism.
Reflection of professional practice with regards to the implications of autism on the individual, their nuclear and extended family, quality of life, education, and employment prospects.
Skills
On successful completion of this module students will have subject specific skills
1. Identifying and assessing the needs of children and adults with autism
2. Translating assessment results into appropriate Individual Education Plans/Care Plans/Future planning
3. Translating theory into practice
They will also have generic, transferable skills such as
1. Critically analyse and apply creative thinking to problems,
2. Communicate effectively, both in writing and ‘virtually’,
3. Work as a member of an interdisciplinary team.
This module develops a theoretical and conceptual understanding of the scientific discipline of behaviour analysis. It provides students with a foundational knowledge of the basic concepts and principles, upon which all behavioural applications are derived. Students who successfully complete this module will be able to describe accurately, and critically evaluate, the basic concepts and key principles underpinning the science of behaviour analysis. This module is part of the Association for Behavior August 2021 13 Analysis International (ABAI) Verified Course Sequence offered at Queen’s University Belfast. Its contents are based on the BCBA 6th Edition Test Content Outline and it covers the required 45 hours of "Concepts and Principles" (Domain B). It also covers select items from Domain A – “Behaviorism and Philosophical Foundations”, Domain
G - "Behavior-Change Procedures", and Domain H – “Selecting and Implementing Interventions”.
Learning Outcomes
Students who complete this module will gain a foundational knowledge of the theory and concepts of the scientific discipline of behaviour analysis. They will be able to describe accurately, and critically evaluate, the basic concepts and key principles
underpinning the science of behaviour analysis.
Skills
On successful completion of this module students will have the following subject
specific skills:
1. Define and provide examples of the basic concepts of behaviour analysis (e.g.,
behaviour, response, response class, stimulus, stimulus class)
2. Identify mentalistic explanations of behaviour and avoid their use
3. Describe the respondent and operant conditioning paradigms
4. Differentiate between automatic and socially-mediated contingencies
5. Differentiate between rule-governed and contingency-shaped behaviours
6. Increase behaviours through positive and negative reinforcement
7. Describe the various schedules of reinforcement, including compound schedules
8. Define and provide examples of unconditioned and conditioned motivating
operations, and understand their role in operant contingencies
9. Decrease behaviours using non-punishment procedures (i.e., differential
reinforcement, noncontingent reinforcement, extinction)
10. Describe the ethical use of positive and negative punishment procedures
11. Describe stimulus control and stimulus discrimination procedures
12. Differentiate between simple and conditional discriminations
13. Describe equivalence-based instruction and processes that promote generative
performance
August 2021 14
14. Plan for the generalisation and maintenance of behaviour change
15. Define and provide examples of the six verbal operants and listener
discriminations
16. Understand the role of multiple control in verbal behaviour
They will also have generic, transferable skills such as:
1. Critically analyse and apply creative thinking to problems.
2. Communicate effectively, both in writing and virtually.
3. Work as a member of an interdisciplinary team.
An Introduction to Research Methods: Children, Young People and Education (online)
Overview
This introductory research methods module (online version) is compulsory for all Masters students in the School of Education and assumes no previous experience or knowledge of research methods. The aim of the module is to provide a general research overview and to contextualize the broad range of approaches and debates that are evident within contemporary educational research. The module aims to provide students with an understanding of the theory and an appreciation of the differing perspectives that underpin quantitative and qualitative methodologies. Students will be introduced to the ethical issues related to educational research as well as a range of methodological approaches, within which the key theoretical and practical issues will be addressed.
Learning Outcomes
By the end of the module students will be able to:
1. Critically discuss the historical development and philosophical underpinnings of educational research
2. Identify the key ethical issues involved in educational research
3. Demonstrate critical awareness and understanding by discussing the strengths and weaknesses of quantitative and qualitative approaches to research methods
4. Demonstrate conceptual understanding to formulate a research question and identify an appropriate methodological approach
Skills
On successful completion of this module students will have gained the following:
i) Key skills
- Develop critical, analytical and creative thinking and problem solving skills
- Enhance communication and ICT skills
ii) Subject specific skills
- Understand a range of research approaches in education
- Ability to select an appropriate research design to an education-related research problem
iii) Employability skills
- Awareness of the relevance and applicability of research in the educational setting
- Insight into the transferability of research skills to other areas of teaching and learning
Normally a strong 2.2 Honours degree (with minimum of 55%) or above or equivalent qualification acceptable to the University in any subject discipline plus one year of experience in an Applied Behaviour Analysis (ABA) or related context and access to an ABA related working environment.
Applicants with a 2.2 Honours degree below 55% (or equivalent qualification acceptable to the University) may also be considered if they have at least two years of experience in an ABA related context and access to an ABA related working environment.
Applicants with a lower level of performance in an Honours degree or equivalent qualification acceptable to the University may also be considered if they have at least three years of experience in an ABA related context and access to an ABA related working environment.
Applicants with a sub-honours degree level qualification or equivalent qualification acceptable to the University may also be considered if they have at least five years of experience in an ABA related context and access to an ABA related working environment.
Applicants who do not satisfy the above but who are holders of an equivalent approved professional qualification or work experience will be considered on a case-by-case basis.
Please note that this is an online course.
Unfortunately, this course is not eligible for a Tier 4 visa.
Closing date for applications: Friday 30th August 2024 at 4pm
Applicants are advised to apply as early as possible. In the event that any programme receives a high number of applications, the University reserves the right to close the application portal prior to the deadline stated on course finder. Notifications to this effect will appear on the Direct Application Portal against the programme application page.
International Students
Our country/region pages include information on entry requirements, tuition fees, scholarships, student profiles, upcoming events and contacts for your country/region. Use the dropdown list below for specific information for your country/region.
English Language Requirements
Evidence of an IELTS* score of 6.5, with not less than 5.5 in any component, or an equivalent qualification acceptable to the University is required.
*Taken within the last 2 years.
International students wishing to apply to Queen's University Belfast (and for whom English is not their first language), must be able to demonstrate their proficiency in English in order to benefit fully from their course of study or research. Non-EEA nationals must also satisfy UK Visas and Immigration (UKVI) immigration requirements for English language for visa purposes.
If you need to improve your English language skills before you enter this degree programme, INTO Queen's University Belfast offers a range of English language courses. These intensive and flexible courses are designed to improve your English ability for admission to this degree.
Academic English: an intensive English language and study skills course for successful university study at degree level
Pre-sessional English: a short intensive academic English course for students starting a degree programme at Queen's University Belfast and who need to improve their English.
Most students are already in relevant jobs and the job market is healthy for behaviour analysts at present. Professional behaviour analysts have the skills and knowledge to develop, implement and evaluate quality interventions that help to produce positive behavioural changes in a range of settings.
Typically, behaviour analysts work in the 'helping' professions (psychologists, teachers, speech/language therapists, occupational therapists). Increasingly, jobs advertised for behaviour managers or specialists require BCBA status and there is a demand for BCBAs in Europe and worldwide, especially in North America.
Those registered with the UK-SBA who work in health and social care or education are accredited under the Professional Standards Authority’s Accredited Registers programme.
Teachers as well as allied health professionals should find this degree beneficial for their workplace.
Employment after the Course
There is a shortage of professional Behaviour Analysts worldwide. Upon completion of the course, students will be able to work in educational and clinical settings serving diverse populations, such as individuals with developmental disorders, students with learning difficulties, children/adults with behaviour problems and related difficulties.
Teachers working on classroom-based dissertation projects may apply for the Northern Ireland Centre for Educational Research (NICER) award.
Graduate Plus/Future Ready Award for extra-curricular skills
In addition to your degree programme, at Queen's you can have the opportunity to gain wider life, academic and employability skills. For example, placements, voluntary work, clubs, societies, sports and lots more. So not only do you graduate with a degree recognised from a world leading university, you'll have practical national and international experience plus a wider exposure to life overall. We call this Graduate Plus/Future Ready Award. It's what makes studying at Queen's University Belfast special.
1EU citizens in the EU Settlement Scheme, with settled status, will be charged the NI or GB tuition fee based on where they are ordinarily resident. Students who are ROI nationals resident in GB will be charged the GB fee.
2 EU students who are ROI nationals resident in ROI are eligible for NI tuition fees.
3 EU Other students (excludes Republic of Ireland nationals living in GB, NI or ROI) are charged tuition fees in line with international fees.
All tuition fees quoted relate to a single year of study unless stated otherwise. Tuition fees will be subject to an annual inflationary increase, unless explicitly stated otherwise.
Students who choose to conduct research, involving participants under the age of 18, will be required to undergo a criminal background check, applicable to the country where the research is conducted, and according to QUB regulations. The price for this will vary depending on the country and students should budget for costs up to £150.
Students who choose to conduct research, involving participants under the age of 18, will be required to undergo a criminal background check, applicable to the country where the research is conducted, and according to QUB regulations. The price for this will vary depending on the country and students should budget for costs up to £150.
All Students
Depending on the programme of study, there may be extra costs which are not covered by tuition fees, which students will need to consider when planning their studies.
Students can borrow books and access online learning resources from any Queen's library. If students wish to purchase recommended texts, rather than borrow them from the University Library, prices per text can range from £30 to £100. Students should also budget between £30 to £75 per year for photocopying, memory sticks and printing charges.
Students undertaking a period of work placement or study abroad, as either a compulsory or optional part of their programme, should be aware that they will have to fund additional travel and living costs.
If a programme includes a major project or dissertation, there may be costs associated with transport, accommodation and/or materials. The amount will depend on the project chosen. There may also be additional costs for printing and binding.
Students may wish to consider purchasing an electronic device; costs will vary depending on the specification of the model chosen.
There are also additional charges for graduation ceremonies, examination resits and library fines.
How do I fund my study?
The Department for the Economy will provide a tuition fee loan of up to £6,500 per NI / EU student for postgraduate study. Tuition fee loan information.
A postgraduate loans system in the UK offers government-backed student loans of up to £11,836 for taught and research Masters courses in all subject areas (excluding Initial Teacher Education/PGCE, where undergraduate student finance is available). Criteria, eligibility, repayment and application information are available on the UK government website.
