phd thesis on autism

Autism and Social Interaction: A Discursive Psychological Study

In psychological research, autistic people are generally characterised as possessing disordered social cognition and embodiment in comparison to non-autistic people.

Specifically, a deficit in Theory of Mind (the capacity to think about other people’s mental states in order to understand and predict their behaviour) and altered tactile sensation have been proposed as some significant psychological differences present in autism. Autistic people are characterised as experiencing social interactional difficulties that impact social-emotional reciprocity. Examples of such impact include struggling to approach others to interact or to make personal or relevant contributions to an interaction.

While there is a substantial literature on the cognitive properties of autistic individuals compared to non-autistic individuals and how these impact social psychological phenomena, there is considerably less research that analyses autistic people in their own right as social agents in naturally-occurring, everyday settings. As well, there is a challenge to the ideology behind deficit-oriented frameworks of autism in the form of the neurodiversity movement. This thesis draws on ethnomethodology, discursive psychology, and conversation analysis to contribute to both the naturalistic study of autistic people in social interaction and the development of positive, competence-oriented, and ecological approaches to autism. This will be achieved by analysing the social action, as produced in talk and with the body, of autistic children in interaction with their family members in their homes.

Ten hours of video recordings were collected in the homes of four volunteer families with at least one autistic child member. Recordings were made by the families themselves of the mundane domestic activities they engaged in, including episodes of cooking and mealtimes, members playing together, preparing for school, and discussing the day’s activities. After detailed transcription, instances of the children providing accounts for their own behaviour and embraces (or resistance to them) were collected for and became the focus of detailed analysis. An extended sequence constituting a common parenting activity (directing a child to do something) was also selected. This research takes the domains of Theory of Mind and tactile sensation that are prominent within psychological research on autism and treats them as social interactional accomplishments.

The first empirical chapter examines how children accounted for their own behaviour.

It found that the children’s accounts were oriented toward the displayed expectancies and characterisations of the child and their conduct either in responding to first pair parts (e.g., resisting suggestions with an embedded presumption of the child’s knowledge), or in launching their own first action (e.g., requesting more food). These accounts constitute concern for how the children’s interactants could, or do, treat them in response to their behaviour, accomplishing Theory of Mind embedded in their everyday action.

With respect to tactile sensation, the second empirical chapter analyses embraces.

Embraces occurred within and between a variety of other activities. Analyses showed how both children and parents initiated embraces and many were accomplished as non-problematic by the children. Participants arranged their bodies such that the embrace was coordinated with the talk and ongoing action, and utilised both verbal and embodied resources to initiate and terminate. Children prioritised their ongoing actions, treating some embraces or embrace initiations as interruptive by avoiding, escaping or otherwise misaligning with them.

The third empirical chapter demonstrates how one family’s extended sequence of action directing their child to use the bathroom before bedtime was comprised of a variety of different relational activities. In the process of managing the larger project of the directive, parent and child negotiated complex elements of their relationship including issues of power and responsibility, shared knowledge and experiences, and expectations of group membership.

This thesis offers a critical perspective on the conceptualisation of autism in psychology. It grounds this alternative view of autism based on an empirical analysis of how the autistic children and their family members in the interactions analysed manage complex social psychological matters in the production of their social action. It expands upon discursive psychological research on the accomplishment of social cognition as action produced within talk-in-interaction. It also exemplifies a direction a neurodiversity-sensitive psychology of social action could take and identifies ways that this can be further developed.

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Sensory experiences of individuals with Autism Spectrum Disorder and autistic traits: a mixed methods approach

Robertson, Ashley E. (2012) Sensory experiences of individuals with Autism Spectrum Disorder and autistic traits: a mixed methods approach. PhD thesis, University of Glasgow.

There has been a recent increase in research into sensory sensitivity in Autism Spectrum Disorders (ASDs), which has prompted the inclusion of sensory issues as an explicit criterion in the impending revision of diagnostic guidelines (DSM-5: American Psychiatric Association, 2010). However, one of the most interesting aspects of research in this field is that a clear disparity exists between the results of self- or parent-report studies and behavioural studies. The former class of studies shows that those with ASD report clear, consistent differences in their sensory experiences (Baranek et al., 2006; Crane et al., 2009; Leekam et al., 2007), whereas the findings in the behavioural field are complex to interpret, with all but a few areas of sensory processing (e.g. visual search: Joliffe & Baron-Cohen, 1997; Shah & Frith, 1983, 1993) demonstrating consistent consensus (e.g. Dudova et al., 2011; Tavassoli et al., 2012a). The thesis presented here aims to explore the nature of sensory sensitivities in those with ASD and the broader autism phenotype (BAP) further using a combination of qualitative and quantitative research designs. In addition, an approach was developed (the Sensory Audit: Chapter 8) which can be used to objectively assess an environment for sensory stressors.

Chapters 2 and 3 report the development of a sensory questionnaire (GSQ: Robertson & Simmons, 2012), which was administered to those with varying AQ scores, as measured by the Autism Spectrum Quotient (AQ: Baron-Cohen et al., 2001). There were both quantitative (Chapter 2) and qualitative (Chapter 3) features of the questionnaire. In the quantitative component, seven modalities were assessed (vision, audition, gustation, olfaction, touch, vestibular processing and proprioception), taking into account both hyper- and hypo-sensitivity to stimuli. We found that there was a strong, positive relationship between sensory sensitivity and AQ score, with medium scorers (who would be unlikely to be diagnosed with ASD) reporting significantly more difficulties with sensory stimuli than low scorers. For Chapter 3, we found that those with high levels of autistic traits (i.e. may be likely to have a diagnosis of ASD) tended to report using different coping techniques from medium and low scorers (e.g. avoiding situations and using sensory soothing rather than non-sensory soothing). The results from these studies suggest that sensory issues may be prevalent throughout the population and that the differences observed in Chapter 2 are mirrored in the themes extracted for each group in Chapter 3.

The second set of studies (Chapters 4-6) report data from three focus groups (caregivers of those with autism, adults with ASD and an elderly control group), as well as from interactive group interviews with children who have autism. Although similar themes (e.g. control, consequences of problematic stimuli and positive effects of sensory stimuli) arose in all four studies, there were different types of information gathered from the groups. For those with ASD (Chapter 4 and Chapter 5), the discussion mainly centred around how sensory stimuli made them feel, and the implications of this for them. For the caregivers (Chapter 4) and the elderly group (who mainly discussed their relatives’ experiences) (Chapter 6), the themes reflected their own experiences, concentrating on the implications of adverse reactions to sensory stimuli (for both themselves and their loved ones). The data from these studies provide insight into living with someone who has sensory issues, for both those with a diagnosis of ASD and their caregivers, as well as the relatives of elderly individuals suffering from vision and hearing loss.

Chapter 7 reports a study into the relationship between olfactory processing and the broader autism phenotype (as measured by the AQ). Participants completed the AQ as well as the Sniffin’ Sticks Extended Test. A subset of the sample (n=62) also completed the Glasgow Sensory Questionnaire (GSQ) that was developed as part of Chapter 2. As expected, there were no significant differences in the Threshold, Discrimination or Identification performance of those with high and low AQ scores. However, there was significantly greater intra-participant variability in the Threshold scores for the top 15% of scorers on the AQ. Furthermore, a similar relationship to that reported in Chapter 2 between sensory score and autistic traits was observed. These results indicate that there may be other differences in various aspects of performance in those with ASD that are not being targeted by current behavioural paradigms (which may explain the disparity between reported sensory differences and those observed using direct measurement).

Finally, the last study reported is that of the development of a pilot Sensory Audit. This was an effort to apply the information gained from our previous research in a practical, useful way for individuals with ASD. Details of the development of the Sensory Audit, as well as the results of the pilot study are reported in Chapter 8. By making this freely available, we hope to help companies ensure that their working environments do not contain any undue stressors that could increase stress for those with sensory issues in their workforce.

The results are discussed in light of three overarching themes of the thesis as a whole. Firstly, the potential mechanisms underlying sensory responsiveness in ASD, with the suggestion that emotional states may be an important avenue to consider in future research. Secondly, the impact of atypical sensory processing on caregivers, with particular attention paid to the compensation of these issues by caregivers, and the social implications of challenging behaviour instigated by unpleasant sensory stimuli. Thirdly, the data are discussed in light of the relationship between sensory processing and the broader autism phenotype (as measured using the AQ). The greater levels of intra-participant variability in the olfactory task (Chapter 7) are highlighted, as is the elevated sensory responsiveness of those with moderate levels of autistic traits reported in Chapters 2 and 3. The final section of the discussion deals with the limitations of the thesis, potential practical applications of the research and future directions.

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Intellectual Disability Autism PhD

Ph.D. in Special Education: Intellectual Disability/Autism

Intellectual Disability/Autism is one of the focus areas that may be selected by applicants to either the Ed.D. or the Ph.D. programs in the Applied Sciences of Learning and Special Education. 

The doctoral programs in Intellectual Disability/Autism are research-intensive programs designed to prepare graduates for a variety of academic and professional roles in the field of developmental disabilities. Given our programs’ strong research emphasis, all doctoral students will take rigorous statistics and research methods coursework. We practice a research-apprenticeship model of student mentorship and training. As part of this training, all doctoral students will engage in research activities as part of faculty members' research teams, where they will gain experience with all aspects of the research process: data collection in schools and/or research labs, data management, observational coding, data analysis, and manuscript preparation.  Past doctoral students have oriented their preparation towards careers as college and university professors, researchers, program directors, or curriculum and instructional evaluators.

Successful doctoral candidates will pass a doctoral certification examination in the Applied Sciences of Learning and Special Education and will complete a doctoral certification project in their area of specialization. Upon achieving official status as a doctoral candidate, students will be eligible to select a faculty committee and begin work on their doctoral dissertation research. 

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Select programs remain open beyond our standard application deadlines , such as those with an extended deadline or those that are rolling (open until June or July). If your program is rolling or has an extended deadline indicated above, applications are reviewed as they are received and on a space-available basis. We recommend you complete your application as soon as possible as these programs can close earlier if full capacity has been met.

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Requirements from the tc catalog (ay 2023-2024).

Displaying catalog information for the Fall 2023, Spring 2024 and Summer 2024 terms.

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Research and Evaluation Emphasis:

Students with excellent potential as researchers and theoreticians who are interested in scholarly careers in special education, education, and related social sciences may apply for the Ph.D. degree program, which represents the highest level of achievement in the Arts and Sciences. This degree program is administered jointly by Teachers College and the graduate faculty of Columbia University. Prospective students may obtain information on program offerings by contacting the program office.

Intellectual Disability/Autism is one of the exceptionality focus areas that may be selected by applicants to the Ph.D. Programs in Special Education. Individuals who are interested in careers as researchers and scholars in the field of developmental disabilities or special education, inclusive education, and related social sciences may apply for the Ph.D. degree program (84 credits).

The doctoral program in Intellectual Disability/Autism is a research-intensive program designed to prepare graduates for a variety of academic and professional roles in the field of developmental disabilities. Given our program’s strong research emphasis, all doctoral students will take rigorous statistics and research methods coursework. In addition, we practice a research-apprenticeship model of student mentorship and training, thus all students will engage in research activities with faculty members. Doctoral students may orient their preparation towards careers as college and university professors, researchers, program directors, or curriculum and instructional evaluators.

Successful doctoral candidates will pass a doctoral certification examination in general special education, and will complete a doctoral certification project in their area of specialization. Upon achieving official status as a doctoral candidate, students will be eligible to select a faculty advisory committee and begin work on their doctoral dissertation research.

Procedures for admission to the Ph.D. program in Special Education in the Department of Health Studies & Applied Educational Psychology at Teachers College are administered jointly by the Office of Admission and the Department. Applicants are evaluated according to the following criteria:

Strong academic record and potential,

GRE scores,

Two to three years of successful teaching experience in special education and/or evidence of strong applied or basic research experience in a related field (e.g., empirical Master’s thesis, conference presentations, and/or peer- reviewed publications),

Scholarly and professional promise,

Appropriate fit with faculty research,

Appropriate career objectives,

English proficiency (TOEFL score of at least 600), if applicable,

Non-academic attributes that demonstrate ability to meet the challenges of working with people with developmental disabilities and conducting research with this population,

Academic or professional writing sample.

Course requirements in each of the following categories must be satisfied in order to complete the 84-credit Ph.D. program:

Master’s-level courses in Intellectual Disability/Autism (30 credits total)

Core Coursework in Special Education (24)

HBSE 5010 Study of the philosophic foundations of special education (3)

HBSE 6010 Advanced study of problems and issues in special education (3)

HBSE 5901 Problems in special education – Intellectual Disability/Autism (3)

HBSE 6501-I Advanced seminar in Intellectual Disability/Autism (3)

HBSE 6501-II Advanced seminar in Intellectual Disability/Autism or seminar in Deaf/Hard of Hearing or Seminar in School Psychology (3)

HBSE 6001 Research in special education: Group Design (3)

HBSE 6005 or HBSE 6031 Research in special education: Single Case Design (3)

HBSE 7500 Dissertation seminar (3)

Coursework in Statistics and Research Methodology (15)

HUDM 4122 Probability & statistical inference (3)

HUDM 5122 Applied regression analysis (3)

HUDM 5123 Linear models and experimental design (3)

Advanced statistics, research methods, evaluation, or measurement course (3)

Specialization Electives (15)

Elective coursework (15)

Areas of specialization include:

Health, Neuroscience, Movement, or Communication Sciences Developmental, Counseling, or School Psychology, Educational Policy or Organization & Leadership, Diversity & Multicultural Studies Research Methodology

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Program Director : Laudan B. Jahromi, Ph.D.

Teachers College, Columbia University 528 West 121st St., 5th Floor

Phone: 212-678-3880 Fax: 212-678-8259

Email: Erica Schenk (es3747@tc.columbia.edu)

The Utility of Virtual Reality in Interventions for Autism Spectrum Disorder: A Systematic Review

--> Brattan, Victoria Caroline (2019) The Utility of Virtual Reality in Interventions for Autism Spectrum Disorder: A Systematic Review. D.Clin.Psychol thesis, University of Leeds.

Autism spectrum disorder (ASD) is a neurodevelopmental condition characterised by impairments in social communication and interaction. Prevalence rates of anxiety are higher in this population compared to the general population. Anxiety and autistic traits can seriously impede an individual’s capacity to function in the social world. Current psychosocial interventions for ASD individuals are aimed to develop skills in interaction and communication or to address anxiety. The development and use of virtual reality for clinical interventions is on the rise, and its potential benefits for ASD individuals are numerous. As yet, little is known about the utility of VR-based interventions for ASD. We conducted a systematic review of randomised and non-randomised studies that employ VR for intervention in the core deficits of ASD and/or anxiety, and which report pre- post intervention data or change over time. Twenty-four studies met the inclusion criteria for the review. A quality assessment of included studies was conducted to evaluate their risk of bias. The review yielded five randomised controlled studies and 19 non-randomised or case studies. Studies employed VR in its variety of forms, including head mounted displays, desktop VR, and cave environments. A variety of interventions were employed, including CBT, scaffolded hierarchical learning, and social cognition training. Findings from the review suggest that VR-based interventions for ASD individuals are feasible and demonstrate effectiveness in the development of affect recognition and emotion regulation skills, as well as for job interviewing skills. Additionally, studies demonstrate its promise for development of communication and conversational skills. Further research is required of higher quality to determine the efficacy and effectiveness of studies in this and other areas. In particular, it is important that studies progress from exploratory use of VR toward more theory and evidence informed intervention protocols for ASD individuals. Additionally, follow-up research studies of the impact of intervention on individuals’ daily lives is also necessary to determine the generalisability of skills developed in VR, and real-life impact.

--> Final eThesis - complete (pdf) -->

Filename: VCB_DClinPsychol_ResearchThesis_forHardBound.pdf

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Autism and Developmental Disabilities Doctoral Program

Autism and developmental disabilities, doctoral program.

Department of Special Education

The Autism and Developmental Disabilities (A&DD) Doctoral Program provides students with cutting-edge training for conducting research. Students engage in hands-on practice with individuals with autism and developmental disabilities. In this concentration, we strive to provide students with teaching, research, and clinical training experiences that will prepare them for careers in academia and/or clinical-based settings. As a Tier-1 research institute, we provide highly personalized training with a wide range of clinical and research opportunities.

The Ph.D. degree generally takes four years of full-time study to complete. Students develop their own individualized program of study in consultation with their academic advisor and the graduate advisor. In addition to content and research coursework, Ph.D. students will complete a dissertation and professional activities beyond coursework. This can include supervision of student teachers, presentation at professional conferences, submitting manuscripts for publication, teaching at the undergraduate level.

Specialization Core Courses (12 hours)

• SED 388 Challenging Behaviors and Developmental Research
• SED 388 Advances in Understanding and Treatment of Autism
• SED 396 Trends & Issues in Autism & DD
• SED 389 Policy/Procedures in Special Education Administration

To gain breadth of knowledge, students must take at least one course from outside of their concentration area or outside of the department.

Professional Core (18 hours)

• SED 695S A & B Professional Seminar (taken over fall and spring semesters of Year 1)
• SED 398T College Teaching (Year 2)
• SED 380 Diversity and Disability: Continuing Perspectives; or SED 380 Diversity, Equity, and Disability
• SED 696 A and B Research Mentoring (taken over two semesters)

Research Core (18-21 hours)

• EDP 380C Fundamental Statistics – prerequisite as needed

Additional coursework must include at least two courses out of the following three:

• Qualitative Research Design and Data Analysis
• Quantitative Research Design and Data Analysis
• Single-Subject Research Design

Coursework must include:

• SED 395D Grant Writing in Education

Select other research courses in consultation with your Academic Advisor to be sure that you will fulfill research requirements in your concentration area.

Dissertation (6 hours minimum)

All doctoral students are required to complete a dissertation . This includes conducting original research with direction from a dissertation supervisor. The dissertation will be submitted and defended to a dissertation committee consisting of faculty in the field of study.

• SED 399, 699, or 999 R and W

Engages in training and supervision of clinicians to support individuals with challenging behavior and difficulty transitioning between activities, particularly for students with autism spectrum disorders.

Assessment and treatment of problem behavior displayed by individuals with ASD/DD, methods for increasing behavioral variability in individuals with ASD/DD, and methods for preventing clinical relapse pertaining to challenging behavio

Works with culturally diverse individuals with Autism Spectrum Disorders to assess and treat challenging behavior.

Assesses and supports individuals with intellectual disabilities and develops social skill/communication interventions for children with ASD.

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At a Glance

• Program Starts : Fall
• Deadline to Apply : December 1, Priority Rolling Admissions
• Credit Hours Required : 57
• Program Location : On Campus
• GRE Required? No

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Area Co-Coordinator Terry Falcomatta

Find out information about the admission process and application requirements.

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PhD in Applied Behavior Analysis with Specialization in Autism Intervention

• Credits: 48 9 terms (full-time)
• Degree: PhD

Program Description

Students enroll in 5-9 total credits per (fall and spring) term during the first two years of the program. During the third year, students enroll in the Dissertation Research course. In all subsequent semesters and until completion of all degree requirements, students enroll in a Dissertation Continuation course.

Highlights of the Cambridge College PhD in ABA Program

Convenience.

• Program can be completed in 3 years
• Distance learning model with only 1-week residencies in years 1 and 2
• Remote, live classes scheduled in the evening to fit busy schedules
• Dissertation research can be completed at your location

Hybrid Format

• Remote, live classes promote discussion and build rapport with your cohort
• Online format supports study from any location

Cost-Effective Program

• $1035 per credit hour
• 48 credit program

Real-World Expertise

Faculty hold administrative and supervisory positions at partner organizations:

• Beacon ABA Services
• Evergreen Center

Learning Outcomes of the PhD in Applied Behavior Analysis at Cambridge College 

In the ABA Doctoral Program at Cambridge College, students will:

• Analyze published research across a range of behavior analytic content, including evaluating the experimental methods used and interpreting the results

• Formulate systematic research studies using valid experimental designs to enable them to qualify for full membership in the ABAI and to present findings at regional and national ABA conferences
• Develop experimental methods to address the research question in their applied dissertations
• Evaluate published research addressing skill development and behavior reduction procedures for individuals with autism spectrum disorders (ASD) and synthesize that research to create a taxonomy of empirically supported treatment procedures.
• Create assessment procedures for evaluating treatments, conduct assessments, analyze the outcomes of those assessments, and synthesize the results of assessments to develop function-based treatment plans and instructional programs
• Propose and adapt empirically supported staff training models and systems
• Design and conduct trainings in advanced ABA content across a range of audiences (students, parents, stakeholders, etc.)

This course presents the scope and sequence of the doctoral program and orients students to program expectations and focus.

This course will feature a review of quantitative skills and methods required to produce scientific research. Single-subject design formats often used in behavior analytic research will be reviewed in detail. Single-subject designs will be compared and contrasted with group designs and issues of generality will be explored. Areas of study will include variables, reliability and validity, arranging experimental comparisons, interpreting experiments, analyzing behavioral data, and behavioral variability. The goals of the course are to provide students with the analytic tools necessary to become effective, critical consumers of research, as well as to produce their own research and supervise the research of other practitioners.

This course will review a wide range of seminal literature on the application of principles of behavior. Students will demonstrate competency in describing concepts and principles of behavior analysis using technical terminology. Students will develop teaching programs using these principles and concepts, and present instruction in a variety of contexts and to a range of audiences. The ability to translate principles into practice and to disseminate the principles effectively will be core expectations of this course.

Early Intensive Behavioral Intervention (EIBI) has been demonstrated to be the most efficacious treatment for young children with autism. The depth and breadth of the current EIBI literature is reviewed and analyzed. Variables that influence effectiveness of treatment will be reviewed including age, duration, intensity, and supervision of treatment. Methodological issues (e.g., outcome measures, experimental designs, etc.) will be assessed. Limitations to the existing research and areas for future research are also considered. Studies that examine non-behavioral and eclectic models will also be contrasted with behavioral approaches.

Students will read and evaluate and critique key published studies that use a wide range of single-subject and group experimental designs. The focus will be on ensuring that students are fluent with seminal studies and their relation to current effective treatments and gaps in existing literature. As will most courses in this program, a direct relation between this research and the key topics of EIBI and severe challenging behavior will be made.

In this course, students will learn about many of the advanced behavioral change systems and procedures that have been successfully used to treat severe and challenging problem behaviors. Assessment procedures will be reviewed with an emphasis on the use of assessment data to develop instructional procedures and strategies for reducing problematic behavior. There will be an emphasis on the application of procedures in complex environments (e.g., home, public schools, specialized schools, etc.) for individuals exhibiting severe problem behaviors.

This course discusses ethics from two varying perspectives. First, the ethical challenges associated with Early Intensive Behavioral Intervention and the prevalence of non-empirically validated treatment interventions for individuals with ASD. Secondly, from the perspective of treating individuals with severe behavioral challenges, the use of aversives, physical, mechanical and chemical restraints will be discussed and debated.

This course will focus on the experimental analysis of behavior with particular emphasis on the study of human behavior. Students will demonstrate a thorough understanding of basic principles of behavior (reinforcement, schedules of reinforcement, punishment, extinction, classical conditioning,) and how these principles were derived from basic research.

Over 3 semesters, students will select a dissertation topic, conduct a literature review, submit a research prospectus, and submit a dissertation proposal.

The Application of Behavior Analysis Across the Life Span (3 credits): This course is designed to have candidates investigate and evaluate the breadth of application of ABA across the life span of the two target areas (Severe behavior disorders and EIBI). Underserved populations and challenges unique to each stage of human development will be discussed in the context of the literature in these areas, as well as the key gaps in the existing literature.

This course will focus on the application of OBM principles as they relate to leading and managing a medium to large human service agency. Students will participate in projects related to the development implementation and ongoing monitoring of Operations and Clinical systems in actual human service agencies.

Students will do an in-depth review, evaluation and critique of basic experimental (animal) research that relates to the two core areas of EIBI and severe challenging behavior. The ability to relate experimental research to the applied research and identify discrepancies, gaps and conceptual lineage of the studies underlying principles will be a key evaluation component for this course.

This course is designed to have candidates investigate and evaluate the breadth of application of ABA across the life span of the two target areas (Severe behavior disorders and EIBI). Underserved populations and challenges unique to each stage of human development will be discussed in the context of the literature in these areas, as well as the key gaps in the existing literature.

This course requires students to conduct an in-depth review of the theoretical basis of traditional theories of typical and atypical child development and from a behavior analytic perspective. Students will compare and contrast the behavior analytic perspective to traditional psychological and psychodynamic models of language, psycho-social skill development. Early language development models are analyzed and critiqued, using the above perspectives and in relation to typical the achievement of developmental milestones. Behavior analytic topics that will be studied in depth will include; 1) understanding the development of stimulus control and basic learning behavior in early development, 2) the establishment of functional, language and communication skills and 3) behavioral research on teaching complex social behavior.

Students will conduct applied research and write their dissertations under the supervision of their dissertation committee. (This 3-credit course is taken in the seventh term of the program.)

Students will conduct applied research and write their dissertations under the supervision of their dissertation committee. (This 1-credit course is taken in the eighth term of the program.)

Students will submit and defend their dissertations.

ABA Faculty

ABA faculty are Board Certified Behavior Analysts (BCBA). Other faculty listed on this page teach other programs/courses in the School of Education.

Core Faculty

Senior instructor.

No standardized graduate school tests required for admission into non-licensure programs

• Admissions Office: 1-800-829-4723
• Application Form: Apply Online Now
• Application Fee: $50 ($100 for international students)

Program Requirements

Candidates for this program require:

• BCBA Certification
• Interview with Program Chair and faculty
• School of Education Requirements

Health Requirements for Massachusetts Students 

The Massachusetts Health Department and Cambridge College require the following of students in Massachusetts:

Immunizations  – All students in Massachusetts are required to get certain immunizations before you can register for your first term.  See form

Health Insurance  – In Massachusetts, undergraduate students taking nine or more credits/term and graduate students taking six or more credits/term must enroll in the College’s health insurance plan. Students who have insurance with comparable coverage may request a waiver.  See information and enroll or waive .

School Requirements

International students .

International students need to provide  supplemental documentation :

• Official demonstration of English language proficiency
• Supplemental documentation for issuance of I-20
• International transcripts, evaluated by an accepted evaluation service

Transfer Credit 

Please complete the  transfer credit request form  if you wish to have prior course work evaluated for transfer.  Learn more about transferring credits .

• Credits: 48
• Cost per credit hour: $1,076
• Health Insurance Fee: $3,940 - Required for Massachusetts students only. See waiver details on Tuition & Fees page.)
• Internship/Practicum Fee: $400

See all fees

Note: Rates are as of July, 2022, and are subject to change without notice. Rates apply to all students, unless otherwise noted.

Cambridge College offers financial aid to students in our degree programs who are enrolled at least half time. Undergraduate students must be enrolled in at least 6 credits each term. Graduate and doctoral students must be enrolled in at least 4 credits each term. Learn more

Grants, Scholarships and Loans

Cambridge College welcomes the opportunity to support your efforts to pay for college.  Federal, state and local resources in the form of grants, scholarships, loans and work-study, including Cambridge College Scholarships, are available to help defray the cost of tuition. Learn more

Many companies have tuition assistance programs, designed to help their employees with their professional development. Learn more

Take the Next Step Toward your PhD in Applied Behavior Analysis

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Doing a PhD with Autism Spectrum Disorder (ASD)

Anecdotally I know that there are many PhD candidates out there with ASD: Autism spectrum disorder . I have quite a few family members and friends who are not neuro-typical, so I’m uncomfortable with the word ‘disorder’. As my nephew, who was diagnosed as being on the spectrum around age 7, puts it: “you say ASD like it’s a bad thing, when it’s just how I am”.

He’s totally right. ‘ Neurotypicals’ are sometimes blind to the unique skills and capabilities that people with ASD have. The world is built around neurotypical ways, which makes studying while being on the spectrum particularly hard. I often get asked about PhD strategies for people with ASD, but, despite experience living and working with people on the spectrum, I am no expert. I was happy when Kim sent in this post and I hope it might encourage others living with ASD to share their experience.

Kim Kemmis has spent the last ten years working full time and pursuing postgraduate study in the Department of History at the University of Sydney. He recently completed his PhD on the life and career of the Australian soprano Marie Collier. His interests include Australian cultural history and the history of sexuality, and is currently writing on opera as a social phenomenon in Australia.

When I started my PhD I knew there would be challenges. For people with Autism Spectrum Disorder (ASD) there’s a huge boulder blocking the road, stopping us from turning intention into action. The way we process information and respond to the world affects how we work and how we connect to others, and for the HDR student there are some particular difficulties.

If research were only sitting in the archive working on documents it would be the best of all possible worlds. I can focus on the detail and feel the brain fire up with new information and connections and ideas. Back in the university study space where the work is more varied I need routine and habit, working at regular times in a quiet, unchanging working place, with minimal environmental noise like air conditioning hum or banging doors, where people don’t constantly walk past your desk or change your computer settings or move your books around. You will know this place by the unicorns roaming outside. Hot-desking is a vicious variation on the hell of open-plan, where even neurotypicals suffer.

Even in optimal conditions my brain won’t do what I want it to. At my worst, is not a matter of diving-in but zeroing-in. The brain takes its own time to engage with the text I’m working on. It doesn’t connect with anything beyond the immediate phrase I’m looking at. I circle around the text, looking for a phrase to spring off the screen or to catch my attention, to coax the brain into comprehension. Every few minutes I have to give the brain a break, preferably by doing something work-related or tuning into my music rather than social media. But usually it’s five minutes on, fifteen off until I get back to where I was. Sometimes I have to drag the brain back, with the to-do list, or by breaking the task down so I can do it in baby steps—any structure I can use to keep moving in the right direction.

On good days form takes care of itself. On bad days syntax and sentence structure fail catastrophically. The brain switches off between phrases and jumps to something else; I grab at what I thought I was writing, but my thinking has moved on and the sentence is a series of non sequiturs. My advanced writing skills need conscious reinforcement, and I can’t see if I’m making sense until I finish the sentence.

But after three-quarters of an hour teasing out the phrases and connections I suddenly get into the zone. Words start flowing out through the fingers and the actual ‘writing’ happens, and I have some sentences, even paragraphs that I can come back to and polish.

Connecting with others is difficult; activities such as class participation and supervision are complicated, and you become estranged from many of the collegial experiences. In my undergraduate days I was criticised for not joining in the discussions, even though I was probably working the hardest of anyone: trying to establish what people what were saying, analyse it, draw conclusions, then find a way of verbalising them, while not being able to read the class dynamics. Now that happens in supervision meetings. I try to work out the nuances (‘What exactly does she mean by subjectivity ? Whose? Is that what I call subjectivity or is it something else?’), but there is no time to linger, and I have to hold the idea unresolved and try to pick up cues from the rest of the conversation. After twenty-minutes I run out of stamina, and I can’t express myself verbally. I have lost count of the follow-up emails starting, ‘I tried to say…’ or ‘I should have said…’, or even pretending ‘It’s occurred to me that…’ (NB I didn’t disclose my ASD to my supervisors: in retrospect, a big mistake.)

As a historian I have to interview people. It’s a misconception that people with ASD don’t have empathy. But using that empathy is exhausting, and so are the burdens of initiating and maintaining conversation, and the emails and phone calls required to keep the relationship going.

As a research student you have to make contact with peers and influencers and grow your network. That’s why we have conferences, which can be another circle of hell. You can stick with people you know and connect through their connections. But otherwise it’s cold calling, talking to people while pouring a coffee, using the pre-prepared starters, ‘What are you writing about?’, ‘How many years do you have to go?’, and the one-sentence, thirty-second or three-minute summaries of my research, formulated to avoid the full-immersion experience to which I have been known to subject people; all the while fighting the chaotic and exhausting coffeebreak noise, and the anxiety that as you lurch from sentence to sentence you will lose the thread or not be able to reply.

During papers I try not to be distracted by the rustling of pens scratching on poor quality notepaper, or the suspicion that the weird smells from the seats are possibly organic in origin. I enjoy the para-conference that Twitter provides; distilling the essence of a paper to 280 characters including the conference hashtag helps me engage, and the online interaction complements the more difficult physical socialising.

Presenting isn’t a problem. Once I’m at the lectern the technique kicks in and the anxiety starts to dissipate. But I stink without a script. Every word is prepared, even the impromptu remarks. Questions can be an adventure: remembering not to over-answer, monitoring the questioner’s expression to see if I have to ask ‘Am I answering your question or have I missed the point?’

Now I have finished my PhD I look forward to life as an Early Career Researcher and ask, ‘Does it get easier?’ No. But I have found ways of working that work for me—which is what the PhD is all about, for all of us.

Thanks for sharing your experience Kim! I’m wondering what you think – have you been diagnosed with ASD, or suspect you might have tendencies? What strategies do you have in place to cope with the challenges? Love to hear your ideas in the comments.

Related Posts

Stuggling with thesis production?

My own go to expert on all things thesis with autism is Daveena at the Scholar Studio blog – check it out.

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The Thesis Whisperer is written by Professor Inger Mewburn, director of researcher development at The Australian National University . New posts on the first Wednesday of the month. Subscribe by email below. Visit the About page to find out more about me, my podcasts and books. I'm on most social media platforms as @thesiswhisperer. The best places to talk to me are LinkedIn , Mastodon and Threads.

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