Early Childhood Intervention
Department of Special Education
Designed For
This program is designed for aspiring and current professionals who want to work with young children from birth through age eight who have autism and other developmental disabilities. It is ideal for individuals seeking advanced, evidence-based training in early intervention within natural learning environments. Students interested in naturalistic developmental behavioral interventions (NDBIs), applied behavior analysis and interdisciplinary early childhood practice will find this program particularly well-aligned with their goals.
Students interested in working with people across the lifespan or those with significant challenging behaviors should explore our Autism and Developmental Disabilities program.
Career Objective
All graduates are prepared to implement evidence-based early intervention practices across home, school and community settings. The curriculum, which supports careers in early childhood intervention, special education and applied behavior analysis, is approved for those seeking Board Certified Behavior Analyst (BCBA) certification. Additionally, the M.A. pathway prepares graduates for future doctoral study and research-intensive roles.
At a Glance
Program Starts: Fall
Deadline to Apply:
Rolling admissions until spots are filled.
Length of Program:
M.Ed.: 12 months
M.A.: 24 months
Program Location: In-person and online
GRE Required? No
Two Pathways. One Evidence-Based Mission.
The Early Childhood Intervention (ECI) master’s program provides two distinct degree options—Master of Education (M.Ed.) and Master of Arts (M.A.) —allowing students to choose the pathway that best aligns with their professional and academic goals. Coursework for both options is approved for BCBA certification, ensuring alignment with professional standards and workforce demands while providing advanced training in Naturalistic Developmental Behavioral Interventions (NDBIs), culturally responsive interventions and caregiver-implemented interventions.
The M.Ed. is a hybrid, one-year, full-time program designed for students seeking rapid entry or advancement in professional practice. Courses are delivered synchronously, allowing students to attend either fully online or in person while learning alongside peers in small, interactive classes. The curriculum integrates traditional coursework and practicum classes for a well-rounded experience.
The M.A. is a two-year, on-campus program that includes a required research-based thesis. This option provides deeper preparation in research, theory and scholarly inquiry and is particularly well suited for students planning to pursue a Ph.D. or other advanced research or academic roles. M.A. students benefit from close faculty mentorship and intensive training that builds a strong foundation for doctoral study.
Area Co-coordinator
Lauren Hampton
Area Co-coordinator
Laura Estep
Graduate Program Administrator
Kelsey Samsel
Program Details
Program Requirements
Master of Education
This program involves the completion of 10 courses plus two practical experiences leading to a master’s degree and can be completed in 12 months of full-time study. All courses are worth 3 credit hours.
Fall
- SED 384 Overview of Early Childhood Special Education
- SED 384 Instruction and Intervention in Early Childhood Special Education
- SED 380 Community Contexts in Early Childhood Intervention
- SED 388 Practicum: Professional and Ethical Practice
Spring
- SED 384 Families in Early Childhood Intervention
- SED 384 Communication Intervention
- SED 396R Single Subject Research Design
- SED 384 Advanced Practicum in Early Childhood Special Education
Summer
- SED 388 Practicum: Professional Development in ABA
- SED 388 Theoretical Framework in ABA
- SED 388 Advanced Concepts in ABA
- SED 388 Foundations in PBS and Classroom Management
Total Required Credit Hours: 36
Master of Arts
This program involves the completion of 13 courses, including two electives that may be selected in consultation with the faculty advisor, three practical experiences and a thesis leading to a Master of Arts degree. All courses are worth 3 credit hours except for the thesis.
Fall 1
- SED 384 Overview of Early Childhood Special Education
- SED 384 Instruction and Intervention in Early Childhood Special Education
- SED 380 Community Contexts in Early Childhood Intervention
- SED 388 Practicum: Professional and Ethical Practice
Spring 1
- SED 384 Families in Early Childhood Intervention
- SED 384 Communication Intervention
- SED 396R Single Subject Research Design
- SED 384 Advanced Practicum in Early Childhood Special Education
Summer 1
- SED 388 Practicum: Professional Development in ABA
- SED 388 Theoretical Framework in ABA
- SED 388 Advanced Concepts in ABA
- SED 388 Foundations in PBS and Classroom Management
Fall 2
- SED 698A Thesis A
- SED 388 Challenging Behavior and Developmental Disability (Recommended)
- Elective
Spring 2
- SED 698B Thesis B
- SED 388 Advances in the Understanding and Treatment of Autism (Recommended)
- Elective
Total Required Credit Hours: 54
Program Requirements
We welcome international applicants to enroll and complete the program remotely from anywhere in the world.
Students admitted to this program will not be eligible for F-1 or J-1 student visa status.
Faculty
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.
Studies how to optimize early interventions for young children with challenging behavior and communication delays including those with autism.
Accepting new students
Autism, implementation science, cultural adaptation, early intervention, marginalized families, global autism research
Accepting new students
Additional Information
From Our Students
“This program has been transformative. It has shaped me into a more reflective, empathetic and culturally responsive practitioner. Through coursework and mentorship, I learned how to actively engage with clients, implement culturally embedded interventions and support socially significant behavior change. I gained the skills to address challenging behaviors with compassion and evidence-based strategies, while also learning how to collaborate with families, advocate for communities and pursue meaningful research.”
— Gabriella Gonzalez, Master’s Student
