Education 

1. Provide rigorous academic coursework related to the principles and contemporary applications of ABA as well as the legal, historical, and practical nature of special education.
2. Equip students with the knowledge and skills to serve individuals with disabilities using the methods associated with behavior analysis. 
3. Promote critical thinking, problem-solving, and ethical decision-making in all aspects of behavior analytic practice. 

Research 

1. Encourage faculty and student research in areas of behavior analysis and disability services.
2. Disseminate research findings through publications, presentations, and other scholarly work.
3. Foster a culture of interdisciplinary innovation across education, disability service providers, and other fields.
4. Promote public awareness and understanding of behavior analysis as a profession and as science 

 Practical Training 

1. Offer supervised practical experience in interdisciplinary settings including schools, community providers, and intensive clinical settings
2. Ensure students gain hands-on experience in empirically validated interventions and assessments. 
3. Develop strong practitioner-researchers capable of using data and research methods to improve service delivery. 

Ethics

1. Emphasize the importance of ethical issues across all areas of practice and the adherence to guidelines established by the Behavior Analyst Certification Board
2. Support understanding of various ethical commitments of related service providers within special education and disability services.
3. Promote respect in all interactions with clients, families, colleagues, and communities. 
4. Prepare students to address the unique needs of individuals. 

• A bachelor’s degree from a Regionally Accredited American College or University, or an equivalent degree from another country as determined by the Office of Admissions
• Cumulative undergraduate grade-point average (GPA) of 3.00 or better on a four-point scale
• The Graduate Record Exam (GRE) General test – verbal and quantitative - is not required.
• Applicants whose first language is not English must score at least 100 (Internet-based) on the Test of English as a Foreign Language (TOEFL) (English Proficiency Requirements)
• Experience and/or teaching licensure/certification
• An interview may be requested

Final admission decisions are made by the Special Education Graduate Admissions Committee and are based on a composite analysis of the candidate's likelihood for success in the program.

• Official transcripts from all post-secondary institutions
• The Graduate Record Exam (GRE) General test – verbal and quantitative - is not required.
• Official TOEFL scores may be required for some non-native speakers of English
• Evidence of experience and/or teacher licensure/certification
• A statement of purpose
• Three letters of recommendation*

* You will be asked to give the contact information of your recommenders, including their email, on your Admissions Profile. The recommender will then get an email with instructions on how to upload the recommendation letter and/or form.

The University of Iowa follows established procedures for evaluating transfer credit to ensure alignment with ABA program requirements. The ABA coordinator reviews transcripts and course materials to determine compatibility. Transfer credit decisions are based on official documentation and must comply with Graduate College policies, which require at least 30 credit hours to be earned at Iowa. The Office of Admissions records eligible graduate credits, and departmental and dean approval is required for applying them toward the degree.