What I Wish Someone Had Told Me Before Choosing an ABA Master's Program in the U.S.
Choosing an ABA master's program is about so much more than comparing tuition or course lists. As a Brazilian student navigating graduate education in the U.S., I share the lessons that completely changed how I evaluated programs, and the questions I wish someone had encouraged me to ask.
7/13/2026
What I Wish Someone Had Told Me Before Choosing an ABA Master's Program in the U.S.
When I decided to pursue a master's degree in Applied Behavior Analysis (ABA) in the United States, I thought my biggest challenge would be choosing a university.
I was wrong.
Before I could even compare programs, I first had to understand how graduate education worked in an entirely different educational system.
Coming from Brazil, almost everything felt unfamiliar.
I had to learn what a GPA was and why maintaining one mattered so much. I had to understand why graduate programs talked about credits instead of simply listing courses. I also had to let go of the idea that an online program automatically meant lower quality.
Those differences were relatively easy to understand.
What took me much longer was understanding how behavior analysts are actually trained in the United States.
Understanding the role of a master's degree
In Brazil, many behavior analysts begin with a bachelor's degree in Psychology, Occupational Therapy, Speech-Language Pathology, Education, or another related field. After graduation, most complete a postgraduate specialization in ABA.
These programs are generally designed to prepare clinicians directly for practice. They usually combine theoretical foundations, assessment, intervention strategies, ethics, case discussions, and, in some cases, supervised practical experiences.
Graduate education has a different purpose in Brazil as well. A master's degree is typically intended for students interested in research or academia rather than clinical practice.
Because of that, it took me some time to understand that, in the United States, a master's degree in ABA often serves a very different role.
When I first started researching programs, I was looking for research opportunities because that was what I associated with a master's degree. I quickly realized that those opportunities were usually available only in research-focused or on-campus programs.
At the same time, I kept looking for clinical practicum opportunities within the university.
Eventually, I learned that, in most ABA programs, clinical training happens outside the university through supervised fieldwork with a qualified BCBA.
That realization completely changed the way I evaluated graduate programs.
I started asking different questions
Once I understood the purpose of the master's degree, I realized I had been comparing programs using the wrong criteria.
At first, tuition was one of my biggest concerns.
But over time, I found myself asking very different questions.
Where did the behavior analysts I admire receive their training?
Does the curriculum go beyond the minimum coursework required for certification?
Will I have meaningful interaction with professors and instructors?
Are classes live, or are they entirely asynchronous?
How are students evaluated? Will assignments challenge me to think critically and prepare me for professional practice, or are they simply designed to complete the course requirements?
What do graduates say about the program years after finishing it?
Those questions told me much more about the quality of a program than rankings, tuition, or marketing ever could.
Looking beyond the course titles
Another lesson I learned is that it's easy to compare programs by looking only at course names.
But course titles don't tell the whole story.
Instead, I began asking myself:
What kind of professional is this program trying to develop?
Some programs place a stronger emphasis on research methodology, philosophy of behaviorism, ethics, and scientific reasoning.
Others focus more heavily on clinical applications and intervention procedures.
Neither approach is inherently better.
The important question is whether the program aligns with your professional goals and the kind of behavior analyst you hope to become.
One big difference about ABA between both countries
Every educational system has strengths and limitations.
Rather than saying one system is better than the other, I think the biggest difference lies in how professional preparation is organized.
One aspect I genuinely admire about the U.S. model is the role of the Behavior Analyst Certification Board (BACB).
The BACB establishes standards for coursework, supervised fieldwork, ethics, and professional certification. This creates a more structured pathway from graduate education to independent clinical practice.
Instead of expecting the university to provide every component of professional preparation, responsibilities are shared among graduate programs, supervisors, and the certification process.
As someone who has experienced both educational systems, I believe this model places a strong emphasis on something every healthcare profession needs:
Competence isn't built through coursework alone.
It develops through mentorship.
Through feedback.
Through supervised clinical experience.
My final advice
If I could give one piece of advice to anyone choosing an ABA master's program, it would be this:
Don't choose a university based only on tuition, rankings, or the list of courses.
Take some time to choose the program that will challenge you to think critically, evaluate evidence, ask better questions, and continue learning long after graduation.
Because, at the end of the day, your diploma may open the first door.
But the way you learn, and the mentors who shape your professional growth, will influence the kind of behavior analyst you become.