Hybrid Mentorship

If you are not at one of our designated approved remote practicum sites, upon admission, you will be assigned a mentor and be enrolled in our mentorship program. This program does not cost you any extra tuition and is designed to facilitate your success in our program. During this process, you will get mentorship on how to link your coursework to your practice as well as evaluate your current or potential site to become an approved remote practicum site.  

The mentorship program is designed to cover four ABA Online terms (one year).  The student enrolls in the mentorship course (BEHP5020M) concurrently with their other ABA Online coursework (BEHP5011-5018) for the first four 5020s.  Once assigned to your mentor, you will meet weekly with them and complete assignments related to your online coursework.  These courses are part of the graduation requirements of the MA degree program.  Students who do not go through the mentorship program are also required to take BEHP5020 courses as well (sans mentor).

To participate, you will need a computer with broadband internet, a web-cam, microphone, and speakers.  

Some frequently asked questions about the mentorship program: 

Why can't you pre-approve my practicum?  I don't want to start without knowing that where I work will qualify.

We currently have over 140 sites which have asked us to approve them before any of their employees enroll as students.  Previously we approved hybrid host sites to companies who had at least 15 students, our management team conducted on-site visits to ensure they met our quality requirements. With the new model, we can allow for approved remote practicum sites, but instead of a site visit, they are evaluated and approved during the mentorship process.  The Behaviorally Anchored Rating Scale will guide this.  If a site scores at least a 3 on each metric (other than the exclusionary category), then they are most likely to be approved.  However, our mentors will be using the time during the 5020 Mentorship series to evaluate the experience that our students are getting at each site to provide input into the final determination. 

Is there any way to get a site pre-approved?

If a site wanted to fund a site visit, we could potentially accommodate that.  We have structured the mentorship series to avoid those costs, and allow for the development and approval of sites during our student's first year in the program.  

What happens if I get admitted, and my agency is not approved?

Your standing in our degree program will not be impacted by a site approval.  You would have a few options:

a) Our mentors will work with you to help find a site that will meet our minimum standards. 

b) Our team can help you identify a place that you could relocate for the practicum coursework.

c) Our team can work with your site to identify changes that would allow for it to meet our minimum standards.  

If you didn't exercise one of these options, then your practicum courses could be put on hold until you are able to find an approved practicum site.  You could continue to take our Stage 2 Didactic courses (BEH5022, 5023 and 5024) as well as capstone (BEH5028, 5029 and 5030), but it is important to discuss with our team the impact this may have on your financial aid, as our intensive practicum courses (BEH5025) automatically qualify you as a full-time student.  

Nobody else requires this approval process, why do you?

We believe that your practical experience is paramount to becoming a proficient behavior analyst.  We care very much that our students graduate with the appropriate skill set to effect positive change in their consumers' lives.  While we have demonstrated that our didactic coursework will provide our students with the skill to pass the BCBA exam, it is their practicum that will build the repertoire they'll use daily.  Therefore, we need to ensure the practical training is on par with our didactic training.  This minimum requirement is designed to help us accomplish this.


Hallie ErtelHallie Ertel

I earned my B.S. in Psychology from the University of Mary Washington and am currently working towards completing my M.S. in Applied Behavior Analysis and Organizational Behavior Management at Florida Institute of Technology. I have worked as a Registered Behavior Technician at multiple sites with various populations including, autism spectrum disorder and traumatic brain injury. After graduating with my masters I will begin the Ph.D. program in Behavior Analysis at Florida Tech under the supervision of Dr. David Wilder. My interests include compliance, medical tolerance, and dissemination of our field.

Kaitlynn Gokey, M.S., BCBA

Kaitlynn Gokey is a student in Dr. Josh Pritchard's lab to earn her doctoral degree in behavior analysis at Florida Tech.  She earned her BS degree in psychology and criminal justice from Western Michigan University and her MS degree in applied behavior analysis and organizational behavior management from Florida Institute of Technology.  Kaitlynn has numerous state and national presentations and her thesis research has been published within the Journal of Applied Behavior Analysis.  Kaitlynn has worked as a BCBA in the home, clinic, and school-based settings with various populations, including autism spectrum disorders and traumatic brain injury. Her research interests include self-control and impulsivity, scientific literacy, and cat behavior.

Chad Kinney, M.S., BCBA

Chad Kinney is currently a PhD student in the ABA program at Florida Tech (since Fall 2017), and has been a co-instructor since 2007. Additionally, he is a husband and father of two (still in training). He earned his M.S. in Applied Behavior Analysis from Florida Institute of Technology in 2007, and became a BCBA that same year. His roots in behavior analysis go back to the year 2000--as an undergrad at the University of Florida. After graduating from UF he began working as a behavior consultant in homes and schools. He earned his BCaBA in 2004, and taught some of his in-home clients behavioral principles through volunteer dog training at local shelters. Later, while earning his master's degree, Chad focused primarily on serving children with autism and adults with developmental disabilities. After graduating with his master's, he served as the lead teacher and then program director/principal of a small school for children with autism. In 2011, he got another degree (B.A. in science education this time), and taught Biology at a local high school in FL. His relevant interests are in the scientific research and mainstream applications of behavior analysis within educational settings--including instructional design, precision teaching, and parent training.

DennisDennis Uriarte, M.A., BCBA

Dennis Uriarte graduated with a BA in Psychology from Florida International University and a MA in Professional Behavior Analysis as part of Florida Institute of Technology’s Hybrid Program. He is currently working towards his Ph. D in Behavior Analysis at Florida Institute of Technology. He has previously served as a behavior therapist to children with Autism, a supervisor, and as a training coordinator. He is passionate about mentoring and guiding the behavior analysts of tomorrow and disseminating the effectiveness of our field.

Supervised by Dr. Nic Weatherly.