The Iowa Reading Research Center is partnering with the University of Iowa College of Education on Project I-CORE: Interdisciplinary Competency-Oriented Behavioral Education in Applied Behavior Analysis (ABA) and Special Education. This five-year, $1.2 million initiative, funded by the U.S. Department of Education, will prepare 14 master’s-level professionals to address workforce shortages and improve services for students with disabilities and high-intensity needs.
According to Dr. Seth King, project director and associate professor of special education at the UI College of Education, training grants like I-CORE are crucial for bringing new professionals into the field and providing them with a complete understanding of how to support learners with diverse needs.
“It's very hard for people to get comprehensive training in ABA,” said Dr. King. “The genesis of the program was the realization that we need funding to support people to pursue [ABA], but we also need a program that provides comprehensive training in things like academic skills, social skills, and adaptive behavior above and beyond what is typically offered.”
ABA, considered one of the most effective interventions for children with autism, addresses language deficits, social skills challenges, and difficult behaviors, yet families often travel hours to access these services, and the UI’s bio-behavioral clinics face more demand than they can meet.
In schools, challenges such as inappropriate discipline for children with disabilities often stem from a lack of personnel trained in positive, non-punitive behavior interventions. This gap highlights a growing need for behavior specialists who can implement ABA-informed strategies, positive behavior supports, functional behavior assessments, and effective academic skill interventions.
Project I-CORE emphasizes the importance of understanding behavior functionally and recognizing that every action, whether appropriate or challenging, serves a purpose. For many students, especially those with limited verbal skills, addressing challenging behavior means giving them the tools to meet their needs in socially appropriate ways rather than relying on punishment.
“It’s about communication,” said Dr. King. “It’s about autonomy and empowerment.”
A key element of ABA is the collection and use of data to guide interventions rather than simply assuming their effectiveness. “A lot of the time, things that we think are effective, or things that we think are rewarding or punitive—they actually don’t have that effect,” Dr. King said. “It’s not a punishment. It’s not a reward just because we call it that.”
Instead, goals are set collaboratively with students and families, and progress is carefully monitored to ensure meaningful outcomes. This approach applies to both behavioral and academic skills, allowing educators to measure effectiveness and make adjustments as needed. By following these principles, Project I-CORE helps future educators and specialists not only understand the theory behind applied behavior analysis but also how to implement it effectively in real-world contexts.
Project I-CORE integrates classroom instruction with practical experiences across multiple settings. Trainees complete two semesters of clinical fieldwork followed by a summer in bio-behavioral clinics addressing severe behavioral challenges. In a final semester at the Iowa Reading Research Center, trainees apply behavioral approaches to academic interventions in local schools.
Through this structure, Project I-CORE will prepare trainees to serve effectively across schools, clinics, and community settings. Participants will earn the supervised fieldwork hours required for certification while developing a comprehensive understanding of how applied behavior analysis connects with special education, ensuring they leave with both the credentials and the experience to meet the growing demand for skilled behavior specialists.
Many children who struggle academically or behaviorally do not meet diagnostic criteria but can still benefit from evidence-based strategies grounded in ABA. By breaking down these barriers, Project I-CORE encourages a more inclusive approach focused on understanding each learner’s needs rather than fitting them into predefined categories.
“When people hear applied behavior analysis, they immediately think of inappropriate behavior, [but ABA] is a theory and a series of tools that work together to change behavior across a range of domains,” Dr. King said. “It’s not about your category—it’s about the support that you need.”
If you are an education professional interested in pursuing a master’s in special education at the University of Iowa, you can learn more about this scholarship opportunity by contacting Dr. Seth King at seth-king@uiowa.edu.