Program Purpose
The Applied Behavior Analyst Certification program prepares the candidate for eligibility to apply to the Behavior Analyst Certification Board (BACB) for entrance into the Board Certification examination. The BACB currently offers the examination several times per year. Additional requirements are described by the BACB.
Description of Program
This program is a cohort program with each cohort group beginning the sequence in the Summer 1 session. The five- course sequence is then completed in four semesters.
Prerequisites
The Applied Behavior Analyst certification program can be completed as a concentration within a Master of Education for candidates holding certification in Special Education or as a stand-alone program for candidates holding a master’s degree in Special Education or a related field.
Program of Study
SPED 574 Applied Behavior Analysis Principles I 3 credits SPED 575 Applied Behavior Analysis Principles II 3 credits SPED 576 Seminar: Research Problems in Special
Education 3 credits
SPED 577 Application of Behavior Principles with
Low Incidence Disabilities 3 credits SPED 578 Systems Issues in Behavior Support 3 credits
Admissions
The ABA program submission deadline is March 1 for Summer admission.
www.esu.edu Programs and Course Descriptions | Special Education, M.Ed. 119
Course Descriptions
SPED 535 Classroom Diversity: Creating a Positive Environment (3:3:0)
This course encourages educators to identify their own values, prejudices, and goals; to examine their thoughts and/or misconceptions about culturally diverse communities. Designed to help them create school climates that celebrate diversity and meet the needs of students of different races, ethnicities, gender, and ability levels.
SPED 550 Nature and Needs of Exceptional Individuals (3:3:0) This course deals with individuals having educational impairments including: identification and etiological factors; psychoeducational needs of emotionally disturbed, mentally handicapped, learning impaired, or severely physically disabled persons; community and professional services. Required for those students with limited experience in special education. SPED 551 Inclusionary Practices (3:3:0)
This course is intended for administrators, counselors, psychologists, curriculum supervisors, all teachers (regular, special), and school nurses concerned with proving appropriate educational experiences for students with special education needs in regular educational setting. Required for special education certification.
SPED 554 Curriculum and Instruction for Individuals with Mild Disabilities (3:3:0)
This course is designed to provide a basis for the development of individualized curriculum goals and instruction for students with mild disabilities. (Offered fall term and summer pre- session)
SPED 555 Curriculum and Instruction for Individuals with Moderate/Severe/Profound Disabilities (3:3:0)
This course is designed to provide a basis for the development of individualized curriculum goals and instructions for students with moderate/severe/profound disabilities. (Offered spring term, and summer main session)
SPED 568 Early Intervention in Special Education (3:3:0) This course is designed to develop skills in the identification and referral of preschool-age children with exceptionalities, determining training targets for this group, implementing alternative programs for individuals with multiple disabilities, developing appropriate preschool training environments, and implementing an adapted curriculum. (Offered fall term and summer main session)
SPED 570 Collaboration in the Educational Process (3:3:0) This course is designed to prepare special educators to function as consultants to regular education teachers and other school personnel. The use of consultation is reviewed at the pre- referral, referral, and mainstreaming level of service. The goals for this course include student competence in consultation concepts and skills in working with classroom teachers. (Offered summer session)
SPED 572 Thesis I (3:0:0)
This course consists of the development of a thesis topic and review of the literature, writing and editing of the thesis, and submission of the final paper to peer-reviewed journal. Prerequisites: ELED 570; SPED 566.
SPED 573 Thesis II (3:0:0)
This course consists of the development of a thesis topic and review of the literature, collection of data, writing and editing of the thesis. Prerequisites: ELED 570;
SPED 574 Applied Behavior Analysis Principles I (3:3:0)
This course will cover the basic concepts of behavior analysis as applied to a variety of situations in teaching individuals with exceptionalities. Classroom management utilizing nonaversive behavior management techniques will be presented. Open to all students of graduate standing. (Offered fall, summer main session)
SPED 575 Applied Behavior Analysis Principles II (3:3:0) This is an advanced examination of the basic principles of behavior and the development and application of each. This course will examine the principles of behavior in depth and focus on the use of these principles in applied settings with students and/or individuals with disabilities. The content of this course is determined by the Task List of the Behavior Analyst Certification Board. Prerequisites: SPED 574; permission of instructor.
SPED 576 Seminar: Research Problems in Special Education (3:3:0)
This course will develop student awareness of critical issues in special education which have relevance for research concerns. Additionally, appropriate and feasible research designs and techniques are discussed within the framework of current special education methods and procedures. Required for Master’s thesis. Prerequisites: ELED 570; SPED 574. (Offered spring term)
SPED 577 Techniques in Applied Behavior Analysis (3:3:0) This course will examine issues relevant to the development and application of interventions with individuals with low incidence disabilities. Specific interventions and strategies will be discussed. Content for this course was determined by the Task List of the Behavior Analyst Certification Board and the Council for Exceptional Children Knowledge and Skill Statements. Prerequisites: SPED 574, SPED 575, SPED 576. SPED 578 Systems Issues in Behavioral Support (3:3:0) This course will examine issues related to service delivery, systems change, and the staff development in the application of applied behavior analysis. The content of this course was developed in accordance with the Task List of the Behavior Analyst Certification Board. Prerequisites: SPED 574, SPED 575, SPED 576, SPED 577; permission of instructor. (Offered
SPED 580 Seminar: Administration and Organization of Special Education (3:3:0)
The course is designed to review traditional and emerging leadership roles and organizational approaches in special education. The student will review, assess, and discuss implications of new mandates for human services. Objectives include evaluation of current delivery systems. (Offered summer main session)
SPED 581 Measurement and Evaluation in Special Education (3:3:0)
This course utilizes a variety of measures to assess and evaluate the educational, behavioral, and developmental areas of students with exceptionalities using traditional and alternative assessment instruments based upon the results of these measures. Prerequisite: SPED 550. (Offered fall and spring terms)
SPED 582 Seminar: Current Issues in Special Education (3:3:0) This seminar is designed for all graduate students in the field of education who are interested in current issues arising out of litigation and legislated mandates within the field of special education. An emphasis will be placed upon issues which are presently affecting (and will continue to shape) services to learners with exceptionalities, regular and special education professionals, and administrators. Attention will also focus upon a class member’s individual/professional concerns in the special education arena. (Offered spring term)
SPED 583 Seminar: The Emotionally Disturbed (3:3:0)
The course will provide the student with a current overview of the field of education for students with emotional
disturbances. Objectives include an awareness of conceptual models and program activities toward ameliorating impact of maladaptive behaviors. Prerequisite: SPED 550. (Offered summer post session)
SPED 584 Seminar: Vocational and Career Education for Exceptional Individuals (3:3:0)
This course is designed to help the teacher to develop new skills and to find innovative means for career and vocational-
technical planning and training with individuals with exceptionalities. Prerequisite: SPED 550. (Offered fall and spring terms)
SPED 589 Curriculum Issues in Special Education (3:3:0) This course will focus on the development, implementation, and evaluation of special education curriculum. This will include problems of programming for students with
exceptionalities; different curriculum approaches and review of research implications. Prerequisite: SPED 550 or enrolled in the Special Education Supervisory Certificate Program. (Offered summer presession)
SPED 591 Seminar: Assistive Technology (3:3:0)
This course describes the use of assistive technology services and devices as related services in the special education process. Emphasis is placed on consumer-driven technology selection and evaluation processes. Students will learn how to access assistive technology services as well as strategies for collaborating with experts in technology.
SPED 596 Internship in Special Education Supervision (3:1:4) This supervised field experience is designed to provide the candidate for the Special Education Supervisor certificate with field experiences in personnel supervision, assessment techniques with the exceptional population, budgeting and financing for special class operation, participating in child study team conferences, curriculum development, and due process. Prerequisite: All courses listed for the Supervisory Certificate Program. (Offered summer pre-session)
www.esu.edu Programs and Course Descriptions | Speech-Language Pathology, M.S. 121
College of Health Sciences
Monroe Hall 570-422-3247 www.esu.edu/sppa
Faculty
Graduate Coordinator:
Robert Ackerman, Ph.D., CCC-SLP, [email protected]
Professors:
Robert Ackerman, Ph.D., CCC-SLP, [email protected] Elaine Shuey, Ph.D., CCC-SLP, chair, [email protected]
Assistant Professors:
LuAnn Batson-Magnuson, Ph.D., CCC-SLP, [email protected] Susan Dillmuth-Miller, Au.D., CCC-A, [email protected]
Ann Millett, M.S., CCC-SLP, [email protected] Rachel Wolf, Ph.D., CCC-SLP, [email protected]