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  • SPSY 7041: Ethics for Behavioral Practice and Research

    3.00 Credits
    University of Cincinnati-Main Campus

    The course examines legislation, regulations, court decisions, and ethical standards that impact practice in schools and other community agencies. The course addresses the ethical and legal issues that professionals, including school psychologists and Board Certified Behavior Analysts, may encounter in practice. The course will also review the guidelines for professional conduct and ethical standards of the National Association of School Psychologists, Association for Behavior Analysis International, American Psychological Association, and Behavior Analyst Certification Board. The ethical responsibilities of those engaged in research also will be highlighted. Informed consent, protection of confidentiality, and selection of least intrusive, least restrictive behavior change procedures will be presented and discussed. Ethical decision-making processes will be emphasized and the relationship between ethics and law will be explored.
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  • SPSY 7042: Working with Cultural and Linguistic Diversity in Schools

    3.00 Credits
    University of Cincinnati-Main Campus

    This course is designed to (1) develop school professionals' sensitivity and awareness of diversity factors related to culture, context, and individual and role differences that influence values, beliefs, and behaviors, (2) gain an understanding of culturally-responsive data-based decision making, consultation and collaboration, and direct and indirect services for individuals, families, and schools with diverse characteristics, cultures, and backgrounds within a multi-tiered delivery system, (3) develop an understanding of how to provide cross-culturally competent and ethnically-valid instructional practices for all children, families, and schools in order to address disproportionate representation of diverse populations in educational categories, (4) promote social justice and recognition that cultural, experiential, linguistic, and other areas of diversity may result in different strengths and needs and advocate for culturally responsive systems that ensure learning environments that are culturally relevant, respectful, responsive, and rigorous.
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  • SPSY 7043: Child Development

    3.00 Credits
    University of Cincinnati-Main Campus

    This course provides an overview of theory and empirical research related to child development from infancy through adolescence. The course emphasizes the links between theory, research, and practice to promote positive outcomes for all children. The course also links child development theory to an in-depth examination of the research on behavioral interventions and prevention strategies to improve developmental outcomes. Also, from a behavioral intervention orientation, the course will review the literature on parenting behavior and its relationship to child development.
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  • SPSY 7044: Frameworks for Disabilities and Disorders within School Psychology Practice

    3.00 Credits
    University of Cincinnati-Main Campus

    The course introduces students to the foundations for child development, disability, developmental psychopathology, and diversity within individual development from an ecological-behavioral and competence enhancement perspective. Emphasis is on implications for research-based intervention and practice in schools. The purpose of this class is to review patterns of typical child behavior and development as well as behaviors in children that are generally regarded as atypical (interfering with quality of life or life functioning). The course also reviews special education law and how it relates to classification and service delivery in schools.
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  • SPSY 7045: Frameworks for Disabilities and Disorders in Childhood

    3.00 Credits
    University of Cincinnati-Main Campus

    The course introduces students to the foundations for child development, disability, developmental psychopathology, and diversity within individual development from an ecological-behavioral and competence enhancement perspective. Emphasis is on implications for research-based intervention and practice in schools. The purpose of this class is to review patterns of typical child behavior and development as well as behaviors in children that are generally regarded as atypical (interfering with quality of life or life functioning). The course also reviews special education law and how it relates to classification and service delivery in schools.
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  • SPSY 8000: Field Experience in Foundations for Data-based Decision Making

    1.00 Credits
    University of Cincinnati-Main Campus

    The purpose of this course is to provide an initial experience in using research-based basic academic skill remediation in schools and using data-based progress monitoring for making intervention decisions. Students will be trained in at least one direct instruction remedial program, will use this program with fidelity across a school year, and will use appropriate continuous progress monitoring rules to improve student outcomes. Students will learn: basic graph construction for progress monitoring; how to monitor fidelity of intervention implementation and data accuracy; how to manage small group behavior; and basic elements of decision making with a Response to Intervention service delivery system.
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  • SPSY 8010: Applied Behavior Analysis I

    3.00 Credits
    University of Cincinnati-Main Campus

    This course, the first in a sequence of courses in applied behavior analysis, provides an in-depth introduction to the philosophy, concepts, and principles of behavior analysis in general, and to applied behavior analysis in particular. The conceptual foundations developed in this course will be the basis for understanding academic and behavior problems in applied settings and in the development and implementation of: behavioral assessments, functional behavioral hypotheses, intervention procedures directly related to problem function, and data-based decisions about intervention effectiveness.
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  • SPSY 8011: Applied Behavior Analysis II

    3.00 Credits
    University of Cincinnati-Main Campus

    This is the second course in the applied behavior analysis sequence and provides instruction in applying basic behavior principles to resolve behavior problems and foster prosocial behaviors in educational settings, including school-wide positive behavior approaches. Students will learn: basic principles of functional assessment of behavior problems, techniques of direct behavioral assessment used in functional assessment; assessment of reinforcers to use in interventions, clinical applications of behavior analytic interventions to reach socially meaningful outcomes, the rudiments of repeated measurement to make data-based decisions about intervention effectiveness, and evidence-based strategies to promote social competence, including school-wide approaches. Students will acquire basic knowledge of research procedures within applied behavior analysis and will use these principles to begin to analyze related research to guide professional practice.
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  • SPSY 8012: Behavioral Research and Accountability Methods

    3.00 Credits
    University of Cincinnati-Main Campus

    The course focuses on developing students' skills to apply the scientist-practitioner model to applied behavioral research and accountability in practice educational settings. Behavioral research methods and single case designs of relevance to the learning and behavior problems of children are examined as is practical intervention evaluation for accountability. The course is designed for graduate students in school psychology, special education, and other educational professionals.
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  • SPSY 8015: Functional Behavioral Assessment

    3.00 Credits
    University of Cincinnati-Main Campus

    This course examines advanced techniques in functional behavioral assessment and analysis of aberrant behaviors for individuals with severe disabilities. There is an applied experience requirement for students to conduct an actual functional assessment or analysis in an educational setting, including creation of a behavior support plan based on functional hypotheses. Introduction to curriculum planning for students with severe disabilities will be covered, focusing on meeting functional needs in least restrictive environments. Development of communication skills/social relationships for students with disabilities will be examined, especially in relation to positive reduction of aberrant behaviors.
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