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Course Criteria
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3.00 Credits
Conceptualization of behavioral problems and the origins of behavioral disorders is critical to treatment and critical to the functioning of people through the life span. This course focuses on Basic Principles in Behavior Analysis (i.e., positive and negative reinforcement, shaping, stimulus equivalence, etc) and how they shape the development of typical and atypical children. The role of these principles in normal development and developmental problems such as language delays, motor developmental delays, conduct and oppositional defiant disorder, childhood depression, problems of attachment, and autism are explored. The course reviews field applications including direct observations of children's development (using frequency methods, duration methods, rate methods, ABC-event recording, running records), functional behavioral assessment, curriculum design, verbal behavior assessment and intervention, curriculum based-measures and interventions strategies that involve both the school and the family. Prerequisites: A thorough understanding of the basic principles and procedures of applied behavior analysis, as demonstrated by a grade of A - B- in ABA I and ABA II.
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3.00 Credits
This course uses on-line technology in combination with role plays and feedback to build behavior analytic case conceptualization and execute effective behavioral consultation. Behavioral case conceptualization is the integration of information from a functional assessment, complete with skills and adaptive behavior assessment, as well as ecological assessment. This course focuses primarily on behavioral consultation skills needed to produce a strong behavior analytic case conceptualization and to link that conceptualization to intervention. The course thus attempts to reach the following goals: pinpointing target behavior, collaborative goal setting, setting up data collection procedures, identifying critical setting/situation for change (analysis of both antecedent variables and establishing operations), preliminary functional assessment, including descriptive analysis, experimental functional analysis, and behavior chain analysis; understanding graphic representation of data; setting up a competing-behaviors model; linking conceptualization to functional intervention; ensuring that intervention is comprehensive enough to get the job done and least restrictive; analyzing contingencies, treatment integrity checks and data analysis thorough single subject graphs. Special topics will include behavior analytic models of teacher and parent resistance, as well as interventions for resistance. This course is an intensive lab course that focuses on the practical aspects of "how to" consulting (i.e., what is done each session, each step of the way). It is critical that students participate in each class to engage in the role-plays and get feedback from other students. Prerequisites: A thorough understanding of the basic principles and procedures of applied behavior analysis, as demonstrated by a grade of A or B in basic principles or applied behavior analysis II
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3.00 Credits
This course is designed to be a guiding course while the student is on their selected internship. It meets on campus for 1.5 hours/week. The purpose of the course is to help student move information learned in coursework from theory to practice. Focus will be spent on case development- conducting functional behavioral assessment and using the assessment to create a competing behaviors model. From the competing behaviors model, students will brain storm interventions to address: setting events (including motivating variables, history effects, ecological variables, and deficits in the current repertoire), antecedent variables (trigger control methods, fading antecedents, etc), pre-current behavior (overcoming sequential effects, disrupting behavior chains, problem solving skills training etc.), behavior (task analyzing alternative behavior, methods for chaining, instructing and shaping new behavior), and consequence interventions (contingency management, interventions based on the function of behavior). The student should be working 20hrs/week at their selected and approved internship site and receiving at least 0.5 hours of onsite supervision by the field behavior analyst, while registered for this course. Students need to complete 300 hours at their site by the end of this course. Half the grade for the course is presented by the field supervisor.
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3.00 Credits
Applied Behavior Analysis (ABA) and its subspecialty Clinical Behavior Analysis (CBA) are best learned and understood by getting hands-on experience. This hands-on experience is obtained through the internship. While on internship, this course allows for students to meet with their University supervisor to shape their ethical development and understanding of customary practices of the profession. Thus, each student is to be in a field internship and meeting at least 0.5 hours/week with field supervisor. This course meets for 1.5 hours/week on campus. Internships can take place in most community organizations. The field supervisor should have experience in behavior analysis and therapy. Field experiences that offer a diverse range of populations to work with are preferred to those with a single population. This course covers advance use of the principles and procedures of behavior therapy as a clinical intervention approach. This course focuses on practice in specific techniques, as well as an ethical overview of practice. Students need to complete 300 hours at their site by the end of this course. Half the grade for the course is presented by the field supervisor.
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3.00 Credits
This course is required for those seeking Reading Specialist Certification. Topics in this course focus on the graduate student's development of knowledge and skills related to selecting/developing and administering a range of formal and informal literacy assessments (norm-referenced, criterion-referenced, summative, formative, informal). As this knowledge and skills are fundamental to the development of instructional decisions at a classroom and school-wide level, this integration will also be integrated throughout the course. Students will be challenged to acquire skills necessary for providing leadership related to literacy assessment policy and practice at school and district levels. Prerequisites: All courses in Reading Specialist Program with the exception of ED 595, the culminating practicum, and electives, will be prerequisites for this course. This is the final course to be taken prior to the practicum
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3.00 Credits
This course is designed for students who would like the opportunity to co-teach an undergraduate or master's level course with an Arcadia professor. Students will learn how to design a course, develop syllabi, design and deliver effective instruction, and assess students. Special permission of the student's advisor is necessary to take this course.
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3.00 Credits
This seminar focuses on the construction of school knowledge. By school knowledge, we mean both the curriculum of the schools and the implicit pedagogical technqiues embedded in the various subject matters. Students will survey range of curricular theories including: structural theories, neo-Marxist critical theories, critical race theories, feminist theories, post-structural theories and postmodern approaches. The purpose of the survey is to provide students with the analytical tools to examine and adapt school knowledge in their own practice in order to promote full inclusion in the Least Restrictive Environment.
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3.00 Credits
This seminar will explore the ways in which learners typically learn, including those with disabilities. It will focus on the student as a life-long learner. This seminar will teach students to develop instructional and assessment techniques based on the theories of child learning (pedagogy) and adult learning (andragogy).
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3.00 Credits
This seminar will be used as an opportunity for students to continue with either a research project or a field experience that may require continuation or follow-up from another doctoral seminar. Special permission of the student's advisor is necessary to take this class.
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4.00 Credits
The course has been designed for students who wish to experience and gain an understanding of some of Australia and New Zealand's unique wilderness envrionments and their significance to Indigenous and contemporary society. The educational setting for much of this course will be in the field and thus experiential in nature; introduction to psycho-evolutionary theory; the nature of wilderness and its influence on human behavior; conservation, sustainability and climate change; leadership and personal development through wilderness experience.
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