Basic principles of applied behavior analysis and modification which employ social learning theory and operant conditioning models are taught. Emphasis is placed on designing individualized learning environments, selecting and implementing behavior management strategies, writing behavior objectives, and performing task analyses.

Basic principles of applied behavior analysis and modification which employ social learning theory and operant conditioning models are taught. Emphasis is placed on designing individualized learning environments, selecting and implementing behavior management strategies, writing behavior objectives, and performing task analyses.

Principles of behavior analysis will be used to determine behavioral functions and intervention development for students exhibiting challenging behaviors within the schools. The course will focus on the key tenants of functional behavioral assessments and behavior intervention planning, with special attention to the provisions of indirect services to students. Field experiences are required as part of this course.

The purpose of this course is to provide students with information related to working with young children with and without disabilities and their families. This course will focus both on presenting new information and providing opportunities for students to practice skills necessary for working with families.

The purpose of this course is to provide students with information related to working with young children with and without disabilities and their families. This course will focus both on presenting new information and providing opportunities for students to practice skills necessary for working with families.

This course provides an introduction to the procedures used in determining special education eligibility and subsequent program planning for students with disabilities. Emphasis is placed on understanding various assessment processes, instruments, norm-referenced and curriculum-based scores,and individualized educational program planning.

This course is designed as an examination of the critical issues of transition from school to work and post-secondary education for students with disabilities. As such, this course is appropriate for both graduate students in special education and those in rehabilitation counseling.

This course will focus on inclusion of students with moderate to severe disabilities in all aspects of school and community life, with special consideration given to the individual student planning variables that must be addressed in meeting the needs of each school-age student and for preparing students to function as fully and independently in their communities as possible.

This course will focus on inclusion of students with moderate to severe disabilities in all aspects of school and community life, with special consideration given to the individual student planning variables that must be addressed in meeting the needs of each school-age student and for preparing students to function as fully and independently in their communities as possible.

This course is designed to expand student's knowledge and skills in administering, interpreting, and utilizing a variety of assessment instruments and procedures (standardized and informal) for the purpose of program planning specifically for students with moderate and severe disabilities. Students will learn about transdisciplinary assessment processes and how to facilitate collaboration between the various related service providers when assessing students. Students will use assessment results to plan individualized instruction for students using a transdisciplinary model.