This course is designed to provide the learner with readings, discussions, and other learning experiences in the area of applied behavior analysis research methodology. The intent of the course is to provide learners with an opportunity to acquire competencies related to planning, implementing, and analyzing such research. The methodology is not specific to any disabling condition or age level; rather, a general method is described for conducting and interpreting research where organisms serve as their own control.

The primary goal of the course is to provide students with a foundational knowledge of the characteristics of individuals with autism spectrum disorder (ASD). In this course, we will focus on a strengths- based approach to understanding ASD. Also, we will discuss the role of the professional in serving as a support system for individuals with ASD. This course will include discussions of classification systems, the etiology of ASD, and the screening and diagnostic process.

Students will learn to critically analyze current trends and issues related to the therapies used with individuals with ASD. Practical strategies detailing what to teach to promote communication, socialization, and behavior for persons with ASD will also be reviewed. The primary goal of the course is to provide students with a comprehensive array of practical research-based instructional approaches for individuals with ASD, criteria for determining which approaches to use, and planning for access to a variety of environments for all individuals across the spectrum.

This course prepares persons who will be serving individuals with ASD. The focus of the course is on developing communication in this population, exploring augmentative and alternative communication devices, and using technology to teach individuals with ASD.

Students will connect content knowledge with skills from courses taken in the Autism Certificate (EDS 660, EDS 661, guided electives). Students will demonstrate skills in areas such as implementing research-based strategies and/or behavior supports, collaborating for planning and delivery of instruction, working with diverse families and service providers, and evaluating appropriate technologies based on student needs. Students will demonstrate proficiency via course assignments.

ELS 608 is the study of school operations from a legal perspective with particular focus on mandates of the Kentucky Legislature affecting students, teachers, and schools. Teachers are introduced to the governing regulations of schools to begin to understand how schools and classrooms legally operate and their rights and responsibilities, as well as the rights and responsibilities of their students, in the schooling enterprise.

ELS 620 is the first course in a two-part sequence that presents concepts and procedures for conducting systematic inquiry to investigate phenomena in classrooms and schools to ensure learning excellence. Emphasis is placed on developing a proposal for disciplined inquiry in classrooms or schools that will be conducted in ELS 621, the second course in the sequence.

Historical analysis of the politics, economics and philosophical implications of intercollegiate athletics programs as part of the American college and university.

Introduction to basic principles of human development through the life course of the individual from conception to death, including common life transitions and social changes that shape people's lives. Roles of family, school, peers, and work will also be examined in relation to human development. Emphasis will be placed on general theories of human development across the life course.

The purpose of this seminar is to prepare doctoral students as classroom instructors, and to enhance instructional skills of those students with teaching experience. Emphasis is placed on developing the fundamental knowledge and skills needed to survive and excel in the classroom. Topics covered include: course development strategies; lecture preparation and delivery; interactive and group learning; writing for learning; student evaluation; student advising; and instructional ethics and responsibilities.