An integrative seminar in diagnosis and application of theories, techniques and assessment tools in Counseling Psychology. Special consideration of methods of classification of psychological states and characteristics including DSM-III temperment, analysis, and other research methods of integrating assessment and treatment alternatives.
A survey of theories and methods in facilitating personality growth, character maturation, problem solving, decision making, crisis resolution, and behavior change, through individual and group counseling.
Review of theory and research related to individual differencesin physical, intellectual, social, and emotional development of preschool and school-aged children and adolescents. Compares psychological and educational approaches to diagnostic classification of such differences.
A study of the rationale and techniques used in consultation with teachers, parents, administrators and other school personnel for the purpose of both preventing and alleviating the learning and adjustment difficulties of individual or groups of school-aged children.
This is a measurement-oriented course that focuses on introducing measurement theory and techniques used in education and evaluation. Topics to be covered include, but are not limited to, measurement models, bivariate measures of association, norms, standardized score scales, scaling, reliability, validity, item analysis, factor analysis, confirmatory factor analysis, test construction for affective and cognitive instruments, Item Response Theory, and Rasch.
Theories, methods, and techniques of counseling psychology as applied to planned interventions with parents and their children. Contemporary approaches to family and child dysfunctioning are studied within a framework of human development; applied practice utilizing simulated problems.
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.
The learning and behavioral problems of exceptional children and youth are considered in the context of normal child development. A survey of the major categories of learning and behavioral disabilities including identification, description and etiology, with material drawn from clinical, theoretical, and research sources. Approaches to remediation cover both community resources and the roles of various professional personnel.
This course examines trends and issues in the education of students with mild disabilities (e.g. learning disabilities, mild cognitive disability, ADHD, and emotional/behavioral disabilities). The professional literature is examined to identify emerging methods of effective instruction as well as points of controversy in identification, placement, and service.
An intensive study of the principles and procedures used in programming learning activities for students with disabilities, including those with autism spectrum disorders. Topic areas include the acquisition of stimulus control and programming for the generalization and maintenance skills. Lecture: three hours.
