|
|
2011-2012 Academic Catalog and Student Handbook with Revised Addendum [Archived Catalog]
Course Descriptions
|
|
|
|
| |
Organizational Leadership |
| |
-
OL 556 - Emerging Theories of Leadership
This course examines current theories regarding leadership. Topics will include an examination of ethical leadership and the various theories of leadership and leadership development. (3 credits)
|
| |
-
OL 560 - Ethical and Cultural Considerations
This course provides an analysis of ethical and cultural considerations. Topics to be covered include methods of ethical decision-making and a comparison and contrasting of various ethical and cultural domains. Students will also examine the influence that leadership has on cultural and ethical processes. (3 credits)
|
| |
-
OL 573 - Organizational Diagnosis and Cultural Dynamics
This course reviews the various methodologies of organizational and cultural diagnosis. Topics will include a review of methodologies of diagnoses and the relationship between organizational structure and culture. Students will examine the various methods of cultural development and deployment. (3 credits)
|
| |
-
OL 576 - Strategic Change Management
This course examines the various methodologies of strategic change management. Objectives for this course will include distinguishing strategic change processes, and comparing and contrasting various types of management intervention. The application of change management techniques to existing organization will be examined. (3 credits)
|
| |
-
OL 620 - Competency Examination
This course is a measurement of the students’ ability to research, interpret, and synthesize what historical literature, current experts, and theoretical foundations are offering on the organizational leadership subject. Once students have demonstrated a successful command of the topic of organizational leadership, the dissertation is the next step in the organizational leadership doctoral journey which will enable students to apply this knowledge in practical application. (3 credits)
|
| |
-
OL 621 - Qualitative Research Methods
The field of qualitative research is reviewed for the applications to the discipline of psychology. Primarily focused on cultural research, this course examines the methods that can be credibly employed to examine cultural and cross cultural research in psychology. Topics include: qualitative design frameworks, establishing trustworthiness and credibility, threats to trustworthiness and mediation strategies, data collection, data analysis, and results reporting. (3 credits)
|
| |
-
OL 622 - Mixed Methods Research
Prerequisite(s): OL 621 . The strategies for conducted mixed methods research in the field of psychology are studied. Current applications of mixed methods approaches, research design, data scaling and collection, data analysis techniques and reporting formats are evaluated. (3 credits)
|
| |
-
OL 630 - Proposal Development Seminar
Prerequisite(s): OL 455 Through weekly meetings with peers and their dissertation chair, students complete their dissertation proposal in this course. Students present their dissertation ideas to their chair and their peers and, through feedback and independent work, craft a high quality dissertation proposal. Students that register for this class must complete their dissertation within the articulated areas of expertise and within the methodologies/types of dissertations approved by their chair. (3 credits)
|
| |
-
OL 631 - Dissertation Maintenance
Prerequisite(s): OL 630 and the previous semester of Dissertation Maintenance. Students meet regularly with their dissertation chair in small groups to monitor their ongoing progress on their dissertations. Specific deadlines are set for the completion of committee approval of the proposal, IRB application, submittal of the dissertation draft to the committee, and oral defense. Students must register for Dissertation Maintenance every semester after the completion of OL 630 until the dissertation is complete. A total of five semesters of Dissertation Maintenance is required, in addition to the completion of OL 630 , to complete the dissertation. (3 credits)
|
| |
-
OL 632 - Dissertation Maintenance
Prerequisite(s): OL 630 and the previous semester of Dissertation. Students meet regularly with their dissertation chair in small groups to monitor their ongoing progress on their dissertations. Specific deadlines are set for the completion of committee approval of the proposal, IRB application, submission of the dissertation draft to the committee, and oral defense. Students must register for Dissertation Maintenance every semester after the completion of OL 630 until the dissertation is complete. A total of three semesters of Dissertation is required, in addition to the completion of OL 630 , to complete the dissertation. (3 credits)
|
| |
-
OL 633 - Dissertation Maintenance
Prerequisite(s): OL 630 and the previous semester of Dissertation. Students meet regularly with their dissertation chair in small groups to monitor their ongoing progress on their dissertations. Specific deadlines are set for the completion of committee approval of the proposal, IRB application, submission of the dissertation draft to the committee, and oral defense. Students must register for Dissertation every semester after the completion of OL 630 until the dissertation is complete. A total of three semesters of Dissertation is required, in addition to the completion of OL 630 , to complete the dissertation. (3 credits)
|
| |
-
OL 634 - Virtual and Global Leadership
This course provides students with the techniques for structuring, managing, and motivating teams that reside in virtual environments. Topics include challenges of leading a virtual team with members in various geographical locations, virtual team structure, effective multi-cultural communication, motivation and performance considerations, and knowledge sharing in a virtual, distributed team. (3 credits)
|
| |
-
OL 637 - Team Interventions
This course discusses team interventions. Topics include leadership’s effects on promoting highly efficient teams, techniques of building highly effective teams, major theories of team interventions and development. (3 credits)
|
| |
-
OL 640 - Governance in Non-profit
This course provides students with an overview of governance in Non-profit organization. Topics include various methods of non-profit assessment and evaluation, methods of managing non-for-profit staff, and methods of leadership (3 credits)
|
| |
-
OL 641 - Supervising and Coaching Employees
This course provides students with the knowledge of supervising and coaching employees. Topics include effects of coaching on members and apprentices, learning and development methodologies, and methodologies of leadership and transformation organizations. (3 credits)
|
| |
-
OL 642 - Strategic Human Resources Effectiveness
This class will focus on a high level understanding of how human resources functions in an organization from a strategic perspective, and why human resources decisions must be made in conjunction with strategic organizational decisions. The intent of this course is to inform future leaders of the organizational dynamics that involve and are inextricably intertwined with human resources and the systemic nature and human impact of all organizational decision-making. (3 credits)
|
| |
-
OL 643 - Social Entrepreneurship
This course provides students with the knowledge of social entrepreneurship. Topics include development of new paradigms of social entrepreneurship, relationship between leadership, social responsibilities, and social support. (3 credits)
|
| |
-
OL 644 - Leadership Ethics
This class will focus on the role of leaders in setting and maintaining an ethical stance in an organization. It will investigate recent examples of both good and bad ethical decisions and their implications. It will also explore the types of ethical dilemmas that will face organizations in the future and the leader’s role in managing them. (3 credits)
|
| |
-
OL 645 - Diversity
This class will focus on the changing nature of the workforce from the perspective of global shifts in demographic, racial and ethnic diversity in the workplace, and a multi-generational workforce. This course will seek to broaden the leader’s perspective on the value of a diverse workforce from a business performance standpoint. (3 credits)
|
| |
-
OL 646 - The Role of Technology in Organizations
This course will focus on the role that technology and its continued advancement plays in organizational life, from an employee perspective to a client perspective to a leadership perspective. It is not the intent of this course to make the leader a technology expert, but rather to heighten the leader’s awareness of technology’s ongoing impact on the workplace. (3 credits)
|
| |
-
OL 647 - Public Policy Leadership
This course provides students with the information on public policy leadership. Topics include roles of leadership on public policy development and deployment, relationship between leadership and inclusion, and association between public policy and public services leadership. (3 credits)
|
| |
-
OL 650 - Envisioning the New Health and Human Service Organization
Students will apply advanced understanding of strategic management concepts to analyze and assess complex organization problems, envision new paradigms and innovative solutions, and create organizational change. This course investigates the complex ethical, legal, political, economic, regulatory, social, technological, and international issues facing health and human services leaders. (3 credits)
|
| |
-
OL 651 - Community Building and Social Transformation in Health and Human Service Organization
Students will analyze major health and human services issues that are currently affecting communities and countries around the globe. This course examines public health needs, priorities, and opportunities for community building and social transformation. (3 credits)
|
| |
-
OL 652 - Ethical, Practical, and Economic Challenges in Health and Human Service Organization
This course brings together the complex, dynamic, and rapidly changing issues facing health and human services professionals. Students will integrate learning from previous coursework to explore a system’s major components and characteristics with an emphasis on ethical principles, current policy issues, performance challenges, and program solutions. Students also trace the social, economic, legal, and political forces that have shaped and continue to influence the system. (3 credits)
|
| |
-
OL 653 - Advanced Consulting Skills
This class will focus on the methodology and practice of psychological consultation to businesses and organizations. The overarching objective is for students to develop an in-depth understanding of project management design and implementation. As project management is a general method, this course will apply project management across the wide variety of interventions that a consulting psychologist can offer. Students will examine the different types and scope of consultation that a consulting psychologist will provide. The stages and processes of the various consultations will be detailed and applied. In addition to the methods and procedures of consultation, students will address the customer relationship issues and ethical considerations that are critical to any engagement. (3 credits)
|
| |
-
OL 654 - Business Development for Consulting Psychologists
This class will focus on the process and methods in building a business and practice. Ownership, partnerships, and incorporation will be addresses along with the financial considerations of managing the books. Marketing will be examined as the strategies and tactics to develop client relationships and revenue streams. Brand, segmentation, product/services, and personal selling and direct marketing will be explored as tools to aid in marketing. The final deliverable for each student will be a business Plan for their own practice. (3 credits)
|
| |
-
OL 655 - Large Group Methods
This course will examine the logic and means of tapping into the knowledge of a large group (from as few as eight to more than 2,000) for planning and implementing major change efforts. It will emphasize the structured processes for engaging large numbers of people in decision making. Students will learn to create inquiry platforms that enhance the amount of relevant information brought to bear on a problem and build commitment to problem solutions. Methods to improve planning will be fused with the means of implementation so firms can shorten the amount of time needed to conceive and execute major policies and projects. (3 credits)
|
| |
-
OL 657 - Professional Coaching
Effective coaching of managers requires the ability to establish rapport, listen effectively, and conduct interviews. Coaches also work with managers to understand the data provided by 360 instruments and other leadership assessment tools, identify strengths and developmental needs, formulate skill-building development plans, and provide non-threatening feedback. This course is designed to introduce students to the roles, responsibilities, and ethical considerations involved in individual coaching. Using role-playing and hands-on exercises, this course enables students to begin to develop the skills needed to establish individual coaching relationships. Students will also work with their own development plans in order to become directly familiar with the challenges and opportunities involved in formulating and implementing those plans. (3 credits)
|
| |
-
OL 658 - Group Facilitation
This course will give students the ability to work with groups in planning and problem-solving. It will focus on the principles of group formation, structure, and dynamics to allow students to differentiate groups at various levels of development. Building upon this, students will learn the skills and techniques to unleash group discussion, creativity and agreement. Processes of group interaction will be explored to help students anticipate and manage resistances and defenses that are confronted in group encounters.
(3 credits)
|
| |
-
OL 670 - Special Topics I
This course will address current topics in the field and may include international experiences. Specific course content varies and is announced prior to the semester in which it is offered. Registration must be approved by the academic advisor. (1 credit)
|
| |
-
OL 671 - Special Topics II
This course will address current topics in the field and may include international experiences. Specific course content varies and is announced prior to the semester in which it is offered. Registration must be approved by the academic advisor. (2 credits)
|
| |
-
OL 672 - Special Topics III
This course will address current topics in the field and may include international experiences. Specific course content varies and is announced prior to the semester in which it is offered. Registration must be approved by the academic advisor. (3 credits)
|
| |
-
OL 675 - Independent Study I
Students may undertake supervised study or tutorial arrangements as a means of conducting an in-depth investigation of a subject or to a study an area not covered by the regular curriculum. Independent studies must be approved by the department chair prior to registration. A maximum of three credits of Independent Study may be applied toward degree requirements. (1 credit)
|
| |
-
OL 676 - Independent Study II
Students may undertake supervised study or tutorial arrangements as a means of conducting an in-depth investigation of a subject or to a study an area not covered by the regular curriculum. Independent studies must be approved by the department chair prior to registration. A maximum of three credits of Independent Study may be applied toward degree requirements. (2 credits)
|
| |
-
OL 677 - Independent Study III
Students may undertake supervised study or tutorial arrangements as a means of conducting an in-depth investigation of a subject or to a study an area not covered by the regular curriculum. Independent studies must be approved by the department chair prior to registration. A maximum of three credits of Independent Study may be applied toward degree requirements. (3 credits)
|
| |
-
OL 700 - Leadership Self-Development
This course will examine methodologies and processes highlighting Leadership self-development and discovery. Topics will include a characterization and critique of the various models relevant to cultivating self-discovery. Students will evaluate various methodologies supporting the development of emotional intelligence and personal communication styles and skills. (3 credits)
|
Applied Behavior Analysis (Doctoral Level) |
| |
-
PA 510 - Psychopathology
This course addresses the major definitions for mental disorders, as well as the theories of etiology within the context of recent developments in the categorization and classification of psychological phenomena (DSM-IV TR). A survey of the classes of psychotropics used for the major disorders is also addressed in this course. **CC 424 can replace this course** (3 credits)
|
| |
-
PA 512 - Psychology of the Lifespan
This course examines normal development from infancy through advanced ages, focusing on the development of perceptual and cognitive processes, psychosocial roles and familial interpersonal processes. Current clinical approaches are examined from diverse theoretical viewpoints and in view of recent research findings. Cultural diversity and individual differences are integral to this course. For the Applied Behavior Analysis Specialization this course meets Behavior Analyst Certification Board® requirements for 45 hours in any other behavior analysis content area. (3 credits)
|
| |
-
PA 517 - Clinical and Diagnostic Skills III (3)
This course provides a broad understanding of the philosophic bases of the helping process and an integration of counseling methods and strategies, basic helping skills, client and helper self-understanding and self-development, and facilitation of client change. Developmental factors with children and cultural differences are considered. Students also learn ways of incorporating these techniques into models of diagnostic interviewing. This course provides the student with a solid understanding of additional interview formats, including Mental Status Examinations and the assessment of suicidal ideation. Consideration of cultural differences in establishing a relationship and conducting an interview is integral to this course. (3 credits)
|
| |
-
PA 523 - Verbal Behavior
In this graduate seminar, students will read and discuss Skinner’s analysis of verbal behavior from theoretical and experimental perspectives. This seminar is appropriate for anyone with a basic understanding of radical behaviorism and reinforcement theory and who also wish to explore the behavior analysis of language. Please note that this seminar will not heavily emphasize the use of a verbal behavior analysis in applied settings. (3 credits)
|
| |
-
PA 530 - Verbal Behavior Analysis
Prerequisite(s): AB 520 and AB 523 . Verbal behavior analysis is the joint application of findings from applied behavior analysis and verbal behavior research to establish communicative functions for individuals who lack them. This course examines Skinner’s theory of verbal behavior as well as the related conceptual and empirical literature. Special emphasis is given to applying verbal behavior analysis to children and adults with special needs. Topics covered include: 1) teaching elementary verbal functions such as echoics, mands, tacts, and intraverbals; 2) establishing fluent listener and speaker behavior; and 3) selecting and applying verbal behavior tactics to address individual communication deficits. (3 credits)
|
| |
-
PA 533 - Advanced Intervention: Behavioral
This course is designed to introduce clinical behavior analysis, particularly for adults. It provides an overview of contemporary behavioral models and therapy techniques. It presents major behavioral modalities and their theoretical and research foundations. The emphasis is on the further development of a broad range of behavioral assessment, intervention, and conceptualization skills. A major focus is the proficiency in two full regimens of contemporary empirically supported manualized behavior therapy. (2 credits)
|
| |
-
PA 546 - Diversity in Clinical Practice
This course will encourage students to think critically about diverse peoples, as well as to examine their own thoughts about cultural groups different than their own. The course will examine cultural diversity using a radical behaviorist/cultural-materialist perspective. Students will use this approach to try to understand how racism, sexism, ageism, discrimination based on disability, sexual preference, religion, and behavioral/psychiatric problems could have developed/evolved, as well as to become aware of their own biases and how they may have evolved. The goals of this class are to demonstrate that such biases exist in everyone and to teach students to identify and judge their own biases so that they do not interfere with effective treatment of individuals. (3 credits)
|
| |
-
PA 547 - Professional Ethics and Issues
Professional, ethical, and legal issues related to the practice of behavior analysis are critically examined. Issues considered include privacy, privilege, confidentiality and its limitations, informed consent, patients’ rights, malpractice, patient-therapist relationships, and regulation influencing the practice of therapy. For the Applied Behavior Analysis Specialization this course meets Behavior Analyst Certification Board® requirements for 10 hours in “ethical and professional standards issues relevant to the practice of behavior analysis. (3 credits)
|
| |
-
PA 551 - Research Methods
Prerequisite(s): AB 520 . This course teaches students how to conduct an experiment in applied behavior analysis that is methodologically and logically sound, socially valid, ethical, and legal. The course covers the major experimental designs used in applied behavior analysis, observation and data collection techniques, graphical and statistical analysis of data, and procedures for getting a study approved by the Institutional Review Board (IRB). The course also covers experimental and quasi-experimental designs used in other areas of psychology, including how to conduct and critique these studies and the advantages and limitations of each. By the end of the course students should be able to submit, conduct, present, and write up an experiment in applied behavior analysis, and to write an expert review of an experimental report for a peer-reviewed journal. Students should be able to critically analyze research from areas other than behavior analysis, as both professionals and consumers, and explain why a particular analysis or conclusion is or is not appropriate. (3 credits)
|
| |
-
PA 590 - Professional Development Group
This Professional Development Group is for students in the PsyD program who are taking masters-level courses. Students explore issues of professional and career development in applied behavior analysis. In addition, this course provides a forum for students to receive regular advisement, become oriented to The Chicago School, review polices and procedures of the program, master APA style and improve professional writing skills, learn and discuss implementation of APA ethical guidelines, plan for progress through the program, and prepare to begin practicum. Applied Behavior Analysis specialization students may also participate in approximately 10 hours per week of field experience. (credit/no credit) (Lab fee) (1 credit)
|
| |
-
PA 600 - Professional Development Group I
This is the first in a 2-part Professional Development Group series for post-masters PsyD students. Students explore issues of professional and career development in applied behavior analysis. In addition, this course provides a forum for students to receive regular advisement, become oriented to The Chicago School, review polices and procedures of the program, master APA style and improve professional writing skills, learn and discuss implementation of APA ethical guidelines, plan for progress through the program, and prepare for the comprehensive projects and dissertation. (Lab fee) (1 credit)
|
| |
-
PA 602 - Advanced Professional Development
This course provides a forum for students to explore issues of professional and career development in behavior analysis, while orienting to The Chicago School of Professional Psychology and the institutional policies and procedures. Students plan for their progression through the Applied Behavior Analysis (ABA) program, receiving regular advisement and reviewing the program specific policies and procedures including the process for completing the comprehensive projects and dissertation. (1 credit)
|
| |
-
PA 620 - Advanced Applied Behavior Analysis
Prerequisite(s): AB 520 . This advanced applied behavior analysis course will focus on specialized areas of basic and applied research (e.g., stimulus equivalence, relational frame theory, matching theory, concurrent schedules, behavioral economics, motivating operations, etc.) and how they can be extended to practice (e.g., FCT, token economies, self-control, academic behavior, etc.). Students will examine and critique behavioral research that illustrates these developments and their applications, review it from a conceptual/theoretical and methodological perspective, and consider extensions and implications for both research and practice. (3 credits)
|
| |
-
PA 621 - Foundations of Behavioral Acquisition
This course provides a detailed review of tactics, strategies, and theories related to establishing new behaviors, including precision teaching, verbal behavior, behavioral models of schooling, and performance management. The course, which requires readings and quizzes related to major areas of behavioral acquisition, is designed to provide a general foundation in applied behavior analysis for first-year doctoral students. Students with extensive knowledge or skills in behavior analysis may test out of this course and replace it with an elective. (3 credits)
|
| |
-
PA 624 - Seminal Writings in Behavior Analysis
Prerequisite(s): AB 520 or equivalent. By exploring various foundational and modern readings in behavior analysis, this seminar will address key topics such as schedules of reinforcement, stimulus control, punishment and its effects, and shaping. Topics covered in the seminar will vary from year to year. (2 credits)
|
| |
-
PA 650 - Research in Psychology and Education
Prerequisite(s): AB 520 and PA 551 . This course discusses major research methods used in psychology and education. Students who complete this course will have a basic background in quantitative and qualitative research methods, including experimental and quasi-experimental group designs; survey tools; and ethnographic and case study research.. The course will teach students the rationale for each type of research, how to read and understand both quantitative and qualitative research, and how to select a particular type of research methodology to address research questions. (3 credits)
|
| |
-
PA 651 - Advanced Behavioral Research
Prerequisite(s): AB 520 and PA550 and PA 650 . This course prepares students for their dissertation by teaching them how to conduct applied behavioral research. The course begins with the theoretical background for behavioral research, and students are then responsible for implementing a hands-on project demonstrating their application of behavioral research methods. At the end of this course, students will have completed a pre-proposal project leading towards their dissertation. (3 credits)
|
| |
-
PA 652 - Statistical Analysis I
Prerequisite(s): PA 650 or equivalent. This course in applied statistics provides a background for using statistical methods as a scientific tool in data collection and analysis. By emphasizing applications in the behavioral sciences, students will obtain practice in the production and analysis of psychological, educational, and sociological data. (3 credits)
|
| |
-
PA 653 - Statistical Analysis II
Prerequisite(s): PA 652 or equivalent. A science of behavior will describe normal lives of individuals with mathematically sound statistical time-series models and data, in addition to theoretically consistent, coherent, and meaningful narratives. In this course students will explore the intersections of statistical models (such as time-series and growth curve analysis, probability, and prediction statements) with the environmental events and narrative models. (3 credits)
|
| |
-
PA 658 - Behavioral Development
Prerequisite(s): AB 520 , AB 521 This course is designed to teach students about the development of human behavior from infancy through adolescence. Students read relevant empirical and conceptual literature about theories of development from multiple perspectives. Students also learn how to assess behavior at various stages of development and then select appropriate interventions at particular phases of a child’s growth. (2 credits)
|
| |
-
PA 670 - Supervision and Consulting in ABA
Prerequisite(s): AB 520 or equivalent. In this course, students will learn how to supervise behavior analysts and other practitioners. Topics addressed include: supervising direct care staff, teachers, and parents; professional development and training; in-home and school consulting; and competency-based staff training. Ethical issues associated with supervision as a behavior analyst will also be discussed. As part of this course, students will supervise graduate students at practicum sites. (2 credits)
|
| |
-
PA 672 - Adv Organizational Behavior Management
Prerequisite(s): PA 670 and PA 671 . Organizational behavior management (OBM) is the application of principles and tactics from behavior analysis to the management of performance in organizational settings. In this advanced OBM course, students will learn about performance management and systems analysis at the individual, group, and organizational levels in workplace settings, including related issues of productivity, safety, and quality. (2 credits)
|
| |
-
PA 673 - Radical Behaviorism II
Prerequisite(s): AB 520 . This seminar provides an in-depth study of radical behaviorism, the philosophy of science pioneered by B.F. Skinner that underlies both the experimental analysis of behavior and applied behavior analysis. Works studied will include modern commentaries on Skinner’s original formulations. (3 credits)
|
| |
-
PA 674 - Translational Research
Prerequisite(s): AB 520 . Translational research promotes the interchange between basic and applied findings. The class focuses on both experimental and applied behavior analysis in an effort to address clinical and conceptual issues. Students will review conceptual and experimental readings that address an applied issue, and then translate basic lab findings to applied settings. (2 credits)
|
| |
-
PA 675 - Canonical Writings of B.F. Skinner
Prerequisite(s): AB 520 . By studying several of Skinner’s important works, this graduate seminar will provide students with an introduction to topics related to Skinner’s radical behaviorism including selection as an important change process, the behavior analysis of language, and the role of private events within radical behaviorism. (2 credits)
|
| |
-
PA 676 - Theoretical Foundations of Behavior Analysis
Prerequisite(s): AB 520 This course will survey theories of learning from a historical perspective, beginning with the early modern psychologists, such as Wundt and Titchener, and culminating in the radical behaviorism of B.F. Skinner and advances in research and treatment that followed. (2 credits)
|
| |
-
PA 677 - Essentials of Instructional Design
Prerequisite(s): AB 520 and AB 521 and AB 550 . This course covers (a) the various systems of instruction that have been developed by behavior analysts, including Personalized Systems of Instruction, Programmed Instruction, Precision Teaching, and Direct Instruction, (b) the components of a measurably effective, evidence-based system of instruction, and (c) the basic methodological and procedural contributions from the field of Instructional Design. (2 credits)
|
| |
-
PA 678 - Conceptual Foundations of Instructional Design
Prerequisite(s): AB 520 and AB 550 and PA 677 . This course examines the features of a cybernetic system of instruction, and how these pertain to (a) fluency, (b) verbal behavior, (c) stimulus control (including equivalence relations), and (d) rule governance. The course relates each feature to the scientific research evidence that supports it, and explores the research gaps that have implications for the design of efficient, effective, and productive teaching systems. (2 credits)
|
| |
-
PA 679 - Designing a Behaviorally Based Curriculum
Prerequisite(s): AB 520 and AB 550 and PA 677 . In this course, students apply the theory and principles of instructional design to design, build, operate, and evaluate a system of instruction. Applications produced by students may include on the ground classroom-taught, web-based, or blended systems of delivery. (2 credits)
|
| |
-
PA 680 - Analysis and Treatment of Development Disabilities
Prerequisite(s): AB 520 , AB 521 , AB 550 This course builds upon the basic principles of learning and applied behavior analysis. It offers advanced coverage of special topics, including practicing behavior analysis in applied settings, such as schools and hospitals; conducting parent training; assessment and treatment procedures for improving communication skills of individuals with developmental disabilities; managing problem behavior such as self injury, food refusal, and noncompliance, and for dealing with special populations such as children with autism. (2 credits)
|
| |
-
PA 684 - Experimental Behavioral Pharmacology
Prerequisite(s): AB 520 Behavioral pharmacology is the study of the effects of drugs on behavior. This course will describe basic behavioral pharmacology, as conducted in the laboratory setting, including the origin of the field. Topics include dose-response functions, behavioral mechanisms of drug action, and laboratory models of clinical drug response. (2 credits)
|
| |
-
PA 685 - Behavioral Development
Prerequisite(s): AB 520 and AB 521 This course is designed to teach students about the development of human behavior from infancy through adolescence. Students read relevant empirical and conceptual literature about theories of development from multiple perspectives. Students also learn how to assess behavior at various stages of development and then select appropriate interventions at particular phases of a child’s growth. (2 credits)
|
| |
-
PA 686 - Critical Analysis of Research in Verbal Behavior
Prerequisite(s): AB 520 and AB 523 . Skinner’s (1957) Verbal Behavior offers a conceptual analysis of verbal behavior. This course provides students with the opportunity to analyze research that has influenced a behavior-analytic conceptualization of verbal behavior and to examine current trends in research related to verbal behavior. Students will read research that has contributed to empirical support for Skinner’s conceptualization of verbal behavior and analyze the strengths and limitations of these studies in order to identify areas of research that are still needed for a complete understanding of verbal behavior. Students will then develop a framework for determining which aspects of verbal behavior have empirical support and which aspects of verbal behavior have yet to be explored. (3 credits)
|
| |
-
PA 687 - Special Topics I
These seminar courses for the Applied Behavior Analysis Psy.D. address current topics in the field that may include: autism, stimulus control, relational frame theory, verbal behavior theory, behavioral intentional communities, instructional methodologies, and other topics of interest. (1 credit)
|
| |
-
PA 688 - Special Topics II
These seminar courses for the Applied Behavior Analysis Psy.D. address current topics in the field that may include: autism, stimulus control, relational frame theory, verbal behavior theory, behavioral intentional communities, instructional methodologies, and other topics of interest. (2 credits)
|
| |
-
PA 689 - Special Topics III
These seminar courses for the Applied Behavior Analysis Psy.D. address current topics in the field that may include: autism, stimulus control, relational frame theory, verbal behavior theory, behavioral intentional communities, instructional methodologies, and other topics of interest. (3 credits)
|
| |
-
PA 692 - Child and Adolescent Practicum
Prerequisite(s): As approved by the instructor. These applied experiences are an opportunity for the student to demonstrate understanding of key concepts in applied behavior analysis in a work setting. Training includes a variety of activities that a professional behavior analyst is expected to perform such as assessment, supervision and training of staff, designing instructional programs, and making decisions. The training experience requires a minimum of 20 hours/week over a minimum of one semester of on-site supervised training, including at least one hour of individual supervision per week. (1 credit)
|
| |
-
PA 694 - Specialty Practicum
Prerequisite(s): Permission from instructor. Learning experiences in this course include opportunities for students to demonstrate an understanding of key concepts in behavior analysis and to apply those concepts to a comprehensive project. Students may choose to do one of four major projects: grant application, oral comprehensive examination, written comprehensive examination, or syllabus design. Students may choose one of the four domains of Behavior Analysis as the focus of their comprehensive project: Experimental Analysis of Behavior, Theory and Philosophy, Applied Behavior Analysis, or Service Delivery. Projects must be approved by the faculty early in the semester, and students are required to address three of the four project models and three of the four areas of Behavior Analysis in four of the following five courses: PA 690 , PA 691 , PA 698 , PA 693 , or 694. Students may choose to do a 20-hour-per-week practicum for the fourth course, or they may choose the fourth comprehensive project and Behavior Analysis domain. Other options for a comprehensive project will be considered on a case-by-case basis.PA 690 (2 credits)
|
| |
-
PA 697 - Internship III
Prerequisite(s): Completion of core and specialization PA courses. Students must complete two consecutive semesters of an internship (9 months) in an area of interest that relates to their professional goals. In conjunction with their program faculty, students will identify their interest during the second year of their degree program and will begin interning in their third year. Full-time internships require two semesters (e.g., fall, spring, and summer) and part-time internships four semesters. (1 credit)
|
| |
-
PA 700 - Proposal Development Seminar
Prerequisite(s): Completion of core and specialization courses, PA 651 and PA 650 or PA 652 or PA 653 . In this course, students complete their dissertation proposal during weekly meetings with their peers and dissertation chair. Weekly meetings provide an opportunity for students to present their dissertation ideas and receive feedback from their peers and chair. This course requires independent work that leads to a well-written dissertation proposal. Specific deadlines are set for completion of the proposal, IRB application, data collection, and submission of the dissertation draft to the committee and the oral defense. The form and content of the dissertation should be completed within the research methodologies and areas approved by the chair. (3 credits)
|
| |
-
PA 704 - Advanced Ethics
Prerequisite(s): PA 547 . This course will expand upon topics on professional, ethical, and legal issues related to the practice of behavior analysis. (1 credit)
|
| |
-
PA 705 - Advanced Diversity
Prerequisite(s): PA 546 . This course will expand upon topics of diversity and will encourage students to think critically. (1 credit)
|
| |
-
PA 710 - Traumatic Brain Injury
This seminar focuses on Acquired Brain Injury (ABI) and Applied Behavior Analysis (ABA). Students will learn about: the scope of the problem, sequelae, brain and behavior, medical complications, pediatric ABI, blast TBI, and legal issues. We will cover the Academy for the Certification of Brain Injury Specialist curriculum as well as research articles covering what constitutes evidence (American Academy of neurology Guidelines), review guidelines, military/government considerations and measurement issues. Students who meet the criterion for Brain Injury Specialist Certification will be eligible to sit for the certification exam separately from this course (go to www.ACBIS.com for details). Students will learn about working in a transdisciplinary environment with allied health care and medical professional. Brain injury has been called the “silent epidemic,” there are over 5.3 million people in the US with disabilities secondary to ABI. Traumatic Brain Injury (TBI) has been called the “signature injury” of the Iraq war with 19.5% of returning soldiers diagnosed with mild-to-severe brain injuries largely due to concussive blast(s). Think tank projections concerning the financial burden and system capacity short falls will be discussed as well as what behavior analysis has to offer neurobehavioral rehabilitation. (2 credits)
|
| |
-
PA 711 - Experimental Analysis of Behavior
This course addresses critical areas of the experimental analysis of behavior (EAB) literature and focuses on thematic research in several sample areas of stimulus equivalence, generalization and discrimination, concept formation, escape and aviodance, and schedule-induced behavior. Students read classic research articles in the field of EAB, as well as more current research designed to assess behavioral mechanisms associated with experimental findings. By the end of the course students will know how to read and understand basic research articles (e.g., in the Journal of the Experimental Analysis of Behavior and other journals in experimental psychology) and will understand the implications of such research for the theoretical basis of the field and its application to human behavior. (2 credits)
|
| |
-
PA 712 - Advanced Organizational Behavior Management
Prerequisite(s): PA 670 Organizational behavior management (OBM) is the application of principles and tactics from behavior analysis to the management of performance in organizational settings. In this advanced OBM course, students will learn about performance management and systems analysis at the individual, group, and organizational levels in workplace settings, including related issues of productivity, safety, and quality. (2 credits)
|
| |
-
PA 713 - Advanced Precision Teaching
This seminar prepares the student to use advanced innovations developed during research and application of Precision Teaching, a free-operant system of measurement and prediction of behavior undergoing selection. These include analysis, celebration analysis, and agility. Application for working with children and adults with disabilities include Big Six Plus Six, Body control Guidelines, and Oral-Facial Guidelines. Research on applications used with any people including SAFMEDS, SeePointSay, fluency, and similar instructional innovations. Computerized and web-based applications of PT are reviewed. Barriers to PT implementation and the applications of PT to other phenomena are also addressed. (2 credits)
|
| |
-
PA 730 - Comprehensive I
This course is designed to prepare students for the written and oral comprehensive exams. The comprehensive exams are designed to sample the knowledge, skills, and dispositions appropriate to a graduate of a doctoral training program and to review and solidify the learning that has taken place throughout the program. Activities include readings from seminal books and articles in behavior analysis and other psychologies, review of articles from previous courses, and discussion of philosophical, ethical, theoretical, conceptual and pragmatic issues in behavior analysis. Students will practice answering comprehensive-style questions in both written and oral format, defending answers orally, and critiquing various answers. (1 credit)
|
| |
-
PA 731 - Comprehensive II
This course is designed to prepare students for the written and oral comprehensive exams. The comprehensive exams are designed to sample the knowledge, skills, and dispositions appropriate to a graduate of a doctoral training program and to review and solidify the learning that has taken place throughout the program. Activities include readings from seminal books and articles in behavior analysis and other psychologies, review of articles from previous courses, and discussion of philosophical, ethical, theoretical, conceptual and pragmatic issues in behavior analysis. Students will practice answering comprehensive-style questions in both written and oral format, defending answers orally, and critiquing various answers. (1 credit)
|
| |
-
PA 732 - Comprehensive III
This course is designed to prepare students for the written and oral comprehensive exams. The comprehensive exams are designed to sample the knowledge, skills, and dispositions appropriate to a graduate of a doctoral training program and to review and solidify the learning that has taken place throughout the program. Activities include readings from seminal books and articles in behavior analysis and other psychologies, review of articles from previous courses, and discussion of philosophical, ethical, theoretical, conceptual and pragmatic issues in behavior analysis. Students will practice answering comprehensive-style questions in both written and oral format, defending answers orally, and critiquing various answers. (1 credit)
|
| |
-
PA 733 - Comprehensive IV
This course is designed to prepare students for the written and oral comprehensive exams. The comprehensive exams are designed to sample the knowledge, skills, and dispositions appropriate to a graduate of a doctoral training program and to review and solidify the learning that has taken place throughout the program. Activities include readings from seminal books and articles in behavior analysis and other psychologies, review of articles from previous courses, and discussion of philosophical, ethical, theoretical, conceptual and pragmatic issues in behavior analysis. Students will practice answering comprehensive-style questions in both written and oral format, defending answers orally, and critiquing various answers. (1 credit)
|
| |
-
PA 741 - Dissertation Development I
Prerequisite(s): PA 700 In this course, students meet regularly with their dissertation chair in small groups to monitor the ongoing progress of their dissertations. Specific deadlines are set for completion of the proposal, IRB application, data collection, and submission of the dissertation draft to the committee and the oral defense. Students must register for dissertation maintenance every semester after the completion of PA 700 until the dissertation is complete. A total of 3 semesters of dissertation maintenance is required, in addition to the completion of the proposal development seminar, to complete the dissertation. (2 credits, credit / no credit)
|
| |
-
PA 742 - Dissertation Development II
Prerequisite(s): PA 700 , PA 741 In this course, students meet regularly with their dissertation chair in small groups to monitor the ongoing progress of their dissertations. Specific deadlines are set for completion of the proposal, IRB application, and submission of the dissertation draft to the committee and the oral defense. Students must register for dissertation maintenance every semester after the completion of PA 700 until the dissertation is complete. A total of 3 semesters of dissertation maintenance is required, in addition to the completion of the proposal development seminar, to complete the dissertation. (2 credits, credit / no credit)
|
| |
-
PA 743 - Dissertation Development III
Prerequisite(s): PA 700 , PA 741 , PA 742 The objective is the successful completion of the oral defense, incorporation of all required committee revisions, and permission to proceed to copy editing. Students work independently with a copy editor to ensure appropriate formatting and presentation of their dissertation. (2 credits)
|
| |
-
PA 744 - Dissertation Development IV
Prerequisite(s): PA 700 , PA 741 , PA 742 , PA 743 In this course, students meet regularly with their dissertation chair in small groups to monitor the ongoing progress of their dissertations. Specific deadlines are set for completion of the proposal, IRB application, and submission of the dissertation draft to the committee and the oral defense. Students must register for dissertation maintenance every semester after the completion of PA 700 until the dissertation is complete. A total of 3 semesters of dissertation maintenance is required, in addition to the completion of the proposal development seminar, to complete the dissertation. (2 credits)
|
| |
-
PA 745 - Dissertation Development V
Prerequisite(s): PA 700 , PA 741 , PA 742 , PA 743 , PA 744 The objective is preparation for the successful completion of the oral defense and incorporation of all required committee revisions. (2 credits)
|
Clinical Psy.D. - Child and Adolescent Track |
| |
-
PC 200 - Research Clerkship I: Statistics I
Child and Adolescent Track students will be required to engage in a systemic course of research that complements that of his or her Faculty Advisor/Mentor. In their first year, students will be paired with a faculty advisor/mentor, who will mentor the student, or research fellow, towards completion of an annual scholarship product that may culminate in their Doctoral Dissertation. Research Clerkship is a two hour weekly seminar designed to support students through this scholarly process and to teach them the scholarly inquiry skills focusing on statistical techniques and research design at both the conceptual and applied levels. Emphasis will be placed on learning to choose the appropriate statistical technique and research design for a given research question (A $200.00 fee is charged per semester of this course) Topics covered over the course of this Research Clerkship sequence will include: (1) Introduction to Statistics: Probability, descriptive statistics, sampling distributions, null hypothesis testing, mean comparisons, categorical data testing, bivariate, and multiple regression (2) Research Design: Includes both quantitative and qualitative research designs, experimental designs, quasi-experimental designs, and non-experimental design (3) Applied Statistical Methods: Univariate analysis of variance, factoria, and multifactor experimental designs (4) Developmental Research Methodology: Includes correlational, experimental, cross-sectional, and longitudinal designs (5) Advanced Statistical Methods: Multiple regression, multivariate analysis of variance and covariance, canonical correlation, principal components, and discriminant analysis. (0 credits)
|
| |
-
PC 201 - Research Clerkship II: Statistics II
Child and Adolescent Track students will be required to engage in a systemic course of research that complements that of his or her Faculty Advisor/Mentor. In their first year, students will be paired with a faculty advisor/mentor, who will mentor the student, or research fellow, towards completion of an annual scholarship product that may culminate in their Doctoral Dissertation. Research Clerkship is a two hour weekly seminar designed to support students through this scholarly process and to teach them the scholarly inquiry skills focusing on statistical techniques and research design at both the conceptual and applied levels. Emphasis will be placed on learning to choose the appropriate statistical technique and research design for a given research question (A $200.00 fee is charged per semester of this course) Topics covered over the course of this Research Clerkship sequence will include: (1) Introduction to Statistics: Probability, descriptive statistics, sampling distributions, null hypothesis testing, mean comparisons, categorical data testing, bivariate, and multiple regression (2) Research Design: Includes both quantitative and qualitative research designs, experimental designs, quasi-experimental designs, and non-experimental design (3) Applied Statistical Methods: Univariate analysis of variance, factoria, and multifactor experimental designs (4) Developmental Research Methodology: Includes correlational, experimental, cross-sectional, and longitudinal designs (5) Advanced Statistical Methods: Mulitple regression, multivariate analysis of variance and covariance, canonical correlation, principal components, and discriminant analysis. (0 credits)
|
| |
-
PC 202 - Research Clerkship III: Statistics III
Child and Adolescent Track students will be required to engage in a systematic course of research that complements that of his or her Faculty Advisor/Mentor. In their first year, students will be paired with a faculty advisor/mentor, who will mentor the student, or research fellow, towards completion of an annual scholarship product that may culminate in their Doctoral Dissertation. Research Clerkship is a two hour weekly seminar designed to support students through this scholarly process and to teach them the scholarly inquiry skills focusing on statistical techniques and research design at both the conceptual and applied levels. Emphasis will be placed on learning to choose the appropriate statistical technique and research design for a given research question. (0 credits) (A $200 fee is charged per semester of this course) Topics covered over the course of this Research Clerkship sequence will include: (1) Introduction to Statistics: Probability, descriptive statistics, sampling distributions, null hypothesis testing, mean comparisons, categorical data testing, bivariate, and multiple regression (2) Research Design: Includes both quantitative and qualitative research designs, experimental designs, quasi-experimental designs, and non-experimental design (3) Applied Statistical Methods: Univariate analysis of variance, factoria, and multifactor experimental designs. (4) Developmental Research Methodology: Includes correlational, experimental, cross-sectional, and longitudinal designs. (5) Advanced Statistical Methods: Multiple regression, multivariate analysis of variance and covariance, canonical correlation, principal components, and discriminant analysis. (0 credits)
|
| |
-
PC 203 - Research Clerkship IV: Research Methods
Child and Adolescent Track students will be required to engage in a systemic course of research that complements that of his or her Faculty Advisor/Mentor. In their first year, students will be paired with a faculty advisor/mentor, who will mentor the student, or research fellow, towards completion of an annual scholarship product that may culminate in their Doctoral Dissertation. Research Clerkship is a two hour weekly seminar designed to support students through this scholarly process and to teach them the scholarly inquiry skills focusing on statistical techniques and research design at both the conceptual and applied levels. Emphasis will be placed on learning to choose the appropriate statistical technique and research design for a given research question (A $200.00 fee is charged per semester of this course) Topics covered over the course of this Research Clerkship sequence will include: (1) Introduction to Statistics: Probability, descriptive statistics, sampling distributions, null hypothesis testing, mean comparisons, categorical data testing, bivariate, and multiple regression (2) Research Design: Includes both quantitative and qualitative research designs, experimental designs, quasi-experimental designs, and non-experimental design (3) Applied Statistical Methods: Univariate analysis of variance, factoria, and multifactor experimental designs (4) Developmental Research Methodology: Includes correlational, experimental, cross-sectional, and longitudinal designs (5) Advanced Statistical Methods: Mulitple regression, multivariate analysis of variance and covariance, canonical correlation, principal components, and discriminant analysis. (0 credits)
|
| |
-
PC 204 - Research Clerkship V: Developmental Research Methods
Child and Adolescent Track students will be required to engage in a systemic course of research that complements that of his or her Faculty Advisor/Mentor. In their first year, students will be paired with a faculty advisor/mentor, who will mentor the student, or research fellow, towards completion of an annual scholarship product that may culminate in their Doctoral Dissertation. Research Clerkship is a two hour weekly seminar designed to support students through this scholarly process and to teach them the scholarly inquiry skills focusing on statistical techniques and research design at both the conceptual and applied levels. Emphasis will be placed on learning to choose the appropriate statistical technique and research design for a given research question (A $200.00 fee is charged per semester of this course) Topics covered over the course of this Research Clerkship sequence will include: (1) Introduction to Statistics: Probability, descriptive statistics, sampling distributions, null hypothesis testing, mean comparisons, categorical data testing, bivariate, and multiple regression (2) Research Design: Includes both quantitative and qualitative research designs, experimental designs, quasi-experimental designs, and non-experimental design (3) Applied Statistical Methods: Univariate analysis of variance, factoria, and multifactor experimental designs (4) Developmental Research Methodology: Includes correlational, experimental, cross-sectional, and longitudinal designs (5) Advanced Statistical Methods: Mulitple regression, multivariate analysis of variance and covariance, canonical correlation, principal components, and discriminant analysis. (0 credits)
|
| |
-
PC 205 - Research Clerkship VI:Qualitative Research Methods
Child and Adolescent Track students will be required to engage in a systemic course of research that complements that of his or her Faculty Advisor/Mentor. In their first year, students will be paired with a faculty advisor/mentor, who will mentor the student, or research fellow, towards completion of an annual scholarship product that may culminate in their Doctoral Dissertation. Research Clerkship is a two hour weekly seminar designed to support students through this scholarly process and to teach them the scholarly inquiry skills focusing on statistical techniques and research design at both the conceptual and applied levels. Emphasis will be placed on learning to choose the appropriate statistical technique and research design for a given research question (A $200.00 fee is charged per semester of this course) Topics covered over the course of this Research Clerkship sequence will include: (1) Introduction to Statistics: Probability, descriptive statistics, sampling distributions, null hypothesis testing, mean comparisons, categorical data testing, bivariate, and multiple regression (2) Research Design: Includes both quantitative and qualitative research designs, experimental designs, quasi-experimental designs, and non-experimental design (3) Applied Statistical Methods: Univariate analysis of variance, factoria, and multifactor experimental designs (4) Developmental Research Methodology: Includes correlational, experimental, cross-sectional, and longitudinal designs (5) Advanced Statistical Methods: Mulitple regression, multivariate analysis of variance and covariance, canonical correlation, principal components, and discriminant analysis. (0 credits)
|
| |
-
PC 400 - Cultural Impact Conference (Assessment)
Prerequisite(s): PC 453 . Completion of this course requires attendance at a school sponsored Cultural Impact Conference (CIC). Each CIC centers learning around a chosen theme (i.e., a specific cultural issue or population). This course integrates that theme with a specific focus on assessment and diagnosis for students completing their Basic Practicum. (0 credits)
|
| |
-
PC 401 - Cultural Impact Conference (Therapy)
Prerequisite(s): PY 486 . Completion of this course requires attendance at a school sponsored Cultural Impact Conference (CIC). Each CIC centers learning around a chosen theme (i.e., a specific cultural issue or population). This course integrates that theme with a specific focus on therapy and intervention for students currently completing their Intermediate Practicum. (0 credits)
|
| |
-
PC 402 - Cultural Impact Conference (Advanced)
Prerequisite(s): PC 506 . Completion of this course requires attendance at a school sponsored Cultural Impact Conference (CIC). Each CIC centers learning around a chosen theme (i.e., a specific cultural issue or population). This course integrates that theme and advanced level learning in assessment, therapy, supervision, prevention or advocacy for students currently completing their Advanced Practicum or internship, alumnae, practica/internship supervisors and faculty. (0 credits)
|
| |
Page: 1
| 2
| 3
| 4
| 5
| 6
| 7
| 8
| 9
| 10
| 11
-> 11 |
|
|
