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SPAN 5950 - Master’s Thesis
This course is for students writing a master’s thesis. It includes individual mentoring with one or more faculty members, individualized and library-based research. May also include field research. Students must consult with a faculty member before enrolling. Max hours: 6 Credits. Semester Hours: 1 to 6
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SPAN 5970 - Special Topics in Literature
Varying topics in Hispanic literature not otherwise covered by regular courses. Prereq: Graduate standing in Spanish. Cross-listed with SPAN 4970. Max hours: 9 Credits. Semester Hours: 3 to 3
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SPED 4010 - Instructional Strategies for Students with Special Needs
The content of this course extends three essential special education program areas: curriculum, instruction and assessment, to service provision for students with severe support needs. Cross-listed with SPED 5010. Max hours: 3 Credits. Semester Hours: 3 to 3
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SPED 4030 - Understanding (dis)Ability in Contemporary Classrooms
This course provides an overview of special education by examining the history of special education, construction of dis/ability, characteristics of individuals with disabilities, aspects of disproportionality, and introduction to evidence-based instructional practices. Prereq: UEDU 4010 and UEDU 4020. Cross-listed with SPED 5030. Max hours: 3 Credits. Semester Hours: 3 to 3
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SPED 4140 - Assessment in Special Education
Using a variety of assessment tools, students will focus on the educational assessment methods and procedures used in decision making and program planning for students with exceptional learning needs and from culturally and linguistically diverse backgrounds. Cross-listed with SPED 5140. Max hours: 3 Credits. Semester Hours: 3 to 3
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SPED 4150 - Individualizing Instruction for Learners with Challenging Behaviors
Serves as an introduction to the knowledge, skills and dispositions necessary for teachers to proactively and systematically address student needs that underlie the presence of problem behaviors in schools and class rooms. Course content consists of specific strategies to promote social and communication skill development and introduction to functional behavior assessment and intervention, including guidelines for the role of general educators as specified in federal and state regulations. Prereq: SPED 5111 or 5112, IPTE 5120 or 5121. Cross-listed with SPED 5150. Max hours: 1 Credit. Semester Hours: 1 to 1
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SPED 4151 - Culturally Responsive Supports for Social and Emotional Development
elopment of understanding and skills that enhance a teacher’s ability to work and communicate effectively. Cross-listed with SPED 5151. Max hours: 3 Credits. Semester Hours: 3 to 3
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SPED 4200 - Autism Spectrum Disorders
The purpose of this academy is to provide the paraeducator with information and skills to assist paraeducators in the instruction of students with autism. It gives factual information to dispel the many myths that abound in this field and emphasizes the relationship between communication and behavior. It prepares paraeducators to make and use visual supports, to structure tasks and the environment and to provide appropriate supports for social skills instruction. Max hours: 3 Credits. Semester Hours: 1 to 1
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SPED 4300 - Collaborating In Schools and Communities
Focuses on the development of competencies in consultation and collaboration. The overall purpose is to encourage the development of understanding and skills that enhance a teacher’s ability to work and communicate effectively. Cross-listed with SPED 5300. Max hours: 3 Credits. Semester Hours: 3 to 3
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SPED 4400 - Universal Design for Learning (UDL)
This course introduces Universal Design for Learning (UDL), an important educational philosophy and set of principles & techniques that focuses on strategies and tools to help ALL students by accommodating their differences in inclusive classroom settings. Cross-listed with SPED 5000. Max hours: 3 Credits. Semester Hours: 3 to 3
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SPED 4500 - Transition and Secondary Issues in Special Education
This course provides the practitioner with an understanding of the special education transition process as specified by federal and state guidelines, as well as effective teaching and learning strategies for secondary youth with disabilities. Cross-listed with SPED 5500. Max hours: 3 Credits. Semester Hours: 3 to 3
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SPED 4600 - Special Education for School Professionals
Designed for school professionals to compare and contrast service delivery options and to understand special education laws and underlying assumptions of special education practices. Cross-listed with SPED 5600. Max hours: 3 Credits. Semester Hours: 3 to 3
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SPED 4710 - Significant Health Support Needs Academy
Intends to prepare paraeducators with knowledge and skills needed for working with children with significant health support needs. Consisting of seven modules of varying length, this 15 clock hour academy focuses on training both the health aid and the significant health support needs professional. Max hours: 1 Credit. Semester Hours: 1 to 1
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SPED 4720 - Significant Supports for Challenging Behavior Academy
This academy provides the paraeducator with the knowledge and skills needed for working with children who have significant behavior needs. The academy focuses on working with students who have challenging behaviors. The aim is to provide paraeducators with the basic understanding of behavior support and to provide them with the necessary skills to implement written behavior support plans. It is recommended that paraeducators complete the Behavior Management Academy prior to taking this course. Max hours: 1 Credit. Semester Hours: 1 to 1
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SPED 4730 - Significant Communication Support Needs Academy
This academy provides the paraeducator with the knowledge and skills needed for working with children who have significant behavior needs. The academy focuses on working with students who have challenging behaviors. Its aim is to provide paraeducators with a basic understanding of behavior support and to provide them with the necessary skills to implement written behavior support plans. It is recommended that paraeducators complete the Behavior Management Academy prior to taking this course. Max hours: 1 Credit. Semester Hours: 1 to 1
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SPED 4740 - Linguistically Responsive Special Education
This is an introductory course designed to provide an overview of instructional planning for culturally and linguistically diverse learners with and without disabilities. Cross-listed with SPED 5740. Max hours: 1 Credit. Semester Hours: 1 to 1
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SPED 4750 - Orientation to Special Education
This 15 clock hour academy is designed to provide a basic introduction to special education and the needs of students who have disabilities. It includes introductory material regarding legal and historical foundations of special education, human growth and development, the nature of disabilities, and an introduction to the basic human needs that must be addressed. Max hours: 1 Credit. Semester Hours: 1 to 1
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SPED 4780 - Literacy Intervention for Students with Disabilities
Provides the practitioner with an understanding of research-validated approaches, strategies, assessment tools and issues related to effective literacy instruction for students performing significantly below grade level. Cross-listed with SPED 5780. Max hours: 3 Credits. Semester Hours: 3 to 3
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SPED 4800 - Orientation to Early Intervention Services
This academy provides Developmental Intervention Assistant (DI Assistant) an introduction to early intervention services under IDEA. Material regarding legal and historical foundations, human growth and development, and the nature of disabilities and their impact on infants and toddlers are introduced. Max hours: 1 Credit. Semester Hours: 1 to 1
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SPED 4805 - Fundamentals of the IFSP Process
This academy provides Developmental Intervention Assistants an overview of the Individualized Family Service Plan (IFSP). It clarifies their role in the implementation of IFSP and also knowledge about the evaluation and assessment components of the IFSP process. Max hours: 1 Credit. Semester Hours: 1 to 1
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SPED 4810 - Early Intervention Teamwork
This academy is designed for Developmental Intervention Assistants (DI Assistants) to work effectively in Early Intervention teams. Introductory materials regarding teamwork, delineation of DI Assistants ‘and supervisors’ roles and responsibilities as well as family centered practices are addressed. Max hours: 1 Credit. Semester Hours: 1 to 1
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SPED 4815 - Working with Families
This academy provides the Developmental Intervention Assistant with information and skills to create and support Family Centered Practices. Focus on the concept of family and the impact of disability on the family is woven throughout the course. Max hours: 1 Credit. Semester Hours: 1 to 1
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SPED 4820 - Instructional Strategies for Early Intervention
This academy assists the Developmental Intervention Assistant in examining the types of instructional strategies used in the Early Intervention programs. Focus is on building relationships, promoting engagement, and instructional support specifically in collecting data for the supervisor and IFSP team. Max hours: 1 Credit. Semester Hours: 1 to 1
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SPED 4825 - Promoting Social Emotional Development
This academy focuses on the importance of infant/toddlers’ social emotional development and support. The CSEFEL Pyramid Model, adapted for this course, is a conceptual framework of evidence-based practices addressing the promotion of social emotional development in early intervention programs. Max hours: 1 Credit. Semester Hours: 1 to 1
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SPED 4830 - Health Support Needs in Early Intervention
This academy provides the DI Assistant with information and skills to support the health services related to the early intervention programs. Safety awareness and precautions are stressed as related to caring for infants/toddlers in their home and natural environments. Max hours: 1 Credit. Semester Hours: 1 to 1
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SPED 4835 - Language and Early Literacy Development
This academy is designed for Developmental Intervention Assistant (DI Assistant) to work effectively with families as they support the early language and literacy development of their infants and toddlers with communication challenges. Max hours: 1 Credit. Semester Hours: 1 to 1
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SPED 4840 - Communication Support Needs Early Intervention
This academy provides the Developmental Intervention Assistant with information and skills to learn characteristic language patterns for infants and toddlers. Focus on critical importance of child interactions as well as key intervention communication strategies for infants and toddlers. Max hours: 1 Credit. Semester Hours: 1 to 1
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SPED 4845 - Individualized Intervention Infants/Toddlers
This academy, adapted from CSEFEL, introduces Developmental Intervention Assistants (DI Assistants) to basic knowledge of infants/toddlers with
challenging behaviors. It provides necessary skills to implement written behavior support plans based on the IFSP under the supervision of Early Intervention professionals. Max hours: 1 Credit. Semester Hours: 1 to 1
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SPED 4850 - Transition to Age 3
This academy assists the Developmental Intervention Assistant in learning the elements of transition from Part C to Part B including the difference between an IFSP and IEP. Focus on the cultural and transition issues for the toddler and the family. Max hours: 1 Credit. Semester Hours: 1 to 1
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SPED 4855 - Interpersonal Skills for DI Assistants
This academy provides the Developmental Intervention Assistant effective interpersonal skills necessary to work with Early Intervention teams. It addresses issues of diversity based on culture, experience, gender, etc. and examines the DI Assistants’ roles in each aspect of the topics. Max hours: 1 Credit. Semester Hours: 1 to 1
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SPED 4860 - Personal Growth Development for DI Assistants
This academy provides the Developmental Intervention Assistant with information and skills to identify and expand personal growth and improvement skills working in Early Intervention programs. The course covers stress-management strategies and uses creativity and flexibility in dealing with problematic situations. Max hours: 1 Credit. Semester Hours: 1 to 1
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SPED 4865 - Instructional & Assistive Technology in EI
This academy assists the Developmental Intervention Assistants in examining various types of instructional and assistive technology used in early intervention
programs. Focus is on technology used in the home and other natural environments to assist the infant/toddler and the family. Max hours: 1 Credit. Semester Hours: 1 to 1
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SPED 4870 - Autism Spectrum Disorder in Early Intervention
This academy provides Developmental Intervention Assistants with information to assist the Early Intervention Professionals to implement instructions for infants/toddlers identified with autism. It offers participants knowledge of structured tasks environmental adaptations, and appropriate social skills for the infant/toddler and family. Max hours: 1 Credit. Semester Hours: 1 to 1
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SPED 4910 - Special Education Generalist Internship and Site Seminar I
Special education teacher candidates engage in systematic observation of, participation in, design of and reflection on inclusive curricular, instruction and management practices. Graduated learning activities for each internship and time requirements are specified in the School Internship handbook and the Special Education Guidelines. In partner school, the site coordinator and site professor are responsible for coaching, supervision and site seminars. In internship outside partner school settings, cooperating teachers, district coordinators and/or university professors work with teacher candidates in the classroom and in seminars. Prereq: Completion of special education core or permission of instructor and advisor. Admission into the IPTE Program. Cross-listed with SPED 5910. Max hours: 8 Credits. Semester Hours: 1 to 8
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SPED 4915 - Practicum For Developmental Intervention Assistant
The Developmental Intervention Assistant will engage in systematic observation of, and participation in the delivery of early intervention services. Practicum Instructor will observe, coach and assess as per the performance criteria required for completing the DI Assistant portfolio. Prereq: SPED 4800, 4805, 4810, 4815, 4820, 4825, 4830, 4835, 4840, 4845, 4850, 4855, 4860, 4865, & 4870. Max hours: 9 Credits. Semester Hours: 2 to 2
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SPED 4919 - CO-TOP Practicum
The paraeducator engage in systematic observation of, and participation in instruction of management practices. The learning activities for each practicum are specified in the CO-TOP Practicum handbook and information sheet. Cooperating teachers, district coordinators and/or university-based supervision observe paraeducators in the classroom. Prereq: Completion of CO-TOP academies or permission of the CO-TOP Coordinator. Max hours: 2 Credits. Semester Hours: 2 to 2
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SPED 5010 - Instructional Strategies for Students with Special Needs
The content of this course extends three essential special education program areas: curriculum, instruction and assessment, to service provision for students with severe support needs. Cross-listed with SPED 4010. Max hours: 3 Credits. Semester Hours: 3 to 3
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SPED 5030 - Understanding (dis)Ability in Contemporary Classrooms
This course provides an overview of special education by examining the history of special education, construction of dis/ability, characteristics of individuals with disabilities, aspects of disproportionality, and introduction to evidence-based instructional practices. Prereq: UEDU 5010 and UEDU 5020. Cross-listed with SPED 4030. Max hours: 3 Credits. Semester Hours: 3 to 3
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SPED 5050 - Assessment & Advocacy for Diverse Learners
The purpose of this course is to prepare teachers to gather and use assessment results within a strengths-based framework to advocate for appropriate programming, placement and instruction, and ongoing progress monitoring for students who are culturally and linguistically diverse. Cross-listed with CLDE 5050. Max hours: 3 Credits. Semester Hours: 3 to 3
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SPED 5120 - Negotiating The Special Education Teaching Process
This course explores both theoretical and practical aspects of educating students with special needs. Students will examine the nature of disability, the history and legal basis for special education programming in American schools, as well as contemporary law governing the education of persons with disabilities. Max hours: 3 Credits. Semester Hours: 3 to 3
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SPED 5140 - Advanced Assessment in Special Education
Using a variety of assessment tools, students will focus on the educational assessment methods and procedures used in decision making and program planning for students with exceptional learning needs and from culturally and linguistically diverse backgrounds. Cross-listed with SPED 4140. Max hours: 3 Credits. Semester Hours: 3 to 3
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SPED 5151 - Culturally Responsive Supports for Social and Emotional Development
This course addresses a multitiered approach to reengineering educational environments from those that are deficit-driven to those that support success for all learners. Students are asked to shift the focus from reduction of challenging behavior to consider adoption of culturally responsive Positive Behavior Supports within a Response to Intervention model. Prereq: UEDU 4030/5030 if students are in the initial licensure program. Cross-listed with SPED 4151. Max hours: 3 Credits. Semester Hours: 3 to 3
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SPED 5250 - Effective Practices for Young Children with Autism Spectrum Disorders
This course provides the learner with an understanding of ASD and provides information about evidence based practices and practical teaching strategies. It provides a 20 hour hands on practicum component that allows students to implement strategies learned in class under the supervision of the instructor. Prereq: Taking online Autism 101 www.pdacenter.org. Max hours: 3 Credits. Semester Hours: 3 to 3
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SPED 5260 - Effective Practices for Elementary Children with Autism Spectrum Disorders
The purpose of this course is to emphasize evidence-based practices and practical teaching strategies for the elementary education student with ASD. Developmentally appropriate practices with an emphasis on educational strategies, inclusion and working collaboratively with other professionals and families will be embedded in this course. Prereq: Taking online Autism 101 www.pdacenter.org. Max hours: 3 Credits. Semester Hours: 3 to 3
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SPED 5270 - Effective Practices for Teenagers/Young Adults with Autism Spectrum Disorder
The purpose of this course is to provide a thorough understanding of ASD and effective strategies/evidence-based practices for students, ages 13-21. Developmentally appropriate practices with an emphasis on educational strategies, inclusion, transition and working collaboratively with other professionals and families will be embedded in this course. Prereq: Taking online Autism 101 www.pdacenter.org. Max hours: 3 Credits. Semester Hours: 3 to 3
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SPED 5300 - Collaborating in Schools and Communities
Focuses on the development of competencies in consultation and collaboration. The overall purpose is to encourage the development of understanding and skills that enhance a teacher’s ability to work and communicate effectively with school personnel, including paraprofessionals and parents. The goal of collaboration is to support and determine together the instructional scenarios that best meet the needs of students. Specific competencies include problem solving, conflict resolution, data collection or observation skills, conferencing, facilitating meetings, and interacting with others while respecting diverse discourses and multicultural backgrounds. Cross-listed with SPED 4300. Max hours: 3 Credits. Semester Hours: 3 to 3
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SPED 5400 - Seminar in Special Education
Designed to allow an opportunity for special educators to compare and contrast the service delivery, funding mechanisms, professional ethics, and underlying assumptions of special and regular education. Trends in the field of special education are examined through review of current research. Prereq: EPSY 5240, IPTE 5000, IPTE 5020, IPTE 5120, SPED 5112, SPED 5021, SPED 5140, SPED 5320, SPED 5600, or permission of instructor. Max hours: 6 Credits. Semester Hours: 3 to 3
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SPED 5440 - Ethics and Implementation ABA
This course is designed to teach you ethical and professional conduct considerations in applied behavior analysis. We will review behavior change systems and implementation issues in the conduct of applied behavior analysis. Max hours: 3 Credits. Semester Hours: 3 to 3
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SPED 5450 - Introduction to ABA and Terminology
This course will introduce the history and basics of ABA with a focus on its related terminology. In addition, ABA benefits will be discussed, and emphasis placed on ethical considerations required for practicing ABA as a board Certified Behavior Analyst. Max hours: 3 Credits. Semester Hours: 3 to 3
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SPED 5460 - ABA Practical Applications
This course will provide a framework for the natural science of behavior. It will provide students with a systematic approach to understanding and precisely describing the behavior of individuals, and its relationship to environmental determinants. Prereq: SPED 5450. Max hours: 3 Credits. Semester Hours: 3 to 3
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SPED 5470 - ABA Data
This course will introduce how to collect and interpret different types of data, and the importance of making data-driven decisions for behavior change procedures based on functional relationships. Prereq: SPED 5450, 5460. Max hours: 3 Credits. Semester Hours: 3 to 3
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SPED 5480 - ABA Advanced Data and Behavioral Plans and Applications
Student will learn to use standard celeration charts and make data-driven decisions to write appropriate behavioral plans. They will also learn to use ABA strategies to enhance communication, to support individuals with ASD, and to benefit from systems supports. Prereq: SPED 5450, 5460, 5470. Max hours: 3 Credits. Semester Hours: 3 to 3
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SPED 5490 - Autism In Early Intervention
This course will provide students with the knowledge necessary to implement recommended, evidence-based practices with young children with autism. The course will provide information on the etiology of autism, diagnostic procedures, evidence-based practices, and how to support families who have a young child diagnosed on the spectrum. Max hours: 3 Credits. Semester Hours: 3 to 3
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SPED 5500 - Transition and Secondary Issues in Special Education
This course provides the practitioner with an understanding of the special education transition process as specified by federal and state guidelines, as well as effective teaching and learning strategies for secondary youth with disabilities. Cross-listed with SPED 4500. Max hours: 3 Credits. Semester Hours: 3 to 3
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SPED 5530 - Language & Literacy Acqusition Div Lrn
This course investigates the relationship between language and literacy acquisition. In the context of first and second language acquisition across the lifespan, the course focuses on bilingual and second language development, and on the acquisition of literacy by young children. Cross-listed with CLDE 4030 and 5030. Prereq: SPED 5740. Max hours: 3 Credits. Semester Hours: 3 to 3
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SPED 5600 - Special Education for School Professionals
Designed for school professionals to compare and contrast service delivery options and to understand special education laws and underlying assumptions of special education practices. Through extensive study of original sources and current texts, students gain a comprehensive knowledge base for use in school applications. Readings and lectures are supplemented with direct observation of special education processes and instruction. Cross-listed with SPED 4600. Max hours: 6 Credits. Semester Hours: 3 to 3
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SPED 5740 - Linguistically Responsive Special Education
This is an introductory course designed to provide an overview of instructional planning for culturally and linguistically diverse learners with and without disabilities. Cross-listed with SPED 4740 Max hours: 3 Credits. Semester Hours: 3 to 3
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SPED 5780 - Literacy Intervention for Students with Disabilities
Provides the practitioner with an understanding of research-validated approaches, strategies, assessment tools and issues related to effective literacy instruction for students performing significantly below grade level. Practitioners can expect to be able to conduct thorough literacy assessments as well as be able to develop, implement, and evaluate individual reading and writing programs for individual students with the most challenging literacy needs. Prereq: SPED 5740. Cross-listed with SPED 4780. Max hours: 3 Credits. Semester Hours: 3 to 3
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SPED 5840 - Independent Study: SPED
Max hours: 4 Credits. Semester Hours: 1 to 4
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SPED 5918 - ABA Practicum
Supervised field experience with a Board Certified Behavior Analyst for time spent directly working with individuals who require behavioral programming. Students must complete 1000 hours to meet BCBA requirements and 670 hours for BCaBA requirements. 100 hours is equivalent to 1 credit. Max hours: 10 Credits. Semester Hours: 1 to 4
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SPED 5919 - ABA Intensive Practicum
Supervised field experience with a Board Certified Behavior Analyst for time spent directly working with individuals who require behavioral support. Students must complete 750 hours to meet BCBA requirements and 500 hours for BCaBA requirements. 75 hours is equivalent to 1 credit. Max hours: 9 Credits. Semester Hours: 1 to 5
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SPED 5930 - Special Education Generalist Internship and Site Seminar I
Special education teacher candidates engage in systematic observation of, participation in, design of and reflection on inclusive curricular, instruction and management practices. Graduated learning activities for each internship and time requirements are specified in the School Internship handbook and the Special Education Guidelines. In partner school, the site coordinator and site professor are responsible for coaching, supervision and site seminars. In internship outside partner school settings, cooperating teachers, district coordinators and/or university professors work with teacher candidates in the classroom and in seminars. Prereq: Completion of special education core or permission of instructor and advisor. Cross-listed with SPED 5931, 5932, 5933. Max hours: 2 Credits. Semester Hours: 2 to 2
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SPED 5931 - Special Education Generalist Internship and Site Seminar II
Special education teacher candidates engage in systematic observation of, participation in, design of and reflection on inclusive curricular, instruction and management practices. Graduated learning activities for each internship and time requirements are specified in the School Internship handbook and the Special Education Guidelines. In partner school, the site coordinator and site professor are responsible for coaching, supervision and site seminars. In internship outside partner school settings, cooperating teachers, district coordinators and/or university professors work with teacher candidates in the classroom and in seminars. Prereq: SPED 5910. Cross-listed with SPED 5930, 5932, 5933. Max hours: 9 Credits. Semester Hours: 2 to 2
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SPED 5932 - Special Education Generalist Internship and Site Seminar III
Special education teacher candidates engage in systematic observation of, participation in, design of and reflection on inclusive curricular, instruction and management practices. Graduated learning activities for each internship and time requirements are specified in the School Internship handbook and the Special Education Guidelines. In partner school, the site coordinator and site professor are responsible for coaching, supervision and site seminars. In internship outside partner school settings, cooperating teachers, district coordinators and/or university professors work with teacher candidates in the classroom and in seminars. Prereq: SPED 5910 and SPED 5911. Cross- listed with SPED 5930, 5931, 5933. Max hours: 9 Credits. Semester Hours: 2 to 2
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SPED 5933 - Special Education Generalist Internship and Site Seminar IV
Special education teacher candidates engage in systematic observation of, participation in, design of and reflection on inclusive curricular, instruction and management practices. Graduated learning activities for each internship and time requirements are specified in the School Internship handbook and the Special Education Guidelines. In partner school, the site coordinator and site professor are responsible for coaching, supervision and site seminars. In internship outside partner school settings, cooperating teachers, district coordinators and/or university professors work with teachers, and candidates in the classroom and in seminars. Prereq: SPED 5910, SPED 5911, SPED 5912 or permission of instructor and/or advisor. Cross-listed with SPED 5930, 5931, 5932. Max hours: 9 Credits. Semester Hours: 3 to 8
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SPED 6950 - Master’s Thesis
Max hours: 16 Credits. Semester Hours: 4 to 4
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SPSY 5600 - Behavior Analysis and Intervention
This course introduces knowledge and skills necessary for school psychologists to proactively address child problem behaviors. Content includes application of Positive Behavioral Support (PBS), functional behavior analysis and intervention, evaluation of behavior change. Relevant federal, state regulations are also addressed. Max hours: 3 Credits. Semester Hours: 3 to 3
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SPSY 5800 - Workshop: Topics in School Psychology
Max hours: 15 Credits. Semester Hours: 1 to 6
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SPSY 5840 - Independent Study: SPSY
Max hours: 9 Credits. Semester Hours: 1 to 4
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SPSY 5900 - School-Based Multicultural Interventions
The course will foster students’ understanding and appreciation of diversity and its applications for school psychology practice, educational contexts, and mental health policy. Students will learn to evaluate and implement school-based mental health and educational interventions with a multicultural lens. Prereq: SPSY 6410. Max hours: 3 Credits. Semester Hours: 3 to 3
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SPSY 6000 - BrainSTARS: TBI-Strategies for Teams and Re-Educ
This interdisciplinary course provides a knowledge base in Traumatic Brain Injury (TBI) in children utilizing foundational learning experiences in sources of brain injury, various sequelae, interventions, educational modifications, IEP development, and resources for educators and families of children with TBI. Prereq: Admission to TBI Certification Program. Max hours: 3 Credits. Semester Hours: 3 to 3
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SPSY 6020 - Consultation and Leadership in TBI
This interdisciplinary course focuses on consultation, teamwork and leadership strategies needed for providing family-centered, culturally competent, community-based services for children with traumatic brain injury and other disabilities and their families. Prereq: Admission to TBI Certification Program. Max hours: 3 Credits. Semester Hours: 3 to 3
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SPSY 6040 - Applied Research in TBI for School Psychologists
This seminar focuses on the development of skills in conducting applied research with children and youth who have suffered a traumatic brain injury and addresses the need for school psychologists to develop and interpret research designs used for applied research. Prereq: Admission to TBI Certification Program. Max hours: 3 Credits. Semester Hours: 1 to 3
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SPSY 6100 - School Psychology: Professional and Legal Foundations
This course covers topics related to the practice of school psychology, both past and present, including legal/ethical obligations/issues, accreditation, certification/licensure, culturally competent practice, roles/responsibilities, and evaluation and accountability. Observation in schools and related settings is required. Prereq: Admission to School Psychology Program. Max hours: 3 Credits. Semester Hours: 3 to 3
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SPSY 6150 - Psychoeducational Assessment I
Focuses on assessment of cognitive ability, cognitive processes, and achievement in children and adolescents. Topics include selection, administration, and interpretation of ability and achievement tests; psychological report writing, and psychometric, historical, theoretical, and cultural issues in assessment. Test administration required. Prereq: RSEM 5300. Max hours: 3 Credits. Semester Hours: 3 to 3
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SPSY 6160 - Psychoeducational Assessment II
Focuses on the assessment of adaptive behavior, personality, and social-emotional functioning in children and adolescents. Topics include selection, administration, and interpretation of these types of measures; cultural considerations in psychological assessment, psychological report writing, and developing interventions. Test administration required. Prereq: SPSY 6150. Max hours: 3 Credits. Semester Hours: 3 to 3
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SPSY 6170 - Assessment and Intervention: Birth to 3
Course familiarizes students with the provision of psychological services to children birth to 3 years. The course includes coverage of relevant federal/state mandates, typical and atypical development, multicultural issues, and family-centered and consultative psychological intervention services. Test administration required. Prereq: SPSY 6150. Max hours: 3 Credits. Semester Hours: 3 to 3
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SPSY 6350 - School-Based Interventions: Children, Youth and Families
Provides theoretical and practice-oriented introduction to child therapy in schools. Weaves together skills and techniques essential to theory and implementation of psychotherapeutic techniques. Course activities compliment the systemic and group-based interventions examined in SPSY 6400. Prereq: RSEM 5300 Introduction to Measurement, CPCE 5010 Counseling Theories, and permission of instructor. Max hours: 3 Credits. Semester Hours: 3 to 3
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SPSY 6400 - School-Based Interventions: Groups, Classrooms and Systems
Provides students with advanced study of research on and techniques of classroom and small group interventions. Includes instruction on the evaluation of intervention effectiveness. Systemic, school-wide interventions are addressed. Prereq: RSEM 5100, RSEM 5300, SPSY 6350. Max hours: 3 Credits. Semester Hours: 3 to 3
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SPSY 6410 - Psychoeducational Assessment of Culturally and Linguistically Diverse Students
Prepares students to provide psychoeducational assessments to children who are culturally and/or linguistically diverse. Content includes differentiation of language disorders versus language acquisition, and developing recommendations for accommodations and interventions to meet the unique psychoeducational needs of diverse children and youth. Prereq: SPSY 6150. Max hours: 3 Credits. Semester Hours: 3 to 3
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SPSY 6420 - Crisis Prevention, Planning and Intervention
Introduces students to crisis theory, prevention research, and intervention strategies. The course is designed for school mental health professionals interested in developing advanced crisis counseling and intervention skills sufficient for use in school settings. The course emphasizes the importance of practical hands-on opportunities for skills development. Prereq: SPSY 6350 and CPCE 5100 (or equivalent) and experience required. Max hours: 3 Credits. Semester Hours: 3 to 3
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SPSY 6450 - School-Based Consultation for Mental Health Professionals
A wide range of traditional or emerging consultation models emphasizing practical application of empirically-based approaches to advance the social or academic competence of students, classrooms, schools and districts. Hands-on experience supplement course content as students develop, refine, and practice their own eclectic consultation approach. Prereq: RSEM 5100, RSEM 5300 and SPSY 6350. Max hours: 3 Credits. Semester Hours: 3 to 3
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SPSY 6500 - Identifying and Planning for the Mental Health Needs of Children and Adolescents
Provides students with advanced concentrated study of the etiology, diagnostic criteria, recommend intervention strategies, and diagnostic procedures appropriate for the identification of children’s mental health needs. Max hours: 3 Credits. Semester Hours: 3 to 3
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SPSY 6550 - Academic Interventions in School Psychology
Provides training in knowledge and skills for the use of educational intervention practices in school psychology, including the development, implementation, and evaluation of academic interventions in the areas of reading, math, and written language; curriculum based measurement and progress monitoring. Prereq: SPSY 6150. Max hours: 3 Credits. Semester Hours: 3 to 3
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SPSY 6911 - School Psychology Practicum
Supervised practice in providing comprehensive psychological services to children in grades preschool to 12. Students are placed in public schools or affiliated school-related agencies and supervised by practicing, licensed school psychologists. Prereq: SPSY 5600, SPSY 6100, SPSY 6150, SPSY 6160 and consent of instructor. Max hours: 6 Credits. Semester Hours: 1 to 6
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SPSY 6915 - Practicum with Culturally and Linguistically Diverse Students
This school psychology practicum experience is focused on developing multicultural competencies with culturally and linguistically diverse students through either a cultural immersion experience in Mexico or a local practicum placement in a culturally and linguistically diverse setting. Max hours: 9 Credits. Semester Hours: 3 to 3
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SPSY 6917 - Advanced Practicum in Psychological Assessment
Under faculty supervision provide psychological assessment services to clients in the UC Denver Student and Community Counseling Center. Prereq: SPSY 6150, SPSY 6160, and consent of the instructor. Max hours: 1 Credit. Semester Hours: 1 to 1
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SPSY 6918 - Clinical Externship
Clinical experience under supervision of licensed, doctoral-level professionals. Students participate in assessment and intervention in a variety of settings. Note: All field placements must be approved by the SPSY Program Director in advance of registration. Prereq: SPSY 6911 and consent of instructor. Max hours: 6 Credits. Semester Hours: 1 to 3
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SPSY 6930 - School Psychology Internship
Supervised experience in the practice of school psychology with children and adolescents in a school or clinic setting. Prereq: SPSY 5900, SPSY 6410, SPSY 6911, SPSY 6200, SPSY 6350, SPSY 6400, SPSY 6450, SPSY 6500, SPED 5780 and instructor consent. Max hours: 6 Credits. Semester Hours: 1 to 6
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SPSY 6935 - Practicum in Evidence-Based Interventions: TBI
Practice implementing interventions with children and youth with a variety of behavioral, learning, and emotional problems related to traumatic brain injury. Includes special emphasis on identifying and implementing evidence-based interventions including the BrainSTARS curriculum and consultation methodology, under supervision. Prereq: Admission to BRI Certification Program. Max hours: 3 Credits. Semester Hours: 1 to 3
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SPSY 7980 - Clinical Supervision & Admin of Psych Services
Course prepares school psychologists to function in supervisory and administrative capacities in delivering mental health services. Content includes examination of clinical supervision theories, models, techniques; focus on development of skills for administrative roles, and understanding organizations from a systems perspective. Prereq: SPSY 6918. Max hours: 3 Credits. Semester Hours: 3 to 3
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SPSY 8980 - School Psychology Doctoral Capstone Project
The Capstone Project is a culminating component of the program. Production of a scholarly project that illustrates the student’s understanding of relevant topics in school psychology, the scope of contemporary practice, and the various roles of the professional school psychologist. Prereq: SPSY 6911 and RSEM 7000. Max hours: 2 Credits. Semester Hours: 2 to 2
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SSCI 4050 - Special Topics in Law Studies
These topics courses are concerned with specialized aspects of the study of law within the social sciences from various theoretical and research perspectives. These courses are interdisciplinary and serve as a forum for discussion specific to students interested in law studies. Max hours: 6 Credits. Semester Hours: 3 to 6
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SSCI 4251 - Introduction to Legal Studies
A survey of the United States legal system, including lawmaking powers, jurisdiction, court procedures, professional ethics and major principles of business law, contracts, estates and probate, family law, property and torts. Cross-listed with HUMN 4251/HUMN 5251/SSCI 5251. Max hours: 3 Credits. Semester Hours: 3 to 3
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SSCI 4710 - Women and Religion
A sociological exploration of the contemporary roles of women in religion. Course examines American and world religious groups with an eye to women’s involvement. Considers how women have changed these traditions as they take on leadership roles and discusses the tensions that arise within these traditions as a result of their expanded participation. Cross-listed with HUMN 5710, SSCI 5710, WGST 4710/5710, RLST 4710/5710. Max hours: 3 Credits. Semester Hours: 3 to 3
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SSCI 4840 - Independent Study
Directed study based on a specific subfield of social sciences. Max hours: 6 Credits. Semester Hours: 1 to 3
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SSCI 4880 - Directed Research
Students will engage in original research projects supervised and mentored by faculty. Students must work with faculty prior to registration to develop a proposal for their project and receive permission to take this course. Max hours: 6 Credits. Semester Hours: 1 to 6
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SSCI 5000 - 19th Century Philosophy
Covers the systematic work of such German idealists as Hegel, Fichte, and Shelling, as well as responses to those systems by such authors as Marx, Kierkegaard, and Nietzsche. Prereq: PHIL 3002 or 3022. Cross-listed with PHIL 4000/5000 and HUMN 5000. Max hours: 3 Credits. Semester Hours: 3 to 3
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SSCI 5013 - Philosophical Problems in the Social Sciences and Humanities
Presents an overview of key theoretical issues currently emerging across academic disciplines. Examines questions about reality, knowledge, ethics that affect social research and writing in the humanities. Readings explore how contemporary philosophical and cultural discourses have altered theory and method. Assignments include influential theoretical pieces by key historical and contemporary thinkers, examples of application in social research, and interpretations of thought and affect in cultural contexts. Cross-listed with HUMN/PHIL 5013. Max hours: 3 Credits. Semester Hours: 3 to 3
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SSCI 5020 - Elements of Social Thought
Introduces students to the disciplines that comprise the social sciences (classical anthropology, sociology, sociology of religion, philosophy of history, political theory, classical psychology, etc.). Provides necessary tools for interdisciplinary students to understand the social infrastructure of contemporary society. Cross-listed with HUMN 5020 and PHIL 5020. Max hours: 3 Credits. Semester Hours: 3 to 3
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