This course is designed to introduce students to research in special education. Course participants will be able to critically evaluate research studies and develop research proposals that can be carried out in schools and other professional settings. The course will aid professionals in their ability to locate research studies, interpret and understand research studies, and to decipher their symbols and terminology. In addition, the course will enable participants to design research studies, including finding and using literature in their educational field, writing an introduction and state a purpose for a study, identifying research questions and hypotheses, stating the significance of a study, and developing advanced methods and procedures for data collection and analysis. The course will focus on the two predominant approaches used by most researchers: quantitative and qualitative.
This practicum is part of a concentrated, supervised fieldwork experience within the M.Ed. SPED Applied Behavior Analysis program of study. In SPED 611, students will have the opportunity to accrue concentrated fieldwork hours and meet supervision requirements for the Board Certified Behavior Analyst (BCBA) Task List (5th ed.) that are aligned with SPED 625 Behavior-Change Fundamentals.
This practicum is part of a concentrated, supervised fieldwork experience within the M.Ed. SPED Applied Behavior Analysis program of study. In SPED 612, students will have the opportunity to accrue concentrated fieldwork hours and meet supervision requirements for the Board Certified Behavior Analyst (BCBA) Task List (5th ed.) that are aligned with SPED 626 Functional Behavior Assessments and Interventions.
This practicum is part of a concentrated, supervised fieldwork experience within the M.Ed. SPED Applied Behavior Analysis program of study. In SPED 613, students will have the opportunity to accrue concentrated fieldwork hours and meet supervision requirements for the Board Certified Behavior Analyst (BCBA) Task List (5th ed.) that are aligned with SPED 628 Research Methods in Behavior Analysis.
This practicum is part of a concentrated, supervised fieldwork experience within the M.Ed. SPED Applied Behavior Analysis program of study. In SPED 614, students will have the opportunity to accrue concentrated fieldwork hours and meet supervision requirements for the Board Certified Behavior Analyst (BCBA) Task List (5th ed.) that are aligned with SPED 627 Management and Supervision for Behavior Analysts.
This practicum is part of a concentrated, supervised fieldwork experience within the M.Ed. SPED Applied Behavior Analysis program of study. In SPED 615, students will have the opportunity to accrue concentrated fieldwork hours and meet supervision requirements for the Board Certified Behavior Analyst (BCBA) Task List (5th ed.) that are aligned with SPED 624 Concepts and Principles of Behavior Analysis.
This practicum is part of a concentrated, supervised fieldwork experience within the M.Ed. SPED Applied Behavior Analysis program of study. In SPED 616, students will have the opportunity to accrue concentrated fieldwork hours and meet supervision requirements for the Board Certified Behavior Analyst (BCBA) Task List (5th ed.) that are aligned with SPED 623 Professional Ethics for Behavior Analysts.
This practicum is part of a concentrated, supervised fieldwork experience within the M.Ed. SPED Applied Behavior Analysis program of study. In SPED 617, students will have the opportunity to accrue concentrated fieldwork hours and meet supervision requirements for the Board Certified Behavior Analyst (BCBA) Task List (5th ed.) that are aligned with SPED 696 Capstone in Behavior Analysis.
This practicum is part of a concentrated, supervised fieldwork experience within the M.Ed. SPED Applied Behavior Analysis program of study. In SPED 618, students will have the opportunity to accrue concentrated fieldwork hours and meet supervision requirements for the Board Certified Behavior Analyst (BCBA) Task List (5th ed.).
This practicum is part of a concentrated, supervised fieldwork experience within the M.Ed. SPED Applied Behavior Analysis program of study. In SPED 619, students will have the opportunity to accrue concentrated fieldwork hours and meet supervision requirements for the Board Certified Behavior Analyst (BCBA) Task List (5th ed.).
This course presents models for collaborating with families, paraprofessionals, related service providers, and other professionals to support individuals with disabilities across the life span. Emphasis on family systems, teaming, and consultation. Includes focus on the collaborative creation of safe, inclusive, culturally responsive learning environments and making team- and assessment-based decisions for engaging individuals with exceptionalities in meaningful learning activities and social interactions.
This course provides a review of the most significant federal and state laws governing the education of students with disabilities; and applicable standards of professional ethics. Emphasis is also placed on understanding administrative regulations and policies as well as case law related to the provision of special education supports and services. Student will examine rights and responsibilities of students with disabilities as well as principles for effective advocacy.
The focus of this course is on the ethical guidelines that govern the practice of special educators and behavior analysts, as well as historical issues that have given rise to these ethics. This course is aligned with the professional ethics for Board Certified Behavior Analysts.
This course introduces the student to concepts and principles of behavior analysis. Emphases include understanding foundational behavioral principles and exploring precise technological procedures for describing socially important behaviors along with relevant environmental stimuli.
This course focuses on understanding of the basic processes underlying behavior and how to affect behavior change, including instruction on basic life and academic skills as well as socially important behaviors for individuals with developmental disabilities. Students learn how to develop interventions based on antecedent and reinforcement strategies. Emphasis is on research-based instructional strategies that facilitate skill acquisition, fluency, maintenance, and generalization.
This course focuses on the processes for conducting behavior assessment to develop intervention programs for individuals with severe behaviors and behaviors that interfere with the individual’s quality of life. Emphases are on conducting functional behavior assessments, including functional analyses, to evaluate the environmental conditions responsible for an individual’s inappropriate behavior (including self-injury, aggression toward others, and property destruction) and developing function-based interventions. Students learn application of research-based practices to safely manage and improve the individual's behavior.
In this course, potential supervisory and administrative roles and responsibilities of the Board Certified Behavior Analyst (BCBA) are investigated. Focus is on training and supervision of persons responsible for carrying out behavioral assessment and behavior-change procedures, documentation of behavioral services, effective performance monitoring systems, and program evaluation.
This course presents single-subject research methodology related to individuals with disabilities. Students will practice critical analyses of peer-reviewed single-subject research and develop a single-subject research proposal for examining a behavior analytic strategy.
This course on classroom and behavior management is based on the principles and procedures of applied behavior analysis. Emphasis is on the impact of language delays and disabilities on behavior, as well as implementing and evaluating proactive strategies that promote learning and pro-social behavior and reduce challenging behavior.
This course is designed to prepare teachers to administer, score, and interpret standardized educational instruments; use standardized assessments to make eligibility, placement, and program decisions for students with disabilities; and develop and use formative educational and adaptive behavioral assessments to make data-based instructional decisions. Students will be expected to generate an assessment report based on assessment results.
This course focuses on effective teaching for students with or at risk for disabilities in general education settings, spanning grades K-12. Emphasis is placed on research-based instructional methods for effective instruction of math, reading, and other academic content areas; as well as methods for effective behavioral supports and interventions. Integration of national, state, and local curricula standards will also be addressed.
This practicum provides students with school-based field experiences relevant to the needs of K-12 students with disabilities. Students act as observers and participants by planning for and teaching students with disabilities in K-12 settings and participating in meetings involving decision-making processes for students with disabilities, writing a behavior plan, IEP, and assessment report; working with families, completing a standardized assessment, supervising paraprofessionals, and demonstrating familiarity with special education processes and procedures. Required semester long practicum course for South Dakota contracted teacher residents only; includes hours earned in your school district under qualified supervision in addition to online content; and preregistration clearance.
This practicum provides students with school-based field experiences relevant to the needs of K-12 students with disabilities. Students act as observers and participants by planning for and teaching students with disabilities in K-12 settings and participating in meetings involving decision-making processes for students with disabilities, writing a behavior plan, IEP, and assessment report; working with families, completing a standardized assessment, supervising paraprofessionals, and demonstrating familiarity with special education processes and procedures. Required semester long practicum course for South Dakota contracted teacher residents only; includes hours earned in your school district under qualified supervision in addition to online content; and preregistration clearance.
This course requires the completion of a substantial research synthesis project planned and completed under the direction of a graduate faculty mentor. The project allows students to conduct an in depth study of a topic of professional interest related to the selected area of concentration in the Master of Education program. The project allows students to integrate the theory and perspectives gained in previous courses. As the culminating project for the program, it should demonstrate competence in conducting an extensive research review, writing professionally and applying theory to future practice.
This is the culminating course in the M.Ed.-SPED program for the behavior specialist and is considered the capstone experience. Students will review behavioral analytic fundamentals and strategies that can be applied to increase socially valid behaviors and minimize problem behaviors. Topics introduced earlier in the program will be explored more extensively. Emphases are on demonstrating competencies with terms and content related to philosophical underpinnings, concepts, and principles of behavior analysis. Additionally, students will work in teams to complete a capstone research project that includes a manuscript and poster presentation.