Special Education (SPED)

SPED 5301. Education of Individuals with Disabilities. 3 Hours.

Students examine the strengths and needs of individuals with disabilities and their implications for identification and educational programming. Students will analyze relevant legislation and case law addressing the rights of individuals with disabilities. Students will apply this knowledge to support effective practices for both general and special education settings.

SPED 5302. Assessment in Special Education. 3 Hours.

Students examine fundamental assessment principles and their application in educational settings. Students will apply formal assessment methods, including the selection and administration of diagnostic tools to evaluate academic achievement and perceptual-motor skills. Students will compute scores, analyze data, and integrate assessment results to inform instructional decision-making.

SPED 5303. Study of Cognitive and Low Incidence Disabilities. 3 Hours.

This course is designed to provide an in-depth study of the strengths and needs of persons with intellectual disabilities and other low-incidence disabilities. Topics addressed include etiology, family partnerships, educational needs, inclusive programming, and transition issues across the lifespan.

SPED 5304. Teaching Methods for Learners with Mild to Moderate Disab. 3 Hours.

Students will examine the rationale for instruction of students with mild to moderate disabilities. Students will explore and apply research-based assessment and instructional strategies, with course learning experiences focused on identifying and implementing effective practices for students with mild to moderate special needs. Students will analyze and utilize best instructional practices in reading, writing, communication, mathematics, and content-area learning, while integrating course discussions with textbook readings and other academic materials.

SPED 5305. Individual Assessment of Cognitive Functioning. 3 Hours.

Students examine fundamental assessment principles and their application in educational settings. Students will apply formal assessment methods, including the selection and administration of diagnostic tools to evaluate cognitive and processing skills. Students will compute scores, analyze data, and integrate assessment results to inform instructional decision-making.
Prerequisite: SPED 5302.

SPED 5306. Transition Services for Individuals with Disabilities. 3 Hours.

Students study current issues and practices related to transition services to address post-school outcomes in education and training, employment, and independent living. Course content and activities focus on transition program models, federal requirements for transition services, evidence-based practices and predictors for positive post-school transition outcomes, integrating transition into academics, and self-determination.

SPED 5307. Transition Assessment and Instruction. 3 Hours.

Students study the secondary transition assessment process for learners with disabilities including formal and informal transition assessments, functional vocational evaluations, and person- and family- centered planning. Transition assessment models for elementary, secondary, and 18-21 adult programs are addressed.

SPED 5308. Career Development & Employment for Youth with Disabilities. 3 Hours.

Students learn theories, practices, methods, and processes of career development and employment for youth and young adults with disabilities. Students gain knowledge and skills in career development techniques, work-based learning, collaboration with vocational rehabilitation, data collection for decision-making within special education transition programming designed to lead to employment.

SPED 5309. Leadership in Transition Services. 3 Hours.

Students study the role of secondary transition professionals. Topics addressed include collaboration, communication, leadership, conflict resolution, consultative skills, legislation and policy advocacy, state and national resources and organizations, grants for transition programming, and developing programs and relationships in the school district and community. A minimum of one field-based project will be implemented to bridge classroom theory to field-based practice.

SPED 6088. Special Topics in Special Education. 3 Hours.

Students engage in faculty-led study to explore new topics and advanced concepts within a structured course setting. Students will examine selected special topics and issues at an advanced level.

SPED 6089. Independent Study in Special Education. 1-3 Hours.

Students will engage in independent study of selected topics under the supervision of a faculty member. Students will identify and investigate a topic that is mutually selected and approved in collaboration with the faculty member. Variable Credit: 1-3.

SPED 6301. Applied Behavior Analysis. 3 Hours.

Students learn basic principles, processes, and concepts in Applied Behavior Analysis.

SPED 6302. Seminar In Autism Spectrum Disorders. 3 Hours.

The course provides an overview of autism spectrum disorders, identification and etiology, and research-based programs and services for students identified with disabilities within the spectrum of autism.

SPED 6303. Behavioral Intervention and Change Procedures. 3 Hours.

This course presents an in-depth study of basic principles of Applied Behavior Analysis, behavioral interventions, and ethical considerations in applied settings.
Prerequisite: SPED 6301 .

SPED 6304. In-Home Training and Family Issues. 3 Hours.

This course has a focus on the diverse needs of children and families with exceptionalities. The course covers the interplay of diverse cultures, abilities, and communication within a context of professional collaboration.

SPED 6306. Evaluation and Measurement of Behavior. 3 Hours.

This course addresses ethical issues in research, single-subject experimental design, descriptive statistics, visual analysis, and interpretation of data. A research project is required.

SPED 6307. Behavioral Assessment Issues and Procedures. 3 Hours.

This course presents methods and procedures of Applied Behavior Analysis including antecedent manipulations, consequence manipulations, and teaching functionally equivalent responses. Behavior Analytic methods and curriculum for the education and treatment of children with disabilities will be emphasized. Ethics for behavioral intervention will be presented. Demonstration of behavioral methods and strategies required.
Prerequisite: SPED 6303.

SPED 6308. Practicum 1. 3 Hours.

Students gain direct experience in the use of curriculum, methods, and materials for learners with special needs. Additional topics include assessment, modifications, adaptations, learning strategies, direct instruction and collaboration.

SPED 6309. ABA Capstone. 3 Hours.

Students integrate behavioral principles, methods, and materials to support learners with and without disabilities while examining multiple perspectives within Applied Behavior Analysis. Emphasis is placed on advanced application, independent decision-making, and professional communication. This course serves as the culminating experience in the ABA program. Students complete a capstone project that demonstrates readiness for the field and prepares them for post-graduation practice.
Prerequisite: SPED 6303, SPED 6306 and SPED 6307.

SPED 6310. Assessment of Young Children and Low Incidence Populations. 3 Hours.

Students examine fundamental assessment principles and their application in educational settings. Students will apply formal assessment methods for young children, including the selection and administration of diagnostic tools to evaluate developmental skills. Students will compute scores, analyze data, and integrate assessment results to inform instructional decision-making.
Prerequisite: SPED 5302 or SPED 6322.

SPED 6311. Seminar in Special Education. 3 Hours.

Students examine the legal foundations, landmark cases, and current issues in special education, with an emphasis on current legal requirements, regulations, ethical considerations, and their implications for school practice. Students may explore topics including special education law, consultation and collaboration, special considerations in the evaluation of students with disabilities, and research-based best practices in special education.

SPED 6312. Practicum 2. 3 Hours.

Students participate in a field-based practicum designed for candidates seeking certification as an educational diagnostician. Students engage in intensive study of the roles and responsibilities of the educational diagnostician in applied settings.
Prerequisite: SPED 6308.

SPED 6313. Seminar in Language and Learning Disabilities. 3 Hours.

Students will examine research and professional literature related to language and learning disabilities.

SPED 6314. Thesis I: Research Methods in Behavioral Analysis. 3 Hours.

Students conduct a literature review and develop a Behavior Analytic research proposal according to APA style for their masters thesis.

SPED 6315. Thesis II. 3 Hours.

Students collect and analyze experimental data and defend their research thesis.
Prerequisite: Admission to Candidacy, SPED 6314.

SPED 6317. Applied Research In Special Education. 3 Hours.

Current research issues in special education will be discussed, with emphasis on research in behavior analysis. Students will conduct an experimental research project, collect and analyze data, and present results. Students will also present research related to experimental project.
Prerequisite: SPED 6314.

SPED 6318. Ethics for Behavior Analysts. 3 Hours.

This course provides students with knowledge and skills to apply ethical standards to guide their professional practices as behavior analysts. Ethical standards and guidelines of professional organizations or agencies are presented, with in-depth study of the standards of Association for Behavior Analysis International (ABAI), Association of Professional Behavior Analysts (APBA), and the Behavior Analyst Certification Board (BACB).
Prerequisite: Admission to graduate studies.

SPED 6319. Bilingual Cognitive Assessment. 3 Hours.

Students examine fundamental assessment principles and their application in educational settings. Students will apply formal assessment methods for Emergent Bilingual (Spanish/English) students, including the selection and administration of diagnostic tools to evaluate cognitive and processing skills. Students will compute scores, analyze data, and integrate assessment results to inform instructional decision-making.
Prerequisite: SPED 6322.

SPED 6321. Outcomes in Behavioral Interventions. 3 Hours.

This course focuses on research-based strategies for improving outcomes in student behavior. Essential principles of the course include ethical conduct, functional behavior assessment, behavior analysis, data collection, and specifically designed research-based classroom interventions.

SPED 6322. Bilingual Special Education Assessment. 3 Hours.

Students examine basic measurement principles, including formal and informal assessment, and the connection between assessment and instruction. Students will apply diagnostic tools to assess achievement in Spanish and English, as well as language and perceptual-motor skills for Emergent Bilingual students. Students will analyze and implement response to intervention and curriculum-based measurement practices.

SPED 6328. Experiential Learning for ABA. 3 Hours.

Students strengthen their use of behavioral principles, methods, and materials while supporting learners with and without disabilities. Activities focus on applying core behavior-analytic skills, practicing professional decision-making, and exploring sub-fields within Applied Behavior Analysis. Students also reflect on emerging career interests and possible pathways for future practice. This course gives students structured experiential learning in the field of ABA.
Prerequisite: SPED 6307.

SPED 6329. Behavior Analysis in Complex Organizations. 3 Hours.

Students examine practices and develop competencies in assessing supervisee skills, training personnel, and evaluating the effects of supervision. This course also focuses on the managerial responsibilities associated with supervising therapist who deliver interventions based on ABA principles. It covers performance analysis and management, staff training, behavioral systems analysis, organizational culture, and leadership.

SPED 6331. Advanced Concepts and Principles in ABA. 3 Hours.

Students examine advanced principles, processes, and concepts in Applied Behavior Analysis (ABA). Students are provided with an overview of the philosophical underpinnings of ABA and an in-depth study of human behavior from a radical behaviorist perspective.

SPED 6332. Experimental Analysis of Behavior. 3 Hours.

​Students examine how principles of behavior are discovered and described in the context of experimental research. The course provides a comprehensive conceptualization of learning with humans and animals.

SPED 7088. Special Topics in Special Education. 3 Hours.

Students engage in faculty-led study of advanced topics and emerging issues within a structured course setting. Students will examine selected special topics at an advanced level.

SPED 7089. Independent Study in Special Education. 1-3 Hours.

Students engage in independent study of selected topics under the supervision of a faculty member. Students will identify and investigate a topic that is mutually selected and approved in collaboration with the faculty member.

SPED 7101. Doctoral Seminar in Special Education. 1 Hour.

Students examine areas of study, research, and professional practice within special education. Students will critically analyze current and emerging research and explore the historical, legal, philosophical, and theoretical foundations of the field to evaluate how these foundations inform contemporary policies, instructional practices, and leadership decisions.
Prerequisite: Admission to the Curriculum & Instruction Ed.D.

SPED 7301. Instructional Practices in Special Education. 3 Hours.

Course content examines research-based programs and practices in academics, literacy, math, and behavior which is designed to document student learning under conditions of intensive, research-based instruction, including universal design. Response to Intervention programs will be included as part of a directed effort to meet the educational needs of students at a pre-referral phase. Family partnerships and collaboration with internal and external stakeholders are emphasized. Research-based practices in promoting student self-determination and independent functioning are emphasized.

SPED 7302. Legal Issues and Policies in Special Education. 3 Hours.

This course covers the major laws and policies affecting individuals with exceptionalities. The current body of research and literature in legal issues is emphasized.
Prerequisite: Admission to the Ed.D. program in Special Education.

SPED 7303. Functional and Curriculum-Based Assessment. 3 Hours.

Students examine research and practice related to functional and curriculum-based assessment systems, with an emphasis on the critical decisions that guide their use. Students will analyze the relationship between assessment findings and the development of interventions in both academic and behavioral contexts. Students will demonstrate proficiency in developing high-quality Individualized Education Programs (IEPs) and Behavioral Support Plans (BSPs).
Prerequisite: Admission to the Curriculum & Instruction Ed.D.

SPED 7304. Program Evaluation in Special Education. 3 Hours.

Students evaluate learning environments that promote engagement, social-emotional development, academic success, and positive transition outcomes for students with disabilities. Students will examine theories, models, issues, and practices related to program evaluation. Students will design and implement program evaluations, including planning, data collection, and data analysis Admission to the Curriculum Instruction Ed.D.

SPED 7305. Personnel Preparation and Collaboration. 3 Hours.

Students examine the roles and responsibilities of special education personnel across varied settings as part of their preparation and ongoing professional development. Students will apply practices and competencies that support ethical and professional behavior, while demonstrating a commitment to continuous professional growth and development. Prerequsite: Admission to the Curriculum Instruction Ed.D.

SPED 7306. Small N Designs in Educational Research. 3 Hours.

Students examine the rationale, logic, and methodology of single-subject and small-n research designs. Students will develop skills in graphing data and conducting visual analysis. Students will analyze original research utilizing single-subject designs and will design research proposals using small-n methodologies.
Prerequisite: Admission to the Curriculum & Instruction Ed.D.

SPED 7316. Independent Research in Special Education. 3 Hours.

Students engage in detailed and in-depth research on a program or issue in special education. Students will work under the supervision of a doctoral faculty member to design and conduct a study, produce a written product, and present findings based on the research.
Prerequisite: Admission to the Curriculum & Instruction Ed.D.