SPECIAL EDUCATION (EDSE)
EDSE 101. American Sign Language I and Culture. (3 Credits)
This course is open to all students regardless of major. In this fun, interactive class, students will learn how to correctly perform the manual alphabet, numbers, and develop a 750-sign vocabulary. Students will learn the syntax of American Sign Language and how it differs from other signing systems and spoken English. In addition, students will learn history of the Deaf and how it has shaped Deaf culture. This course will be conducted using a variety of instructional modes including but not limited to in-person demonstration/lecture and online reflection/discussion formats. This course partially fulfills Gonzaga's A&S language requirement. In addition to successfully completing this course (EDSE 101), EDSE 102 must be successfully completed to meet the language requirement.
EDSE 102. American Sign Language II and Culture. (3 Credits)
This course is designed to integrate a multidisciplinary approach in extending content regarding deaf culture, history, politics, popular culture, impacts of society and dominant culture, discrimination, etc. Students will also continue to advance to the intermediate low level or the Survival Plus level as specified on the Sign Language Proficiency Interview (SLPI) rating scale. Students entering this class must already have successfully completed EDSE 101 or another beginning level American Sign Language (ASL) course or equivalent. This course partially fulfills Gonzaga's A&S language requirement. In addition to successfully completing this course (EDSE 102), EDSE 101 must be successfully completed to meet the language requirement or other approved content.
EDSE 150. Psychology of Children with Exceptionality. (3 Credits)
This course covers litigation and legislation affecting students with special needs, the basic handicapping conditions and how they relate to the education process. Basic remediation strategies will be discussed, as well as historical, medical, and psychological perspectives of the various disabilities.
EDSE 193. FYS: Why Do I Do What I Do?. (3 Credits)
This course introduces students to why we behave the way we behave. The basic principles of behavior analysis will be explored as well as discussions on how behavior is shaped by the environment and the science of learning. Students will examine how these fundamental behavioral principles such as reinforcement, punishment, and motivation apply to everyday life. Throughout the course, students will develop critical writing skills. Students will be asked to evaluate social justice issues through the lens of a behavior analyst and consider contingencies of behavior that maintain social justice issues as well as propose potential solutions to move toward the common good.
EDSE 215. Registered Behavioral Technology Training. (3 Credits)
This course is designed to meet the 40 hour Registered Behavior Technician (RBT) training requirements outlined by the Behavioral Analysis Certification Board (BACB). Students will complete tasks and practice in the following areas related to the RBT 2nd ed task list (i.e., measurement, assessment, skill acquisition, behavior reduction, documentation and reporting, and professional conduct and scope of practice).
EDSE 306. In School Exp Elementary. (1-3 Credits)
May be repeated for credit.
Students spend 30 hours (per credit taken) assisting a Special Education teacher in an elementary or preschool level classroom. Placements are arranged through the instructor. Students are required to obtain FBI clearance prior to placement approval.
EDSE 307. Special Education Application. (1-3 Credits)
May be repeated for credit.
Students complete 30 supervised hours (per credit taken) working directly with the individuals with disabilities in non-school settings. Arrangements are made with the instructor.
EDSE 320. Applied Behavior Analysis. (3 Credits)
The basic principles of learning and procedures of Applied Behavior Analysis are presented. Techniques of Behavior Analysis such as effective teaching of diverse populations, objective measurement, experimental design, evaluation, and social validity are discussed in detail. A variety of real-life situations are examined.
EDSE 320L. Applied Behavior Analysis Lab. (0 Credits)
EDSE 335. Autism. (3 Credits)
This course presents the etiology, diagnosis, and treatment of Autism Spectrum Disorders. Emphasis is placed on the various successful remediation techniques for children and youth.
EDSE 340. Special Education Policies and Procedures. (3 Credits)
The legal and ethical questions regarding least restrictive environments (LRE) are examined in detail. Emphasis is placed on developing individualized education programs, communicating with parents and staff, and issues of due process. Recent research regarding LRE are reviewed.
EDSE 344. Social, Emotional, and Behavioral Disorders. (3 Credits)
This course will examine the neurodiversity within individuals with social, emotional, and behavioral disorders (SEBD) across life stages from birth through adulthood. A major focus will analyze the etiology (causes), diagnosis procedures, characteristics, and treatments and evidence-based practices associated with high-incidence social, emotional, and behavioral disorders. This course will also explore Multi-Tiered Systems of Support (MTSS) and Positive Behavior Interventions and Supports (PBIS) frameworks. Students will research and share current issues, support opportunities, and advocacy for SEBD. A primary goal will be for students to build connections from course content with their community through a book club and community engaged learning placement. Students in this course will develop a comprehensive skillset for their future teaching/working with individuals with SEBD across a variety of settings including classrooms.
EDSE 346. Teaching Students with Learning Disabilities. (3 Credits)
The various practical classroom techniques to measure and remediate learning disabilities are presented. The course focuses on techniques of practical use for the special and regular classroom teacher.
EDSE 350. Early Childhood Special Ed. (2 Credits)
This course overviews the principles and practical procedures involved in integrated preschool services for children with disabilities. Applied experience is provided in an integrated preschool setting. Prerequisite: Admission to the program.
Enrollment is limited to students with a program in Special Education or Special Education.
EDSE 350L. Early Childhood Special Ed Lab. (1 Credit)
In conjunction with EDSE 350: Early Childhood Special Education, this course offers practical experience for candidates in an on-site lab preschool serving preschoolers (3-to 5-year-olds) with and without disabilities. This course's focus is to apply theory introduced in the lecture portion (EDSE 350) to real-life educational settings. This lab will focus on typical cognitive development, showing candidates how to observe and assess performance levels. Then, candidates will be taught ongoing assessment measures and effective instructional strategies to improve developmental skills, especially across pre-academic/cognitive areas such as reading, writing, and math. Candidates will create lessons across developmental domains integrating theoretical knowledge with practical experience. Plus, candidates will implement evidence-based procedures for academic, language, social, and motor skills and learn to accurately assess child performance.
Enrollment is limited to students with a program in Special Education or Special Education.
EDSE 351. Physical Development. (2 Credits)
This course examines normal physical and neuro-motor development with an emphasis on methods for identifying and treating delayed or dysfunctional development. Applied experience is provided in an integrated preschool setting.
Enrollment is limited to students with a major in Special Education or Special Education.
EDSE 351L. Physical Development Lab. (1 Credit)
In conjunction with EDSE 351: Physical Development, this course offers practical experience for candidates in an on-site lab preschool serving preschoolers (3-to 5-year-olds) with and without disabilities. This course's focus is to apply theory introduced in the lecture portion (EDSE 351) to real-life educational settings. This lab will focus on typical physical development (gross and fine motor), showing candidates how to observe and assess performance levels. Then, candidates will be taught ongoing assessment measures and effective instructional strategies to improve developmental skills, especially across gross and fine motor areas. Candidates will create lessons across developmental domains integrating theoretical knowledge with practical experience. Plus, candidates will implement evidence-based procedures for academic, language, social, and motor skills and learn to accurately assess child performance.
Enrollment is limited to students with a program in Special Education or Special Education.
EDSE 352. Language and Communication. (2 Credits)
This course examines the principles of normal language development as well as educational guidance for facilitating functional language development in infants, toddlers, and preschoolers. The focus is on intervention programs designed for enhancing generalization of functional language usage. Applied experience is provided in an integrated preschool setting.
Enrollment is limited to students with a program in Special Education or Special Education.
EDSE 352L. Language & Communication Lab. (1 Credit)
In conjunction with EDSE 352: Language and Communication, this course offers practical experience for candidates in an on-site lab preschool serving preschoolers (3- to 5-year-olds) with disabilities and those without. This course's focus is to apply theory introduced in the lecture portion (EDSE 352) to real-life educational settings. This lab will focus on typical language and social development, showing candidates how to observe and assess performance levels. Then, candidates will be taught ongoing assessment measures and effective instructional strategies to improve developmental skills, especially language and social. Candidates will create lessons across developmental domains integrating theoretical knowledge with practical experience. Plus, candidates will implement evidence-based procedures for academic, language, social, and motor skills and learn to accurately assess child performance.
Enrollment is limited to students with a program in Special Education or Special Education.
EDSE 353. Development of Children with Exceptionality. (2 Credits)
This course examines normal child development and etiology of exceptionalities from infancy through age six. History and philosophy of early childhood special education, as well as relevant legislation, are studied. Applied experience is provided in an integrated preschool setting.
Enrollment is limited to students with a major in Special Education or Special Education.
EDSE 353L. Development of Children with Exceptionality Lab. (1 Credit)
In conjunction with EDSE 353: Development of a Child with Exceptionalities, this course offers practical experience for candidates in an on-site lab preschool serving preschoolers (3- to 5-year-olds) with disabilities and those without. This course's focus is to apply theory introduced in the lecture portion (EDSE 353) to real-life educational settings. This lab will focus on adaptive and play development, showing candidates how to observe and assess performance levels. Then, candidates will be taught ongoing assessment measures and effective instructional strategies to improve developmental skills, especially adaptive and play. Candidates will create lessons across developmental domains integrating theoretical knowledge with practical experience. Plus, candidates will implement evidence-based procedures for academic, language, social, adaptive, play, and motor skills and learn to accurately assess child performance.
Enrollment is limited to students with a program in Special Education or Special Education.
EDSE 390. Directed Study. (1-3 Credits)
May be repeated for credit.
Topic to be decided by faculty.
EDSE 400. Tutoring and Proctoring. (1-3 Credits)
May be repeated for credit.
This course provides students the opportunity to work collaboratively and gives experience in teaching adults. Students may assume leadership roles and develop strategies for later application in training situations. In addition, teaching recently learned material reinforces the extension and generalization of their knowledge.
EDSE 402. BCaBA Supervised Experience I. (3 Credits)
This supervised practicum is designed to provide undergraduate students with 90 hours of applied experience to meet a portion of the required hours toward becoming a Board Certified Assistant Behavior Analyst (BCaBA). Students are expected to complete all coursework in a timely manner and conduct themselves in a professional and ethical manner especially when working with agencies/schools, supervisors/mentors, and individuals with
exceptionalities.
EDSE 403. BCaBA Supervised Experience II. (3 Credits)
"This supervised practicum is designed to provide undergraduate students with 90 hours of applied experience to meet a portion of the required hours toward becoming a Board Certified Assistant Behavior Analyst (BCaBA). Students are expected to complete all coursework in a timely manner and conduct themselves in a professional and ethical manner especially when working with agencies/schools, supervisors/mentors, and individuals with exceptionalities."
EDSE 404. Development of Children with Exceptionality Lab. (6 Credits)
This supervised practicum is designed to provide undergraduate students with 180 hours of applied experience to meet a portion of the required hours toward becoming a Board Certified Assistant Behavior Analyst (BCaBA). Students are expected to complete all coursework in a timely manner and conduct themselves in a professional and ethical manner especially when working with agencies/schools, supervisors/mentors, and individuals with exceptionalities.
EDSE 406. In School Experience Secondary. (1-3 Credits)
May be repeated for credit.
The student spends 30 hours (per credit taken) working in a special education classroom at the secondary level with emphasis in math and reading.
EDSE 407. Special Education Applications with Adults. (1-3 Credits)
May be repeated for credit.
The student spends 30 hours (per credit taken) working in environments serving adolescents or adults with developmental disabilities. Settings include group homes, sheltered workshops, supported work programs, and institutions.
EDSE 410. Precision Teaching. (3 Credits)
This course deals with various assessment procedures, such as psychometric testing, teacher constructed tests, achievement tests, and observational scoring. Emphasis is placed on using assessments to identify instructional interventions that can be carried out in the classroom or clinical setting to remediate learning and behavior problems.
Course Fee: 20
Enrollment is limited to students with a major in Special Education or Special Education.
EDSE 415. Psychology of the Children with ADHD. (3 Credits)
This class covers the historical and present treatment techniques dealing with the child with attention deficits and hyperactivity in the classroom and at home. Various assessment devices to determine ADHD are examined. Practical procedures that can be implemented in the school or home are strongly emphasized.
EDSE 417. Assessment-Special Education. (3 Credits)
This course deals with various assessment procedures, such as psychometric testing, teacher constructed tests, achievement tests, and observational scoring. Emphasis is placed on using assessments to identify instructional interventions that can be carried out in the classroom setting to remediate learning and behavior problems.
Course Fee: 55
Enrollment is limited to students with a program in Special Education, Psychology, Psychology or Special Education.
EDSE 427. Teaching Persons with Developmental Disability. (3 Credits)
This course provides students with an understanding of state-of-the-science practices for serving individuals who have mental disabilities. The focus is on development of intervention within community, school, vocational, domestic, and social settings for both school-age students and adults.
Enrollment is limited to students with a major in Special Education.
EDSE 432. CIS:. (3 Credits)
The Core Integration Seminar (CIS) engages the Year Four Question: “Imagining the possible: What is our role in the world?” by offering students a culminating seminar experience in which students integrate the principles of Jesuit education, prior components of the Core, and their disciplinary expertise. Each section of the course will focus on a problem or issue raised by the contemporary world that encourages integration, collaboration, and problem solving. The topic for each section of the course will be proposed and developed by each faculty member in a way that clearly connects to the Jesuit Mission, to multiple disciplinary perspectives, and to our students’ future role in the world.
Prerequisites: Prerequisites exist. Refer to Zagweb.
EDSE 450. Special Education Seminar. (1 Credit)
The purpose of this course is to review and reinforce information regarding student with disabilities and the laws and procedures that govern their education. Candidates will enhance skills through a seminar format in accordance to the mandates of the 2004 IDEiA and its linkages to regular education teachers.
EDSE 451. Direct Instruction-Reading. (3 Credits)
This course covers how to teach special education and regular education pupils beginning through intermediate reading skills directly. Particular emphasis is placed on instructing teachers to use reading techniques which have had research supporting their effectiveness. Prospective teachers are taught how to teach, monitor, assess, and remediate various reading skills.
Enrollment is limited to students with a program in Special Education or Special Education.
EDSE 452. Direct Instruction-Mathematics. (3 Credits)
This course covers how to teach basic mathematical skills directly to special education and regular education elementary pupils. Emphasis is placed on instructing teachers to use mathematical techniques which have research supporting their effectiveness. Prospective teachers are taught how to teach, monitor, assess, and remediate various mathematical skills.
EDSE 452L. Direct Instruction Math Lab. (0 Credits)
EDSE 465. Classroom Management. (3 Credits)
Principles and procedures are presented to promote effective classroom discipline and teaching in either a self-contained or resource center setting. Emphasis is placed on practical techniques that can be employed by one teacher.
EDSE 465L. Classroom Management Lab. (0 Credits)
This course provides supplemental information to benefit students taking EDSE 465. Content of the course includes APA format for project completion, computer instruction on creating graphs and tables, review of difficult content from class, directed information regarding action research, and ethical standards information.
EDSE 469. BCaBA Ethics in Behavior Analysis. (1 Credit)
This course was designed to provide undergraduate students an understanding of the expectations of ethical behavior required by the Behavior Analyst Certification Board (BACB) and the Association of Behavior Analysis International (ABAI). This course covers content in all of the areas found in the "Professional and Ethical Compliance Codes for Behavior Analysis". Learning these codes is imperative when practicing as a Board Certified Assistant Behavior Analyst (BCaBA) and provides guidance for ways to conduct themselves that highlight the highest ethical standards while focusing on client-centered ethical responsibilities.
EDSE 470. Functional Analysis Seminar. (3 Credits)
This course reviews functional analysis methodologies for systematically identifying environmental variables that serve to maintain aberrant behavior. The course includes a detailed overview of functional analysis procedures and treatment packages that can be implemented based on the results of functional analyses. Particular emphasis is placed on reinforcement-based interventions and dimensions of reinforcement.
Enrollment is limited to students with a program in Special Education or Special Education.
EDSE 480. Teacher Development Seminar. (2 Credits)
This course provides student with necessary content and strategies to develop and grow productive teaching practices. Course content links research to best practices and includes a culminating assignment designed to assess student learning through evidence-based decision making along with rationales for modifications to strategies. Emphasis is placed on practical aspects of the teaching experience including but not limited to environmental contexts, working with other professionals, classroom routine, understanding P-12 student conditions, impact of trauma on learning, etc. In addition, some content covers ways to prevent teacher burnout and self-care strategies. Required content from WE state is also covered.
EDSE 490. Directed Readings. (1-3 Credits)
May be repeated for credit.
This course is an individualized study based on readings approved by the professor. The student develops a selected bibliography.
EDSE 491. Directed Study. (1-3 Credits)
May be repeated for credit.
This course is an individualized study that is designed by the professor. Students follow a prescribed course outline.
EDSE 492. Independent Study. (1-6 Credits)
May be repeated for credit.
This course is an individualized study that is designed by the student in consultation with the professor. Self-directed learning in a selected area of interest is the process employed. Professor serves as resource.
EDSE 494. Special Projects. (1-3 Credits)
May be repeated for credit.
This course is an individualized study that is project-based. The study requires the practical application of educational theory. The project or a written report of the project is submitted to the professor for evaluation.
EDSE 495. Extended Special Education Experience. (3-9 Credits)
May be repeated for credit.
The Extended Special Education Experience (EDSE 495) is a field-based practicum designed to provide students with an intensive applied experience in settings focused on assisting individuals with special needs and/or organizations that support individuals with special needs. This course is designed to be taken in 3, 6, or 9 credits. The number of credits determines the amount of hours of service provided at the site (for 3 credits 90 hours are required, 6 credits 180 hours and 9 credits 270 hours). Students are placed in one agency/organization for the entire semester.
EDSE 496. Special Education Teaching Practicum. (12 Credits)
This is the intensive field experience in which the student assumes the full responsibility of a Special Education Teacher under the direction of a University Supervisor and a Special Educaiton Mentor teacher.
Enrollment limited to students with a semester level of Fourth Year (96+ credits).
Enrollment limited to students in the School of Education college.
EDSE 497. Extended Special Education Teaching Practicum. (13 Credits)
This is an intensive field experience which spans across the entire semester (13 credits). The student will systematically take over the responsibilities of the special education teacher under the direction of a University Supervisor and a Special Education Mentor teacher.
Enrollment limited to students with a semester level of Fourth Year (96+ credits).
Enrollment limited to students in the School of Education college.
EDSE 501. Psychology of Children with Exceptionality. (3 Credits)
The purpose of this course is to provide candidates with an overview of special education. Etiology, characteristics, and treatment of major disabling conditions will be covered. Philosophical, political, and pedagogical implications of past, current, and future services are analyzed.
EDSE 505. Special Education Applied Classroom Experience Elementary. (1-3 Credits)
May be repeated for credit.
Graduate candidates obtain experience in applied special education classroom settings at the elementary/preschool level. Appropriate clearance is required prior to entering the school setting. A minimum of 30 hours of supervised work in school setting is required to meet course standards.
EDSE 506. Special Education Applied Classroom Experience. (1-6 Credits)
May be repeated for credit.
Graduate candidates obtain experience in applied special education classroom settings either at the elementary/preschool level or at the middle/high school level. Opportunities to provide experiences in inclusive settings with special needs students will be sought. Appropriate clearance is required prior to entering the school setting. A minimum of 30 hours of supervised work in school setting is required to meet course standards.
EDSE 507. Special Education Applied Classroom Experience Secondary. (1-3 Credits)
May be repeated for credit.
Graduate candidates obtain experience in applied special education classroom settings at the middle/high school level. Appropriate clearance is required prior to entering the school setting. A minimum of 30 hours of supervised work in school setting is required to meet course standards.
EDSE 508. Clinical Experience and Supervision. (3 Credits)
May be repeated for credit.
This course is designed to provide graduate students with supervised clinical experience hours to assist students in meeting a portion of the required hours toward becoming a Board Certified Behavior Analyst (BCBA). Students are expected to complete all coursework in a timely manner and conduct themselves in a professional and ethical manner especially when working with agencies/schools, supervisors/mentors, and individuals with exceptionalities.
EDSE 520. Applied Behavior Analysis. (3 Credits)
An advanced introduction to the basic principles of learning and effective and practical procedures based upon those principles. Students read seminal articles in the field of behavior analysis and conduct and write up their own applied research study, implementing some of the procedures to remediate socially significant problems of children.
EDSE 523. Theory of Instruction. (3 Credits)
This course covers a detailed analysis of direct instruction principles and their application to curriculum development. Requires an in-depth knowledge of and experience with direct instruction curriculum materials.
EDSE 535. Autism. (3 Credits)
This course overviews the major characteristics of persons with autism, with focus on effective treatment, functional goals and curricula, objective assessment, teacher/parent training, classroom integration, and generalization and maintenance of treatment gains. Particular emphasis is placed on developing effective applied skills through course work, practicum, and an applied research study and write-up.
EDSE 540. Special Education Procedures and Policies. (3 Credits)
This course covers issues involved in providing I.E.P. provisions including goals, strategies, and legal and ethical implications.
EDSE 544. Advanced Social, Emotion, and Behavioral Disorder. (3 Credits)
This course will examine the neurodiversity within individuals with social, emotional, and behavioral disorders (SEBD) across life stages from birth through adulthood. A major focus of the course will analyze the etiology (causes), diagnosis procedures, characteristics, and treatments and evidence-based practices associated with high-incidence social, emotional, and behavioral disorders. Graduate students will have extended course readings, presentations, and self-directed projects to extend knowledge and application of content.
EDSE 546. Technology for Teaching the Learning Disabled. (3 Credits)
This course examines various techniques and approaches to remediate learning disabilities in school settings. Emphasis is placed on successful treatment and diagnostic procedures.
EDSE 550. Early Childhood Special Ed. (2 Credits)
This course overviews of the principles and practical procedures involved in infant and preschool services integrating children with disabilities. Applied experience is provided in an integrated preschool setting.
EDSE 550L. Early Childhood Special Ed Lab. (1 Credit)
In conjunction with EDSE 550: Early Childhood Special Education, this course offers practical experience for candidates in an on-site lab preschool serving preschoolers (3-to 5-year-olds) with and without disabilities. This course's focus is to apply theory introduced in the lecture portion (EDSE 550) to real-life educational settings. This lab will focus on typical cognitive development, showing candidates how to observe and assess performance levels. Then, candidates will be taught ongoing assessment measures and effective instructional strategies to improve developmental skills, especially across pre-academic/cognitive areas such as reading, writing, and math. Candidates will create lessons across developmental domains integrating theoretical knowledge with practical experience. Plus, candidates will implement evidence-based procedures for academic, language, social, and motor skills and learn to accurately assess child performance.
EDSE 551. Physical Development. (2 Credits)
This course examines the principles of normal physical and neuro-motor development with an emphasis on methods for identifying and treating delayed and dysfunctional development. Treatment approaches address designing interventions and adapting the environment. Applied experience is provided in an integrated preschool setting.
EDSE 551L. Physical Development Lab. (1 Credit)
In conjunction with EDSE 551: Physical Development, this course offers practical experience for candidates in an on-site lab preschool serving preschoolers (3-to 5-year-olds) with and without disabilities. This course's focus is to apply theory introduced in the lecture portion (EDSE 551) to real-life educational settings. This lab will focus on typical physical development (gross and fine motor), showing candidates how to observe and assess performance levels. Then, candidates will be taught ongoing assessment measures and effective instructional strategies to improve developmental skills, especially across gross and fine motor areas. Candidates will create lessons across developmental domains integrating theoretical knowledge with practical experience. Plus, candidates will implement evidence-based procedures for academic, language, social, and motor skills and learn to accurately assess child performance.
EDSE 552. Language and Communication. (2 Credits)
This course examines the principles of normal language development as well as guidance for facilitating functional language development in infants, toddlers, and preschoolers. The focus is on intervention programs designed for enhancing generalization of functional language usage. Applied experience is provided in an integrated preschool setting.
EDSE 552L. Language & Communication Lab. (1 Credit)
In conjunction with EDSE 552: Language and Communication, this course offers practical experience for candidates in an on-site lab preschool serving preschoolers (3- to 5-year-olds) with disabilities and those without. This course's focus is to apply theory introduced in the lecture portion (EDSE 552) to real-life educational settings. This lab will focus on typical language and social development, showing candidates how to observe and assess performance levels. Then, candidates will be taught ongoing assessment measures and effective instructional strategies to improve developmental skills, especially language and social. Candidates will create lessons across developmental domains integrating theoretical knowledge with practical experience. Plus, candidates will implement evidence-based procedures for academic, language, social, and motor skills and learn to accurately assess child performance.
EDSE 553. Development of Children with Exceptionality. (2 Credits)
This course emphasizes normal child development and etiology of exceptionalities from infancy through age six. History and philosophy of early childhood special education, as well as relevant legislation, are studied. Applied experience is provided in an integrated preschool setting.
EDSE 553L. Development of Children with Exceptionality Lab. (1 Credit)
In conjunction with EDSE 553: Development of a Child with Exceptionalities, this course offers practical experience for candidates in an on-site lab preschool serving preschoolers (3- to 5-year-olds) with disabilities and those without. This course's focus is to apply theory introduced in the lecture portion (EDSE 553) to real-life educational settings. This lab will focus on adaptive and play development, showing candidates how to observe and assess performance levels. Then, candidates will be taught ongoing assessment measures and effective instructional strategies to improve developmental skills, especially adaptive and play. Candidates will create lessons across developmental domains integrating theoretical knowledge with practical experience. Plus, candidates will implement evidence-based procedures for academic, language, social, adaptive, play, and motor skills and learn to accurately assess child performance.
EDSE 576. Consultation in the Classroom. (3 Credits)
This course covers advanced information and skills required to consult effectively with educators and parents regarding the development and implementation of educational programs within the least restrictive environment.
EDSE 610. Precision Teaching. (3 Credits)
This course covers basic procedures of precision teaching (e.g., movement cycles, pinpointing behaviors, setting aims, charting, planning curricula development for precision teaching, and methods of remediating learning disabilities).
Course Fee: 20
EDSE 611. Continuing Research Education. (1 Credit)
May be repeated for credit.
Continuing research credit.
EDSE 615. Advanced Examination of Individuals with ADHD. (3 Credits)
This course overviews practical strategies to deal with children's behavioral and emotional disturbances in the classroom. Etiology of behavior disorders and emotional problems in children and youth are discussed.
EDSE 617. Assessment in Special Education. (3 Credits)
This course covers various methods of assessing student progress and social behaviors as well as actual classroom observations and assessment. Data gathered in assessment are used to develop an individualized program for special students.
Course Fee: 55
EDSE 651. Direct Instruction: Reading. (3 Credits)
This course trains prospective teachers how to teach special education and regular education pupils to read. Content covers beginning through intermediate reading. Particular emphasis is placed on instructing teachers to use reading techniques that have research supporting their effectiveness. Prospective teachers are taught how to teach, monitor, assess, and remediate reading deficits regarding various reading skills.
EDSE 652. Direct Instruction: Mathematics. (3 Credits)
This course focuses on the teaching of mathematics directly to students with special needs and regular education elementary pupils. Emphasis is placed on procedures with a strong research base supporting their effectiveness. Prospective teachers are taught how to teach, monitor, assess, and remediate skill deficits regarding various mathematical skills.
EDSE 665. Advanced Seminar in Classroom Management. (3 Credits)
This course examines strategies of applied behavior analysis for controlling various inappropriate behaviors that interfere with the learning process. The emphasis is on practical procedures that can be implemented by a single teacher in a special education or regular classroom setting.
EDSE 669. Ethics on Behavior Analysis I. (1 Credit)
This course was designed to provide students an understanding of the expectations of ethical behavior required by the Behavior Analyst Certification Board (BACB). The course will cover content found in the “Professional and Ethical Compliance Code for Behavior Analysis.” Specific content areas included but are not limited to responsible conduct, responsibility to clients, assessing behavior, and individualized behavior change programs. This course will focus on client centered ethical responsibilities.
EDSE 670. Functional Analysis Seminar. (3 Credits)
This course reviews functional analysis methodologies as developed by Iwata et. al (1982) for systematically identifying environmental variables that serve to maintain aberrant behavior. This course includes a detailed overview of functional analysis procedures and treatment packages that can be implemented based on the results of functional analysis. Particular emphasis is placed on reinforcement-based interventions and dimensions of reinforcement.
EDSE 671. Behavior Assessment and Intervention. (4 Credits)
This course reviews functional analysis methodologies as developed by Iwata et. al (1982) for systematically identifying environmental variables that serve to maintain behavior. The course includes a detailed overview and application of functional analysis procedures and reinforcement-based interventions. Under direct supervision of faculty, students will conduct regular assessments to determine the environmental variables maintaining children's maladaptive behavior. Based on the assessment outcomes students will develop and implement function-based interventions. Students will collect and graph data, write reports summarizing findings, along with providing caregiver training. During lecture students will discuss clinical cases in relationship to established research.
EDSE 672. Assessment and Intervention in a Natural Setting. (4 Credits)
This course is experiential in nature and students in this course will conduct assessments and interventions in naturalistic settings. Data collection, graphing, and interpretation of data as well as implementing behavior change procedures and selecting and implementing interventions are critical components of course content. Students will write reports summarizing their findings and meet with faculty and classmates to discuss relationships to the literature. Students will be required to use and discuss single case design in the evaluation of treatment components.
EDSE 673. Supervision and Consultation. (3 Credits)
This course is experimental in nature. Students in this course provide supervision of functional analysis procedures to others wishing to learn about functional analysis procedures. Students consult with classroom teachers and others as they provide instruction on assessment methodologies and procedures, data collection, graphing, report writing, and intervention recommendations. Students meet regularly with faculty to discuss teaching, supervision, and consultation techniques and issues.
EDSE 674. Ethics on Behavior Analysis II. (2 Credits)
This course was designed to provide students an understanding of the expectations of ethical behavior required by the Behavior Analyst Certification Board (BACB). It is imperative that professionals conduct themselves in ways that highlight the highest ethical standards. This course will cover a portion of the content found in the “Professional and Ethical Compliance Code for Behavior Analysis.” Specific content areas included but are not limited to supervision, ethical responsibility to the profession, ethical responsibility to colleagues, public statements, research, and responsibility to BACB. This course will focus on the behavior analysis’ ethical responsibilities.
EDSE 675. Advanced Applied Behavior Analysis. (3 Credits)
The most recently developed and refined principles and data-based effective procedures developed within the field of Applied Behavior Analysis are discussed. This course promotes graduate students' analytic and practical skills in teaching and management procedures in a variety of settings. The course focuses on state-of-art advancements through recently published applied research studies and reviews.
EDSE 676. Measurements and Single Case Design. (3 Credits)
This course covers single-case research design and its application to research in special education and Applied Behavior Analysis. The course focuses on the application of single-case research design to conduct assessments, design function-based interventions, evaluate treatment effects, and make data-based decisions.
EDSE 677. Behavior Change. (3 Credits)
This course is designed to provide a review of general theoretical concepts while assisting students to bridge content and theory to applied practice. Students will practice/use specific skills needed for behavior change. Students will show content knowledge through frequent quizzes and will demonstrate skill development through class practice, demonstrations, and practical assignments. Students should be prepared to have their skills reviewed with feedback are expected to explain relationships between theory and practice to others.
EDSE 680. Advanced Teacher Development Seminar. (2 Credits)
This course provides students with necessary content and strategies to advance their skills during their student teaching experience. Course content links research to best practices and includes a culminating assignment designed to assess student learning through evidence-based decision making along with rationales for modifications to strategies when appropriate. Emphasis is placed on practical aspects of the teaching experience including but not limited to environmental contexts, working with other professionals, classroom routine, understanding P-12 student conditions, etc. Identifying and citing research-based connections is a core component for the culminating assignment.
EDSE 689. Professional Seminar. (1-3 Credits)
May be repeated for credit.
A culminating course where the student develops and conducts and writes an applied research study or completes and writes a comprehensive review of the literature. The formal write-up must be in APA style and format and ready for submission to a journal outlet.
EDSE 690. Directed Readings. (1-3 Credits)
May be repeated for credit.
This course is an individualized study based on readings approved by the professor. Each student develops a selected bibliography.
EDSE 691. Directed Study. (1-3 Credits)
May be repeated for credit.
This course is an individualized study that is designed by the professor. Students follow a prescribed course outline.
EDSE 692. Independent Study. (1-3 Credits)
May be repeated for credit.
This course is an individualized study that is designed by the student in consultation with the professor. Self-directed learning in a selected area of interest is the process employed. Professor serves as a resource.
EDSE 694. Special Project. (1-6 Credits)
May be repeated for credit.
This course is an individualized study that is project based. The study results in a practical application of educational theory. The project or written report of project is submitted to the professor for evaluation.
EDSE 696. Special Education Teaching Practicum. (6 Credits)
This is an intensive field experience and is required to meet state of WA experience needed to enter the field of teaching. Graduate students will systematically take over the responsibilities of the special education teacher during the entire semester under the direction of the University supervisor and the mentor special education teacher.
Enrollment is limited to students with a program in Special Education.
Enrollment limited to students in the School of Education college.
EDSE 697. Extended Advanced Special Education Teaching Practicum. (6 Credits)
This is an intensive field experience and is required to meet state of WA experience needed to enter the field of teaching. Graduate students will systematically take over the responsibilities of the special education teacher during the entire semester under the direction of the University supervisor and the mentor special education teacher.
Enrollment is limited to students with a major in Special Education.
Enrollment limited to students in the School of Education college.
EDSE 698. Research in Special Education. (3 Credits)
This course presents the various procedures for carrying out classroom research by the teacher in order to evaluate the effectiveness of various classroom intervention strategies. The course teaches students ways to collect data, examine data for functional relationships, graph, and write up a research report in APA style.
EDSE 699. Comprehensive Oral Examination. (0 Credits)
This course requires the student to present orally and in a professional manner a summary of the major research project.
Course Fee: 110
EDSE 900. Workshop. (1-6 Credits)
May be repeated for credit.
EDSE 901. Workshop. (2 Credits)