Site Search

A smiling female student drips a chemical into a vial.A smiling female student drips a chemical into a vial.

ESP-Special Education

ESP502 - Life Skills Planning and Instruction

This course prepares students to work with children and/or adults who require ongoing support in order to participate in one or more major life activities. Students are required to design and implement an instructional program with a person who needs this type and level of support. Prerequisites: ESP 610 and 701. (3 crs.)

ESP503 - Assessment and Prescriptive Teaching

This course teaches students how to administer, score and interpret both norm-referenced and criterion-referenced assessment devices and how to prescribe programs of remediation based on the results of these devices. Prerequisites: ESP 610 and 701. (3 crs.)

ESP506 - Transition Planning and Instruction

This course deals with special education programs for senior high school students as well as those persons who reside in the community. Emphasis is placed on vocational preparation and training. Specific techniques for task analysis of jobs, daily living skills, and social adaptation constitute a major portion of this course. Emphasis is placed on the development of functional skills that contribute to normalized development. Prerequisites: ESP 610 and 701. (3 crs.)

ESP607 - Early Intervention: Special Education

The course is designed to provide future educators with knowledge of history, theories, legislation and litigation associated with early childhood special education. In addition, students will develop learning environments, implement research-based curriculum, conduct developmental assessments, and establish educational teams, as well as enhance skills in communicating with team members and facilitate consultation with the targeted population and family members. (Field Experience: 30 Hours.) Prerequisites: ESP 610 and 701. (3 crs.)

ESP610 - Special Education Foundations and Collaboration

This course is designed to provide information and skills necessary for accommodating exceptional learners in a variety of school arrangements. The primary focus is foundations of special education and collaboration/consultation for the successful inclusion of students with exceptionalities into the inclusionary classroom. (3 crs.)

ESP611 - Assessments and Positive Behavior Supports

This course is required for all education or related services majors and is intended to provide future teachers with the fundamental knowledge, skills, and disposition: how to administer, score, and interpret both norm-referenced and criterion-referenced assessment devices; how to design appropriate learning environments to promote positive learning and reduce interfering behaviors; and how to design and implement schoolwide and classroom positive behavior interventions and supports. Prerequisites: ESP 610 and 701. (3 crs.)

ESP612 - Evidence-based Practices for Pre-K-8 Inclusion

Evidence-based Practices for Pre-K-8 Inclusion is offered to elementary education majors the semester prior to their student-teaching experience and is a methodology course for pre-service education teachers. The purpose of the course is to prepare elementary pre-service teachers to provide evidence-based language arts and math instruction to students with disabilities in inclusion settings. An emphasis is placed on results of research and proven methods of instruction for teaching beginning reading and math to children with learning difficulties. The course stresses a behavioral approach to teaching, as well as the development and implementation of intervention strategies for various populations of children with exceptionalities in inclusion settings. Additional topics include modifications and adaptations of materials, effective teaching, learning strategies, lesson planning, assessment, and individualized education programs. Prerequisites: ESP 610 and 701. (3 crs.)

ESP613 - Evidence-based Practices for Secondary Inclusion

Evidence-based Practices for Secondary Inclusion is offered to special/elementary education (grades 4-8) or secondary majors and is a methodology course for pre-service education teachers. The purpose of the course is to prepare elementary/secondary pre-service teachers to provide evidence-based language arts and math instruction to students with disabilities in inclusion settings (upper grade level). An emphasis is placed on results of research and proven methods of instruction for teaching beginning reading and math to adolescents with learning difficulties. The course stresses a behavioral approach to teaching, as well as the development and implementation of intervention strategies for various populations of adolescents with exceptionalities in inclusion settings. Additional topics include modifications and adaptations of materials, effective teaching, learning strategies, lesson planning, assessment, and individualized education programs. Prerequisites: ESP 610 and ESP 701. (3 crs.)

ESP620 - Special Education History, Theory, and Exceptionality

This course is designed to provide information and skills necessary for individuals interested in the philosophy found within special education identification and practices. The course also serves to provide information regarding the definition, prevalence, etiology, characteristics, and general educational practices as they relate to individuals with exceptionalities. Prerequisites: ESP 610 and ESP 701. (3 crs.)

ESP622 - Advanced Evidence-based Practices for Pre-K-8 Inclusion

The course is designed to provide future educators with knowledge of research based practices that may be employed in Pre-K-8 in academic and nonacademic educational settings. The course will focus the future educator on techniques that will be beneficial for developing skills in core areas such as mathematics, language arts, science and social studies along with those skills that are necessary for navigating non-instructional periods. Specifically, this course will provide future educators with intensive, Tier 3, evidence-based interventions for students with exceptionalities. This course is a continuation of ESP 612 in that it provides more intensive, individualized teaching methods for those students who do not adequately respond to Tier 1 & 2 interventions. Prerequisites: ESP 610 and ESP 701. (3 crs.)

ESP623 - Advanced Evidence-based Practices for Secondary Inclusion

This course serves to provide and prepare special education teachers to use research/evidence and strategy-based interventions and plan instruction of adolescents in grades 7-12 who receive special education services at Tier 3, and who may be included in the general education classroom. The course focuses on how to effectively apply the use of evidence-based practices in several curricular areas with an emphasis on the critical areas of English, mathematics, science, and social studies. Prerequisites: ESP 610 and ESP 701. (3 crs.)

ESP701 - Introduction to Behavior Analysis

This course is designed to provide a strong foundation and knowledge of basic principles of learning through the introduction of applied behavior analysis, the science and technology of behavior. The focus is on current practices for group / individual data collection, program selection, and implementation. Basic research design, positive practices, group contingency, and behavior reduction techniques are emphasized. (3 crs.)

ESP712 - Seminar on Contemporary Trends and Issues in the Education of Exceptional Populations

Recent issues concerning exceptional populations. A paper making use of current research is required of every graduate student, who must present it to the class. Sample issues include such matters as normalization, nature and nurture, and educational alternatives. (3 crs.) Prerequisites: ESP 610 and ESP 701

ESP720 - Student Teaching Internship

The special education teaching practicum/internship is designed to ensure that special education majors are exposed to the full range of children covered under the comprehensive certification, i.e., mentally retarded, emotionally disturbed, learning disabled, brain damaged and physically handicapped. The practicum/internship provides an intensive experience for the student in two special education placements for a period of 16 weeks. The practicum seminar component meets weekly to provide special education majors with an opportunity to discuss problems encountered by students in their teaching experiences. Students are provided with opportunities to demonstrate the effectiveness and functionality of their teacher-made devices, learning centers and curriculum materials used in their classrooms. Graduate students seeking dual certification in both special education and elementary education are also supervised within the special education department for their practicum experience. Teacher candidates are required to have one student teaching experience within special education and another in a regular elementary classroom. All other components remain the same for student teachers seeking dual certification. All coursework must be completed prior to enrolling in ESP 720. Graduate students who will student teach will be required to meet all requirements as are currently in place. (9 crs.) Prerequisites: ESP 610 and ESP 701

ESP737 - Seminar on Legislation/Litigation

Laws and court cases, both federal and local, that have precipitated the initiation of programs for the exceptional child and with parents' efforts to receive legal support for opportunities for their children to receive an appropriate education. (3 crs.) Prerequisites: ESP 610 and ESP 701

ESP739 - Field Experience in Special Education

A means for graduate students to obtain needed experiences with various groups of handicapped children, in such settings as an institution, a sheltered workshop, an activity center, a summer camp or a community MH/MR facility, or by doing a specific piece of research with a particular population of students. Specific requirements for individual graduate students are developed by those students and the supervising professor. (3 crs.) Prerequisites: ESP 610 and ESP 701

ESP740 - Nature/Characteristics of Autism Spectrum Disorders

This introductory course provides a foundation in understanding and addressing the unique and complex challenges individuals on the autism spectrum face in their learning, development, and social experiences. Prerequisites: ESP 610 and ESP 701. (3 crs.)

ESP741 - Communication, Behavior and Instruction: Autism Spectrum Disorders

This course offers preparation in the design and delivery of communication, behavior and instructional supports for diverse learners with autism spectrum disorders (ASD) and includes data-based assessment and intervention; applied behavior analysis (ABA); functional communication; augmentative alternative communication (AAC); environmental supports; structured teaching; differentiated instruction; and cognitive, developmental and sensory-based approaches. (3 crs.) Prerequisites: ESP 610 and 701.

ESP742 - Life Transitions and Partnerships: Autism Spectrum Disorders

This seminar is designed to offer rigorous exploration and critical analysis of contemporary issues influencing the lifelong learning, development and socio-cultural experiences of people on the autism spectrum. The course addresses core professional competencies in autism-related knowledge and practice: (1) transition, vocational and independent living; (2) sexuality; (3) family support and partnerships; (4) school and community partnerships; and (5) professional literacy and leadership. Prerequisites: ESP 610 and ESP 701. (3 crs.)

ESP743 - Navigating the Social World: Autism Spectrum Disorders

This seminar is designed to provide preparation in methods to enhance socialization, communication and imagination in diverse learners with ASD. The course merges the theoretical understanding of the “triad of impairments” as defining features of autism with practical modes of assessment and intervention. Prerequisites: ESP 610 and ESP 701. (3 crs.)

ESP750 - Concepts, Principles, Assessment ABA

This course covers behavioral principles and procedures including the assessment and training of verbal behavior. Participants learn to identify behaviors appropriate for change using behavioral assessment, selecting behavioral outcomes, and ethical and professional issues relevant to the practice of behavioral assessment. Content is drawn from the Behavior Analysis Certification Board (BACB) Fourth Edition Task List. This course serves as the second in a series of courses that prepares students to apply for the Board Certified Behavior Analyst exam. Prerequisite: ESP 701. (3 crs.)

ESP751 - Applied Behavior Analysis Intervention 1

Participants learn the fundamental elements of behavior change and specific behavior change procedures. Content is drawn from the Behavior Analysis Certification Board (BACB) Fourth Edition Task List. This course serves as the third in a series of courses that prepares students to apply for the Board Certified Behavior Analyst exam. Prerequisite: ESP 701. (3 crs.)

ESP752 - Applied Behavior Analysis Intervention 2

Examination of the process used to conduct a functional behavioral analysis along with designing behavior-change procedures to be taught to educational personnel. Prerequisites ESP 701, ESP 750, and ESP 751. (3 crs.)

ESP753 - Professional Ethical Practice Behavior Analyst

This course prepares students for the ethical and professional practice of applied behavior analysis. Students will learn about the foundations of professional and ethical behavior needed to ensure a high quality of practice in behavior analysis. Included will be discussions of professional representation of oneself and the field of behavior analysis, dissemination of professional values, evaluating behavior change, collaborating with other professionals, relationships with clients and colleagues. Content is drawn from the BACB Professional Disciplinary and Ethical Standards and the BACB Guidelines for Responsible Conduct for Behavior Analysts. This course serves as the fourth course in a series of six courses that prepares students to apply for the Board Certified Behavior Analyst exam. Prerequisite: ESP 701 (3 crs.)

ESP754 - Intensive Practical Training in Applied Behavior Analysis

The purpose of this intensive practicum course is to ensure that each student learns and applies clinical skills to address problem behaviors of social importance and to teach prosocial, adaptive behaviors. Students may accrue no fewer than 10 hours but no more than 25 hours per week in the application of behavior analytic principles in a university approved intensive practical training site under the supervision of a Board Certified Behavior Analyst. (3-9 crs)

ESP800 - Seminar in Advanced Behavior Analysis and Research Design

The Seminar in Advanced Behavior Analysis and Research Design was designed for graduate students who have completed ESP 701 (Introduction to Behavior Analysis or a similar course) and who have a thorough understanding of the principles of behavior and their application within applied educational settings. The purpose is to serve as a capstone experience in the master's degree in mentally and physically handicapped education. In this course students will integrate professional knowledge and skills gained throughout the program and learn (1) how to design and implement action research; (2) apply and critique behavior analytic techniques in education; and (3) reflect on how best to deliver and evaluate empirically supported interventions for students with or at-risk for special needs. Prerequisites: ESP 610 and ESP 701. (3 crs.)