Curriculum: Autism Spectrum Disorders Graduate Certificate

Curriculum: Autism Spectrum Disorders Graduate Certificate
04.24.2024
15
05.06.2024
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The  Autism Spectrum Disorders Graduate Certificate takes 15 credit hours to complete and can be finished in just one year.

GRADUATION REQUIREMENTS:

  1. Complete all required coursework and program requirements.
  2. Obtain at least a 3.0 university grade point average.
  3. Be in good academic standing; that is, not on academic or disciplinary probation or suspension.
  4. File formal application for the graduate certificate by the posted semester of graduation deadline.
Course Title / Description Credit
SPED6004
Autism Spectrum Disorders
Course: SPED6004
Credit: 3

This course examines the psychological models and behavioral characteristics of autism spectrum disorders (ASD). Participants examine and develop an in-depth understanding of the underpinnings of autism, how autism manifests in an individual’s life, and the influence of autism on daily functioning at home, school, and in the community. Course content includes the characteristics of autism spectrum disorders (triad), the historical context, the brain-behavior connection, and the three major psychological models (i.e., Theory of Mind, Executive Function, and Central Coherence). The purpose of the course is for participants to understand the cognitive underpinnings of ASD and how these influence everyday life.
This course may be applied towards the Master’s in Special Education.

3
SPED7055
Autism Spectrum Disorders: Theory to Practice
Course: SPED7055
Credit: 3

Education professionals gain insights in the theories of Autism Spectrum Disorders (ASD). Based on theoretical understanding, professionals learn evidence-based practices for students with ASD and implement these practices in their educational settings with support from instructors.
This course may be applied towards the Master’s in Special Education.

3
SPSY8010
Applied Behavior Analysis I
Course: SPSY8010
Credit: 3

This course, the first in a sequence of courses in applied behavior analysis, provides an in-depth introduction to the philosophy, concepts, and principles of behavior analysis in general, and to applied behavior analysis in particular. The conceptual foundations developed in this course will be the basis for understanding academic and behavior problems in applied settings and in the development and implementation of: behavioral assessments, functional behavioral hypotheses, intervention procedures directly related to problem function, and data-based decisions about intervention effectiveness.
This course may be applied towards the Master’s in Special Education.

3
SPED7007
Promoting Positive Behaviors
Course: SPED7007
Credit: 3

The primary purpose of this course is to help teacher candidates acquire the understanding and skills related to increasing, decreasing, maintaining, and generalizing behaviors. Teacher candidates enrolled in this course will gain an understanding of applied behavior analysis, and how to create a positive and safe learning environment in schools by carefully assessing socially significant students’ needs and the context in which (both desired and problem) behavior occur. Teachers can prevent or decrease problem behavior by: (1) applying effective primary prevention and early intervention strategies in the classroom, and (2) identifying students, with and without disabilities, who need additional behavioral support. Teachers can apply an understanding of individual and group motivation and behavior to create a safe learning environment that encourages positive social interaction, active participation, academic engagement, and independence.
This course may be applied towards the Master’s in Special Education.

3
CSD7037
Augmentative and Alternative Communication
Course: CSD7037
Credit: 3

This course includes an overview of augmentative communication systems – candidates, symbol & vocabulary systems, devices, and funding. Additionally, strategies for assessment and intervention will be addressed.
This course may be applied towards the Master’s in Special Education.

3
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