Project Description:
Project provides Master's students with specialized expertise in serving the inclusive education, social and behavioral support, and transition needs of students with DD and other disabilities. This project will be accomplished in collaboration with special education faculty at Texas A&M University. Each year, the project will admit 45 practicing education or human service professionals for advanced master's training. The project provides coursework and advising support services. The project staff and faculty assess student knowledge gains, satisfaction with program, and post-program impact using TAMU & NIRS evaluation instruments.
Mission: The Master's of Education program in Special Education at Texas A&M University prepares the highest quality professionals to meet the diverse educational and behavioral needs of students with disabilities. We prepare leaders, expert-level practitioners, and advocates in educational fields. Our greater goal is to enhance equity by improving the quality of education and treatment services for children and youth with disabilities including their families.
FY 2022:
This past fiscal year we admitted 35 students (EY2022) to the Online Master's Program and an additional 12 non-degree seeking students (those obtaining their Applied Behavior Analysis certification only).
39 students still remain for their second year in the Master's Program (EY 2021). A total of 86 students enrolled in the Master's Program (including ABA cert only) this past fiscal year.
Required courses in the Master's program include these courses:
(Spring, 2022)
EPSY630 (Single Case with Julie Thompson)
Teaches measurement, design, implementation, and analysis skills to conduct research with single-subject design; review and summarize the quality of single-case literature, plan and implement AB designs. Prerequisites: Approval of instructor and the department head. (N=38)
(Fall, 2021)
SPED 602 (Ethics and Professional Conduct in Special Education and Applied Behavior Analysis with Jay Ganz)
Focus on ethical and professional conduct required for special educators and behavior analysts; information required for certified behavior analysts; ethics required by the Behavior Analyst Certification Board; highly relevant for those working with children or adults with disabilities in any capacity. (N=37)
(Spring, 2022)
SPED 605 (Leadership in Applied Behavior Analysis with Erinn Whiteside)
Literature and evidence-based practices for effective leadership and supervision in the field of applied behavior analysis (ABA); review of the theoretical underpinnings of ABA as they relate to supervision and training of staff, specifically those involving behavior-change procedures; best practices in personnel supervision and management; opportunities to practice supervision-based skills such as evaluation, behavior-skills training and performance feedback; emphasis on the application of ABA principles in multiple contexts to provide behavioral training and supervision to supervisees, staff members and community members. (N=39)
(Spring, 2022)
SPED 617 (Adolescent Literacy for Students with Diverse Instructional Needs with Florina Erbeli)
Research-based strategies to teach reading and writing to 4th through 12th grade students with disabilities and other diverse instructional needs; emphasis on current issues, assessment, motivation, intervention, and content area issues and strategies. Prerequisites: SEFB 618; SPED 630; Graduate Classification. (N=31)
(Fall, 2021)
SPED 689 (Multicultural and Bilingual Special Education with Florina Erbeli)
Topics concerning bilingual special education including history of the field, language acquisition, learning disabilities and language differences, assessment, policy development, individualized education plans, instructional strategies and parental involvement. Prerequisites: Graduate classification. (N=37)
(Summer 2022)
SPED 601 (Assessment in School Settings with Julie Thompson)
Formal and informal assessment; state assessment and alternatives; techniques used with students with disabilities; using data to make educational decisions. May be repeated one time for credit. (N anticipated = 45)
(Spring 2022)
SPED 628 (Consultation in Special Education with Marcia Montague)
Rationale, strategies, procedures and resources for providing consultation as systematic problem-solving to school procedures, and resources for improving services for children with disabilities, and those who are at-risk of school failure. Prerequisites: Graduate classification and approval of department head. (N=30)
(Fall, 2021)
SPED 630 (Early Literacy for Students with Diverse Instructional Needs with Julie Thompson)
Research-based strategies for teaching beginning reading and writing to pre-K through 4th grade students with disabilities, with an emphasis on current issues, assessment, prevention, and intervention. Prerequisite: Graduate classification. (N=33)
(Summer 2021)
SPED 632 (Transition Education and Services for Individuals with Disabilities with Carly Gilson)
Current issues and practices related to the transition of students from school to adulthood; foundations of lifelong transitions; assessment of post-school goals and identification of effective transition services to promote employment, postsecondary education, and community living; partnerships with parents and service providers. Prerequisite: Graduate classification. (N=36)
(Summer, 2021)
SPED 642 (Prevention, Support, and Intervention for Students with Emotional and Behavior Problems**)
Effective management of challenging and severe behavior problems in education, clinic and community settings using prevention, targeted programming and individual interventions; includes methods for observing, assessing and analyzing challenging and severe behaviors. Prerequisites: Graduate classification and approval of department head. (N=37)
(Fall, 2021)
SPED 699 (Advanced Applied Behavior Analysis with Julie Thompson)
Rigorous repertoire of knowledge and skill in behavior analysis; comprehensive and contemporary description of applied behavior analysis; application of principles and paradigms of theoretical and experimental aspects of behavior. Prerequisite: SEFB 618: Graduate classification. (N=37)
(Summer, 2022)
SPED 689 (Introduction to Applied Behavior Analysis with Erinn Whiteside)
The purpose of this course is to provide educators with an introduction to applied behavior analysis. Graduate students will be provided (a) an overview of the theoretical underpinnings of ABA, (b) principles and procedures of ABA, and (c) an introduction to data collection, assessment of behavior, and individualized interventions within an educational context. Emphasis will be placed on the application of ABA principles in multiple contexts to provide behavioral support to a diverse range of students. Course content through lectures, articles, discussions, and practice activities is delivered through Blackboard Collaborate and e-Campus. It will be each students responsibility to participate in these activities and demonstrate mastery of the course content. Prerequisites: There are no prerequisites for this course, although it is a graduate course and should not be taken without the recommendation of your advisor. (N anticipated = 45)
