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Educational Leadership (EDLA) |
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EDLA 6105 Assessment and Research Methodology
3 semester hours
Essential descriptive statistics; basic concepts of psychological and educational assessment. Overview of individual and group tests and inventories; test construction and evaluation; alternative assessment; and comprehensive testing programs. Preparation in designing and implementing a research study and competence in reviewing and using the professional literature.
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EDLA 6200 Foundations of Leadership
3 semester hours
This course lays the foundation for school leadership and introduces the fundamental skills related to problem solving and communication. This course requires learners to reflect on leadership skills and dispositions in the context of leadership theories and problems of practice. Critical pedagogy and social justice are the emphasis.
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EDLA 6201 Educational Leader as Researcher
3 semester hours
This course prepares candidates to lead school systems using quantitative and qualitative methods of inquiry with a focus on student growth and achievement. Applying improvement science principles, the student will apply research skills towards addressing a problem of practice.
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EDLA 6202 Curriculum, Instruction, and Assessment
3 semester hours
This course explores the historical and current educational policies and practices with regard to curriculum design, curriculum standards, accountability and student assessment systems.
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EDLA 6203 School Finance and Human Resources
3 semester hours
Candidates will study the concepts and current practices in the management of business functions in schools. Course will emphasize practical local, state, and federal policy issues related to budgeting and finance, operations, and human resource development.
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EDLA 6204 Innovation, Entrepreneurial Leadership and Design Thinking
3 semester hours
Candidates study how to lead organizations with a spirit and application of innovation and entrepreneurship. This course is designed to introduce students to entrepreneurship as an effective growth mindset for leader in any aspect of education.
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EDLA 6205 Diversity, Equity, and Inclusion
3 semester hours
This course is focused on preparing candidates to lead a diverse, equitable, and inclusive organizational culture, culturally responsive pedagogy, cultural and ethnic diversity, equity, and access to the core curriculum. Candidates will learn key analytical constructs (such as race, ethnicity, gender, ability, sexual orientation, SES) and how their individual and combined efforts affect impact and can be drawn upon to inform instruction, assessment, and leadership. Candidates will explore, develop and critique useful strategies for assertively addressing educational issues related to diverse populations that lead to culturally-responsiveness in our curricular choices, pedagogical practices, policies, academic pathways, programming, critical pedagogy, and critical literacy.
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EDLA 6206 Cura Personalis: Fostering a Community of Care
3 semester hours
This course focuses candidate learning on the Jesuit spiritual principal of Cura Personalis (care for the whole person) as it applies to equitable education environments. Candidate learning will focus on the tenets of social-emotional learning as it pertains to teaching and learning. Candidates will articulate the importance of overall wellness for children and adults in today’s educational landscape within their context of leadership. This course focuses on building adult skills and beliefs in the following areas: SEL and trauma-informed leadership; fostering of positive, student-focused organizational culture, climate, a; and establishing routines and structures that guide assessment, instruction, and student support.
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EDLA 6207 Governance, Law, and Policy
3 semester hours
This course requires candidates to examine the laws and policies and accountability structures that govern the K-12 and higher education systems for the educational leader. The course examines the legal framework for public and private education and the relationship between law and policy in K-12 education from the perspectives of educational leaders who are committed to advancing social justice.
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EDLA 6208 Supervision, Coaching and a Culture of Professional Learning
3 semester hours
Candidates study how to lead organizations with a strategic and balanced approach to Supervision, Coaching and Professional Learning. Candidates will learn about local and national standards for the teaching profession and current systems for supervising and managing faculty and staff.
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EDLA 6209 Community, Family and Stakeholder Engagement
3 semester hours
Candidates study how to engage the school stakeholders in meaningful collaborative decision-making. Learning about and developing multiple opportunities of collaboration with the community of a school to strengthen the school’s ability to achieve through a culturally relevant approach will be studied.
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EDLA 6420 An Invitation to Lead
1 semester hours
This course explores foundational leadership theory and Catholic Church documents to support candidates’ call to leadership. Students examine their vision for education and identify their individual attributes as a leader. This course provides skill building in contemplative practice and critical reflection as a school leader. Certificate candidates establish rapport and community among LMU faculty and their Leadership cohort.
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EDLA 6424 Organizational Management for Student Learning
3 semester hours
A survey of strategies for creating a school culture in which children with disabilities are included, based on a variety of frames, including political, economic, and legal, to serve students, families, staff, and community. Candidates will participate in residency/fieldwork experiences designed to facilitate the application of theoretical concepts in a practical setting. There will be a strong emphasis on cultural and linguistic diversity, special education and the successful development of English Language Learners, and the parent-school relationship.
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EDLA 6426 Instructional Technology for School Leaders
2 semester hours
This graduate-level course is intended to provide candidates with the core foundational skills to lead a school with appropriate and effective instructional and administrative technologies. The dynamic nature of technology development and innovation requires strategies to ensure service populations are informed and skilled. The course will examine the theoretical educational models and how they impact instructional technology as well as technology research and decision making, planning for the future, classroom integration, assessment and analytics, professional development, communication, administrative technology, leadership, and school-wide technology adoption.
ISLA only.
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EDLA 6429 Specializing in Charter Schools
3 semester hours
This course will provide an overview of management for running effective charter schools. Course will emphasize the unique aspects of charters as public schools that possess a substantial amount of autonomy in exchange for high levels of public accountability. Candidates will learn how effective practices in budgeting and finance, operations, human resource development, facilities management, governance, and fundraising contribute to high levels of student achievement in charter schools.
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EDLA 6430 Mission-Focused Spiritual Leadership in Catholic Education
3 semester hours
This course provides novice and aspiring administrators with skills, knowledge, and disposition to serve as a spiritual leader in the Catholic school setting. The course focuses on the historical roots of Catholic education as it relates to the mission of the Church in a contemporary context. Students will examine the practices of Religious Education and Catholic identity that promote mature faith formation. Students will analyze the theological, philosophical, historical, and sociological aspects of American Catholic education, with a focus on policy implications for the contemporary context of the Catholic Church. Topics to be discussed include fostering a Christian climate in the school community, catechetical leadership, governance, law, and policy in Catholic education.
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EDLA 6431 Organizational Leadership in Catholic Education
3 semester hours
This course prepares novice and aspiring Catholic school administrators to understand the complexities of managing personnel, payroll, tuition, and private school finance, and understand the imperative nature of strategic planning, marketing, board development, and fundraising. Students will also explore the role of ethics in their administration of Catholic school finance. Candidates will investigate, evaluate, and plan the daily operation of Catholic schools in order to achieve organizational goals and lead to the safe, productive operation of schools. There is an emphasis on cultural and linguistic diversity, exceptionality, the successful development of English Language Learners, and the parent-school relationship.
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EDLA 6432 Instructional Leadership in Catholic Education
3 semester hours
This course provides the novice and aspiring administrator with the necessary knowledge and skills for curriculum development, instruction, and assessment in Catholic elementary and secondary schools. Candidates will articulate a vision for student learning consistent with a well-developed Catholic school philosophy and explore ways to lead individuals and groups toward the accomplishment of common goals and objectives in a collaborative environment. The course focuses on three essential questions: What is the purpose of academic excellence in a Catholic school? What are the cultural and organizational dispositions that foster an academically rigorous and doctrinally sound program of education? How does research and practice inform the structural elements that support a culture for learning?
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EDLA 6433 Visions of Learning
3 semester hours
This course focuses on Catholic educators as leaders and change facilitators. Emphasis will be on leading the faculty, students, and parents in a spiritual community of faith formed in the teachings of the Catholic Church and the traditions of Ignatian spirituality. Private school law and ethics, governmental intersections, political context, financial impact, legal dimensions of practice, and historical perspectives of all education in the United States will be studied. Leadership theory, effective communication, effective group facilitation, community relations, will be taught and analyzed. Methods to articulate a shared vision consistent with well-developed educational philosophy will be explored within the context of a professional learning community. There will be an emphasis on building intercultural competency, socio-economic and linguistic diversity, Catholic school inclusion, and the parent-school relationship. This course is aligned with the National Standards and Benchmarks for Effective Catholic Elementary and Secondary Schools for use in planning and assessment.
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EDLA 6434 Student Learning and Professional Growth
3 semester hours
This course assists new and aspiring Catholic school administrators in understanding the dynamic relationship between teaching, learning, assessment and leadership. Focus will be placed on individualization of student instruction, evaluation and assessment of instructional practices, skill in design and implementation of instructional sequences, curriculum standards-based instruction for all students, observations, evaluations and interventions, accountability systems, data-based decision making, and professional development. There will be an emphasis on building intercultural competency, socio-economic and linguistic diversity, Catholic school inclusion, and the parent-school relationship. This course is aligned with the National Standards and Benchmarks for Effective Catholic Elementary and Secondary Schools for use in planning and assessment.
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EDLA 6435 Transforming Organizations
3 semester hours
This course assists new and aspiring Catholic school administrators in developing skills in transformational leadership to design, plan, and implement strategic planning processes to support and sustain educational achievement. The implementation of a professional learning community in the Catholic school context will emphasize ongoing and continuous improvement as a cultural expression of ongoing and continuous planning strategies to benefit student learning. Strategic planning for Catholic schools brings all aspects of the educational enterprise together and includes all stakeholders as relevant to all functional areas: including curriculum, human resources, facilities, technology design for education systems. There will be an emphasis on building intercultural competency, socio-economic and linguistic diversity, Catholic school inclusion, and the parent-school relationship. This course is aligned with the National Standards and Benchmarks for Effective Catholic Elementary and Secondary Schools for use in planning and assessment.
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EDLA 6441 Fieldwork/CalAPA Cycle 1
0 semester hours
During semester 1, the associated Fieldwork course is in support of the candidate’s understanding of being a leader and change facilitator. In conjunction with the Unit One Project and in support of CalAPA Leadership Cycle 1: Analyzing Data to Inform School Improvement and Promote Equity, the candidate will engage in a series of activities in support of CAPE mastery and Cycle 1 completion. A student may repeat this course two (2) times after the initial course attempt.
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EDLA 6442 Fieldwork/CalAPA Cycle 2
0 semester hours
During semester 2, the associated Fieldwork course supports Candidates in applying various leadership theories and/or approaches to everyday situations of practice in the context of working with adult learners; such as staff, faculty, parents, and other school community stakeholders. Candidates will examine and identify the processes, policies, structures and practices that support and sustain a positive and inclusive school culture that emphasizes high expectations for ALL. In conjunction with the Unit Two Project and in support of CalAPA Leadership Cycle 2: Facilitating Communities of Practice support, the candidate will engage in a series of activities in support of CAPE mastery and Cycle 2 completion. A student may repeat this course two (2) times after the initial course attempt.
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EDLA 6443 Fieldwork/CalAPA Cycle 3
0 semester hours
During Semester 3, the associated fieldwork course supports candidates in experiences designed to facilitate the application of theoretical concepts in practical settings. There will be a strong emphasis on cultural and linguistic diversity as candidates develop high quality partnerships with parents, families, community members and relative agencies and engage them in shared decisions. In conjunction with the Unit Three Project and in support of CalAPA Leadership Cycle 3: Supporting Teacher Growth support, the candidate will engage in a series of activities in support of CAPE mastery and Cycle 3 completion. A student may repeat this course two (2) times after the initial course attempt.
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EDLA 6711 Foundations of Higher Education
3 semester hours
This course provides an overview of the history of higher education and its relationship to American society. There is interplay between academic institutions and the political and institutional structures at all levels. These relationships are analyzed in both historical and critical frameworks. Various elements of academia will be considered such as academic freedom, student life, equity and accessibility, etc. Students will gain an understanding of the purposes and missions of American higher education, as well as the implications of key historical issues and landmark events.
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EDLA 6712 Organization and Administration in Higher Education
3 semester hours
Students will be introduced to the organizational structures of higher education institutions and the major functional areas within these institutions. This course will provide students with practical and theoretical understandings of educational organizations to examine how they are organized and governed, while also studying features of various elements in structures and processes that are essential to the functioning of a university such as culture, authority, technology, power, environment, decision loci, and strategic planning.
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EDLA 6713 Theories of College Student Development
3 semester hours
Theories of College Student Development will provide an intensive introduction to the theoretical and research theories on the American college student in order to inform practice and inquiry in higher education administration. A survey of various student development theories will be presented throughout the course. The impact of college on student development and learning will be highlighted. Students will analyze and apply theories.
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EDLA 6714 Leadership in Catholic Higher Education
2 semester hours
This course will provide students with an understanding of the role of faith based colleges and universities in American higher education, along with the various philosophical tenets and values that guide their educational mission. Students will also examine how these tenets and values impact the practice of leadership at Catholic and other faith based institutions.
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EDLA 6715 Community College Leadership
2 semester hours
This course will provide an overview of the historical development and role of community colleges in American higher education. Students will gain an understanding of the distinctive leadership issues in community colleges while also exploring the student experience at community colleges.
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EDLA 6840 Spirituality and Leadership in Catholic School Teaching
3 semester hours
This course will engage students to view their role as spiritual leaders who participate in creating a culture of renewal in U.S. Catholic elementary and high schools. Throughout the course students will deepen their understanding of their vocation as Catholic school teachers, while critically reflecting and analyzing the spiritual and faith practices of their respective schools. Students will be introduced to basic foundations of Catholicism, new paradigms for religious education, and contemporary issues in the Church. They will explore the spirituality of K-12 students, ecclesiological issues flowing from Vatican II, evangelization, and social justice issues in Catholic education.
PLACE only.
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EDLA 6998 Special Studies
1 TO 3 semester hours
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EDLA 6999 Independent Studies
1 TO 3 semester hours
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EDLA 7001 Leadership for Social Justice in Education
3 semester hours
This course examines various approaches to conceptualizing, interpreting, and making operational social justice. The course will review the historical development of the concept of social justice in an interdisciplinary manner. Particular attention will be given to: critically competing ethical and religious theories of justice; sociological factors of schools as institutions of injustice and cultures that can promote an ethos to further justice; the relationships of the ethical theory of justice of educational institutions; and the examination of pedagogy for social justice. The goal of the course is to bring together ethics, sociology of education, and concrete pedagogy.
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EDLA 7002 Moral and Ethical Leadership
3 semester hours
This course examines ethics in education, moral development theory, and leadership theory. Emphasis will be placed on the role of the individual in the development of principles and practices of just and caring leadership. Critical inquiry into the responsibility of leaders for the protection and promotion of democratic schooling and global citizenship is highlighted.
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EDLA 7004 Organizational Theory and Change
3 semester hours
This course will focus on organizational theory and culture, systemic change, and supervision of programs and personnel. The role of the leader as an agent for transformative change, an informed implementer of technology to reduce the digital divide, and facilitator for community collaboration is examined.
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EDLA 7005 Educational Change and Innovation
3 semester hours
This course provides an in-depth examination of educational policy making processes, through the lens of education reform movements and the political nature of these issues, utilizing a historical and ideological approach. The course will focus on the history and analysis of national, state, and local policies, processes, standards, and reform movements applied to general and special education. An additional focus of the course will be the analysis of the equity and adequacy issues governing school finance.
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EDLA 7006 Education Policy and Praxis
3 semester hours
This seminar explores the historical, philosophical, policy and systemic issues in local, national and international educational contexts. The seminar includes critical analyses of power, equity and agency in policy implementation in P-20 settings.
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EDLA 7007 Using Research for Educational Improvement and Equity
3 semester hours
This course will provide students with strategies for educational improvement through the use of specific research and analytic processes. The course will introduce, analyze, and compare relevant concepts, practices, and methods associated with several key improvement processes (e.g., continuous improvement, improvement science, design-based research and implementation, research and evaluation use principles, and research-practice partnerships). Students will apply what they learn to the design of a research-driven improvement process to address an equity issue in their organization.
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EDLA 7020 Situated Inquiry in Education
3 semester hours
This introductory course focuses on defining and developing problems of practice in education. The course will examine advanced strategies to search, organize, reference, critically analyze, and write about academic resources. Additionally, the course introduces foundational educational theories and examines the fundamentals of research design.
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EDLA 7021 Quantitative Research in Education
3 semester hours
This advanced quantitative research course focuses on a variety of quantitative research designs and statistical methods for examining data from diverse educational settings.
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EDLA 7022 Qualitative Research in Education
3 semester hours
This advanced research course focuses on a variety of qualitative research designs and methods for data collection and analysis of data from diverse educational settings.
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EDLA 7040 Context and Current Topics in Public Education
3 semester hours
This seminar explores the historical, philosophical, and structural issues in public education. The seminar will include a discussion and analysis of the current issues defining and challenging public P-12 education.
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EDLA 7042 Management of Fiscal/Human Capital
3 semester hours
The recruitment, management, and assessment of fiscal and human resources will be explored through the lends of social justice. This course includes the following: national, state, and local funding and fiscal management; human resource recruitment, retention, and evaluation; equity analysis of resources for diversity; strategies for building effective learning communities; and an analysis of the equity and adequacy issues governing school finance.
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EDLA 7043 Legal and Policy Issues in Education
3 semester hours
This course examines the legal framework for public and private education and the relationship between law and policy from the perspective of school leaders who are committed to advancing social justice. Topics covered include legal literacy, tort liability, church/state relations, instructional issues, student expression, student discipline, rights of children with disabilities and English Learners, desegregation, employment discrimination, collective bargaining, termination of employment, and alternatives to increase educational choice.
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EDLA 7045 Transformational Leadership for Student Achievement
3 semester hours
This course examines components of reflective leadership and the relationship to educational achievement for diverse populations. This course will emphasize a sociocultural perspective which will guide the exploration of leadership related to accountability, instruction and assessment. The theory and practice of transformational leadership informed by a social justice perspective will be foundational components.
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EDLA 7060 Context and Current Topics in Private Education
3 semester hours
This seminar explores the historical, philosophical, structural, and theological issues in Catholic, private, and charter schools, as well as non-public schools serving students with exceptional needs. The seminar will include a discussion and analysis of the current issues defining and challenging Private K-12 education and the influence of Catholic social teaching in these topics.
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EDLA 7950 Dissertation Proposal Design
2 semester hours
A seminar designed to assist candidates in the development and design of the dissertation proposal.
Prior to beginning the research phase of the dissertation, candidates will be required to submit a proposal to the Institutional Review Board (IRB) for approval if their study involves human subject data.
Credit/No Credit grading.
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EDLA 7990 Advancement to Candidacy
0 semester hours
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EDLA 7998 Special Studies
1 TO 3 semester hours
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EDLA 7999 Independent Studies
1 to 3 semester hours
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Specialized Programs in Professional Psychology (EDSP) |
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EDSP 427 Creating Effective Classrooms in Diverse Settings
3 semester hours
This course is designed to prepare candidates to be able to demonstrate knowledge and skills in managing environments for diverse learners that are safe and effective and that facilitate positive self-esteem and self-advocacy. In addition, the candidate will be prepared to demonstrate knowledge of behavioral management strategies, varying communication styles that impact learning and laws, and regulations for promoting behavior that is positive and self-regulatory.
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EDSP 436 Creating Collaborative Partnerships
3 semester hours
This course is designed to prepare candidates to be able to collaborate and communicate effectively with individuals with disabilities and their parents, other family members and primary care givers, school administrators, general and special education teachers, specialists, paraprofessionals, and community agency and related service personnel. The candidate will learn how to work in partnership to be able to design, implement, and evaluate integrated services that reflect transitional stages across life span for all learners.
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EDSP 440 Introduction to the Culturally and Linguistically Diverse Student with Exceptional Needs
3 semester hours
General survey of exceptionalities affecting normal child development. Causation, diagnosis, treatment, programs, and resources are included. Implications of recent legislation for the disabled will be emphasized.
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EDSP 443 Informal Assessment and Individual Education Program (IEP) Development for Students with Exceptional Needs
3 semester hours
A survey of strategies for assessing and teaching FEP and LEP students in all areas of exceptionality.
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EDSP 445 Special Education: Advocacy and the Law
3 semester hours
This course examines federal and California special education law with particular emphasis on the Individuals with Disabilities Education Improvement Act (IDEA 2004) and the Rehabilitation Act of 1973. The first half of the course will involve reading of material that will give a legal and practical background to the specifics of the law, its purpose, and how it is implemented by school districts. This background will serve as a foundation for the students to effectively advocate (with proper supervision) for their clients during the clinical portion of the class. The overall goal of the course is to give students insight into how to work with families and school personnel and how to ultimately avoid the pitfalls of noncompliance. The second half of the course will be a supervised clinical experience where students will handle a special education case. This will include: interviewing potential clients, analysis of facts, and advocacy at an IEP. Depending on the facts of the case, students may also file a state complaint and prepare a case for mediation and/or for due process hearing.
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EDSP 453 Introduction to the Study of Disability and Special Education
3 semester hours
This course introduces students to the field of disability studies and special education. The difference between the two fields are carefully examined, discussed and explored. The course introduces key components and theories underlying disability studies and foundational components of the special education system. The course explores disability through a historical, social, linguistic, cultural, economic, and political context. This course also explores how disability is portrayed in society and reviews traditional stereotypes emerging from the disability rights movement. In regards to Special Education, this course will emphasize current laws and procedures pertaining to the appropriate education for children with disabilities and review major relevant issues affecting the field of special education including inclusion, advocacy, collaborating with diverse families and educational professionals, and transition processes.
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EDSP 475 Teaching and Assessing Students with Mild/Moderate Disabilities
3 semester hours
Principles and techniques for diagnosing learning and behavioral strengths and weaknesses in children and youth with specific learning disability, mental retardation, other health impairments, or serious emotional disturbance. Additional emphasis is placed on effective techniques and methods in working with culturally and linguistically diverse youth. Development of teaching strategies, goals, and objectives suitable for direct intervention, implementation of individual instructional programs, and evaluation of program approaches and effectiveness.
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EDSP 476 Policies and Issues in Education for Diverse Learners with Disabilities
3 semester hours
Survey of current issues and trends in the psychology and education of students with learning handicaps, e.g., theoretical instructional systems, use of research findings in program implementation, counseling, career guidance, and program evaluation with emphasis on history and practices of bilingual education, including organizational models and instructional strategies.
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EDSP 492 Behavior and Classroom Management Techniques for Teachers
3 semester hours
Explores current, alternative approaches to classroom discipline, management, and organization. Focuses on how teacher behavior, the learning task, and the classroom environment affect student behavior.
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EDSP 498 Special Studies
3 semester hours
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EDSP 499 Independent Studies
1 TO 3 semester hours
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EDSP 5002 Survey of Second Language Acquisition Theories
2 semester hours
Course content includes theoretical perspectives in first and second language learning, language teaching methodologies, assessment, identification, and program placement for Limited English Proficient students with and without disabilities. Historical, political, legal, and social factors related to second language acquisition are addressed, including the history of bilingual education; federal, state, and local legislation; bilingual education models; and the role of parents and paraprofessionals in English language development.
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EDSP 5303 Foundations in Child Welfare and Attendance
3 semester hours
Candidates will understand the professional role (e.g. leadership and management responsibilities) of the CWA Counselor and develop the legal and professional knowledge and skills necessary to meet the Child Welfare and Attendance state standards. Students will also identify and think critically about their role in effective program management and implementation to address pupil’s attendance and academic, psychological and social success. This course is designed to specifically address the CTC CWA Standards under the theme of “Core Knowledge Base and Foundations.”
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EDSP 5304 School Attendance Improvement and Truancy Remediation: Prevention and Intervention
3 semester hours
Candidates will gain the knowledge and skills to effectively collaborate with all school partners in order to support and increase pupil attendance, and gain superior knowledge in the culture and structure of the public-school system at both the school and district level to better serve in their role as a CWA student advocate. With a greater knowledge of the culture and structure of the public-school system, candidates will become familiar with the contributing factors to pupils who are not successful in school, including barriers to learning and attendance. Candidates will research and learn ways to intervene and improve school attendance, while providing pupils and their families with the appropriate level of support. This course is designed to specifically address the CTC CWA Standards under the theme of “Professional Skills and Training.”
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EDSP 5500 Concepts and Principles of Applied Behavior Analysis
3 semester hours
This course is the first in a series of seven courses that prepares students to apply for the Board-Certified Behavior Analyst (BCBA) exam. In this course, students learn the basic concepts and principles of Applied Behavior Analysis. Successful performance of the tasks on the BACB Fifth Edition Task List requires the foundational knowledge presented in this course for all BCBA candidates. Many concepts in the course will be examined in greater detail, in subsequent courses in the LMU BCBA program.
Corequisite: EDSP 5600 .
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EDSP 5501 Behavior Assessment and Measurement
3 semester hours
This course is the 3rd in a series of seven courses that prepares students to apply for the Board-Certified Behavior Analyst (BCBA) exam or as an additional elective for degree seeking and/or interested students that meet the prerequisites.
In this course, students learn the basic principles of functional assessment of behavior problems, techniques of behavioral assessment, the fundamentals of repeated measurement to make data-based decisions about the function of a behavior and the effectiveness of an intervention, and evidence-based practices that promote social competency and “cura personalis” (care of the whole person) as aligned with the LMU Ignatian Paradigm (IP). Students will identify and select appropriate observation methods, employ functional assessment procedures and methods, display and interpret data, and design behavior intervention plans that result in socially meaningful outcomes “socially meaningful outcomes that are aligned with the LMU IP mission to promote meaningful action in one’s environment.” (Prevention/Antecedent strategies identify and make environmental changes that reduce the need for behavior analysis G-08.) Students will complete a functional assessment which will include recommendations.
Prerequisites: EDSP 5500 and EDSP 5600 .
Corequisite: EDSP 5502 .
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EDSP 5502 Behavior Change I: Reinforcement, Stimulus Control, Teaching New Behaviors and Supervision
3 semester hours
This course is the 4th in a series of seven courses that prepares students to apply for the Board-Certified Behavior Analyst (BCBA) exam.
This course will familiarize students with all aspects of reinforcement, including the identification of reinforcers and the role they play in behavior change (e.g., operant conditioning, stimulus control), and including the use of various schedules of reinforcement. Students will learn the procedures for and differentiate between different behavioral approaches to teaching new behaviors to clients, such as shaping, chaining, and direct instruction. Students will be able to develop meaningful behavior goals for their clients that account for and reflect upon the clients’ contexts, backgrounds and communities, in alignment with IP pedagogy. Students will identify potential interventions based on a functional assessment and the best available scientific evidence. Students will also learn to reflect upon and select the most appropriate procedure for reaching said goals and apply both supervision and management guidelines for potential supervisees.
Prerequisites: EDSP 5500 and EDSP 5600 .
Corequisite: EDSP 5501 .
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EDSP 5503 Behavior Change II: Verbal Behavior, Preventing and Reducing Unwanted Behaviors, and Supervision
3 semester hours
This course is the fifth in a series of seven courses that prepares students to apply for the Board-Certified Behavior Analyst (BCBA) exam or as additional elective for degree-seeking and/or interested students that meet the prerequisites.
This course will address how students can support their clients by enacting behavioral procedures for reducing unwanted client behaviors and build alternative behavioral repertoires that allow for increased success in their environment. Students will learn behavior change procedures involving different schedules of reinforcement, strategies to increase client independence; how to determine and reflect upon the least intrusive approach to changing behavior; and how to select behavior change strategies that are most beneficial to the individual client within their learning context and community. Students will be expected to identify and evaluate any undesired side effects of various intervention strategies in order to determine the best possible intervention for specific client needs. Students will also identify and apply appropriate supervision and management guidelines to potential supervisees.
Prerequisites: EDSP 5500 , EDSP 5501 , EDSP 5502 , EDSP 5600 .
Corequisite: EDSP 5504 .
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EDSP 5505 Ethical Compliance and Professionalism
3 semester hours
Students will identify the history of ethics and the Nine Core Principals of Ethical Treatment. This course will review responsible conduct of the Behavior Analyst and ethical practices in behavior assessments and implementing behavior change procedures.
Prerequisites: EDSP 5500 , EDSP 5501 , EDSP 5502 , EDSP 5503 , EDSP 5504 , EDSP 5600 .
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