This graduate level clinical psychology course covers child psychopathology from an empirically-based developmental psychopathology perspective. The course emphasizes conceptual issues and method approaches of the study of developmental psychopathology. We will review models of developmental psychopathology for a range of child disorders, emphasizing socio-emotional and cultural risk and resilience factors.

This course is set up to provide EI students with important principles of Early Intervention and the skills needed to be effective in the delivery of services to young children. In addition, the course will introduce students to the collaborative skills necessary for professional competence in a multidisciplinary world. The first part of every lecture will be devoted to discipline–specific knowledge attainment, as well as discussion pertinent to EI training.  The second portion of your session will be devoted to interprofessional education (IPE).  All first year students will take part in the CWRU-wide course involving graduate students from a variety of disciplines (e.g., nursing, speech-language pathology, etc.). Unique IPP training grounds will afford students with the opportunity to develop attitudes and skills related to: 

1. Promoting interprofessional practice and mutual respect

2. Interprofessional teamwork and communication

3. Understanding the roles and responsibilities of various individuals in early intervention. 

CP1
*This course satisfied the Team collaboration requirement for the Ohio Department of Developmental Disabilities requirements for the Developmental Specialist Certificate. 

This course is set up to provide EI students with important principles needed to be effective in the delivery of services to young children. In addition, the course will allow students to have an open discussion about their practicum placement, and participate in mentorship. The first part of every lecture will be devoted to discipline–specific knowledge attainment, as well as guest lectures with local professionals in the child development field. 

Throughout this program, students have been put in placements relevant to their career/research interests. All students began observing classes at Tremont Montessori in the Fall 2022 semester. 

This course describes the characteristics of young children (aged between 0 to 5 years) with disabilities and examines the intervention models and practices that are used to address the developmental and social­ emotional needs of these children. The course covers the legislative and philosophical foundations for contemporary early intervention practice. It discusses the meaning of evidence-based practice and examines contemporary early intervention practices from this perspective. The readings and assignments for this course have been designed to reflect the course objectives.

This course explores the research methodology used in general psychology. Students will learn how to conduct various statistical procedures in order to form a more comprehensive understanding of the logic behind  each statistical test. Through this knowledge, student will be able to properly demonstrate statistical literacy in their future careers. Students will present a statistical topic of their choosing that is relevant to their field of interest.

This course is set up to provide EI students with important principles of Early Intervention and the skills needed to be effective in the delivery of services to young children. In addition, the course will introduce students to the collaborative skills necessary for professional competence in a multidisciplinary world. The first part of every lecture will be devoted to discipline–specific knowledge attainment, as well as discussion pertinent to EI training.  The second portion of your session will be devoted to interprofessional education (IPE).  All first year students will take part in the CWRU-wide course involving graduate students from a variety of disciplines (e.g., nursing, speech-language pathology, etc.). Unique IPP training grounds will afford students with the opportunity to develop attitudes and skills related to: 

1. Promoting interprofessional practice and mutual respect

2. Interprofessional teamwork and communication

3. Understanding the roles and responsibilities of various individuals in early intervention. 

CP1
*This course satisfied the Team collaboration requirement for the Ohio Department of Developmental Disabilities requirements for the Developmental Specialist Certificate. 

The purpose of this course is to introduce students to common methodologies and associated statistical techniques employed in psychological research. The emphasis is on understanding what inferential tests are appropriate based on study design, how to conduct the tests, and how to communicate the results.

This course surveys the nature and characteristics of language disorders in children birth to 5 years. Theoretical and clinical issues related to effective intervention with children and their families will be reviewed. Assessment and treatment of disorders of syntax, semantics and pragmatics are taught. Strategies for intervention with children from special populations and multicultural populations are covered.

This course is set up to provide EI students with important principles needed to be effective in the delivery of services to young children. In addition, the course will allow students to have an open discussion about their practicum placement, and participate in mentorship. The first part of every lecture will be devoted to discipline–specific knowledge attainment, as well as guest lectures with local professionals in the child development field. 

Throughout this program, students have been put in placements relevant to their career/research interests. I was placed in Cuyahoga County Board of Developmental Disabilities. 

This course examines the basic principles and concepts of applied behavior analysis as used to improve socially important behavior problems. Behavioral measurement procedures, single-subject designs, interpretation of single-subject data, and ethical considerations will be discussed.

The practicum provides structured training activities to help the student become proficient in birth to three assessment and intervention and infant and toddler development. This intensive training experience will provide skills that students need when working in early intervention settings. Guided observation of children and developmental domains, parent-child interaction, and family-based assessment will be included.

This course was combined with Dr. Mahoney's intesenive sessions and supervision on Responsive Teaching. 

The focus of this course is on the study of children with disabilities and chronic health conditions. Related issue of development, diagnosis, treatment, and family concerns are included. Continuum of care from hospital to home is considered.  Involvement of the family as a member of the treatment and care team is emphasized.  Context of treatment is considered from a multidisciplinary team approach.

This course is designed to cover evidence-based early intervention practices when working with young children aged between 0 to 6 years of age. The course covers recent evidence-based practices for contemporary early intervention practice. It discusses the meaning of evidence-based practice and the readings and assignments for this course have been designed to reflect the course objectives. This course will weave into it the theme of diversity and cultural humility when working with young children and families from diverse backgrounds (e.g., diversity in terms of racial background, ethnic origin, linguistic diversity, socio-economic background, country of origin, or neurodiversity). We will discuss the importance of understanding the role that culture and society play when shaping views towards diversity and disability, and what role this has on the family. We will also focus on practical skills in working with young children, families, and interdisciplinary teams of teachers, SLPs, Developmental psychologists and other service providers.

This course is an introductory graduate seminar on child development in the context of psychology, communication science, and social work.  Mastery of the theoretical and empirical literature of developmental psychology is critical to the practice of effective social workers and speech language pathologists.  

This is an intensive one-month placement with a focus on developing skills in early intervention. The student is expected to be at the site during the month of July. This is a summer intensive for students earning an Early Intervention Certificate. I did my placement with Cleveland Clinic: ADHD Summer Treatment Program

The focus of this course is on the cognitive, emotional, social, perceptual-motor, behavioral assessment of children including guidelines for assessment, use of different psychological tests, and the interpretation of information. Students will present a functional analysis of their own chosen behavior at the end of the semester. Additionally, students will  present on a demographic of their choosing and that demographic's relationship with the Wechsler Adult Intelligence Scale-IV . 

This is a course on the psychological literature dealing with learning and memory in humans and other animals.  The emphasis will be on how behavioral research and psychological theory have deepened our understanding of basic learning and memory processes.

This course is set up to provide EI students with important principles needed to be effective in the delivery of services to young children. In addition, the course will allow students to have an open discussion about their practicum placement, and participate in mentorship. The first part of every lecture will be devoted to discipline–specific knowledge attainment, as well as guest lectures with local professionals in the child development field. 

Throughout this program, students have been put in placements relevant to their career/research interests. I was placed in Epicenter ABA Therapy Center. 

This course focuses on research-based theories of language and learning disorders in the school-age and adolescent student. Language, learning, and cognitive development of the older child during the school age and adolescent years will be reviewed. Topics include the development of foundational language, higher level language, social communication, reading, writing, and attention. Disorder types discussed include language disorder, social communication disorder, dyslexia, dysgraphia, ADHD, and ASD. The relationship of spoken language (listening and speaking) to learning (reading and writing) will be discussed. Students will have hands-on experience in the evaluation process by administering tests, scoring tests, interpreting test results, and writing a diagnostic report. Differential diagnosis will identify primary and comorbid conditions in the areas of language, social communication, metalinguistics, reading, writing, memory, retrieval, and attention. The class format includes lectures, discussions of case studies, and experiential learning.