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.

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.

A course in learning how to articulate interdisciplinary work  by collaborating with individuals from other medical fields to help articulate a community outreach project .
*This course satisfied the Team collaboration requirement for the Ohio Department of Developmental Disabilities requirements for the Developmental Specialist Certificate. 

Course covering child psychopathology from an empirically-based developmental psychopathology practice with an emphasis on conceptual issues and method approaches of the study of developmental psychopathology. 

Course describing characteristics of children aged 0-5 with and without disabilities aand examining intervention models and practices that are used to address the developmental and socio-emotional needs of these children.

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 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. 

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.

The practicum course provides structured training activities to help the student develop skills in assessment and intervention.  This training experience will provide practice in skills that students need when working in early intervention settings. Guided observation of developmental domains, parent-child interaction, and family based assessment will be included. 

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.

Course focusing on cognitive assessments for children and adults. The first half of the course focuses on assessment for children, and the second half of the course focuses on assessment for adults. 

Course in the use of statistical methods in inductive inference. 

The purpose of this course is to introduce students to common methodologies and associated statistical techniques employed in psychological research. It is required of all first-year PhD students in the Department of Psychological Sciences and Applied Developmental M.A. students. 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. Examples are presented primarily in JASP. JASP reads SPSS files, so you can always work with SPSS files in JASP for free.