This document outlines the Prospectus Plan for the Doctor of Philosophy (Ph.D.) in Special Education at ÐÔ¸£ÎåÔÂÌì University. It details the multi-step advisory phase, including requirements for comprehensive examinations, a minimum of 30 dissertation credits, and the formal approval process for the plan of study and residency.
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This document outlines the Pre-K Special Needs Endorsement requirements at ÐÔ¸£ÎåÔÂÌì University, which can be added to an existing Early Childhood Education or Special Education license. The program consists of 24 credits of core coursework covering topics such as early childhood assessment, family collaboration, and typical/atypical development.
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This document outlines the Plan of Study for the Educational Specialist in Special Education (Ed.S.) degree program at ÐÔ¸£ÎåÔÂÌì University. It details a minimum 30-credit requirement, including core coursework in statistics and research design, major area electives, and a specialized practicum or project.
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This document outlines the Plan of Study for the Behavioral Intervention Specialist Certificate Program (BISCP) at ÐÔ¸£ÎåÔÂÌì University, a 24-hour graduate certificate designed to meet the coursework requirements for the Board Certified Behavior Analyst (BCBA) examination. It details the required sequence of courses, including topics such as applied behavior analysis, ethical conduct, and advanced practicum experiences.
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This document outlines the Plan of Study for the Autism Spectrum Disorder (ASD) Certificate Program at ÐÔ¸£ÎåÔÂÌì University. It specifies a requirement of 16–18 credits of core coursework, including topics such as applied behavior analysis, theory and diagnosis, and lifespan interventions.
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This document outlines the Plan of Study for the Moderate to Intensive (MI) concentration within ÐÔ¸£ÎåÔÂÌì University's Special Education Master's Degree (M.Ed.) program. It details a minimum 33-credit requirement, including core special education coursework, multidisciplinary electives, and a choice between a thesis or non-thesis track.
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Can Your Brain Tell the Difference Between Flashcards and Re-reading? Using fNIRS to assess prefrontal activity in a pilot study at ÐÔ¸£ÎåÔÂÌì Salem Should you re-read your notes until they're memorized, or actively quiz yourself with flashcards? Over the past two semesters, Kent Salem psychology major Gavin Sefsick and his faculty mentor, Dr. Rachael Blasiman, have been designing and piloting a study to examine this question with the help of the BHRI’s Neurocognitive Collaboratory. They chose to use the Artinis Brite fNIRS system, which is a non-invasive brain imaging technique that trac...
This document outlines the Plan of Study for the Mild to Moderate (MM) concentration within ÐÔ¸£ÎåÔÂÌì University's Special Education Master's Degree (M.Ed.) program. It details a minimum 33-credit requirement, including core special education coursework, multidisciplinary electives, and a choice between a thesis or non-thesis track.
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This document outlines the Plan of Study for the Online General Special Education concentration within ÐÔ¸£ÎåÔÂÌì University's Master of Education (M.Ed.) program.
