This course critically examines the typical and atypical development of cognitive skills and abilities that are fundamental to the development of language. Lectures and learning experiences establish a theoretical basis for cognitive and language development underpinnig a rational and systematic approach to clinical diagnosis and treatment. The course is foundational for clinical practice.

Studies the structure and function of speech sound production. Teaches the basic skills of phonetic transcription for assessment and intervention purposes using the International Phonetic Alphabet (IPA). Provides students with fundamental knowledge to support their future studies of reading, speech and hearing science, communication disorders, and speech-language pathology.

This lab prepares graduate students pursuing an Ed.S. in School Psychology with the skills to administer and interpret standardized measures of academic achievement. The lab complements content in EDIS 5040 which focuses on how teachers may use and interpret achievement data to develop individualized educational programs (IEPs). The class consists of a didactic component and practice administering, scoring, and interpreting achievement batteries.

Examines substance abuse and use in contemporary society. Treats topics from a multi-disciplinary perspective and includes biological, pharmacologic, cultural, social, psychological, political, economic, and legal aspects of substance abuse. Analyzes patterns of addiction, intervention, and rehabilitation with respect to alcoholism and other drugs. Examines assessments of costs, options, and alternatives to addiction, along with educational efforts toward prevention. Class discussions are an integral part of this course. Taught at the graduate level as EDHS 5240.

What does it mean to be normal, well-adjusted or happy? Examine the common conception of how people adjust to life. What are appropriate ways of being, and what behaviors are abnormal or deviant? Learn factors that influence psychological adjustment in normal human development and the relationship between adjustment and personal happiness. Includes study, self-examination, mindfulness, personal projects and the science of creating happiness.

Coverage includes semiology and clinical intervention for persons presenting with developmental aphasia, Down syndrome, Asperger syndrome, autism, pragmatic-semantic language disorder, sensory integration and motor disorder. Clinical interventions center on behavioral and family-centered approaches. Prerequisite: Language development course, EDHS 8090, or instructor permission.

The purpose of this course is to increase your skills, knowledge and understanding of the theories, techniques, and process involved in developing effective clinical practices. A range of intervention-related topics will be presented, with a focus on evidence-based practices across disorders and diverse populations.

This course examines social and psychological factors contributing to the development of violent behavior in youth, accompanied by an analysis of current prevention approaches. Each topic will include a case study followed by relevant social science research. Students will participate in simulated legislative hearings where they will present oral and written position statements on policy issues such as bullying. media violence, and gun control.

Reviews the historical antecedents of contemporary practice. Centers on ethics, regulation of the profession, legislative and legal issues relative to practice, interdisciplinary issues, public policy, future decisions and professional identity.

A lecture-discussion and clinical study of development and disorders of phonology and articulation. Etiology, evaluation, and treatment are discussed. Prerequisite: EDHS 5010, 5050 (or concurrent enrollment), or instructor permission.