SPLED

Courses offered in foreign countries by individual or group instruction.

Subject

SPLED

Credits (min)

1

Credits (max)

12

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Formal courses given infrequently to explore, in depth, a comparatively narrow subject which may be topical or of special interest.

Subject

SPLED

Credits (min)

1

Credits (max)

9

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Courses offered in foreign countries by individual or group instruction.

Subject

SPLED

Credits (min)

1

Credits (max)

12

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Observation of Special Education Settings and Transitions through the Systems provides students with an opportunity to (a) observe exceptional individuals in a supervised setting, (b) become familiar with methods of observation, (c) use methods of writing for other professionals using descriptive summaries and graphic displays of data, (d) discuss transitions and what they look like in various settings, and (e) learn about the high-leverage practices used in effective teaching. This course provides a broad exploration of the various settings and elements that encompass special education. It allows for direct observation into today's schools to investigate trends in education. It considers how cultural perspectives can impact teaching. Building on these insights, students will work on professional writing across multiple contexts. Students will have opportunities to collaborate with each other to develop professional relationships.

Subject

SPLED

Credits (min)

3

Credits (max)

3

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Formal courses given infrequently to explore, in depth, a comparatively narrow subject which may be topical or of special interest.

Subject

SPLED

Credits (min)

1

Credits (max)

9

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Courses offered in foreign countries by individual or group instruction.

Subject

SPLED

Credits (min)

1

Credits (max)

12

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Legal issues, learner characteristics, collaboration skills, assessment, and behavior management related to educating students with disability in inclusive settings. SPLED 400 Teaching Exceptional Students in General Education Settings (4)This course is delivered via a model of blended instruction and addresses foundational skills (assessment and management) and knowledge (laws, etiologies, collaboration) for those working with students with special education needs in general education classrooms. Almost 30% of the content includes student understanding of the history and current relevance of special education law; roles and responsibilities of general education teachers in providing services to students with special education needs; characteristics and etiologies relevant to providing effective instruction to students with mild and severe disabilities; and developing and maintaining effective education teams. Roughly 35% of content is relevant to assessment in inclusive settings and is centered on sound instructional decision making as well as linking instruction to standards based curricula. Coverage includes understanding formative and summative assessment; creating and administering curriculum-based assessments in reading, mathematics, and writing; designing systems to collect behavioral data; interpreting a variety of norm-referenced test scores; using brief experimental analyses is adequate for a given purpose. Roughly 35% of content is relevant to applying principles of Applied Behavior Analysis (ABA) to managing and motivating learners with special needs placed in inclusive settings. Broad objectives include student acquisition of knowledge and skills related to ABA principles and interventions such as: identifying the nature (positive and negative) of consequences maintaining or decreasing specific behaviors; operationally defining behavior; establishing a classroom and school environment conducive to learning for all students; creating class-wide, school-wide; and individual motivation systems; intervening to decrease specific behavior; and using functional behavioral assessments (FBAs) and positive behavior supports.

Subject

SPLED

Credits (min)

4

Credits (max)

4

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Legal issues, learner characteristics, collaboration skills, assessment, and behavior management related to educating students with disability in inclusive settings. SPLED 400 Teaching Exceptional Students in General Education Settings (4) This course is delivered via a model of blended instruction and addresses foundational skills (assessment and management) and knowledge (laws, etiologies, collaboration) for those working with students with special education needs in general education classrooms. Almost 30% of the content includes student understanding of the history and current relevance of special education law; roles and responsibilities of general education teachers in providing services to students with special education needs; characteristics and etiologies relevant to providing effective instruction to students with mild and severe disabilities; and developing and maintaining effective education teams. Roughly, 35% of the content is relevant to assessment in inclusive settings and is centered on sound instructional decision making as well as linking instruction to standards based curricula. Coverage includes understanding formative and summative assessment; creating and administering curriculum-based assessments in reading, mathematics, and writing; designing systems to collect behavioral data; interpreting a variety of norm-referenced test scores; using brief experimental analyses is adequate for a given purpose. Roughly 35% of content is relevant to applying principles of Applied Behavior Analysis (ABA) to managing and motivating learners with special needs placed in inclusive settings. Broad objectives include student acquisition of knowledge and skills related to ABA principles and interventions such as: identifying the nature (positive and negative) of consequences maintaining or decreasing specific behaviors; operationally defining behavior; establishing a classroom and school environment conducive to learning for all students; creating class-wide, school-wide; and individual motivation systems; intervening to decrease specific behavior; and using functional behavioral assessments (FBAs) and positive behavior supports.

Subject

SPLED

Credits (min)

4

Credits (max)

4

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Group and individual techniques to promote student task engagement and prosocial behavior.

Subject

SPLED

Credits (min)

4

Credits (max)

4

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Litigation, legislation, regulation, and advocacy issues impacting on educational and related services for individuals with academic and/or physical disabilities.

Subject

SPLED

Credits (min)

3

Credits (max)

3

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Evidence-based methods for design, delivery, and adaption of instruction for elementary students with disabilities in reading, mathematics, and writing. SPLED 403A Evidence-Based Instruction for Elementary Students with Disabilities in Reading, Math, and Writing (3)This course is delivered via a model of blended instruction and addresses aspects of designing, delivering, and adapting instruction for students across the range of disability (i.e., mild, moderate, and severe) in elementary, inclusive settings. Content on relevant learner characteristics of special needs students is found throughout the course. About half the course covers content on: designing direct and explicit instruction; self-regulated learning; assistive technology; adaptations and accommodation for learners with several disabilities; and the hierarchy of taxonomical units relative to instructional design. The remaining half of the course covers content relevant to a wide range of literacy concerns and includes: evidence based practices for instruction in early reading (e.g. decoding, phonemic awareness, phonic and structural analysis; and vocabulary); reading comprehension at primary and intermediate levels (e.g. test structure, content specific vocabulary, and narrative and expository reading in content domains); writing (e.g. handwriting, spelling grammar, and written expression); and mathematics (e.g. number sense and early numeracy, basic facts and operations, applied skills, problem solving, factions, decimals, and percents).

Subject

SPLED

Credits (min)

3

Credits (max)

3

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Evidence-based methods for designing, delivering, and adapting instruction for students with disabilites in inclusive secondary education settings. SPLED 403B Evidence-Based Methods for Teaching Secondary Students with Disabilities in Inclusive Settings (3)This course is delivered via a model of blended instruction and addresses aspects of designing, delivering, and adapting instruction for students across the range of disability (i.e., mild, moderate, and severe) in secondary inclusive settings. Content on relevant learner characteristics of special needs students is found throughout the course. About half the course covers content on: designing direct and explicit instruction; self-regulated learning; assistive technology; adaptations and accommodation for learners with several disabilities; and the hierarchy of taxonomical units relative to instructional design. The remaining half of the course covers content relevant to a variety of procedures and approaches to help students with special education needs gain meaningful access to secondary curriculum content without watering it down or ignoring the instructional needs of students without disabilities. Broadly this content includes ways of planning and delivering instruction to help all students, including those with learning problems, understand and retain critical course content. Topics include using graphic organizers, options for presenting content, mnemonics; task specific learning strategies; cooperative groups and peer focused interventions; study guides and guided notes; advance organizers; text structures for narrative and expository text; single and multiple-approaches for reading comprehension; writing mechanics, prompts, and rubrics; narrative, informative, and persuasive writing; problem solving (including Polya's model); analogies; elaborative interrogation; and practice for problem solving.

Subject

SPLED

Credits (min)

3

Credits (max)

3

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Strategies for productive interactions between special educators and others such as colleagues, employers, parents, service providers, professionals, and students.

Subject

SPLED

Credits (min)

3

Credits (max)

3

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

A major objective of this course is for students to be able to develop or modify instructional plans that reflect evidence based practices for adapting for the needs of English Language Learners (ELL) with special needs. The course has been developed to fulfill Pennsylvania Department of Education requirements and in recognition of the growing number of ELLs in the general population and thus, in special education settings. This course covers (1) theory and research on the instructional needs of ELLs and (2) the knowledge base on effective instruction for students with special needs and assists students in bringing these two areas of research together. Major topic areas include principles and issues in second language acquisition; ELLs characteristics including linguistic and cultural factors that affect second language acquisition; techniques and methods of research-based instruction for ELLs with special needs; lesson planning and instructional modifications for ELLs with special needs; and appropriate assessment practices for ELLs with special needs.

Subject

SPLED

Credits (min)

3

Credits (max)

3

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Effective reading curriculum and teaching methods to teach students with special needs. SPLED 409A Fundamental Literacy Skills for Students with Special Needs (3) Effective classroom-based assessment, curriculum development, and instructional strategies for teaching reading to educate students with special needs will be described in this course. Students will learn how to assess, develop curriculum, and provide scientifically based explicit instruction in reading to K-12 students with special needs. Students will learn how to select reading skills necessary to scaffold and enhance students' present reading skills. Methods for using science-based assessment strategies and developing foundational reading skills within a classroom context will be described. This course builds on prerequisite Special Education courses in curriculum and instructional methods. Students in SPLED 409A extend knowledge of explicit instructional strategies in the context of reading. The content offered in this course complements 409B and 409C through the integration of researched-based methods and sound instructional design within a curriculum to most effectively teach students with special needs.

Subject

SPLED

Credits (min)

3

Credits (max)

3

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Effective curriculum and materials for teaching writing and content literacy to students with special needs. SPLED 409B Writing and Content Literacy for Students with Special Needs (3) Effective application of classroom-based measurement, curriculum development, and instructional strategies for teaching writing and content literacy to educate students with special needs will be described in this course. Students will learn how to use assessment to develop curriculum and provide scientifically based best practice instruction in writing mechanics (handwriting, spelling, capitalization & punctuation) and written expression (pre-planning to revision) to K-12 students with special needs. Students will learn how to identify, select, and teach content text structure. Methods for using assessment to develop a reading comprehension curriculum within a content classroom context and teach K-12 students with special needs to read and comprehend narrative and expository text (such as text found in Math, Science, Social Studies, and other content textbooks) will be described. Methods for using assessment to develop curriculum and teach K-12 students with special needs to respond to content text and materials through writing will also be examined.This course builds on prerequisite Special Education courses in curriculum and instructional methods. Students in SPLED 409B will have achieved mastery in basic reading theory, assessment, curriculum, and instructional methods. The content offered in this course adds to the existing course content by specifically addressing writing mechanics, written expression, and content reading, curriculum development, and instructional methods (including plans for generalization and maintenance) for students with special needs.Written responses for assigned readings will be required for each topic area. Written evaluations and class assignments (including case studies) will be given to assess student learning throughout the course time period. Students' learning will be further evaluated through projects that demonstrate understandings of applying classroom-based measurement, curriculum development, and the instructional methods required to effectively teach writing and content learning to students with special needs. Student applied projects, in coordination with practicum placement, for writing instruction will include: (1) the collection of baseline writing data for a student with special needs, (2) development of a curriculum scope and sequence, (3) development of a research validated instructional intervention, (4) implementation of the intervention, (5) the collection of writing data throughout instruction and after instruction, and (6) development and implementation of an instructional plan for maintenance and generalization. To demonstrate understandings of teaching content reading and writing, students will prepare a presentation of an identified research-based content reading or writing instructional strategy or approach taught within a curriculum scope and sequence.

Subject

SPLED

Credits (min)

3

Credits (max)

3

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Research-based practices for teaching mathematics skills to students with special needs. SPLED 409C Mathematics Instruction for Students with Special Needs (3) Research-based assessment, instruction, and intervention strategies for teaching mathematics skills to struggling students, students with learning disabilities, and chronically low performing students will be described in this course. Students will identify (a) the risk factors associated with mathematics disabilities, (b) effective prevention and remediation models of mathematics disabilities, (c) characteristics of scientifically based instruction in content-area skills (e.g., counting, addition, fractions, problem solving, geometry, algebra) for K-12 students with disabilities, and (d) how to effectively provide and assess the effects of such instruction while provided in general and special education classrooms. This course builds on prerequisite Special Education courses in curriculum and instructional methods. Students in SPLED 409C will have achieved mastery in assessment, curriculum, and instructional methods. The content offered in this course adds to the existing course content by specifically addressing how to teach content-area skills for students with special needs. Written responses and/or online discussion board posts for assigned readings will be required for the topic areas. Written evaluations, online quizzes, and class assignments will be given to assess student learning throughout the course time period. Students learning will be further evaluated through projects that demonstrate understanding of classroom-based assessment, curriculum development, and the instructional methods required to effectively teach content-area mathematics skills to students with special needs. Student applied projects, in coordination with practicum placement, for mathematics instruction will include: (1) the collection of baseline mathematics performance data for a student with special needs, (2) development of a curriculum scope and sequence, (3) development of a research validated instructional intervention, (4) implementation of the intervention, (5) on-going data collection throughout instruction and after instruction, and (6) development and implementation of an instructional plan for maintenance and generalization. To demonstrate understandings of teaching content area mathematics skills, students will prepare a lesson on a math concept for a teaching demonstration using the instructional strategies and techniques learned during the class.

Subject

SPLED

Credits (min)

3

Credits (max)

3

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Culturally Responsive Pedagogy (CRP) in Special Education is designed to help students recognize and appreciate diversity in the classroom specifically related to students with exceptionalities. This course will develop ways to encourage student engagement by creating supportive and inclusive classrooms where all students feel they belong. The student learning outcomes are engaging and include elements of active learning. Broadly, the overarching elements of the course will focus on (1) enhanced cognitive development and understanding of concepts and vocabulary related to CRP, (2) develop social and cultural connections with students and families, and (3) support student engagement and retention using cultural reciprocity and understanding.

Subject

SPLED

Credits (min)

3

Credits (max)

3

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Assessment, teaching strategies, curricula, materials, and assistive techniques for use with individuals having severe disabilities.

Subject

SPLED

Credits (min)

3

Credits (max)

3

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

The purpose of SPLED 412 is to introduce appropriate methodology for teaching academic skills to students with learning disabilities or those students who experience academic difficulties. The majority of the course deals with effective practices for designing and delivering academic instruction and independent work for students who do not learn optimally under current conditions within the general education environment. In this course, pre-service teachers will learn about the principles of effective instruction and a teaching model that applies these principles using evidence-based instructional methods to support these students. This course will also address ways that this model can be flexibly adapted to meet the needs a wide range of students, tasks, and environments.

Subject

SPLED

Credits (min)

3

Credits (max)

3

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

This course provides an introduction to Early Intervention/Early Childhood Special Education (EI/ECSE). Students will discuss the historical contexts and origins of early childhood special education affecting children with developmental delays and disabilities. Students will identify the prevalence of developmental delays and disabilities and the importance of early intervention for cognitive, physical, behavioral, and social-emotional developmental trajectories. Students will investigate family-systems theory, family-centered approaches, and family-professional partnerships as well as culturally sustaining practices in EI/ECSE. Issues of racial, cultural, and linguistic diversity will be emphasized. Building on these ideas, this course will address issues of diversity and equitable access to quality services to ensure all children thrive in their natural educational environment. Students will preview and practice conducting common screenings and assessments for infancy, toddlerhood, and early childhood. Students will learn how to choose appropriate instructional strategies, practice applying them, and discuss how to implement strategies to foster an inclusive environment and culture in home, community, and school settings.

Subject

SPLED

Credits (min)

3

Credits (max)

3

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

This course will teach students the role of the special education teacher in supporting the use of assistive technology (AT) by individuals with disabilities in school and community settings. Students will learn the role of the special education teacher in the AT process, including (as appropriate) how to identify student AT needs, obtain information on common AT applications and devices, make first-hand use of current AT solutions, and evaluate the use of AT to address specific student needs. Students will also learn the legal responsibilities of the special education teacher in the AT procurement and implementation process. Particular attention will be given to the use of AT to assist students with disabilities in reading, writing, math, communication, and the development of social skills. Students will learn the role and responsibilities of the special education teacher on the AT team, as well as the roles and responsibilities of the other licensed professionals on the AT team. Special attention will be given to the acquisition of strategies to engage and support the participation of family members in acquiring and implementing AT interventions. Students will also be provided with resources and strategies for making use of state and national information resources and services related to AT.

Subject

SPLED

Credits (min)

3

Credits (max)

3

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Strategies to support use of assistive technologies by students with disabilities in general education classrooms. SPLED 419 Assistive Technology for General Education Teachers (2-3) This course will teach students the role of the general education teacher in supporting the use of assistive technology (AT) by students with disabilities in general education classrooms. Students will learn the role of the general education teacher in the AT process, including (as appropriate) how to identify student AT needs, obtain information on common AT applications and devices, make first-hand use of current AT solutions, and evaluate the use of AT to address specific student needs. Particular attention will be given to the use of AT to assist students with disabilities in reading, writing, math, communication, and the development of social skills. Students will learn the role and responsibilities of the general education teacher on the AT team, as well as issues of "scope of practice", and the roles and responsibilities of the other licensed professionals on the AT team. Students will also be provided with resources and strategies for making use of state and national information resources and services related to AT.

Subject

SPLED

Credits (min)

2

Credits (max)

3

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Study aspects of culture and disability through lecture, visiting Irish disability service agencies, and guest speakers from various disability agencies. This course is designed to increase student awareness of disability from a cross-cultural comparison between the United States and Ireland including: personal, interpersonal, and societal aspects of disability, including how disability can be defined and understood differently in varied individual, institutional and cultural contexts. Students will learn models of disability that will help (a) clearly distinguish different ways of conceptualizing disability and (b) critically think about how disability is represented and understood in varied cultural contexts. Students will examine ethical, economic, and social implications of disability. Dynamics of group, family and individual behavior that impact interactions between people, with and without disabilities, will be addressed. Interactions and assignments will aid in the introduction of students to interpersonal communication and interaction issues among international cultures. A strong emphasis will be placed on understanding disability from a variety of cultural perspectives and assessing the impact of racial, ethnic, gender, socioeconomic, and socio-political factors on disability status. Throughout the course students will engage with various service providing agencies (which may include sensory disabilities, intellectual/cognitive disabilities, and physical disabilities). Class time will be allotted to prepare for engagement and reflection as well as providing background information for understanding global policy and how to make comparisons. Students will participate in a culminating activity, such as attending the International Disability Summer School that equips students with the insights and skills necessary to translate the generalities of international positions on disabilities into tangible reform for persons with disabilities and understand disability from a global perspective. This course meets the requirement for RHS 100 (RHS majors and RHS minors and honors students), and/or up to 6 credits toward 400 level elective requirements for RHS minors. SPLED students can earn up to 6 credits towards the SPLED minor

Subject

SPLED

Credits (min)

6

Credits (max)

6

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

This course provides an introduction to all exceptionalities included in special education programs as delineated by the most recent Federal legislation guiding service for individuals with special needs. An important component of this course is the exploration of typical developmental stages and milestones used to monitor children's growth and progress over time. Students will learn about the different types of disabilities as categorized by Federal regulations. In addition, recent legislation is explored in relation to services provided, funding requirements, accommodations and classroom placement. This course provides future educators with a solid foundation for an understanding of disabilities, services, and legislation as they enter into the special education profession. In addition, this course will prepare students to (a) address common misconceptions and myths associated with special education, (b) work with interdisciplinary teams in the formation of Individualized Education Programs (IEP), and (c) promote the preparation of exceptional individuals to assume adult roles.

Subject

SPLED

Credits (min)

3

Credits (max)

3

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Students enrolled in this course will gain knowledge related to research, theory, and practice of assessing learners with special needs across various education settings. After enrolling in this course, students will be able to describe and employ research findings and theory in the areas of (1) history and legal foundations of assessment in special education, (2) instructional decision making, (3) the technical adequacy and interpretation of norm-referenced tests, (4) the display and interpretation of data, (5) progress monitoring across content areas, and (6) assessing learners with severe needs.

Subject

SPLED

Credits (min)

3

Credits (max)

3

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Overview of issues, characteristics, and evidenced-based assessment strategies, and approaches for individuals with autism/PDD. SPLED 461 Introduction to Autism Spectrum Disorders: Issues and Concerns (3) This course will center on working with individuals having Autism Spectrum Disorders (ASD) and Pervasive Developmental Disorders (PDD) in educational and related settings. Topics include an overview of characteristics and diagnosis, ethical issues in treatment, assessment, the use of science in treatment approaches, working effectively with families, and strategies for successful inclusion of students with ASD/PDD in integrated settings. Course content will be delivered through DVD lectures, and required as well as supplemental readings. Evaluation procedures will include on line multiple-choice exams. The course will be changed to assess students through 6 (v.4) online multiple choice exams. Multiple choice format offers immediate feedback to students. To ensure assessment of applications skills, exams will include case studies in which students must apply skills to areas such as child assessment, data analysis, and strategies for working effectively with parents.

Subject

SPLED

Credits (min)

3

Credits (max)

3

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

This course addresses principles of applied behavior analysis and empiricism related to instruction and special issues affecting individuals with autism. SPLED 462 Autism and Applied Behavior Analysis (3) This world campus course will include an overview of basic principles of applied behavior analysis (ABA) and elements of empiricism and ethics in educational settings. Course objectives will center on acquisition of content related to: a) principles of ABA instruction; b) ethical standards in education; c) best practice interventions for learning; d) strategies for diagnosing and programming for behavioral issues; e) special issues affecting individuals with ASD and their families. Course content will be delivered through DVD lectures, and required as well as supplemental readings. Evaluation procedures will include on line multiple-choice exams, and on line assignments.

Subject

SPLED

Credits (min)

3

Credits (max)

3

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Overview of deficits and strategies in speech, language, and communication across the Autism Spectrum Disorder. SPLED 463 Communication and Social Competence (3)Communication and Social Competence is the third course in the 5 course (12 credit) series leading to the Professional Development Certificate in Autism. All information, activities, and assignments are through videotaped and web-based learning. Content includes an overview of the deficits in the area of speech, language, and communication across the Autism Spectrum Disorders (ASD). Basic information on the nature of these deficits is provided from both a psycholinguistic model as well as a behavioral model. In addition to information on deficits, the majority of the course content will provide practical information related to intervention.

Subject

SPLED

Credits (min)

3

Credits (max)

3

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Overview of screening, diagnosis, and identification of skills in developmental domains and curricula for individuals with autism. SPLED 464 Assessment and Curriculum (3)Assessment and Curricula is the fourth course in the 5 course (12 credit) series leading to the Professional Development Certificate in Autism. All information, activities, and assignments are through videotape and web-based learning. Content includes types of assessment and identification of skills in developmental domains. Practical strategies will be outlined.

Subject

SPLED

Credits (min)

3

Credits (max)

3

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

courseblocktitle_bubble clearfix notinpdf" SPLED 495 **SPECIAL TOPICS** 3-15 Credits/Maximum of 15

Subject

SPLED

Credits (min)

3

Credits (max)

15

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

As a new professional in the school, special educators must embrace the school and community to provide a welcoming, safe and equitable environment for all children. In this professional development course, special education teacher candidates will learn, interact and reflect on the teaching, leading, and advocacy skills needed to be effective in the classroom and beyond. Special educators play a key role in education of all students. Students will learn about the ways in which their career may look after graduation. In preparation, the criteria on which teacher candidates are evaluated, the interview process, and effective communication skills will be discussed. Special educators must collaborate with professionals in the school and community as well as family and caregivers of students to develop an effective individualized education program for each student. The course will cover the process of assessment, planning of lessons and interventions, as well as data collection and analysis for data-based decision making. Along with effective instruction and leadership, teacher candidates will learn to advocate for all learners on their caseload, and others during this course.

Subject

SPLED

Credits (min)

3

Credits (max)

3

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Supervised and guided field experience in a variety of possible settings (e.g. schools, day care centers, vocational settings) where students will practice lesson design, deliver instruction, and develop appropriate instructional activities, while implementing behavior management.

Subject

SPLED

Credits (min)

3

Credits (max)

3

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

The student teaching experience is a culmination of previous coursework. As new teachers, graduates will enter classrooms prepared to meet the individualized academic and social needs of students. The student will be expected to plan and create a welcoming, equity minded environment for all students. The student will be expected to demonstrate appropriate assessment strategies for both formative and summative evaluation. The student will also be expected to develop appropriate lesson plans based on the Individualized Education Program (IEP) and state standards. Students will implement plans using the explicit instructional strategies and demonstrate good management strategies to enhance learning and decrease off task behavior. Students are expected to demonstrate appropriate interpersonal communication skills, as well as dependability regarding professional responsibilities

Subject

SPLED

Credits (min)

12

Credits (max)

12

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Supervised teaching in integrated general classrooms with activities in curriculum- based assessment, data-driven intervention, direct instruction with students in need.

Subject

SPLED

Credits (min)

3

Credits (max)

4

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Creative projects, including research and design, which are supervised on an individual basis and which fall outside the scope of formal courses.

Subject

SPLED

Credits (min)

1

Credits (max)

18

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Formal courses given infrequently to explore, in depth, a comparatively narrow subject which may be topical or of special interest.

Subject

SPLED

Credits (min)

1

Credits (max)

9

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Formal courses given on a topical or special interest subject which may be offered infrequently; several different topics may be taught in one year or term.

Subject

SPLED

Credits (min)

1

Credits (max)

9

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Continuing series of professional seminars designed to provide a forum for discussion of current and classical research concerning exceptional children.

Subject

SPLED

Credits (min)

1

Credits (max)

9

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Problems connected with the instituting and organizing of classes for atypical children; the legal phases, finances, teaching personnel, pupil personnel, housing, equipment, courses of study, curriculum, etc.

Subject

SPLED

Credits (min)

3

Credits (max)

3

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

This seminar addresses evidence-based strategies related to individuals with ASD including characteristics, assessment, treatment approaches, and life-span programming. SPLED 502 Educating Individuals with Autism Spectrum Disorders (3) This advanced seminar will address evidence-based strategies related to working with individuals diagnosed as having Autism Spectrum Disorders (ASD). Course objectives will include familiarity/competency in the following topical areas: a) cognitive, social, and behavior characteristics that affect learning; b) assessment strategies and instrumentation; c) treatment/intervention approaches; d) strategies to assess the validity of interventions according to evidence-based/empirical standards; and e) how to program across the lifespan of the individual with ASD. Course content will be delivered through lectures, discussions, peer presentations, and guest speakers. There are no prerequisites for the course.

Subject

SPLED

Credits (min)

3

Credits (max)

3

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Topics include a history of applied behavior analysis; underlying assumptions; dimensions and characteristics of ABA; ethics; basic terminology and principles.

Subject

SPLED

Credits (min)

4

Credits (max)

4

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Topics include functional assessment of behavior, ethics, methods to increase and decrease behavior, and generalization.

Subject

SPLED

Credits (min)

4

Credits (max)

4

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Topics include assessment and intervention for challenging behavior, systems support, classroom applications of ABA, and review of ABA Certification Exam.

Subject

SPLED

Credits (min)

4

Credits (max)

4

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

In this course students learn additional techniques to promote meaningful behavior change using principles of behavior.

Subject

SPLED

Credits (min)

3

Credits (max)

3

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Developing function-based individual interventions as well as class-wide behavior supports for students with disabilities. SPLED 504 Classroom and School-Wide Management Practices in Special Education (3) This course is designed to build upon existing content knowledge and experience in evidence-based classroom management practices including applied behavior analysis and explicit instruction. The overall course objective is to engage students in a review of relevant theories and research on supporting positive behavior change for K-12 students with special needs, and to prepare graduate students to implement effective, evidence-based practices (e.g., classroom structure methods, reinforcement based interventions, behavior reduction strategies) when working with learners with special needs exhibiting a broad range of challenging behaviors (e.g., off task, failure to follow directions, verbal and physical aggression). This course goes beyond introductory-level classroom management courses by presenting the research base for advanced classroom and school-wide behavior change methods that require students to synthesize prior learning with new knowledge into contemporary classroom situations. The course will entail current readings from the professional literature and both individual and group projects intended to enable the learner to apply content to realistic case studies.

Subject

SPLED

Credits (min)

3

Credits (max)

3

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Overview of research methods associated with collecting and evaluating repeated measures on single cases. SPLED 505 Single-Case Research (3)This is an advanced graduate course that introduces students to single-case research design and methodology. This course is designed to provide the student with all the necessary tools needed to formulate questions that require repeated measures observation and analysis, including the use of visual and statistical analytic methods. Intro-subject experimental designs are discussed with particular attention paid to repeated measures analysis of trends and level effect size changes, as well as supportive topics (e.g., observing and recording behavior, observer training and agreement, social validation).

Subject

SPLED

Credits (min)

3

Credits (max)

3

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Review of research in reading instruction for students with disabilities and analysis of implications for classroom practice. SPLED 509A Seminar in Literacy Skills Instruction for Students with Disabilities (3) This seminar builds on prerequisite special education courses in curriculum and instructional methods. Enrolled students will extend their knowledge of the research that examines the use of explicit instructional strategies in the context of reading. Students will review and discuss current research on classroom-based assessment, curriculum development, and instructional strategies for teaching reading to K-12 students with learning disabilities. Students will learn how to select the reading skills necessary to scaffold and enhance learners' present reading skills. Methods for using research-based assessment strategies and developing foundational reading skills within a classroom context will be described.

Subject

SPLED

Credits (min)

3

Credits (max)

3

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Evidence-based methods for designing and implementing writing and content literacy instruction for learners with special needs across content areas. SPLED 509B Seminar in Literacy Skills Instruction for Students with Disabilities (3) This seminar builds on prerequisite special education courses in curriculum and instructional methods. Enrolled students will extend their knowledge of the research that examines the use of explicit instructional strategies in the context of reading. Students will review and discuss current research on classroom-based assessment, curriculum development, and instructional strategies for teaching reading to K-12 students with learning disabilities. Students will learn how to select the reading skills necessary to scaffold and enhance learners' present reading skills. Methods for using research-based assessment strategies and developing foundational reading skills within a classroom context will be described.

Subject

SPLED

Credits (min)

3

Credits (max)

3

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Explore advanced methods of effective mathematics and science instruction for students with disabilities. SPLED 509C Seminar in Mathematics and Science Instruction for Students with Disability (3) This seminar builds on prerequisite special education courses in curriculum and instructional methods and is designed for students who desire to develop advanced knowledge of intervention research in mathematics and science and practical application of the most effective instructional practices for students with disabilities. The focus of the course is on developing an indepth knowledge of the scientifically supported instructional and assessment practices for students with disabilities in mathematics and science. This course will cover five key topical areas. In the first area, the high quality indicators of intervention research are explored through a series of readings and classroom discussions. In the second topic area, specific instructional practices supported in the research for teaching mathematics to students with disabilities are presented, discussed, and synthesized. Similarly, in the third topic area specific instructional practices supported in the research for teaching science to students with disabilities are presented, discussed, and synthesized. In the fourth area, the advanced application of curriculum-based measurement procedures is developed. Finally, in the fifth area, current and emerging technology applications for students with disabilities in mathematics and science are reviewed and presented.

Subject

SPLED

Credits (min)

3

Credits (max)

3

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Current and historical approaches to the assessment and instruction of students with intellectual and developmental disabilities.

Subject

SPLED

Credits (min)

3

Credits (max)

3

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Explore research underlying effective instruction for students with high- incidence disabilities and use information to design and deliver class lessons. SPLED 512 Advanced Instructional Design and Delivery for Students with High-Incidence Disabilities (3)The purpose of SPLED 512 is to provide advanced discussion and application of appropriate methodology for teaching academic skills to students with significant learning difficulties. The majority of the course deals with a review of the research on (and practical application of) effective practices for designing and delivering academic instruction and independent work to students who do not learn optimally under current conditions within their general education classes. Students will review and discuss both foundational and current research in instructional design for students with learning difficulties. Readings will be drawn from research in general education, special education, cognitive psychology, and educational psychology. Students will read and discuss the research literature on underlying cognitive processes which impact learning for students with learning disabilities (e.g. attention, executive functioning, working memory, prior knowledge) and on intervention research with this population. In addition, students will demonstrate the ability to make practical application of these research-based methods in designing and delivering instruction.

Subject

SPLED

Credits (min)

3

Credits (max)

3

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Comparison of typical and atypical development of infants and toddlers; applicable instructional strategies in education.

Subject

SPLED

Credits (min)

3

Credits (max)

3

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Describes and illustrates models, methods, and materials for assessing infants and preschoolers with developmental delays and disabilities.

Subject

SPLED

Credits (min)

2

Credits (max)

3

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Explore current issues and research in the field of special education.

Subject

SPLED

Credits (min)

3

Credits (max)

3

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Seminar dealing with advanced research analysis, interpretation, synthesis, and presentation in special education. SPLED 521 Capstone Seminar in Special Education (3) SPLED 521 is the capstone course of the M.Ed. in Special Education. In this course students develop and present their capstone projects. Projects generally relate to topics explored in both the student's area of emphasis, as well as in an initial research course. Projects may involve quantitative or qualitative data collection or syntheses of literature. Early in the course, students develop and refine research questions of their own interest. After questions are clearly delineated, students learn methods of data collection that will assist in answering their questions. Students will then learn skills needed to write for both practitioner and research outlets. Finally, students will develop and present their key findings to the class using appropriate technology.

Subject

SPLED

Credits (min)

3

Credits (max)

3

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Strategies for educating learners with disabilities in inclusive settings with an emphasis on instruction, accommodations, collaboration, and consultation.

Subject

SPLED

Credits (min)

3

Credits (max)

3

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Specific learning disabilities is the largest diagnosis for which students receive special education services under the Individuals with Disabilities Education Act. A learning disability has a life-long impact on the individual with the learning disability. The information shared in this course will benefit educators, parents, policy-makers, educational leaders, and other educational stakeholders and school personnel. In this course, learners evaluate and synthesize research and theoretical implications in the educational and behavioral support of students with learning disabilities. Topics include characteristics and diagnosis of learning disabilities, profiles of learning disabilities (e.g., dyslexia), evidence-based practices to support students with learning disabilities, personal experiences with learning disabilities, and myths or common misunderstandings of learning disabilities.

Subject

SPLED

Credits (min)

3

Credits (max)

3

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Information and skills needed for successful completion of Ph.D. study in Special Education for those targeting academic careers. SPLED 540 Orientation to PhD Study in Special Education (3) Offered every fall semester, this course is for students new to Ph.D. study in Special Education to prepare them for Candidacy and initiation of a line of research. Students take the course during their first semester in the Program. Based upon special offerings and typical numbers of new Ph.D. students in Special Education the anticipated enrollment will be 5-7 students. The course is intended to provide students frequent feedback on development of basic search skills and skills related to conducting a systematic review of professional literature, a skill that is prerequisite to development of a research agenda. At this point in their development, students are not expected to be able to formulate experimental research questions or use the IRB. They are still at a point at which they need to develop their skills reading and synthesizing current literature as a foundation for future experimental efforts (development of hypotheses, experimental designs, and IRB approvals are all covered in later courses). Students will receive feedback from the instructor and from peers as well as provide it to peers thereby developing their own feedback and editing skills (students actually receive feedback on their feedback). Towards the end, they need to be able to recognize varying forms of literature reviews (differing purposes and methods) and developing a means for conducting their own reviews in a systematic, replicable manner. They need to work on technical writing skills and on organization and using APA style. To accomplish this requires a lot of discussion and analysis of work in separate stages of development of a review. Generally the content includes basic information and skills needed for successful completion of Ph.D. study including: Campus resources, pitfalls, technical writing skills, setting a research agenda (research to practice issues) and conducting systematic reviews of professional literature. While this may not sound like much, it is important to note that this is a highly individualized course with an emphasis on skill development. Therefore, as a result of participation students will: (1) become acclimated to PSU information resources, (2) identify ways to keep on track during PhD study, (3) identify local support networks, (4) locate 3 systematic reviews of the professional literature and identify key features, (5) identify 3 key issues in research to practice in Special Education, (6) complete electronic searches for references on a topic assigned by the course instructor, (7) write an 18-22 page, systematic review (which will include introduction, methods, results, and discussion/implications sections), of the literature on a topic assigned by the instructor and based upon search results, (8) practice formulating "good" (i.e., answerable) research questions, (9) distinguish between plagiarism and appropriate citation of other works, (10) refine technical writing skills (including using APA style), (11) develop feedback/editing skills in the area of technical writing, and (12) prepare an oral presentation of their results complete with visuals. Methods of evaluation are primarily subjective and will include both peer and instructor assessments. Peer feedback during the development of the systematic review will not carry weight toward a final grade although the instructor will provide feedback to peers on their feedback to each student. The instructor's feedback will largely be individual and in writing and orally in private meetings with each student as the review is conducted in steps (e.g. introduction, results, etc.). Instructor's feedback will include areas related to technical writing in Special Education such as correct APA format, organization, substantiating claims, analysis and synthesis skills, and providing solid rational for the effort.

Subject

SPLED

Credits (min)

3

Credits (max)

3

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Professional competencies and ethical issues related to obtaining and retaining positions in higher education. SPLED 550 Professional Seminar in Special Education (2) SPLED 550, Professional Seminar in Special Education is a required course for all doctoral candidates in the Special Education Program. The purpose of the seminar is to discuss and further develop professional competencies needed to obtain and retain positions in higher education as well as discuss issues related to professional ethics. Topics will include university teaching, applying and interviewing for a job, conference presenting, developing inservice programs and other expectations of higher education not covered in other coursework. In addition, ethical issues related to conducting research and working with students, staff and colleagues will be covered.

Subject

SPLED

Credits (min)

2

Credits (max)

2

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Advanced assessment of special needs learners including research and legal basis for norm-referenced and informal assessments.

Subject

SPLED

Credits (min)

3

Credits (max)

3

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Current Issues and Research in Education for Students with Challenging Behaviors

Subject

SPLED

Credits (min)

3

Credits (max)

3

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

A seminar to review and design research in special education. SPLED 573 Introduction to Research in Special Education (3) The research literature provides professionals in the field with an array of valuable information. Unfortunately, this literature is, for various reasons, under-utilized by classroom teachers. The ultimate purpose of this class is to help teachers find solutions in the literature to everyday classroom problems. In line with this purpose, teachers will learn how to (a) find information in the literature, (b) evaluate the technical adequacy of the information, and (c) apply the information in their setting.

Subject

SPLED

Credits (min)

3

Credits (max)

3

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Designed to facilitate development of grants and proposal writing techniques for submission and funding by student researchers.

Subject

SPLED

Credits (min)

3

Credits (max)

3

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Supervised student activities on research projects identified on an individual or small-group basis.

Subject

SPLED

Credits (min)

1

Credits (max)

15

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Supervised off-campus, nongroup instruction, including field experiences, practicums, or internships. Written and oral critique of activity required. A specific title may be used in each instance and will be entered on the student's transcript. Multiple offerings may be accommodated by the use of suffixes A, B, etc.

Subject

SPLED

Credits (min)

1

Credits (max)

12

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Supervised clinical experience on campus in University-managed diagnostic and remedial settings.

Subject

SPLED

Credits (min)

1

Credits (max)

6

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Supervised off-campus field experiences in selected laboratory settings with exceptional children.

Subject

SPLED

Credits (min)

1

Credits (max)

10

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Prerequisite: SPLED595B

Subject

SPLED

Credits (min)

1

Credits (max)

6

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Creative projects, including nonthesis research, which are supervised on an individual basis and which fall outside the scope of formal courses.

Subject

SPLED

Credits (min)

1

Credits (max)

9

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Formal courses given on a topical or special interest subject which may be offered infrequently.

Subject

SPLED

Credits (min)

1

Credits (max)

9

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Formal courses given on a topical or special interest subject which may be offered infrequently; several different topics may be taught in one year or term.

Subject

SPLED

Credits (min)

1

Credits (max)

9

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

No description.

Subject

SPLED

Credits (min)

1

Credits (max)

15

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

No description.

Subject

SPLED

Credits (min)

0

Credits (max)

0

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Experience in structuring and teaching a college course supervised by a graduate faculty member.

Subject

SPLED

Credits (min)

1

Credits (max)

3

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

No description.

Subject

SPLED

Credits (min)

1

Credits (max)

15

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

No description.

Subject

SPLED

Credits (min)

0

Credits (max)

0

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Overview of motivation, encouraging positive behaviors, effective classroom management, performance feedback, functional behavior assessment, collaboration, generalization, and maintenance of behavior.

Subject

SPLED

Credits (min)

3

Credits (max)

3

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Evidence-based methods for designing, delivering, and adapting instruction for students with special needs in general education settings.

Subject

SPLED

Credits (min)

3

Credits (max)

3

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Overview of special education assessment law, the assessment process, monitoring academic progress, classroom behavior, and assessing learners with severe disabilities. SPLED 803 Evidence-Based Assessment for Teaching Learne4rs with Special Needs (3) This course provides an overview of special education law and methods to assess learners with special education needs in the general education setting. Roughly 15% of the course provides knowledge related to historical and legal foundations of special education that relates to general education teachers and settings. The remaining content focuses on assessing learners with both mild and more severe disabilities in general education settings. Specifically, students will learn how children are identified with special needs and found eligible for special education services. Students will learn about the value and importance of collecting and using data to make informed instructional decisions. Different assessment procedures will also be covered including norm-referenced tests and progress monitoring through the use of curriculum-based measures. Students will learn to create and implement assessments across a variety of content areas such as reading, writing, mathematics, and vocabulary (in social studies or science classes). An important part of data collection procedures is the ability to graph data and subsequently make decisions based on this data; thus, a portion of the course will focus on these skills. Students will also learn how to monitor classroom behavior. Finally, there will be a focus on assessing learners with more severe disabilities. Functional behavior assessments as well as accommodating learners with severe needs will be discussed.

Subject

SPLED

Credits (min)

3

Credits (max)

3

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

This course covers the foundational underpinnings of the field of applied behavior analysis, which uses principles of behavior to positively impact client outcomes. The field emphasizes an empirical base through the use of experimental analysis of key variables in order to develop evidence-based interventions. This course is divided into two main areas. In the first half of the course, content is centered around behavior as a science and the historical foundations of applied behavior analysis. The second half of the course is comprised of an examination of respondent and operant conditioning as well as basic principles of behavior.

Subject

SPLED

Credits (min)

3

Credits (max)

3

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

This course is a prerequisite to subsequent courses in the applied behavior analysis course sequence. This course teaches the basic principles of applied behavior analysis, the building blocks necessary for developing evidence-based behavioral interventions. Defining and operationalizing behavior will be reviewed and then students will take an in-depth look at the principles of reinforcement and punishment. Students will review respondent and operant conditioning and then will learn about contingencies and stimulus control, schedules of reinforcement and the various types of differential reinforcement, and motivating operations. Finally, verbal behavior will be covered including exploration of each of the verbal operants and an overview of the application of verbal behavior training toward communication goals. Throughout the course, an emphasis will be placed on understanding these principles in applied contexts.

Subject

SPLED

Credits (min)

3

Credits (max)

3

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

This course teaches students how to conduct and interpret various behavioral assessments. The course will begin with a discussion of the purpose of assessment, determining the need for behavior analytic services, and record review and intake considerations. Students will then explore various behavioral assessments including skills assessments, preference assessments, direct and indirect functional behavior assessments, and experimental functional analysis. Finally, students will learn how to interpret the results of the assessments to accurately determine the function of problem behavior.

Subject

SPLED

Credits (min)

3

Credits (max)

3

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

This course is a prerequisite to subsequent courses in the applied behavior analysis course sequence. This course utilizes the concepts and foundations taught in the prerequisite courses in order to guide students towards developing the skills necessary in implementing evidence-based practices and selecting the appropriate procedures when targeting behaviors for change. The course will begin with an overview of intervention and will continue with an exploration of reinforcement-based interventions and establishing stimulus control. Students will then take an in-depth look at various instructional procedures including environmental arrangements, imitation, modeling, shaping, chaining, and equivalence-based instruction. Content will then focus on interventions to decrease target behaviors and will finally conclude with strategies to promote generalization and maintenance of behavior change.

Subject

SPLED

Credits (min)

3

Credits (max)

3

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

As one of the final courses in the applied behavior analysis sequence, this course builds on the concepts taught in the prerequisite courses and will cover organizational behavior management, which can be defined as using a behavior analytic framework to teach students how to train, supervise, monitor, and provide feedback to personnel who are implementing academic and behavior change programs. Students will also take an in-depth look at using function-based assessment to guide the development and implementation of interventions. The course will conclude by covering advanced content in the areas of verbal behavior and equivalence-based instruction.

Subject

SPLED

Credits (min)

3

Credits (max)

3

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Recommended Preparations: SPLED 503A Ethical behavior is a key component of any human service enterprise. Before a special education teacher or behavior analyst can effectively work with a client or student, they must first establish an environment of trust. This trust is built through ethical behavior on the part of the practitioner. In this class students will learn about the governmental and professional disciplinary standards that regulate the field of behavior analysis in special education. Beyond the letter of the law, students will work through case studies where ethical dilemmas are presented in an effort to tease out the underpinnings of ethical behavior. In this class students will work through five major content areas that are related to ethics in behavior analysis. As a foundation, Federal, State, and Local statutes that pertain to the practice of behavior analysis will be presented. Additionally, other key legal issues such as informed consent and privacy will be discussed. Next, students will learn about definitions of ethics along with the most common ethical dilemmas in the field. Relatedly, students will learn about the reporting of unethical behavior. After the more general treatment of ethics, the class will move on to more formal codes of ethical conduct, which include those promulgated by the Council for Exceptional Children and the Behavior Analyst Certification Board. The final third of the class is focused on ethics within practice and includes topics such as working and communicating with families in a responsible manner and strategies to support ethical behavior. After successfully completing this course students should will be able to (a) describe ethical behavior, (b) discuss relevant governmental regulations regarding behavior analysis in schools, (c) discuss the disciplinary standards of the Behavior Analyst Certification Board, (d) discuss the ethical standards of the Council for Exceptional Children, and (e) identify effective communication skills with clients and students

Subject

SPLED

Credits (min)

3

Credits (max)

3

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Supervised experience in applied settings implementing behavior management techniques.

Subject

SPLED

Credits (min)

2

Credits (max)

4

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu

Formal courses given on a topical or special interest subject with a professional orientation that may be offered infrequently.

Subject

SPLED

Credits (min)

1

Credits (max)

9

Credit unit

Credits

Type

course

Edition

2026

Source

bulletins.psu.edu