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Graduate School

Course Descriptions
S through Z

School Psychology

PSY 503 Statistics (3 SH) The tool necessary for understanding contemporary educational research, including probability, measures of central tendency, and sampling theory.

PSY 511 Human Growth and Development (3 SH) Theory and research in the areas of sensorimotor, language, cognitive, emotional, social, and moral behavior of the normal child. The interaction of the biological and environmental factors influencing growth and development are stressed.

PSY 512 Research Design and Measurement (3 SH) A variety of research methodologies, as pertains to school psychology, will be examined, as well as the advantages and disadvantages of their use. Nature and type of measurement and the construction of measuring devices will be discussed.

PSY 513 School Psychology Research Seminar (2 SH) Practicum in research design and implementation. Students will design a research project relevant to issues in school psychology. Students will select and meet with an advisor regarding preparation of the project, meet with and have project proposal approved by their graduate committee.

PSY 514 Individual Cognitive Assessment (4 SH) Concerned with theory and methodology as well as procedures and techniques of administering a wide range of group and individually administered tests of intelligence. The students will be required to complete 25 test administrations and protocols; and ten written reports. One report will be a cap-stone report where some child has been administered at least three tests.

PSY 518 Psychopathology of Children (3 SH) Behavior problems are considered from the point of view of genetic abnormalities, teratogens, deviations in normal development, effects of social and family stressors, and failure to develop appropriate social skills. The major theories and research related to the development of deviant behavior in children are examined within this framework.

PSY 525 Role and Function of the School Psychologist (3 SH) Current issues facing school psychologists and the impact of family dynamics on the child’s learning and behaviors are examined. Attention is paid to the legal aspects and ethics of being a school psychologist. This course considers consultation with parents, school systems, and the community. Laws governing education will be reviewed.

PSY 533 Social and Behavioral Interventions in School (3 SH) The application of research-based interventions to the social and behavioral problems of children and adolescents in the school setting, and mental health issues in the schools will be discussed. This course has a practicum of shadowing educators, including school psychologists, working with special needs children.

PSY 584 School Psychology Practicum I (3 SH) This practicum provides students an opportunity to apply learning from content courses to elementary and secondary students who are failing to find academic success in school. The assessment of processing problems that sometimes underlie learning disabilities will be examined.

PSY 585 School Psychology Practicum II (3 SH) This practicum focuses on assisting school children with challenging behavior problems. Emphasis will be placed on deciding whether a diagnostic or consultative role will best meet a particular child’s needs.

PSY 586 Clinical Experience (3 SH) This course provides the didactic experience in counseling which accompanies participation in the Minot State School Psychology Clinic.

PSY 589, Continuing Enrollment (0 SH) Required enrollment for students previously enrolled in thesis or project credits who have not completed the credits by the end of the semester enrolled. Fee required.

PSY 590 Counseling Skills (3 SH) Students will learn and practice their counseling skills including active listening and reality therapy.

PSY 592 Special Topics Seminar in School Psychology (3 SH) This course is intended to provide a seminar format for discussion and instruction of topic areas in School Psychology.

PSY 592 Special Topics Diversity in Schools (3 SH) This course raises awareness on sensitivity to differences among learners.

PSY 597 Thesis (3 SH) Individual research culminating in a thesis.

PSY 598 Internship (6 SH) This internship will involve spending 600 hours in school or a similar setting. It will also involve an integrative experience where the individual will demonstrate competencies is assessment, programming, consultation, and counseling.

PSY 599 Internship (6 SH) The internship will involve spending 600 hours in schools or a similar setting. It will also involve an integrative experience where the individual will demonstrate competencies in assessment, programming, consultation, and counseling.

Science

SCI 500 Workshops (1-3 SH) Courses numbered as SCI 500 may not be used to meet any requirements for the MAT: Science degree.

SCI 501 Research Methods (3 SH) Introduction to skills needed to carry out scientific research, including library, computer, communication, data management, and analysis skills. Students will propose a scientific research project.

SCI 505 Biogeochemical Cycles (3 SH) Interdisciplinary study of global biogeochemical cycles and their impact on the environment.

SCI 510 Survey of Science Curricula (3 SH) Historical survey of science curricula with an emphasis on recent issues and trends and their application to current teaching practice.

SCI 579 Research (1-2 SH) Research related to thesis topic. Student must have approved thesis proposal on file prior to registering for this course. Course may be repeated for a total of 4 credits at the discretion of the student’s Graduate Advisory Committee.

SCI 589 Continuing Enrollment (0 SH) Required enrollment for students previously enrolled in thesis or project credits who have not completed the credits by the end of the semester enrolled. Fee required.

SCI 590 Seminar (1-3 SH) Seminars on topics as approved by the division chair.

SCI 592 Special Topics (1-3 SH) Special topics in Science.

SCI 597 Independent Study (1-3 SH) Individual study on topics as approved by the division chair.

SCI 599 Thesis (2 SH) Individual research culminating in a thesis.

Special Education

SPED 500 Workshops (1-3 SH)

SPED 501 Introduction to Graduate Study (3 SH) This core course covers the methodology and procedures of educational research. It includes an examination of the types of group and single subject research techniques most commonly used in the various academic areas, and an analysis and evaluation of the strengths and weaknesses of each techniques.

SPED 502 Studies in ASD (2 SH) This course will provide an overview of autism spectrum disorders including history, diagnostic criteria, characteristics, and services.

SPED 504 Introduction to Preschool Children with Disabilities (3 SH) Students in this course receive an overview of the characteristics of young children who have or are suspected of having developmental delays. Definitional issues, legislative issues, developmental characteristics, and educational impacts are described. A variety of service delivery models are presented.

SPED 505 Consultation and Supervision in SPED (2 SH) Students in this course study the various organizational models for special education services. It includes examination of consultant models throughout the processes of referral, appraisal, placement, implementation and evaluation.

SPED 507 Intro to Mild Disabilities (3 SH) A survey course in the education of persons with Developmental Disabilities including conditions, legal aspects, history, parental perspectives, educational programming, service delivery systems, and current research. This course provides a comprehensive reference of developmental, clinical, educational, family and intervention issues relating to the education of children with Developmental Disabilities.

SPED 509 Infant/Toddler Development (3 SH) Infant Development is designed to provide the learner with a thorough analysis of typical and atypical infant/toddler development. The course includes the observation and study of typical and atypical development in children from birth through thirty-six months. Criterion for monitoring development across domains is discussed. An overview of basic service delivery definitions and concepts in early intervention is also provided.

SPED 510 Introduction to Disability Services (3 SH) This course will provide an overview of services for children, youth and adults with disabilities. Disability law, service delivery systems, and aspects of various disabilities will be covered.

SPED 513 Deaf Studies (3 SH) This course presents a comprehensive study of the Deaf community. Topics include history, culture, language, literature, art, society and social networks, customs, traditions, and identity.

SPED 515 Practicum (1-8 SH) Designed to provide specific field experiences by program, this experience is typically the final requirement prior to graduation. Prerequisite: Completion of all graduate course requirements in the area of specialization with a minimum GPA of 3.00 or permission of department chair.

SPED 516 Diagnostic Practicum (6 SH) This course provides practicum in all aspects of the "Team Evaluation" process from administration to diagnosis, report writing, and program planning. Prerequisite: Completion of all graduate course requirements or permission of the program director.

SPED 517 Methods for Mild Disabilities (3 SH) This course is a methods and materials course for educational programming necessary when working with students with mild disabilities. It focuses on academics, social functioning, vocational training and life skills instruction for individuals with Developmental Disabilities, Learning Disabilities and Emotional Disabilities.

SPED 520 Introduction to Behavior Disorders (3 SH) This is a survey course designed to acquaint the students with the problems and issues surrounding services with ED. An overview of the concept of emotional and behavioral disorders, along with the characteristics of learners with BD will be presented. Classification and service delivery models will also be discussed.

SPED 521 Community Supports for Individuals with Behavior Disorders (2 SH) This course provides an analysis of the major service system (education, human/social services, mental health, juvenile justice) for individuals with emotional or behavior disorders.

SPED 522 Guidance and Counseling for Behavior Disorders (3 SH) This course will review best practices in servicing students who have emotional or behavioral disorders. It will cover techniques for teaching students alternative behaviors in one-on-one and small group settings.

SPED 523 Field Seminar in LD/BD (1-4 SH) This course provides a mentored, individualized field practicum in settings serving youth with learning, emotional, and behavioral disorders. Prerequisite(s): SPED 521 Community Supports for Individuals with Behavior Disorders.

SPED 524 Methods of Teaching Individuals with Behavior Disorders (3 SH) This course is a study of data-based, validated techniques and methods of educational intervention for students with emotional or behavioral disorders. Includes methods for both elementary and secondary students emphasizing transitions between service settings and agencies. Prerequisite(s): SPED 520 Introduction to Behavior Disorders

SPED 525 Introduction to Severe Disabilities (1 SH) This is an introduction to the study of persons with severe disabilities and the services they receive. Instructors will cover basic concepts in services in severe disabilities as well as characteristics of individuals and of service. This course should be taken before or simultaneously with other Severe Disabilities courses.

SPED 526 Effective Teaching: Observation of Student Learning (1 SH) This course is designed to teach students how to conduct observations of student learning. This course is geared specifically to address issues related to working with students with severe disabilities. Strategies for conducting observations in the classroom, using observations to gather assessment data, using data collected to make educational decisions for students will be discussed.

SPED 527 Effective Teaching: Basic Skills for Teaching (1 SH) This course is designed to provide an overview of curriculum development, instructional strategies, and additional “best practice” procedures for students with severe disabilities. Emphasis is on utilization of an activity-based and ecological inventory approach to curriculum design and programming for skill acquisition, generalization, and maintenance. Elements of classroom management, integrated related services, and family participation are also introduced.

SPED 528 Managing Daily Activities (1 SH) This class introduces learners to the practical aspects of managing daily activities for people with severe/multiple disabilities. The course focuses on how to set up and organize a program. Topics include understanding related “best practices” standards, developing activities and daily schedules, teacher/ provider and para-professional roles and responsibilities, daily communication with families and related service personnel, managing personal care routines, and training and evaluating staff in response to a program evaluation of the daily activities.

SPED 529 DD/ASD Communication & Assistive Technology (2 SH) This course provides an introduction to the use of assistive technology and augmentative communication for students who have autism spectrum disorder/developmental delays. Introductory material is presented related to communication, mobility, learning, technologies, and aids for independence. Issues regarding assessment of student needs and funding assistive technologies are also covered. Prerequisite: SPED 502 or instructor’s approval.

SPED 530 Physical & Medical Needs of Persons with Severe Disabilities (3 SH) This course is an introduction to physically handicapping conditions and related educational practices. Etiological considerations with educational implications are stressed in at least the following areas: cerebral palsy, spina bifida, muscular dystrophy, epilepsy, and skeletal deformities. Review of methods for physical and health management is provided.

SPED 531 Theoretical Aspects of Exceptional Children (3 SH) Theoretical principles of child growth and development: physiological, psychological, behavioral and cognitive growth are addressed as related to special conditions of exceptional children for structuring improvement in their performance.

SPED 533 Clinical Practice (1-4 SH) This course provides a practicum in the assessment of children or adults with disabilities.

SPED 534 Effective Teaching: Managing Behavior (1 SH) This course is designed to teach management of student behaviors in the classroom and is geared to specifically address issues related to working with students with severe disabilities. Common behavior issues and their function will be discussed, as well as strategies for managing these excess behaviors.

SPED 535 Effective Teaching: Inclusion Strategies (1 SH) The focus of this course is on the introduction of the philosophical, theoretical and practical aspects of providing inclusive education and includes the following: developing support for inclusion in school settings; facilitating transitions from special education into regular education classrooms; encouraging professional collaboration; developing regular education curriculum; designing adaptations and modifications; building social relationships and acceptance; and addressing typical challenges and barriers to inclusion.

SPED 538 Final Practicum in Developmental Disabilities (1-4 SH) This is a mentored, individualized field practicum in setting and serving youth with developmental disabilities. Prerequisite: Completion of all graduate course requirements in DD/ASD with a minimum GPA of 3.0 or permission of the department chairperson.

SPED 541

SPED 542 Methods/Materials in DD/ASD (3 SH) This is a methods course in instruction of persons with developmental disabilities and autism spectrum disorders across the lifespan. The course emphasizes current best educational practices in curriculum development, delivery and monitoring including individualized programming planning and adaptations, specific instructional strategies, and organizing for the delivery of instruction. Prerequisite: SPED 502 or instructor’s approval.

SPED 543 Methods of Teaching ECSE (2 SH) This course is a methods course in instruction of children from birth through age five that emphasizes best practices instruction; curriculum development and implementation with ongoing assessment of children’s progress.

SPED 544 Social Skills Strategies (2 SH) This course is designed for anyone interested in delving into the unique communication and social needs of people living with autism spectrum disorders. Participants should have some general knowledge and/or experience about autism spectrum disorders.

SPED 546 Intensive Naturalistic Methods (2 SH) This course is designed to address the unique needs of individuals with high functioning autism and Asperger syndrome. Effective methods for addressing these needs in natural ways throughout the lifespan will be addressed. Prerequisite: SPED 502 or instructor’s approval.

SPED 549 Practicum in ASD (1-2 SH) This is a course designed to provide specific field experience in the area of autism spectrum disorders. Generally this experience is the final requirement prior to graduation. Prerequisite: Completion of all graduate course requirements in the area of specialization with a minimum GPA of 3.00 or permission by the department chair.

SPED 550 Assessment in Special Education (2 SH) This course provides a description of processes of assessment for screening special education, eligibility, program planning, and evaluation. Legal requirements, professional roles and responsibilities, and terminology are covered. Focus is on the interdisciplinary assessment process.

SPED 561 Behavior Problems of Exceptional Children (3 SH) This course discusses how principles and techniques of behavior management are related to classroom structure, development of academic and social skills.

SPED 563 Family and Community Systems in Early Intervention (3 SH) This course identifies and validates ecological variables that impact early intervention services. Emphasis is placed on a family-centered approach as it impacts service delivery formats, related service, support services, parent involvement, interagency collaboration, and program design. Family structure and dynamics are emphasized.

SPED 565 Early Intervention: Deaf/HH (3 SH) The focus of this course is on a family-centered approach to providing support and services to deaf and hard of hearing children and their families. Additional emphasis is placed on the effectiveness of early intervention on the language, social, and academic development of young children. Students are exposed to assessment strategies, effective program development, and language intervention approaches which help young children acquire fluent language and communication skills.

SPED 572 Methods of Teaching the Learning Disabled (3 SH) This course discusses techniques and methods of educational intervention for children with learning disorders that are related to appraisal, material development, individual program development and evaluation of pupil change in terms of academic and social skills development. Prerequisites: SPED 531.

SPED 582 Psychoeducational Appraisal of Children Who are Deaf or Hard of Hearing (2 SH) This course addresses analysis, administration and interpretation of criterion and norm-referenced instruments used to appraise the perceptual, cognitive and academic abilities of children who are deaf or hard of hearing. Participation in corequisite is required. Prerequisite: Consent of the instructor and SPED 533.

SPED 583 Teaching Speech to Deaf/HH (3 SH) This course presents the effective evaluation and development of speech skills of students who are deaf or hard of hearing. Students are exposed to formal and informal methods of assessment, the developmental sequence of phoneme acquisition and specific strategies for facilitating speech development.

SPED 584 Teaching Language to Deaf/HH (3 SH) This empirically based course explores the effects of hearing loss on language acquisition and development, assessment techniques, instructional strategies, communication methods and philosophies. The emphasis is on best practices.

SPED 585 Advanced Aural Rehabilitation (3 SH) This course provides both theoretical and practical competencies in the interpretation and application of audiologic information for communicative and educational programming and an understanding of the amplification needs of children with hearing impairment. Special emphasis is placed on selection, maintenance, use and management of amplification in the classroom.

SPED 586 Teaching Read/Academics to Deaf/HH (4 SH) This course presents assessment and methods of teaching reading, math, social studies and science to students who are deaf or hard of hearing. The emphasis is on effective and empirically proven instructional approaches and stresses the development of language across all content areas.

SPED 587 Students w/Cochlear Implants (2 SH) This course examines the science and technology of cochlear implants along with an emphasis on effective programming and rehabilitation for implanted school age children.

SPED 589 Continuing Enrollment (0 SH) This course is required for students previously enrolled in thesis or project credits who have not completed the credits by the end of the semester enrolled. Fee required.

SPED 590 Seminar in Special Education (1-3 SH) This course provides a special course of study related to a specific problem or unique area of concentration relative to special education, offered to any number of qualified graduate students upon request.

SPED 592 Special Topics (1-3 SH) Through this course, opportunity is provided to read research literature in special education on an individual basis to meet student needs and interests.

SPED 597 Independent Study (1-3 SH) This course provides student-initiated study under the direction of a faculty advisor.

SPED 598 Research Project (1-3 SH) This course provides individual research culminating in a research project.

SPED 599 Thesis (1-3 SH) This course provides individual research culminating in a thesis.