Graduate Psychology Course Descriptions
For any ED courses listed in the requirements or electives for the Counseling Psychology programs, please refer to the Education course listings.
PS 500 Introduction to School
Counseling (3)
Introduces students to the profession of counselor in a school setting,
the history of this profession, its current trends, challenges, ethical
issues, and the scope of a school counselor’s work. The course of
study proceeds within the context of domains identified in the American
Counselor Association’s National Standards for School Counseling:
Academic, Career, and Personal/Social.
PS 510 Survey of Research Methods
& Statistics (3)
Focuses on the application of a systematic and empirical approach to the
study of psychology. Topics will include: scientific method, pseudoscience,
types of experimental research, variable definition, validity threats,
control strategies, experimental design, ethical issues, how to present
research, statistical application, and additional material. Students engage
in discussion, conduct relevant empirical research, and write research
reports in the format of the American Psychological Association (APA).
PS 521 Cognitive Psychology (3)
Description & Necessity: The goal of this course is to introduce students to the field of human cognition through the exploration of classical theoretical and experimental research in cognitive psychology. Students will be introduced to the experimental methods used to study mental processes. Emphasis will be placed on a discussion of the brain and neural networks, memory models, perception, language, concept learning, knowledge, problem solving, reasoning and decision making. Prerequisites: PS 510
PS 525 Personality Theories (3)
Focuses on an in-depth study of the historical development of personality
theories, including psychodynamic, phenomenological, and cognitive perspectives.
Students will examine primary works and other relevant literature.
PS 526 Behavior Analysis and
Learning (3)
Provides an introduction to behavior analysis and the learning principles
on which ABA is founded. Everyday behavior and how it changes is explained
by learning principles derived from an analysis of scientific research.
Students learn procedures that derive from behavioral principles and practice
implementing those procedures in computer simulations. Principles and
procedures in the course curriculum include reinforcement, extinction,
differential reinforcement, punishment, stimulus control, issues of discrimination
and generalization, shaping, fading, prompting, concept formation, stimulus
equivalence, respondent learning, conditioned reinforcement, schedules
of reinforcement, and behavioral definitions.
PS 534 Research Methods in Applied
Behavior Analysis (3)
Examines the use of the scientific method to evaluate assessment and intervention
techniques in behavior analysis. Topics include measurement techniques,
single-subject experimental design, selection of dependent and independent
variables, graphical presentation and evaluation of results, ethics pertaining
to human subjects and treatment implementation, and ways of communicating
research results. Principles and procedures involved in the experimental
analysis of reinforcement schedules, stimulus control, and stimulus equivalence
are included.
PS 537 Introduction to Applied Behavior Analysis (3)
This course is designed to introduce graduate students to the basic principles of behavior analysis. Applied behavior analysis (ABA) is an overall management system. It is important to understand concepts of applied behavior analysis and also how to apply those concepts across various learning environments and skill levels to become effective and efficient analyzers of the principles of learning. This course has a 12-hour field component.
PS 545 Legal and Ethical Issues
in Counseling (3)
Examines the various legal constraints and ethical principles related
to the roles and responsibilities of professional counselors in private
practice, agencies, schools, etc, as well as the ethical standards for
art therapists. Students learn to use the codes of ethics of their various
specializations in order to become adept at good ethical decision-making
in their profession(s).
PS 550 The School & Society:
Problems & Interventions (3)
Familiarizes students with major sociological perspectives on social problems,
including alcohol/drugs, crime, poverty, family conflict, etc., and will
examine their application. The course will further examine the impact
of societal circumstances on the young people (children/adolescents) and
families whom students will meet and serve in their role as school counselors
and contributors to policy matters.
PS 553 Assessing Autism Interventions (3)
Provides a short history of autism and examines its characteristics and how to assess the
effectiveness of the major therapies that have been developed to treat autism. In addition to
evaluating applied behavior analysis (ABA) and the landmark studies by Lovaas and Krantz &
McClannahan, the course evaluates other approaches, such as Auditory Integration Therapy,
Sensory Integration Therapy, Greenspan, and the Miller Method.
PS 555 Counseling Theory and
Practice: Foundations (3)
Includes study of major counseling theories and therapeutic approaches,
focusing on the early and foundational theories in the history of mental
health intervention. The course emphasizes psychodynamic and phenomenological
approaches. Prerequisite: PS 525.
PS 556 Advanced Applied Behavior Analysis (3)
This course, which is a continuation and expansion on the principles learned in PS537 Intro to ABA, will examine strategies to promote generalization of learned skills, prompting strategies, teaching self-management, group-oriented contingencies, shaping techniques, behavior chains, motivational systems, and other topics. This course includes a 12-hour field component requirement. Prerequisite: PS 534 and PS 537.
PS 560 Goals & Processes
of Evaluation (3)
Examines the theory, development and applications of psychological, educational
and occupational tests. Students will become familiar with intelligence,
achievement and ability tests, personality assessments, and career interest
instruments and will learn to administer them with confidence and competence.
The course also considers theoretical concepts such as the reliability
and validity of tests.
PS 561 Ethics and Professionalism in ABA (3)
This course prepares students for the ethical and professional practice of applied behavior analysis. Students will learn about the foundations of professional and ethical behavior needed to insure a high quality of practice in behavior analysis. Included will be discussions of evaluating behavior change, collaborating with other professionals, relationships with clients and colleagues, professional representation of oneself and the field of behavior analysis, dissemination of professional values, the Behavior Analyst Certification Board Guidelines for Responsible Conduct. The course content will be addressed through course readings, lectures, classroom discussion, audio-visual presentations, and role playing. Prerequisites: PS 526, PS 534, PS 537, PS 556
PS 565 Counseling Theory and
Practice: The Modern Theories (3)
Includes a study of the major current counseling theories and therapeutic
approaches. The course focuses on cognitive and behavioral approaches
and provides a variety of opportunities for students to apply theory to
cases. Prerequisite: PS 555.
PS 570 The School Counselor &
Community Resources (3)
Addresses the reality that in today’s complex society, school counselors
do not work in isolation in their service to students and their families
with a variety of needs. In the context of this course, students will
examine the agencies, organizations and resources present in local communities
as well as strategies for forming positive relationships with them.
PS 572 Language and Social Skills for Individuals with Autism (3)
Examines a variety of empirically validated methodologies for increasing language and social
skills for individuals with autism. Examples of these include: incidental teaching, video and
audio modeling, and using textual cues. Students will learn to use these methodologies to teach
skills such as verbal imitation, conversation, play, pragmatics, peer initiation, and reciprocation.
Prerequisite: PS 537 and PS 556.
PS 573 Scientific Writing for Behavior Analysts (3)
Effective writing is an important skill to communicate the findings of a scientific discipline to other professionals and to the mainstream population. Course content will include the function of the written word, the logic of scientific vs. popular writing, APA Style, writing article summaries, writing a Literature review, developing thesis and dissertation proposals, the publication process, writing critiques, writing effective PowerPoint presentations, writing for popular media sources, the basics of grant writing, and developing the curriculum vitae. In this course, students will learn to analyze critically their own written products as well as those of colleagues and student peers. Students will write regularly, both in-class and on their own time, across a number of assignments, for practice and review.
PS 575 Psychopathology and Assessment
I (3)
Provides an advanced study of child and adolescent abnormal psychological
processes, behavior, etiology, symptomology, assessment and treatment.
Emphasis is placed upon cognitive and behavioral assessment procedures
and techniques. In addition, students are prepared to use the DSM-IV and
other diagnostic tools for understanding clients in varying settings.
Prerequisites: PS 525 and PS 535.
PS 580 Counseling Psychology Practicum
I (3)
The Practicum in Counseling Psychology /School Counseling is a culminating
experience in the master’s education. Students attend weekly class
meetings and are supervised by qualified professionals in agency or school
settings approved by the College Liaison. Students will gain practice
in performing the work of counselors, providing direct service for a minimum
of 100 hours. The Practicum prepares students to apply classroom learning
to real world concerns, and their ability to do so will be carefully observed.
Success in
the Practicum is a requirement for graduation. Prior to initiating this
course, students will be informed of practicum policies and will indicate
their agreement to uphold practicum standards. Advisor approval required.
A professional liability insurance fee will be billed with each practicum
course, and individual sites may require other assurances, for example
health screening or background checks. Prerequisites: for the Counseling
Psychology MA, 24 credits, including PS 525, PS 555, PS 565, and PS 575;
for the Post-Master’s School Counseling Specialization, 24 credits,
including PS 500 or PS 565; PS 560; PS 595 or ED 537 or ED 625.
PS 585 Psychopathology and Assessment
II (3)
Undertakes the advanced study of adult abnormal psychological processes,
behavior, etiology, symptomology, assessment and treatment. Emphasis is
placed upon cognitive and behavioral assessment procedures and techniques.
Students gain practice using the DSM-IV and other diagnostic procedures
for understanding client needs and for treatment planning. Prerequisite:
PS 575.
PS 590 Counseling Psychology
Practicum II (3)
Requires 100 or more hours to be spent in an advanced level of supervised
practical counseling experience in a professional setting. Students will
gain practice in performing the work of counselors, providing direct service.
This Practicum presumes increased responsibility and ongoing practical
experience in the counseling profession – whether in agencies, hospitals,
or schools. Success in the Practicum is a requirement for graduation.
Weekly class meetings provide group supervision by faculty and a shared
learning process.Prior to initiating this course, students will be informed
of practicum policies and will indicate their agreement to uphold practicum
standards. Advisor approval required. A professional liability insurance
fee will be billed with each practicum course, and individual sites may
require other assurances, for example health screening or background checks.
Prerequisite: PS 580.
PS 595 Principles of Applied
Behavior Modification (3)
Examines the theoretical contributions of major learning theorists and
reviews relevant behavior therapy literature. This course highlights the
application of general learning principles, behavioral assessment, and
modification techniques in clinical and school settings.
PS 600 Behavior Analysis of Child Development (3)
This course frames the basic concepts and research findings in infant, child, and adolescent development from a behavior analytic viewpoint. Topics include theory in science, critical analyses of concepts and research methods in developmental psychology, motor development, memory, imitation, perception, thinking, reasoning, concept formation, language, and social development. Prerequisites: PS 526, PS 537
PS 601 Behavioral Applications to Childhood Disorders (3)
Description & Necessity: The course is designed to teach the student about behaviorally based therapeutic approaches and techniques that have been empirically supported with children. Course content will focus on the theoretical conceptualization of clinical problems and the conceptual rationale for selecting and implementing behavior therapy techniques. Students will also become familiar with specific protocols for implementing several practical intervention skills. Prerequisites: PS 526, PS 534, PS 537, PS 556
PS 603 Older Learners With Autism (3)
This course focuses on identifying and meeting the unique needs of adults with autism spectrum disorders and the families and professionals who support them. Transition strategies from school to adult life will be addressed. Components of effective teaching, employment, volunteer, and residential programs will be identified as well as access to community services. Instructional strategies for the acquisition, maintenance, and generalization of skills and addressing challenging behaviors will be reviewed. Funding and legal aspects of adult services will be discussed. A brief historical perspective of services and civil rights for NJ adults with autism spectrum disorders will be reviewed. Prerequisites: PS 526, PS 534, PS 537, PS 556
PS 604 Advanced Language and Social Skills for Individuals With Autism (3)
This course is designed to examine a variety of behavior analytic methodologies to develop advanced language and social skills for individuals with autism. Students in this course will learn how to use and evaluate the available literature on teaching skills such as conversation, friendship, language concepts, cooperative play, conflict management, and self regulation among others. Prerequisites: PS 534, PS 537, PS 556, PS 572
PS 613 Techniques of Individual
Counseling (3)
An examination of and practice in the process and techniques of individual
counseling with adolescents and adults. Students learn and exercise a
variety of intervention strategies, tailored to the counselor’s
role in particular settings as well as clients’ developmental level
and needs. Prerequisites: PS 555 and PS 565.
PS 615 Functional Behavioral
Assessment (3)
Functional behavioral assessment (FBA) and analysis are important links
between simple descriptions of behavior and treatment planning. The course
will trace the historical development of functional assessment and functional
analysis from conceptual contributions in the 1950s through the development
of functional analytic techniques in the 1980s, to the present widespread
application of these techniques. It explores a range of assessment techniques
to use in a variety of settings, from home to school and clinic. The relationship
between assessment techniques and the delivery of the least restrictive
but most effective behavioral intervention will also be discussed. Students
will acquire expertise in a wide range of indirect and direct assessment
techniques. Prerequisite: ED 537.
PS 616 Assessment & Program Development for Individuals with Autism Part I (3)
One of the hallmarks of applied behavior analysis is its focus on the identification of goals and
the development of educational interventions specifically tailored for individual learners. This
course will focus on identifying educational goals, developing individualized curriculum and
motivational systems, assessing treatment effectiveness, and making decisions about
transitioning. Prerequisite: PS 526, PS 534, PS 537 and PS 556.
PS 617 Industrial/Organizational
Psychology (3)
An overview of the application of psychological principles in industrial,
organizational and business settings. Special emphasis is given to the
significance and appreciation of cultural diversity in the workplace.
Topics to be addressed include personnel management, motivation, leadership
and efficiency.
PS 620 Stimulus Control (3)
Investigates the processes that affect how individuals learn to respond
to different situations. Included will be a discussion of the research
literature concerning stimulus generalization and discrimination, differential
reinforcement, object labeling, and concept learning, among others. Students
will learn about the crucial aspects of programming for generalization
or discrimination. Prerequisite: PS 526.
PS 623 Marriage and Family Counseling
(3)
Examines theoretical models and current best practice in marriage and
family counseling. Students are introduced to specific techniques and
skills associated with major approaches, including cognitivebehavioral,
systems theory, and solution-focused interventions. Observation of expert
therapists and inclass practice facilitate understanding of these modalities.
PS 625 Motivational Systems and
Reinforcement (3)
A major component in applied behavior analysis is the use of effective
individualized motivational systems. This course will include a description
of the rationale and goals for the use of motivational systems, and the
real or imagined distinction between intrinsic and extrinsic motivation.
Discussed will be the characteristics of designing and implementing effective
motivational systems, types of reinforcers and how to select them, how
to identify the effectiveness of reinforcers, and how to transition from
primary reinforcers to naturalistic reinforcers. In addition, the course
will depict recent technological advances that have been incorporated
into various motivational systems. Prerequisites: PS 526 and ED 537.
PS 626 Assessment & Program Development for Individuals with Autism Part II (3)
This course focuses on the necessary and important components of both school- and home-based
instructional programs for individuals with autism. Issues related to developing and maintaining
a treatment team, designing curriculum, arranging the instructional space, developing
motivational systems, and data collection strategies will be discussed. Prerequisites: PS 526,
PS 534, PS 537, PS 556, and PS 616.
PS 630 Choice & Preference
(3)
Explores topics related to choice and preference behavior from both the
basic laboratory and applied settings. Included will be a discussion of
the major theories and issues of choice such as momentary maximizing,
melioration, delayed discounting, and the matching law. Basic research
on choice and preference will be translated to applied issues, including
preferences for particular items or activities and the relationship between
problem behavior and alternative appropriate behavior. The principles
and procedures used to study choice and preference will also be covered.
Prerequisite: PS 526.
PS 633 Career Counseling (3)
Offers a review of career development theories, career decision-making,
resume-writing, career assessment, and occupational information, as well
as basic strategies and instruments utilized by counselors in assisting
individuals toward making appropriate career choices. Activities designed
to assist clients at all developmental levels and in various settings
provide students with practice in helping others in their career development.
PS 635 Concept Formation (3)
Focuses on the learning principles that underlie the acquisition of conceptual
behavior and the formation of stimulus classes. Included will be an analysis
of conditional discrimination training; equivalence class, relational
class, and perceptual class formation; relational frame theory; and multiple
exemplar training. Applications for individuals with developmental delays
will be described. Prerequisite: PS 526.
PS 637 Substance Abuse (3)
Focuses on the phenomenon of addiction, including its psychology, biology,
pharmacology and treatment of substance abuse. Students will become familiar
with a number of substances of abuse and their impact on users. A variety
of currently accepted interventions will also be studied.
PS 639 Advanced Techniques in
Behavior Modification (3)
Applies the principles and procedures of applied behavior analysis to
children and adults in school, home, and business settings. Students will
gain practice in goal setting, reinforcement procedures, schedules of
reinforcement, stimulus control, stress reduction techniques, and the
design of programs for behavioral change.
PS 640 Self-Management (3)
Provides the student with an overview of the research literature in the
area of self-management in behavior analysis, including self-instruction,
goal-setting and contracting. Students will learn the practical implications
of assessing and increasing self-control for a variety of clinical diagnoses
(e.g., autism spectrum disorder, ADD/ADHD). The course will incorporate
research on behavioral economics and the
prisoner’s dilemma paradigm to illustrate issues of self-control
and impulsivity. Prerequisite: ED 537.
PS 643 Counseling Children (3)
Focuses on the particular assessment and therapeutic skills used when
working with children in response to a variety of presenting concerns.
Among the topics addressed will be the importance of building rapport
and the use of play therapy, art and projective techniques specifically
designed for children. Consideration of the role of family in working
with children is an integral part of learning to work with children.
PS 645 Developmental Disabilities
(3)
Students will learn to identify and understand various types of pervasive
developmental disorders and cognitive impairments, the etiology of these
disorders, and their prevalence in the general population. Students will
also acquire an understanding of current special education policies and
procedures, examine various assessment strategies used to identify children
with developmental disabilities, and determine
appropriate educational strategies.
PS 646 Analysis of Verbal Behavior
(3)
This course introduces students to a behavior analytic approach to language
and to the interaction between speakers and listeners. The course will
cover types of elementary verbal behavior. Students will learn to recognize
examples of these concepts as they occur in everyday life. Research articles
that report on teaching verbal behavior to learners will be analyzed.
Prerequisite: PS 526.
PS 647 Counseling and Spirituality
(3)
Explores the role and impact of values, spirituality and religious beliefs
in counseling. The relevance and power of client beliefs as they may relate
to presenting concerns and the possible role of utilizing the client’s
spirituality in the counseling process are explored. In addition, counselor
awareness of his/her own values is examined and recognized as a factor
in counselor effectiveness.
PS 648 Standardized Testing for Developmental Disabilities (3)
The early and accurate identification of individuals with disabilities has far reaching implications in terms of treatment and outcome. Methods to ensure diagnostic consistency across professionals are necessary to improve both research and clinical practice. To that end, there are a number of established and newer assessment instruments available to those who work with individuals with developmental disabilities. All diagnostic instruments for developmental disabilities gather information on social interaction, communication, and repetitive behaviors, but there are various approaches to assessing these symptoms and arriving at a diagnostic recommendation. This course will focus on a number of available instruments and evaluate them in terms of validity, reliability, norms, ease of use, and utility. Students will take an active part in becoming skilled in using these instruments and presenting their findings to their class peers. Prerequisites: PS 510, PS 526, PS 534, PS 537, PS 556, PS 645
PS 650 Thesis in Applied Behavior
Analysis I (3)
Students will develop an empirical research question, investigate the
already existing research literature relevant to that question, write
a literature review in the format of the American Psychological Association
(APA) style guide, and develop a formal research proposal using single-case
research designs. Prerequisite: all other M.A. coursework.
PS 651 Thesis in Applied Behavior
Analysis II (3)
Students will carry out the research project designed in PS 650, analyze
the results of the study and discuss its implications, and write the research
report in the format of the American Psychological Association (APA) style
guide. The final product will be suitable for dissemination through professional
research conferences and/or research journals. Completed projects will
be published on the web by ProQuest/UMI; a fee of $60.00 will be billed
with course tuition to partially cover publication and copyright costs.
Prerequisite: PS 650.
PS 653 Multicultural Counseling
(3)
Explores the understanding and competence necessary for counseling with
diverse individuals and groups, including the influences of history, culture,
gender, sexual identity, religion, and race. Students will examine their
own assumptions about human behavior, biases, and personal experience
and learn strategies for developing appropriate and sensitive interventions
with culturally different clients. Individual students will research and
share in-depth study of a culture different from their own.
PS 655 Philosophy of Behaviorism (3)
This course examines radical behaviorism in a broad historical, theoretical, and philosophical context. Works by B.F. Skinner and analyses and extensions of these works will be discussed. Radical, contextual, methodological and feminist behaviorism will be analyzed and their historical roots investigated. Readings will explore major conceptual issues such as determinism, mentalism, selection by consequences, freedom, control, and responsibility. Finally, the course will cover social issues and cultural design as applications of behavioral thinking. Prerequisite: PS 526, PS 534, PS 537, PS 556
PS 657 Psychology of Death and
Dying (3)
Reviews major theoretical perspectives on death and dying at various life
stages and levels of crisis and provides an introduction to the research
literature on the bereavement process. Students will consider the impact
of the phenomena of death and dying on the individual as well as on other
persons significant to them. The function and role of the counselor in
assisting the dying and their families is emphasized.
PS 663 Psychology and Practice
of Group Dynamics (3)
Examines various aspects and models of small-group dynamics and membership,
recognizing that the counselor’s role may vary according to makeup
of the group, its setting, and its goals/purposes. Topics include group
structure, development of norms, conflict resolution, roles, therapeutic
factors and dimensions of group leadership. Experiential exercises are
central to the course.
PS 667 Lifespan Developmental
Psychology (3)
Using theory and research regarding human development from infancy through
old age, the course examines the impact of life events and developmental
factors and their implications for counselors and art therapists. While
this broader scope provides the context for the course as a whole, a selective
focus emphasizing childhood and adolescence is tailored to the needs of
students preparing to be school
counselors. Research projects reflect and enhance students’ chosen
emphases and professional goals.
PS 670 Principles of Counselor
Supervision in Educational Settings (3)
This course will address Counseling Services Supervisors’ many roles,
carried out in an age of accountability. In addition to the traditional
responsibilities of administration, education, and expressive supportive
functions, students will explore other elements integral to a supervisor’s
job functions: the identification of service needs, advocacy, the importance
of building and maintaining relationships with
supervisory peers and superiors, the ethical and legal reasons for providing
quality professional development to ensure a competent staff, and the
contextual and political dimensions of a supervisor’s role. Critical
to success as a supervisor is a commitment to self-management.
PS 673 Theoretical Foundations
of Brief Psychotherapy (3)
Provides grounding in current brief therapeutic approaches to treatment
of individuals, couples and families. Reviews major theorists including
Ellis, Budman, Strupp, and Meichenbaum, among others. Application of theory
to case conceptualization and creating a treatment plan within a brief
model are explored and practiced.
PS 677 Human Sexuality (3)
An overview of the range of human sexual behavior, with emphasis upon
issues of sexuality as they arise in the context of counseling. Students
will explore their own comfort level regarding sexual matters and crystallize
this awareness into a new awareness of attitudes and skills necessary
for working with individuals and couples in the counseling relationship.
PS 687 Introduction to Managed
Care System (3)
Introduces the student to current realities of the mental health care
system. Effective ways of the counselor’s interfacing with managed
care entities are emphasized. Key topics include federal and state regulations,
e.g. HIPPA, provider organizations, identification of and application
to networks, obtaining referrals, group versus individual practice, and
related therapeutic and ethical issues.
PS 689 Seminar in Rational Emotive
Behavior Therapy (3)
Provides students with an in-depth understanding of the theory and applied
techniques of REBT. Topics include basis principles of REBT, assessment
and diagnosis, rational-emotive in-session therapeutic strategies, use
homework assignments, socialization of the client to the REBT model, and
counseling issues such as transference, countertransference, and termination.
PS 699 Seminar in Special Topics
(3)
Addresses current theoretical and practical issues in counseling which
are not directly addressed by other courses. The course provides an opportunity
for an in-depth understanding of particular counseling concerns (e.g.,
eating disorders, sexual assault, suicide, etc.) and for consideration
of the research associated with these topics, as well as preferred interventions.
The focus of course is in part determined by faculty special interest
and choice and/or student requests.
PS 700 Independent Study (3)
Offers qualified students the opportunity to engage in individually designed,
faculty-directed study that is
relevant to the student’s program but not available through the
standard curriculum. By permission only.
PS 800 Applied Practicum in Applied Behavior Analysis I
Students will gain practical experience in the design, implementation, and evaluation of behavioral programs with individuals with autism. All students will work in private/public schools, complete school orientation, meet guidelines for volunteers and/or employees at the school, and will be supervised by the school personnel and Caldwell College faculty. (Note: Students must take either PS 800 or PS809)
PS 801 Applied Practicum in Applied Behavior Analysis II
Following PS 800, students will gain additional practical experience in the design, implementation, and evaluation of behavioral programs with individuals with autism. All students will work in private/public schools, complete school orientation, meet guidelines for volunteers and/or employees at the school, and will be supervised by the school personnel and Caldwell College faculty. Prerequisites: PS 800
PS 809 Research Practicum in Applied Behavior Analysis
This course will provide additional research experience to students interested in conducting doctoral level research under the supervision of a faculty member. Students can register for 1 – 3 credits per semester with a maximum of 3 credits of the research practicum in applied behavior analysis counting towards graduation. Students will be expected to devote 10 hours per week per credit towards the research practicum. Some of those hours may be spent collecting and analyzing the data, conducting literature searches, and writing a manuscript based on the data. It is assumed that most research practica will be supervised by the student's dissertation advisor but in rare cases, the student and dissertation advisor may agree that another faculty member is best qualified to supervise the research. Students will be expected to meet frequently with their practicum supervisor during the semester and will be expected to complete a research paper written in APA-style by the end of the semester. The research paper should be written in such a manner that it could be submitted to a professional journal for publication. (Note: Students must take either PS 800 or PS809) Prerequisites: PS 526, 534, 537, 556, & approval of Research Practicum Supervisor
PS 810 Advanced Research Methods and Statistics
The course continues the focus on the application of the scientific method in psychology begun in PS 510 Research Methods and Statistics. Topics include statistical and visual data analyses, types of experimental research, variable definition, validity threats, control strategies, experimental design, ethical issues, how to write, present, and critique research, statistical application, and additional material. By the completion of the course, students should have skills that allow them to be satisfactory consumers of research in psychology, to understand ethical issues in psychological research, to assess the adequacy of evidence for claims made about human behavior, and to conduct and present research according to professional guidelines. To achieve these goals, students will take an active role in discussing these topics in class, conducting relevant research, and writing research reports in approved APA format. Prerequisites: PS 510
PS 826 Advanced Behavior Analysis and Learning
This course provides additional detailed coverage and builds upon materials first presented in the course PS 526 Behavior Analysis and Learning. However, there will be an emphasis on the reading and discussion of current literature in the field of behavior analysis. This goal will be accomplished by having students read peer-reviewed articles from the leading journals in the field. Familiarizing students in the Ph.D. program with cutting edge research will better allow them to design, conceptualize, and complete their own dissertation research. Topics such as behavioral economics, the assessment and treatment of problem behaviors, and novel techniques to promote skill acquisition will be covered. In addition, students will become much more fluent with the basic underlying principles (e.g., reinforcement, stimulus control, generalization, etc.) that govern complex human behavior. To achieve these objectives, students will take an active role in discussing and presenting these topics in class and writing research reports. Prerequisites: PS 526
PS 834 Advanced Research Methods in ABA
This course provides additional detailed coverage and builds upon materials first presented in the course PS 534 Research Methods in ABA. The advanced research methods in ABA class will build on topics covered in PS 534. However, there will be an emphasis on the reading and critique of journal articles and chapters from advanced text books. This goal will be accomplished by having students read and critique peer-reviewed articles from the leading journals in the field. Familiarizing students in the Ph.D. program with cutting edge research will better allow them to design, conceptualize, and complete their own dissertation research. Topics such as statistical analysis and visual inspection, as well as advanced issues in measurement and single-case design will be covered. In addition, students will become much more fluent in the development, presentation, and critique of research. To achieve these objectives, students will write and present research proposals and review the research proposals of their peers in the class. Prerequisites: PS 526, PS 534, PS 537
PS 890 Dissertation in Applied Behavior Analysis I
PS 891 Dissertation in Applied Behavior Analysis II
PS 892 Dissertation in Applied Behavior Analysis III
The primary outcomes assessment of a student's experience and training in the Caldwell College PhD in Applied Behavior Analysis Program is the formal research dissertation. The purpose of the dissertation is to enhance students' abilities to conceptualize a research question that is socially significant and theoretically important to the further development of applied behavior analysis and apply sound research strategies in answering this question. Broadly, the dissertation requirements involve developing a comprehensive literature review paper, conceptualizing an original empirical research project, conducting the research project, writing a scholarly paper pertaining to the research study, defending the project, and having the dissertation project accepted by the student's Dissertation Committee and the Office of Graduate Studies and Continuing Studies. The student will be provided with opportunities to complete these requirements in the three-part course sequence Ps890 Dissertation in Applied Behavior Analysis I, Ps891 Dissertation in Applied Behavior Analysis II, and Ps892 Dissertation in Applied Behavior Analysis III. Across the three courses, students will form a dissertation committee, propose a research study, develop a comprehensive written report on the literature relevant to the topic, seek IRB approval for the study, collect data for their study, and write the results of the study in a formal research paper. Both the literature review paper and the dissertation research paper will then be orally defended. The final dissertation defense and completed dissertation paper must be approved by the student's Dissertation Committee. Prerequisites: All other Ph.D. Coursework