Miami University: Documents and Policies: General Bulletin

EDUCATIONAL PSYCHOLOGY
(EDP-Education and Allied Professions)

Note: Teacher certification programs and majors at Miami are currently undergoing substantial revision of degree requirements because of new licensure standards mandated by the Ohio Department of Education. Details of program requirements and course descriptions are not available at press time. Students enrolling at Miami first semester 1998 or later will be admitted to these programs under new licensure standards. For current information, contact the Office of Student Services in the School of Education and Allied Professions, 200 McGuffey Hall (513-529-6418).
MPF 101 Critical Issues in the Psychology of the Learner (3): Critical investigation of issues, theories, and principles related to the nature of the learner and learning process, including such topics as psychological methodology, perception, cognitive processing, personality, and social dynamics, within the context of historical, social diversity, and cross-cultural perspectives. IIIA. CAS-C.
115 The Psychology of Stress Management for the College Student (1): The study of stress management focusing on the need of the college student. Development of a personal stress management program is the central theme. Topics include: understanding stress; assessing the dynamics and impact of stress; intervention techniques and strategies; planning stress management; evaluating outcome.

MPF 201 Human Development and Learning in Social and Educational Contexts (3): In-depth examination of theoretical issues and principles of human development and learning, including developmental changes, motivational and learning processes, exceptionalities and other individual differences, and dynamics of social groups. The ways human development and learning can be fostered within diverse social and educational contexts and the interactive influences of contextual differences on direction and nature of these processes are a major focus for systematic inquiry. Prerequisite: sophomore standing or EDP 101. IIIA. CAS-C.
MPT 207 Serving and Supporting Children, Youth, and Families I (4): Introductory analysis of relationships among the conditions, characteristics, and capacities of children, youth, and families (especially those labeled "at risk") and the institutional services and supports intended to improve their well-being. Emphasis placed on question-finding in different contexts, especially the ways in which the knowledge we claim and the solutions we offer are dependent upon our analytical frames and language. Cross-listed with PHS/FSW 207.
MPT 208 Serving and Supporting Children, Youth, and Families II (5): Focuses upon children, youth, and families experiencing needs, problems, and crises. Today's institutional services and supports are analyzed and evaluated both in class and in educational, health, and social service agencies. Students shadow helping professionals in these agencies during directed field experiences. Cross-listed with FSW/PHS 208.
220 Field Experiences (1): Structured experiences for students to visit special education settings.
MPT 256 Psychology of the Exceptional Learner (3): Critical analysis of human beings considered exceptional (outside the norm) in learning and behavior. Topics include inter- and intra-individual differences comprising exceptionalities, issues surrounding identification and classification of individuals, society's responses to exceptional individuals, and societal challenges to develop the human potential of all persons.
301 Assessment and Evaluation in Educational Settings (3): Application of measurement principles in the assessment of individual differences and learning in educational environments. Includes: formative, summative and diagnostic testing, instructional objectives and classroom tests, judging complex performance, and social and political issues with administration and interpretation of evaluation instruments. Prerequisite: EDP 101 or 201 and junior standing.
303 Assessment and Evaluation in Educational Settings (2): Introduction to measurement theory and application of measurement, assessment, and evaluation principles for learning in educational environments. Topics include development, use, and evaluation of a variety of formal and informal assessment instruments and procedures throughout curriculum planning, instructional, and evaluation process. Designed specifically for middle childhood, adolescent, and multi-age license education majors and is taken concurrently with methods block courses to facilitate fieldwork involving assessment. Prerequisite: EDP 201.
352 Inclusion of Children and Youth with Exceptionalities (2): Emphasizes curricular and environmental modifications and issues on characteristics, learning styles, and classroom adaptations for children and youth with special needs, as well as special education and general education teacher collaboration for middle school, adolescence, and multi-age licensure. Instructional adaptations discussed and directly applied in classroom settings. Taken concurrently with a field block.
MPT 356 Human Development (3): Study of developmental processes, socialization influences, and intervention strategies surveying total life span from conception to old age. Prerequisite: EDP 101 or 201 or permission of instructor. CAS-C.

MPT 402/502 Individuals With Special Gifts and/or Talents: Social, Educational, and Legal Issues (3): Introduction to historical background, characteristics, and psychology of gifted and talented individuals. Methods for identifying and evaluating this exceptionality examined.
419.E Supervised Teaching in Programs for Early Childhood Intervention Specialist Licensure (8): Includes regularly scheduled seminars with university supervisor. Frequent conferences held with cooperating teacher. Prerequisite: all EDP and required EDT methods classes.
419.F Supervised Teaching in Programs for Mild/Moderate Intervention Specialist Licensure (8): Includes regularly scheduled seminars with university supervisor. Frequent conferences held with cooperating teacher. Prerequisite: all EDP and required EDT methods classes.
419.G Supervised Teaching in Programs for Moderate/Intensive Intervention Specialist Licensure (8): Includes regularly scheduled seminars with university supervisor. Frequent conferences held with cooperating teacher. Prerequisite: all EDP and required EDT methods classes.
419.H Supervised Teaching in Programs for Gifted Intervention Specialist Licensure (8): Includes regularly scheduled seminars with university supervisor. Frequent conferences held with cooperating teacher. Prerequisite: all EDP and required EDT methods classes.
419.J Supervised Teaching in Public School Programs for Developmentally Handicapped Children and Youth (8): Includes regularly scheduled seminars with university supervisor. Frequent conferences held with cooperating teacher. Prerequisite: all EDP methods classes. Phased out after 2001.
419.K Supervised Teaching in Public School Programs--Learning Disabilities Children and Youth (8): Includes regularly scheduled seminars with university supervisor. Frequent conferences are held with cooperating teacher. Prerequisite: all EDP methods classes. Phased out after 2001.
419.L Supervised Teaching in School Programs for Multi-Handicapped Children and Youth (8): Includes regularly scheduled seminars with university supervisor. Frequent conferences are held with cooperating teacher. Prerequisite: all EDP methods classes. Phased out after 2001.
419.M Supervised Teaching in Public School Programs for Severe Behavior Handicaps--Children and Youth (8): Includes regularly scheduled seminars with the university supervisor. Frequent conferences are held with the cooperating teacher. Prerequisite: all EDP methods classes. Phases out after 2001.
430/530 Assessment and Educational Planning for Early Childhood Special Education: Birth - 3 (2): Introduction to assessment processes appropriate for infants and toddlers who are at biological or environmental risk for developmental delay and/or have established risk (identified handicapping condition). Includes information on child find and early screening procedures and on transdisciplinary diagnostic assessment methods that use observational, psychometric, and interview techniques. Gives experience in using assessment methods, developing individualized family services plans using assessment data, and evaluating children's progress. Part of a two-part sequence. Prerequisite: EDP 656, FSW 281, and EDP 301 or equivalent.
431/531 Assessment and Educational Planning for Early Childhood Special Education: Ages 3 - 5 (2): Introduction to assessment processes appropriate for young children from 3-5 who are at biological or environmental risk for developmental delay and/or who have established handicapping conditions. Includes information on child find and early screening procedures and transdisciplinary diagnostic assessment methods that use observational, psychometric, and interview techniques. Gives experience in using assessment methods, developing individual educational plans using assessment data, and evaluating children's progress. Part of a two-part sequence. Prerequisite: EDP 256, FSW 281, and EDP 301 or equivalent.
432/532 Assessment and Educational Planning for Children Age 3 to 8 (3): Discusses development and use of formal and informal assessment instruments and procedures, including observational, authentic, performance-based, classroom test, and standardized methods to plan curriculum and teaching practices with attention to interaction of individual differences with learning environments for young children who are developing typically, have disabilities, or are at biological or environment risk for developmental delay. Emphasizes interdisciplinary, transdisciplinary, and multifactored approaches to assessment, developing individualized educational plans, and planning curriculum objectives based on assessment information. Early childhood undergraduates must take concurrently with junior field block. Prerequisite: EDP 201.
444/544 Teaching Social and Affective Skills to Children and Youth with Exceptionalities (2): Integration of assessment, instructional strategies, and orientation as it relates to social skills, affective behavior, and self-esteem. Stresses skills necessary to get along with others in inclusionary social settings. Methods for maintaining positive social mental health and self-esteem also discussed.
450/550 Special Problems (1-4): Conference course in research methods. Prerequisite: senior or graduate standing in education and written permission of department chair.
455/555 Team Approaches in Educational and Human Service Fields (2): Focuses on structure and function of team models in education and related disciplines and methods of working collaboratively with professionals and families to further the development and learning of children and youth with primary emphases on team approaches used with young children and with children and youth who have disabilities or who are at risk for developmental delays. Provides opportunities for demonstration and practice of skills needed for effective interdisciplinary and transdisciplinary teamwork. Includes observation and participation with actual team processes in field settings.
MPT 457/557 Individuals with Mental Retardation: Social, Educational, and Legal Issues (3): (457 is MPT); Provides a basic knowledge of mental retardation, with an emphasis on individuals who display developmental as well as multiple handicaps, and major past and present educational, social, and legal issues most relevant to those individuals.
458/558 Curriculum Methods for At-Risk and Multihandicapped Infants and Children (3): Focuses on curricula and instructional behavioral intervention strategies for infants, preschool, and school-age children with multiple handicaps and/or are classified as multi-risk (biological/environmental). Addresses procedures for individuals with sensory, motoric, and medical impairments in the areas of handling and positioning, feeding, and nutrition, as well as strategies for facilitation of alternative communication strategies. Assessment and curriculum development based on ecological and community-based approaches. Prerequisite: EDP 256 or 656 and EDP 457/557.

459/559 Practicum in Special Education:

459.A/559.A Multihandicapped and At-Risk Infants and Children (1.5)
Provides guided field experience in instructing persons with severe and profound handicaps. Focus is application of theory/research in curriculum development, educational technology, and applied behavior analysis and development of instructional skills. Prerequisite: EDP 457/557; must be taken concurrently with 458/558.

459.B/559.B Developmental Handicaps (1.5)
Applies principles of formal and informal assessment and development of specific instructional plans and activities in classrooms. Prerequisite: EDP 457/557; must be taken concurrently with 495/595.

459.C/559.C Severe Behavior Handicaps (1.5)
Applies principles of formal and informal assessment and development of specific instructional plans and activities in classrooms. Prerequisite: EDP 492/592; must be taken concurrently with 495/595.

459.D/559.D Learning Disabilities (1.5)
Applies principles of formal and informal assessment and development of specific instructional plans and activities in classrooms. Prerequisite: EDP 493; must be taken concurrently with EDP 495/595.
459.E/559.E Practicum in Special Education: Early Childhood (1)
Provides guided field experience in instructing children with developmental delays. Focus is on the application of theory and research in curriculum development, educational technology, applied behavior analysis, and the development of instructional skills. Corequisite: EDP 495.E/595.E.
459.F/559.F Practicum in Special Education: Mild/Moderate (1)
Provides guided field experience in instructing children with mild/moderate disabilities. Focus is on the application of theory and research in curriculum development, educational technology, applied behavior analysis, and the development of instructional skills. Prerequisite: EDP 493 or 457/557 or 492/592. Corequisite: EDP 495/595.
459.G/559.G Practicum in Special Education: Moderate/Intensive (1)
Provides guided field experience in instructing children with moderate/intensive needs. Focus is on the application of theory and research in curriculum development, educational technology, applied behavior analysis, and the development of instructional skills. Prerequisite: EDP 457/557. Corequisite: EDP 458/558.
459.H/559.H Practicum in Special Education: Gifted (1)
Provides guided field experience in instructing children with special talents and/or giftedness. Focus is on the application of theory and research in curriculum development, educational technology, applied behavior analysis, and the development of instructional skills. Prerequisite: EDP 402. Corequisite: EDP 495/595.
MPC 460 Action Research/Problem-Based Seminar in Exceptional Education/Developmental Differences (3): Provides opportunity for students to develop, implement, and evaluate an action research or action service project related to the identification, psychology, education, and/or treatment of individuals whose development is exceptional. This Capstone provides intensive seminar; instructor and peers share the research/problem-solving process and prepare written and oral reports that describe the project and document the student's accomplishments.
476/576 Functional and Transitional Living Skills Curriculum Methods for Individuals with Disabilities (2): Focuses on integration of assessment, curriculum methods, and instructional strategies with the goal of life success both during childhood/adolescence and adulthood. Functional curriculum for individuals with disabilities that stresses life success and transition from school to adulthood in the areas of employment and independent living.
478/578 Building Partnerships with Families of Persons with Exceptionalities (3): Techniques and methods for positive interaction. Involves planning effective strategies for program implementation, handicap interpretation, school-home relations, resource assistance, etc. Prerequisite: admission to special education program or permission of instructor.
MPT 481/581 Adolescent Development in Diverse Families (3): Provides a broad interdisciplinary examination of the field of adolescent development from contextual and international perspectives. Focus includes sensitivity to racial, ethnic, and cultural diversity while studying persons 10 to 20 years of age within family systems. Prerequisite: EDP 101 or PSY 111 and FSW 475/575. Cross-listed with FSW 481/581.A.
MPT 492/592 Individuals with Severe Behavior Disorders and/or Emotional Disturbance: Social, Educational, and Legal Issues (3): Emphasis on current research, historical background, etiologies, and characteristics of individuals with severe behavioral disorders/emotional disturbance. Models of physiological, sociological, ecological, and behavioral approaches to understanding and addressing the needs of these individuals and the contexts influencing policies and practices are critically examined.
MPT 493/593 Individuals with Specific Learning Disabilities: Social, Educational, and Legal Issues (3): Emphasis on current research, historical background, etiologies, and characteristics of individuals with specific learning disabilities. Models of physiological, sociological, ecological, and behavioral approaches to understanding and addressing the needs of these individuals and the contexts influencing policies and practices are critically examined.
494/594 Diagnostic/Prescriptive Assessment and Teaching of Exceptional Learners (3): Construction and use of formal and informal tests for diagnostic planning of teaching strategies in reading, arithmetic, spelling, written language, and oral communication for exceptional children and youth. Assessment of exceptionalities at different age levels stressed. Prerequisite: EDP 301 or permission of instructor.
495/595 Inclusion and Adaptations for Mild/Moderate and Gifted Needs: Multi-Age (3): Provides instruction on adapting curriculum, methods, and materials for individuals with mild/moderate exceptionalities and/or giftedness in inclusive settings, K-12. Emphasizes developmentally, culturally, and individually appropriate adaptations in reading, math, social studies, science, and language arts. Corequisite: EDP 459.F/559.F, 459.G/559.G, or 459.H/559.H.
495.E/595.E Inclusion and Adaptations for Mild/Moderate and Gifted Needs: Early Childhood (3): Provides instruction on adapting curriculum, methods, and materials for individuals with mild/moderate exceptionalities and/or giftedness in inclusive settings. Emphasizes adaptations in reading, math, social studies, science, and language arts as developmentally and culturally appropriate for early childhood (ages 3 to 8). Corequisite: EDP 459.E/559.E.
496/596 Theory, Principles, and Techniques of Behavior Management (3): Theoretical foundations and research evidence for behavior management. Variety of techniques applicable to maladaptive home and classroom behaviors presented with appropriate applications to handicapped children. Equal emphasis placed on behavior change and management of individual children and classroom groups. Prerequisite: admission to special education program or permission of instructor.
MPC 497/597 Literacy Training Seminar (3): Problem-based seminar designed to provide opportunities for students to learn, practice, and evaluate instructional approaches to teaching literacy skills (reading, writing, and spelling) to school-aged children with written language disabilities. Students receive intensive training in literacy and work in tutorial settings. Seminar discussions focus on issues of literacy skills, and approaches for working with these children.

600 Independent Reading (1-5; maximum 8 toward any one degree): Planned reading in any field related to educational psychology under faculty guidance. Prerequisite: regular standing in graduate school, eight hours in education including four hours graduate credit, and approval of the plan by department chair.
601 Advanced Educational Psychology (3): Intended to prepare student to critically evaluate existing educational practice and to innovate sound practices in light of theoretical and empirical findings of educational psychology. Prerequisite: eight hours of education including educational psychology.
602 Practicum in Gifted Education (4): Application of assessment and instructional materials in individual and small group settings. Hands-on experiences working with gifted children and their parents, writing IEPs, developing and implementing lesson plans, and preparing evaluation reports. Prerequisite: EDP 402/502 and EDT 482/582 or permission of instructor. Summer only.
603 Theories of Human Learning (3): Examines major theoretical perspectives concerning the process of how human beings learn. Historical, as well as contemporary views of the biological, behavioral and cognitive bases of human learning are presented. Also considers how cultures (ethnic, gender, and systemic) influence the process and mode of learning. The particular focus involves the direct application of theoretical approaches to classroom instruction. Critical analysis of these theories and current research are emphasized so as to facilitate students' understanding of the complex process of learning.
604 Role and Function of the School Psychologist (3): Survey of current practices in the field of school psychology and examination of emerging models. Attention given to school psychological service in the organization of schools, relationships with other pupil personnel workers, ethics, state standards, and various other related issues. Prerequisite: admission to school psychology program or permission of instructor.
605.E Supervised Field Experience: Early Childhood Intervention Specialist (5-10): Full-time supervised field experience in student's area of specialization. Experience provided at early, middle, and/or adolescent levels within current program models and standards. Prerequisite: admission to graduate program in special education and completion of all course work in the licensure area.
605.F Supervised Field Experience: Mild/Moderate Intervention Specialist (5-10): Full-time supervised field experience in student's area of specialization. Experience provided at early, middle, and/or adolescent levels within current program models and standards. Prerequisite: admission to graduate program in special education and completion of all course work in the licensure area.
605.G Supervised Field Experience: Moderate/Intensive Intervention Specialist (5-10): Full-time supervised field experience in student's area of specialization. Experience provided at early, middle, and/or adolescent levels within current program models and standards. Prerequisite: admission to graduate program in special education and completion of all course work in the licensure area.
605.H Supervised Field Experience: Gifted Intervention Specialist (5-10): Full-time supervised field experience in student's area of specialization. Experience provided at early, middle, and/or adolescent levels within current program models and standards. Prerequisite: admission to graduate program in special education and completion of all course work in the licensure area.
606 Counseling the Gifted (2): Counseling approaches for the gifted student. Course includes study of special counseling needs of gifted, their families, and support groups.
607 Educational Measurement and Evaluation (3): Principles of measurement and evaluation applied to educational contexts. Includes instructional objectives, construction of teacher-made tests, assessing complex performance, determining grades, standardized testing, measuring individual differences, and using test data for decision-making.
611-612 Assessment of Intellectual and Cognitive Functioning (5,5): Examination of theories of intelligence as they relate to evaluation of intellectual functioning. Review of psychoeducational assessment procedures with emphasis on administration of cognitive/intellectual measures. Analyses of data with goal of providing meaningful information to others, including remediation strategies. Prerequisite: permission of instructor.
620 Research Project (1-3): Conference course. Individual research to satisfy research project requirement for master's degree. Prerequisite: EDP 651, 667, and permission of department chair.
621 Classroom Group Behavior (3): Analysis and solution of problem behaviors associated with groups in the classroom. Includes dynamics of school groups, cohesiveness, conformity, deviance, leadership, communication, attitudes and attitude change, group influences on motivation and achievement, and social problem solving.

635 Theories of Human Development (3): Involves broad perspective of human development with primary focus upon theories as well as historically significant and contemporary research. Theoretical and research applications considered within the context of educational settings and in other areas of helping professions.
640 Seminar in Applied Human Development (3): Consideration of specialized topic in depth from current literature in developmental theory and practice. Provides integration of practice-level intervention with theoretical conceptions. Includes observational and methodological components. Summer only.
650 Seminar in Special Education (3): In-depth study of specific topics in education of exceptional children and youth. Maximum hours toward graduate degree in special education is 16. Topics will be announced. Prerequisite: permission of instructor.
651 Educational Research (3): Introduction to and critical study of research practices and reporting processes.
652 Educational Research Practicum (3): Practicum in research. Prerequisite: EDP 651.
654 Counseling Practicum (4): Supervised counseling experience. Prerequisite: EDP 672 and permission of instructor.
655 Theory and Problems in Educational Measurement (3): General concepts of reliability and validity and their implications in educational measurement are discussed. Interpretations and misinterpretations are presented with regard to standardized testing as well as seminar approaches to current issues and problems in educational measurement. Prerequisite: EDP 667.
656 Education of Exceptional Persons (3): Survey of each exceptionality from an educational point of view. In-depth research on current educational practices in one exceptionality.
657 Educational Curricula and Strategies for Exceptional Individuals (3): Emphasis on educational curricula and strategies for mildly exceptional individuals. Theories of information processing, language, reading, writing, spelling, quantitative skills, and social learning examined. Implications for curricular planning and selection of instructional materials considered.
658 Advanced Evaluation of Diagnostic-Prescriptive Teaching (3): Oriented toward the development of competencies in diagnostic-prescriptive teaching including selection, administration, interpretation, and recommendations based on assessment information. Focuses on common educational tests administered to children and youth with exceptionalities. Special attention to preschool populations and issues surrounding test fairness. Summer only.
660 Practicum in School Psychology Practice (3): Supervised practice using a variety of diagnostic/consultative procedures to discover nature and underlying causes of school difficulties and familiarization with current school psychology practice. Prerequisite: at least 10 hours credit in study of individual psychological tests and approval of instructor.
662 Personality Theories, Measures, and Techniques (3): Discussion of normal and abnormal personality with emphasis on personality structure and dynamics of school aged children. Introduction to certain personality measures/techniques and implications for their use are examined. Prerequisite: permission of instructor. Summer only.
666 Educational Community Psychology: Consulting and Interviewing (3): Application of community psychology to the school setting. Utilization of community and school resources in the resolution of problems involving children and adolescents. Methods, techniques, and skills in professional interviewing, consultation, and in-service mental health practices. Prerequisite: admission to the school psychology program and EDP 604.
667 Behavioral Statistics I (3): Basic concepts of descriptive and inferential statistics. Stresses logical interpretation of results.
668 Behavioral Statistics II (3): Advanced concepts of descriptive and inferential statistics. Stresses logical interpretation of results. Major computations are performed through computer implementation. Prerequisite: a beginning statistics course. Offered infrequently.
672 Counseling Theories and Issues (3): Developing understanding of the nature of the counseling relationship. Prerequisite: graduate standing.
675 Introduction to Group Counseling (3): Didactic and experiential introduction to group counseling. Working knowledge of the process and function of counseling groups. Establishing counseling groups, formation and developmental stages, group leadership, and preparation for groups. Prerequisite: EDP 672, graduate standing, and permission of instructor.
690 Seminar in Educational Psychology (1-3): Varying topics in educational psychology. Prerequisite: EDP 601 or permission of instructor. Summer only.
695 Supervised Public School Experience for School Psychology Students (1-4): Thirty clock hours of on-site observation/participation per credit hour in public schools at a variety of grade levels, including various cultural/ethnic settings and special education classes. Prerequisite: permission of instructor.

700 Research for Master's Thesis (1-12; minimum 6, maximum 12): Required for M.A. program with a concentration in special education. Prerequisite: permission of instructor.
795-796 Internship for Educational Specialist Degree in School Psychology (10,10): Full-time experience with supervision of university faculty and qualified school psychologists in selected school districts. Prerequisite: completion of all regular courses in the educational specialist curriculum and permission of department chair.
800 Specialist Degree (1-10)

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