Special Education (SPED)

SPED 2360. Survey of Exceptionalities.

This course introduces the historical and legal foundations of special education, including major special education legislation, professional ethical requirements established in law and policy, and the disability categories recognized under the Individuals with Disabilities Education Act. Course content examines the types, etiology, and characteristics of various disabilities within these categories, examining how federal law shapes services across home, school, and community settings. The scope includes levels of academic and behavioral support, educational placement options, and collaboration with families and professionals. Students explore the roles and responsibilities of educators and service providers in providing services as defined by federal and state special education frameworks, the processes involved in identifying students with disabilities, planning supports for individual students, and implementing supports across developmental stages and educational environments.

SPED 3338. Educating Students with Emotional and Behavioral Disabilities.

This course examines Emotional and Behavioral Disabilities (EBD) in school-age children and youth, with an emphasis on legal definitions, assessment, and educational implications under the Individuals with Disabilities Education Act (IDEA). Students define EBD according to IDEA, interpret diagnostic and behavioral characteristics, and explore frameworks that guide eligibility and service delivery across K–12 settings. Course content addresses assessment tools, multidisciplinary decision-making, and the impact of EBD on academic, social, community, and employment outcomes. Students evaluate a continuum of evidence-based, school-wide, classroom, and individualized interventions designed to prevent, respond to, and reduce problem behavior. Throughout the course, students connect effective practices to examine factors that influence access, graduation, and postsecondary pathways for youth with EBD. Corequisite: SPED 2360with a grade of "C" or better.

SPED 3390. Assessing Students with Disabilities.

This course provides an in-depth study of assessment practices in special education within Response to Intervention (RTI) and Multi-Tiered System of Supports (MTSS) frameworks and the comprehensive special education evaluation process. Students explain the purpose of assessment in tiered systems of support and describe how assessment data guides identification, referral, eligibility determination, placement, progress monitoring, and discontinuation of special education services. Through case studies, assessment practice, and data interpretation activities, students apply formal and informal assessment procedures that take into account legal, ethical, cultural, and environmental considerations and are responsive to individual learner characteristics. Emphasis is placed on applying statistical concepts, evaluating technical characteristics of standardized tests, and interpreting curriculum-based and other assessment results to make data-based instructional decisions in special education settings. Prerequisite: SPED 4345 with a grade of "C" or better.

SPED 4310. Independent Study in Special Education.

This course allows undergraduate students to engage in independent, faculty-guided study of a selected topic or applied area in special education, emphasizing analytical inquiry and specialized learning beyond regularly offered courses. Activities may include, but are not limited to, analysis of scholarly literature, application of appropriate research methods, analytical writing, curriculum development, or applied project work, as appropriate to the topic and individualized learning plan. The scope, methods, and deliverables of the course are determined in consultation with the supervising faculty member. Emphasis is placed on independent, inquiry-based learning consistent with disciplinary standards. The independent study may be repeated once for credit with different emphasis. Prerequisite: Departmental approval.

SPED 4340. Evidence-Based Instructional Practices for Students with Mild or Moderate Disabilities.

This course examines evidence-based instructional approaches and intervention practices for teaching students with mild to moderate disabilities by targeting curricular and instructional design as a means of specialized instruction for students receiving special education services. “Topics include instructional planning, evidence-based teaching strategies, and curriculum-based measurement aligned with student learning needs, disability characteristics, least restrictive environment requirements, and research-supported instructional models. Prerequisite: SPED 2360 with a grade of "C" or better.

SPED 4344. Educating Students with Disabilities in General Education Classrooms.

This course examines disability characteristics and the special education referral process, equipping students to support PK-12 learners with disabilities who access the general education curriculum. Content emphasizes the characteristics of students with disabilities, the steps in the special education referral process, and the relationship between multi-tiered systems of support and special education services. Students analyze evidence-based teaching resources for suitability, design effective classroom accommodations and modifications, and examine varied co-teaching models to examine inclusive instructional practices in general education classrooms. Students also explore classroom management strategies and create positive behavior management plans that use evidence-based strategies to analyze strategies associated with academic and behavioral outcomes for students with disabilities.

SPED 4345. Teaching English Language Arts to Students with Disabilities.

This course prepares teachers to deliver effective, research-based reading and writing instruction for students with reading disabilities and for all learners who struggle to meet grade-level expectations in English Language Arts. Students examine characteristics of reading difficulties and reading disabilities, and learn how to design instruction that support access to the general education curriculum as outlined by instructional guidelines. Emphasis is placed on evidence-based components of reading instruction—phonemic awareness, phonics, fluency, vocabulary, and comprehension—and on high-quality writing practices that also support reading development. Candidates learn to implement explicit, systematic, direct instruction aligned tasks for foundational skills and to analyze instructional practices for building comprehension through fluency and vocabulary. Students apply direct, explicit teaching principles to address and mitigate reading and written expression difficulties through evidence‑based practices. Prerequisite: SPED 2360 with a grade of "C" or better.

SPED 4374. Classroom and Behavior Management Strategies for Students with Disabilities.

This course explores evidence-based classroom management strategies to create positive, productive learning environments. Students examine common management challenges, evaluate various classroom management approaches, and learn methods for preventing behavior problems before they occur. Course topics include techniques for teaching new replacement behaviors, increasing target individual and group behaviors, and using positive, proactive strategies to prevent or reduce inappropriate behaviors in educational settings. Students apply behavior analytic principles to support data-driven decision-making and develop effective, individualized interventions. Prerequisite: SPED 2360 with a grade of "C" or better.

SPED 4381. Educating Students with Intellectual and Developmental Disabilities.

This course provides an in-depth study of effective practices for educating students with intellectual and developmental disabilities. Students analyze learner characteristics, apply individualized assessment, develop Individualized Education Programs (IEP), and implement evidence-based instructional strategies across the domains of communication, behavior, academic, daily living, and independent living skills. Emphasis is placed on collaboration with families, paraprofessionals, and multidisciplinary teams, as well as teaching functional, social, vocational, and transitional skills to promote self-determination, independence, and meaningful postsecondary outcomes. Focus is on strengthening students’ ability to support inclusive environments and foster learner success. Must be declared as seeking All-Level Special Education teacher certification or with a Special Education minor. Corequisite: SPED 2360 with a grade of "C" or better.

SPED 4389. Special Education Practicum.

This course provides a supervised practicum where students apply evidence-based assessment, instructional planning, and explicit teaching in authentic PK–12 special education classrooms. Students use data-based decision-making to design and deliver individualized education programs (IEP) aligned with academic and behavioral lessons, implement special education high-leverage practices, and apply curriculum-based measurement practices. Students collect and interpret assessment data, write high-quality Present Levels of Academic Achievement and Functional Performance (PLAAFP) statements and IEP goals, deliver explicit instruction, and collaborate professionally with mentor teachers and school teams to deliver instructional services to students with disabilities who receive special education services. Prerequisite: SPED 3338 and SPED 3390 and SPED 4340 and SPED 4374 and SPED 4381 all with grades of "C" or better and a minimum 2.75 overall GPA.

SPED 4391. Registered Behavior Technician Practicum.

This course provides an introductory supervised practicum experience for undergraduate students preparing for the Registered Behavior Technician (RBT) credential. Students complete the Behavior Analyst Certification Board required RBT training modules and engage in structured clinical experiences within the Texas State University Clinic for Autism, Research, Evaluation, and Support to prepare for the RBT Competency Assessment. Through observation, guided practice, and supervised performance, students develop foundational applied behavior analysis skills in measurement, assessment, skill acquisition, behavior reduction, documentation, and professional conduct. Instruction addresses ethical and professional requirements as defined by BACB guidelines, attention to monitoring client responses within established procedures, and Implementation consistent with defined procedural steps and fidelity criteria of applied behavior analysis procedures in a clinical setting.

SPED 5310. Independent Study in Special Education.

This course allows master’s students to engage in independent, faculty-guided study of a selected topic or applied area in special education, emphasizing analytical inquiry and specialized learning beyond regularly offered courses. Activities may include, but are not limited to, analysis of scholarly literature, application of appropriate research methods, analytical writing, curriculum development, or applied project work, as appropriate to the topic and individualized learning plan. The scope, methods, and deliverables of the course are determined in consultation with the supervising faculty member. Emphasis is placed on independent, inquiry-based learning consistent with disciplinary standards. The independent study may be repeated once for credit with a different emphasis. Prerequisite: Departmental approval.

SPED 5311. Literacy Instruction for Students with Disabilities.

This course prepares graduate students to deliver evidence-based literacy instruction to PK–12 students with disabilities by grounding practice in early learning development and the research‑supported reading development frameworks widely recognized in the field. Students examine foundational literacy concepts, including phonological awareness, phonics and word study, fluency, vocabulary, comprehension, and writing across content areas. Students construct and implement lessons designed using relevant assessment information and established instructional principles that address a variety of learner needs. Through analysis of literacy assessment data, practice with instructional demonstrations, and application of research-based strategies, students evaluate and refine literacy approaches that promote active engagement and measurable literacy outcomes as determined by assessment data for students with disabilities.

SPED 5313. Educating Students with Emotional and Behavioral Disabilities.

This course examines the definitions, characteristics, and prevalence of emotional and behavioral disabilities (EBD) within educational contexts. Students explore distinctions between educational and mental health systems, emphasizing collaboration across services. Course topics include evidence-based practices, comprehensive treatment approaches, and school-wide interventions that promote positive behavioral supports for students with EBD. Special attention is given to evaluating effective instructional methods, inclusive practices for students with challenging behaviors, and current issues influencing the education and treatment of students with EBD.

SPED 5316. Concepts and Principles of Behavior.

This course examines the foundational principles and processes that underlie behavior analysis, emphasizing both conceptual understanding and applied analysis of real-world examples. Students identify, differentiate, and interpret fundamental and complex behavior-analytic concepts including response and stimulus classes, respondent and operant conditioning, reinforcement, punishment, motivating operations, stimulus control, generalization, stimulus equivalence, verbal and rule-governed behavior, and derived relational responding. This course is part of the Behavior-Analytic Pathway 2 coursework requirements established by the Behavior Analysis Certification Board for eligibility to sit for the board examination.

SPED 5317. Foundations of Early Childhood Intervention.

This course examines interdisciplinary early intervention approaches for young children with developmental delays and disabilities, with attention to diverse family structures and community contexts. Students explore foundational principles of early child development, including major developmental domains and factors that influence outcomes in infancy and early childhood, as well as family-centered practices that build caregiver capacity and honor family priorities in planning and delivery of services. Course content addresses routine-based and family-guided assessment, evidence-based intervention models, and key components of naturalistic developmental behavioral interventions that embed learning opportunities within everyday activities and relationships. Through case-based activities and application, students analyze developmental and family-context information, translate assessment data into meaningful, functional goals, and design routine-based supports that align with child development, family priorities, and everyday contexts to support the development of outcomes identified through family‑professional collaboration for children and families.

SPED 5318. Introduction to Specially Designed Literacy Instruction for Students with Disabilities.

This course promotes instructional principles for designing and implementing specially designed instruction to meet PK-12 students’ individual needs, with an emphasis on targeted literacy instruction for students with dyslexia and related language disorders by integrating current research, theory, and practice. Drawing on research commonly referred to as the Science of Teaching Reading, students analyze the characteristics of literacy and language disorders, evaluate evidence-based instructional frameworks, and design explicit, systematic lessons that address phonological, morphological, syntactic, and semantic needs. Through structured practice, students apply and assess instructional routines for teaching reading, spelling, fluency, and comprehension, with an emphasis on sound-symbol correspondence, phonemes, graphemes, and strategic thinking processes. Students interpret assessment data and reflect on PK-12 student outcomes to refine instruction and make informed decisions that inform instructional decisions that support literacy development, including dyslexia.

SPED 5319. Advanced Specially Designed Literacy Instruction for Students with Disabilities.

This course addresses advanced methods for delivering specially designed literacy instruction to PK-12 students with disabilities, including dyslexia and related written language disorders. Students examine theories and research that inform curriculum design and evidence-based practices in reading and writing, examining how instructional approaches relate to state and national standards. The course examines research‑based approaches to explicit instruction in reading and spelling concepts, such as sound-symbol correspondence, phonemes, and graphemes. Students also evaluate instructional routines for introducing new learning, analyze key components of reading fluency, and investigate key elements identified in the research literature of reading comprehension, including oral language, background knowledge, strategic thinking, and inference making. Through applied projects, students design comprehensive literacy lessons that demonstrate proficiency in research-based instruction for learners with disabilities. Prerequisite: SPED 5318 and SPED 5340 both with a grade of "C" or better.

SPED 5321. Teaching Mathematics to Students with Disabilities.

This course prepares students to analyze research‑validated strategies to teach mathematics to PK-12 students with or at-risk for learning disabilities. Emphasis is placed on locating and evaluating instructional practices as well as mathematics materials and resources; implementing differentiated, standards-aligned instruction; and integrating multiple modalities and learning experiences. Students select, implement, assess, and analyze prevention and intervention strategies, including curriculum-based measurement, error analysis, and progress monitoring. Attention is given to individualizing instruction and ensuring instruction aligns with national, state, and local mathematics standards to examine factors influencing access, engagement, and outcomes for PK–12 students with exceptional learning needs.

SPED 5322. Capstone in Applied Behavior Analysis.

This course serves as the culminating experience in the Applied Behavior Analysis program, integrating conceptual, assessment, intervention, and professional practice competencies through case-based learning, iterative feedback, and applied performance assessments. Students synthesize knowledge from prior coursework to analyze complex cases, develop treatment plans, interpret data, and make ethical professional decisions. Under faculty guidance, students create and refine a capstone competency portfolio showcasing evidence of behavior-analytic knowledge and skills, including permanent products commonly produced by behavior analysts in clinical and school settings. Students present the portfolio to the graduate committee to determine successful completion of program competencies.

SPED 5324. Ethics in Behavior Analysis.

This course prepares practitioners to engage in ethical practices when providing behavior analytic services to individuals with neurodevelopmental disabilities in schools, homes, and clinics. Emphasis is on the development and refinement of critical thinking and professional judgment skills so that practitioners can examine and apply structured approaches to practice‑based ethical dilemmas using structured ethical decision‑making frameworks. Content is aligned with the Ethics Code for Behavior Analysts and Section E – Ethical and Professional Issues of the Test Content Outline (6th Ed.) established by the Behavior Analyst Certification Board. This course is part of the behavior-analytic Pathway 2 coursework requirements established by the Behavior Analyst Certification Board for eligibility to sit for the board examination.

SPED 5326. Educating Students with Disabilities in General Education Classrooms.

This course examines instructional and behavioral approaches for teaching individuals with disabilities in inclusive general education settings. Students analyze the characteristics, learning profiles, and developmental trajectories associated with various special education categories, emphasizing how cognitive, social, and emotional factors influence academic performance and classroom behavior. Students synthesize research on evidence-based teaching practices, evaluate the effectiveness of different intervention models, design innovative strategies for differentiation in general education classrooms, and examine how general and special education professionals effectively collaborate. Students also engage in reflective practice to assess the teacher’s multifaceted role in analyzing instructional practices used in inclusive learning environments, examining strategies that support students’ development of self‑determination skills, and evaluating practices designed to increase student access to instruction with mild-to-moderate disabilities. Emphasis is placed on integrating universal design for learning principles and data-driven decision-making to create inclusive classrooms that increase access to instructional opportunities.

SPED 5327. Evidence-Based Practices for Individuals with Neurodevelopmental Disabilities.

This course examines evidence-based practices for individuals with neurodevelopmental disabilities across educational and community settings. Emphasis is placed on understanding individual characteristics and developmental profiles, conducting assessment, planning instruction, and promoting collaborative service delivery across the lifespan. Students analyze current research, differentiate among intervention and service delivery models, and design person-centered supports that address adaptive functioning domains, including communication, social-emotional, daily living, motor, and academic skills. Students apply assessment data to develop individualized interventions, incorporate principles of compassionate care into practice, and justify evidence-based interventions aligned with ethical, professional, and interdisciplinary standards.

SPED 5328. Behaviorism and Philosophical Foundations in Behavior Analysis.

This course examines behaviorism and the philosophical foundations of behavior analysis, emphasizing behavioral description, prediction, and systematic influence (control) of behavior within ethical and professional standards. Students analyze core assumptions of behavior analysis such as selectionism, determinism, empiricism, parsimony, and pragmatism and differentiate among behaviorism, the experimental analysis of behavior, applied behavior analysis, radical behaviorism, and professional practice. Course content introduces and applies the dimensions of applied behavior analysis as a framework for evaluating interventions and interpreting human behavior across settings. Through engagement with foundational and contemporary literature, students articulate behavior-analytic explanations of complex behavior while linking philosophical underpinnings to research and practice. This course is part of the Behavior-Analytic Pathway 2 coursework requirements established by the Behavior Analysis Certification Board for eligibility to sit for the board examination. While aligned with professional certification standards, the course invites critical examination of foundational assumptions and encourages independent scholarly judgment.

SPED 5333. Research in Behavior Analysis.

This course develops students’ skills in systematic behavior-analytic progress monitoring and the experimental analysis of behavior-change data. Students learn to operationally define behavior; select and implement direct, indirect, and permanent-product measurement systems; and graph and interpret data to guide decision making. Course content includes dependent and independent variables; internal and external validity; and the design, implementation, and evaluation of experimental single-subject research designs. Emphasis is on using rigorous measurement and experimental methods to demonstrate functional relations in applied settings and communicate outcomes clearly to audiences relevant to the applied setting. This course aligns with competencies identified in the BACB Test Content Outline for candidates pursuing Pathway 2 coursework requirements established by the Behavior Analysis Certification Board for eligibility to sit for the board examination.

SPED 5334. Assessment and Evaluation of Students with Disabilities.

This course provides an advanced examination of assessment practices in special education within Multi-Tiered System of Supports and Response to Intervention frameworks, as well as the comprehensive special education evaluation process. Through case studies, assessment design activities, and data interpretation, students analyze formal and informal assessment procedures and critically evaluate statistical concepts and technical characteristics of standardized tests. Students design comprehensive assessment plans, evaluate progress, and make data-driven instructional decisions for PK-12 students who have, or may be at risk for, identified disabilities.

SPED 5336. Behavior Assessment in Applied Behavior Analysis.

This course prepares students to conduct comprehensive, behavior-analytic assessments of behavior across a variety of settings and populations. Students examine the importance of systematically reviewing educational, medical, and historical records to determine the need for behavior-analytic services and to identify socially significant behavior-change goals. Emphasis is placed on conducting assessments of relevant skill strengths and deficits, as well as implementing descriptive assessments and functional analyses of problem behavior. Students identify behavioral functions and analyze functional assessment data to select targets, refine hypotheses, and make data‑based decisions that guide the design of effective interventions in accordance with established professional ethical guidelines in applied behavior analysis.

SPED 5340. Effective Instructional Practice in Special Education.

This course focuses on designing and delivering research-informed instruction that meets the academic, social, and behavioral needs of diverse learners, including those at risk or identified with learning or behavioral disabilities. Students explore the frameworks of response-to-intervention and multi-tiered systems of support, examine the characteristics of learners with varied performance profiles, and distinguish between high-leverage and evidence-based practices to guide instructional decisions. Students develop measurable goals and objectives for Individualized Education Programs and apply the four stages of learning to support effective planning. Emphasis is placed on creating explicit lessons that feature engaging openings, clear relevance statements, prerequisite reviews, modeling, guided practice, independent practice, and systematic review. Using curriculum-based measurement and progress-monitoring data, students refine instruction to align with response-to-intervention principles and evidence-based practices.

SPED 5341. Effective Instruction for Students with Disabilities.

This course focuses on designing and delivering research-informed instruction that meets the academic, social, and behavioral needs of diverse learners, including those at risk or identified with learning or behavioral disabilities. Students explore the frameworks of response-to-intervention and multi-tiered systems of support, examine the characteristics of learners with varied performance profiles, and distinguish between high-leverage and evidence-based practices to guide instructional decisions. Students develop measurable goals and objectives for Individualized Education Programs and apply the four stages of learning to support effective planning. The course examines approaches for creating explicit lessons that feature engaging openings, clear relevance statements, prerequisite reviews, modeling, guided practice, independent practice, and systematic review. Using curriculum-based measurement and progress-monitoring data, students refine instruction to align with response-to-intervention principles and evidence-based practices. Prerequisite: SPED 5361 with a grade of "C" or better.

SPED 5350. Special Education Law.

This course examines the historical development of special education litigation and legislation, emphasizing landmark federal cases that established rights to a free appropriate public education and least restrictive environment for PreK-12 students with disabilities. Students gain in-depth understanding of the Individuals with Disabilities Education Improvement Act (IDEA) and related federal statutes and regulations governing assessment and evaluation, eligibility determination, and the development and implementation of individualized education programs. Students analyze legal rules and procedural safeguards related to due process, mediation, and discipline, and considers how emerging national and state policy trends interact with and reinforce IDEA protections. Through case analysis and problem-based activities, students critique legal scenarios in special education by determining the rights and responsibilities of families and schools and evaluate legally supportable resolution options.

SPED 5355. Characteristics of Students with Learning Disabilities.

This course offers an in-depth exploration of the field of learning disabilities, emphasizing the history, definitions, and identification criteria used to support students with learning disabilities. Students examine cognitive and medical aspects of learning disabilities, as well as the academic and behavioral characteristics most often associated with these learners. Course content highlights research‑supported instructional and assessment practices that guide intervention planning and promote student success. Students also explore the special educator’s role in the identification process, current and emerging research trends, and professional development opportunities that enhance teaching effectiveness. Future directions for instruction of PK-12 students with learning disabilities and special education policy are discussed, preparing graduate students to make evidence-based decisions that improve outcomes for all learners.

SPED 5356. Advanced Practices in Learning Disabilities.

This course explores evidence-based instructional practices associated with academic outcomes for students with learning disabilities (LD) across grade levels and content areas. Emphasis is placed on research-supported instructional approaches related to student engagement, motivation, and organization. Students analyze and apply evidence-based strategies and high-leverage practices to examine connections between research and instructional practice. The course also examines the role of teacher quality, professional development, and sustainable instructional models in supporting educational outcomes for students with LD.

SPED 5360. Survey of Exceptionalities.

This course examines the theories, policies, and practices related to the education of exceptional children. Students analyze the federal process for identifying disabilities that impact PK-12 student learning, evaluate the characteristics and etiologies of various exceptionalities, and interpret the implications of state and federal legislation on educational access. Through inquiry and application of evidence-based research, students design evidence‑based instructional approaches, including inclusive options consistent with IDEA’s Least Restrictive Environment requirements, that support engagement and academic growth for learners with disabilities across educational contexts.

SPED 5361. Introduction to Special Education.

This course examines the theories, policies, and practices related to the education of exceptional children. Students analyze the federal process for identifying disabilities that impact PK-12 student learning, evaluate the characteristics and etiologies of various exceptionalities, and interpret the implications of state and federal legislation on educational access. Through inquiry and application of evidence-based research, students design evidence-based instructional approaches that support access to the general curriculum, meaningful engagement, and academic growth for learners with disabilities across educational contexts, in accordance with IDEA and state standards.

SPED 5375. Behavioral Foundations of Classroom Management.

This course prepares students to use behavior-analytic assessment and intervention to prevent challenging behavior and increase clearly defined, school-relevant academic and social behaviors for learners with disabilities. Students learn to analyze the function of behavior, develop precise operational definitions, and select and implement appropriate direct and indirect data collection systems. Emphasis is placed on identifying environmental contingencies, explaining evidence-based antecedent and consequence strategies, and aligning supports with educationally relevant behavioral goals. Students design comprehensive Behavior Intervention Plans that are evaluated based on acceptability, feasibility, and importance of goals and outcomes as identified by student, families, and school teams. Thes plans incorporate antecedent manipulations, instruction and reinforcement of functionally equivalent replacement behaviors, and extinction procedures when needed, with a focus on practical application across school settings.

SPED 5376. Assessment and Intervention of Challenging Behavior.

This course prepares practitioners to apply behavior-analytic principles to assess and intervene with challenging behaviors not effectively addressed by typical behavior management strategies. Emphasis is placed on the theoretical foundations of behavior change and the practical application of functional assessment and intervention techniques for individuals with neurodevelopmental disabilities and behavior disorders. Students develop skills in analyzing behavior functions, defining behaviors operationally, collecting and recording data accurately, implementing antecedent and consequence strategies to prevent and address challenging behaviors, conducting preference assessments, and developing individualized behavior intervention plans. This course is part of the behavior-analytic Pathway 2 coursework requirements established by the Behavior Analysis Certification Board for eligibility to sit for the board examination.

SPED 5378. Personnel and Program Supervision Management for Behavior Analysts.

This course prepares future behavior analysts to design, implement, and evaluate effective supervision and performance management practices grounded in behavior-analytic organizational behavior management principles. Students learn to assess performance strengths and skill deficits, develop evidence-based training systems, and apply functional and function-based strategies to analyze strategies that influence personnel performance outcomes. Emphasis is placed on establishing clear performance expectations, providing competency-based training and feedback, and examining how professional standards inform supervision practices across settings. This course is part of the Behavior-Analytic Pathway 2 coursework requirements established by the Behavior Analysis Certification Board for eligibility to sit for the board examination.

SPED 5380. Multi-Tiered Systems of Support in Schools.

This course examines the theory, issues, and applications of Multi-Tiered Systems of Support (MTSS) in school settings, including academic, behavioral, and social-emotional supports across grade levels and school disciplinary systems. Topics include behavioral and applied behavior analysis foundations, discipline practices, and the historical, theoretical, and legal bases of the MTSS's three-tier model. Methodology focuses on data-based decision-making, case analysis, team collaboration, and the systematic application of evidence-based practices within the three MTSS tiers across educational contexts.

SPED 5381. School-Wide Multi-Tiered Systems of Support.

This course examines the theory, issues, and applications of Multi-Tiered Systems of Support (MTSS) in school settings, including academic, behavioral, and social-emotional supports across grade levels and school disciplinary systems. Topics include behavioral and applied behavior analysis foundations, discipline practices, and the historical, theoretical, and legal bases of the MTSS three-tier model. Methodology focuses on data-based decision-making, case analysis, team collaboration, and the systematic application of evidence-based practices within the three tiers of MTSS across educational contexts. Corequisite: SPED 5361 with a grade of "C" or better.

SPED 5382. Advanced Practices in Educating Students with Emotional and Behavioral Disabilities.

This course examines advanced principles and practices in the education and support of PK-12 students with Emotional and Behavioral Disabilities. Students analyze historical and theoretical foundations of the field, evaluate evidence-based models of behavior and learning, and design function-based interventions to address complex behavioral and academic challenges. Emphasis is on assessing intervention fidelity, synthesizing approaches for internalizing and externalizing disorders, and implementing individualized coordinated systems of support that foster positive outcomes across educational and community settings.

SPED 5384. Behavioral Assessment and Intervention for Skill Acquisition.

This course provides advanced instruction in behavior-analytic assessment and intervention for skill acquisition across real-world contexts, including clinics, homes, schools, and community settings. Students analyze client records and assessment data, design measurable and socially significant goals, and develop behavior-analytic intervention programs that incorporate a range of evidence-based teaching procedures within a framework that centers on the priorities and characteristics of the individual and their family or caregivers. Students critically evaluate free-operant and trial-based teaching arrangements and use empirical evidence to justify assessment and intervention in alignment with professional and ethical standards. This course is part of the behavior-analytic Pathway 2 coursework requirements established by the Behavior Analyst Certification Board for eligibility to sit for the Board Certified Behavior Analyst examination.

SPED 5389. Special Education Practicum.

This course provides an intensive, supervised practicum in which graduate students analyze and apply evidence-based assessment, instructional planning, and explicit instruction in PK–12 special education classrooms. Students collect, manage, and interpret multi-source student data to design, deliver, and evaluate individualized education programs (IEPs) aligned with academic and behavioral goals, including developing high-quality Present Levels of Academic Achievement and Functional Performance (PLAAFP) statements and measurable annual goals. Students develop evidence-based lesson plans that incorporate special education high-leverage practices, curriculum-based measurement, and assistive and instructional technologies to support students’ access, engagement, and progress as defined in federal and state special‑education procedures. Throughout the practicum, students collaborate professionally with mentor teachers, related service providers, families, and multidisciplinary school teams and engage in structured, reflective practice focused on instructional decisions and adherence to evidence‑based methods. Prerequisite: SPED 5311 and SPED 5313 and SPED 5314 and SPED 5340 and SPED 5355 and SPED 5360 and SPED 5375 all with grades of "C" or better.

SPED 5391. Clinical Practicum in Autism Spectrum Disorders.

This course is an intensive practicum that provides supervised clinical field experience working with students with autism and other developmental disabilities. Students engage in evidence-based practices grounded in applied behavior analysis, including assessment of learning needs, identification of behavior function, and development, implementation, and evaluation of individualized instructional and behavioral intervention plans. Emphasis is placed on ethical practice, data-based decision making, and professional conduct. Supervision meeting Behavior Analyst Certification Board fieldwork requirements may be provided. This course may be repeated for credit to support continued clinical skill development and accumulation of supervised fieldwork hours. Prerequisite: Instructor approval.

SPED 5392. Practicum in Emotional and Behavioral Disabilities.

This course provides students with structured opportunities to design and implement assessments, behavioral interventions, and instructional methodologies within special and general education environments. Students engage in systematic observation of classroom and schoolwide practices, assess individual and organizational behavioral needs, and analyze data to determine patterns and behavioral functions. Course content highlights the development of evidence-based interventions, effective consultation with educational personnel, and continuous monitoring of outcomes to ensure high-quality implementation. Students collaboratively develop positive behavioral intervention support action plans for learners and comprehensive reports for schoolwide behavior system improvement. Prerequisite: SPED 5313 and SPED 5375 and SPED 5380 all with grades of "C" or better. Corequisite: SPED 5382 with a grade of "C" or better.

SPED 5394. Practicum in Learning Disabilities.

This course provides an intensive, field-based practicum experience in identifying and addressing the needs of learners who are at risk for or identified with specific learning disabilities. Students select and administer both formal and informal assessments to evaluate learning challenges accurately. After analyzing this assessment data, students design and deliver comprehensive lessons that incorporate systematic instruction, evidence-based interventions, and individualized accommodations and adaptations across academic subject areas. Coursework emphasizes continuous progress monitoring to determine learner growth and responsiveness to instruction, making informed adjustments to instructional strategies, and documenting outcomes to ensure educational decisions are data-driven and student-centered.

SPED 5395. Registered Behavior Technician Practicum.

This course provides an introductory supervised practicum experience for graduate students preparing for the Registered Behavior Technician (RBT) credential aligned with the Behavior Analyst Certification Board Task List. Students complete the Behavior Analyst Certification Board required RBT training modules and engage in structured clinical experiences within the Texas State University Clinic for Autism, Research, Evaluation, and Support to apply core principles of applied behavior analysis under supervision. Through observation, guided practice, and supervised performance, students practice designing measurement systems, demonstrating skill acquisition procedures, implementing behavior-reduction strategies, and producing clinical documentation that meets professional and ethical standards established by the field.