Academic Behavioral Strategist Concentration

Our Academic Behavioral Strategist concentration prepares you to serve K-12 students in a variety of mild to moderate disability categories, including Autism Spectrum Disorders, Emotional Behavioral Disorders, Learning Disabilities, Other Health Disabilities, and Developmental Concentration Disabilities. You’ll be equipped to work in resource rooms and inclusive K-12 settings within public schools. If you're not already a Tier 3 or Tier 4 Minnesota licensed teacher, you will also need to complete the Standards of Effective Practice concentration. This additional concentration meets the Minnesota Professional Educator Standards and Licensing Board’s (PELSB) Minnesota Standards of Effective Practice, a requirement for all Tier 3 and Tier 4 licensed teachers.

Total credits

41

Finish in as few as

19-31 months

Courses

• Writing the Thesis (EDUC795)

  Exploration of a significant educational issue relevant to the student's profession through writing an independent thesis or collaborative research project. Recognition of the characteristics of quantitative, qualitative, mixed-methods, meta-analysis, and action research designs. Reflection on research ethics from a Christian worldview. Oral defense of student’s thesis or project.

  4 credits

• Introduction to Special Education: History, Law, Academics, and Behavior (SPED602)

  Identifies the impact of historical, philosophical, legal, and contemporary factors on special education. Explores disability characteristics, cultural influences, and linguistic considerations. Describes the effects of IDEA and collaboration between special and general education. Introduces functional behavioral assessments, support systems, and evidence-based instructional adaptations. Analyzes curricular guidance and positive instructional environments.

  4 credits

• Norm-Reference Assessment and Field Experience (SPED617)

  Standards and critical elements in special education assessment. Test development principles and standardized assessment instruments for special education decision-making. Responsibilities of assessment team members. Synthesis of assessment data. Applies scriptural principles to assessment in special education. Identifies students’ strengths and needs through assessment. Developing and explaining results of evaluation report.

  4 credits

• Instructional Strategies for Students with Mild-Moderate Disabilities (SPED618)

  Interprets student performance data, differentiates instruction for diverse needs, and applies evidence-based practices for students with mild–moderate disabilities. Creates positive learning environments and explores connections between faith and K-12 special education. Develops skills to locate, evaluate, summarize, and cite scholarly research in APA style to inform practice.

  4 credits

• Consultation, Collaboration, and Resources (SPED623)

  Identifies collaborative partners and structures to provide effective special education services to students and families. Includes community, interagency, educational, and professional resources while considering family background, socioeconomic status, and cultural and linguistic diversity. Evaluates current research to plan and implement emerging special education practices.

  2 credits

• Programming and Planning for Special Education (SPED627)

  Development and evaluation of an individual education program (IEP) based on student assessment results. Consideration of technology, supplementary aids, services, and transition needs of students. Synthesis of cultural, ethnic, and linguistic diversity.

  2 credits

• Reading Foundations and Field Experience (SPED629)

  Relationships, stages, and patterns among reading, writing, and oral language development, fluency and comprehension processes, and instructional strategies. English language structure, word identification strategies, addressing dyslexia, and the role of vocabulary knowledge. Assessment strategies and textual analysis for K-12 classrooms. Students apply learning in a 35-hour supervised K-12 field experience.

  4 credits

• Characteristics of Mild-Moderate Disabilities (ABS) (SPED633)

  Exploration of the five disability categories represented under Academic Behavioral Strategist (ABS). Identification of strategies that support stakeholders of children with mild-moderate needs. Explanation of topics that form the basis for special education practice for students with mild-moderate disabilities.

  4 credits

• Responsive Instruction, Intervention, and Assessment (ABS) (SPED635)

  Identifies assessment measures for instructional decisions, professional organizations, and historical educational contexts. Interprets assessment data, designs instruction and modifications, and analyzes progress monitoring results. Communicates students’ assessment outcomes clearly to stakeholders. Identifies cultural and linguistic impacts on special education.

  2 credits

• Intro to Behavioral Methods & Mental Health for Mild-Mod Special Needs (ABS, EBD) & Field Experience (SPED639)

  Introduction to behavior methods and mental health for students with mild/moderate needs. Interventions for K-12 students with mental health and behavioral needs. Impact of mental health and behavioral labels/diagnoses within K-12 education. Identification of roles of professionals within and outside the school related to mental health.

  4 credits

• Classroom-based Assessment and Field Experience (SPED655)

  Description of legal, professional, and ethical standards in assessment related to informal assessment measures and environmental factors influencing student achievement and behavior. Description of student’s learning style, strengths, and analysis of behavior based on observations and assessment data. Identification of the influence diversity, age and gender have on assessment.

  4 credits

• ABS: Student Teaching (SPED770)

  Implements referral, assessment, evaluation, IEPs, and interventions for students with mild–moderate disabilities. Manages timelines and responsibilities, consulting with parents and school and community professionals. Develops strategies for efficacy and resource use. Analyzes personal and professional growth as a special educator. Completes 12 consecutive weeks in a K–12 setting.

  5 credits

  Corequisite Course: SPED771;SPED773;SPED774;TEAC751

Select one from:

Credits listed are for the current catalog. The PELSB (Professional Educator Licensing and Standards Board) may implement new requirements that may require credit changes.