Emotional and Behavioral Disorders Concentration

Our Emotional and Behavioral Disorders concentration prepares you to serve K-12 students who have been identified with emotional and behavioral disorders in a variety of educational settings addressing mild, moderate, and severe needs. 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

• Child & Adolescent Psychopathology (SPED604)

  Explanation of etiology, characteristics, and classifications of behavioral disorders. Description of foundation and conceptual models related to emotional/behavioral disorders. Identification of current educational definitions, identification criteria, and labeling issues. Analysis of behavioral manifestations and the relationship between emotional/behavioral disorders. Determination of consultation with other professionals.

  3 credits

• Intervention Strategies for Moderate to Severe Behavioral Disabilities (SPED613)

  Identifies policies and procedures for providing educational services to preK–12 students with EBD. Applies essential features of EBD classrooms. Describes use of Functional Behavior Assessments, interagency collaboration, and program accommodations. Analyzes behavior change theories and integrates faith perspectives with instruction for students with EBD.

  3 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

• 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

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