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Counseling Psychology and Special Education |
Ronald D. Bingham, Chair
340 MCKB, (801) 422-3857
David O. McKay School of Education Advisement Center
120 MCKB, (801) 422-3426
Students must apply to the Counseling Psychology and Special Education Department for admission to the licensing programs and/or the minors. Applications may be obtained from the department office in 340 MCKB or on the department Web site at www.byu.edu/cse.
| Emphases |
Mild/Moderate Disabilities
Severe Disabilities |
Students should see their college advisement center for help or information concerning the undergraduate programs.
| MS | School Counseling Psychology |
| MS | Special Education |
| PhD | Counseling Psychology |
For more information see the BYU 2003-2004 Graduate Catalog.
This is a limited-enrollment program requiring departmental admissions approval. Please see the Education Advisement and Certification Office for information regarding requirements for admission to this program.
Major Requirements
This is a limited-enrollment program requiring departmental admissions approval. Please see the Education Advisement and Certification Office for information regarding requirements for admission to this program.
Major Requirements
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400. Exceptional Students: Principles of Collaboration. (2:1:Arr.)
F, W Sp, Su
Basic principles and legislative issues in effectively
communicating and collaborating with professionals, parents, and
other service providers to meet needs of individuals with
disabilities in inclusive, educational environments. Lab.
401R. Practicum in Educational Partnerships. (1:0:1 ea.) F, W, Sp,
Su Prerequisite: admission to elementary, secondary, or special
education program.
Collaborating with parents, professionals, and others to meet
needs of individuals with disabilities in inclusive or special
education environments.
410. Applied Behavior Analysis in Education. (3:3:2) Prerequisite:
admission to special education program.
Strategies for educating individuals with at-risk disabilities.
Prevention, early intervention, and treatment strategies.
420. Assessment and Evaluation of Students with Exceptional
Needs. (3:2:1) Prerequisite: admission to special education
program.
Determining present levels of performance, classifying students
for special education services, and writing goals and objectives for
IEP development.
430. Teaching Reading/Language Arts to Students with
Disabilities. (3:3:0) Prerequisite: admission to special education
program; CPSE 400 or equivalent.
Research-based methods for teaching language arts to students
with disabilities.
440. Curriculum and Instruction for Secondary Students with
Disabilities. (1–3:Arr.:Arr.) Prerequisite: admission to special
education program; CPSE 400 or equivalent; concurrent
enrollment in CPSE 446R or 447R.
Selecting and adapting curriculum accommodations, transition
planning, and postsecondary preparation.
442. Social and Behavioral Strategies for Students with
Mild/Moderate Disabilities. (3:2:1) Prerequisite: admission to
special education program; CPSE 400, 410.
Principles, procedures, and strategies for classroom behavior
management, social competence, and individual and schoolwide
intervention plans.
443. Social and Behavioral Strategies for Students with Severe
Disabilities. (3:3:0) Prerequisite: admission to special education
program; CPSE 400, 410.
Principles, procedures, and strategies for creating positive
educational environments, including functional assessment,
behavior intervention plans, and developing social competence.
446R. Practicum in Secondary Education: Mild/Moderate
Disabilities. (1:0:Arr. ea.) Prerequisite: admission to special
education program; CPSE 400 or equivalent; concurrent
enrollment in CPSE 440 secondary).
Teaching students with mild/moderate disabilities in secondary
settings.
447R. Practicum in Secondary Education: Severe Disabilities. (1:0:Arr. ea.) Prerequisite: admission to special education program;
CPSE 400 or equivalent; concurrent enrollment in CPSE 440
(secondary).
Teaching students with severe disabilities in secondary settings.
Fee.
452. Effective Teaching Strategies for Students with
Mild/Moderate Disabilities. (3:3:0) Prerequisite: admission to
special education program; CPSE 400, 410.
IEP-based lesson planning and teacher-directed, studentmediated
instructional strategies.
453. Curriculum and Instruction: Severe Disabilities. (3:3:0)
Prerequisite: admission to special education program or
instructor’s consent.
Strategies for designing and implementing educational
programs, curricula, and teaching methods for students with
severe disabilities.
462. Teaching Math to Students with Disabilities. (3:3:0)
Prerequisite: CPSE 400 or equivalent; admission to special
education program.
Research-based methods.
463. Assistive Technology for Students with Disabilities. (3:3:0)
Prerequisite: admission to special education program or
instructor’s consent.
Using assistive technology to improve communication skills and
education of students with disabilities.
466R. Practicum: Teaching Students with Mild/Moderate
Disabilities. (1–4:0:Arr. ea.) Prerequisite: admission to special
education licensure program; CPSE 400 or equivalent.
Effective teaching cycle for students with mild/moderate
disabilities.
467R. Practicum: Teaching Students with Severe Disabilities. (1–4:0:Arr. ea.) Prerequisite: admission to special education
licensure program; CPSE 400 or equivalent.
Effective teaching cycle for students with severe disabilities.
470. Legal Issues Influencing Collaboration in Special
Education. (3:3:0) Prerequisite: CPSE 400 or equivalent; admission
to special education program.
Laws and issues influencing special education and educators’
roles in collaborating with families and professionals.
480. Educational and Multicultural Issues in Special Education. (3:Arr.:Arr.)
Special education issues: multicultural, historical, and legal
foundations.
486R. Student Teaching: Students with Mild/Moderate
Disabilities. (4–12:Arr.:Arr. ea.) Prerequisite: successful
completion of all core courses and practica in special education.
Culminating experience teaching students with mild/moderate
disabilities in school settings.
487R. Student Teaching: Students with Severe Disabilities. (4–12:Arr.:Arr. ea.) Prerequisite: successful completion of all core
courses and practica in special education.
Culminating experience teaching students with severe
disabilities in school settings.
490. Capstone Seminar: Students with Disabilities. (1:1:0)
Prerequisite: successful completion of all special education courses
and concurrent enrollment with student teaching/internship.
Synthesizing knowledge and skills in special education;
developing professional ethics and commitment to professional
development.
493R. Readings. (1–2:Arr.:Arr. ea.) F, W, Sp, Su
496R. Academic Internship: Special Education. (1–12:Arr.:Arr.
ea.) Prerequisite: departmental approval of application; placement
one semester in advance of registration.
Practicing individual and group skills, testing and other
techniques and responsibilities consistent with advanced training.
Fee.
503. Education of Individuals with Disabilities. (3:3:0) F
Prerequisite: concurrent enrollment in student teaching or
internship.
Developing, implementing, and evaluating programs for
individuals with disabilities.
514R, 515R. Special Topics in Educational Psychology. (1–3:3:1
ea.) F, W, Sp, Su Independent Study also. Prerequisite: instructor’s
consent.
Note: No graduate credit is given for CPSE 514. CPSE 515R credit
may count toward a graduate degree if prior approval is obtained.
—Assessing Learning and Behavior
—Changing Role of the Counselor
—Classroom Behavior Management
—Current Topics in Counseling
—Current Topics in Educational Psychology
—Current Topics in Special Education
—Curriculum for Exceptional Children
—Effective Teaching
—Emotionally Handicapped
—Evaluating Student Learning
—Exceptional Children in the Regular Classroom
—Gifted and Talented
—Intellectually Handicapped
—Learning Disabled
—Microcomputers in Schools
—Motivation
—Program Evaluation
—Self-Concept
—Teaching Exceptional Children
—Understanding Exceptional Children
518. Introduction to Gifted/Talented Education. (2:2:1) F, W, Su
Independent Study also.
Various approaches to educating the gifted and talented.
519. Assessment: Severe Disabilities. (1–3:Arr.:0) Su
Foundation course in assessing, diagnosing, and evaluating
individuals with severe/profound disabilities.
525. Education of Students with Learning Disabilities. (3:3:3) F, W, Sp Prerequisite: instructor’s consent.
533R. Practicum in Assessment: Mild/Moderate Disabilities. (1–3:0:Arr. ea.) Su
Assessing, diagnosing, and evaluating individuals with
disabilities.
545. Gifted: Creativity and Thinking Strategies. (2:2:0) W, Su
Nature of creativity and approaches to nurturing it.
546. Helping Relationships: Basic Concepts and Skills. (1–3:Arr.:Arr.) For students interested in professional,
paraprofessional, peer, or lay counseling. F, W
Basic interviewing and helping skills.
560. Leadership in Student Services. (3:3:0) On dem.
Applying leadership and administrative theory and methods to
student services in school and related educational settings.
Helping skills for counselors, school psychologists, principals,
teachers, and others interested in the learning and emotional
climate of the school.
580R. Directed Observation in the Schools. (1–3:0:8 ea.) F, W, Sp, Su Prerequisite: instructor’s consent.
582R. Practicum: Individuals with Emotional and Behavioral Disabilities. (1–8:0:8 ea.) F, W, Su Prerequisite: instructor’s consent, CPSE 511, and prior application. Fee.
584R. Practicum: Individuals with Learning Disabilities. (2–8:0:8 ea.) F, W, Sp Prerequisite: CPSE 526; departmental approval of application and placement one semester in advance of registration. Fee.
586R. Student Teaching: Students with Mild/Moderate
Disabilities. (4–12:0:Arr. ea.) Prerequisite: Successful completion
of all core courses and practica in the special education program.
Culminating experience teaching students with mild/moderate
disabilities in school settings. Fee.
587R. Student Teaching: Students with Severe Disabilities. (4–12:0:Arr. ea.) Prerequisite: successful completion of all core
courses and practica in the special education program.
Culminating experience teaching students with severe
disabilities in school settings. Fee.
599R. Academic Internship: Special Education. (4–12:0:0 ea.)
Prerequisite: successful completion of all core courses and practica
in the special education program.
Culminating experience in the licensure program teaching
students with disabilities in a school setting full-time for one
academic school year.
For 600- and 700-level courses, see the BYU 2003–2004 Graduate Catalog.
Egan, M. Winston (1993) BA, Brigham Young U., 1967; MAT, Oakland U., 1972; PhD, U. of Florida, 1974.
Prater, Mary Anne (2001) BM, MS, U. of Utah, 1975, 1982; PhD, Utah State U., 1987.
Richards, P. Scott (1990) BS, MS, Brigham Young U., 1981, 1983; PhD, U. of Minnesota, 1988.
Young, K. Richard (1998) BS, MS, PhD, U. of Utah, 1969, 1971, 1973.
Dyches, Tina Taylor (1995) BS, Brigham Young U., 1986; MS, Utah State U., 1990; EdD, Illinois State U., 1995.
Gibb, Gordon S. (1996) BS, Eastern Montana Coll., 1976; MEd, Brigham Young U., 1988 ; PhD, U. of Utah, 1994.
Allen, Melissa A. (1999) BS, Brigham Young U., 1975; PhD, Texas A&M U., 1996.
Ashbaker, Betty Y. (1998) BS, MS, Utah State U., 1972, 1974; PhD, Brigham Young U., 1981.
Crook, Rachel E. (2002) BS, Brigham Young U., 1996; MA, PhD, U. of Maryland, College Park, 2000, 2002.
Jackson, Aaron P. (1998) BS, MA, Brigham Young U., 1985, 1989; PhD, U. of Missouri, Columbia, 1993.
Jerome, Annette C. (1998) BA, MA, California State University, Fresno, 1978, 1983; PhD, Brigham Young U., 1995.
Marchant, Michelle (2001) BS, MS, PhD, Utah State U., 1991, 1996, 2000.
Smith, Timothy B. (1999) BS, Brigham Young U., 1991; MA, MS, PhD, Utah State U., 1993, 1996, 1997.
Wilder, Lynn K. (1999) BS, MA, EdD, Ball State U., 1975, 1978, 1999.
Young, Ellie L. (2001) BS, MEd, SPC, Brigham Young U., 1986, 1987, 1988; PhD, U. of South Florida, 2001.
Bauer, Edith B. (1945) BA, MA, Brigham Young U., 1930, 1946; PhD, U. of California, Berkeley, 1956.
Bingham, Ronald D. (1971) BS, Utah State U., 1961; MEd, PhD, Pennsylvania State U., 1965, 1970.
Crandell, John M. (1970) BA, MA, Arizona State U., 1951, 1957; PhD, U. of Texas, Austin, 1966.
Gale, Darwin F. (1969) BS, MS, Utah State U., 1958, 1960; EdD, Brigham Young U., 1967.
Harris, James M. (1955) BS, MS, Utah State U., 1952, 1953; PhD, Cornell U., 1955.
Ingram, Cregg F. (1975) BS, MS, U. of Utah, 1968, 1970; EdD, U. of Kentucky, 1974.
Merrell, Betty D. Harrison (1961) BS, MS, PhD, Brigham Young U., 1959, 1960, 1965.
Walton, Wilbur T. (1971) BA, Brigham Young U., 1957; MS, PhD, U. of Utah, 1965, 1969.
Wootton, Richard R. (1961) BS, MS, Brigham Young U., 1956, 1961; EdD, Utah State U., 1969.
Young, James R. (1971) BA, MEd, Brigham Young U., 1965, 1966; PhD, George Peabody Coll. of Vanderbilt U., 1970.
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