Graduate Program in Human Development and Early Childhood Disorders

http://www.utdallas.edu/dept/bbs/

Faculty


Professors: Thomas G.R. Bower, Duane Buhrmester, J. Michael Coleman, George Fair, Bert S. Moore, Margaret Tresch Owen, John W. Santrock, Robert D. Stillman
Associate Professors: Teresa Nezworski, Pamela Rollins, Melanie J. Spence
Clinical Faculty: Michelle Aldridge, Mary Dodd

Objectives

The program is designed for students with professional interests in early child development and disorders. The curriculum offers a strong foundation in the normative path of physical, cognitive and social development with specialized training in diagnostic and intervention techniques needed to work with disorders of early childhood. The program offers two plans of study. The professional plan of study is designed for students interested in a career in the delivery of services to children who show developmental delays and their families. This program will be of special interest to students wishing to work with infants and young children in early childhood intervention programs and other professional settings including schools, hospitals, and medical clinics. Classroom training is combined with practicum placements in a variety of clinical and educational settings. Students graduating from the program qualify to work as Early Intervention Specialists and, with prior teacher certification, may receive the Early Childhood Handicapped Endorsement from the Texas Education Agency. The research plan focuses on the development of skills necessary to conduct research in child development. The research plan requires a directed project.

Facilities

The Human Development and Early Childhood Disorders program utilizes several facilities. Facilities at the main campus of The University of Texas at Dallas include diagnostic and treatment facilities for working with young children, research and observational laboratories, and laboratories dedicated to infant assessment. The Toddler Playgroup program meets weekly in an early childhood classroom in the Student Union and provides on-campus fieldwork opportunities with toddlers with special needs and their parents. Another facility, the Callier Center for Communication Disorders, a component of the School of Behavioral and Brain Sciences, is situated adjacent to the campus of The University of Texas Southwestern Medical School. The Callier Center operates a laboratory preschool as well as a number of other educational and clinical programs serving young children.

Admission Requirements

The University’s general admission requirements are discussed here.

The Human Development and Early Childhood Disorders program is designed for students with backgrounds in psychology, special education, early childhood education, and communication disorders. Students from other disciplines are also encouraged to apply.

Admission to the Human Development and Early Childhood Disorders program is based on a review of the applicant’s GPA, GRE scores, letters of recommendation, and narrative description of interests and career goals. In general, a combined Verbal and Quantitative score on the GRE of at least 1000 is advisable based on our experience with student success in the program. However, there is no minimum cut-off score for admission nor does a score of at least 1000 assure admission to the program.

Degree Requirements

The University’s general degree requirements are discussed here.

The two plans of study have a common core of courses. In the professional track there is additional coursework and experience in applied settings designed to prepare students to work with children and their families. The emphasis in the research track is in developing expertise in conducting research in the field of human development and early childhood disorders. A required research project is facilitated by close work with a research mentor from the faculty.

The Master of Science program requires a minimum of 48 semester hours. Specific degree requirements follow.

Professional Plan of Study

Required Core Courses (24 hours)

HDCD 5311 The Developing Child: Infants and Toddlers *
HDCD 5312 Atypical Development
HDCD 5315 Assessment Theory
HDCD 5316 Developmental Assessment*
HDCD 5320 Service Coordination of Community Resources*
HDCD 5330 Intervention Paradigms*
HDCD 6310 Parent Education
HDCD 6320 The Developing Child: Preschool Years*
Practicum (3 hours)

HDCD 7V20 Professional and Ethical Practice*
Internship (6 hours)

HDCD 7V20 Professional and Ethical Practice
Electives (15 hours)

HDCD 6353 Family Processes
HCS 6350 Social Development
HCS 6331 Cognitive Development
HDCD 6360 Behavior Management
HDCD 6370 Infant Intervention
HDCD 6380 Precursors to Development of Literacy*
HDCD 6395 Medical and Biobehavioral Factors in ECD
HDCD 7350 Advanced Seminar in ECD
COMD 6307 Language Acquisition
HCS 7376 Child Psychopathology

*Courses leading to Early Childhood Handicapped Endorsement for previously certified teachers.

Research Plan of Study

Required Core Courses (18 hours)

HDCD 5311 The Developing Child: Infants and Toddlers
HDCD 5312 Atypical Development
HDCD 5315 Assessment Theory
HCS 6331 Cognitive Development
HCS 6350 Social Development
COMD 6307 Language Acquisition
Research Methods Core (6 hours)

HCS 6312 Research Methods in Human Development and Communication Sciences - Part I
HCS 6313 Research Methods in Human Development and Communication Sciences - Part II
Elective Coursework (18 hours)
Directed Project (6 hours)

HDCD 7610 Directed Project
Teacher Certification Early Childhood – 4th Grade

Required of post-baccalaureate students seeking Early Childhood-4th grade Teacher Certification


HDCD 5301 Child Development
HDCD 5302 Educational Psychology
HDCD 5303 Exceptional Children
HDCD 5304 Cognitive Development