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Professors: Thomas G.R. Bower, J. Michael Coleman, George Fair, Sandy Friel-Patti, Bert S. Moore, John W. Santrock, Robert D. Stillman
Associate Professors: Duane Buhrmester, Virginia A. Marchman, Margaret T. Owen, Melanie J. Spence
Assistant Professors: Nira Granott, Teresa Nezworski, Pamela Rollins
Senior Lecturer: Mary Dodd
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 and the families of children who show developmental delays. This program will be of special interest to students wishing to work with infants and young children in a number of professional settings including school, hospital and medical and early childhood intervention programs and interdisciplinary teams. Classroom training is combined with practicum placements in a variety of medical, 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.
The Human Development and Early Childhood Disorders program utilizes several facilities. One is in the Communication and Learning Center in the Cecil Green Hall at the main campus of The University of Texas at Dallas. Resources in the Communication and Learning Center include diagnostic and treatment facilities for working with young children, research and observational laboratories, and a complete laboratory dedicated to infant assessment. Another facility, the Callier Center for Communication Disorders, a component of the School of Human Development, 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. Finally, the School of Human Development operates a mobile laboratory that contains audio, video, and computing equipment necessary for research and training in field settings.
The University’s general admission requirements are discussed beginning on page 22.
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. The GRE score is included in the evaluation of the applicant’s record, and applicants who
score higher on this standardized test have a greater likelihood of admission, assuming other credentials are satisfactory. In general, students admitted to the program have a combined Verbal and Quantitative score on the GRE of at least 1000. However, there is no minimum cut-off score for admission nor does a score of at least 1000 assure admission to the program.
The University’s general degree requirements are discussed beginning on page 26.
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.
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 Community Resources*
HDCD 5330 Intervention Paradigms*
HDCD 6310 Parent Education
HDCD 6320 The Developing Child: Preschool Years*
Practicum
(3 hours)HDCD 7320 Practicum in Human Development and Early Childhood Disorders*
Internship
(6 hours)HDCD 7630 Internship
Electives
(15 hours)HDCD 5325 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 6390 Precursors to Development of Quantitative Skills
HDCD 6395 Medical and Biobehavioral Factors in ECD
HDCD 7350 Advanced Seminar in ECD
HDCD 6340 Language Development
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
HCS 6368 Language Development
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
HDCD 5309 Special Topics/TAGER (3 semester hours) (3-0)
HDCD 5311 (HCS 6357) The Developing Child: Infants and Toddlers (Birth to Three Years) (3 semester hours) Children’s growth from birth to age three including changes in biological, psychological, and social processes that constitute development during this period. (3-0) Y
HDCD 5312 (HCS 6356) Atypical Development (3 semester hours) Disorders of development from conception to age three, emphasizing etiology, diagnosis and treatment. Impact of delays in the acquisition and integration of various developmental skills as they relate to specific disorders of personality and socialization, sensory and motor skills, and language and cognition. (3-0) Y
HDCD 5315 Assessment Theory (3 semester hours) Latest developments in the field of infant/toddler assessment, including behavioral observation, contextual multi-faceted assessment, and inclusion of the family. Traditional psychometrics and assessment tools/techniques are mastered, as well as play-based assessment. Pre- or corequisite: HDCD 5311. (3-0) Y
HDCD 5316 Developmental Assessment (3 semester hours) Diagnostic classification through differential diagnosis decision-making. Emphasis on interpretation and integration of diagnostic information. Prerequisites: HDCD 5311, 5315. (3-0) Y
HDCD 5320 Community Resources (3 semester hours) Comprehensive overview of legislation, policies, and procedures pertinent to service coordination of community resources in early intervention. Visitation and study of local agencies, team dynamics, and interagency collaboration. (3-0) Y
HDCD 5325 (HCS 6353) Family Processes (3 semester hours) Focus on family life cycle theory which analyzes the interactive nature of family systems as well as how families are shaped by ecological forces. Emphasis on the impact of special-needs children on the family unit. (3-0) Y
HDCD 5330 (HCS 7323) Intervention Paradigms (3 semester hours) Examines the historical, theoretical, legal, and research bases for approaches to early intervention with at-risk and handicapped infants, toddlers, and preschoolers. (3-0) Y
HDCD 6310 Parent Education (3 semester hours) Skills needed by professionals to assess parents’ strengths, resources and needs as well as to assist parents in understanding and promoting their children’s development and adjustment. Includes effective communication techniques, basic counseling skills, and strategies to enhance parental effectiveness within the family and community. (3-0) Y
HDCD 6320 The Developing Child: Preschool Years (Three to Five Years) (3 semester hours) Reviews development and disorders of development during the three to five year period. Specific advances in sensory, perceptual, cognitive, and social skills as the basis for judging the child’s readiness for school. Intervention techniques for developmental delays integrated with the underlying developmental mechanisms and curriculum development for young children. Observation of preschool programs. Prerequisite: HDCD 5311. (3-0) Y
HDCD 6360 Behavior Management (3 semester hours) Observational methodology in developmental assessment and a review of principles and procedures of behavior change from a social learning perspective. Particular attention will be given to the design, implementation, and evaluation of behavioral interventions with children and families. (3-0) Y
HDCD 6370 Infant Intervention (3 semester hours) Methods and procedures for facilitating development of high risk or handicapped infants. Reviews the contributions and specific perspectives of various disciplines in meeting the developmental, environmental, and physical needs of such children. Students design infant intervention programs. (3-0) Y
HDCD 6380 Precursors to Development of Literacy (3 semester hours) The acquisition of linguistic skills antecedent to early reading and the problems of acquisition of reading during early school years. Prerequisite: HDCD 6320, 6340. (3-0) R
HDCD 6390 Precursors to Development of Quantitative Skills (3 semester hours) The development of analytic and numerical skills and focuses on problems of quantitative problem solving in the early school years. Prerequisite: HDCD 6320. (3-0) R
HDCD 6395 Medical and Biobehavioral Factors in Early Childhood Disorders (3 semester hours) Genetic transmission of childhood disorders as well as metabolic disturbances contributing to such disorders. Includes sequelae associated with Fetal Alcohol Syndrome, drug exposure, prenatal, perinatal and postnatal diseases and traumas. (3-0) Y
HDCD 7320 Practicum in Human Development and Early Childhood Disorders (3 semester hours) Supervised participation in early intervention settings. Students will observe the ongoing activities of programs serving infants and young children and will participate on a limited basis. Readings and presentations related to professional development will be discussed in weekly seminars. Prerequisite: Consent of instructor. (3-0) S
HDCD 7350 Advanced Seminar in Early Childhood Disorders (3 semester hours) Selected topics will vary from semester to semester. (3-0) Y
HDCD 7630 Internship (6 semester hours) Under supervision of university faculty and program staff, students participate as members of an interdisciplinary team in an ECI program. Students will assist in assessment, report writing, service coordination, team presentations, as well as the design and implementation of interventions. Internship serves to integrate the other training provided in the program. Weekly supervisory seminar required. Prerequisite: Consent of instructor. (6-0) S
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