208 Educational Psychology
Department Grants from the U.S. Department of Education,
Texas Education Agency and other sources provide
financial support to graduate students, depending
on program needs. Tuition and stipend support is
available for both full- and part-time students in
Psychology the areas of emotional and behavior disorders, and
transition and correctional special education.
For students in the autism intervention program,
Main Office funds are available only for students who currently
Matthews Hall, 316 teach in rural areas and are not able to come to the
Mailing address: Denton or Dallas campus for instruction on a regu-
1155 Union Circle #311335 lar basis, thus requiring online courses.
Denton, TX 76203-5017
940-565-2093 Center for Parent Education
Web site: www.coe.unt.edu/epsy
The Center for Parent Education meets the needs
Jon Young, Interim Chair of students, professionals and families through
Graduate Faculty: Bullock, Callahan, Combes, training, resources and research. Research and
Glover, Hayes, Henson, Huey, Hull, Jacobson, projects are carried out by faculty and students in
Martin, Mehta, Middlemiss, Nievar, Sayler, Tyler- the Department of Educational Psychology in col-
Wood, Young. laboration with other university faculty who have an
interest and expertise in parent education and family
The Department of Educational Psychology offers support.
course work in research design and measurement;
applied statistics program evaluation; the education
of special populations and gifted learners; develop- UNT Institute for Behavioral and
ment and family studies; and school psychology. Learning Differences
Certification and degree programs in the The UNT Institute for Behavioral and Learning
department focus on such areas as non-traditional Differences (UNT-IBLD) was created in 1993 for
education, research and evaluation design, special the advancement of research and educational issues
education, gifted education, and human develop- and techniques related to individuals with unique
ment and family studies. behavioral and learning characteristics. The UNT-
Financial support may be available on a limited IBLD vision includes not only those individuals who
basis for research, teaching and internships. Funds are not keeping pace with their peer group, but also
vary depending on grants and other activities of the those who are advanced beyond normal expecta-
faculty in the department. tions. The goals of the UNT-IBLD include advancing
the understanding of behavioral and learning dif-
Research ferences; developing liaisons with public and private
Faculty in the department have extensive research facilities; effecting in-service development of regular
interests that include but are not limited to aca- education faculty; focusing on transitional strategies
demic, social and behavioral assessment; designing for community, work and postsecondary education;
effective instructional environments for excep- developing technological innovations for enhancing
tional learners; behavioral management systems educational and life opportunities; and serving as
for special populations, parent and professional a resource for professionals, parents, schools, and
communication and collaboration; establishment community and state agencies.
of partnerships to facilitate services for excep-
tional individuals; programs and procedures for Degree Programs
gifted learners; identification of gifted and talented The department offers the following degrees at
learners; academic acceleration; early entrance to the master’s and doctoral level:
school for college; social and emotional aspects of
giftedness; cognitive development and information • Master of Science with a major in development
processing of traditional and special populations; and family studies.
statistical modeling; program evaluation; strategies • Master of Science with a major in educational
for working with adult populations; and the study of psychology.
developmental norms and family relationships. • Doctor of Philosophy with a major in educational
Educational Psychology 209
• Master of Science with a major in school 5. A statement of approximately 300–500 words
psychology. concerning the purpose for undertaking graduate
• Master of Education, and study at UNT, including professional plans or career
• Doctor of Philosophy, both with a major in special goals as well as a discussion of research interests.
education. 6. Three letters of recommendation from individu-
Specializations in special education include als familiar with the applicant’s academic and/or
educational diagnostician, emotional and behav- professional abilities. Applicants must submit at
ioral disorders, early childhood, generic, gifted and least one letter from a current or former professional
talented, and learning disabilities. Specializations employer (if such experience exists) and at least one
in educational psychology include educational from the last academic institution attended.
diagnostician, gifted and talented, and research and In addition to the listed criteria, the program may
statistics. consider the applicant’s related work experience,
The doctoral program in special education is publications, presentations to professional organiza-
offered as part of the Federation of North Texas Area tions, leadership roles, teaching excellence, awards,
Universities. volunteer participation and other factors that might
Depending on the degree attained, graduates provide evidence of potential success in the master’s
of these programs normally seek employment program.
in business and education as teachers, program
administrators, supervisory personnel, assessment Credentials
specialists, curriculum development specialists, Graduate course work in development and family
research and evaluation specialists, and community studies may lead to one or more of the following
college and university faculty members. Gradu- credentials:
ates may also be prepared to seek careers in parent • Certified Family Life Educator (CFLE) through the
education and/or family life, child life and life span National Council on Family Relations Academic
development. Program Review process.
Applicants must meet requirements for admis- • Graduate Academic Certificate (GAC) in parent
sion to the Toulouse School of Graduate Studies education with application made to the Toulouse
and meet all requirements of the College of Educa- School of Graduate Studies. Required course work
tion. For admission to any of the programs in this can lead to the CFLE credential.
department, the applicant should file an application • Early Intervention Specialist Professional with the
portfolio with the program area in which the student Texas Interagency Council on Early Childhood
is interested in entering and schedule an interview Intervention (ECI) through an agreement with
with a representative of the academic area. Contact UNT.
the individual program or visit their web sites for • Post-Baccalaureate Texas Secondary Teacher
details about the specific admission requirements for Certification in human development and fam-
each program. ily studies or family and consumer sciences (FCS
Certificate includes course work taken through the
Development and Family Studies School of Merchandising and Hospitality Manage-
ment.) Secondary Education course work is taken
Degree Program through the Department of Teacher Education and
Master of Science Administration.
• Certified in Human Development and Family
Admission Requirements Studies (CHDFS) or Family Consumer Sciences
Application to the master’s program in develop- (CFCS) upon completion of an exam offered by the
ment and family studies is a two-part process. First, American Association of Family and Consumer
the applicant must file an application for admission Sciences. Post-Baccalaureate Secondary Teacher
to the Toulouse School of Graduate Studies. Sec- Certification students complete the respective
ond, the applicant must submit the following to the exams through the TExES subject matter exam for
development and family studies office: teacher certification.
• Child Life Certification offered through the Child
1. A completed DFS program application.
2. A letter of application.
3. A current resume. Degree Requirements
All MS students in development and family stud-
4. Scores on the GRE or GMAT.
ies are required to complete the following.
210 Educational Psychology
1. Educational Psychology Master’s Core (9 research within the field of study. Students must
hours): notify the major advisor of their intent to complete
• EPSY 5210, Educational Statistics (3 hours) exams by midterm of the semester prior to gradua-
• DFST 5123, Human Development Across the Life tion and must register for DFST 5920, Problems in
Span (3 hours) Lieu of Thesis, under the major advisor. Students
• EDSP 5710, Special Education Programs and Prac- are required to meet with their exam committee to
tices (3 hours) discuss the comprehensive exam question and gain
approval for the topic and scope of their profes-
2. Development and Family Studies Masters Core sional paper. Exams are given following a timeline
(12 hours): established by the faculty; all students must meet
• DFST 5113, Developmental and Family Theory a common deadline for completion of the profes-
(3 hours) sional paper and oral presentation/defense. The
• DFST 5413, Family Relationships (3 hours) or professional paper and oral presentation/defense are
DFST 5313, Parent-Child Interaction (3 hours) evaluated separately, and students are required to
• DFST 5163, Diversity in Individuals and Families pass both in order to complete the comprehensive
(3 hours) or DFST 5433, Partnerships: Family, exam process. The comprehensive exam commit-
School and Community (3 hours) tee will consist of the student’s DFS major advisor
• EPSY 5050, Educational Research and Evaluation and two additional members of the DFS faculty.
(3 hours) All members of the committee must hold graduate
3. Thesis or Non-thesis Option: Students may faculty status at UNT.
select either the 36-hour thesis option or the
40-hour non-thesis option.
Each student will be assigned a three-member
Thesis option: In addition to the DFS master’s advising committee upon the receipt of all applica-
core and research requirement cited above, the tion materials to the program and Graduate School.
student must successfully develop a thesis proposal, Students are free to change the membership of their
defend the proposal, and complete and defend the advising committee as they wish.
proposed research. Students selecting the 36-hour
thesis option must also complete 6 hours of DFST
5950, Master’s Thesis. In consultation with the stu- Educational Psychology Degree
dent’s advising committee (see below), the student Program
must select 9 additional hours of course work, 6
of which may be taken outside the major field if Master of Science
the student desires and the advising committee Degree programs in educational psychology
approves. focus on physical, cognitive and social-emotional
Non-thesis option: In addition to the DFS mas- growth and change across the lifespan with regard
ter’s core and the research requirement cited above, to developmental norms; investigation of interper-
in consultation with the advising committee (see sonal relationships both inside and outside the many
below), students selecting the 40-hour non-thesis varieties of the family unit; application of knowledge
option must also complete 19 additional hours, 9 regarding human development in the educational
of which may be taken outside the major field if environment; research, measurement and statis-
the student desires and the advising committee tics; assessment and evaluation of individuals in an
approves. educational environment; and the needs of special
4. Comprehensive Exam: The comprehensive exam populations with regard to education, behavior,
for the thesis student will be the thesis defense. assessment and evaluation, and decision making.
Students are required to establish a three-member Faculty in educational psychology work collab-
thesis committee consisting of the major advisor and oratively toward high-quality intervention-based
two other UNT faculty members, one of whom must research that focuses on educational, developmen-
also be a member of the DFS faculty. All members of tal and social effectiveness outcomes. Four pillars
the committee must hold graduate faculty status at provide focus, structure, fidelity and integrity
UNT. to this central research theme: investigating the
The comprehensive exam for the non-thesis implementation and effectiveness of interventions;
student is a term/semester-long endeavor consist- targeting exceptional and at-risk populations; apply-
ing of a professional paper and oral presentation/ ing rigorous scientifically-based research methods;
defense of that paper. The exam reflects the student’s and capitalizing on collaboration and collegiality
knowledge, application skills, cultural competence, to achieve synergy and maximum benefits from the
and ability to be a producer and/or consumer of collective experience and efforts of faculty and staff.
Educational Psychology 211
Admission Requirements Research and Statistics: EPSY 5100, 5220, 5240,
1. Bachelor’s degree from an accredited college or 5250, and 5050 or 5350.
university. If a candidate already holds a master’s 4. Thesis or negotiated project (6 hours)
degree, the courses and the candidate’s performance
in that degree are reviewed. Educational Research Degree
2. Bachelor’s grade point average (GPA) of 2.8 or
higher overall, or bachelor’s GPA of 3.0 or higher for
the last 60 hours, or completed master’s degree GPA Doctor of Philosophy
of 3.4 or higher. Admission to the program is selective and
3. Submission of GRE scores is required: verbal, restricted. Applicants are considered throughout the
quantitative and analytical writing. The program year; however, applicants are not formally admitted
views high GRE scores as positive indicators of into the doctoral program until the fall term/semes-
potential success in the program; however, low GRE ter and only if they meet the preceding February 1
scores need not exclude a candidate who shows deadline and other requirements as specified by the
positive indicators in other areas. program. For information on additional require-
4. At least two letters of recommendation from ments, please contact the department office.
individuals who can give evidence of the candidate’s Applicants must meet requirements for admis-
reading, critical thinking, writing and mathematical sion to the Toulouse School of Graduate Studies.
skills. Admission Requirements
5. Resume or vita that includes the candidate’s pre- 1. Master’s degree from an accredited college or
vious work or educational experiences. university or 30 hours of graduate credit from an
6. A personal statement from the candidate stating accredited institution.
his or her goals and rationale for applying to the 2. A grade point average (GPA) of 3.4 or higher
educational psychology program and a brief descrip- overall on a 4.0 point system.
tion of his or her career and research expectations
with regard to work and further education. 3. Submit GRE scores on the verbal and quantitative
sections for the current academic year. The pro-
Degree Requirements gram views high GRE scores as positive indicators
The Master of Science with a major in educa- of potential success in the program; however, low
tional psychology requires 36 hours of graduate GRE scores need not exclude a candidate who shows
course work. The MS degree requires completion of positive indicators in other areas.
a thesis or completion of a project, the exact nature 4. Three letters of recommendation from individu-
of which is to be determined by the student’s advi- als knowledgeable of the candidate’s capabilities,
sory committee and is the recommended degree particularly as it regards research capacity.
option for students preparing to seek a doctorate in 5. Transcripts of course work.
a compatible field.
6. Resume or curriculum vitae that includes
1. Educational Psychology Core (9 hours) the candidate’s previous work or educational
• EPSY 5210, Educational Statistics (3 hours) experiences.
• DFST 5123, Human Development Across the Life 7. Sample of scholarly writing skills.
Span (3 hours)
• EDSP 5710, Special Education Programs and Prac- 8. A personal statement from the candidate stating
tices (3 hours) his or her goals and rationale for applying to the
educational research program. Include a brief state-
2. Disciplinary Core (6 hours) ment describing career and research expectations
• EPSY 5000, Introduction to Educational Psychol- with regard to work and further education.
ogy (3 hours)
• EPSY 5010, Human Learning and Motivation (3 Degree Requirements
hours) 1. Educational Psychology Requirement (9 hours)
3. Content Area (15 hours) • EPSY 5550, Learning Theories in Education
Select one of the following: (3 hours)
• EPSY 6040, Foundations of Educational
Development and Family Studies: DFST 5113, Psychology (3 hours)
5153, 5163, 5333, plus 3 additional hours from • DFST 5123, Human Development Across the
DFST courses. Life Span (3 hours)
Gifted and Talented: EDSP 5105, 5110, 5120, 5130
212 Educational Psychology
2. Major Requirements (39 hours) on language fluency, life experiences, working
• EPSY 6005, Statistical Theory and Simulations with diverse populations, practice goals, as well as
(3 hours) research interests.
• EPSY 6020, Research Methods in Education 6. Optional items:
(3 hours) a. Evidence of a completed master’s degree in
• EPSY 6210, Multiple Regression Analysis and another field.
Related Methods (3 hours)
• EPSY 6220, Classical and Modern Educational b. First or second authorship on a peer reviewed
Measurement Theory (3 hours) scientific or professional journal.
• EPSY 6230, Advanced Research Design (3 hours) c. Portfolio of work they believe relevant to en-
• EPSY 6240, Technology in Research (3 hours) hancing their application status.
• EPSY 6250, Advanced Educational Measurement
Applications (3 hours) Degree Requirements
• EPSY 6270, Structural Equation Modeling (3 hours) 1. Psychological Foundations (18 hours)
• EPSY 6280, Qualitative Research in Education • PSYC 5790, Psychophysiology (3 hours)
(3 hours) • PSYC 5100, Psychopathology of Childhood (3 hours)
• EPSY 6290, Multivariate Statistics in Education • DFST 5123, Human Development Across the Life
(3 hours) Span (3 hours)
Plus, 9 hours to fit student needs; hours may • EPSY 5800, Studies of Educational Psychology
include: (when taught as “Multicultural Assessment and
• EPSY 6030 (3–6 hours) and 3–6 hours of 5000- Intervention”) (3 hours)
level courses in the major area. • DFST 5153, Social-Emotional Development (3 hours)
3. Capstone/Proposal Preparation (3 hours) Choose one:
• EPSY 6260, Advanced Seminar in Educational • EPSY 5010, Human Learning and Motivation
Psychology (3 hours) (3 hours), or
4. Dissertation: (12 hours minimum) • EPSY 5550, Learning Theories in Education (3
• EPSY 6950, Doctoral Dissertation (3, 6 or 9 hours)
2. Educational Foundations (6 hours)
5. Tool Requirement (6 hours)
• EDAD 5300, Introduction to Educational Admin-
• EPSY 5210, Educational Statistics (3 hours)
istration (3 hours);
• EPSY 6010, Statistics for Educational Research
• EDSP 5710, Special Education Programs and Prac-
tices (3 hours)
3. Intervention and Problem Solving (18 hours)
Additional information is available on the pro- • EPSY 5800, Studies of Educational Psychology
gram web site (www.coe.unt.edu/epsy). (when taught as “Psychoeducational Assessment I:
Cognitive and Achievement”) (3 hours)
• EPSY 5800, Studies of Educational Psychology
School Psychology Degree Program (when taught as “Psychoeducational Assessment
Master of Science II: Personality”) (3 hours)
• EPSY 5800, Studies of Educational Psychology
Admission Requirements (when taught as “Psychoeducational Assessment
1. A bachelor’s degree and completion of 24 III: Behavioral”) (3 hours)
hours of course work in psychology with at least • EPSY 5800, Studies of Educational Psychology
12 of those hours being upper-division prior to (when taught as “Consultation and Collaboration”)
application. (3 hours)
• EDSP 5330, Classroom and Behavioral Manage-
2. GRE scores: verbal and quantitative. ment Strategies for Exceptional Learners (3 hours)
3. Undergraduate GPA: 2.8 overall or 3.0 on the last • PSYC 5680, Counseling Psychology Methods (3
60 hours. hours)
4. 3.0 GPA in completed courses in psychology. 4. Statistics and Research Methodology (6 hours)
5. A personal resume and statement of goals • EPSY 5210, Educational Statistics (3 hours)
describing interest in seeking the degree and may • EPSY 5220, The Evaluation of Educational Pro-
include student contributions to the program based grams (3 hours)
Educational Psychology 213
5. Professional School Psychology (3 hours) 5. Resume or curriculum vitae that includes the
• EPSY 5700, Introduction to School Psychology candidate’s previous work and/or educational
(3 hours) experiences, including teaching certifications and
6. Practicum (12 hours)
6. A personal statement from the candidate stating
• EPSY 5030, Practicum (3–6 hours) his or her goals and rationale for applying to the
Practicum is required each term/semester for a special education program and a brief description
minimum of 125 clock hours. of his or her career and research expectations with
7. Internship (6 hours) regard to work and further education.
• EPSY 5031, Internship (3–6 hours)
Internship is required for the minimum 1,200 clock All students completing the master’s degree
hours to meet NASP standards in special education are required to complete the
8. Optional Thesis (6 hours) following 9-hour departmental core: DFST 5123,
• EPSY 5950, Master’s Thesis (3–6 hours) EDSP 5710 and EPSY 5210.
Students seeking an alternative Texas teaching
certificate with an endorsement in special educa-
Special Education Degree Programs tion will need to complete the following: EDSP 5430
Master of Education (6 hours), 5730, 5740 and 5750.
The Master of Education in special education In addition, students will complete the following
may include certification in special education, gifted courses in their area of specialization:
education and educational diagnostics. Students Special Education: Autism Intervention:
may choose a course of study that does not include EDSP 5240, 5330, 5350, 5360, 5370, 5610, 5630,
certification, but has an emphasis in autism, behav- 5640; BEHV 5029, 5130.
ior intervention, emotional/behavior disorders,
traumatic brain injury or transition. Field experience courses may be waived or substi-
Recommended minors include, but are not lim- tuted depending on experience and professional
ited to, applied behavior analysis, criminal justice, goals. Three hours from the following courses must
educational technology, reading education and be completed: EDSP 5510, 5720, 5800.
rehabilitation studies. Students seeking certification Special Education: Certification EC–12: EDSP
should check the specific requirements for the minor 5240, 5330, 6 hours of 5430, 5510, 5670 or 5210;
area. 5710, 5720, 5730, 5740 and 5750.
Special Education: Educational Diagnostician:
EDSP 5320, 5321, 5510, 5520, 5530, 5540, 5560,
1. Bachelor’s degree from an accredited college or 5720; EPSY 5010, 5550; valid Texas teaching certifi-
university. If a candidate already holds a master’s cate in special education or a related area and two
degree, the courses and the candidate’s performance years of successful teaching experience at the time of
in that degree are reviewed. application for certification.
2. Bachelor’s grade point average (GPA) of 2.8 or Special Education: Emotional/Behavior Disorders:
higher overall, or bachelor’s GPA of 3.0 or higher in EDSP 5320, 5330, 5600, 5615, 5620, 5630, 5640,
the last 60 hours, or completed master’s degree GPA 5660, 5665, 5670, 5684; valid Texas special education
of 3.4 or higher. teaching certificate earned through course work (or
3. Submission of GRE scores is required. The special must pursue simultaneously).
education program generally views strong GRE Special Education: Gifted and Talented: EDSP
scores as a positive indicator of potential success in 5105, 5110, 5120, 5130, 5510 and 5800 (when taught
any robust graduate program; however, low GRE as “Advanced Seminar in Gifted and Talented”); 6
scores need not exclude a candidate who shows hours from EDSP 5240, 5330 and 5900; 6 hours of
positive indicators in other areas. electives.
4. The special education program requires at least Special Education: Transition: EDSP 5320, 5330,
two letters of recommendation from individuals 5600, 5615, 5620, 5630, 5640, 5650, 5660, 5665,
who can give evidence of the candidate’s critical 5670, 5684; valid Texas special educational teach-
thinking ability as it relates to engaging successfully ing certificate earned through course work (or must
in graduate studies. pursue simultaneously).
214 Educational Psychology
Special Education: Traumatic Brain Injury: Program Faculty
EDSP 5320, 5330, 5600, 5615, 5620, 5630, 5640, The doctoral program is staffed by faculty from
5660, 5665, 5670, 5684, 5685; valid Texas teaching both the University of North Texas and Texas
certificate earned through course work (or must Woman’s University. The following faculty members
pursue simultaneously). from each university participate in the program:
Requirements for special education certificates • University of North Texas: Lyndal Bullock, Kevin
are described in the College of Education section. Callahan, Bertina Combes, Smita Mehta, Michael
Sayler and Tandra Tyler-Wood.
Doctor of Philosophy • Texas Woman’s University: Beth Ferri, Ronald
Applicants must meet requirements for admis- Fritsch, Lloyd Kinnison, Jane Pemberton, Joyce
sion to the Toulouse School of Graduate Studies. The Rademacher, Carol Thomas and Michael Wiebe.
general requirements for education are described The policies of the doctoral program are guided
in the College of Education section. The PhD in by committees made up of faculty from both of the
special education is offered as a cooperative program participating institutions. The policies are consistent
between the University of North Texas and Texas with the policies of both participating universities.
Woman’s University under guidelines established
by the Federation of North Texas Area Universities. Faculty Research Interests
The program enables students to use the combined Faculty of the two participating universities
faculties, libraries, computer facilities and research pursue a variety of research topics. The faculty in
opportunities available at both universities in the special education at UNT actively pursues a broad
development of their doctoral studies. range of research interests. These include leadership
The federation doctoral program provides oppor- personnel needs in special education, implications
tunities for formal course work, independent study, of school reform/refinement for delivery of services
internships, practicum and dissertation research. to students with special needs, implications of social
The program also includes federation-sponsored policy on decision making for special populations,
seminars featuring outstanding nationally and inter- links between training and research in leadership
nationally recognized educators. preparation, applications of technology in special
Given the importance of appropriate educational education (both for personnel preparation and stu-
experiences during the early years for both the dent evaluation), gifted and talented education, and
individual and the society at large, graduate pro- educational assessment/evaluation of students with
grams are needed that provide education for future special needs.
leaders in the conceptualization and provision of Other research topics are construction of assess-
special education programs, as well as expertise in ment/evaluation instruments, teacher ratings of
conducting research that will extend understanding student behaviors, management/instructional
of the importance and means of providing special systems for students with learning and/or behav-
education experiences. The purpose of the feder- ioral problems, competencies needed by teachers
ated doctoral program in special education is to of special populations, predictors of student suc-
train professional educators to assume leadership cess in school, cognitive development in children,
roles in higher education and in public and private parental involvement/cooperation relationships in
education settings. Graduates of both institutions student educational decision making, management
have a broad base of information and are prepared strategies for students with aggressive and violent
to assume diverse roles, including teaching, research behaviors, educational decision making in juvenile
and administrative responsibilities. correction facilities, ecological assessment, accelera-
Students initially apply for admission to the tion of gifted students and identification frameworks
graduate school of one of the participating uni- for students with special needs (including gifted/
versities. After meeting the general university talented).
admission standards, each student’s application is The UNT faculty also conducts research in
then reviewed by the Special Education Federation evaluation of programs for students with special
Admissions Committee, made up of faculty from needs, creativity in children and youth, strategies for
both UNT and TWU. Students graduating from the conducting applied research with special popula-
federation program will receive the degree from the tions, learning/management strategies relevant to
university through which they entered the program. serving culturally and linguistically diverse children
with special needs in both urban and rural areas,
application and outcomes of various consultation
models with teachers serving students with special
needs, and prevention/interventions for at-risk
Educational Psychology 215
Research interests of TWU faculty include 4. Submission of GRE scores: verbal, quantitative
adolescent aggression; adolescent suicide among and analytical writing. The special education pro-
the gifted; the development of personality type in gram generally views strong GRE scores as a positive
children and the application of type concepts in indicator of potential success in any robust graduate
education; identification/assessment of individu- program; however, low GRE scores need not exclude
als with disabilities; intervention strategies for use a candidate who shows positive indicators in other
with emotionally disturbed students; programs and areas.
facilities for mentally retarded and emotionally dis- 5. Submission of additional program-specific
turbed people; and definition of gifted, talented and admission materials which include (a) a letter of
creative. intent to pursue doctoral studies; (b) a professional
Other research interests of the TWU faculty are position statement of 1,000 words or less; (c) a
attention deficit hyperactivity disorder in adults; professional resume that delineates the applicant’s
the operational definition of psychological pro- previous work, educational experiences, member-
cessing abilities in learning disabilities definitions; ship and involvement in professional organizations,
methods and materials for handicapped learners; or scholarly activities; and (d) three letters of
learning disabilities in children, adolescents and recommendation from persons who can attest to
adults; behavioral characteristics and educational the applicant’s ability to do advanced graduate work.
intervention strategies for high-risk infants and After an analysis of the aforementioned materials by
young children; the effects of physical and/or the review committee, whenever possible, a personal
health problems on academic, social and emotional interview is arranged.
development; and educational programming for
individuals diagnosed with developmental disabili- 6. A written doctoral admissions examination is
ties, health problems and neurological impairments. required within the first 12 semester hours of course
Admission Requirements 7. Approval of the Special Education Federation
Admission to the doctoral program in special Admissions Committee.
education takes into consideration several critical Students are required to have a master’s degree
factors deemed important for success in graduate in special education or an appropriate related field
studies. No single factor determines an individual’s to enter the program. Students not meeting this
eligibility for admission. requirement or who are deficient in specific areas
Admission to the federation doctoral program will be required to take additional courses. Students
in special education is a two-step process. Each are not admitted to the doctoral program until the
applicant first must apply to and meet the general master’s degree and deficiency requirements are met.
admission requirements of either the Graduate A minimum of 60 hours beyond the master’s
School at TWU or the Toulouse School of Gradu- is required, plus satisfaction of the tool subject
ate Studies at UNT. The student should apply to the requirement. Based upon a review of the prepara-
school that best meets their individual research and tion of each entering student, additional deficiency
career interests. courses may be required. The following specific
Applications for students who meet initial degree requirements must be completed. A list of
admission standards are forwarded to the Special UNT and TWU early childhood education courses
Education Federation Admissions Committee for follows after the program description materials.
review. Initial acceptance into the federation doc-
toral program is contingent upon the successful Degree Requirements
holistic review of these materials: 1. Educational Psychology PhD Core (9 hours)
1. Master’s degree from an accredited institution • EPSY 5550, Learning Theories in Education
of higher learning. Applicants who do not have the (3 hours)
appropriate academic and experiential backgrounds • EPSY 6040, Foundations of Educational Psychol-
in special education are required to complete a ogy (3 hours)
minimum of 9–12 semester hours of course work • DFST 5123, Human Development Across the Life
in special education as a prerequisite to doctoral Span (3 hours)
2. Research Cognate (15 hours)
2. Master’s degree grade point average (GPA) of 3.0
• EPSY 5250, Grant Proposal Writing Techniques
or higher (on a 4.0 scale).
3. Three years of successful teaching experience • EPSY 6020, Research Methods in Education (3 hours)
with the appropriate populations or related accept- • EPSY 6210, Multiple Regression Analysis and
able experience or special arrangements. Related Methods (3 hours)
• EPSY 6240, Technology in Research (3 hours)
216 Educational Psychology
Select any two from the following: • EDSP 6320, Computing Applications for Special
• EPSY 6005, Statistical Theory and Simulations Populations
(3 hours) • EDSP 6410, Theoretical Issues in Learning
• EPSY 6220, Classical and Modern Educational Disabilities
Measurement Theory (3 hours) • EDSP 6800, Topics in Special Education (when
• EPSY 6230, Advanced Research Design (3 hours) taught as “Special Education Research and
• EPSY 6250, Advanced Educational Measurement Writing”)
Applications (3 hours) • EDSP 6800, Topics in Special Education (when
• EPSY 6270, Structural Equation Modeling (3 hours) taught as “Educational Programming for Students
• EPSY 6280, Qualitative Research in Education with Autism Spectrum Disorders”)
(3 hours) • EDSP 6800, Topics in Special Education (when
• EPSY 6290, Multivariate Statistics in Education taught as “Theoretical Issues: Medical Aspects of
(3 hours) Autism”)
• EPSY 6800, Selected Topics in Education (when • EDSP 6900, Special Problems
taught as “Hierarchical Linear Modeling”) TWU
• EDSP 6800, Topics in Special Education (when • EDUC 6023, Practicum in Assessment and Evalua-
taught as “Single Case Research”) (3 hours) tion of Individuals with Disabilities
• CECS 6800, Special Topics in Educational Com- • EDUC 6333, Seminar in Emotional and Behavioral
puting (when taught as “Multidimensional Disorders
Scaling”) (3 hours) • EDUC 6403, Seminar in Learning Disabilities
• EDUC 6423, Seminar in Policies and Procedures of
3. Special Education Requirements (9–12 hours) Special Education Administration
a. Each student must complete a 9–12 hour core • EDUC 6723, Practicum
chosen from the following courses. The courses are • EDUC 6903, Special Topics
chosen based on the student’s specialization area. b. Each student must complete a minor area. The
• EDSP 6290, Special Education and Public Policy number of hours in the minor area is determined
(3 hours) (UNT) by the respective program areas.
• EDSP 6440, Research Issues in Special Education c. Additional degree requirements may be imposed
(3 hours) (UNT) by the Special Education Federation Admissions
• EDUC 6103, Social, Psychological and Educational Committee. All entering students at UNT may
Aspects of Mental Retardation and Developmental complete 9 semester hours of introductory research
Disabilities (3 hours) (TWU) and/or and statistics and 9 additional credit hours in
• An approved EDUC course from TWU (3 hours) either advanced research and statistics or computer
In addition to the above 9–12 hour requirement, 4. Dissertation (12 hours)
students must complete a sequence of specialization
courses at their respective degree-granting institu- • EDSP 6950, Doctoral Dissertation
tions. In general, the following courses apply to 5. Tool Subject Requirements
each institution, but variations in requirements may • EPSY 5210, Educational Statistics, (if not taken
occur based on the academic background and the during the master’s degree)
terminal goals of the student. • EPSY 6010, Statistics for Educational Research
Specialization Courses: The student must complete successfully the writ-
UNT ten and oral qualifying examination prepared by the
• EDSP 6030, Practicum, Field Problem or Special Education Federation Qualifying Examina-
Internship tion Committee, or be admitted by an alternative
• EDSP 6270, Analysis of Trends, Issues and admission procedure approved by the Toulouse
Research in Special Education School of Graduate Studies.
• EDSP 6280, Program Analysis in Special Education The student must successfully develop a disserta-
• EDSP 6300, Program Development for Provid- tion proposal, defend the proposal, and successfully
ing Quality Services to Children and Youth with complete and defend the proposed research. The
Emotional and Behavioral Disorders research project should add substantive confirma-
• EDSP 6310, Current Research and Best Practices tion or understanding of the principles, theories and
in the Education and Treatment of Children/Youth practices of special education. Both quantitative and
with Emotional and Behavioral Disorders qualitative research projects are acceptable.
Educational Psychology / Kinesiology, Health Promotion and Recreation 217
Each student’s program will be guided by a
doctoral committee. While the committee will be Department of
composed primarily of faculty from the degree-
granting institution, at least one committee member
will be from the alternate participating school. The
chair of the committee will be a faculty member
from the university through which the student will Promotion and
receive the degree. The committee actively partici-
pates in (a) developing the student’s degree plan,
(b) evaluating the written and oral qualifying exams
and (c) evaluating the dissertation proposal and final Main Office
defense. Physical Education Building, Room 209
Further Information Mailing address:
Additional information is available on the pro- 1155 Union Circle #310769
gram web site (www.edsp.unt.edu). Denton, TX 76203-5017
Alternative Teacher Certification Web site: www.coe.unt.edu/khpr
See the College of Education section of this cata- Allen Jackson, Interim Chair
log for information about UNT’s Alternative Teacher
Certification option in special education. Graduate Faculty: Chng, Collins, Driver, Goggin,
Goodwin, Greenleaf, Hill, Hodges, Jackson, Keller,
Martin, Morrow, Patton, J. Thomas, Vingren,
Courses of Instruction Weiller-Abels.
All Courses of Instruction are located in one sec- The Department of Kinesiology, Health Pro-
tion at the back of this catalog. motion and Recreation offers graduate programs
Course and Subject Guide leading to the following degrees:
The “Course and Subject Guide,” found in the • Master of Science with majors in kinesiology and
Courses of Instruction section of this book, serves recreation and leisure studies.
as a table of contents and provides quick access to The degrees offered and the career opportunities
subject areas and prefixes. afforded by the degree programs are outlined in the
program descriptions below.
Applicants for admission into the department’s
graduate programs are expected to have the fol-
lowing qualifications to obtain unconditional
1. Bachelor’s degree from an accredited college or
2. Candidates must meet minimum master’s admis-
sions requirements to the Toulouse School of
3. Minimum undergraduate grade point average
(GPA) of 2.8 overall or a 3.0 for the last 60 hours
or a minimum 3.4 master’s GPA. A lower GPA (2.6
overall or 2.8 in the last 60 hours) may be consid-
ered on an individual basis at the departmental
level along with other factors (e.g., undergraduate
academic institution, course work listed on the stu-
dent’s transcript, completion of a previous master’s