Doctor of philosophy (Ph.D.)
The Ph.D. program trains graduates to address problems related to
the full development of individuals with disabilities and
their families. Intensive course-related learning and guided
experiences prepare students to assume professional
leadership. Further competencies may be achieved in four
areas of emphasis: research, professional preparation,
administration/policy, and clinical practice/community
service.
Degree requirements
27 educational psychology core course credits
- 12 credits in statistics & measurement
- 3 credits in learning
- 3 credits in social psychology or personality
- 3 credits in foundations — EPSY 8905
- 6 credits in research methods — EPSY 5216 and 8694
12 special education course credits
- 6 credits — EPSY 8701 and 8702
- 6 credits from additional 86xx or 87xx offerings
Additional coursework as determined appropriate by advisor in
consultation with the student.
12 credits in a supporting program; if claiming a minor, must
follow any
specific requirements of chosen program24 thesis credits
Language requirements
None.
Minor requirements for students majoring in other
fields
A doctoral minor requires at least 15 credits
of graduate-level EPSY courses: 8 credits in psychological
foundations and 6 in applied areas, of which at least 8
credits must be 8xxx level; the minor is not covered in the
preliminary exams.
Prelim Registration Form
Doctoral Written Prelim Study Guide
Dept. of Educational
Psychology Graduate Student Handbook
Resources available through the Graduate School
Graduate Student Handbook
Doctoral degree requirements for graduation
The degree program form can be downloaded from this page.
Registration, readmission and change of status
Graduate program support for students of color
Ph.D. dissertation samples
Evidence-Based Reading Instruction for English Language Learners in
Preschool through Sixth Grades: A Meta-Analysis of Group Design Studies.
by Han, Insoon, 2009
A Validation Study of Korean Version of the Minnesota Self-
Determination Scales (K-MSDS) for Adults with Intellectual Disabilities.
by Cho, Jaehyun, 2009
Predictors of Behavioral Problems for Students with High- Incidence
Disabilities.
by Chen, Chin-Cheh, 2008
Relation between 1-Minute CBM Reading Aloud Measure and Reading
Comprehension Tests: A Multilevel Meta-Analysis.
by Yeo, Seungsoo, 2008
Effects of Praise on Student Behavior in the Classroom.
by Cherne, Jessica Lynn, 2008
The Relative Effects of Reading Interventions on Reading and
Understanding from Science Text for High School Students with
Learning Disabilities.
by Seifert, Kathleen Louise, 2008
The Evaluation of Two Methods of Measuring Pain Expression in
Individuals with Mental Retardation and Developmental Disabilities.
Shinde, Satomi Kimura, 2008
The Validity of Isolated Word Reading and Passage Reading as
Predictors of Grade 3 Reading Achievement: A Longitudinal Study.
by Wayman, Miya Miura, 2008
An Analysis of Verbal Interactions During Dialogic Reading with
Spanish-Speaking Children Enrolled in a Head Start Home Visiting
Program.
by Duran, Lillian K, 2008
The Effects of Pairing Curriculum-Based Measurement with a
Structured Approach that Includes Providing Instructional
Alternatives on Teacher Decision Making and Student Achievement.
by Ticha, Renata, 2008
The Role of Emotion and Stress in Predicting Response to Relaxation
and Social Skills Interventions in an Early Childhood Therapeutic
Preschool Program.
by Hoch, John David, 2007
Predicting the Success on a State Standards Test for Culturally and
Linguistically Diverse Students Using Curriculum-based Oral Reading
Measures.
by Kung, Shu-Hsuan, 2007
Effects of Immediate, Signaled Delayed, and Unsignaled Delayed
Reinforcement on Response Persistence Following Concurrent Schedules of
Reinforcement.
by Hartman, Ellie Christen, 2007
What Good and Struggling 5th Grade Readers do when Reading Expository
Text for a Specific Purpose: Implications for Intervention.
by Tilstra, Janet S, 2007
Distance Education for Early Childhood Professionals: Effectiveness of
Online Instruction in Social Emotional Development and Challenging
Behavior.
by Watson, Christopher Lawrence, 2007
The Role of Reading Proficiency in Mathematics
Achievement Score and Coursetaking Disparities.
by Jiban, Cynthia Lynnel, 2006
Intelligence-related Terms in Mental Retardation,
Learning Disability, and Gifted/Talented Professional Usage,
1983-2001: The 1992 Mental Retardation Redefinition as
Natural Experiment.
by Garwick, Geoffrey Byron, 2006
Brief Experimental Analysis of Early Reading
Interventions.
by Petursdottir, Anna-Lind G, 2006
Examining the Technical Adequacy of Ecisting and
Alternative CBM Scoring Procedures for Written Expression
for Students with and without Hearing Loss.
by Cheng- Shu-Fen, 2006
The Technical Adequacy of Curriculum-Based Measurement in
Writing with English Language Learners.
by Campbell, Heather M, 2006
Assessment of Second
Language Proficiency Using Curriculum- Based Measurement.
by Seo, Kyounghee, 2005
Effects of Self-management on
the Acquisition and Generalization of Verbal Behavior in
Preschool Teachers.
by Dahl, A Norman, 2005
An Examination of
Integrated Literature Response and Social Skills
Instruction.
by Bardon, Lisa Ann, 2004
Identifying Valid and
Reliable Measures for Evaluating the Written Expression of
College Students.
by Benson, Betty J, 2004
Special Education Teacher
Interaction Styles During Instruction and Task Behaviors of
Elementary Students with Cognitive Disabilities.
by Kim, Ockjean, 2004
Identification
and Reported Behavioral Response to Nonverbal Emotional Cues
in the Classroom: A Comparison of Students with
Emotional/Behavioral Disorders and Their Typically
Developing Peers.
by Johnson, LeAnne Denise, 2004
Revised July 2009
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