The purpose of this course is to review and integrate the works and writings of scientists and philosophers preceding and laying the groundwork for modern Behavior Analysis and Behaviorism. Emphasis will be given to the historical context under which each contribution and system was developed. Materials reviewed will span from the ancient Greeks (Plato and Aristotle) to the present. Philosophic formulations (Animism, Mentalism, Pragmatism, Methodological and Radical Behaviorism) will be explored and evaluated. Finally, detailed analyses of the careers and discoveries of applied and experimental behavior analysts will be undertaken and reviewed as products of the historical precedents they follow.

The purpose of this doctoral course on verbal behavior is to advance the understanding and applications of the conceptual and empirical analyses of Skinner�s (1957) analysis of verbal behavior. This includes examining critiques of Skinner�s analysis, such as by Chomsky and relational frame theorists, and providing defenses to those criticisms based on the analyses of joint control, bidirectional naming, and autoclitics. We explore additional contemporary research, including on multiple control, problem solving, instructive feedback, matrix training, and teaching conditional discriminations. The final topics are Skinner�s (1957) chapters on composition and self-editing, as well as an examination of how the analysis of verbal behavior can help approach anti-racism. Students write and present a research proposal on a practical topic in verbal behavior as well as a conceptual paper related to a topic in the course.

This course occurs in a small group seminar format, once a week for an hour, although individual meetings with one�s advisor may occur outside of this schedule. The purpose is to prepare students for the design, development, writing and defense of their dissertation proposal and formal dissertation. Because this course occurs in a small group format, students will be at different stages of the dissertation process. For example, some students may be formalizing and operationalizing their research question whereas others may be preparing for their dissertation defense. As a consequence, the doctoral students who are further along in the process advise and provide support for those students just starting out. Students are assigned to a Dissertation Lab during their first or second semester in the program, and enroll in and attend Dissertation Lab each semester thereafter, while taking other doctoral-level courses. Although students will develop and defend their dissertation proposal while taking other doctoral-level courses, all required coursework must completed prior to one defending their actual dissertation. If a student completes 12 credits of DABA 690without writing and defending their dissertation, they must enroll in DABA 699 Extension until they have successfully completed and defended their dissertation.

This is an extension of the dissertation lab. If a student completes 12 credits of DABA 690 without writing and defending their dissertation, they must enroll in DABA 699 Extension until they have successfully completed and defended their dissertation. Note: DABA 699 extension is a 0-credit course, but carries a 1-credit tuition fee.

Knowledge of human anatomy is essential for physical therapists to make clinical decisions regarding examination, evaluation, diagnosis, prognosis, and development of a plan of care for patients and clients. This course is an in-depth study of the human body through cadaver dissection and lecture/discussion. Students apply the knowledge gained in this course to all subsequent physical therapy courses.

In this introductory course, students learn basic concepts that will be utilized throughout the duration of the DPT program and their careers. Students will learn fundamental principles related to imaging, pharmacology, and body systems not covered elsewhere in the curriculum. The course will be framed within the context of the Human Movement System and the International Classification of Functioning, Disability, and Health. Lectures will incorporate active learning strategies and emphasis will be made to incorporate content from the co-requisite course DPT 621 Human Anatomy. The focus of this course will be to lay the foundation of information by introducing students to concepts that they will apply in future courses.

Students apply knowledge and skills in patient/client management in a health care setting and learn to address the physical therapy needs of actual patients and clients under the supervision of a physical therapist. The experience requires students to be in the clinical setting for approximately 40 hours per week for 12 weeks.

The professional seminar for this semester has been designed to build upon your prior clinical experiences, as well as topics from previous professional seminars to help prepare for your final two full time clinical experiences and your future as a physical therapist. The seminar will include discussion topics, guest speakers, and assignments to assist you in preparing for upcoming clinical experiences and move forward with your professional development so that you feel prepared, informed and confident in your abilities to enter into the profession of Physical Therapy. Integrated Clinical Experiences (ICEs) will also be included within the course. Each student will be assigned to an ICE for 1 day a week for 4 weeks in either DPT 713 or DPT 714. Experiences will be in a variety of settings, which include, but are not limited to: neuro (IP or OP), women's health and/or pediatrics. Please refer to Clinical Education Manual for Policy and Procedures.

This course is designed to build upon concepts covered in prior musculoskeletal and clinical course work and introduce advanced and specialty topics in musculoskeletal physical therapy. Students will integrate and apply previous knowledge and skills to new contexts while critically analyzing physical therapy practice in the musculoskeletal setting. The course will be divided into three main areas. The first will address the history, clinical decision-making, application, and efficacy of manual therapy techniques including mobilization and manipulation to the spine and extremities. The second portion of the semester will build upon these concepts while addressing the anatomy, epidemiology, pathology, and management of individuals with temporomandibular joint dysfunction, upper cervical spine dysfunction, headaches, thoracic outlet syndrome, pediatric/adolescent scoliosis and Women's health related diagnoses. The third portion of the course will address the physical therapy, medical and orthotic/prosthetic management of amputations. Concepts of modern pain science will be integrated into each of these topic areas. This course includes lecture and laboratory and is designed to utilize integrated clinical experiences to build on clinical care in an evidenced based format.

This course integrates learning from all previous courses that addressed frameworks for physical therapy practice. A case discussion/presentation approach is used to enhance skills in differential diagnosis and clinical decision-making for patients of all ages with complicated and multi-system problems.

This is the fifth course in the research sequence of the curriculum, for students who opt for, and selected for systematic review. This course is the final part of the capstone research course. This is an advanced course focused on the critical review of the scientific literature, building upon content from DPT 652, DPT 653, DPT 752, and DPT 753. The critical review of the literature will be on a topic directly pertaining to physical therapy (e.g. diagnosis, intervention, education, etc.). The course design is to foster collaborative investigation, critique, and writing leading toward dissemination.

This is the fifth course in the research sequence of the curriculum, for students who opt for, and selected for faculty directed research. This course is the final part of the capstone research course. This is an advanced course in research methodology and design, which builds upon DPT 652, DPT 653, DPT 752, and DPT 763. Students complete projects begun during Year II, as designated by the faculty advisor. The course design is to foster collaborative research activities leading toward dissemination.

This course is a continuation of DPT 783. Students expand their neuroscience knowledge and repertoire of physical therapy examination, evaluation, diagnosis, prognosis, and management skills for a broader variety of neuromuscular problems and more complex patient cases. Teaching and learning methods include lecture, laboratory activities, patient cases, and small group self-directed, problem-based tutorials, and integrated clinical experiences. Includes lecture and laboratory sessions.