The purpose of this course is to review data from experimental studies using both nonhuman and human animal participants providing the discovery and fundamental properties of the principles of behavior constituting applied behavior analysis. Additionally, we will focus on the theoretical conceptualizations and interpretations of behavior in light of these data and principles. Topics covered include respondent conditioning, operant conditioning, positive and negative reinforcement, conditioned reinforcement, schedules of reinforcement, choice and preference, stimulus control, escape and avoidance, punishment, delay discounting, operant/respondent interactions, and molar/molecular conceptualizations. Finally, as an overriding purpose we will define and explore the scientific strategies and tactics of experimental analysis; single-subject design, visual analysis, parametric analysis, and steady-state baseline logic.

The purpose of this course is to teach doctoral students to disseminate behavior analytic research and clinical practice. Students will learn about the publication process, as they write and prepare a manuscript to submit for publication in a peer-reviewed journal. The manuscript may fall into one of the following categories: (1) research article (i.e., data-based empirical study or meta-analysis), (2) a literature review or discussion paper, or (3) a tutorial. Students will also create a PowerPoint presentation that may be used at a professional conference. This is a consent only class. Students must submit their research question for approval one month prior to the start of class. If working on a research article, students must have a completed data set of publishable data �" the data must have been collected using acceptable measurement systems, there must be IOA data for at least 25% of all sessions and preferably treatment fidelity data for at least 25% of sessions, and a functional relation must be demonstrated or appropriate statistical analyses must be completed. If the data set is not complete prior to the first day of class, but the research has been approved, data must be completed by week 5 of the course to meet the course deadlines.

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.

Professional Seminar is a continuum of courses scheduled during each academic semester that builds on the foundational elements of professional development and professional behavior in the physical therapy profession. In this semester we will explore the foundational concepts of professional behaviors, ethical principles and core values, and cultural competence and sensitivity, as we begin to experience and build some of the abilities and attitudes that are essential to establishing professionalism in practice. We will also explore some concepts at the foundation of lifelong learning: metacognition and self-assessment. This course will also include an introduction to the Integrated Clinical Experiences (ICE) which will be at the core of your professional development this semester. Each student will be assigned to an ICE for 1 day a week for 4 weeks. Experiences will be primarily in either an outpatient orthopedic-focused setting, or home care with the VNA. As your experience in the clinic develops, we will discuss and apply concepts of ethics and decision making, and the development of effective client/provider relationships that are essential for effective clinical practice and quality client experiences. We will take a look at the experience of illness and disability from the point of view of the patient and family, including the psycho/social/spiritual aspects of disability, and examine how best to work with patients with different kinds of illness and disabilities. One day a week for 6 weeks.

This course provides students with the basis for understanding normal human movement. Emphasis is on biomechanics, joint structure, muscle physiology, muscle activity, exercise physiology and neurophysiology. Students explore the interaction between the systems that produce normal human movement and begin to consider how movement is affected by pathological conditions.

This course focuses on preparing students to critically analyze research literature. Emphasis is placed on critically reading and interpreting published research in terms of applicability to the practice of health care professionals. Taught using discussions and lecture, this course provides a foundation for subsequent participation in research and evidence-based practice.

Students learn and apply anatomy, physiology, epidemiology, and pathology as they explore the issues of disease risk and prevention, as well as medical, surgical, pharmacological, psychological and physical therapies in the management of individuals with cardiovascular and pulmonary diseases. This semester includes tutorials, lecture, laboratory, and integrated clinical experiences. The core foundations for practice are blended into each tutorial case. Issues related the care of patients of all ages are explored and discussed. Emphasis is on history taking, system review, physical therapy examination, diagnosis, prognosis, evaluation, and development of a physical therapy plan of care. Further emphasis includes evidence-based physical therapy prevention and intervention of acute and chronic patient problems. Students are also introduced to a disablement model used to understand the progression from disease to disability. Students also practice clinical decision-making, professional communication and documentation.

The professional seminar for this semester has been designed to build upon the first full-time clinical experience, as well as discussions from previous professional seminars. The emphasis is on re-visiting the PT Code of Ethics and core values as seen through the perspective of the clinical environment to further continue to help define professional identity. To support further professional development students will be asked to complete the first three APTA Professional Modules We will also work on relaxation/meditation skills in patient education for managing acute and chronic stress. In developing the skills necessary for including mindfulness and meditation in patient education, students will also gain personal health benefits from these practices. As a complement to meditation in managing stress and chronic pain, we will also explore other stress management tools such as cognitive behavioral therapy (CBT), to gain awareness of the influence of perception, thoughts and beliefs on health and behavior change. 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 or 5 weeks. These experiences will focus on developing skills in management of patients primarily in a general inpatient setting.

This course will provide basic Neuroanatomy information in lectures (at Simmons College) and laboratories (at HMS-Harvard Medical School). A systems based approach will be used eg: Motor Systems, Sensory Systems. The material will provide a foundational understanding of neuroanatomy to be applied in the Neuromuscular Physical Therapy I and II courses.

This course provides students with an overview of health promotion issues across the continuum from the individual to the community to the global stage. Beginning with an emphasis on the fundamental role of the physical therapist within the continuum, the course focuses on the leading health indicators and domains that have the greatest influence on the health of individuals and communities. A variety of theoretical frameworks will be explored to provide the foundation for developing strategies to identify current health information and promotion issues, identify and challenge paradigms related to health and healing, and facilitate changes in behavior that lead to more effective patient-practitioner collaborative relationships and improve patient health and outcomes. Combined with a service-learning component, the goal is to establish a foundation of knowledge and experience designed to enhance the role of physical therapists as health care providers in the realm of health promotion and wellness-centered care for individuals and communities, as a complement to their role in the more traditional realm of restorative care. In addition to classroom discussion and learning, students also design and participate in service-learning projects with community partners, organized through the Stephen D. London Center for Community Engagement and Social Justice here at Simmons. This experience provides students with the opportunity to apply health promotion/wellness concepts, theories, philosophies, and research to help meet the health needs and missions of various populations and community organizations.

This title more accurately represents the START of the three-course sequence for the degree Capstone curriculum.

Students learn and apply anatomy, physiology, epidemiology, and pathology as they explore the issues of disease risk and prevention, as well as medical, surgical, pharmacological, psychological and physical therapies in the management of individuals with cardiovascular and pulmonary diseases. This semester course includes tutorials, lecture and laboratory and parallels the student's integrated clinical experiences. The core foundations for practice are blended into each tutorial case, thus integrating information from previous and concurrent courses. Issues related the care of patients of all ages are explored and discussed. Emphasis is on history taking, system review, physical therapy examination, diagnosis, prognosis, evaluation, and development of a physical therapy plan of care. Further emphasis includes evidence-based physical therapy prevention and intervention of acute and chronic patient problems. Students are also introduced to a disablement model used to understand the progression from disease to disability. Students also practice clinical decision-making, professional communication and documentation. Includes lecture and laboratory sessions.

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