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.

In place of another integrated clinical experience, this course will include your first patient simulation experiences. These experiences consist of 3 different sessions where students get hands-on practice performing a mock patient evaluation, mock treatment sessions, and evaluate one other's performance. Students are also exposed to observation of orthopedic clinicians performing live patient assessments. Attention is focused on the student's reflection assignments and soft skills.

In this course, students continue to explore normal human movement. Emphasis is on biomechanics, joint structure and function, muscle physiology and muscle activity. Students explore the complex interaction between systems that produces normal human movement, and consider how movement is affected by pathological conditions. Students will further develop regional human anatomy knowledge of the lower quarter for integration into clinical examination and intervention skills. Laboratory activities provide students the opportunity to apply anatomical and biomechanical knowledge to clinical examination techniques for further comprehension of the lower extremity and lumbopelvic spine. Laboratory activities focus on analysis of normal muscle and joint function through observation, palpation, examination, case study analysis, gait analysis, and application of biomechanical principles to daily activities.

Students learn and apply concepts and skills that are basic to the practice of physical therapy. Students learn how patients and clients move within their environments, and practice teaching and assisting them with the applicable skills. The semester includes lecture, laboratory, and discussion. There is an emphasis on developing professional behaviors and communication skills as well as hands-on skills.

This course builds on learning from DPT 652 and integrates learning from DPT 762. Students determine and write clinically-applicable and answerable questions that relate to diagnosis, prognosis, and interventions for patients with musculoskeletal problems. Using questions as a base, students implement literature searches and critically appraise the articles found based on the search. Students discuss the credibility of the research, including issues of bias, confounding, statistical significance and clinical importance. Emphasis is on discussion of the strength of the evidence and its relevance to the management of their patient. Students build a library of CATs related to management of patients with musculoskeletal conditions.

This course is a continuation of DPT 672. Students expand their knowledge and repertoire of physical therapy examination, evaluation, diagnosis, prognosis, and management skills for a broader variety of musculoskeletal problems and more complex patient cases.

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 introduces students to the nature and functions of general business organizations, including physical therapy practices that are stand-alone or within larger institutions. Emphasis is on understanding the fundamental management functions such as marketing, operations, human resource management, finance and accounting, and how they apply to physical therapy practice management. Students work to improve skills in teamwork. Effective oral and written communications are stressed.

This is the fourth course in the research sequence of the DPT curriculum. This is an advanced course focused on critical review of the scientific literature, developing research methodology and design, and builds upon content from DPT 652, DPT 653, and DPT 752. Students will work toward completing projects begun in DPT 752, as developed with their faculty advisor. The course is designed to foster collaborative research activities leading toward dissemination.

Throughout the semester, students develop and apply theoretical frameworks for physical therapy clinical decision-making from a developmental systems perspective, recognizing the changes across the life span. Students learn and apply child development, psychosocial aspects of disease and disability, neuroanatomy, neurophysiology, epidemiology, and pathology to the medical, surgical, pharmacological, psychological, and physical therapy management of individuals with neuromuscular disorders. They develop competence in physical therapy examination, evaluation, diagnosis, and management of a plan of care. Teaching and learning methods include lecture, laboratory activities, patient cases, small group self-directed, problem-based tutorials, and integrated clinical experiences. Includes lecture and laboratory sessions. <b>Students must be enrolled in the Physical Therapy Program, and have successfully completed all required courses in the curriculum up to this point in their academic career. </b></p>

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.