This course prepares doctoral students in Behavior Analysis to critically evaluate single subject design research and propose single subject design research that meets quality indicators and standards of evidence. Students read textbooks, methodological studies, and research articles. There is practice with critically evaluating studies and manuscripts, writing research proposals, and graphing. Students write a conceptual paper synthesizing a methodological topic in single subject design research. This course provides advanced methodological analyses and skills needed to design doctoral dissertation and other research using single subject design.

Behavioral Medicine is an important area of research, teaching, and clinical practice. It is the study of the factors influencing the behavioral and physical health of people, and takes a biopsychosocial approach in accounting for illness and wellness. This course will review different areas of practice in behavioral medicine, including prevention, intervention, treatment adherence, and maintenance of health behavior change. Topics include technology in health behavior change, physical activity, healthy eating, chronic illness, mental health, pain and stress, substance use, mood disorders, behavioral dentistry, pediatric behavioral challenges, age-related disorders, and other areas of disease, health, and wellness. Students will review and present empirical studies, and develop and present a research proposal that examines a unique question in behavioral medicine.

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.