|
|
|
|
|
|
|
|
|
|
Course Criteria
Add courses to your favorites to save, share, and find your best transfer school.
-
3.00 Credits
No course description available.
-
1.00 - 6.00 Credits
Participants are introduced to topics in school psychology that will be useful in their practice as school psychologists. This course is designed to meet the special needs of pre-service or in-service school psychologists. Some topics might include assessment, intervention, consultation or evaluation/research in school psychology.
-
3.00 Credits
A study will be made of the development of school psychology and its' present status and trends. The professional responsibilities of the school psychologist will be explored in the context of social, legal and ethical issues that affect practice.
-
3.00 Credits
Prepares school psychologists, counselors and classroom consultants to manage children with moderate to severe conduct problems so that they can profit from classroom instruction. Includes symptoms, diagnosis, treatment and management of children with conduct disorders that hamper learning.
-
3.00 Credits
This course is designed to develop a basic understanding of comprehensive psychoeducational assessment procedures for children with learning or behavioral problems. The focus is basic multi-facotr assessment design and psychometrics. Training in multi-factored assessment skills, particularly as they relate to classroom performance, observation, interviewing skills, oral language tests, and achievement tests.
-
3.00 Credits
This course is designed to provide graduate students with knowledge of childhood psychopathology and its implications in educational settings. Students will become aware of various mental health disordesr in childhood and learn about a range of behaviors that differ from accepted social standards within our cultural institutions. Discussion will focus on the diagnostic criteria of various childhood mental health disorders and implicatins of childhood psychopathology for schools.
-
3.00 Credits
This course prepares school psychologists, counselors, social workers, special education personnel, and classroom teachers and consultants to develop awareness of theoretical foundations, research and practive relevant to the development of children birth through twenty-one. Developmental diagnosis in early childhood is the focus, incorporating physical, cognitive, language, social-emotional, and adaptive development areas. Also included is discussion of symptoms, diagnosis, early intervention and treatment, IDEIA disability categories and eligibility, and menagement of children at-risk.
-
3.00 Credits
This course is designed to provide knowledge and skills in Curriculum Based Assessment (CBA), specific Curriculum Based Measures (CBM), problem-solving assessment, and response to intervetnion (RTI), as it relates to academic achievement. Specifically, the course will enable candidates to engage in early identification, determining the magnitude of deficits when they are present, develop academic goals and intervention plans, and monitor student progress toward academic goals.
-
3.00 Credits
Designed for students majoring in School Psychology. It provides intensive experience in the administration, scoring and interpretation of individual psychological tests for educational purposes. Includes report writing, case history techniques and interview techniques.
-
3.00 Credits
This course buildings on knowledge and skills in intellectual assessment that school psychology students gained in ESPY 8131. It provides experience in integrating all assessment data, interpretating test data, conceptualizing, and report writing. The focus of the course is to provide graduate students will a foundation of knowledge, awareness, and skills in multicultural issues related to school-based conceptualization. The course will cover theories, research, and practices associated with school-based conceptualization utilizing multicultural competence with emphases on within-group differences and the intersections of race, ethnicity, gender, religion, sexuality, social class, and disability/exceptionality.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Privacy Statement
|
Terms of Use
|
Institutional Membership Information
|
About AcademyOne
Copyright 2006 - 2024 AcademyOne, Inc.
|
|
|