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Course Criteria
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4.50 Credits
(Prerequisite: PED 671) Introduces students to the administration, interpretation, and communication of psycho-educational tests. Emphasis is placed on assessing the visual, auditory, language and sensory disorders. Focus is on achievement and process measures, as well as the development of curriculum-based assessment. Focus will be placed on interviewing and behavioral observation.
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4.50 Credits
(Prerequisite: PED 672) The third course in a sequence of five assessment courses. In this course behavioral assessment is contrasted with traditional academic and trait-oriented assessment and is designed to introduce and then strengthen student knowledge and understanding of Applied Behavior Analysis. Practical uses of behavioral assessment in applied context with children and adults are emphasized. This course is not an ABA Certificate course.
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4.50 Credits
(Prerequisite: PED 673) Emphasizes eligibility for special education that includes assessment of preschool children, diagnosis of disabling conditions, recommendations for remedial techniques and IEP development. The course is also designed to provide an introduction to the assessment of low incidence populations. Exceptionalities explored include Visually Impaired, Deaf and Hard-of-Hearing, Autistic Spectrum Disorders, Physically Impaired, Traumatic Brain Injured and Dual Sensory Impaired.
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4.50 Credits
(Prerequisite: PED 674) This is an advanced course that focuses on selection, educational implications, use of alternative assessment techniques, eligibility for special education, diagnosis of disabling conditions, recommendations for remedial techniques and IEP development. Students will discuss the role of primary language and socio-cultural variables on cognitive/educational development, the implications of psycho-educational assessment on least restrictive placement and integrating assessment materials for the purpose of writing psychological test reports.
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4.50 Credits
Applied Behavior Analysis is a scientific based method of understanding human behavior and using that understanding to change socially significant behaviors. The field is based on over 50 years of scientific research on respondent and operant conditioning and its application to everyday situations. This course provides an overview of the major components - philosophical as well as applied - ofApplied Behavior Analysis. Major topics include behavioral assessment, single-subject research design, basic principles of behavior shaping and reduction, how to achieve behavioral generalization and maintenance, aspects of stimulus control and its relation to the three term contingency model, discrete trial training, and aversive control. This course is not an ABA Certificate course.
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1.50 Credits
(1.5 quarter units) The focus of this class is to introduce school psychology students to a conceptual framework for assessing and evaluating a wide range of academic concerns within a problem solving approach using nontraditional academic assessment techniques commonly referred to as Curriculum-Based Measurement/Assessment. Students will learn the conceptual and theoretical framework underlying CBM and CBA, be taught to administer and interpret CBM/CBA assessment methods, and learn how the data serve problem solving and Response to Intervention (RTI) model models
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3.00 Credits
(3 quarter units) (Prerequisites: PED 671, PED 672, PED 673, PED 674, and PED 675) The purpose of the school-based practicum is to provide students with an orientation to school and community professional as well as to clarify the role of the school psychologist. The student will have the opportunity to observe school psychologists conduct psycho-educational assessments, develop behavioral interventions, participate in child study team meetings, and provide feedback to parents. Students are expected to gain experience working with children in a multitude of settings, including preschool, elementary, middle and senior high school as well as special education centers. Students are placed in a school setting and attend a university-based seminar. Grading is S or U only.
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4.50 Credits
Introduction to professional, ethical, legal, theoretical, and practical aspects of School Psychology. Students will examine the roles and responsibilities of school psychologists, professional organizations, and associations. Historical and social context along with emerging professional issues and directions are included. National Standards and ethical guidelines for practice are examined.
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4.50 Credits
Provides an overview of current empirically-based programs addressing student needs such as reading difficulties, school safety, anger management and self-mutilative behavior reduction. Includes evaluation of site or district wellness and academic interventions.
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3.00 Credits
(3 quarter units) (Prerequisites: A record of a passing score on the CBEST and approval of internship site Placement Specialist. Students mush have completed all program prerequisites, completion of PED coursework, 450 hours of practicum and have permission of the faculty advisor) Students will review the knowledge, skills, and standards of the graduate program in school psychology in final preparation for their employment as professional school psychologists. Student will prepare for the ETS Praxis examination, complete their program portfolios, and present their school project as part of this course. Grading is H, S, or U only.
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