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  • SPSY 8020: Theoretical Foundations of Applied Measurement in School Psychology

    2.00 Credits
    University of Cincinnati-Main Campus

    This is a required course for students in school psychology and provides measurement foundations for the sequence of assessment courses. The purpose of the course is to provide foundational technical and theoretical knowledge related to the contemporary application of psychoeducational measurement. Topics include technical adequacy (including in-depth discussion of validity and reliability), measurement error and bias, test standards and limitations of test use, data-based decision making in the school context, and historical and contemporary issues in psychoeducational assessment in the schools. The theoretical foundations for the legal and ethical practice of psychoeducational assessment will be discussed throughout the course.
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  • SPSY 8022: Cognitive Assessment

    2.00 Credits
    University of Cincinnati-Main Campus

    This course is part of the required assessment sequence for School Psychology students. The course supplements and builds upon theoretical foundations of measurement, statistics, and empirical bases for understanding the application and use of assessment information for data-based decision making from other required courses. The primary emphasis of this course is on constructs and theories of intelligence, assessment of cognitive skills, research on aptitude-treatment interactions, issues in ethical use of cognitive assessment data in educational decision making, including issues of bias and disproportionality, and application of assessment of cognitive functioning within data-based decision making linked to intervention and improving student outcomes.
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  • SPSY 8024: Academic Assessment and Intervention

    3.00 Credits
    University of Cincinnati-Main Campus

    The course reviews a variety of methods for assessing and improving the academic performance of students. Instruction includes practice with advanced techniques in direct and norm-referenced academic assessment for use in intervention planning and progress monitoring. The course also examines a wide range of research-based instructional and intervention practices promote student learning and development of academic skills.
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  • SPSY 8025: Family Intervention and Early Intervention

    3.00 Credits
    University of Cincinnati-Main Campus

    This course emphasizes leadership for professionals to work effectively with schools and families to promote home-school collaboration, with added emphasis for early childhood settings. The course applies empirical foundations of home-school collaboration, early intervention, and collaboration/problem solving for early intervention decisions. Prevention and intervention-based services are described at levels of services including agency, school and classroom, small group or embedded,and individualized. Students will develop skills in applying functional interview and observation methods, using web- and research-based information to develop tiered instructional and intervention supports, and teaming through role-playing.
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  • SPSY 8027: School-Based Behavioral Counseling and Mental Health Interventions

    3.00 Credits
    University of Cincinnati-Main Campus

    The purpose of this course is to prepare students with the knowledge and skills needed for the development, implementation, and evaluation of research-based counseling for children and adolescents. Themes and content of commonly used behavioral, empirically-based counseling strategies for use with individuals and small groups of children will be investigated through the research literature. The course also will provide information on school-wide prevention strategies for promoting positive behavior and evidence-based crisis response strategies. Practical and ethical issues for counseling in schools also will be examined.
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  • SPSY 8029: Social Cognitive Theory and Intervention

    1.00 Credits
    University of Cincinnati-Main Campus

    This course examines specific components and professional practices related to the theory and science of behavioral change. The primary purposes of the course involve the following: (1) helping to develop one's personal model of professional practice through the analysis of Social Cognitive Theory; (2) expanding assessments and interventions for student's learning and behavior problems; and (3) avoiding professional judgment errors in assessment and intervention design. The course is designed for graduate students and professionals in psychology and education.
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  • SPSY 8030: Behavioral Consultation

    3.00 Credits
    University of Cincinnati-Main Campus

    This course focuses on skill development in the collaboration and problem-solving techniques used by consultants and examines the variables that influence consultative effectiveness. Students will develop a conceptual understanding of effective behavioral consultation and other models of consultation and their relevance to working within a tiered service delivery model. Students will further develop an understanding of collaborative nature of the relationship between the active participants and the role of critical variables that influence the implementation and outcomes of consultation. Students will demonstrate knowledge of the skills necessary to deliver effective consultative services across tiers with the school setting and build competency in their application of behavioral consultation.
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  • SPSY 8031: Systems-level Consultation and Program Evaluation in Schools

    3.00 Credits
    University of Cincinnati-Main Campus

    This course builds on skills developed in Behavioral Consultation. In this course, students will continue to develop a conceptual and practical understanding of effective consultation and its application to collaborative problem solving at a school building or school district level. Specifically, students will become familiar with systems-level change processes and factors that facilitate or impede the change process. Students will also develop their skills in program development and program evaluation including using various techniques and technology resources. In addition to refining their own skills as consultants, students will consider their role as school psychologists in supporting other helping professionals and organizations.
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  • SPSY 8040: Professional Seminar in School Psychology

    2.00 Credits
    University of Cincinnati-Main Campus

    The purpose of this course is to assist students in further developing and examining their model of professional practice before embarking on internship, future careers as school psychologists, or continued advanced doctoral study. Students will integrate key elements of professional standards, the Program's model of professional practice (especially scientist-practitioner, data-based decision-making, and intervention focus at all levels) into a personal model of practice. The course further develops knowledge and skills related to professional practice, legal issues (federal and state laws/regulations) and ethical standards (NASP, APA, ABA). The importance of continued critical examination throughout one's professional career and strategies for continued professional development consistent with professional standards is emphasized. Finally, current topics in professional practice are examined relative to one's model of practice.
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  • SPSY 8050: Individualized Study in School Psychology

    1.00 - 3.00 Credits
    University of Cincinnati-Main Campus

    This course allows students to propose individual study in an area of specific interest relevant to school psychology. Individual studies may include specialized field experiences. Students must have a School Psychology faculty member who agrees to supervise the individual study.
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