Course Criteria

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  • 3.00 Credits

    This course entails the completion of an applied research project. Toward this end, students will select one of three designated options and, in conjunction with a supervising departmental faculty member, formulate and address an original research question. The student's research project will culminate in a presentation at a local, regional, or national psychology association meeting (or equivalent), or publication. This course will focus on data collection procedures, statistical analysis of data, methods of conducting program evaluation, and empirically-based decision making.
  • 3.00 Credits

    This course is an advanced course with a contemporary focus on the child and adolescent with particular attention to biological and social forces that shape development. Developmental processes will be examined through a review of current research. Part of the course will focus on cultural/technological forces (e.g., computers, television, video games) which are particularly important to today's youth and which are important forces impacting on development.
  • 3.00 Credits

    This course is critical to the intervention stage of the School Psychology program's data-based problem-solver model. School psychology students will develop skills in systems theory and intervention, consultation, and alternative delivery services to schools. Traditional test-and-place perceptions will be replaced with perceptions based on the principles of prevention, consultation, alternative intervention methods, and intervention progress monitoring. The course will cover systems theories and models of consultation to include instructional consultation, mental health consultation, and behavioral consultation. Interventions that promote positive school cultures will be examined across classroom, school, family, and community systems.
  • 3.00 Credits

    This course is critical to the School Psychology program's databased problem-solving model and emphasizes a multi-tiered model including primary, secondary, and tertiary prevention (e.g., Response to Intervention; RTI). It is an applied course for school psychologists-in-training designed to develop skills in designing, implementing, and evaluating evidence-based interventions that improve the academic achievement of primary and secondary school students. The course will cover curriculum-based assessment (CBA) and measurement (CBM), collaborative problem-solving, and analysis of students' academic strengths and needs. Emphasis will be placed on linking assessment data to development of appropriate interventions designed to address specific needs in reading, writing, and mathematics.
  • 3.00 Credits

    This course is critical to the School Psychology program's data-based problem-solving model. It is an applied course for school psychology students designed to develop skills in designing, implementing, and evaluating evidence-based interventions that improve the behavior and emotional well-being of primary and secondary school students. The course will cover behavioral principles and appropriate assessment techniques, including systematic observation of behavioral and functional behavioral assessment. Emphasis will be placed on linking assessment data to development of appropriate interventions designed to target specific needs related to internalizing and externalizing behaviors.
  • 3.00 Credits

    An applied course designed for school psychologystudents to further develop and cultivate theircounseling skills, with particular emphasis on practices useful within school settings. Through didactic as well as experiential methods, the course builds off of content and skills learned in PSYC-525. Students will apply previouslylearned content, theories, and modalities to counseling practices that are useful for promoting mental health and psychological wellness among children and youth. Under the supervision of the course instructor as well as certified/licensed school psychologists, students will gain practical experiences in delivering counseling Techniques.
  • 3.00 Credits

    This is intended to be an advanced course to provide students with a foundation in the understanding of the case conceptualization and treatment of addictions. The purpose of this course is to provide students with 1) knowledge and ability to develop a case conceptualization for a client with addictions, and 2) skills to implement effective interventions in the treatment of addiction. In keeping with this overall course purpose, students will be expected to think critically to summarize and apply knowledge learned in the course. Critical thinking is defined as reflective thinking involved in the evaluation of evidence relevant to a claim so that a sound or good conclusion can be drawn from the evidence.
  • 1.00 Credits

    This course examines current issues in professional psychology with an emphasis on preparing students for field placements, licensure and clinical practice. Course topics include licensure and credentialing, clinician self-care, and professional development.
  • 3.00 Credits

    Students will learn to evaluate the reading ability of children and youth using both qualitative and quantitative assessment techniques. This course will emphasize diagnosis leading to scientifically validated instructional interventions. Reading problems will be couched in a neuropsychological framework and will be consistent with the DSM and IDEA. Students will learn how to incorporate assessment data with existing psychological data on the person served to generate a more complete psychological profile. Students will also learn how to incorporate assessment data within a response to intervention framework to develop evidence -based reading interventions. Reading programs and methods of instruction used to prevent reading problems before they occur will also be reviewed.
  • 2.00 Credits

    These practical courses are part of the final "capping off" of students before they begin professional school psychology internships. Applying the data-based problem-solving model, students will engage in the administration and scoring of traditional and alternative measures of intelligence, achievement, adaptive behavior, visualperceptual, and socio-emotional functioning that are commonly used by school psychologists. Students will apply data to problem analysis and recommend or implement appropriate interventions, monitor the effectiveness of the interventions, and adhere to standards of best practice in school psychology. Students will experience various roles frequently expected of school psychologists in publicschools or affiliated agencies with supervision provided by practicing certified/licensed psychologists.
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