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Course Criteria
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3.00 Credits
This course emphasizes the theoretical underpinnings of intellectual assessment and the development of competence in the administration, scoring, and interpretation of the Wechsler Scales: WISC-IV, WPPSI-III, and WAIS-III. Attention is directed toward the use of these scales in measuring intellectual levels, identifying cognitive strengths and weakness, and developing research-based interventions. Practicum experiences are an integral component of this course.
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3.00 Credits
An introduction to the assessment of personality and behavior. Experience is given to the student in the administration, scoring and interpretation of the more widely used personality assessment measures. Particular attention is given to assessment techniques used in planning for remediation and treatment.
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3.00 Credits
This course presents the neuropsychological approach to the identification and education of children with learning disorders. The central nervous system and brain regions and their role in learning are studied in depth. Neuropsychological assessment techniques will be introduced to clarify cognitive strengths, weaknesses, processing preference patterns (simultaneous-sequential), and the identification of neuropsychological deficits in children. This course focuses on issues related to children with learning disorders, including: etiological factors, epidemiological studies, gender differences, subtyping, emotional concomitants of learning disorders, diagnostic instruments, and remedial techniques. The intent of this course is to provide the necessary theoretical framework from which more effective remedial programs can be developed for learning disordered children.
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3.00 Credits
This course introduces the various points of view in psychological counseling and interviewing. Readings, discussion, role playing, and actual counseling and interviewing encourage students to develop a theory of therapeutic interaction which is consistent with their views of human nature and their own natural inclinations.
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3.00 Credits
This course provides the student with the knowledge and skills needed to design, implement, and evaluate behavioral interventions. Interventions applicable to school settings are emphasized and students are required to conduct a functional behavior assessment and to develop/implement a behavior intervention plan.
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3.00 Credits
This course is a practicum in psychoeducational assessment and intervention planning in which students develop competence in the administration, scoring and interpretation of individually administered achievement tests, as well as response to intervention, progress monitoring and the generation of research-based, data-driven interventions. Under faculty supervision, students conduct comprehensive evaluations of children, including gathering background information, writing reports and consulting with clients in the process of problem-solving in the educational setting. Ethical considerations, as well as the particular problems encountered when working with a diverse population, are included.
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3.00 Credits
This course is an introduction to the profession of school psychology. Topics examined revolve around the roles and functions of school psychologists. A partial list of the topics examined includes: school systems, the law and school psychology, and professional ethics. Field experiences in educational settings are required for students enrolled in the school psychology program.
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3.00 Credits
This course prepares the student to engage in consultation services for students experiencing learning and/or behavior problems. It emphasizes enhancing communication skills, team building, instructional consultation, behavioral consultation, working with families, overcoming resistance, problem solving, ethical issues, treatment integrity, and working with culturally diverse students. It also reviews multi-tiered service delivery systems, including response-to-intervention.
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3.00 Credits
This course examines statistical tools used in educational and behavioral research including descriptive measures of central tendency, variation, and relationship. It also covers inferential techniques for evaluation measures and allies (test, analysis of variance, chi-square), employing the hand calculator and computer system to do computations.
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3.00 Credits
This is the first of a two course series that includes information on types of research designs utilized in educational research: quantitative, qualitative, mixed method and single case methodology. Candidates will develop a research proposal which includes a literature review and methodology for a single case design research project unless a different design is approved by the student's advisor. The work will use APA publication style for manuscript submission and the proposal will be implemented in SPSY 7789.
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