catalog header

Course Catalog

School Psychology

Department Chairs: Mark Derby, Ph.D.

Admissions

  1. Students applying to Gonzaga University must submit Gonzaga’s Graduate Application, which can be accessed online at https://www.gonzaga.edu/gradapply
  2. Along with the application for graduate study, each program at Gonzaga has distinct admission requirements. Please refer to the table below to view that detailed information.

Program Name

How To Apply Link

Education Specialist in School Psychology https://www.gonzaga.edu/school-of-education/graduate/ed-specialist-in-school-psychology/how-to-apply
Psy.D. in School Psychology https://www.gonzaga.edu/school-of-education/graduate/psyd-school-psychology/how-to-apply

Prerequisites

  1. An appropriate bachelor’s degree from an accredited college or university is required.
  2. A minimum undergraduate grade point average of 3.0.
  3. A minimum graduate grade point average of 3.5 (if applicable).
  4. Successful completion of the following courses or equivalent at either the undergraduate or graduate level is recommended: introductory psychology, child development, research methods, statistics, and abnormal psychology. Candidates who lack prerequisites may still be admitted to the program.
  5. Acceptance of admission in the program carries with it the responsibility to uphold the published ethical standards of the NASP, the American Psychological Association (APA), and the Washington Administrative Code (WAC). Violation of ethical standards may result in termination from the program.

 

Education Specialist in School Psychology

Our Education Specialist in School Psychology (Ed.S.) prepares candidates to become practicing School Psychologists in the state of Washington and across the nation as the program aims to prepare candidates who meet criteria as nationally certified school psychologists. Graduate preparation in school psychology educates and trains individuals to apply principles in psychology and education to support school-wide academic and social-emotional programs, collaborate with teams to identify student learning and behavioral problems, and develop evidence-based intervention plans.

In Washington State, school psychologists obtain a Residency Certificate as an Educational Staff Associate (ESA) through the Office of Superintendent of Public Instruction (OSPI). The National Association of School Psychologists (NASP) also provides national certification for the Nationally Certified School Psychologist (NCSP) credential, and this certificate often assists with interstate recognition of training. In Washington, the NCSP provides a pathway to a Tier 2 Professional Certificate after 5 years of practice as a school psychologist.

Our program adheres to the standards of training set forth by the Professional Educator Standards Board (PESB) and NASP and culminates with a full-time or part-time, 1200-hour internship.

School psychology education and training builds on foundations in multiple disciplines. In that light, our program includes adapted courses from several School of Education (SOE) departments including Counselor Education and Educational Leadership & Administration. Additional courses specific to the field fulfill any outstanding requirements.

The curriculum is supported by regular coursework with departmental faculty, enhanced by field experiences in the schools, and the development of a professional portfolio. The scientist-practitioner orientation guides preparation for candidates to master and employ empirically validated methods of assessment, consultation, and intervention within NASP Practice Model Domains.

 

Program Outline: 72 credits

1st Semester: 15 credits
EDCE 588 Human Growth and Development 3 credits
EDSS 601 Psychology of Children with Exceptionalities 3 credits
EDSS 610 History and Systems of Psychology 3 credits
EDSS 630 Assessment in School Settings 3 credits
EDCE 639 Counseling Theories 3 credits
2nd Semester: 17 credits
EDSS 512 School Safety, Crisis Preparation, and Crisis Response 3 credits
EDCE 587 Child and Adolescent Counseling: 3 credits
EDSS 615 Introduction to Research in Education and Psychology 3 credits
EDSS 670 Neuropsychological & Cognitive Assessment 4 credits
EDSS 671 Lab in Neuropsychological and Cognitive Assessment 1 credit
EDSS 680 Social-Emotional Assessment 3 credits
3rd Semester: 15 credits
EDSS 540 Ethical and Legal Issues in School Psychology 3 credits
EDLA 626 Culture and Diversity 3 credits
EDSS 650 Applied Behavioral Analysis 3 credits
EDLA 641 Educational Leadership and Community 3 credits
EDSS 697A Practicum in School Psychology: K-12
         (200 clock hours)

3 credits

4th Semester: 15 credits
EDSS 627 Group Process & Facilitation 3 credits
EDSS 655 Multi-Tiered/Multi-Disciplinary Systems of Support 3 credits
EDSS 660 Consultation and Collaboration in School Psychology 3 credits
EDSS 685 Advanced Diagnostic Assessment 3 credits
EDSS 697B Practicum in School Psychology K-12
         (200 clock hours)
3 credits
5th Semester: 5 credits
EDSS 690A Professional Portfolio in School Psychology 1 credit
EDSS 698A Internship in School Psychology: K-12
         (600 clock hours)
1 credit
6th Semester: 5 credits
EDSS 690B Professional Portfolio in School Psychology 1 credit
EDSS 698B Internship in School Psychology: K-12
         (600 clock hours)
1 credit

 

Certification requirements for the state of Washington frequently change. It is the applicant’s responsibility to contact the certification officer in the School of Education for the most current information regarding state certification.

Doctorate in School Psychology (Psy.D.)

The Doctorate in School Psychology (Psy.D.) aims to prepare graduate candidates to become licensed school psychologists in the state of Washington. Graduate preparation in school psychology educates and trains individuals to apply principles in psychology and education (e.g., child development, learning theory, evaluation) to support school-wide academic and social-emotional programs, collaborate with teams to identify learning and behavior problems, and develop evidence-based intervention plans. Doctoral-level school psychologists are credentialed by state agencies to work in a variety of settings including, but not limited to, PreK-12 schools, hospitals, residential facilities, and higher education. In Washington State, doctoral-level school psychologists obtain a license to practice through the Department of Health.

Psy.D. Curriculum in School Psychology: Post-Baccalaureate 109 credits

Post-baccalaureate Psy.D. candidates would attend courses with the Ed.S. candidates for the first two years and then separate in year three. That is, the Psy.D. candidates would continue with their doctoral-level preparation and the Ed.S. candidates would begin internship.

 

 

Year 1 - No Summer

 

Fall 1

 
EDSS 701  Psychology of Children with Exceptionalities 3 credits
EDSS 710  History and Systems of Psychology 3 credits
EDSS 730 Assessment in School Settings 3 credits
EDSS 788  Developmental Bases of Behavior  0 credits

Spring 1

 
EDSS 715  Introduction to Research in Education and Psychology 3 credits
EDSS 755  Multi-Tiered/Multi-Disciplinary Systems of Support 3 credits
EDSS 770 Neuropsychology and Cognitive Assessment 4 credits
EDSS 780 Social-Emotional Assessment Across School and Home 3 credits

Summer 1

EDSS 787 Child and Adolescent Counseling 3 credits
EDSS 735 Counseling Theories 3 credits

Year 2 with Summer

Fall 2

EDSS 740 Ethical and Legal Issues in School Psychology 3 credits
EDSS 726 Culture and Diversity 3 credits
EDSS 741 Educational Leadership and Community 3 credits
EDSS 750 Applied Behavioral Analysis 3 credits
EDSS 797A Practicum in School Psychology: K-12 3 credits

Spring 2

EDSS 760 Consultation and Collaboration in School Psychology 3 credits
EDSS 785 Advanced Diagnostic Assessment 3 credits
EDSS 797B Practicum in School Psychology: K-12 (200 Clock Hours) 3 credits
EDSS 745A Statistics I (Basic) 3 credits

Summer 2

EDSS 712 School Safety, Crisis Preparation, and Crisis Response 3 credits
EDSS 727 Group Process and Facilitation 3 credits

Year 3 - No Summer

Fall 3

EDSS 789 Biological Bases of Behavior 3 credits
EDSS 791 Cognitive Bases of Behavior 3 credits
EDSS 723 Qualitative Research Methods and Design 3 credits
EDSS 720 Research Seminar in School Psychology 0 credits
EDSS 745B Statistics II (Intermediate) 3 credits

Spring 3

EDSS 796  Affective Bases of Behavior and Psychopathology 3 credits
EDSS 721A  Dissertation Proposal I  1 credit
EDSS 775  Personality Assessment  3 credits
EDSS 722  Quantitative Research Methods and Design 3 credits

Year 4 - No Summer

Fall 4

EDSS 792A  Clinical Supervision I 2 credits
EDSS 776  Consultation and Program Evaluation 3 credits
EDSS 721B  Dissertation Proposal II 1 credits
EDSS 777  Psychometric Theory 3 credits

Spring 4

EDSS 795  Clinical Practicum 3 credits
EDSS 792B Clinical Supervision II 2 credits
EDSS736  Dissertation Defense 2 credits
EDSS 781  Social Bases of Behavior 3 credits

Year 5 - No Summer

Fall 5

EDSS 798A  Doctoral Internship in School Psychology (750 Clock Hours) 1 credit
EDSS 790A  Professional Portfolio in School Psychology 1 credit

Spring 5

EDSS 798B  Doctoral Internship in School Psychology (750 Clock Hours) 1 credit
EDSS 790B  Professional Portfolio in School Psychology 1 credit

 

 

Psy.D. Curriculum in School Psychology: Post-Certification 45 Credits

This program of study is applicable to individuals who are certified school psychologists who graduated from a 60-credit degree program such as Gonzaga University’s Ed.S. program or a closely related degree such as school counseling.

 
 

Year 1 - No Summer

Fall 1

 
EDSS 789  Biological Bases of Behavior 3 credits
EDSS 791  Cognitive Bases of Behavior 3 credits
EDSS 723  Qualitative Research Methods and Design 3 credits
EDSS 720  Research Seminar in School Psychology 0 credits
EDSS 745B  Statistics II (Intermediate) 3 credits

Spring 1 

 
EDSS 796  Affective Bases of Behavior and Psychopathology 3 credits
EDSS 721A  Dissertation Proposal I 1 credit
EDSS 775  Personality Assessment  3 credits
EDSS 722  Quantitative Research Methods and Design 3 credits

 Year 2 - No Summer

 

Fall 2

 
EDSS 794A  Clinical Supervision I 2 credits
EDSS 776  Consultation and Program Evaluation 3 credits
EDSS 721B  Dissertation Proposal II  1 credit
EDSS 777  Psychometric Theory 3 credits

Spring 2 

 
EDSS 795  Clinical Practicum 3 credits
EDSS 794B  Clinical Supervision II  2 credits
EDSS 736  Dissertation Defense  2 credits
EDSS 781  Social Bases of Behavior 3 credits

 Year 3 - No Summer

 

Fall 3 

 
EDSS 798A  Doctoral Internship in School Psychology (750 Clock Hours) 1 credit
EDSS 790A  Professional Portfolio in School Psychology 1 credit

Spring 3

 
EDSS 798B  Doctoral Internship in School Psychology (750 Clock Hours) 1 credit
EDSS 790B  Professional Portfolio in School Psychology 1 credit

 

EDSS 512 SchoolSafetyCrisisPrep&Respnse
3.00 credits
This course is designed to promote knowledge related to preventing school crises and responding appropriately if a school crisis occurs. It emphasizes current research to help inform school psychological practices and promotes recovery efforts to regain school stability. In addition, it examines risk and resilient factors necessary for safe and healthy schools.
EDSS 540 Ethical & Legal Iss: Schl Psy
3.00 credits
This course introduces candidates to the legal and ethical issues surrounding general and special education. Special attention is given to the rights of families with children who have developmental disabilities. Candidates become well versed in legal requirements laid forth In Public Law 105-17 and Public Law 99-457. Candidates come to understand the components of a well-planned individual education program. In addition, candidates respond to case scenarios that require action throughout the provision of providing a Free and Appropriate Public Education. An emphasis is made regarding disagreements that occur within the school context and how to avoid administrative/legal remedies.
EDSS 592 Independent Study
.00- 6.00 credits
Independent Study requires completion of a form, and department permission and cannot be registered for via ZAGWEB.
EDSS 601 Psych of Child with Exceptions
3.00 credits
This course provides candidates with an overview of special education. Etiology, characteristics, assessment, and treatment of major disabling conditions are covered. Philosophical, political, and pedagogical implications of past, current, and future services are analyzed. The link between these conditions with regard to educational placement decisions and least restrictive environments is emphasized.
EDSS 610 History & Systems of Psych
3.00 credits
This course provides a framework for examining the historical, philosophical, and theoretical progressions in the field of psychology. This course addresses the fundamentals of scientific thinking and how it has influenced modern psychology. Emphasis is placed on how scientific thinking has influenced different views of human nature, the self, and social contexts.
EDSS 615 Intro to Research in Ed & Psyc
3.00 credits
This course presents the various procedures used for school-based research. Candidates are taught bow to evaluate research based 011 social validity, statistical outcomes, research ethics, and practical application. In addition, candidates learn how to evaluate individual student outcomes using single subject design methodology. The course is intended to provide candidates with the ability to be critical consumers of research in the field of school psychology, to enable them to think scientifically, and apply this mindset to the evaluation of clinical interventions and educational programs.
EDSS 626 Culture and Diversity
3.00 credits
Candidates will examine issues concerning accepting, respecting, appreciating, and accommodating all members of society who are entitled to enjoy the benefits of education, regardless of their race, color, national origin, gender, native language, age, social or economic status, family structure and lifestyle, sexual orientation, religions perspective, or ability level. Candidates will explore diversity from local and global perspective.
EDSS 627 Group Process & Facilitation
3.00 credits
This course is an introduction to the theory and practice of group counseling. Students gain experience in developing and refining group leadership techniques with emphasis on group process and dynamics. This course focuses on historical and current literature regarding the theoretical and experiential understandings of group purpose, developmental stages, dynamics such as roles, norms, and therapeutic factor’s, leadership orientations and styles, process, counseling theories, group counseling methods, and skills. Students refine their theory and skills, and they integrate the theoretical and experiential understandings of group theory and practice.
EDSS 630 Assessment in School Settings
3.00 credits
This course covers various assessment procedures such as psychometric testing, professional-constructed tests, achievement tests, and observational methods. Emphasis is placed on using assessments to identify instructional interventions that can be carried out in the classroom setting to remediate learning and behavior problems. Candidates are introduced to the emerging assessment procedures used in schools including universal screening and progress monitoring procedures.
EDSS 645 Statistics I
3.00 credits
This course Instructs candidates on the use and Interpretation of descriptive and basic inferential statistics. Topics include frequency distributions, hypothesis testing, measures of central tendency, measures of variability, shapes of distributions, standard scores, scattergrams, correlatlonal analysis, t-tests, Chi-square, and one-way ANOVA. Candidates also learn how to apply probability to Interpret the fidelity of group design research.
EDSS 650 Applied Behavioral Analysis
3.00 credits
This course provides an advanced introduction to the basic principles of learning and effective/practical procedures based upon those principles. Candidates conduct an applied research study using a single subject design. The course is designed to teach candidates how fo assess the variables responsible for maintaining problem behavior. Indirect and direct functional behavioral assessments are taught, and candidates learn how to use the results of functional behavioral assessment to develop prevention, antecedent, and consequence-based interventions. Lastly, candidates learn how to develop intervention plans that do not utilize an aversive stimulus.
EDSS 655 Multi-Tiered System of Support
3.00 credits
The provision of effective educational programs and related services for students with disabilities requires school-based professionals to partner with each other, community-based professionals, parents, and the students themselves using a whole-school, data-driven, prevention-based framework for improving learning outcomes for EVERY student through a layered continuum of evidence-based practices and systems. This course addresses the knowledge, skills, and dispositions required of school psychologists together with significant professional others, in program and/or service delivery. Topics include models of collaborative assessment, skills required for effective intervention planning and implementation, progress monitoring, conflict management, and strategies to address obstacles encountered in collaboration.
EDSS 660 Consult&Collab in School Psych
3.00 credits
Through this course, students develop a working knowledge of the systematic and collaborative approaches to consultation. As such, several consultation models are introduced. Skills needed to engage school personnel, community professionals, and the family as a team in developing evidence-based interventions which are designed to enhance the mental health, behavioral, and learning competencies of children and adolescents are emphasized.
EDSS 670 Neuropsych&CognitiveAssessment
4.00 credits
This course provides practice in administering and processing the outcomes of neuropsychological batteries and major cognitive tests. Students are expected to score test records, interpret outcomes, write reports, and communicate results in order to demonstrate the knowledge and skills needed to make ethical and evidence-supported decisions, using reliable and valid assessments appropriate for use with individuals from diverse backgrounds, and in collaboration with others.
Concurrent:
EDSS 671
EDSS 671 Neuropsych&CognitiveAssess Lab
1.00 credit
This course provides practice in administering and processing the outcomes of neuropsychological batteries and major cognitive tests. Students are expected to score test records, interpret outcomes, write reports, and communicate results in order to demonstrate the knowledge and skills needed to make ethical and evidence-supported decisions, using reliable and valid assessments appropriate for use with individuals from diverse backgrounds, and in collaboration with others.
Concurrent:
EDSS 670
EDSS 680 Social-Emotional Assessment
3.00 credits
Students learn assessment techniques to examine social, emotional and behavioral functioning in children and adolescents. A problem solving approach is utilized with training in reviewing, interviewing, observing and testing children and adolescents. Major tests considered and applied within this course include rating scales and formal assessments used to diagnose more specific disorders.
EDSS 685 Advanced Diagnostic Assessment
3.00 credits
This assessment course prepares students to conduct diagnosis and classification in accordance with multiple theories existing in the clinical and educational research. Students utilize cognitive, academic, and social/emotional data in developing hypotheses regarding the presence of learning and social-emotional disorders and in planning for intervention delivery. The course emphasizes the complex variables of culture, environment and language in making inferences regarding the presence of a disability.
EDSS 690A Portfolio in School Psychology
1.00 credit
The purpose of this seminar is twofold: 1) to crystalize learnings over the course of the semester accomplished through observations and reflections, and 2) to document how these curricular experiences apply to professional practice using NASP Domains as a frame of reference. In overall perspective, the development of a School Psychology Portfolio serves as evidence students’ knowledge and competence in the NASP standards for training and practice and to demonstrate their readiness for the Internship in School Psychology. In the final semester of the program, students provide a formal presentation to faculty as a culminating academic experience.
EDSS 690B Portfolio in School Psychology
1.00 credit
The purpose of this seminar is twofold: 1) to crystalize learnings over the course of the semester accomplished through observations and reflections, and 2) to document how these curricular experiences apply to professional practice using NASP Domains as a frame of reference. In overall perspective, the development of a School Psychology Portfolio serves as evidence students’ knowledge and competence in the NASP standards for training and practice and to demonstrate their readiness for the Internship in School Psychology. In the final semester of the program, students provide a formal presentation to faculty as a culminating academic experience.
EDSS 697A Practicum in School Psych K-12
3.00 credits
Supervised school psychological practicum in a school setting (pre-K to 12). School psychology students’ engage in direct services (e.g., psychoeducational testing) and indirect services (e.g., consultation and collaboration) under supervision. Includes Practicum seminar which entails group supervision, review, and discussion of field experiences and current professional issues.
EDSS 697B Practicum in School Psych K-12
3.00 credits
Supervised school psychological practicum in a school setting (pre-K to 12). School psychology students’ engage in direct services (e.g., psychoeducational testing) and indirect services (e.g., consultation and collaboration) under supervision. Includes Practicum seminar which entails group supervision, review, and discussion of field experiences and current professional issues.
EDSS 698A Internship in SchoolPsych K-12
4.00 credits
Full-time one-semester (or part-time two semester) placement in a school or educational agency. A minimum of 600 hours are required for this internship. Prerequisites: completion of all required courses and related laboratory experiences, presentation of professional portfolio prospectus, completion of a pre-internship review, and approval of the School Psychology Program Director. Clinical experiences are designed to ensure that students have the opportunities to demonstrate mastery of NASP field experience competencies. Grading is on a Satisfactory/Unsatisfactory basis. Includes supervisory seminar which provides an opportunity for all school psychology interns to learn from each other's clinical experiences. This course also serves as a means for tracking and providing feedback regarding mastery of program competencies. Readings and learning activities may be assigned, with selected topics presented by the instructors to prepare interns for program completion, graduation, certification, and eventual employment.
EDSS 698B Internship in SchoolPsych K-12
4.00 credits
Full-time one-semester (or part-time two semester) placement in a school or educational agency. A minimum of 600 hours are required for this internship. Prerequisites: completion of all required courses and related laboratory experiences, presentation of professional portfolio prospectus, completion of a pre-internship review, and approval of the School Psychology Program Director. Clinical experiences are designed to ensure that students have the opportunities to demonstrate mastery of NASP field experience competencies. Grading is on a Satisfactory/Unsatisfactory basis. Includes supervisory seminar which provides an opportunity for all school psychology interns to learn from each other's clinical experiences. This course also serves as a means for tracking and providing feedback regarding mastery of program competencies. Readings and learning activities may be assigned, with selected topics presented by the instructors to prepare interns for program completion, graduation, certification, and eventual employment.
EDSS 701 Psych of Children w Exception
3.00 credits
This course provides candidates with an overview of special education. Etiology, characteristics, assessment, and treatment of major disabling conditions are covered. Philosophical, political, and pedagogical implications of past, current, and future services are analyzed. The link between these conditions with regard to educational placement decisions and least restrictive environments is emphasized.
EDSS 710 History& Systems of Psychology
3.00 credits
This course provides a framework for examining the historical, philosophical, and theoretical progressions in the field of psychology. This course addresses the fundamentals of scientific thinking and how it has influenced modern psychology. Emphasis is placed on how scientific thinking has influenced different views of human nature, the self, and social contexts.
EDSS 712 Schl Safety, Crisis Prep & Res
3.00 credits
This course is designed to promote knowledge related to preventing school crises and responding appropriately if a school crisis occurs. It emphasizes current research to help inform school psychological practices and promotes recovery efforts to regain school stability. In addition, it examines risk and resilient factors necessary for safe and healthy schools.
EDSS 715 Intro to Research in Ed & Psyc
3.00 credits
This course presents the various procedures used for school-based research. Candidates are taught how to evaluate research based on social validity, statistical outcomes, research ethics, and practical application. In addition, candidates learn how to evaluate individual student outcomes using single subject design methodology. The course is intended to provide candidates with the ability to be critical consumers of research in the field of school psychology, to enable them to think scientifically, and apply this mindset to the evaluation of clinical interventions and educational programs.
EDSS 720 Research Seminar in Schl Psyc
.00 credits
This course has three primary purposes: 1) to provide an orientation to the research expertise among school psychology program faculty, school of education faculty, and other scholars; 2) to foster an identity as a professional psychologist within the framework of the scientist-practitioner model; and 3) to develop an understanding of ethics as they relate to the conduct of research with human participants and the requirements of Gonzaga University's Institutional Review Board. In addition, this course provides a forum for all faculty and candidates in the program to exchange ideas about psychology and the application of scientific methods to a study of human behavior.
EDSS 721A Disseratation Proposal I
1.00 credit
The dissertation proposal series of courses (I and II) includes activities necessary to conduct a literature review, design, implement, analyze/evaluate, and summarize a doctoral dissertation in school psychology. Candidates are expected to identify a research project through a literature review and/or needs assessment for successful completion of Dissertation Proposal I. Candidates are expected to determine appropriate procedures and methodology to conduct their dissertation for successful completion of Dissertation Proposal II. In addition, candidates are expected to complete a successful defense of their dissertation proposal (e.g., literature review, procedure, methods) to their dissertation committee at the end of Dissertation Proposal II.
EDSS 721B Disseratation Proposal I
1.00 credit
The dissertation proposal series of courses (I and II) includes activities necessary to conduct a literature review, design, implement, analyze/evaluate, and summarize a doctoral dissertation in school psychology. Candidates are expected to identify a research project through a literature review and/or needs assessment for successful completion of Dissertation Proposal I. Candidates are expected to determine appropriate procedures and methodology to conduct their dissertation for successful completion of Dissertation Proposal II. In addition, candidates are expected to complete a successful defense of their dissertation proposal (e.g., literature review, procedure, methods) to their dissertation committee at the end of Dissertation Proposal II.
EDSS 722 Quantitative Rsrch Mth & Dsgn
3.00 credits
This course teaches candidates how to determine appropriate methods of analysis, documenting the results obtained, and interpreting an analysis in everyday terms. A variety of multivariate research designs, appropriate statistical techniques used with each design, and their application in experimental and clinical research settings are taught.
EDSS 723 Qualitative Rsrch Mthd & Dsgn
3.00 credits
The purpose of this course Is to provide candidates with an introduction to the philosophical, conceptual, and practical basis of qualitative research. This course prepares candidates with the skills necessary to conduct field research using qualitative methods and perspectives. This course also introduces candidates to the development of qualitative research questions, qualitative data collection techniques, and qualitative analyses. Finally, this course provides candidates with an introduction to writing a qualitative research proposal.
EDSS 726 Culture and Diversity
3.00 credits
Candidates will examine issues concerning accepting, respecting, appreciating, and accommodating all members of society who are entitled to enjoy the benefits of education, regardless of their race, color, national origin, gender, native language, age, social or economic status, family structure and lifestyle, sexual orientation, religious perspective, or ability level. Candidates will explore diversity from a local and global perspective.
EDSS 727 Group Process & Facilitation
3.00 credits
This course is an introduction to the theory and practice of group counseling. Students gain experience in developing and refining group leadership techniques with emphasis on group process and dynamics. This course focuses on historical and current literature regarding the theoretical and experiential understandings of group purpose, developmental stages, dynamics such as roles, norms, and therapeutic factor's, leadership orientations and styles, process, counseling theories, group counseling methods, and skills. Students refine their theory and skills, and they integrate the theoretical and experiential understandings of group theory and practice.
EDSS 730 Assessment in Schl Settings
3.00 credits
This course covers various assessment procedures such as psychometric testing, professional-constructed tests, achievement tests, and observational methods. Emphasis is placed on using assessments to identify instructional interventions that can be carried out in the classroom setting to remediate learning and behavior problems. Candidates are introduced to the emerging assessment procedures used in schools including universal screening and progress monitoring procedures.
EDSS 735 Counseling Theories
3.00 credits
Students in this course will have the opportunity to examine historic and current cognitive, affective, spiritual, and behavioral theoretical orientations to counseling psychology and the application of theory to counseling service, case conceptualization, and counseling interventions. From this historical and current exploration, students will begin to develop a personal model of counseling, a general framework for understanding and practicing counseling. Additionally, students will examine the historical development of consultation, explore the stages of consultation and the major models of consultation, and apply the theoretical material to case presentations. Students will also begin to develop a personal model of consultation.
EDSS 736 Dissertation Defense
2.00 credits
The purpose of this course is to support candidates in the completion of their dissertation. Activities include finalizing the writing of the dissertation as well as preparing an oral defense presentation for the dissertation committee. Candidates meet for class, as well as with their dissertation advisor, to facilitate the steps leading to a successful defense and final approval of their dissertation by their dissertation committee.
EDSS 740 Ethical & Lgl Iss in Schl Psyc
3.00 credits
This course introduces candidates to the legal and ethical issues surrounding general and special education. Special attention is given to the rights of families with children who have developmental disabilities. Candidates become well versed in legal requirements laid forth in Public Law 105-17 and Public Law 99-457. Candidates come to understand the components of a well-planned individual education program. In addition, candidates respond to case scenarios that require action throughout the provision of providing a Free and Appropriate Public Education. An emphasis is made regarding disagreements that occur within the school context and how to avoid administrative/legal remedies.
EDSS 741 Ed Leadership & community
3.00 credits
The purpose of this course is to advance candidates understanding of school and community relationships by applying and promoting a culture of learning that is respectful of all stakeholders. This course will address the significant aspects of developing school and community partnerships that create supports for the academic, social, and emotional needs of students.
EDSS 745A Statistics I
3.00 credits
This course instructs candidates on the use and interpretation of descriptive and basic inferential statistics. Topics include frequency distributions, hypothesis testing, measures of central tendency, measures of variability, shapes of distributions, standard scores, scattergrams, correlational analysis, t-tests, Chi-square, and one-way ANOVA. Candidates also learn how to apply probability to interpret the fidelity of group design research.
EDSS 745B Statistics II
3.00 credits
The purpose of this course is to provide candidates with a variety of multivariate research designs in experimental and clinical research settings. Additionally, candidates are taught appropriate statistical techniques to analyze, interpret, and disseminate results of multivariate research. Emphasis for this course includes knowledge of the skills necessary to conduct research using multiple regression, factor analysis, multivariate analysis of variance. In addition, an introduction to path analysis, structural equation modeling, and other multivariate analyses is provided.
EDSS 750 Applied Behavioral Analysis
3.00 credits
An advanced introduction to the basic principles of learning and effective and practical procedures based upon those principles. Students read seminal articles in the field of behavior analysis and conduct and write up their own applied research study, implementing some of the procedures to remediate socially significant problems of children. An emphasis is made regarding the application of these principles in individual, classroom, and school-wide intervention plans.
EDSS 755 Multi-Tiered System of Support
3.00 credits
The provision of effective educational programs and related services for students with disabilities requires school-based professionals to partner with each other, community-based professionals, parents, and the students themselves using a whole-school, data-driven, prevention-based framework for improving learning outcomes for EVERY student through a layered continuum of evidence-based practices and systems. This course addresses the knowledge, skills, and dispositions required of school psychologists together with significant professional others, in program and/or service delivery. Topics include models of collaborative assessment, skills required for effective intervention planning and implementation, progress monitoring, conflict management, and strategies to address obstacles encountered in collaboration.
EDSS 755A Internship in Schl Psyc I
1.00 credit
This course takes place in the Fall semester of the school psychology doctoral internship and is a continuation of Doctoral Internship I. Candidates must successfully complete the 1500-hour doctoral internship to complete the program.
EDSS 755B Internship in Schl Psyc II
1.00 credit
This course takes place in the spring semester of the school psychology doctoral internship and is a continuation of Doctoral Internship I. Candidates must successfully complete the 1500-hour doctoral internship to complete the program.
EDSS 760 Consultation & Collaboration
3.00 credits
Through this course, students develop a working knowledge of the systematic and collaborative approaches to consultation. As such, several consultation models are introduced. Skills needed to engage school personnel, community professionals, and the family as a team in developing evidence-based interventions which are designed to enhance the mental health, behavioral, and learning competencies of children and adolescents are emphasized.
EDSS 770 Neuropsych & Cognitive Assess
4.00 credits
This course provides practice in administering and processing the outcomes of neuropsychological batteries and major cognitive tests. Students are expected to score test records, ·interpret outcomes, write reports, and communicate results in order to demonstrate the knowledge and skills needed to make ethical and evidence-supported decisions, using reliable and valid assessments appropriate for use with individuals from diverse backgrounds, and in collaboration with others.
EDSS 775 Personality Assessment
3.00 credits
This course provides an in-depth study of major personality theories. In addition, candidates are taught to administer, score, and interpret projective and objective tests and assessments as part of a global assessment of social, affective, and behavioral functioning. Candidates use this information to inform diagnoses as well as use the testing and assessment results to inform intervention and instructional practices.
EDSS 776 Consultation & Program Eval
3.00 credits
This course prepares candidates for professional roles as an applied behavioral consultant and/or program evaluator. The course focuses on the dynamics of working with groups in a variety of settings and on developing effective interventions at a systemic level in a culturally responsive manner. It also provides the knowledge, skills, perspectives, and reflective practice candidates need to conduct a program evaluation in human service agencies. A range of exercises are used to give each candidate an opportunity to become familiar with issues involved in consultation and program evaluation.
EDSS 777 Psychometric Theory
3.00 credits
This course provides candidates with an understanding of the principles and practices underlying the construction, use, and interpretation of psychological and educational tests and assessments. There are two general facets to the field of psychometrics: (a) test and assessment development and (b) the theory and methods to analyze and evaluate the resulting test and assessment data. This course introduces these facets and includes instruction on classical test theory, generalizability theory, and item response theory.
EDSS 780 Social-Eml Assmt Schl & Home
3.00 credits
Students learn assessment techniques to examine social, emotional and behavioral functioning in children and adolescents. A problem solving approach is utilized with training in reviewing, interviewing, observing and testing children and adolescents. Major tests considered and applied within this course include rating scales and formal assessments used to diagnose more specific disorders.
EDSS 781 Social Bases of Behavior
3.00 credits
Students learn assessment techniques to examine social, emotional and behavioral functioning in children and adolescents. A problem solving approach is utilized with training in reviewing, interviewing, observing and testing children and adolescents. Major tests considered and applied within this course include rating scales and formal assessments used to diagnose more specific disorders.
EDSS 785 Advanced Diagnostic Assessment
3.00 credits
EDSS 787 Child & Adolescent Counseling
3.00 credits
EDSS 788 Dev Bases of Behavior
.00 credits
This course provides candidates with a critical examination of the multifaceted influences responsible for the diverse outcomes in human development. Emphasis is placed on contemporary views regarding genetics, contextualism, and multi-levels of development. In addition, a review of major research issues and practical application of developmental theory is provided as well as ways in which normal development differs across cultures.
EDSS 789 Biological Bases of Behavior
3.00 credits
This course provides candidates with current understandings of how biological functions can alter overt behavior. Course content includes the anatomy and physiology of the human brain, behavioral functions associated with the cerebral hemispheres and lobes, neurobehavioral presentations of common neurological and psychiatric conditions, and how brain functions are assessed using neuropsychological test and assessment batteries. An additional emphasis of the course is how understanding biological/behavioral interactions can be used when designing interventions for socially significant human problems.
EDSS 790A Prof Portfolio in Schl Psyc
1.00 credit
EDSS 790B Prof Portfolio in Schl Psyc
1.00 credit
EDSS 791 Cognitive Bases of Behavior
3.00 credits
This course provides candidates with current understandings of how cognitive functions can alter overt behavior. Course content includes how brain functions are assessed using neuropsychological test and assessment batteries. An additional emphasis of the course is how understanding cognitive/behavioral interactions can be used when designing interventions for socially significant human problems.
EDSS 792A Clinical Supervision I
2.00 credits
EDSS 792B Clinical Supervision II
2.00 credits
EDSS 794A Clinical Supervision I
2.00 credits
EDSS 794B Clinical Supervision II
2.00 credits
EDSS 795 Clinical Practicum
3.00 credits
EDSS 796 Aff Bases Behav & Psycpthy
3.00 credits
EDSS 797A Pract in Sch Psyc K-12
3.00 credits
Supervised school psychological practicum in a school setting (pre-K to 12) or alternative clinical setting. School psychology students engage in direct services (e.g., psychoeducational testing) and indirect services (e.g., consultation and collaboration) under supervision. Includes Practicum seminar which entails group supervision, review, and discussion of field experiences and current professional issues.
EDSS 797B Pract in Sch Psyc K-12
3.00 credits
Supervised school psychological practicum in a school setting (pre-K to 12) or alternative clinical setting. School psychology students engage in direct services (e.g., psychoeducational testing) and indirect services (e.g., consultation and collaboration) under supervision. Includes Practicum seminar which entails group supervision, review, and discussion of field experiences and current professional issues.
EDSS 798A Doc Internship in Schl Psyc
1.00 credit
EDSS 798B Doc Internship in Schl Psyc
1.00 credit