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Course Sequence & Descriptions

1st Summer

Fall

Winter

Spring

2nd Summer

SPSY 501

Professional

School Psychology

3 credits

 

 

SPSY 503

Introduction to

Research Design

and Statistics

3 credits

 

SPSY 506

Physiology, Health,

and Psychology

3 credits

 

 

SPSY 525

Behavior Change

and Systems Support

3 credits

 

 

SPSY 502

Personality

Theory

2 credits

 

 


SPSY 524

Basic Principles

in Applied Behavior

Analysis

3 credits

 

SPSY 510

Learning: Theory

and Applications

3 credits

 

 

SPSY 505

Tests and

Measurements

3 credits

 

 

SPSY 507

Exceptional Child:

Psychological &

Educational

Implications

3 credits

SPSY 508

Multicultural

Counseling:

Methods and

Techniques

3 credits


 

SPSY 504

Developmental

Psychology

2 credits

 

SPSY 526

School-based

Single Subject

Research Seminar

1 credit

SPSY 551

School Psychology

Practicum Seminar

1 credit

 

 

6 credits

8 credits

7 credits

7 credits

5 credits

NOTE: The Behavior Analyst Certification Board, Inc.® has approved the above course sequence as meeting the coursework requirements for eligibility to take the Board Certified Behavior Analyst Examination®.  Applicants will have to meet additional requirements to

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Download the College Catalog [1.3 MB PDF]


SPSY 501 – Professional School Psychology
3 credits
This course introduces students to school psychology as a profession, from both theoretical and applied perspectives. Alternative roles and functions associated with the practice of school psychology are reviewed, with emphasis on contemporary issues associated with graduate preparation, credentialing and service delivery. Legal and ethical issues for school psychology are addressed extensively as well.

Class discussions address the domains of practice identified in the NASP Model for Comprehensive and Integrated School Psychological Services (National Association of School Psychologists, 2010). In addition, attention is given to historical trends and considerations for the future of the profession. 

SPSY 502 – Personality Theory
2 credits
This course provides an overview of the nature of personality theory and the interaction/effects of forces that influence personality development, especially in children and adolescents. Theories of personality selected explore the influence on school practice and psychological research. Freud, Adler, Jung, Murray, G.W. Allport, Rogers, Maslow, Fromm; some existentialists and some social, behavioral or learning approaches are included. This is a writing intensive course that will also address cultural implications in personality development.

SPSY 503 – Introduction to Research Design and Statistics
3 credits
This course prepares the student to understand basic research designs and the methodological issues in formulating, planning, designing, and implementing, analyzing and interpreting the results of research investigations, as well as ethical and cultural issues. An important objective is to have the student become a good consumer of research. The class format is a mixture of lectures, discussions, and “hands-on” exercises that will allow students to become familiar with the techniques involved in performing research.

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SPSY 504 – Developmental Psychology
2 credits
This course explores child development from conception through early adulthood, including growth, adaptation and developmental patterns with implications for academic, emotional and social learning. Also, there is a special emphasis on research concerning the development of pro-social behavior, internalization and gender and moral development as well as the influence of culture and socioeconomic status.

SPSY 505 – Tests and Measurements
3 credits
Tests and Measurements is a course dealing with basic concepts in the selection, administration, scoring and interpretation of educational and psychological tests commonly used in the field of school psychology. Psychometric concepts such as validity and reliability will be examined as will methods for evaluating the quality and technical adequacy of testing instruments.

Students will increase their understanding of tests designed for assessing cognitive, neuropsychological, academic and social-emotional functioning. Procedures for interpreting and communicating test results will be introduced and issues related to the social, cultural, legal and ethical aspects of assessment will be explored. Lectures, class discussions, student presentations and readings will be used. Student performance will be evaluated through multiple methods.

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SPSY 506 – Physiology, Health and Psychology
3 credits
This course is designed to introduce the students to structures and functions of the brain and central nervous system and the influences on human behavior and learning. In addition to understanding the functions of the brain, emphasis is also given to exploring how different cultural elements impact advances in physiology,
health and psychology. Neurodevelopmental disabilities, assessment, intervention with children and youth at home and school are among the topics covered.

SPSY 507 – Exceptional Child: Psychological & Educational Implications
3 credits
This course is designed to provide a basic knowledge base about development that allows the student to understand atypical and cultural influences on development. In doing so, the student will be introduced to a wide variety of developmental disabilities and become sensitized to the implications of these disabilities when working with children and their families.

In addition, the student will cover a wide range of developmental disabilities, including learning disabilities, cognitive disabilities, pervasive development disabilities, sensory disabilities, communication impairments and traumatic brain injuries. The course will use lectures, discussions, videotapes, student presentations and guest speakers to provide a comprehensive learning experience.

SPSY 508 – Multicultural Counseling: Methods & Techniques
3 credits
The major theoretical approaches to psychotherapy and counseling with children and adolescents will be reviewed with special consideration of developmental, social, personal and cultural factors and the applications of techniques in school settings.

The course is designed to provide an introduction to the basic skills used in psychotherapy and counseling in general and cognitive behavior therapy (CBT) specifically. Students learn how to deal with social and emotional problems frequently encountered in school-age children. Research focusing on treatment outcome as well as case material will be reviewed. Ethical and cultural considerations in the psychotherapeutic treatment of children will also be discussed.
Prerequisite: SPSY 504

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SPSY 510 – Learning: Theory and Applications
3 credits
This course provides an overview of current knowledge in the field of learning including the application of learning theory through the educational process. Basic theories/principles will be described and supplemented with contemporary studies.

Topics will include cognitive approaches and mental processes including such areas as perception, reasoning, problem-solving, language, imagery and decision-making. Special emphasis will be placed on applications in areas such as education, school psychology and counseling. Lectures, class discussion and reading are used.

SPSY 524 – Basic Principles in Applied Behavior Analysis
3 credits
This course is an introductory course, which provides an overview of the basic principles in applied behavior analysis and the application in the educational/clinical setting.

Students will be provided with an overview of the essential characteristics of applied behavior analysis as well as the principles, processes and concepts. This course will also provide an overview of measurement concepts as well as the philosophical and theoretical orientation of Applied Behavior Analysis.


SPSY 525 – Behavior Change and Systems Support
3 credits
This course provides an overview of behavioral assessment, behavior change procedures, generalization programming and systems supports. Students will be expected to conduct a variety of behavior change procedures, as well as demonstrate an understanding of system concerns and system change procedures in the educational setting.


SPSY 526 – School-based Single Subject Research Seminar
1 credit
This course follows from the Introduction to Research Design and Data Analysis course with an emphasis on multicultural research topics. The course provides students with an opportunity to apply previously learned research skills in developing an idea for a multicultural research project and writing a formal research paper according to APA requirements.

Although students do not actually conduct the research, they are required to select a multicultural issue or area of interest and, through a comprehensive review of the literature, develop research questions and hypotheses that they would like to investigate and decide on appropriate statistical tests to analyze findings. The course format is seminar style, where students are provided small group sessions and individual coaching sessions, as needed.
Prerequisite: SPSY503

Topics focusing on consultation with teachers and parents, as well as ethical principles in behavior change will be reviewed.

SPSY 551 – School Psychology Practicum Seminar
1 credit
The course provides advanced training in the application of psychological and educational theory and foundations of practice for children in school settings.

The dual focus of the practicum experience at the MS level is on orientation to school settings, particularly with regard to working with multidisciplinary teams, and on curriculum-based measurements. This experience provides an integration of the coursework and the clinical/field experience gained in the program.

In addition, there will be supervision, discussion of relevant issues and literature reviews during class sessions. APA and NASP ethical practice and guidelines and standards are discussed as applied to best practice. Primarily classroom discussion and some lectures are used. Students bring case reviews and general experiences to class for discussion.

In addition, students are required to keep a portfolio to document experiences and learning throughout the practicum. This includes practicum logs, supervision notes, supervisor and self-evaluations,  ethical and legal issues/practice, behavioral assessment activities, observations, professional interviews, research journal readings, technology, and other relevant traineeship experience.

NOTE: The Behavior Analyst Certification Board, Inc.® has approved the above course sequence as meeting the coursework requirements for eligibility to take the Board Certified Behavior Analyst Examination®(link to http://www.bacb.com/) .  Applicants will have to meet additional requirements to qualify.

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Last Updated: 7/7/14