* Denotes current
William & Mary School of Education
EDUC F65 Research Methods in Education
A study of the methods and techniques generally employed in research. Emphasis is placed on understanding the research literature which forms the basis of professional education. The course includes the study of some selected statistical methods used as tools in research, data analysis, and the field of educational tests and measurement.
EDUC F67 Psychological and Educational Measurement
An introduction to the use of educational and psychological assessment procedures used by educators and other helping professionals. The course deals with the selection, administration, and scoring of psychological assessment techniques and the interpretation and application of their results.
EDUC P20a Psychoeducational Assessment for School Psychologists
This year-long course sequence is designed to introduce students to a problem-solving model of assessment for addressing children’s educational and behavioral problems. The model defines educational problems situationally as the difference between what is expected and what occurs. These difficulties do not reside solely within the individual child, but result from the interaction between student behavior, curriculum, and instruction. The model defines ‘effective assessment’ as assessment which evaluates the situation as well as the child and which produces effective interventions. Effective assessment employs standardized tests, rating scales, structured interviews, record review, systematic observation, and curriculum-based measurement. Training and practice in the assessment techniques and application of this problem-solving model will be the focus of this course. Specifically, students will develop competencies in the following areas of assessment: intellectual ability, academic achievement, processing skills, personality and behavior problems, observations and interviews. Students will communicate assessment findings and recommendations clearly and concisely in jargon-free, family-friendly reports.
EDUC P20b Psychoeducational Assessment for School Psychologists II
This course is the second half of a year-long course sequence designed to introduce master’s-level students to a problem solving model of assessment for addressing children’s educational and behavioral problems. Instruction and practice in the application of this problem solving assessment model will be the focus of this course.
EDUC P23 Introduction to Professional School Psychology
This course provides an introductory survey of school psychology as a specialty of professional psychology. The roles and functions of the school psychologist will be explored as they relate to Virginia and the nation; political and legal implication of these roles are identified. This introduction encompasses numerous topics including the historical development of the specialty; relationship to other specialties in psychology and education; graduate training and models of professional preparation; licensure and certification; special education laws relevant to the practice of school psychology; diversity of practice settings; and diversity of client populations served. The course includes an experiential component in which students are required to visit local schools and observe a variety of educational and psychological programs and practices.
EDUC P24 Practicum in School Psychology
A field-based experience designed to provide opportunities for students to gather knowledge and skills most appropriately learned in the field and to refine skills learned in the university training program. Practicum experiences include administration and interpretation of diagnostic assessment instruments; participation in team meetings; consultation with teachers, parents, and administrators; and intervention with children.
EDUC V91 Independent Study in Education
EDUC 626 Seminar in Professional School Psychology: Ethical and Legal Issues
This course, designed for students in the School Psychology Program, provides students with the opportunity to become familiar with the roles and functions of fellow professionals in educational and agency settings. This course also examines professional issues in school psychology including principles of professional ethics, ethical dilemmas, and relevant legislation and litigation. Emphasis is placed on active student participation in the exploration of these issues.
EDUC 659 Internship in School Psychology
The culminating evaluation experience in the Ed.S. Program in School Psychology is the internship which must occur on a full-time basis over a period of one year or on a half-time basis over a period of 2 consecutive academic years in an accredited school. Evaluation of performance is conducted cooperatively between the College and the appropriate school personnel. Students typically receive a stipend during the internship year.
EDUC 669 Neuropsychological Bases of Behavior
This course provides the advanced level graduate student with an overview of research emanating from such representative disciplines of the neurosciences as anatomy, physiology, psychology, chemistry, and medicine.
Texas Woman’s University (Department of Psychology & Philosophy)
PSY 3161 Behavior Therapy Laboratory
Laboratory and field experiences designed to illustrate assessment and treatment procedures in behavior therapy. The laboratory portion of the behavior therapy course is designed to give students direct experience with the process of behavioral therapy and research. Online assignments are geared toward reflection of specific behavior therapy techniques and concepts, conducting research, and collaborating on group projects and presentations.
PSY 3163 Introduction to Behavior Therapy
Techniques of behavior therapy designed to acquaint the student with treatments and research applications in normal and clinical populations. Emphasis on mastery of techniques, designing treatment plans, and evaluation.
PSY 4061 Research Team
Participation in research activities with a supervising faculty member. The student is expected to pursue areas in conjunction with the faculty member’s interests.
PSY 4133 Physiological Psychology
Fundamentals of neuroanatomy and neurophysiology; psychopharmacology; genetic, neurological, and endocrine basis of sensation, motivation, sleep and arousal, learning, memory, and psychopathology.
PSY 5353 Research Design
Graduate level introduction to the types of research methods; techniques and procedure of educational and psychological empirical research; research design; research writing; review of journal articles; general statistics for reading professional journals.
PSY 5533 Evidence-Based Academic Interventions
The course will review the salient concepts and procedures of RTI, CBM, and evidence- based academic interventions. The use of single-case design as a versatile technique to evaluate the efficacy of applied interventions will also be covered.
PSY 5883 Cognitive Assessment: Scoring and Interpretation
The course focuses on the introductory development of skills in the standardized administration and scoring of norm-referenced measures of cognition and intelligence and related aspects of psychological measurement.
PSY 6133 Advanced Behavioral Neuroscience
Neuroanatomy, neuron physiology, psychopharmacology, neuroendocrinology, physiological bases of motivation, emotion, learning, sensation, sleep, and attention. Assessment in this course is focused not only on the knowledge of key terms and concepts, but also on the ability to apply physiological principles to behavior.
PSY 6913 Factor Analysis and Psychometric Modeling
This independent study course focuses on concepts and issues central to psychometric theory and various methods of test construction. Emphasis will be placed on the use of advanced factor analytic procedures and the exploration of higher-order models of intelligence and cognitive abilities.
PSY 6923 Supervised Practicum: Neuropsychology
Practicum experience in clinical setting; supervised and taped client contact with critical discussion.
PSY 6961 Research Team
Participation in research activities with a supervising faculty member. The student is expected to pursue areas in conjunction with the faculty member’s interests.
Chapman University (Attallah College of Educational Studies)
CSP 615 Learning Disabilities and Learning
This course will further students’ understanding of the learning processes that occur in all children, including those with learning disabilities. Students will review methods and models for the identification of learning disabilities, and conduct an assessment focused on identification of a learning disability.
CSP 637 Cognitive and Neuropsychological Assessment
This course will introduce students to a comprehensive model of cognitive assessment. Students will also learn to write effective assessment reports and orally present assessment results to parents and teachers. Application of these skills in multicultural settings will be stressed.
EDUC 544 Legal Aspects of Special Education
This course focuses on the evolution of Federal and California State Laws relating to students and adults with disabilities. Areas of emphasis will be IDEA, NCLB, ADA, Section 504 of the Rehabilitation Act, California Code of Education, and relevant case law and legal commentary.
EDUC 601 Assessment and IEP Development
The course is designed both for special education teachers and school psychologists. Students will develop the knowledge and skills necessary to use and communicate assessment results. A variety of individualized assessment and evaluation approaches appropriate for students with mild/moderate/severe disabilities will be addressed. Emphasis is placed on the development of appropriate educational decisions on the basis of a variety of standardized and non-standardized techniques, instruments and processes that are appropriate to the diverse needs of individual students. Students will learn to (a) identify individual strengths and weaknesses, and (b) make appropriate instructional recommendations both for report writing and for IEP goals and objectives.
La Sierra University (School of Education)
EDPC 661 Academic Assessment and Intervention
This course will focus on the basic aspects of effective academic interventions, assessments and communication between special education professionals and others involved in the education and care of disabled individuals, including parents and family members. This course will cover several major units of content within the school psychology literature, with a consistent focus on the two major practices of assessment and intervention as they are applied within advanced clinical settings. Graduates will be expected to demonstrate mastery of complex assessment and intervention concepts as well as be able to defend the use of measurement tools for educational decision making. A major unit of study will be reviewing the implementation and role of the school psychologist within systems based intervention models such as response to intervention. Graduates will be expected to develop fluency with these procedures (assessment, consultation, program evaluation, and intervention).
rjmcgill.com 