Intensive study of the cognitive, emotional and behavioral disorders in children and adolescents. Emphasis is on etiology, early recognition and approaches to treatment or intervention in schools. (3 crs.)

This course is designed for non-teaching educational specialists to assist them in gaining a fundamental understanding of Pennsylvania’s K-12 curriculum standards and the basic principles of instructional design. Students will examine a variety of theoretical frameworks that focus on the specific components of instructional design. Special attention is given to exploring response to intervention and curriculum-based assessment, as well as the development, instruction and assessment of reading within the regular education context. A practicum component is included. (3 crs.)

This course examines the diverse, intricate process of learning. Behavioral and cognitive views of learning are emphasized with special attention given to the educational implications of learning theory. (3 crs.)

This course explores how people grow and develop from infancy through old age. Physical growth patterns, along with emotional, intellectual and social development, are emphasized. Maturation and learning and their interrelationships are also examined in terms of their implications for the home, school and community. (3 crs.)

This course examines the biological basis of behavior. The central nervous system, in particular the brain, is studied in-depth. This course also presents the neuropsychological approach to the identification and education of children with learning disorders. (3 crs.)

This course is designed to provide the graduate student with an understanding of the use of tests for diagnostic studies of children, adolescents and adults in a diverse society. It explores the ways in which tests are constructed, evaluated, administered and interpreted. In addition, the course provides a survey of some representative tests of achievement, aptitude, personality, intelligence and occupational interests. Students also receive practice in administering, scoring and interpreting such tests through a practicum involving an evaluation of themselves and at least one other person. (3 crs.)

Emphasizes theory and competence in the administration, scoring and interpretation of the Stanford-Binet Intelligence Scale V and the Bender Visual Motor Gestalt Test. Extensive supervised practice in the administration, scoring and interpretation of these tests with subjects age 2 to adult. Theory and experience with other infant and child measures of intelligence such as the Bayley III and the K-ABC II are included. Ethics and cultural diversity in assessment are included. Psychological report writing, working with diverse populations and generation of research-based and data-driven educational interventions are stressed. (3 crs.)

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, WPPSI and WAIS. Attention is directed toward the use of these scales in measuring intellectual levels and identifying cognitive strengths and weaknesses. Practical experiences are required and the student must demonstrate competency in the administration, scoring and interpretation of each scale. Psychological report writing is also addressed. (3 crs.)

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. (3 crs.)

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. (3 crs.)

This course is designed to introduce students to the most common therapeutic approaches in use today (e.g., person-centered, cognitive, behavioral, family systems and reality therapy). The course also focuses on the types of issues that school psychologists are likely to be called upon to provide therapeutic intervention. Lectures, classroom demonstrations and role-playing are utilized to illustrate these various orientations. Attention is paid to implementation of counseling that is respectful of ethical boundaries/issues, as well as cultural factors that may be involved in the therapeutic process. Student participation is required. A position paper describing the student's own orientation is required. (3 crs.)

This course is intended to provide both a didactic and an actual experience in counseling. Graduate students familiarize themselves with the phases, procedures and goals of counseling and therapy through assigned readings, audiotapes and group discussion of case presentations. A major focus involves issues and disorders that school psychologists are frequently called upon to provide therapeutic intervention. This will include consideration of ethical boundaries/issues and cultural factors that are germane to the therapeutic process. Supervision of all cases is provided both in group sessions and on an individual basis. Graduate students are seen outside of regularly scheduled group sessions for individual supervision. (3 crs.)

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. (3 crs.)

This course is intended to familiarize the student with models of consultation used in schools and other relevant settings. The course is designed to provide the student with various consultation and collaboration techniques with diverse populations. The course is also intended to familiarize the student with a variety of group methods and techniques utilized by the school psychologist with a focus on providing opportunities to observe then act as a group leader. (3 crs.)

This course is designed to give students the information they need to interpret the statistics that are used most frequently in research and application in psychology. It is designed as a continuation of PSY 767. The focus is on understanding and interpreting inferential statistics, including univariate and multivariate analyses. In addition, it will cover the strengths and limitations of applied statistical techniques in application and research. SPSS software will be used to analyze data. The course is intended to prepare students for graduate courses in testing, as well as to provide them with the statistical skills required to solve problems in an educational setting. It is also designed to assist those desiring to conduct a master’s level research thesis. (3 crs.)

This course is designed to give students the necessary background in psychological research design that they need to understand, interpret and evaluate proposed and published research in the behavioral sciences. It will cover hypothesis testing and interpretation of basic descriptive and inferential statistics. Nonparametric measures will also be covered. The focus is on acquiring the skills to critically evaluate a research report, analyze and interpret data, and write a research paper. This course is designed to provide the background for students in PSY 766 and those desiring to conduct a master’s level research thesis. (3 crs.)

This course provides students the opportunity to explore and research topics of interest that are not available as regular course offerings of the School Psychology Program. (Variable crs.)

The internship requires a minimum of 1,200 hours of practical work experience under direct supervision of a qualified psychologist. A minimum of 800 hours must be completed in a realistic educational setting (i.e., public school system). The remaining 400 hours may be in a related setting (e.g., clinic, hospital, etc.). The intern is expected to demonstrate all of the competencies of the practicing school psychologist.

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 develop a functional behavioral assessment and a positive behavior support plan. (3 crs.)

This course consists of an examination of current research in school psychology. Critical study and evaluation of empirical research findings applicable to selected topics from current editions of Best Practices in School Psychology are undertaken. The student develops skills in using current databases to access empirically based research reports, as well as the abilities to critically analyze and synthesize the content of these reports as it relates to situations and issues faced by the practitioner school psychologist. Students develop an understanding of the importance of using empirical data in making sound educational decisions. (3 crs.)

Concepts fundamental to the practice of school psychology are discussed and evaluated in this course. A range of topics are discussed, including the roles and functions of school psychologists, legal and ethical issues, the organization and operation of school systems, student diversity, and community resources. As this course is taken in conjunction with the Internship in School Psychology, discussions tend to be dynamic and framed within the context of actual experiences encountered by interns. (3 crs.)

The student conducts an independent, scientific research study in a classroom or other structured educational setting. The thesis is presented as a written document that conforms to Americal Psychological Association style. (4 crs.)