Specialist in School Psychology (S.S.P.) Major in School Psychology

SPSY 5181. Independent Study.

This course exposes school psychology graduate students to the process of conducting research in topics related to education and school psychology, including research design, development of research questions, literature review, data collection and analysis, and ethical principles. Under the supervision of a faculty mentor, students will engage in structured, individualized research activities tailored to their professional interests and prior experience. By the end of the course, students will demonstrate increased competence in conducting and communicating scholarly research relevant to school psychology practice. This is a 1-credit course that may be repeated for additional credit at the discretion of the faculty supervisor.

SPSY 5281. Independent Study.

This course exposes school psychology graduate students to the process of conducting research in topics related to education and school psychology, including research design, development of research questions, literature review, data collection and analysis, and ethical principles. Under the supervision of a faculty mentor, students will engage in structured, individualized research activities tailored to their professional interests and prior experience. By the end of the course, students will demonstrate increased competence in conducting and communicating scholarly research relevant to school psychology practice. This is a 2-credit course that may be repeated for additional credit at the discretion of the faculty supervisor.

SPSY 5300. Interviewing, Counseling, and Consulting in School Psychology.

This course introduces skills for conducting interviews, counseling, consulting, and collaborating with children, adolescents, and adults. It focuses on the development of basic communication skills that can be applied by the school psychologist in a variety of contexts, with an emphasis on family-school collaboration. A variety of instructional methods and modes of assessing student learning are used, including lectures, class discussions, small group discussions and activities, peer-based role-playing and evaluation, written assignments, practice exercises, and field-based video-recorded interviews.

SPSY 5355. Assessment of Students of Varied Languages and Backgrounds.

This course examines assessment practices aligned with professional standards and legal requirements for determining special education eligibility and informing instructional decisions. Students analyze methods used to evaluate language proficiency, cognitive abilities, academic achievement, and behavioral or emotional functioning. Emphasis is placed on the selection, administration, and interpretation of objective, research-supported assessment procedures. The course also considers how assessment data are used to support evidence-based educational planning within professional and regulatory frameworks. Prerequisite: SPSY 5394 with a grade of "B" or better.

SPSY 5356. Psycholinguistics for Mental Health Providers.

This course provides future school psychologists and other mental health professionals with language-based knowledge and skills that help maximize the delivery of psychological and psychoeducational services to clients of different linguistic backgrounds including Spanish-speaking populations. Students gain knowledge in second language acquisition, bilingual processing; and how language influences assessment, intervention, and ethical service provision in varied contexts. Students will demonstrate knowledge through discussion and reflection, as well as by creating an intervention or translated product they might use in practice. Prerequisite: SPSY 5355 and SPSY 5394 both with grades of "B" or better or instructor approval.

SPSY 5360. Crisis Prevention, Intervention, and Response in the Schools.

This course provides access to core knowledge related to fostering school safety and healthy learning environments, preventing school violence, preparing for crisis events that may impact the school community, and responding to school crises. It emphasizes research that informs best practices and provides fundamental information to promote leadership on school safety teams. A variety of instructional methods and modes of assessing student learning are used, including didactic lectures, online class discussions, opportunities to practice skills, and written assignments.

SPSY 5361. Fostering Self-Care and Wellness in School Communities.

This course examines research on stress, burnout, and wellness among school professionals, including teachers, counselors, administrators, and school psychologists. Students analyze empirically supported strategies for supporting emotional, physical, and mental well-being in educational settings. The course explores individual, social, and organizational approaches to wellness through scholarly literature and professional frameworks. Emphasis is placed on evaluating assessment tools and planning models used to inform wellness practices within school systems and professional standards.

SPSY 5376. Psychoeducational Assessment.

This course examines the selection, administration, scoring, and interpretation of standardized, individually administered measures of cognitive functioning and academic achievement for children and adolescents. Students analyze major theories of intelligence and academic skills, principles of measurement, and the use of selected assessment instruments. Emphasis is placed on interpretation of assessment data, integrated report writing, and evaluation of recommendations based on identified strengths and areas of need within professional practice frameworks. Prerequisite: Instructor approval.

SPSY 5377. Social, Emotional, and Behavioral Assessment.

This course instructs learners in the evaluation of personality, mental status, and behavior. This includes theory, administration, scoring, and interpretation of structured and projective tests, as well as integrative report writing. There is an emphasis on assessment for Emotional Disability under Individuals with Disabilities Education Act (IDEA). Course material is applied to case studies as well as to volunteer practice cases. This course provides structured opportunities to conduct social-emotional assessment measures in the context of evaluation for emotional disability classification, and to produce a written report explaining results. Prerequisite: SPSY 5376 with a grade of a "B" or better.

SPSY 5379. Prevention & Treatment of Child & Adolesc Psyc Disorders: Individual, Group, & Schoolwide Approaches.

This course is an advanced investigation into the prevention and treatment of child and adolescent psychopathology. It examines common psychological disorders and evidence-based strategies for prevention and intervention at individual, group, and schoolwide levels. Instruction and assessment combine lectures, case-based discussions, small-group activities, role-playing, presentations, and applied learning projects to engage students in practical application of Cognitive Behavioral Therapy (CBT), Acceptance and Commitment Therapy (ACT), and Social and Emotional Learning (SEL). This course provides opportunities for students to develop the skills to assess, plan, and implement evidence-based interventions for children and adolescents, preparing them to support healthy psychological development and address behavioral and emotional challenges in schools. Prerequisite: SPSY 5377 and SPSY 5380 both with grades of a "B" or better.

SPSY 5380. Individual and Group Counseling Techniques for School Psychology.

This course focuses on the acquisition and practice of techniques used in counseling interventions with children and adolescents in school settings. Individual and group counseling techniques are emphasized, along with a review and refinement of techniques for interviewing and consulting with parents. A variety of instructional methods and modes of assessing student learning are used, including lectures, class discussions, small group discussions and activities, peer-based role-playing and evaluation, written assignments, practice exercises, and field-based video-recorded interviews. Prerequisite: SPSY 5300 with a grade of a "B" or better.

SPSY 5381. Independent Study.

This course exposes school psychology graduate students to the process of conducting research in topics related to education and school psychology, including research design, development of research questions, literature review, data collection and analysis, and ethical principles. Under the supervision of a faculty mentor, students will engage in structured, individualized research activities tailored to their professional interests and prior experience. By the end of the course, students will demonstrate increased competence in conducting and communicating scholarly research relevant to school psychology practice. This is a 1-credit course that may be repeated for additional credit at the discretion of the faculty supervisor.

SPSY 5385. Ethics, Standards, and Procedures in Professional School Psychology.

This course introduces the ethical, legal, and professional foundations of school psychology, including its historical development, educational underpinnings, and evolving roles and functions. The course examines certification requirements, professional organizations, legal standards, and ethical frameworks relevant to practice across service contexts. Instruction incorporates readings, case analyses, observation-based inquiry, and analysis of professional literature. Students analyze ethical dilemmas and apply professional standards and legal frameworks to evaluate decision-making processes in school psychology practice.

SPSY 5386. Consultation and Professional Issues in School Psychology.

This course presents models of consultation as they apply to the professional development and ethical position of the school psychologist. The course emphasizes the consultative role in relation to school administrators, counselors, teachers, parents, and students. Students will apply learning by making multiple presentations and establishing a school-based consultative relationship and reporting on progress. By the end of the course, students should understand school psychologists’ consultative framework and be able to apply their skills in a supervised (internship) setting. Prerequisite: SPSY 5300 and SPSY 5385 both with grades of "B" or better. Corequisite: SPSY 5389 with a grade of "CR" or better.

SPSY 5387. Data-Based Decision-Making in Evaluation and Intervention.

This course examines advanced methods for assessing special populations, including early childhood, and emphasizes integrating data from multiple sources to design effective educational interventions that meet the needs of learners. The primary goal of the course is for students to be able to apply a problem-solving framework that connects assessment practices directly to intervention planning. Instruction and evaluation will include a range of approaches, including lectures, small and large group discussions and activities, as well as assignments completed outside of class. Prerequisite: SPSY 5376 with a grade of "B" or better.

SPSY 5388. Psychometrics for School Psychologists.

This course provides an in-depth examination of measurement theory and its practical applications for school psychologists. Emphasis is placed on the statistical foundations of psychological measurement, including score interpretation, scaling, and norm-referenced and criterion-referenced frameworks. Students will critically analyze test development processes, reliability and validity evidence, factor analysis, and issues of bias and fairness in assessment. Instructional methods include interactive lectures, structured small- and large-group discussions, and applied in-class practice activities. Student learning is evaluated through examinations, applied skill demonstrations, collaborative group projects, and professional presentations designed to integrate theory with real-world practice.

SPSY 5389. Practicum in School Psychology.

This course is a clinical and school-based experience that provides opportunities for students to become oriented to the educational process and to apply their knowledge and skills in a field-based setting. Monthly on-campus supervision and didactic instruction is provided concurrently as a required part of the practicum experiences, with the expected outcome of obtaining emerging proficiency and knowledge across the NASP 10 Domains of Professional Practice. Prerequisite: SPSY 5376 and SPSY 5385 both with grades of "B" or better.

SPSY 5390. Applied Behavior Analysis for School Psychologists.

This course covers behavior-analytic assessment and intervention techniques to address challenging behavior and teach prosocial behaviors that support successful functioning of students. The primary goal for the course is for learners to become familiar with conducting functional behavior assessments and developing individualized plans to meet the needs of different learners. This course utilizes a variety of instructional and assessment methods, including lectures, small and large group discussions and activities, assignments, and field-based activities. Prerequisite: SPSY 5387 with a grade of "B" or better.

SPSY 5394. Contextual Factors in School Psychology.

This course examines psychosocial, psychoeducational, and contextual factors that influence the delivery of school‑based services for students from varied backgrounds. Students will review current research, case examples, and professional guidelines to explore how individual, family, school, and community characteristics relate to assessment, consultation, and intervention practices. Learning activities include lectures and applied discussion in large- and small-group formats, as well as through written reflection papers and class presentations. By the end of the course, students will be able to describe key contextual influences on service delivery and apply consistent and student-centered practices when conducting assessments, providing consultation, and implementing other school psychology interventions.

SPSY 5395. Basic Psychopharmacology.

This course introduces knowledge of psychopharmacology with children and adolescents, including brain-behavior relationships, psychopathology, and research methods, with application to childhood disorders for which medication is often prescribed. Emphasis is placed on informed consultation with parents, teachers, and medical professionals regarding children prescribed psychotropic medications. Prerequisite: SPSY 5300 and SPSY 5376 and SPSY 5377 and SPSY 5382 and SPSY 5385 all with grades of "B" or better.

SPSY 5396. Biological Bases of Behavior.

This course covers atypical disorders of brain development likely to be encountered by school psychologists. It investigates brain-behavior relationships, with emphasis on low-incidence, high-impact (LIHI) disorders, learning disabilities, and mental disorders. The course includes overviews of neuroanatomy, basic psychopharmacology, epigenetics, and mental disorders. Learners will examine the relationship between genetic and neurological factors and atypical development in children. Instruction and evaluation includes lectures, small and large group discussions and activities, and assignments. Prerequisite: SPSY 5376 and SPSY 5377 both with grades of "B" or better.

SPSY 5398. Alternative Evaluation, Intervention, and Student Outcomes.

This course introduces students to curriculum-based assessment and multi-tiered intervention within a problem-solving model. It also introduces students to the theory and techniques of school-based program evaluation. A variety of instructional and assessment methods are used, including lectures, small and large group discussions and activities, assignments, and field-based activities. These techniques are designed to develop competencies in the areas of curriculum-based assessment, development of academic and behavioral interventions, and the evaluation of student outcomes and programs. Prerequisite: SPSY 5387 with a grade of “B” or better.

SPSY 5399B. Essentials for the Assessment of Autism.

This course is an experiential course in which students work as a member of a team to apply relevant assessment skills and measures under faculty supervision in a clinic-based setting. Utilizing client assessment results, it provides students with the necessary knowledge, skills, and hands-on experience in autism diagnostic decision-making and development of appropriate recommendations. This course involves a variety of instructional and assessment methods, including lectures, small and large group discussion, applied clinical exercises, and field-based experiences. Prerequisite: SPSY 5376 and SPSY 5377 and SPSY 5388 and SPSY 5387 all with grades of a “B” or better, or instructor approval.

SPSY 5399C. Fostering Self-Care and Wellness in School Communities.

This course will cover experiential strategies for promoting self-care and wellness among school professionals (e.g., school psychologists, administrators, school counselors, teachers). Students will become familiar with the literature on stress and burn-out among educators and the empirically based strategies for promoting emotional, physical, and mental well-being. In this course, students will engage in a wellness assessment, identify wellness goals, and implement personal self-care strategies throughout the course. Students will also work together to develop individual, social, and systemic plans for integrating self-care and wellness practices in their school communities.

SPSY 6301. Professional Internship in School Psychology.

This course is a field-based, supervised experience consisting of a minimum of 600 hours of professional, school psychology internship work combined with regular meetings with a university supervisor, with the expected outcome of proficiency and knowledge across the National Association of School Psychologists (NASP) 10 Domains of Professional Practice. A variety of instructional methods and modes of assessing student learning are used, including individual and group supervision meetings, evaluation of case studies and assessment reports, and assessment of counseling skills. Prerequisite: SPSY 5389 with a grade of "CR" or better and a grade of “B” or better in all SPSY program coursework.

SPSY 6302. Professional Internship in School Psychology.

This course is a field-based, supervised experience consisting of a minimum of 600 hours of professional, school psychology internship work combined with regular meetings with a university supervisor, with the expected outcome of proficiency and knowledge across the National Association of School Psychologists (NASP) 10 Domains of Professional Practice. A variety of instructional methods and modes of assessing student learning are used, including individual and group supervision meetings, evaluation of case studies and assessment reports, and assessment of counseling skills. Prerequisite: SPSY 5389 with a grade of "CR" or better and grades of “B” or better in all SPSY program coursework.