MA in Educational Psychology and Ed.S. in School Psychology with PPSP Credential

Prerequisites: Admission to the School Counseling Credential Only Program or CSPU 500 or equivalent.

This course focuses on a time-limited or brief approach to counseling and intervention with children and adolescents. Major units of study include skills for establishing goals, evaluating progress in counseling, crisis intervention, drug and alcohol problems, and the use of art and play techniques with children. Emphasis is placed on using these skills with children and youth of various age levels and in multicultural settings. A minimum of 10 hours of field-based experience (e.g. simulations, video observations, case studies, etc.) are required.

Prerequisites: Admission to the School Counseling Credential Only Program or CSPU 500 or equivalent.

This course examines the processes of individual development in the context of family, school, and culture. Candidates will review DSM-5, major theories of developmental psychology, and learn effective assessment and intervention skills for disturbances and disorders of childhood and adolescence. A minimum of 10 hours of fieldwork is required for this course. A minimum of 10 hours of field-based experience (e.g. simulations, video observations, case studies, etc.) are required.

Prerequisites: A passing score on the CBEST or verification of Basic Skills, CSPU 510, 512, 513, 514, 535, 638, 639.

Also required are a valid Negative TB test, a valid Certificate of Clearance, and 450 hours of practicum logged and approved. At least 300 hours of fieldwork/supervision must be completed in this course. This may also be done on a part-time basis over the period of two consecutive academic years with the approval of the full-time faculty. Emphasis is on fieldwork/internship experiences leading to competencies in assessment for intervention, counseling, behavior management, consultation, and systems change. In addition to the required field experience, candidates are expected to participate in 15 lab hours of group supervision. The site supervisor of candidates must hold a valid PPS credential in school psychology and have a minimum of three years experience in the field. Graded on a Pass/No Pass basis.

Prerequisites: Successful completion of CSPU 637.

CSPU 636 is the second course in a three-course assessment strand and will introduce students to the study of cognition from a school neuropsychological perspective. The Cattell-Horn-Carroll model of cognitive abilities, the cross-battery model of assessment, and Patterns of Strength and Weaknesses (PSW) will be discussed. Candidates will be introduced to psychometric concepts and laws and ethics related to assessment and psycho- educational testing, and practice administering standardized tests and other assessment procedures to volunteers outside of class. Students will also practice presenting assessment results to parents, teachers, and writing assessment reports. Application of these skills in multicultural settings will be accentuated. A minimum of 50 hours fieldwork is required for this course. This course has two required Saturday in-person sessions at the beginning and end of the term for assessment training.

Prerequisites: EDUU 602.

The purpose of this course is to provide candidates with knowledge and skills to (a) identify and assess problem behavior in school settings, (b) design and implement behavioral interventions, including physiological and pharmacological variables, (c) design and implement comprehensive behavior support plans, (d) monitor and evaluate implementation of behavior support plans, and (e) apply behavioral procedures on a school-wide basis. Candidates will learn to develop both systems level and individual behavioral intervention plans for persons with serious behavioral problems. A minimum of 10 hours of fieldwork is required for this course.

Prerequisites: Admission to the School Counseling Credential Only Program or CSPU 500 or equivalent.

This course focuses upon the unique challenges diversity brings to the provision of counseling and psychological services to children, adolescents, and parents. Candidates will learn the history, culture, and expectations of different ethnic and cultural groups and develop the cross-cultural communication skills necessary to effectively work with families of varying cultural and socio-economic backgrounds. Candidates will also explore how issues such as immigration, poverty, sexism, and racism affect counseling practices and the development of effective interventions. A minimum of 10 hours of field-based experience (e.g. simulations, video observations, case studies, etc.) are required.

This course provides an in-depth exploration of the philosophical foundations and core principles of behavior analysis. Students critically examine the historical and theoretical roots of the field, including behaviorism, experimental analysis of behavior, and applied behavior analysis (ABA). Emphasis is placed on interpreting radical behaviorism and experimental its application across diverse settings such as classrooms, clinics, homes, and communities. Through analysis of key concepts- such as reinforcement, punishment, and contingencies- students learn to connect foundational principles and philosophical assumptions to contemporary, evidence-based behavior-analytic practice.

Prerequisite: EDSP 620.

This course builds on foundational knowledge by examining the core principles of learning and behavior with the framework of applied behavioral analysis (ABA). Students will define, distinguish, and apply fundamental behavioral concepts, including stimulus control, reinforcement, extinction, generalization, and verbal behavior. Emphasis is placed on identifying and analyzing examples of operant and respondent conditioning in real-world contexts such as educational, clinical, and community environments. Through case-based learning, applied activities, and professional discourse, students develop fluency in behavior-analytic terminology and strength the ability to evaluate and implement behavioral principles to understand and influence behavior effectively.

Prerequisite: EDSP 621.

In this course, students design and implement behavioral measurement systems, analyze data, and evaluate the effectiveness of interventions using single-case experimental designs. Students develop precise operational definitions, select appropriate data collection methods, and construct visual data displays to interpret patterns of behavior. Students also examine experimental designs to establish functional relationships and evaluate the internal and external validity of behavior-analytic research. Through applied activities and case analysis, students gain the skills necessary to make informed, data-based decisions about behavior-change procedures in clinical, educational, and community settings.

Prerequisite: EDSP 623.

This course addresses the reduction of problem behavior through behavior-analytic assessment and intervention. Students will design and interpret descriptive assessments and functional analyses, develop reinforcement- and antecedent-based strategies, and evaluate the ethical use of punishment procedures. Emphasis is placed on creating measurable, socially significant goals, designing function-based interventions, mitigating unwanted effects, and collaborating with stakeholders for ethical and sustainable outcomes.

Prerequisite: EDSP 624.

This course prepares students to apply behavior-analytic principles to supervision, staff training, and organizational performance management. Students will learn to establish effective supervisory relationships, promote equity and inclusion, and integrate cultural/contextual variables into supervision practices. Emphasis is placed on performance analyses, measurement systems, training, performance management, and systems-level change.

Prerequisite: EDSP 625.

This course prepares students to apply ethical principles and professional standards in behavior analysis. Students study the Behavior Analyst Certification Board ethics codes, enforcement mechanisms, and legal/regulatory requirements. Emphasis is placed on confidentiality, informed decision making, professional boundaries, cultural humility, and bias awareness. Through case analysis and applied strategies, students learn to provide ethical and professional services across diverse contexts.

Candidates are introduced to the characteristics of Autism Spectrum Disorders (ASD), and current and reliable research and practice on ASD. Candidates will identify service providers and stakeholders who are involved with individuals with ASD. The impact of ASD on families, and how to collaborate to address those needs are discussed. Candidates will begin to create a website that will act as a resource for families and educators collaborating to meet the academic, behavioral, social, communication, sensory, and transition needs of individuals with Autism. Completion of 5 hours of observation of a child with autism is required.

Prerequisite: EDUU 575.

Identification of assessment tools to assess the various needs of students with ASD is the focus of the course. Collaboration with stakeholders to determine areas of need in academic, behavior, sensory, communication and social skills is emphasized. Completion of 5 hours of fieldwork with a child with autism is required.

Prerequisites: EDUU 675.

The third course in the sequence addresses the design of structured and organized learning environments that support the sensory and learning needs of students with ASD. How to determine, align, and implement behaviorally-based instructional strategies and interventions, including Positive Behavior Supports (PBS) are emphasized. Identification and implementation of programs and strategies that enhance, facilitate, and promote social interactions across a variety of educational settings for students with ASD will be thoroughly addressed. Completion of 5 hours of fieldwork with a child with autism is required.

Prerequisites: EDUU 676.

The final course in the sequence addresses how to determine, align, and implement instructional strategies and interventions appropriate for the spectrum of the unique academic, cognitive, transition, and communication and language needs of students with ASD. Integrating the input from multidisciplinary teams, including families, to build effective, integrated programs, monitor student progress and determine program adjustment and service recommendations are focused upon. Completion of 5 hours of fieldwork with a child with autism is required. The website that acts as a resource for families and educators collaborating to meet the academic, behavioral, social, communication, sensory, and transition needs of individuals with Autism will be completed in this course.