This course explores behavior problems encountered in classroom
situations and gives cause, characteristics, and some preventative and
remedial techniques, including those appropriate for managing students
with learning and behavioral exceptionalities.
Surveys characteristics, definition/identification, and service
delivery models for children and youth with disabilities or who are
gifted/talented. Considers state and federal policies governing special
education program service delivery, as well as the legal rights of
individuals with disabilities.
The professional responsibilities of the school psychologist are
explored in relation to ethical and legal aspects, state and federal
litigation and legislation, dynamics and organization of regular and
special education, issues in multicultural and exceptional child
education, and provision of assessment, placement, and intervention
services in the public schools. Prerequisite: Permission of instructor.
This course provides an in-depth examination of developmental,
cognitive, and interactionist learning theories as they apply to
classroom instruction. Emphasis is placed on direct application of
theory to the improvement of classroom instruction and the relationship
of learning and motivation.
The intent of this course is to provide the student with skills
necessary to administer and interpret informal, developmental,
perceptual-motor, adaptive, achievement, and other allied measures used
in a psycho-educational assessment. Moreover, students should become
aware of issues associated with individualizing assessments based upon
variables such as ethnicity, SES, gender, medical conditions, and
linguistic and cultural differences. Prerequisite: For approved school
psychology candidates or permission of instructor.
Selection of a
research problem, data collection, types of research, research reports,
and use of the library and computer in connection with research problems
are studied. Elements of statistics are introduced. This course
provides background for preparation of the thesis and enables the
student to become an intelligent consumer of products of academic
research. Required for all students working toward the M.Ed. degree.
This course is designed to provide educational psychology students
with theoretical background and entry-level skills for counseling
children (K-12) who have special needs and to assist their families with
adjustment and coping skills. In addition to basic counseling
techniques, students will be exposed to best practices in counseling
multicultural populations, people with disabilities, and crisis
intervention. Emphasis will be on short-term, goal-oriented
interventions. The role of the psychologist in the development and
practice of the school crisis intervention team will also be addressed,
as well as cooperative functioning with other service professionals in
This course is designed to provide school psychology students with an
opportunity to complete a series of structured observations and
interviews in school and community settings pertinent to their
understanding of the organization of these settings and the function of a
variety of professionals working in these settings. These experiences
acquaint students with diverse types of children and refine their
understanding of critical issues confronting education. Prerequisite:
For approved school psychology candidates or permission of instructor.
An upward extension of educational psychology with a systematic
review of current research and learning theory with emphasis on
classroom applications, including studies of the organization,
administration, and operation of schools.
Graduate course catalog
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