600

(Formerly PS 6010). This course introduces students to the major theories, concepts, and principles in the field of school psychology. The course examines the past, present, and future trends of school psychology, including the evolving roles and functions of school psychologists. Major goals include acquainting students with the kinds of problems with which school psychologists typically work, as well as the variety of methods they use in coping with these issues. Pre-requisite(s): None. Co-requisite(s): None, 3 semester hours

(Formerly PS 6012). This course focuses on different stages of development from the prenatal stage through young adulthood, including aspects of physical, cognitive, emotional, and social development. Cross-cultural, gender, familial, and historical perspectives are emphasized. Applications to the practice of school psychology will be considered throughout the course. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

This course emphasizes aspects of human neuroscience as they relate to how the brain’s normal and abnormal functioning affect human experience and behavior. Particular emphasis is placed on those aspects of anatomy, neurochemistry, and physiology, which directly influence an organism’s human experience, motivation, language, thought, and learning. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

This course examines the construction of psychological and educational instruments and their use in research and evaluation. Students gain the requisite knowledge to select, use, and evaluate available psychometric instruments. Specifically, students study common theories related to the constructs assessed (e.g., intelligence, achievement, personality) in addition to learning how to interpret assessment results. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

(Formerly PS 6018). This course presents concepts and theories from experimental social psychology for the understanding of social influence on personality, human interaction, and behavior. Applications of social psychology to clinical and school-based settings are emphasized as well as issues of gender, class, culture and ethnicity. Students learn to expand their approach to counseling and assessment through the inclusion of various social psychology concepts, with an emphasis on those that emphasize the social and cultural context within which an individual exists. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

This course introduces students to current research and theory on the cognitive and affective basis of behavior. Elements of cognition, including memory, attention perception, problem solving, language, emotion, and motivation are reviewed. Applications of this information relevant to children and school psychology practice are emphasized throughout the course. The influence of cultural factors on cognitions and behaviors will be addressed where pertinent. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

(Formerly PS 6022). This course addresses research methodologies used to investigate learning, education, and school psychology. Students gain a broad overview of various research methods, basic concepts in descriptive and inferential statistics, and types of research studies, including qualitative, descriptive, correlational, causal-comparative, and quantitative research. In addition, students will acquire knowledge and skills in program evaluation methodology. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

(Formerly PS 6024). This course introduces students to the major approaches and techniques for intellectual assessment in children and adolescents. The course covers principles of test construction and psychometrics, the history of intellectual assessment, theories of intelligence, and methods of intellectual assessment. Students are trained to administer and interpret the Wechsler intelligence and other major measures of intellectual assessments. Alternative methods of intellectual assessment are also considered. The class includes a laboratory in which students develop skills in administration and interpretation. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

This course examines cultural differences and the interplay among concepts of pathology, treatment, and cultural stereotyping. Students learn to identify and implement culturally relevant assessments and treatments. The course provides information about the unique mental health needs and cultural worldviews of African American, Asians, Hispanics, Native Americans, and gay, lesbian, bisexual, and transgender populations. Relevant cultural concepts such as cultural identity and acculturation are reviewed. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

(Formerly PS 6028). This course introduces students to the assessment of academic and learning problems experienced by children and adolescents. Students address the use of assessment instruments and the issues involved in making a differential diagnosis for children and adolescents with learning difficulties. The course includes a review of a wide range of assessment tools, as well as an introduction to the assessment and diagnosis of ethnic minorities with linguistic differences. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

(Formerly PS 8646). This course provides an introduction to the assessment of brain-behavior relationships. A variety of neuropsychological tests will be introduced, covering the major cognitive domains in neuropsychology, with an emphasis on the process by which such tests are interpreted, in light of all of the data available, including historical, interview, observational, and test data. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

(Formerly PS 8515). The School Psychology Dissertation is the final step in the completion of requirements for the Doctor of Psychology in School Psychology degree program. It is an extended written treatment of a topic, chosen by the student in consultation with the doctoral faculty, which is relevant to school psychology and which espouses and defends a proposition developed by the student in the course of his/her research. As an important step in the student’s continuing educational process, the School Psychology Dissertation embodies the spirit of thoughtful, systematic inquiry that is the essence of scholarly activity in school psychology at the doctoral level. As such, it should reflect (a) mastery of the theoretical, clinical, and empirical literature in an area relevant to professional school psychology; (b) the ability to frame and appropriately address a problem in a scholarly/scientific fashion; and (c) the ability to communicate with the professional community clearly and directly in the writing style adopted by the profession. Pre-requisite(s): None. Co-requisite(s): None. 1 semester hour

(Formerly PS 8516). The School Psychology Dissertation is the final step in the completion of requirements for the Doctor of Psychology in School Psychology degree program. It is an extended written treatment of a topic, chosen by the student in consultation with the doctoral faculty, which is relevant to school psychology and which espouses and defends a proposition developed by the student in the course of his/her research. As an important step in the student’s continuing educational process, the School Psychology Dissertation embodies the spirit of thoughtful, systematic inquiry that is the essence of scholarly activity in school psychology at the doctoral level. As such, it should reflect (a) mastery of the theoretical, clinical, and empirical literature in an area relevant to professional school psychology; (b) the ability to frame and appropriately address a problem in a scholarly/scientific fashion; and (c) the ability to communicate with the professional community clearly and directly in the writing style adopted by the profession. Pre-requisite(s): None. Co-requisite(s): None. 2 semester hours

(Formerly PS 8517). The School Psychology Dissertation is the final step in the completion of requirements for the Doctor of Psychology in School Psychology degree program. It is an extended written treatment of a topic, chosen by the student in consultation with the doctoral faculty, which is relevant to school psychology and which espouses and defends a proposition developed by the student in the course of his/her research. As an important step in the student’s continuing educational process, the School Psychology Dissertation embodies the spirit of thoughtful, systematic inquiry that is the essence of scholarly activity in school psychology at the doctoral level. As such, it should reflect (a) mastery of the theoretical, clinical, and empirical literature in an area relevant to professional school psychology; (b) the ability to frame and appropriately address a problem in a scholarly/scientific fashion; and (c) the ability to communicate with the professional community clearly and directly in the writing style adopted by the profession. Pre-requisite(s): None. Co-requisite(s): None. 1 semester hour

(Formerly PS 8519). The School Psychology Dissertation is the final step in the completion of requirements for the Doctor of Psychology in School Psychology degree program. It is an extended written treatment of a topic, chosen by the student in consultation with the doctoral faculty, which is relevant to school psychology and which espouses and defends a proposition developed by the student in the course of his/her research. As an important step in the student’s continuing educational process, the School Psychology Dissertation embodies the spirit of thoughtful, systematic inquiry that is the essence of scholarly activity in school psychology at the doctoral level. As such, it should reflect (a) mastery of the theoretical, clinical, and empirical literature in an area relevant to professional school psychology; (b) the ability to frame and appropriately address a problem in a scholarly/scientific fashion; and (c) the ability to communicate with the professional community clearly and directly in the writing style adopted by the profession. Pre-requisite(s): None. Co-requisite(s): None. 1 semester hour

This course provides the means for doctoral candidates to continuously register for dissertation credit after 12 semester hours of dissertation have been completed and through the term in which candidates successfully defend their dissertation. Pre-requisite(s): None. Co-requisite(s): None. 0 semester hours