Get the latest campus I. Core Knowledge Base and Foundations
The complex needs of today's pupils emphasize the need for comprehensive service delivery
in school-based settings. The school psychologist, a school-based mental health professional,
is in a position to provide a holistic approach to psychological service delivery
in the schools. It is essential that school psychologists have a solid foundation
in a core knowledge base of psychology, education, and professional school psychology
so that they are able to use theory and context to form comprehensive conceptualizations
of and responses to the challenges and opportunities that confront pupils, families,
and schools.
Standard 17: Psychological Foundations
The program provides candidates with a strong foundation in the knowledge base for
the discipline of psychology in order to facilitate the individual development of
all pupils. This knowledge base includes biological foundations of behavior, human
learning, social and cultural bases of behavior, child and adolescent development,
and the diversity of individual differences in development and learning.
1. Knowledge of Child and Adolescent Development
Candidates demonstrate knowledge of child and adolescent development through coursework
in.
*Required Prerequisite:
Psychology 155 - Developmental Psychology
*Psychology 205 - Seminar in Developmental Psychology
o Entire Course
Psychology 284 - Assessment of Intellectual Abilities
o Goal 3
2. Human Learning
Candidates demonstrate knowledge of human learning through coursework in:
Psychology 205 - Seminar in Child Developmental
o Informal Learning Overview and Empirical - Session 27 , 28
*Psychology 286 - Instructional Consultation and Intervention
o Course Description - Pg, 2
o Learning Objectives - 1-7
o Instructional Environment – Session 3
o Direct Assessment of Academic Skills - Session 5
o Progress Monitoring Setting Goals - Session 6
o PreReading Skills: Print and Phonemic Awareness - Session 8
o Direct Instruction - Session15
o Reading Disabilities - Session 16
o Reading intervention programs - Session 17
o Classwide Peer Tutoring - Session 21
o Intervention in Secondary Schools - Session 25
o Reading interventions with ESL students - Session 26
o Course Requirements - Pg, 3
3. Individual Differences
Candidates display knowledge of individual differences such as human exceptionalities
and developmental psychopathology in coursework including:
*Psychology 282 - Cognitive and Behavior Therapy
o Behavior Assessment System for Children - Session 3
o Working with Families and Students of Diverse Backgrounds -
Session 4
o Emotional Disturbance and Educational Diagnoses - Session 5
o Attention-Deficit Hyperactivity Disorder - Session 6
o Childhood Depression - Session 7
o Posttraumatic Stress Disorder - Session 9
Psychology 286 - Instructional Consultation and Intervention
o Goal 1-7
o Direct Assessment of Academic Skills - Session 5
o Progress Monitoring Setting Goals - Session 6
o PreReading Skills: Print and Phonemic Awareness - Session 8
o Reading Disabilities- Session 16
o Reading intervention programs - Session 17
o Writing Intervention - Session 20
o Reading interventions with ESL students - Session 26
o Consultation /Intervention Project - Pg,3
Psychology 284 - Assessment of Intellectual Abilities
o Learning Objectives and Goals - 2
o Issues in Assessment - Session 5
o WISC-IV - Session 6,7,8
o Report Writing - Session 9
o Exam 1 - Session 10
o NASP Conference - Session 11
o WRAML2 – Session12,13
o WJ-III - Session 14,15
o DAS-2 - Session 16,17
o Ethnic Minority Students/ELL - Session 18
o Unit N& &G9 - Session 19,20
o CTONI - Session 21
o Exam 2 - Session 22
o Adaptive Behavior - Session 23
o Adaptive Behavior and behavior problems in relations to level of education in
children and adolescents with intellectual disability. Journal of Intellectual Disability
Research, 49, 672 - 681 Session 24
o Adaptive Behavior Scale - Session 25
o MR Eligibility - Session 26
o Processing, RTI, and SLD - Session 27
Psychology 285 - Assessment of Learning and Developmental Problems
o RTI Tier 2 & 3 – Session 26
4. Biological Foundations
Candidates demonstrate knowledge of biological foundations of behavior, such as biological
bases of development, neuropsychology, physiological psychology, and psychopharmacology
through coursework in:
*Psychology 225T - Seminar in Psychobiological Bases of Behavior
o Chapter 1 - Principles - Session 1
o Chapter 2 - Nervous System - Session 2
o Chapter 3 - Chemical Signaling and Chapter 4 - Research in Pharmacology - Session
3
o Chapter 5 - Catecholamine - Session 4
o Chapter 6 - Acetylcholine and Serotonin - Session 5
o Chapter 7 - Glutamate and GABA - Session 6
o Chapter 8 - Drug Abuse, Dependence, and Addiction - Session 7
o Chapter 11 - Psychomotor Stimulants - Session 8
o Discussion-presentations(Psychomotor stimulants) – Session 9
o Attention Deficit Hyperactivity Disorder - Session 10
o Discussion-presentations(ADHD) - Session 11
o Chapter 18 - Schizophrenia - Session 12
o Discussion-presentations (schizophrenia) - Session 13
o Chapter 12 - Nicotine and Caffeine - Session 14
o Chapter 15 - Inhalants, GHB, and Steroids - Session 15
o Chapter 14 - Hallucinogens - Session 16
o Chapter 16 - Affective Disorder - Session 17
o Discussion-presentations(Affective Disorder ) - Session 18
o Chapter 17 - Anxiety Disorders - Session 19
o Discussion-presentations( Anxiety Disorders) - Session 20
o Chapter 10 - the Opiates - Session 21
o Chapter 9 - Alcohol - Session 22
o Discussion-presentations(Alcohol) - Session 23
o Chapter 13 - Marijuana - Session 24
5. Social and Cultural Bases of Behavior
Candidates demonstrate knowledge of social and cultural bases of behavior, such as
cross- cultural research, social development, social and cultural diversity, and
social psychology through coursework in:
*Psychology 255T - Contemporary Social Psychology
o Learning Objectives - 1-3
o Lecture: Culture - Session 4
o Social Cognition - Session 11
Psychology 270T - Working with Diverse Students and Families -
o Entire Syllabus
Psychology 205 - Seminar in Child Development
o Developing within Cultures Overview and Empirical - Session 4 , 5
6. Learning Theory and Cognitive Strategies
Candidates demonstrate knowledge and application of learning theory and cognitive
strategies related to the instructional process through coursework in:
*Psychology 286 - Instructional Consultation and Intervention
o Goal 1-7
o Consultation/Intervention Project - Pg,3
o Instructional environment and Direct Assessment of Academic Skills - Session 3
o Interventions - Session 4
o Direct Assessment of Academic Skills - Session 5
o Progress Monitoring Setting Goals - Session 6
o Direct Instruction - Session 15
o Reading intervention programs - Session 17
o Writing Intervention - Session 20
o Classwide Peer Tutoring - Session 21
o Intervention in Secondary Schools - Session 25
o Reading interventions with ESL students - Session 26
Psychology 284 - Assessment of Intellectual Abilities
o Learning Objective - 2
Psychology 205 - Seminar in Child Development
o Demonstrate Knowledge and understanding of the major issues of developmental psychology
and how these assumptions influence theory and research. Learning Objective - 2
o Produce coherent, well-organized, well-written, data-driven written descriptions
and explanations regarding the current state of knowledge in specific research areas
in social and cognitive development, building a case using the more relevant arguments
and data from the reading and class discussion - Learning Objective 9
o Cognitive Development Overview - Session 20
o Cognitive Development Empirical Concepts - Session 21
o Informal Learning Overview and Empirical - Session 27, 28
7. Empirically Supported Instruction
Candidates demonstrate knowledge of empirically-supported components of effective
instruction and alternative instructional methodology through coursework in:
*Psychology 286 - Instructional Consultation and Intervention
o Goal 1-7
o Research Critique - P, 3
o Instructional environment and Direct Assessment of Academic Skills - Session 3
o Intervention - Session 4
o Direct Assessment of Academic Skills - Session 5
o Progress Monitoring Setting Goals - Session 6
o PreReading Skills: Print and Phonemic Awareness - Session 8
o Reading Decoding - Session 9
o Fluency - Session 10
o NASP Conference - Session 11-12
o Computer-Based Reading Intervention Program - Session 13
o Reading Comprehension - Session 14
o Direct Instruction - Session 15
o Reading Disabilities - Session 16
o Reading intervention programs - Session 17
o Functional Reports - Session 18
o Writing Intervention - Session 20
o Classwide Peer Tutoring - Session 21
o Math Intervention - Session 22
o Research Critique #4: Topic - math intervention - Session 23
o SEIS Training - Session 24
o Intervention in Secondary Schools - Session 25
o Reading interventions with ESL students - Session 26
o Research into Practice - Session 28
Psychology 285 - Assessment of Learning and Developmental Problems
o Assessment of Processing Disorders - Session 23
o RTI and Tier 1 - Session 24
o RTI-tier 2 & 3 - Session 26
o Making instructional and accountability Decisions - Session 27
8. Communication and Interpersonal Skills
Candidates demonstrate skills in communication and the interpersonal skills necessary
to work with school staff and parents to improve instruction through coursework in:
Psychology 278 - Intervention and Prevention
o Learning Objective - 3
o Consultation/Prevention Project - Pg,4
o Home Collaboration/Homework Interventions - Session 9
*Psychology 279 - Consultation and Supervision
o Consultation in School Setting/Communication Skills/Problem Solving Model - Session
3
Psychology 286 - Instructional Consultation and Intervention
o Goal 1-7
o Consultation/Intervention Project - Pg, 3
o Teacher and Student Interviews – Session 2