Evidence Outcomes - 567A - 586A&B
SPSY 567
School Safety and Crisis Prevention
1. Gain knowledge of ways in which school and community environments enhance the safety and well-being of all
pupils.
2. Gain knowledge of models of systematic school safety planning that include comprehensive school climate and
crisis response plans addressing elements of prevention, intervention, and treatment.
3. Gain knowledge of effective systems, comprehensive programs, and strategies for delivering developmentally
appropriate consultation programs and services designed to reduce school site violence, including conflict
management, and facilitate knowledge and personal/social growth and psychological first aid.
4. Identify roles and functions of student support services professionals and their role in school emergency response
systems and mental health crisis intervention teams.
5. Demonstrate knowledge of, discuss, analyze and evaluate the efficacy of the following strategies, curriculum,
programs, and other resources for comprehensive prevention and early intervention for student learning and
success: collaborative, community-based prevention/early intervention efforts, child abuse prevention
programs, home visitations, domestic violence programs, conflict resolution, mentors/role models, “asset
building,” anti-violence/bullying curricula, preschool programs, parenting skills classes, family therapy, peer
counseling, self-esteem and resiliency programs, personal and social responsibility programs, tutoring,
homework clubs, and student success (study) teams.
6. Discuss, analyze, and evaluate the role of the American Psychological Association’s “Warning Signs” and the
U.S. Department of Education’s “Early Warning Signs” in relationship to prevention and early intervention
programs.
7. Demonstrate knowledge of culturally appropriate ability to identify and address diversity issues related to safety
including methods and techniques for resolving conflict between and among students and groups of students
and promoting positive intercultural, interethnic relationships among pupils, family, and school staff.
8. Demonstrate ability to assess pupil cognitive and emotional status, as well as behavioral functioning and identify
appropriate intervention when indicated.
9. Demonstrate knowledge and understanding of the role of self-esteem, the unique qualities of each individual,
personal and social responsibility, developmental assets, and their relationship to life-long learning, academic
success, and resiliency.
10. Gain knowledge and skills that address the needs of witnesses, victims and perpetrators of violence as they relate
to improved behavior and enhanced teaching and learning.
11. Be able to use negotiation skills, conflict management skills, and mediation skills to help school staff
communicate with difficult and/or angry parents, pupils, teachers, and support staff.
SPSY 571
Individual Counseling in Schools
1. Skills on initiating, maintaining and terminating the counseling relationship.
2. Application of counseling skills associated with the major theories of counseling.
3. Knowledge of the concepts and processes contribution to effective counseling and interventions and intervention
programs related to personal/social, educational, and career domains.
4. Knowledge of ethical and legal issues impacting the counseling process.
5. Skills in drawing out, evoking feeling, working through problems, improving self-esteem and crisis management.
6. Demonstrate skills in helping students cope with personal and social problems as well as skills in crisis
intervention in response to personal, school, and community crises.
SPSY 572
Group Counseling in Schools
1. Skills in facilitating group process, including counseling, psycho-educational, task, team, and peer helping groups.
2. Knowledge of group dynamics and group theory, including group formation, reference groups, and inter-group
and intra-group relations.
3. Ability to plan and design groups directed toward promoting the academic, personal, social and career
development of pupils.
4. Skills in facilitating teams to enable students to overcome barriers and impediments to learning for academic
achievement and success.
5. Knowledge of legal and ethical issues impacting group work.
6. Knowledge of purpose of student groups and how to evaluate results from group processes.
7. Knowledge of the Designated Instructional Service (DIS counseling) in the context of the IEP process e.g.,
screening, goals, benchmarks.
SPSY 573
Psychology of Multiculturalism in Schools
1. Demonstrate knowledge and understanding of how personal values and biases influence the ability to work
effectively with pupils who have different values and beliefs.
2. Demonstrate knowledge of the concepts and theories of cultural development underlying the delivery of
psychological services to diverse populations.
3. Advocate for high levels of educational equity, social justice, and fairness while addressing issues of diversity in
school settings.
4. Demonstrate cultural competence and communication skills to work with diverse student, staff, parent, and
community populations.
5. Demonstrate knowledge of the dynamics of culturally sensitive strategies for involving parents and families in
their children’s education.
6. Identify, develop, and implement specific intervention strategies to meet the learning needs of specified diverse
populations.
7. Counsel using various appropriate approaches for individuals from diverse backgrounds.
8. Appropriately assess and interpret results of verbal and nonverbal assessment instruments of diverse populations.
SPSY 574
Consultation for School Psychologists
1. Knowledge of theories and application of principles and practices (e.g. behavioral, mental health, organizational
or collaborative consultation approaches) related to individual and organizational consultation processes.
2. Skills in the processes of consultation, collaboration, and coordination (preschool through adult) of teachers,
administrators, and other school personnel, parents, community groups, agencies, and pupils within a student
support services program.
3. Skills in using data-based decision making when consulting and collaborating with others to identify problem
areas, collect and evaluate information to understand problems, make decisions about service delivery
(including interventions), and evaluate the outcomes of the service delivery plan.
4. Knowledge of community based organizations, agencies, and parents and the integral part they play in supporting
student learning and achievement.
5. Knowledge of the role of school counselors and school psychologists in the organization and advocacy of school
and district student support services programs and in the coordination of school and community services
including writing formal memoranda of understanding.
6. Knowledge and skills in designing, implementing, evaluating, and advocating for evidence-based wellness,
prevention, promotion, treatment, and intervention programs, including the examination of research on
effective practices that could lead to systemic change, and building multi-disciplinary teams including all
stakeholder groups as part of a total student support services program to effectively address barriers to
learning.
7. Knowledge of community-based mental health referral resources and effective referral practices.
8. Knowledge of and skill in designing and supporting programs that help family involvement in schools including
strategies for reaching the hard-to-reach parents, addressing particular family systems, diverse cultures and
language groups, to work with school staff to effectively communicate and collaborate in pupil learning and
development.
9. Knowledge of and skill in the planning, organizing, presenting, implementing, and evaluating of educational
programs and interventions for school staff, parents, student, family and community, and agency personnel
designed to eliminate barriers and promote student learning and academic achievement.
SPSY 577
Individual Assessment
1. Understand the philosophical background, history, and issues in assessment.
2. Understand the laws and government regulations concerning cognitive assessment and placement of special
education students.
3. Demonstrate comprehension of the statistical and measurement concepts that underlie assessment instruments.
4. Learn individual assessment techniques and interventions.
5. Demonstrate the ability to administer and accurately score cognitive tests, and analyze and interpret data from
intelligence tests.
6. Be aware of individual differences among children (i.e., cultural, linguistic, etc.)
7. Complete five written psycho-educational cognitive assessment reports.
8. Be able to communicate tests results to parents, teachers, and other professionals.
SPSY 578
Advanced Assessment
1. Administer, score, and interpret a number of appropriate tests, including some of the following: WISC IV, WAISIII, WPPSI-III, Woodcock Johnson Cognitive and Achievement III, Weschler Individual Achievement Test;
Bender Gestalt II, Visual Motor Integration Test, Test of Visual Perceptual Skills-Revised and Upper Level;
Test of Auditory Perceptual Skills-Revised and Upper Level, Children’s Auditory Verbal Learning Test II,
Weschler Memory Scale, Detroit Test of Learning Aptitude, and Wide Range Assessment of Memory and
Learning (WRAML-2); and Draw A Person; and ADHD Rating Scales. The purpose is for students to continue
developing a basic assessment battery.
2. Increase their repertoire of assessment methods to include dynamic assessment strategies such as curriculumbased assessment.
3. Be able to conduct ecological assessment, observation, and interviews with students, teachers, and parents and
report results.
4. Conduct assessments of children and adolescents from a variety of ethnic backgrounds suspected of handicapping
conditions: learning disabilities, ADHD, gifted, and language delays.
5. Integrate information from a variety of sources to develop comprehensive reports of assessment including a
differential diagnosis of handicapping conditions and recommendations for interventions appropriate to
inclusion options.
6. Analyze assessment information from a variety of sources; interpret strengths and weaknesses, learning styles,
and cognitive abilities in a consistent manner.
7. Complete five assessment batteries and write psycho-educational reports.
8. Learn guidelines for developing legally correct and educationally useful Individual Education Programs.
9. Effectively communicate the results of the assessments including a statement of handicapping condition,
strategies of improving academic and social performance, IEP goals and objectives, and recommendations for
teachers in a simulated IEP meeting.
SPSY 579
Alternative Assessment and Behavior Intervention
1. Acquire knowledge about a variety of low-incidence and severe disabilities
2. Gain knowledge of the biological foundations of behavior, including neuropsychology, physiological psychology,
and psychopharmacology.
3. Understand behavioral assessment and the use of Functional Behavioral Analysis and be able to assist teachers
with behavior management problems.
4. Administer, score, and interpret a number of appropriate tests, including some of the following: Adaptive
Behavior Assessment System (ABAS-2nd ed.), Behavioral Assessment System for Children (BASC-2),
Batelle Developmental Inventory (BDI), Burk’s Behavior Rating Scales (BBRS), Childhood Autism Rating
Scale (CARS), Children’s Depression Inventory (CDI), Conduct Disorder Scale (CDS), Conners’ Rating
Scales-Revised (CRS-R), Developmental Assessment of Young Children (DAYC), Sentence Completion,
Social Skills Rating Scale (SSRS),Vineland Adaptive Behavior Scales (VABS), Vineland Social Emotional
Early Childhood Scales (VSEECS), Wechsler Preschool and Primary Scale of Intelligence-III (WPPSI-III).
The purpose is for students to be able to select, administer, and interpret assessments appropriate for a variety
of children with disabilities from preschool to school age.
5. Understand and be able to administer early childhood assessments, adaptive behavior scales, and behavior
checklists appropriate for specific disabilities.
6. Collect data using a behavioral/functional assessment method and be able to present the data and discuss
implications.
7. Plan and conduct assessments of children with behavioral and emotional disorders and severe disabilities such as
mental retardation, autism, cerebral palsy, and developmental delays.
8. Complete five assessment batteries and write psycho-educational reports.
9. Analyze assessment information from a variety of sources, interpret strengths and weaknesses, and diagnose
disabling conditions according to federal and state guidelines.
10. Effectively communicate the results of the assessments including a statement of handicapping condition,
strategies for improving academic and social performance, IEP goals and objectives, and recommendations for
teachers and parents in a simulated IEP meeting.
SPSY 586 A & B Practicum I and II in School Psychology
SPSY 587 A & B Practicum III and IV in School Psychology
Practicum A & B in School Psychology
1. Demonstrate the ability to select and apply core knowledge regarding psychological foundations, educational
foundations, and legal, ethical, and professional foundations in their work in schools
2. Practice skills in field based activities, acquired in coursework (e.g. classroom observation, interviewing of
teachers and pupils, participation on Student Study and IEP Teams, counseling and crisis intervention,
individual assessment and educational planning and evaluation, and consultation and collaboration,
intervention planning with parents and school staff, wellness promotion, and research and measurement)
3. Observe individual pupil differences in cognitive, social, emotional and physical development in different settings
from early childhood through late adolescence
4. Become familiar with a wide range of classroom instructional settings designed for pupils from diverse
backgrounds and with different abilities from preschool through high school
5. Develop effective interpersonal skills to communicate with parents, school staff, and other professionals to
improve student instruction and achievement.
6. Participate in regular evaluations regarding their field experience performance from field-and university-based
supervisors
7. Regularly log field experiences and self-evaluate progress