Department of Psychology 135 Martin Hall Cheney, WA 99004-2423 Voice: (509) 359-2478 Fax: (509) 359-6325 Ed.S. in School Psychology Respecialization Program Transfer Credit Request Form Below are courses that are required in the program of study for our program that may be transferred from another institution. Students who have completed the exact graduate-level coursework that we require can choose to apply to have specific courses transferred. Timeliness and an exact match of classes are important when requesting to transfer credits. Only courses that have been completed in the last 5 years will be considered. No “credit for experience” is given in this program. Students may request a maximum of 12 credits of transfer credits which must be program approved prior to the first quarter of attendance, per university policy. Courses that are eligible are listed below. Only those students who are transferring from another school psychology program may request to transfer any courses not listed below. Please consider that these courses prepare you to be successful in producing a program-required portfolio where you will provide evidence of your knowledge and ability to apply the skills required to be a successful school psychologist, per the national standards of practice. Transferring courses that assist you in completing key assignments that are included in the portfolio may impede your ability to earn a pass on your portfolio, which is required for certification and may also prevent you from successfully attaining Nationally Certified School Psychologist status. EWU Course PSYC 532/533 PSYC 534 PSYC 554 PSYC 559 PSYC 526 PSYC 565 PSYC 553 PSYC 505 PSYC 507 PSYC 531 PSYC 543 Course Title Research & Statistics/Intervention & Program Evaluation Human Neuropsychology Cognitive Assessment Cognitive Assessment Lab Academic Assessment for School Psychology Developmental Psychopathology Social, Emotional & Behavioral Assessment of Children & Adolescents Applied Learning Theory Human Growth & Development Psychoeducational Groups Counseling Theories and School-Based Mental Health Interventions Quarter Credits Institution Course Course Description (per syllabus/catalog) Term and Year 4 4 4 3 4 4 4 4 4 4 4 I acknowledge my understanding that should these transfer credits be accepted by the program committee that I am solely responsible for the production of evidences of professional competency that I would have otherwise achieved through the School Psychology Respecialization Program coursework. Student Signature: __________________________________________________________________________________ Department of Psychology 135 Martin Hall Cheney, WA 99004-2423 Voice: (509) 359-2478 Fax: (509) 359-6325 Course Catalog Reference Guide EWU Course Course Title Quarter Credits PSYC 532 Research & Statistics – Group Design 4 PSYC 533 Intervention & Program Evaluation 4 PSYC 534 Human Neuropsychology 4 PSYC554 Cognitive Assessment 4 PSYC559 PSYC 526 PSYC565 PSYC553 PSYC505 PSYC507 PSYC 531 PSYC 543 Cognitive Assessment Lab Academic Assessment for School Psychology Developmental Psychopathology Social, Emotional & Behavioral Assessment of Children & Adolescents Applied Learning Theory Human Growth & Development Psychoeducational Groups for Children and Adolescents Counseling Theories and School-Based Mental Health Interventions 3 4 4 4 4 4 4 Course Description In this course you will learn the basics of research design and analysis for the behavioral sciences. We will be covering concepts, applications techniques for designing and evaluating research studies for both field and ‘laboratory’ research. This course is important for your final portfolio as you will be producing a research paper. In this course you will continue to learn the basics of research design and analysis for the behavioral sciences. In this course our primary focus will be the natural science of psychology and single subject (small n) research methods and analysis. The relationships between physiological processes and behavior. Review of current school neuropsychological assessments, the role of the school neuropsychologist, consultation when neuropsychological factors are relevant in student educational programming. This course requires that you create a case-specific presentation that is delivered to staff in your local district. This includes the creation of intervention checklists and evaluation forms to rate your presentation. School Psychology graduate students take this course concurrently with PSYC 554 Cognitive Assessment. Students will administer, score, report and interpret published norm-referenced measures of intelligence, memory, achievement, perceptional, adaptive and special abilities typically used in educational environments. This course will provide in-depth training in cognitive assessment, including intelligence, memory, academic and special abilities testing. An in-depth review of the purposes and methods of academic assessment in school psychology practice. The course focuses on the administration of various academic assessments and interpretation of the scores obtained from the instruments for use in making databased decisions. Special attention will be given to the applicability of assessments to diverse student populations. This course focuses on psychopathological disorders of childhood and adolescence, critically attending to normal and abnormal developmental sequences. Attention is given to the diagnosis and implications of such disorders and to clinical and educational intervention methods. Students learn assessment techniques to examine social, emotional and behavioral functioning in children and adolescents. A problem solving approach is utilized with training in reviewing, interviewing, observing and testing children. Major tests considered and applied within this course include broad rating scales such as the Achenbach and BASC systems and narrow rating scales utilized to diagnose more specific disorders. Applied learning theory, methodology and research paradigms will be defined and their inter-theory, inter-subject, inter-problem-solving relevance demonstrated. Students conduct FBAs in a school setting and start their behavioral case study, a portfolio requirement. An examination of the field of human development and the contribution of those findings to professional practice. The philosophical and empirical basis for the theories explaining human development will be explored. The course will focus on the criteria that determine the adequacy of a theory and the applications generated by particular theories. Application and interpretation of research according to contemporary, empirically-based theories, and emerging issues and approaches will be key components of the course. This course examines the theory, assessment and application of different types of psychoeducational groups for children and adolescents in school and agency settings. In addition to didactic learning, students will be required to participate in and lead a psychoeducational group. A general introduction to the theory and process of providing individual psychotherapeutic services to children and adolescents in the schools. Particular attention will be paid to ethical issues and the importance of providing culturally sensitive interventions.