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.