LSUS Specialist in School Psychology Program Student Handbook
Specialist in School Psychology
Louisiana State University in Shreveport
Student Handbook
Spring 2010
Specialist in School Psychology Program
Department of Psychology
Louisiana State University in Shreveport,
One University Place,
Shreveport, Louisiana 71115
1
LSUS Specialist in School Psychology Program Student Handbook
2
INTRODUCTION
This handbook is designed to help you understand program requirements, plan your program of study,
and monitor your progress through the program. This handbook presents the philosophy, goals,
objectives, and assessment methods utilized by the program. It outlines course work, practicum and
internship requirements, and describes the comprehensive exam. The information contained in this
handbook supercedes more general information for graduate students contained in the Louisiana State
University in Shreveport Catalog and LSUS Graduate Student Handbook. You need to be familiar with all
three documents while making program decisions. Every effort has been made to ensure that this
handbook is current and accurate; however, this handbook is not a substitute for frequent, regular
faculty advisement. You are strongly encouraged to make use of faculty guidance throughout your
graduate career.
You should familiarize yourself with this handbook by reading it in its entirety no later than the second
week of your first semester. After reading the handbook, please print, sign the affirmation sheet
documenting that you have read and are familiar with this entire handbook, and give the signed
affirmation to the Specialist in School Psychology (SSP) Program Director.
Specialist in School Psychology Program Core Faculty
Kevin Jones, Ph.D., Program Director
Rebecca Nolan, Ph.D.
Michael Welch, SSP
Katherine Wickstrom, Ph.D.
School Psychology Training Committee
Program Core Faculty and the following members:
Yong Dai, Ph.D.
Gary Jones, Ph.D., Chair, Department of Psychology, ex officio
Mary Margaret Lusk, Ph.D.
Meredith Nelson, Ph.D., MSCP Program Director
Barzanna White, Ph.D., School Psychologist, Caddo Parish School Board
Barbara Felsher, M. Ed., Pupil Appraisal Director, Caddo Parish School Board
Patricia Stanley, Ph.D.
LSUS Specialist in School Psychology Program Student Handbook
3
TABLE OF CONTENTS
INTRODUCTION ..................................................................................................................... 2
OVERVIEW AND TRAINING MODEL ........................................................................................ 5
SCHOOL PSYCHOLOGY TRAINING COMMITTEE ....................................................................... 7
ADMISSION ........................................................................................................................... 7
TIME LIMITS AND RESIDENCY REQUIREMENTS ....................................................................... 9
PROGRAM ADVISEMENT ....................................................................................................... 9
ASSISTANTSHIPS.................................................................................................................... 9
MODEL PROGRAM OF STUDY .............................................................................................. 10
GRADE POLICY ..................................................................................................................... 11
COMPREHENSIVE EXAMINATION ......................................................................................... 11
PRAXIS II SCHOOL PSYCHOLOGY EXAM ................................................................................ 12
FIELD EXPERIENCES: PRACTICA AND INTERNSHIP ................................................................. 13
SSP PROGRAM PERFORMANCE-BASED ASSESSMENT PLAN .................................................. 16
GRADUATION REQUIREMENTS ............................................................................................ 19
PROGRAM AND DEPARTMENT FACULTY .............................................................................. 20
PROFESSIONAL DEVELOPMENT ............................................................................................ 20
APPENDIX A: COURSE/DOMAIN ARTICULATION ................................................................... 21
APPENDIX B: COMPREHENSIVE EXAM RUBRIC ..................................................................... 23
APPENDIX C: PSYC 710 FIELD ACTIVITIES CHECKLIST ............................................................. 24
APPENDIX D: PSYC 754 PACTICUM II GUIDE FOR STUDENTS AND FIELD SUPERVISORS .......... 25
APPENDIX E: CASE STUDY EVALUATION RUBRIC................................................................... 26
APPENDIX F: INTERNSHIP TRAINING AGREEMENT ................................................................ 30
APPENDIX G: INTERN COMPETENCY EVALUATION ............................................................... 31
APPENDIX H: STUDENT ASSESSMENT RECORD ..................................................................... 36
APPENDIX I: PROFESSIONAL WORK CHARACTERISTICS EVALUATION FORM.......................... 37
APPENDIX J: SAMPLE ANNUAL STUDENT REVIEW LETTER ..................................................... 38
APPENDIX K: PORTFOLIO EVLAUATION RUBRIC.................................................................... 39
LSUS Specialist in School Psychology Program Student Handbook
4
Certification of Handbook Receipt
I _____________________________________________________ hereby certify that I have received,
fully read, and have completely reviewed all parts of the Specialist in School Psychology Program
Handbook (this document). Please print this page, sign this sheet in the space below, and give it to the
SSP Program Director within the first two weeks of your matriculation.
______________________________________
Student Signature
Date: ____________
______________________________________
SSP Program Director
Date: ____________
LSUS Specialist in School Psychology Program Student Handbook
5
OVERVIEW AND TRAINING MODEL
Program Overview
This handbook is intended to provide you, a candidate in the Specialist in School Psychology Program at
LSUS, with all information needed to work successfully toward your state (and national) certification as a
school psychologist. The SSP program at LSUS is a three-year, 72-hour full-time course of academic
study, practicum experiences, and internship leading to certification as a school psychologist. During the
first year, candidates develop content knowledge and applied foundations. During the second year,
candidates develop advanced content knowledge and apply skills in practicum settings. During this
period, the program augments classroom training with closely supervised field experiences in which
students engage in various elements of professional practice. The final year is spent in a full-time (1,200
hours) internship in an approved setting. During internship, both on-site and university-based
supervisors closely monitor candidate performance as they continue to develop entry-level applied
skills.
The Commission on Colleges of the Southern Association of Colleges and Schools (“SACS”) accredits
LSUS to award baccalaureate and master’s level degrees. The College of Business, Education, and Human
Development is recognized by the National Council for Accreditation of Teacher Education (NCATE) and
the Specialist in School Psychology Program is fully approved by the National Association of School
Psychologists (NASP). Upon graduation, you will qualify for certification as a school psychologist in
Louisiana. In addition, students who achieve a passing score on the NTS Praxis II examination in School
Psychology qualify for the Nationally Certified School Psychologist (NCSP) credential and reciprocal
certification across many other states.
Training Model
American educators face diverse and significant challenges meeting the academic and developmental
needs of all their students. More and more, school psychologists are called upon to participate in
developing solutions to meet these challenges. As a result, school psychology training is changing to
accommodate a more proactive role for school psychologists. Today, school psychologists increasingly
provide indirect services such as the evaluation of individual, group, or class-wide interventions,
designing prevention or crisis management plans, conducting research and program evaluation, and
other activities related to strengthening school-wide service delivery for all children. In the appropriate
context, school psychologists may also engage in more traditional, direct services such as individualized
assessment and counseling.
Education policy increasingly requires the application of scientific principles to academic programs and
instruction. Data-based decision making permeates all professional services, and school psychologists
emphasize empirically based accountability when approaching decisions related to problem
identification, problem analysis, progress monitoring, and problem certification. The Specialist in School
Psychology Program at Louisiana State University Shreveport is organized to prepare entry-level school
psychologists who demonstrate competency in all domains recommended in both the Standards for
Training and Field Placement Programs (NASP, 2000) and School Psychology: A Blueprint for Training and
Practice II (Ysseldyke, Dawson, Lehr, Reschly, Reynolds, &Telzrow, 1997).
LSUS Specialist in School Psychology Program Student Handbook
Domains of Training
A Data-Based Decision Making model features eleven important domains of competency for which a
school psychologist should be prepared. As described in Standards for Training and Field Placement
Programs in School Psychology (2000) and School Psychology: A Blueprint for Training and Practice II
(1997), these domains include the following:
1. Data-Based Decision Making and Accountability
2. Consultation and Collaboration
3. Effective Instruction and Development of Cognitive/Academic Skills
4. Socialization and Development of Life Skills
5. Student Diversity in Development and Learning
6. School and Systems Organization, Policy Development, and Climate
7. Prevention, Crisis Intervention, and Mental Health
8. Home/School/Community Collaboration
9. Research and Program Evaluation
10. School Psychology Practice and Development
11. Information Technology
The articulation of these domains of training and practice onto the program curricula is provided in
Appendix A.
Program Goals
The mission of the SSP program within the LSUS College of Business, Education, and Human
Development is cultivating responsible professionals who are committed to diversity, critical thinking,
and pedagogy.
Based on these domains, the School Psychology Training Committee has established the following
training goals. At the completion of the Specialist in School Psychology degree, graduates must be able
to:
a.
Define current problem areas, strengths, and needs through assessment, and measure
the results of decisions based on those evaluations.
b.
Facilitate communication and collaboration among students, school personnel,
community professionals, agencies, and families/schools.
c.
Assist in the development of achievable academic goals for students and provide
teachers with appropriate methods of reaching those goals.
d.
Understand child development and psychopathology in order to implement
interventions for children with a wide variety of needs and disorders.
6
LSUS Specialist in School Psychology Program Student Handbook
7
e.
Work with a variety of people of differing abilities and with a diversity of ethnic, racial,
experiential, and linguistic backgrounds.
f.
Understand the school as a system and work with individuals to assist in maintaining
them as safe and caring places for the community.
g.
Work with school personnel, students, parents, and community in crisis prevention.
h.
Have knowledge of family influences that effect children’s wellness, learning, and
achievement.
i.
Have knowledge of current literature on various aspects of education and child
development; be able to translate research into practice; and understand research
design and statistics to evaluate measurable outcomes for student, educators, and
families, as well as to enable investigations relevant to their own work.
j.
Meet all ethical, professional, and legal standards to enhance the quality of their
services, and protect the rights of all parties.
k.
Utilize information sources and technology relevant to the work of school psychologists.
The articulation of these goals into the program curricula is also provided in Appendix A.
SCHOOL PSYCHOLOGY TRAINING COMMITTEE
The School Psychology Training Committee (SPTC), under the direction of the SSP Program Director, is
responsible for the development, guidance, and growth of the Specialist in School Psychology Training
Program and each student enrolled in the program. This interdisciplinary committee, composed of core
program faculty, department faculty, and community-based practitioners, serves both advisory and
administrative functions. The Program Director and SPTC are charged by the Department of Psychology
to formulate policy recommendations for departmental approval. This model has been selected to
ensure that the vision, mission, and goals of the School Psychology Program reflect the overall vision,
mission, and goals of the profession, the Department of Psychology, the College of Business, Education,
and Human Development, and the University. Typical advisory duties of the Director and the
Committee may include, but are not limited to: (a) student recruitment, (b) program development
including review and revision of curriculum, (c) review of student progress, and (d) administrative
program policy. These duties also include deciding candidacy issues, advising students, conducting
student evaluations, evaluating student progress or remediation, performing program evaluation,
conducting program level due process hearings, and enforcing program administrative policy. The SPTC
provides a forum for concerns of faculty and field supervisors regarding student performance and
progress toward the fulfillment of requirements to become an effectively functioning entry-level school
psychologist. Finally, the faculty members on the SPTC are committed to supporting on-going
professional development for regional practitioners through collaborative planning and execution of
training plans with regional educational leaders.
ADMISSION
Admission to the Specialist in School Psychology Program is a two-part, two-application process.
Applicants must apply to both the Office of Graduate Studies (http://www.lsus.edu/graduate) and to the
LSUS Specialist in School Psychology Program Student Handbook
8
Specialist in School Psychology Program (http://www.lsus/edu/ehd/ssp). You are encouraged to submit
both applications simultaneously to the Office of Graduate Studies and the Department of Psychology.
When the Dean of Graduate Studies notifies the SSP Program Director that you have met the LSUS
minimum admission criteria and have been admitted to graduate studies at LSUS, the SSP Program
Director shall initiate a review of your program application for possible acceptance into the SSP
Program. Acceptance by the LSUS Office of Graduate Studies does not mean that you have been
admitted to the SSP program. You may be admitted to the SSP program only after the program director
and training committee recommend your admission. The Program Director will notify you regarding the
admission decision and provide instructions for initial advising. All application materials (program
application, professional references, and GRE scores) must be received prior to June 30 for entry in the
fall semester. Although spring and summer entry into the program of study is possible, only a limited
number of courses can be taken and the program of study will exceed three years. Applications missing
any materials by the June 30 deadline will be considered incomplete. It should be noted that although
the June 30 is the final deadline set by LSUS Graduate Studies, the program begins reviewing
applications and strives to complete admission decisions by April 15. It is critical to finalize your
application as early as possible, as only 8-10 candidates are admitted per year.
Admission to Graduate Study
Graduates of colleges or universities accredited by the proper regional accrediting association may apply
for admission to graduate study at LSU Shreveport. Admission is restricted to include only those
students whose records indicate they can successfully undertake graduate work in the proposed area.
Admission criteria are described in the University Catalog. Admission to graduate studies does not
automatically admit you to the SSP program. You must also process a program application and receive
an admission decision from the SSP program. In general, only students formally admitted to the
graduate program are eligible to enroll in SSP graduate courses. Applications and inquiries regarding
admission to Graduate Studies should be addressed to:
Office of Admissions and Records
LSU Shreveport
One University Place
Shreveport, Louisiana 71115
Office Phone: (318) 797-5247
Admission to Specialist in School Psychology Program
The School Psychology Training Committee will consider program applications from individuals admitted
to graduate studies at LSUS and who meet the minimum SSP program admission requirements. The
committee notifies the Dean of Graduate Studies of those students accepted into the SSP program.
Application forms are available in the Psychology Department Office, via email request to the program
director (kjones@lsus.edu), or can be obtained online at http://www.lsus.edu/ehd/ssp. Completed
applications should be addressed to:
Specialist in School Psychology Program Director
Department of Psychology
Louisiana State University in Shreveport
One University Place
Shreveport, Louisiana 71115
Office Phone: (318) 797-5043
LSUS Specialist in School Psychology Program Student Handbook
9
In addition to the requirements for admission to graduate studies, which includes an undergraduate
GPA of at least 2.5 (on a 4.0 point scale), the program requires a combined verbal and quantitative
Graduate Record Examination (GRE) score of at least 800. GRE scores must be no older than five years at
the date of application. Individuals with older scores or whose scores do not meet the minimum
requirement are encouraged to retake the exam. Applicants may be required to undergo and pay for a
legal background investigation prior to being admitted into the program. A similar check is a routine part
of school employment procedures and a significant problem in legal history will in most cases preclude
employment. In addition, a face-to-face or phone interview is a part of the application process.
Students who have completed graduate work at another institution must meet all stated minimum
application requirements. Graduate students may be permitted to apply up to 12 hours of transfer
credit at the discretion of the School Psychology Training Committee and the Chairman of the
Psychology Department. Finally, admission to another area of graduate study at LSUS does not
guarantee that a student may transfer into the SSP program, and such transfers will be evaluated using
the same procedure as someone applying for the first time.
TIME LIMITS AND RESIDENCY REQUIREMENTS
The SSP degree requires a minimum of three years of full-time study beyond the baccalaureate degree.
Generally, two years of that commitment are in full-time academic coursework and one year in a
minimum 1200-hour program-approved internship experience. It is the University’s policy that all work
credited toward the degree must have begun no earlier than eight years prior to completion of the
degree requirements. Extension of time limits may be granted only on conditions beyond the control of
the student and after appeal to the program and the LSUS Graduate Council. A formal request outlining
the conditions upon which the extension of time is made should be addressed to the Dean of Graduate
Studies.
Although the University sets no minimum number of hours enrolled per term, aside from financial-aid
requirements, the School Psychology Training Committee expects students to maintain full-time
enrollment of 12 semester hours per regular semester and 6 hours during summer terms. All students
are expected to affiliate with program faculty, other students, and the profession through service
opportunities, memberships in associations, attendance at conferences, and research.
PROGRAM ADVISEMENT
The Director of the School Psychology Program serves as your program advisor to handle your actual
course and semester advisement, create your advisement record, and release you for registration. The
Program Director will ensure that you have the information needed to make informed decisions about
your program of study and career matters. You must consult your advisor each term prior to registration
and before making any adjustments to your program of study. Of course, our entire program faculty is
interested in your progress and welfare, and you are encouraged to visit with any faculty member to
discuss specific professional or personal issues.
ASSISTANTSHIPS
A limited number of full and part-time assistantships are available to students who are enrolled full-time
in the Specialist in School Psychology Program. In exchange for working 20 hours per week, full-time
LSUS Specialist in School Psychology Program Student Handbook
10
assistantships receive full tuition remission on approved courses, as well as a stipend. In exchange for
working 10 hours per week, part-time assistantships receive a maximum of 6 hours of tuition remission
on approved courses, as well as a modified stipend. Applications for assistantships may be obtained
from the Psychology Department office or online at the Program web site. Assistantships are awarded
per semester, and candidates interested in continuing their assistantship must submit a new application
prior to each semester. Assistantships are renewed based on student performance and fulfillment of
expectations. Under no circumstances should a graduate assistant assume that they will maintain their
position from one semester to the next, or from Year One to Year Two in the program.
MODEL PROGRAM OF STUDY
The model curriculum for fall entry, full-time enrollment is listed by year and term of study below.
Year One
Fall
PSYC 710
PSYC 716
PSYC 751
PSYC 755
Spring
PSYC 609
PSYC 718
PSYC 723
PSYC 752
Summer
PSYC 601
PSYC 706
Fall
PSYC 732
PSYC 749
PSYC 753
PSYC 760
Spring
PSYC 695
PSYC 719
PSYC 754
PSYC 780
Summer
PSYC 691
PSYC 748
Fall
PSYC 788
Spring
PSYC 789
Introduction to School Psychology
Intermediate Statistics
Psychological Assessment I
Applied Behavior Analysis
Year One
3 hrs
3 hrs
3 hrs
3 hrs
Psychology of Exceptionality
Introduction to Methodology and Research Design
Counseling Methods & Techniques
Psychological Assessment II
Year One
3 hrs
3 hrs
3 hrs
3 hrs
Child and Adolescent Psychopathology
Principles and Theories of Learning
Year Two
3 hrs
3 hrs
Social and Cultural Foundations in Counseling
Alternative Assessment Techniques and Interventions
Psychological Assessment Practicum I
Behavioral Assessment and Intervention
Year Two
3 hrs
3 hrs
3 hrs
3 hrs
Behavioral Pediatrics
Physiological Psychology and Behavioral Neuroscience
Psychological Assessment Practicum II
Consultation in Human Development Settings
3 hrs
3 hrs
3 hrs
3 hrs
Applied Field Experience
Ethics and Law for School Psychologists
Year Three
3 hrs
3 hrs
Internship in School Psychology I
6 hrs
Internship in School Psychology II
Total
6 hrs
72 hrs
LSUS Specialist in School Psychology Program Student Handbook
11
Part-time Enrollment:
Part-time enrollment for candidates who enter the program during spring is limited to three “presequence” introductory courses: PSYC 601, PSYC 609, and PSYC 723.
Prerequisites:
Prerequisites for admission into the program are (a) a Psychology Degree from an accredited institution
or (b) twelve hours of psychology courses, including psychological statistics. Courses that are remedial or
taken to meet prerequisite requirements for the following curriculum do not receive credit in the
program.
GRADE POLICY
The School Psychology Training Committee expects you to maintain a minimum of a 3.00 grade point
average in graduate courses at all times. In graduate school, a grade of “C” is considered to be below an
acceptable level of performance (e.g., unacceptable). Students are allowed no more than one grade of
“C” in graduate classes. A second grade of “C” in graduate coursework requires remediation, which will
consist of repeating the course and obtaining a grade of B or higher. A third grade of C in all graduate
coursework, including courses that are retaken, will result in automatic dismissal from both the program
and the University. Any grade of D or lower in graduate coursework will also result in dismissal from the
program and University.
This policy is different for the assessment sequence: PSYC 751, 752, 753, 754, and 788/789. If you
receive a grade of “C“ in any of these courses, you will be required to repeat that course before moving
on to the next course in the sequence. If you earn a grade of “C” in either of the internship courses
(PSYC 788 or 789), you are required to retake the entire internship sequence. If a grade of “C” or lower is
earned in any course that is retaken, you will be dismissed from the program.
You will be placed on probation if you earn a “C” in any graduate level coursework. You may also be
placed on probation at any time if the School Psychology Training Committee determines that your
development of professional work characteristics does not meet expectations. Students placed on
probation must obtain a 3.00 GPA during the next regular term (fall or spring) semester and meet
expectations in all areas of professional work characteristics, and well as meet any specific conditions
and remediation specified in writing when you are placed on probation. The terms of probation will be
reviewed by the SPTC at the beginning of every semester to evaluate whether the terms of the
probation have been met and resolved or if the probation will be continued. Failure to resolve the
terms of probation in the opinion of the SPTC will result in dismissal from the program.
COMPREHENSIVE EXAMINATION
You must pass a Comprehensive Examination prior to entering into Internship training. The
comprehensive exam is scheduled during the spring term of Year Two, typically on the Monday
following spring break. You will receive notification of the examination date, format, and learning
objectives by November of the prior semester. The Comprehensive Examination is a written exam that
may consist of multiple choice, short answer, and essay questions covering coursework in the content
areas listed below.
LSUS Specialist in School Psychology Program Student Handbook
Data-Based Decision Making
Research-based Academic Practices
Research-based Behavioral and Mental
Health Practices
Consultation and Collaboration
Applied Psychological Foundations
Ethical, Legal and Professional
Foundations
12
Problem identification
Assessment/Problem analysis
Assessment considerations for special populations
Research, statistics, and program evaluation
Effective instruction
Issues related to academic success/failure
Academic interventions
Primary, secondary, and tertiary preventative strategies
School-based intervention skills/techniques
Crisis prevention/intervention/response
Child and adolescent psychopathology
Models and methods of consultation
School and system organization and policy development
Home/school/community collaboration
Knowledge of general psychological principles, theories, and
major research findings
Knowledge of measurement theory and principles
Ethical principles and standards for practice
Legal issues related to the practice of school psychology
Professional Foundations
Each domain area is evaluated blindly by three faculty members in the Department of Psychology who
taught the courses most closely associated with the domain. A question is considered passed when a
majority of readers score it a "pass." Each response is evaluated for (a) adequacy of the knowledge base,
(b) familiarity and use of research findings, (c) order and logic of thinking and presentation, and (d)
synthesis and integration of material and ideas. The scoring rubric used by the committee is provided in
Appendix B. Final decisions concerning successful completion of the exam are made by the School
Psychology Training Committee based on the pass/fail recommendations of the instructors reading the
responses to the questions. If a candidate does not pass one or more areas of the comprehensive exam,
he or she will retake that/those area(s) upon re-examination, which is scheduled approximately one
month following the first administration. The re-examination is an alternate form of the original
examination, and is scored in an identical manner. If a candidate does not pass all areas of the exam
during the second administration, he or she will not be allowed to enroll in internship during the
subsequent academic year.
Upon successful completion of the exam, students are eligible and must apply for provisional
certification as a school psychologist in preparation for their internship.
PRAXIS II SCHOOL PSYCHOLOGY EXAM
No later than the spring semester of your internship year, you are required to take the PRAXIS School
Psychologist Exam (0401). Information on exam content, scheduling, and registration is available at
http://www.ets.org. A passing score is required for completion of the SSP degree at LSU Shreveport,
and is also required for national certification. You will not graduate and receive your diploma until you
have included an official record of passing the Praxis II to the PSYC 788/789 university supervisor.
LSUS Specialist in School Psychology Program Student Handbook
13
FIELD EXPERIENCES: PRACTICA AND INTERNSHIP
Practica and internship experiences are designed to provide structured and supervised periods of
professional growth during which domain knowledge is applied to practical situations to develop skilled
entry-level school psychology practitioners. Practicum experiences begin with the first course (PSYC 710)
and occur throughout the program. All field experiences occur in educational settings under appropriate
university and field supervision. All students are advised of, and must strictly adhere to, APA/NASP legal
and ethical practices before engaging in practicum activities for each course.
Liability Insurance
Prior to beginning practicum and internship courses (PSYC 754, 788, 789), candidates must secure
professional liability insurance. Failure to do so will preclude participation in these courses. Candidates
must carry professional liability insurance during the internship placement. Candidate insurance may be
obtained through professional associations (e.g., National Association of School Psychologists) at a very
reasonable cost. Application information may be obtained from the program director.
Year One
PSYC 710 - Introduction to School Psychology
During this first year course, students complete a 20-hour observational practicum. This experience
familiarizes students with the organization/environment of the schools, the roles of the personnel who
work in or are associated with the schools, the problem-solving process, basic information gathering,
and a brief overview of the evaluation process. Students are also introduced to the diversity of student
populations and shown how technology is utilized in school psychological practice. These experiences
are integrated into the course material in PSYC 710 so that students get an overall perspective of the
practice of school psychology. A list of expected activities is provided in Appendix C.
Year Two
PSYC 753 – Psychological Assessment Practicum I
PSYC 753 is a closely supervised intervention experience that is conducted in one or more local school or
clinical settings. Students are required to demonstrate the ability to administer, score, and interpret a
variety of assessment and intervention strategies. The total time commitment is 60 contact hours. In
order to register for PSYC 753, you must earn a B or higher in both PSYC 751 and PSYC 752.
PSYC 754 - Psychological Assessment Practicum II
PSYC 754 is a school-based 200-hour practicum experience that allows students to apply their academic
knowledge to professional skills development. Working with direct supervision from a certified school
psychologist and a licensed university trainer, students perform a variety of tasks (see Appendix D)
selected to increase their readiness to work as entry-level school psychologists. Students engage in
experiences that foster skilled performance of a) administrative and consultative activities, b)
intervention and assessment tasks, c) application of technology, and d) written and oral communication
with other professionals, parents, and others. Experiences include work with culturally diverse
populations and individuals representing the range of educational exceptionalities.
During this practicum, you will coordinate and delivery comprehensive intervention services for one
academic case and one behavior case. These cases will be evaluated by the instructor using a
LSUS Specialist in School Psychology Program Student Handbook
14
standardized rubric adapted from the NASP Report on Case Study Evaluation Rubric (see Appendix E).
These case studies are an important indication of your preparation, and a passing score is necessary for
proceeding to internship.
Field supervisors, in concert with university trainers, carefully scaffold each student’s experiences
fostering skill development within a system of professional services. Students are permitted greater
autonomy as they demonstrate proficiency. In order to register for PSYC 754, you must earn a B or
higher in PSYC 753.
Candidates are evaluated at the conclusion of the school-based practicum by their field supervisors. The
PSYC 754 Practicum Supervisor Evaluation is derived directly from NASP domains of professional
practice. A candidate must demonstrate entry-level skills in all domains (i.e., prepared to enter
employment as an intern school psychologist) in order to proceed to internship.
Year Three
PSYC 788/789 - Internship
The internship is the culminating experience for the candidate for the Specialist in School Psychology
degree. It is a 1200 hour, full-time training experience, at least 600 hours of which is completed in a
public school setting, providing an opportunity to become a competent entry level school psychologist
practitioner. All students must complete internship in an approved public school setting or a nationally
accredited internship consortium. During internship, students utilize the skills acquired during their
classroom training and previous field experiences in a supervised period of professional development.
Evidence of mastery is the demonstration of a high level of competence in areas that include, but are
not limited to, individual assessment, individual and group counseling, consultation, behavioral and
educational intervention, in-service training, and research. The internship experience typically includes
both elementary and secondary levels, and both general and special education settings.
Approved Internship Site Requirements
An intern is a trainee as well as a service provider. Internship requires a commitment by both the
administration and the pupil appraisal staff of the employing school system. This commitment implies
recognition of the unique status of interns and the obligation to provide you with a setting that supports
the training process. All internship sites must be approved by the SPTC and program director.
Requirements for an approved internship site include the following:
1.
The internship site will ensure that students are afforded the opportunity to meet the
prescribed 1200 hours of training. This requirement is documented in the internship
agreement letter.
2.
The internship site must provide sufficient exposure to a varied student population of
general and special education students to guarantee the interns exposure to a wide
variety of educational, psychological, and behavioral problems. In addition, the
internship site must provide exposure to a culturally and socio-economically diverse
student population.
3.
The internship site must provide direct and personal supervision by a field supervisor. A
minimum of two hours per week of face-to-face supervision must be provided by a state
credentialed school psychologist in a school setting or an appropriately credentialed
LSUS Specialist in School Psychology Program Student Handbook
15
psychologist in a non-school setting. Field-based supervisors shall not be responsible for
more than two interns simultaneously and shall be given release time by their employer
to conduct this supervision. It is the responsibility of both the intern and the supervisor
to assure that the internship experience will be conducted in accordance with the
ethical and legal standards of the profession.
4.
The employing school system and the intern must enter into a written contractual
agreement (see Appendix F). Normally the length of the contract is one academic year,
a minimum of nine months, and involves a minimum of 1200 “formal contractual”
internship hours. Any continued employment of the individual by the system is at the
discretion of both parties once the internship is completed.
5.
The intern is expected to attend an annual conference of a professional school
psychology association, usually the state or national association meeting, and to be
given the opportunity to participate in other relevant professional development
activities.
6.
The intern must be reimbursed for travel and other related expenses consistent with
system policies for school psychologists. The school system must insure that the intern
has access to adequate office, clerical, and professional supplies, and to the equipment
essential to work effectively as a school psychology intern.
7.
The internship site must be approved by the SPTC.
Students apply directly to school systems for internship positions during the fall, spring, or summer of
their second year, and it is the student’s responsibility to interview only for internship positions that
have been pre-approved by the SPTC. These internship positions may be in Louisiana or other states.
The School Psychology Training Committee, the Director of the School Psychology program, and the
Internship Supervisor will assist the student in locating sites. The Department of Psychology maintains a
listing of all parishes in the state of Louisiana requesting interns and this information is available on a
web-based page for school psychology students. Under no circumstances should you initiate formal
contact with a school district or prospective internship site without prior consultation and permission
from the Internship Supervisor or program director.
General objectives for the school psychology internship include the following:
1.
The intern will demonstrate knowledge of school system organization, operation, and
administrative structure.
2.
The intern will become familiar with the variety of roles and functions demonstrated by
the school psychologist in both educational and non-educational settings. In addition,
the intern will become familiar with the roles of other multi-disciplinary team members.
3.
The intern will demonstrate knowledge of and the ability to utilize available community
resources.
4.
The intern will demonstrate skills in psychological, educational, and behavioral
assessment, and related intervention strategies.
5.
The intern will demonstrate effective communication and consultation skills, as well as
the ability to engage in multidisciplinary team efforts.
LSUS Specialist in School Psychology Program Student Handbook
6.
The intern will demonstrate adequate individual and group counseling skills.
7.
The intern will demonstrate the ability to engage in research relevant to the field of
school psychology, and the ability to provide in-service training within the school
setting.
8.
The intern will demonstrate an awareness of ethical and legal issues in school
psychology.
9.
The intern will demonstrate the ability to act as a liaison between the school,
community, and home.
10.
The intern will successfully interact with a diverse range of school personnel, children,
and parents.
16
Pursuant to the above goals, a written internship plan is developed for each intern through the
cooperative efforts of the intern and the field supervisor with input from the university supervisor. The
plan includes (a) goals and objectives for the internship, (b) specific ways of accomplishing the goals and
objectives, and (c) realistic methods of evaluating both the intern's progress, and the effectiveness of
the plan. The internship plan is not considered a static document, but rather, a dynamic method of
documenting ongoing experiences.
Candidates are evaluated three times per year by their field supervisors. The Internship Supervisor
Evaluation (see Appendix G) is derived directly from NASP domains of professional practice.
SSP PROGRAM PERFORMANCE-BASED ASSESSMENT PLAN
The School Psychology Training Committee has established multiple methods for periodic assessment of
student learning and performance progress. The program emphasizes both formative and summative
assessment. Our assessment plan is guided by the Standards for Training and Field Placement Programs
in School Psychology (NASP, 2000), section IV, and NASP's Guidelines for Performance Based Assessment
and Program Accountability and Development (2006). The goal of the assessment plan is to help the
School Psychology Training Committee select, train, and graduate professional school psychologists who
possess both the knowledge and practical skills needed to work in a broad variety of school and
education settings and to make programmatic adjustments if the data indicate a need for modification
or change. Such periodic assessment also provides you with formative feedback on your work products,
which will assist you in further refining your applied skills.
Student Assessment
Student assessment is a continuous process that begins with your application to the program and
continues through your first years working in the profession. Formal student assessment occurs at five
portals: 1) Program Entry, 2) Pre-Practicum Foundations, 3) Pre-Internship, 4) Internship, and 5) Program
Completion. All students are required to maintain a personal portfolio, which contains evidence of their
developing knowledge and skills. Required and suggested contents of this portfolio are described for
each domain of professional practice in Appendix H.
LSUS Specialist in School Psychology Program Student Handbook
17
Program Entry
The initial assessment of every student takes place upon program entry. At this time, the School
Psychology Training Committee will review your application and make recommendations for
admission. Documents considered in this review include your application, previous transcripts
(course content and GPA), GRE Scores, recommendation letters, personal interviews, and the
results of a background investigation. Admission is typically limited to the top 8 to 10 students
meeting criterion in the current University Catalog and Specialist in School Psychology Program
Handbook. Upon admission to the program you will place a copy of your program application,
transcripts, GRE scores, and acceptance letter in your individual folio.
Pre-Practicum
Pre-practicum assessment takes place at the beginning of the second year during fall semester.
At this point, you have typically completed one year of coursework in theoretical and conceptual
foundations. This review evaluates your academic performance and knowledge. The assessment
is based upon your course grades and course embedded assessments such as exams, quizzes,
papers, presentations, and faculty observations from classroom performance. It is important
that you maintain copies of all research papers and presentations so these artifacts can be
included in your professional portfolio. You will be provided with formal, written feedback on
your progress in the program prior to any practica. The SPTC will meet and discuss your current
performance in terms of academic competencies and the development of professional
dispositions.
Academic performance will be evaluated in terms of your cumulative GPA in the program. Also,
the SPTC will formally evaluate your development of professional dispositions. Appendix I
displays the program’s evaluation form for monitoring your progress toward development of
professional dispositions. Written feedback will be provided to you in a letter from the program
director (see sample letter in Appendix J). Students who satisfactorily complete all theoreticalfoundational courses and do not demonstrate any significant concerns in professional
dispositions may proceed into practicum field courses in the spring of their second year.
Pre-Internship
Pre-Internship assessment takes place at the end of the second year during the spring term, and
upon completion of the Comprehensive Exam. This review is based on your individual portfolio
products corresponding to this period of training, including course products, field-based
casework, practicum activity log, practicum supervisor evaluations, and comprehensive exam
outcomes. When you have satisfactorily completed all applied courses, demonstrated
intermediate skills on assigned case studies, and successfully completed comprehensive exams,
you are then permitted to proceed with interviews to obtain an internship beginning the fall of
your third year. A copy of your notification of successful completion of the comprehensive
examination and a copy of your state-supplied provisional school psychologist certification are
required in the folio before entry into internship experiences.
Internship
Assessment takes place throughout your 1200-hour internship experience during the third year.
Your internship performance is evaluated, in part, through your field supervisor’s ratings and
LSUS Specialist in School Psychology Program Student Handbook
18
comments on each domain of professional practice, your meeting expected deadlines for major
internship requirements, as well as required comprehensive case studies. The university
supervisor also makes a site visit to each intern and supervisor in the local area at least twice a
year.
Program Completion
Research Project. During or prior to your internship experience, you will complete either an
approved research project under the guidance of your faculty internship supervisor, or a thesis
under the guidance of your committee chair. If the research project option is selected, the
School Psychology Training Committee must review the final paper six weeks prior to graduation
and rate it as either (a) below criteria, (b) meeting criteria, or (c) exceeding criterion. Any paper
rated below criterion must be revised and rated as at least “meets criterion” in order to
graduate.
Praxis Examination: Students must also complete and report passing scores on the Praxis II
School Psychology Examination. Student scores on the Praxis II exam are included in their folio.
Once these items are assessed as satisfactory, the student may be recommended for
graduation.
Portfolio Evaluation: A cumulative collection of evidence demonstrating your competencies will
be reviewed by the School Psychology Training Committee once per year. Throughout your
training, you will assemble evidence within each NASP domain that the competency area has
been assessed (i.e., performance indicators you have developed or were used by supervisors),
and attained (quantitative or qualitative evidence of competency). Your portfolio will include
the “best” evidence that you are competent in all domains of professional practice. The best
evidence for each domain will change from semester to semester, so your professional portfolio
will also change. For example, a class paper on treating behavior disorders may be the best
evidence of Domain 4: Socialization and Development of Life Skills early in the program, but an
effective case study during practicum may represent the best evidence by the end of your
second year. The portfolio scoring rubric used by the School Psychology Training Committee at
each annual review, including the final review at the conclusion of internship, is provided in
Appendix K.
Faculty/Program Assessment
The School Psychology Training Committee believes in the importance of assessing not only the quality
and performance of the students in the program, but also the effectiveness of faculty members, field
supervisors, and program outcomes. As a result, the program provides the following methods for
assessment in those areas.
Student Exit Interview
Graduate students complete an exit interview upon the completion of their second year in the
training program and before their internship. Students are invited to meet with the Chair of the
Psychology Department. During this meeting, students are asked for their opinion concerning
the quality of the program in a number of areas including:
LSUS Specialist in School Psychology Program Student Handbook
19
(1) Advising
(2) Course requirements
(3) Practicum Experiences
(4) Faculty
(5) Facilities and resources
Students are also asked to provide feedback on those courses and areas of the program they
feel were highly effective, the areas in need of improvement, and areas where their greatest
needs in graduate school were, or were not, met. General feedback from the exit interviews are
compiled in an appropriate format by the Department Chair and provided to the Program
Director and SPTC prior to the next academic year.
Survey of graduates
On the completion of their internship year and again after three years of practice in the field,
graduates of the program are asked to complete surveys concerning the effectiveness of the
training program in meeting the demands made upon them by the educational or other system
in which they work. Included in this survey are questions concerning the appropriateness of
course work and practicum experiences, the usefulness of required courses, suggestions on
courses that need revision, and opinions on how the program could be improved to meet
student’s needs.
Survey of Pupil Appraisal Directors
After three years in the field, pupil appraisal directors who have employed our graduates are
asked to complete a survey concerning the effectiveness of our graduates in meeting the
demands of the system in which they are working. Included in this survey are questions
concerning graduate’s abilities to assess skills and abilities, appropriate application of
interventions, skill in consultation with school personnel including wellness, and crisis
intervention and planning, knowledge of current literature and research, and ability to work
with a diverse population of students.
GRADUATION REQUIREMENTS
You must meet all the requirements of a graduate degree outlined in the issue of the University Catalog
corresponding to your year of first matriculation. Any catalog in force during your residence at the
University may be elected, provided the residence is continuous. If your residence is interrupted for 12
consecutive months, you may not elect a catalog earlier than your point of re-entry.
In addition to the graduation requirements outlined in the LSUS University Catalog, you must: ( 1)
successfully pass all required coursework, (2) pass your Comprehensive Exam, (3) pass the PRAXIS II
Exam, (4) meet all stated program expectations, (5) be in “good standing” (resolve any probationary
status), (6) demonstrate entry-level ratings by intern field supervisors during internship, and (7) achieve
an overall “effective” evaluation of your portfolio before you will be nominated for graduation.
LSUS Specialist in School Psychology Program Student Handbook
20
PROGRAM AND DEPARTMENT FACULTY
The School Psychology Program faculty is comprised of four school psychologists, three terminally
degreed, all dedicated to program and student development. Practicum and Internship field supervisors
are all certified school psychologists and/or are appropriately certified or licensed for the setting in
which they work. A brief biographical sketch of each core SSP faculty is provided below.
Kevin Jones, Ph.D., is an Associate Professor and director of the School Psychology Program. Dr. Jones
received his Ph.D. (School Psychology) from Louisiana State University in December, 1996. His teaching
responsibilities include psychological assessment, applied behavior analysis, child exceptionality, and
several practicum courses. Dr. Jones’ research interests primarily involve innovative strategies for
assessing children with ADHD and learning disabilities, including response-to-intervention (RTI) service
delivery models.
Rebecca F. Nolan, Ph.D., M.P, received an M.S. in Psychometrics from the University of Louisiana in
Monroe and later a PhD from Texas A&M University in College Station with an emphasis in School
Psychology. In 2002, she received a post-doctoral M.S. in Clinical Psychopharmacology from the
California School of Professional Psychology. Courses currently taught in the SSP program are Child and
Adolescent Abnormal Psychology and Personality Assessment. Dr. Nolan’s research interests include
depression, self-esteem, and use of medication in the treatment of mental health problems.
Michael Welch, S.S.P., N.C.S.P., is an Assistant Professor in the Department of Psychology. Mr. Welch
received his S.S.P. from Louisiana State University Shreveport in 1999. He has diverse professional
experiences as a school psychologist in Louisiana and Department of Defense schools, and as a member
of a multidisciplinary child-study team at a large teaching hospital. He is a member of the National
Certification Board of the National Association of School Psychologists. Mr. Welch’s research and service
interests include preventing academic failure through problem solving service delivery models and
improving supports for positive behavior in schools.
Katherine Wickstrom, Ph.D., is an Assistant Professor in the Department of Psychology. Dr. Wickstrom
received her Ph.D. (School Psychology) from Louisiana State University in December, 1997. Her teaching
responsibilities include behavioral assessment and intervention, ethics and law, introduction to school
psychology, and the internship sequence. Dr. Wickstrom’s research interests primarily involve
behavioral consultation and school-wide service delivery models.
PROFESSIONAL DEVELOPMENT
The School Psychology Training Committee encourages your participation in professional organizations.
Applications for membership in relevant organizations can be obtained from their respective websites.
Participation in professional organizations offers you opportunities to meet members of your new
profession, learn about the broad variety of skills and services our profession offers, keep current with
the latest news, develop professional skills, and attend an annual conference.
LSUS Specialist in School Psychology Program Student Handbook
21
APPENDIX A
COURSE/DOMAIN ARTICULATION
Course
Training
Component
Assessment &
Intervention
NASP
Domain(s)
2.1, 2.3, 2.5
Program
Objectives
A, C, E
Professional
School
Psychology/
Foundations
Research &
Program
Evaluation
Assessment &
Intervention
2.5, 2.6, 2.7,
2.8, 2.10, 2.11
E, F, G, H, J,
K
2.1, 2.9
A, I
Demonstration of
statistical methods
Lecture/Discussion
2.1, 2.3, 2.4,
2.9, 2.11
A, C, D, I, K
Lecture/Discussion
Demonstrations
Quizzes
Written exam
Research Proposal Rubric
PSYC 609 Psychology of Exceptionality
Foundations
2.4, 2.5
D, E
Knowledge and
demonstration of
applied behavior
analysis
Knowledge of
classification systems
Lecture/Discussion
PSYC 723 Counseling Methods &
Techniques
PSYC 752 Psychological Assessment II Personality
PSYC 718 Introduction to Methodology &
Research Design
Counseling
intervention
Assessment &
Intervention
Research &
Program
Evaluation
Foundations
2.4, 2.7
D, G
2.1, 2.4, 2.5,
2.11
2.1, 2.9
A, D, E, K
Demonstration of
counseling skills
Knowledge of
personality assessment
Demonstration of
research methods
Lecture/Discussion
Simulations
Lecture/Discussion
Demonstrations
Lecture/Discussion
Quizzes
Written exam
Professional Presentation
Quizzes
Written exam
Quizzes
Written exam
Quizzes
Written exam
2.3; 2.5
C, E
Knowledge of learning
theories and human
cognition
Lecture/Discussion
Demonstrations
Professional
School
Psychology
Foundations
2.6, 2.10
J
Knowledge of policy
and practice
Lecture/Discussion
Simulations
2.4, 2.5, 2.7
D, E, G
Lecture/Discussion
Assessment &
Intervention
2.1, 2.3, 2.11
A, C, K
Knowledge of
classification criteria
Curriculum-based
measurement and
evaluation
Counseling
intervention
2.4, 2.5, 2.7
D, E, G
PSYC 751 Psychological Assessment I –
Cognitive
PSYC 710 Intro to School Psychology
PSYC 716 Intermediate Statistics
PSYC 755 Applied Behavior Analysis
PSYC 706 Principles & Theories of Learning
PSYC 748 Ethics & Law for School
Psychologists
PSYC 601 Child & Adolescent
Psychopathology
PSYC 749 Alternate Assessment Techniques
and Intervention
PSYC 732 Social & Cultural Foundations in
Counseling
A, I
Competencies
Knowledge of
standardized
assessment
Awareness of
professional practice
Awareness and
sensitivity to individual
Format
Lecture/Discussion
Simulations
Lecture/Discussion
Observation
Lecture/Discussion
Presentations
Applied experience under
supervision
Lecture/Discussion
Simulations
Assessment
Requirements
Quizzes
Written exam
Administration rubric
Quizzes
Written exam
Professional Presentation
Supervisor Evaluation
Quizzes
Written exam
Quizzes
Journals
Research Protocol
Written exam
Quizzes
Written exam
Professional Presentation
Quizzes
Written exam
Quizzes
Written exam
Quizzes
Written exam
LSUS Specialist in School Psychology Program Student Handbook
22
differences
PSYC 760 Behavioral Assessment &
Intervention
Assessment &
Intervention
2.1, 2.3, 2.7
A, C, G
Knowledge and
demonstration of
behavioral
interventions
Lecture/Discussion
Demonstrations
PSYC 753 Psychological Assessment I –
Practicum
Assessment &
Intervention
2.1, 2.2,, 2.3,
2.4, 2.5, 2.7
A, C, E
Observation
Case Study
PSYC 780 Consultation in Human
Development Settings
Consultation,
Systems, &
Communication
2.2, 2.6, 2.7,
2.8, 2.11
A, B, E, F,
G, K
PSYC 695 Behavioral Pediatrics
Assessment &
Intervention
2.3, 2.4
D
PSYC 719 Physiological Psychology &
Behavioral Neuroscience
PSYC 754 Psychological Assessment
Practicum II
Foundations
2.3, 2.4
C, D
Supervised
Practicum
Experience
Assessment &
Intervention
2.1, 2.2, 2.3,
2.4, 2.5, 2.6,
2.7, 2.8, 2.10
2.1, 2.3, 2.4,2.8
A, B, C, D,
E, F, G, H, J
Demonstration of
evidence-based
practices
Knowledge and
demonstration of
collaboration and
teaming
Knowledge and
demonstration of childcentered therapy
Knowledge of biological
and neurological factors
Demonstration of
professional practice
Supervised
Internship
Experience
Supervised
Internship
Experience
All
A-K
All
A-K
PSYC 691 Applied Field Experience
PSYC 788 Internship in School Psychology I
PSYC 789 Internship in School Psychology II
Demonstration of
fluency in professional
practice
Demonstration of
fluency in professional
practice
Demonstration of
fluency in professional
practice
Quizzes
Written exam
Case study rubric
Professional Presentation
Evidence Based Practice Entry
Case study rubric
Lecture/Discussion
Simulations
Presentations
Written Exams
Professional Presentation
Observations
Lecture/Discussion
Demonstrations
Simulations
Lecture/Discussion
Quizzes
Written exam
Evidence Based Practice Entry
Quizzes
Written exam
Supervisor Evaluation
Case study rubric
Observation
Applied experience under
supervision
Applied experience under
supervision
Applied experience under
supervision
Applied experience under
supervision
Supervisor Evaluation
Supervisor Evaluation
Portfolio Evaluation
Praxis II Exam
Supervisor Evaluation
Portfolio Evaluation
Praxis II Exam
LSUS Specialist in School Psychology Program Student Handbook
23
APPENDIX B
COMPREHENSIVE EXAM RUBRIC
From:
Chair, School Psychology Training Committee
To:
Graduate Faculty
Psychology Department
Re:
Comprehensive Examination: Essay
*************************************************************************************
******
Attached you will find the Specialist in School Psychology Comprehensive Examination written by
Candidate # ______ on ____/_____/_____. Please rate each question in the area(s) checked below.
Consider the following descriptors when evaluating the candidate’s response. Please provide comments
to the candidate to communicate areas of strength and weakness.
Rating
Pass Plus (P+)
Excellent knowledge base and familiarity with empirical findings and
concepts. Response is organized and comprehensive, and reflects a synthesis
and integration of information and ideas.
Pass
Adequate knowledge and familiarity with empirical findings. Response is
organized but may be incomplete.
Fail
Inadequate knowledge and little familiarity with critical empirical findings or
concepts. Response is poorly organized and does not fully address one or
more essential elements.
Criteria
1. Data Based Decision Making
2. Research-based Academic Practices
3. Research-based Behavioral and
Mental Health Practices
4. Consultation and Collaboration
5. Applied Psychological Foundations
6. Ethical, Legal, and Professional
Foundations
Rating
Comments
LSUS Specialist in School Psychology Program Student Handbook
24
APPENDIX C
PSYCHOLOGY 710
INTRODUCTION TO SCHOOL PSYCHOLOGY
ACTIVITIES CHECKLIST
Introduction to School Psychology, Psychology 710, includes a brief field experience. You are required
to complete a 20-hour practicum experience, which will introduce you to professional activities and
practices in school psychology. You will accompany field-based school psychologists as they conduct
their daily activities. During this experience you will be introduced to a diverse population of students in
the public school system. You will also observe the use of technology in the field. As the activities are
completed, please check them off the list. If some of the activities are not available to you with your
assigned field supervisor, please ask your field supervisor to schedule those activities with another
school psychologist or professional. In order for you to receive credit for the activities your supervising
field school psychologist must sign this form.
____1. Observation in a regular classroom at the elementary, middle school, or high school level (One
hour minimum - written summary of observation required).
____2. Observation in a special education classroom at the elementary, middle school, or high school
level (One hour minimum -written summary of observation required).
____3. Observation of an interview/consultation with school personnel.
____4. Observation of a parental conference.
____5. Observation of a student conference.
____6. Observation of a problem solving committee meeting.
____7. Observation of administration of an assessment instrument. Introduction to computer
scoring/interpretation of programs.
____8. Observation of an IEP meeting.
____9. Introduction to student records/computer tracking of students, etc.
___10. Introduction to the referral process and case management procedures.
___11. Introduction to coordination of home/school/community resources.
___________________________________________ _________________
Supervising School Psychologist
Date
___________________________________________ ________________
Student
Date
LSUS Specialist in School Psychology Program Student Handbook
25
APPENDIX D
PSYC 754: Psychological Assessment Practicum II
Activities Checklist for Practicum Students – A Guide for Field Supervisors
Practicum students will monitor the breadth and depth of their experience in terms of the following
checklist. It is not expected that every placement will accomplish 100% of these objectives, however, it is
important to use these planned objectives for structuring the semester.
I. Tier 1 Services
____ 1. Become familiar with Louisiana’s school accountability. Be able to interpret the state’s School
Report Card.
____ 2. Participate in school-wide screening (progress monitoring, kindergarten screening,
developmental).
____ 3. Participate in pre-referral problem solving teaming (e.g., SBLC).
____ 4. Deliver and monitor progress for pre-referral or pre-eligibility interventions.
____ 5. Become familiar with prevention programs and school/community referral networks.
II. Tier 2 Services
____ 6. Deliver and monitor progress for targeted group interventions.
____ 7. Become familiar with Title 1 services.
____ 8. Become familiar with computerized student records.
____ 9. Participate in 504 Evaluation.
III. Tier 3 Services
____ 10. Participate in screening, eligibility evaluation, and mutli-disciplinary team decision making for
Specific Learning Disability
____ 11. Participate in screening, eligibility evaluation, and mutli-disciplinary team decision making for
Mental Disability
____ 12. Participate in screening, eligibility evaluation, and mutli-disciplinary team decision making for
Emotional Disturbance
____ 13. Participate in screening, eligibility evaluation, and mutli-disciplinary team decision making for
Gifted/Talented
____ 14. Participate in screening, eligibility evaluation, and mutli-disciplinary team decision making for a
case that is sensitive to cultural or SES factors
____ 15. Participate in screening, eligibility evaluation, and mutli-disciplinary team decision making for a
case that is sensitive to language factors (ELL, speech or language impairment, nonverbal)
IV. Professional Practice and Communication
____ 16. Report writing, including the use of computer scoring/interpretation programs
____ 17. Interpret evaluation results to parents and teachers
____ 18. Present information pertaining to cases during multidisciplinary team staffing
____ 19. Participate in an IEP meeting
____ 20. Attend a staff inservice program.
LSUS Specialist in School Psychology Program Student Handbook
26
APPENDIX E
SSP Case Study Rubric (Adapted from NASP NCSP Case Study Rubric)
Date of Review:
Student:
Faculty Member:
Very Effective
Effective
Needs
Development
Section 1 Problem Identification
Section 2 Problem Analysis
Section 3 Intervention Plan & Implementation
Section 4 Problem Evaluation
Comments:
Section 1: Problem Identification
Very Effective
1.1
Effective
Needs Development
The student's behavior is
operationally defined
The student's behavior is
identified but not
operationally defined
The problem is
collaboratively defined
The problem is not
collaboratively defined
The discrepancy between
current and desired level of
performance is explained
The behavior is
operationally defined or
quantified in terms of both
current and desired levels
of performance
The behavior is not
operationally defined in
terms of both current and
desired levels of
performance
Baseline includes the student
behavior and peer/grade norms
and expectations with
computed trend lines
A baseline for the student
behavior is established
using sufficient data
A baseline for the student
behavior is not established
or has insufficient data
The student's behavior is
defined in the context of
appropriate grade and/or peer
expectations, e.g., local norms
1.2
1.3
1.4
1.5
The student behavior is
identified as a skill and/or
performance deficit
The student behavior is not
identified as a skill and/or
performance deficit
1.6
Parents/guardians and
teachers are involved in
the problem-identification
process
Parents/guardians and
teachers are not involved
in the problemidentification process
Rating for 1.0: Problem Identification
Comments:
Section Score _________
LSUS Specialist in School Psychology Program Student Handbook
27
Section 2: Problem Analysis
Very Effective
2.1
2.2
Hypotheses are generated
through collaboration with
teacher and/or parent
There are multiple sources of
data that converge on each
proposed hypothesis
2.3
Effective
One or more hypotheses
are developed to identify
the functions that the
behavior serves and/or the
conditions under which the
behavior is occurring or has
developed in two or more
of the following areas:
child factors, curriculum,
peers, teacher, classroom,
home
Needs Development
Hypotheses are not
developed, hypotheses are
developed in only one area
and/or hypotheses are not
measurable
There is evidence that
appropriate data are
collected to confirm or
reject the proposed
hypotheses. Appropriate
data include one or more
of the following: record
review, interview,
observation, testing, and
self report
Appropriate data are not
collected to confirm or
reject the hypotheses
Hypotheses reflect an
awareness of issues of
diversity (e.g., physical,
social, linguistic, cultural)
Hypotheses do not reflect
an awareness of issues
related to diversity (e.g.,
physical, social, linguistic,
cultural)
Rating for 2.0: Problem Analysis
Section Score _________
Comments:
Section 3: Intervention
Very Effective
Effective
Needs Development
3.1
Intervention is linked to
observable, measurable
goal statement(s)
Intervention is not linked to
observable, measurable
goal statement(s)
3.2
Intervention(s) selection is
based on data from
problem analysis and
hypothesis testing
Intervention(s) selection is not
based on data from
problem analysis and
hypothesis testing
LSUS Specialist in School Psychology Program Student Handbook
28
3.3
Intervention(s) is evidencebased (e.g., research
literature, functional
analysis, single case design
analysis)
Intervention(s) is not
evidence-based (e.g.,
research literature,
functional analysis, single
case design analysis)
3.4
Intervention(s) is
developed collaboratively
Intervention(s) is not
developed collaboratively
3.5
Intervention(s) reflects
sensitivity to individual
differences, resources,
classroom practices, and
other system issues.
Acceptability of
intervention is verified
Intervention(s) does not
reflect sensitivity to
individual differences,
resources, classroom
practices, and other system
issues. Acceptability of
intervention is not verified
3.6
Logistics of setting, time,
resources and personnel
are included in the
intervention plan
Logistics of setting, time,
resources and personnel
are not included in the
intervention plan
3.7
Intervention selection
considers unintended
outcomes or limitations
Intervention selection does
not consider unintended
outcomes or limitations
3.8
Intervention is monitored and
data are provided to
ensure that it is
implemented as designed
Treatment integrity is not
monitored
Rating for 3.0: Intervention
Section Score _________
Comment:
Section 4: Evaluation
Very Effective
4.1
4.2
Charting includes student
performance trend lines, and/or
goal lines
Progress monitoring data
are demonstrated to be
effective when compared
to data generated from
multiple sources/settings
Effective
Needs Development
Progress monitoring data
are demonstrated on a
chart
Progress monitoring data
are not demonstrated on a
chart
Progress monitoring data
are demonstrated to be
effective when compared
to baseline data
Intervention is not
demonstrated to be
effective through data
comparison
LSUS Specialist in School Psychology Program Student Handbook
4.3
Response to intervention data is
used to inform problem solving
and decision-making. Single
case design was specified (e.g.,
changing criterion, parametric,
component analysis, multiple
baseline, alternating treatment)
4.4
Strategies for
transfer/generalizing outcomes
to other settings are
documented as effective
Data are used to inform
further problem solving
and decision making (i.e.,
continuation of
intervention, modification
of intervention,
maintenance of
intervention)
Strategies for
transfer/generalizing outcomes
to other settings are addressed
29
Data are not used to inform
further problem solving
and decision making
Strategies for
transfer/generalizing outcomes
to other settings are not
addressed
4.5
Modifications for future
interventions are
considered based upon
collaborative examination
of effectiveness data
Effectiveness of
intervention is shared
through collaboration with
parents, teachers, and
other personnel
Effectiveness of
intervention is not shared
or communicated
4.6
Strategies for follow-up are
developed and
implemented
Suggestions for follow-up
are developed (e.g.,
continued progress
monitoring, transition
planning)
Suggestions for follow-up
are not developed
Rating for 4.0: Evaluation
Section Score _________
Comments:
LSUS Specialist in School Psychology Program Student Handbook
30
APPENDIX F
INTERNSHIP TRAINING AGREEMENT
BETWEEN
LOUISIANA STATE UNIVERSITY – SHREVEPORT
DEPARTMENT OF PSYCHOLOGY
AND
________________________ PARISH/County SCHOOL SYSTEM PUPIL APPRAISAL
This agreement is entered into by ___________________________________, Pupil Appraisal Supervisor, an
employee or consultant to the _________________________________Parish/County School System and the
Specialist in School Psychology Training Program at LSUS represented by ______________________________ the
On-Campus Internship Supervisor for and on behalf of, the following named School Psychology Intern:
_____________________________________________.
The ________________________________ Parish / County system will provide an appropriate school psychology
internship experience meeting, as a minimum, the Internship Guidelines set forth in the Standards for Training and
Field Placement Programs in School Psychology (NASP, 2000), Section III, a copy of which is provided by LSUS
Department of Psychology. This experience shall be at least 1200 total hours in a school setting and supervised by
a State certified School Psychologist. The internship must provide a diverse student population involving a wide
range of experiences common to the practice and profession of school psychologists within your work
environment. Interns must receive an average of at least 2-hours of face-to-face field-based supervision per week
from an appropriately credentialed school psychologist.
Under this agreement, ____________________________ Parish / County Pupil Appraisal accepts this student as
Intern in School Psychology for the 20XX_-_20XX_ school year beginning on ______________ and ending on
____________.
Nothing in this agreement is intended to be contrary to State or Federal laws. In addition, the internship supervisor
will fully and promptly inform the campus internship supervisor of any ethical, professional, or legal concerns
about this intern, regardless of any internal organizational policy on confidentiality, as it is understood that such
concerns are a central part of evaluating the professional development of this intern.
______________________________________________________________
Pupil Appraisal Supervisor
______________
Date
______________________________________________________________
Internship Supervisor at LSUS
______________
Date
Name of Field Based Supervisor ____________________________________
State Credentialing ________________
Credential Number __________
LSUS Specialist in School Psychology Program Student Handbook
31
APPENDIX G
INTERN COMPETENCY EVALUATION
Intern:________________________SID:____________Internship Year: 20__ - 20__
Field Supervisor:________________________School System:____________________
Directions: The ratings of interns should be based on actual observation and/or reports of performance
received from staff, students, and appropriate others. Please evaluate your intern on his/her current
level of progress and competence in the internship setting. Circle the number of the scale that best
describes the intern's competence as given in the descriptions below. Rate each category
independently. A description of the scale points is provided below.
1Competence considered to be not adequate for the internship level. Individual can only function
as an assistant to the supervising psychologist in regard to this area.
2Competence considered to be below the expected level of an intern but individual can function
with continuous on-going supervision.
3Competence currently considered to be adequate and allows for functioning without direct
supervision (without being directly observed or without engaging in co-led activities);
competence that would expected of a beginning pre-service intern: requires minimal on-going
supervision.
4Competence assessed to be at the level expected of a beginning certified school psychologist
and requires only occasional supervision.
5Competence assessed to be well developed that reflects capability for independent functioning
with little or no supervision required.
ND - Data is insufficient to make a rating at this time.
Signatures: The signatures below attest only to the fact that the signers have seen the evaluation and
reviewed its contents. A practicum student's signature on this document does not in any way indicate
that he/she agrees or disagrees with the contents - only that the evaluation's contents were seen and
reviewed.
Candidate_______________________________________________ Date ___/___/___
Field Supervisor__________________________________________ Date ___/___/___
University Supervisor ______________________________________ Date ___/___/___
LSUS Specialist in School Psychology Program Student Handbook
32
Rating
I. Data Based Decision Making and Accountability:
1. Ability to assess situations to inform interventions
2. Knowledge/skills in behavioral assessment
3. Knowledge/skills in alternative assessment methods (CBA)
4. Knowledge/skills in psychoeducational special education
evaluations
5. Ability to conduct direct observations in classroom settings
6. Effective oral communication of assessment/evaluation results
7. Effective written communication of assessment/evaluation results
8. Knowledge of technology in a variety of assessment and
intervention tasks (i.e., scoring/interpretation programs,
internet sources)
9.Overall knowledge/skills provided in this area
II. Interpersonal Communication, Collaboration, Consultation
1. Use results of the assessment process to collaborate with
others in developing interventions
2. Ability to effectively conduct problem identification
interview with teacher
3. Ability to effectively conduct problem identification
interview with parent
4. Ability to effectively conduct a problem analysis interview
and collect baseline data
5. Ability to effectively consult with teacher regarding
intervention plan
6. Ability to effectively consult with parent regarding
intervention plan
7. Ability to consult effectively with classroom teachers
8. Ability to effectively communicate in writing and verbally the
results of the consultation process to appropriate school
personnel
9. Ability to communicate effectively with community
professionals
10. Ability to show concern, respect, & sensitivity to others
11. Ability to mediate and resolve conflicts
12. Overall knowledge/skills provided in this area
1
1
1
1
2
2
2
2
3
3
3
3
4
4
4
4
5
5
5
5
ND
ND
ND
ND
1
1
1
1
2
2
2
2
3
3
3
3
4
4
4
4
5
5
5
5
ND
ND
ND
ND
1 2 3 4 5 ND
1 2 3 4 5 ND
1 2 3 4 5 ND
1 2 3 4 5 ND
1 2 3 4 5 ND
1 2 3 4 5 ND
1 2 3 4 5 ND
1 2 3 4 5 ND
1 2 3 4 5 ND
1 2 3 4 5 ND
1 2 3 4 5 ND
1 2 3 4 5 ND
1 2 3 4 5 ND
III. Effective Instruction and Development of Cognitive/Academic Skills
1. Ability to link assessment data to development of
1 2 3 4 5 ND
LSUS Specialist in School Psychology Program Student Handbook
instructional interventions
2. Ability to utilize empirically based instructional
methods/interventions
3. Ability to assess acceptability of intervention ideas
4. Ability to utilize intervention data to guide instructional
decisions
5. Selects or develops interventions based on the
characteristics, strengths, and needs of students
6. Overall knowledge/skills provided in this area
IV. Socialization and Development of Life Competencies
1. Ability to apply principles of human development in
service delivery
2. Ability to apply biological bases of behavior to service
delivery
3. Ability to apply principles of learning and cognition to
service delivery
4. Overall knowledge/skills provided in this area
V. Student Diversity in Development and Learning
1. Ability to understand the influence of own culture, values,
belief systems
2. Ability to keep families’ cultures, backgrounds, and
individual learning characteristics in mind when
developing interventions
3. Ability to recognize limits of own cultural and linguistic
competencies
4. Overall knowledge/skills provided in this area
VI. School Structure, Organization, and Climate
1. Ability to understand school as a system and culture
2. Ability to understand legal and educational basis for special
education programs
3. Ability to understand legal and educational basis for bilingual
educational programs
4. Ability to apply principles of systems theory to promote
learning, prevent problems, and create effective learning
environments
5. Overall knowledge/skills provided in this area
VII. Prevention, Wellness, Promotion, and Crisis Intervention
1. Knowledge of current theory and research about
33
1 2 3 4 5 ND
1 2 3 4 5 ND
1 2 3 4 5 ND
1 2 3 4 5 ND
1 2 3 4 5 ND
1 2 3 4 5 ND
1 2 3 4 5 ND
1 2 3 4 5 ND
1 2 3 4 5 ND
1 2 3 4 5 ND
1 2 3 4 5 ND
1 2 3 4 5 ND
1 2 3 4 5 ND
1 2 3 4 5 ND
1 2 3 4 5 ND
1 2 3 4 5 ND
1 2 3 4 5 ND
1 2 3 4 5 ND
1 2 3 4 5 ND
LSUS Specialist in School Psychology Program Student Handbook
child/adolescent development, psychopathology,
societal stressors, crises in schools
2. Recognition of necessity to review the disciplinary
policies, prevention programs, and crisis response
plans of the school and district
3. Ability to effectively collaborate with school personnel,
parents, and community in the aftermath of crises
4. Overall knowledge/skills provided in this area
VIII. Home/School/Community Collaboration
1. Ability to understand family influences that effect
children’s learning
2. Ability to recognize the effects of poverty, nutrition,
neglect, history of family mental health on children’s
learning/achievement
3. Overall knowledge/skills provided in this area
IX. Research and Program Evaluation
1. Stays abreast of research and translates it into practice
2. Uses the principles of measurement and psychometric
standards in the selection and use of assessment
techniques
3. Critically evaluates the professional literature in the
selection of assessment and intervention strategies
4. Uses single-subject research designs in the evaluation
of interventions
5. Designs and implements a research project that is
Useful and acceptable to the school system and field
Supervisor
X. Legal, Ethical Practice and Professional Development
1. Knowledge/practice of appropriate legal/ethical
guidelines
2. Knowledge of the importance of professional development
3. Overall knowledge/skills provided in this area
XI. Professional Work Characteristics
1. Initiates activities when appropriate
2. Can be counted on to follow through on a task once
a commitment to it has been made; reliably completes
assignments in a timely manner
3. Thinks critically; effectively analyzes problem situations
34
1 2 3 4 5 ND
1 2 3 4 5 ND
1 2 3 4 5 ND
1 2 3 4 5 ND
1 2 3 4 5 ND
1 2 3 4 5 ND
1 2 3 4 5 ND
1 2 3 4 5 ND
1 2 3 4 5 ND
1 2 3 4 5 ND
1 2 3 4 5 ND
1 2 3 4 5 ND
1 2 3 4 5 ND
1 2 3 4 5 ND
1 2 3 4 5 ND
1 2 3 4 5 ND
1 2 3 4 5 ND
LSUS Specialist in School Psychology Program Student Handbook
and conceptualizes alternative approaches and solutions
4. Respects racial, cultural, socioeconomic, religious,
gender-related, sexual orientation, and other human
differences; demonstrates the sensitivity and skills
needed to work with diverse populations
5. Attends to important communications; listens attentively
6. Relates effectively to colleagues, faculty, supervisors,
and clients
7. Works well with others; collaborates effectively with others
on assignments/projects
8. Adapts effectively to the demands of a situation; is sufficiently
flexible to deal with change
9. Is open to supervision/feedback and responds to such
Appropriately
10. Shows a realistic awareness of personal strengths and
weaknesses and impact this has on professional functioning
and relationships with others
11. Appears to identify with the profession of school psychology;
conducts oneself as a professional; concerned with own
professional growth.
12. Overall skills in this area
35
1 2 3 4 5 ND
1 2 3 4 5 ND
1 2 3 4 5 ND
1 2 3 4 5 ND
1 2 3 4 5 ND
1 2 3 4 5 ND
1 2 3 4 5 ND
1 2 3 4 5 ND
1 2 3 4 5 ND
LSUS Specialist in School Psychology Program Student Handbook
36
APPENDIX H
Student Assessment
Core faculty members will review each student portfolio once per year. Below is a checklist of key indicators of
competency that will be reviewed at each interval.
Program Entry
Transcripts
• GPA (undergraduate) ≥ 2.50
• GRE ≥ 800 (Verbal 400, Quantitative 400)
• Pre-Requisite Courses Complete
• Letter of Intent
Pre-Practicum
Annual Student Review Letter
Student Group Membership/Activities
Community, State, Professional Volunteerism
Professional Memberships
PSYC 751 Case Report(s)
PSYC 752 Case Report(s)
PSYC 609 Legal and Ethical Presentation
Pre-Internship
PSYC 753 Oral Reading Fluency Case
PSYC 753 Positive Behavior Support Case
PSYC 754 Academic Intervention
PSYC 754 Counseling intervention
PSYC 754 Supervisor Evaluation
PSYC 760 Comprehensive Case Study
PSYC 695 Intervention Almanac Entry
PSYC 760 Intervention Almanac Entry
Annual Student Review Letter
Comprehensive Exam Feedback Letter
Provisional Certification Application/Certificate
PSYC 691 Case Report
Internship
PSYC 788/789 Internship Plan
PSYC 788/789 Academic Case Study
PSYC 788/789 Behavior Case Study
PSYC 788/789 Counseling Case Study
PSYC 788/789 Field Supervisor Evaluations
Program Completion
Portfolio Passed
Technology Checklist
Research Paper/Thesis
PRAXIS Exam Passing Scores
Date Included
LSUS Specialist in School Psychology Program Student Handbook
APPENDIX I
37
LSUS Specialist in School Psychology Program Student Handbook
38
APPENDIX J
Annual Student Review – Sample Letter
Dear Mark Jackson:
Recently, the school psychology program faculty met to discuss each student’s progress
in the areas of coursework and professional dispositions. This letter is intended to provide you
with a formal acknowledgment of your accomplishments and, if needed, to raise awareness of
any potential area in which progress has been unsatisfactory. A copy of this letter will be placed
in your department file for review during future advising sessions. If you have any questions at
this time, however, you are encouraged to contact me at your earliest convenience.
In the area of coursework, the committee judged your progress as meeting
expectations. Your performance in this area suggests that you are prepared to meet the
demands and challenges you will experience next year.
In the area of professional dispositions, the committee viewed your progress as not
meeting expectations. Specific areas of strengths and weaknesses were noted, and it is
important that you arrange a meeting with me to develop ambitious goals in this area.
Thank you for reviewing this letter. Each year the program (and the field) brings its own
unique set of experiences. With each new challenge, please remember that the school
psychology program and the entire department are committed to your professional growth.
Sincerely,
_____________________________
Kevin M. Jones, PhD
Director, LSU-Shreveport School Psychology Program
LSUS Specialist in School Psychology Program Student Handbook
39
APPENDIX K
PORTFOLIO EVALUATION RUBRIC
Candidates in the Specialist program are required to demonstrate their mastery of the basic practice
areas in School Psychology. They must document proficiency in at least 10 of the 11 competency areas
identified as program goals. The documentation will consist of samples of their work developed in
classroom assignments, practica, and internship. The exception is Domain 9 which only requires your
research project. These documents are selected by the candidate and should represent your best work.
Submissions will be evaluated as meeting standard, or below standard for a beginning psychologist.
Documentation should be arranged by domain. All documentation must be submitted by each candidate
in the final semester of your internship year.
NATIONAL ASSOCIATION OF SCHOOL PSYCHOLOGISTS
NATIONALLY CERTIFIED SCHOOL PSYCHOLOGIST (NCSP)
PORTFOLIO REVIEW FORM (Modified)
Reviewer:
Date of Review:
Name of Candidate:
__
Decision on Portfolio:
___
Approved
___
Needs Development
___
Not Approved
Standards Met:
Standards That Need Development:
Standards Not Met
LSUS Specialist in School Psychology Program Student Handbook
Domain
Descriptors
Domain 1:
Data-Based
DecisionMaking and
Accountability
Knowledge of varied models
and methods of assessment
that yield information useful in
identifying a student’s
strengths and needs, in
understanding problems, and
in measuring progress and
accomplishments.
Use of varied models and
methods as part of a
systematic process to collect
data and other information,
translate assessment results
into empirically-based
decisions about service
delivery, and evaluate the
outcomes of services.
Knowledge of behavioral,
mental health, collaborative,
and/or other consultation
models and methods and of
their application to particular
situations.
Evidence of effective
collaboration with others in
planning and decision-making
processes at the individual,
group, and systems levels.
Knowledge of human learning
processes, techniques to
assess these processes, and
direct and indirect services
applicable to the development
of cognitive and academic
skills.
Evidence of ability to:
Domain 2:
Consultation
and
Collaboration
Domain 3:
Effective
Instruction and
Development
of Cognitive /
Academic Skills
•
Develop appropriate
cognitive and academic
goals for students with
different abilities,
disabilities, strengths, and
needs.
Adequately
Addressed
Yes/No
40
Documented Evidence
LSUS Specialist in School Psychology Program Student Handbook
Domain 4:
Socialization
and
Development
of Life Skills
•
Implement interventions
(e.g. instructional
interventions and
consultation) to achieve
those goals.
•
Evaluate the effectiveness
of interventions.
Knowledge of human
developmental processes,
techniques to assess these
processes, and direct and
indirect services applicable to
the development of
behavioral, affective, adaptive,
and social skills.
Evidence of ability to:
•
Develop appropriate
behavioral, affective,
adaptive, and social goals
for students of varying
abilities, disabilities,
strengths, and needs.
•
Implement interventions
(e.g. consultation,
behavioral
assessment/intervention,
and counseling) to achieve
those goals
Evaluate the effectiveness
of interventions.
•
Domain 5:
Student
Diversity in
Development
and Learning
Knowledge of individual
differences, abilities, and
disabilities and knowledge of
the potential influence of
biological, social, cultural,
ethnic, experiential,
socioeconomic, genderrelated, and linguistic factors
in development and learning.
41
LSUS Specialist in School Psychology Program Student Handbook
Domain 6:
School and
Systems
Organization,
Policy
Development,
and Climate
Demonstrates sensitivity and
skills needed to work with
individuals of diverse
characteristics.
Evidence of ability to
implement strategies selected
and/or adapted based on
individual characteristics,
strengths, and needs.
Demonstrates knowledge of
general education, special
education, and other
educational and related
services
Demonstrates knowledge of
schools and other settings as
systems
Evidence of ability to work
with individuals and groups to
facilitate policies and practices
that create and maintain safe,
supportive, and effective
learning environments for
children and others.
Domain 7:
Prevention,
Crisis
Intervention,
and Mental
Health
Domain 8:
Home / School
/ Community
Collaboration
Demonstrates knowledge of
human development and
psychopathology and of
associated biological, cultural,
and social influences on
human behavior.
Demonstrates ability to
provide or contribute to
prevention and intervention
programs that promote the
mental health and physical
well-being of students.
Knowledge of family systems,
including family strengths and
influences on student
development, learning, and
behavior, and of methods to
involve families in education
and service delivery.
42
LSUS Specialist in School Psychology Program Student Handbook
Domain 9:
Research and
Program
Evaluation
Domain 10:
School
Psychology
Practice and
Development
Domain 11:
Information
Technology
Demonstrates applied ability
to work effectively with
families, educators, and others
in the community to promote
and provide comprehensive
services to children and
families.
Demonstrates knowledge of
research, statistics and
evaluation methods.
Demonstrates applied ability
to evaluate research, translate
research into practice, and
understand research design
and statistics in sufficient
depth to plan and conduct
investigations and program
evaluations for improvement
of services.
Knowledge of the history and
foundations of their
profession; of various service
models and methods; of public
policy development applicable
to services to children and
families; of ethical,
professional, and legal
standards.
Knowledge of information
sources and technology
relevant to their work.
Demonstrates applied ability
to access, evaluate, and utilize
information sources and
technology in ways that
safeguard or enhance the
quality of services.
43
LSUS Specialist in School Psychology Program Student Handbook
School Psychology Teaching Faculty
Kevin Jones, Ph.D.
Louisiana State University
Rebecca Nolan, Ph.D.
Texas A&M University
Michael Welch, S.S.P.
Louisiana State University – Shreveport
Katherine Wickstrom, Ph.D.
Louisiana State University
Additional Faculty on School Psychology Training Committee
Yong Dai, Ph.D.
Brigham Young University
Gary Jones, Ph.D. (Chair, Department of Psychology)
Bowling Green State University
Mary Margaret Lusk, Ph.D.
Mississippi State University
Meredith Nelson, Ph.D.
Director, Masters in Counseling Program
University of New Orleans
Barzanna White, Ph.D.
Lead School Psychologist, Caddo Parish School Board
University of Tennessee
Barbara Felsher, M.Ed.
Pupil Appraisal Director, Caddo Parish School Board
Patricia Stanley, Ph.D.
Retired, Licensed Psychologist
44