M.S.ED. in School Psychology

Courses

CSP 633 Developmental Psychology

This course is intended to review the different stages of human development from birth to age 21. It includes a review of different perceptions and conceptions of development and an exploration of the historical evolution of such perspectives. The emotional, cognitive, social and physical challenges that children face as they grow older will bereviewed. Major developmental theories and research findings will be presented such as Neo- Piagetian theory, racialidentity development theory, developmental theories based on LGBT issues, immigration issues and second languageissues. Theorists such as Bronfenbrenner, Kohlberg, Gardner, and Erickson will also be reviewed.

Three credits. Credits: 3 Annually

CSP 650 Developmental Psychopathology

The major mood disorders in children and adolescents will be reviewed, with a specific focus on anxiety, depression and bipolar conditions. There will be an emphasis on specific school related problems, such as social withdrawal, school phobia, eating disorders, social adjustment and peer problems, and suicide. Attention will also be given to reviewing other interfering behaviors such as selective mutism, suicidal ideation, and gang violence. Consideration will be given to cultural and social factors in making diagnoses and developing therapeutic interventions. The role ofthe school psychologist will be explored as well as assessment issues inherent in diagnosing psychopathology.

TARGETED FIELDWORK REQUIREMENT:

Students are expected to administer the following instruments: Conners Comprehensive Behavior Rating Scales, Reynolds Child Manifest Anxiety Scale, the Reynolds Child Depression Inventory, Reynolds Suicide Scale, Beck Youth Inventories, and Piers-Harris Self-Concept Scale, Symptom Checklist-90-R (SCL-90-R) as well as otherassessment methods. After these scales are administered, students will be required to incorporate theories and research findings from reading and will be expected to set socio-emotional goals, and develop sample treatment plans.40 hours.

Credits: 3 Annually

CSP 651 Educational Neuropsychology

This course will provide an examination of neural anatomy and brain functions that are most important in theacquisition of reading, writing and math skills. Mechanisms such as attention, executive functions, and working memory will be explored, and their neurological brain bases will be discussed. Developmental neuropsychologicalresearch will be examined for principles that can enhance psychoeducational assessment and remedial practices. The neural bases of bilingualism and second language acquisition will also be discussed. Neurological disorders will be discussed in relationship to modifications in educational placement, classification and practice.

The pre-requisite of CSP 721A is required. Credits: 3

Annually

CSP 655 Applied Behavior Analysis I: Principles and Procedures

This course will provide an in-depth analysis of the principles upon which applied behavior analysis is based, as well as an introduction to procedures that can be used to improve social and academic behaviors in all children.  Students will review single subject design as well as other issues necessary to document interventions.  Emphasis is placed on the application of the principles to environmental, functional and ecological analyses of behavior in a responsible ethical manner. TARGETED FIELDWORK REQUIREMENT: Students are expected to observe in schools and develop behavior intervention plans to improve specific social or academic behaviors in a classroom. A certified school psychologist will supervise students.  30 hours.

Credits: 3

Annually

CSP 702 Diagnosis of the Learning Problems of Students

This course will review the diagnostic and learning issues of students with learning disabilities, such as dyslexia, math and writing disabilities, nonverbal disabilities, attention deficit and executive function difficulties.  Profiles, assessment batteries, differential diagnoses, and specific measures that facilitate the diagnosis of such disabilities will be reviewed.  Research findings along with theoretical and etiological issues will be discussed TARGETED FIELDWORK REQUIREMENT: Students are expected to administer various assessments such as (but not limited to): Ravens Progressive Matrices, S-TOPP, Stroop, BRIEF, Achenbach, Conners to help in ruling out conditions described within the course description to children in school settings.  Supervision by a school psychologist is required.   The results of these assessments will be used to write social, emotional and academic goals. 40 hours.

The pre-requisite of CSP 651 is required.

Credits: 3

Annually

CSP 703 Parent Consultation and Intervention in Multicultural Settings

This course will focus on the shifts that have occurred in child therapy, and how these changes can inform and affect consultation work with parents in a variety of multicultural settings.  Topics such as developmental and attachment theory, the interactional nature of personality development and a relational understanding of emotional problems will be emphasized to highlight how interactions between parent and child become prototypes for later relational experiences. The premise of parent-focused treatment rests on an understanding of the regulatory processes and attachment between parent and child; through parent consultation, the parent-child relationship is reconfigured to mitigate issues in child development.  Three credits.

Credits: 3

CSP 704 Research and Measurement In Education and Psychology

This course will provide a presentation of basic statistical and measurement concepts such as central tendency, variability, correlation and factor analysis used to interpret test scores and understand test construction. Concepts of validity, reliability and the use of derived scores are presented through an analysis of the assessments used in school psychology as well as research used to inform school psychology.   Major statistical and measurement concepts will be applied in order to understand how research problems are systematically investigated using experimental quasi-experimental and qualitative designs. Surveys and qualitative research are also discussed.

Credits: 3

Annually

CSP 714 Academic Consultation in Multicultural School Settings

This course will review instructional issues inherent in school systems necessary to facilitate changes on the individual, team and programmatic level. Emphasis is on reviewing instructional and learning theory as well as exploring the role of school psychologists in assisting teachers and staff to develop and monitor curriculum.  Emphasis will be placed on assisting and training staff and parents to implement evidence-based curricula as well as understanding the context and cultural background of different students. Parent training programs will be reviewed and discussed and methods of crisis intervention will be elaborated upon, as well as how issues of diversity may warrant that interventions be tailored to particular backgrounds. Consultation projects will be completed in which trainees assess student strengths and weaknesses, develop interventions collaboratively with staff, and train staff to implement these interventions, monitor these interventions and assess overall effectiveness. TARGETED FIELDWORK REQUIREMENT: Students will be required to go into schools and consult with teachers and/or administrators regarding children with academic difficulties.  A certified school psychologist will supervise students. 40 hours.

The pre-requisite of CSP 655 is required.

Credits: 3

Annually

CSP 721B Cognitive Assessment II

A continuation of 721A. Students learn how to assess the cognitive functioning of children by administering, scoring and interpreting measures of cognitive ability as well as academic functioning used by school psychologists Integration of findings with educational and other evaluation results is examined so that individual education plans can be developed. Students are required to administer tests, write assessment reports, and make case presentations. Additional laboratory hours are required.

The pre-requisite of CSP 721A is required.

Credits: 3

Annually

CSP 722A Personality Assessment I

This course aims to teach students how to administer, score and interpret the Rorschach test, through the use of the Exner Comprehensive Scoring System.  The history of projective tests along with their strengths and shortcomings will be reviewed.  Cultural, ethnic and language considerations will be discussed as related to the administration and interpretation of the test. Additional laboratory hours are required.

The pre-requisite of CSP 721A is required.

Credits: 3

Annually

CSP 722B Personality Assessment II

This course is a continuation of 722A.  It aims to teach students how to administer, score and interpret thematic apperceptive, figure drawing and sentence completion tests.  Throughout the course students will be practicing report writing and will develop the ability to integrate information from the various personality assessments, including the Rorschach.  Quantitative and qualitative interpretations will be reviewed. Additional laboratory hours are required.

The pre-requisite of CSP 722A is required.

Credits: 3

Annually

CSP 781A Internship School Psychology I -General

Students complete a 1200 hour internship throughout the academic year in a University-approved setting under the dual guidance of an on-site staff psychologist and a University-based clinical supervisor. At least half of the hours should be in a school setting. Participation in the intake and screening process, individual evaluations, interdisciplinary staff conferences, parent conferences and professional meetings is required. Students evaluate children, write reports, andpractice short-term counseling and consultation under the supervision of the on-site psychologist. Students also attend weekly meetings with the University clinical supervisor in which professional and ethical issues related to the practice of school psychology in multicultural settings are discussed. Students must apply for the internship in the semester before registration.

The pre-requisites of CSP 721A, 721B, 722A, 722B and a total of 48 credits completed are required. Credits: 3

Every Fall

CSP 781B Internship School Psychology I -Bilingual Extension

Students complete a 1200 hour internship throughout the academic year in a University-approved setting under the dual guidance of an on-site staff psychologist and a University-based clinical supervisor. At least half of the hours should be in a school setting. Participation in the intake and screening process, individual evaluations, interdisciplinary staff conferences, parent conferences and professional meetings is required. Students evaluate children, write reports, and practice short-term counseling and consultation under the supervision of the on-site psychologist. Students also attend weekly meetings with the University clinical supervisor in which professional and ethical issues related to the practice of school psychology in multicultural settings are discussed. Students must apply for the internship in the semester before registration.  Students must be placed in a setting where bilingual and multicultural populations are in place and must receive supervision from a bilingual field-based supervisor.

The pre-requisites of CSP 721A, 721B, 722A, 722B and a total of 48 credits completed are required. Credits: 3

Every Fall

CSP 781C Internship School Psychology I - Early Childhood

Students complete a 1200 hour internship throughout the academic year in a University-approved setting under the dual guidance of an on-site staff psychologist and a University-based clinical supervisor. At least half of the hours should be in a school setting. Participation in the intake and screening process, individual evaluations, interdisciplinary staff conferences, parent conferences and professional meetings is required. Students evaluate children, write reports, and practice short-term counseling and consultation under the supervision of the on-site psychologist. Students also attend weekly meetings with the University clinical supervisor in which professional and ethical issues related to the practice of school psychology in multicultural settings are discussed. Students must apply for the internship in the semester before registration.  Students must be placed in a setting where early childhood populations are in place and must receive supervision from a field-based supervisor with expertise in early childhood assessment.

The pre-requisites of CSP 721A, 721B, 722A, 722B and a total of 48 credits completed are required Credits: 3

Every Fall

CSP 782A Internship School Psychology II -General

This course is a continuation of CSP 781A. Students complete a 1200 hour internship throughout the academic year in a University-approved setting under the dual guidance of an on-site staff psychologist and a University-based clinical supervisor. At least half of the hours should be in a school setting. Participation in the intake and screening process, individual evaluations, interdisciplinary staff conferences, parent conferences and professional meetings is required. Students evaluate children, write reports, and practice short-term counseling and consultation under the supervision of the on-site psychologist. Students also attend weekly meetings with the University clinical supervisor in which professional and ethical issues related to the practice of school psychology in multicultural settings are discussed. Students must apply for the internship in the semester before registration.

The pre-requisite of CSP 781A is required.

Credits: 3

Every Spring

CSP 782B Internship School Psycholgy II -Bilingual Extension

This course is a continuation of CSP 781B. Students complete a 1200 hour internship throughout the academic year in a University-approved setting under the dual guidance of an on-site staff psychologist and a University-based clinical supervisor. At least half of the hours should be in a school setting. Participation in the intake and screening process, individual evaluations, interdisciplinary staff conferences, parent conferences and professional meetings is required. Students evaluate children, write reports, and practice short-term counseling and consultation under the supervision of the on-site psychologist. Students also attend weekly meetings with the University clinical supervisor in which professional and ethical issues related to the practice of school psychology in multicultural settings are discussed. Students must apply for the internship in the semester before registration.  Students must be placed in a setting where bilingual and multicultural populations are in place and must receive supervision from a field-based supervisor with a bilingual certificate.

The pre-requisite of HDL 781B is required.

Credits: 3

Every Spring

CSP 782C Internship School Psychology II - Early Childhood

This course is a continuation of CSP 781C Students will complete a 1200 hour internship throughout the academic year in a University-approved setting under the dual guidance of an on-site staff psychologist and a University-based clinical supervisor. At least half of the hours should be in a school setting. Participation in the intake and screening process, individual evaluations, interdisciplinary staff conferences, parent conferences and professional meetings is required. Students evaluate children, write reports, and practice short-term counseling and consultation under the supervision of the on-site psychologist. Students also attend weekly meetings with the University clinical supervisor in which professional and ethical issues related to the practice of school psychology in multicultural settings are discussed. Students must apply for the internship in the semester before registration.  Students must be placed in a setting where early childhood populations are in place and must receive supervision from a field-based supervisor with expertise in early childhood assessment.

The pre-requisite of CSP 781C is required.

Credits: 3

Every Spring

CSP 825 Behavior Analytic Practice
This course will review how licensed behavior analysts should develop and maintain records in their practice with clients with Autism, Autism Spectrum Disorders (ASD) and Related Disorders. This course will cover the meaning of these records and the various parts of the record that must be maintained for each client, as well as corollary materials.  Federal and state laws and regulations that affect records and their maintenance will be addressed, including the Family Education Rights and Privacy Act (FERPA), the Health Insurance Portability and Accountability Act (HIPAA); New York State laws, rules and regulations pertaining to licensed behavior analysis; New York State law in relation to HIPP, Section 18 of the Public Health Law and patient access to records in New York State.  Finally, the course will review the regulations of state agencies that determine the types of records that need to be kept as well as how they must be kept, such as those of the Office for People with Developmental Disabilities (OPWDD), the Department of Health (re: early intervention), the Office of Children and Family Services (OCFS), the Office of Mental Health (OMH), and the State Education Department (SED).
The pre-requisite of CSP 655 is required.
Credits: 3
Annually