COU 535 Multicultural Counseling COU 531 Theories of Counseling Or COU 522 Family Counseling EPS 545 Individual Intelligence Testing EPS 560 Learning & Cognitive Development SPE 562 Instructional Strategies EPS 561 Social Basis of Behavior EPS 550 Research Methods EPS 585 Advanced Human Growth & Development EPS 502 Applied Behavior Analysis Year 2 (30 hours) Fall (12 hours) Spring (9 hours) Summer (9 hours) EPS 555 Practicum in School Psychology PSY 504/550 Biopsychology Or EPS 580 Human Neuroscience Or EPS 575 Human Neuroscience (as a temporary prefix) PSY 517 Professional & Ethical Issues Or COU 523 Legal & Ethical Issues EPS 589 Thesis Research (This class can be taken after 2 full semesters with a GPA of 3.5) EPS 565 School Psychology AED 501 Introduction to Educational Leadership EPS 590 Thesis Writing (This class can be taken only after completing EPS 589 and maintaining a GPA of 3.5) EPS 544 Achievement/ Psychoeducational Assessment EPS 563 Individual Case Consultation SPE 567 Educating Exceptional Children Year 3 (6 hours) Fall (3 hours) Spring (3 hours) EPS 595A Internship EPS 595B Internship Recommended School Psychology Course Sequence II (Spring Admission) Year 1 (30 hours) Below is the order in which courses were taken when students were allowed to begin course work in the Spring. Currently, students are only admitted during the Fall. 1st Semester 2nd Semester Student Begins Program Here 3rd Semester
Written/Oral Comprehensive Scoring Guide Domain 3 Target 2 Acceptable 1 Unacceptable 0 NA Score 2.1 Data-Based Decision Making and Accountability Answer demonstrates a clear and precise understanding that school psychologists must be able to use assessment strategies to gather information and define current problem areas. Response addresses the need for assessing strengths, and needs for individuals, groups, and systems. Answer provides at least one component or details suggesting that school psychologists must be able to use assessment strategies to gather information and define current problem areas, strengths, and needs for individuals, groups, and systems. Answer shows an insufficient understanding that school psychologists must be able to use assessment strategies to gather information and define current problem areas. Candidate’s oral defense provided no evidence to support knowledge in this domain. 2.2 Consultation and Collaboration: Answer shows that school psychologists must have the ability to listen well, participate in discussions, convey information, and work together at an individual, group, and systems level. This answer entails at least one element indicating that school psychologists must have the ability to listen well, participate in discussions, convey information, and work together at an individual, group, and systems level. Response does not include sufficient details in area. Candidate’s oral defense provided no evidence to support knowledge in this domain. 2.3 Effective Instruction and Development of Cognitive/ Academic Skills Candidate demonstrates an appreciation for the fact that school psychologists are able to develop challenging but achievable cognitive and academic goals for all students, provide information about ways in which students can achieve these goals, and monitor student progress toward these goals. Candidate’s response has at least one of the features regarding the need to provide challenging but achievable cognitive and academic goals for all students, provide information about ways in which students can achieve these goals, and monitor student progress toward these goals. Candidate written response did not show familiarity with or appreciation for school psychologists being able to develop challenging but achievable cognitive and academic goals for all students. Other related elements are missing from the candidate’s written response to this item. 2.4 Socialization and Development of Life Skills Candidate’s response demonstrates a clear understanding that school psychologists must be able to develop challenging but achievable , Candidate’s response demonstrates at least two of the features regarding the need to develop challenging but achievable , affective, or adaptive goals for Candidate’s written response in this area was insufficient in the identification and description of the critical features regarding this
affective, or adaptive goals for all students, provide information about ways in which students can achieve these goals, and monitor student progress toward these goals. all students, provide information about ways in which students can achieve these goals, and monitor student progress toward these goals. domain. Candidate’s oral defense provided no evidence to support knowledge in this domain. 2.5 Student Diversity in Development and Learning Response establishes that the student has a strong appreciation for the fact that school psychologists must be aware of, appreciate, and work with individuals and groups with a variety of strengths and needs from a variety of racial, cultural, ethnic, and linguistic backgrounds. Response contains details regarding the fact that school psychologists must be aware of, appreciate, and work with individuals and groups with a variety of strengths and needs from a variety of racial, cultural, ethnic, and linguistic backgrounds. Candidate’s written response was insufficient in the identification and description of the critical features regarding this domain. Candidate’s oral presentation was likewise inadequate with regard to diversity issues. 2.6 School and Systems Organization, Policy Development, and Climate Response shows that as a school psychologist, the candidate must have the ability to understand the school as a system and work with individuals and groups to facilitate structure and policies that create and maintain schools as safe, caring, and inviting places for members of the community. Response contains at least one important fact showing that psychologists must have the ability to understand the school as a system and work with individuals and groups to facilitate structure and policies that create and maintain schools as safe, caring, and inviting places for community issues. Candidate’s written response was insufficient in the identification and description of the critical features regarding this domain. Candidate’s oral defense did not show an appreciation for or knowledge of organizational policy in the school. 2.7 Prevention, Crisis Intervention, and Mental Health Response shows that school psychologists must have knowledge of child development and psychopathology in order to develop and implement prevention and intervention programs for students with a wide range of needs and disorders. Response contains at least one illustration showing the importance of knowledge components of child development and psychopathology sufficient to develop and implement prevention and intervention programs. Candidate’s written response was insufficient in the identification and description of the critical features regarding this domain. Candidate’s oral defense provided no evidence to support knowledge in this domain.
2.8 Home/School Community Collaboration Answer demonstrates an appreciation for the fact that school psychologists have knowledge of family influences that affect student wellness, learning, and achievement, and must be able to form partnerships between parents, educators, and the community. Answer provides at least one of the ways in which an appreciation for the fact that school psychologists have knowledge of family influences that affect student wellness, learning, and achievement, and must be able to form partnerships between parents, educators, and the community. Candidate’s response was insufficient in the identification and description of the critical features regarding this domain. Elements of the candidate’s oral defense did not provide evidence of knowledge in this domain. 2.9 Research and Program Evaluation Answer demonstrates a clear understanding of issues regarding the evaluation of research, translating research into practice, and understanding research design and statistics in sufficient depth to plan and conduct investigations and program evaluations for improvement of services. Response captures at least one primary strategy regarding the evaluation of research, translating research into practice, or a clear understanding of research design and statistics. Candidate’s response is insufficient with regard to the essential features of research, experimental design, and program evaluation. Candidate’s oral performance was likewise inadequate with regard to demonstrating research skills. 2.10 School Psychology Practice and Development The candidate demonstrates understanding that school psychologists must take responsibility for developing as professionals and practice in ways which meet all appropriate ethical, professional, and legal standards to enhance the quality of services and protect the rights of all parties. The candidate’s response provides at least one form by which school psychologists must take responsibility for developing as professionals and practice in ways which meet all appropriate ethical, professional, and legal standards. Candidate’s response is insufficient with regard to professional practice. Candidate’s oral defense was inadequate with regard appreciating these standards. Candidate’s oral defense provided no evidence to support knowledge in this domain. 2.11 Information Technology Response indicates clear understanding and enthusiasm for being familiar with and being able to evaluate the appropriateness of various technologies that impact the practice of their profession. Response provides at least two systems that show familiarity with technologies that impact the practice of their profession. Candidate’s response was insufficient in the identification and description of the critical features regarding this domain. Candidate’s oral defense was likewise inadequate with regard to demonstrating technological skills.
Scoring Procedure: Two thesis committee members independently score the candidate’s essay questions. One committee member is designated as “primary scorer” and another member as “secondary scorer.” A reliability coefficient is obtained by calculating the number of cells in which both committee members provide matching scores for each essay response. This value is divided by the total number of cells in the scoring guide and multiplied by one hundred to obtain the overall percentage of agreement between the two committee members. Σ = Thesis Content Oral Defense Scoring Guide Category 3 Target 2 Acceptable 1 Unacceptable 0 NA Score Coherence The presentation is very coherent and exhibits no fragmentation. It contains an abundance of evidence of continuity throughout. The presentation is coherent and not fragmented. It contains adequate evidence of continuity throughout. The presentation is not coherent; it is fragmented. It does not contain evidence of continuity throughout. Thesis Development The thesis development to the final conclusion is very similar to research process in that the candidate has a very clearly identified thesis and that the final conclusions relate and develop that thesis very well. The thesis development to the final conclusion is similar to research process in that the candidate has a clearly identified thesis and that the final conclusions relate and develop that thesis adequately. The thesis development to the final conclusion is not similar to research process in that the candidate does not have a very clearly identified thesis and in that the final conclusions do not relate and develop that thesis. Supporting Themes or Patterns The verbal presentation exhibits a very well developed thesis with excellent evidence of supporting theme patterns. The verbal presentation exhibits a developed thesis with adequate evidence of supporting theme patterns. The verbal presentation does not exhibit a developed thesis with supporting theme patterns. Professional The formal presentation is extremely The formal presentation is adequately professional in relation The formal presentation is unprofessional in
Aspects of Presentation professional in relation to the use of a technological format. to the use of notes. relation to the use of notes and visuals or technological oriented format. Use of Vocabulary and Scholarly References The presentation exhibits a very well developed vocabulary and very effective scholarly references. The presentation exhibits adequately developed vocabulary and adequate scholarly references. The presentation exhibits neither a well developed vocabulary nor effective scholarly references. Applications of Concepts in Context The candidate demonstrates an excellent application of scholarly concepts to personal, academic, and professional life in an outstanding manner. The candidate demonstrates an adequate application of scholarly concepts to personal, academic, and professional life in an outstanding manner. The candidate does not demonstrate an application of scholarly concepts to personal, academic, and professional life. Influences of Program on Life The presentation shows how school & psychology studies have made a difference in the candidate’s life in an outstanding manner. This growth may be the result of applying concepts in a personal, academic, and professional context. It may also include the new patterns that are emerging as a consequence of the candidate’s studies. The presentation adequately shows how school & psychology studies have made a difference in the candidate’s life. This growth may be the result of applying concepts in a personal, academic, and professional context. It may also include the new patterns that are emerging as a consequence of the candidate’s studies. The presentation does not show how school & psychology studies have made a difference in the candidate’s life. There is no evidence of growth as the result of applying concepts in a personal, academic, and professional context. There also is no growth involving the emergence of new patterns as a consequence of the candidate’s studies. References to Global Concepts Related to Model The candidate refers to more global concepts and relates them to a practice in an outstanding manner. The candidate adequately refers to more global concepts, relating them to a scientist-practitioner practice. The candidate does not refer to more global concepts and does not relate them to a scholar-scientist practice. Σ =
listen well, participate in discussions, convey information, and work together at an individual, group, and systems level. listen well, and to some extent, to participate in discussions, convey information, and work at individual, groups, and systems levels. Domain 2 Continued: Development of collaborative interventions *Scores of 2 & 1 from NCSP case study rubric Intervention(s) is collaboratively developed in an excellent manner as evidenced by a thorough discussion in written reports of intervention(s) based on individual, group, and systems input, as well as by an excellent knowledge of interventions based on direct observations and case practice. Intervention(s) is developed collaboratively Intervention(s) is not developed collaboratively Domain 2 Continued: Use of multiple data sources *NCSP case study rubric There are multiple sources of data that converge on each proposed hypothesis 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 Domain 3 Effective Instruction and Development of Cognitive/ Academic Skills: Observations of this candidate’s practice as well as his/her written reports Candidate exhibits exceptional knowledge of human learning processes, assessment techniques, and direct and indirect services applicable to the development of cognitive and academic skills. Candidate’s report and practice contain important features regarding the need to provide challenging but achievable cognitive and academic goals for all students; they provide information about ways in which students can achieve these goals, and methods to monitor student progress toward these goals. Candidate’s written reports and practice do not show familiarity with or appreciation for school psychologists being able to develop challenging but achievable cognitive and academic goals for all students. Other related elements are missing from the candidate’s written reports and practice. Observations of the candidate’s practice support this conclusion. Domain 3 Continued: Achievable cognitive and academic goals Candidate is able to develop challenging but achievable cognitive and academic goals for all students; provide information about ways in 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
Policy Development, and Climate: Observations of this candidate’s practice as well as his/her written reports reflect with individuals and groups to facilitate structure and policies that create and maintain schools as safe, caring, and inviting places for members of the community. Candidate exhibited knowledge of general education, special education, and other educational and related services work with individuals and groups in order to facilitate structure and policies that create and maintain schools as safe, caring, and inviting places for community members. Candidate’s practice does not demonstrate sufficient knowledge of organizational policy in the school. Domain 6 Continued: Description of assessment methods Candidate communicates theoretical and practical issues to non-psychologists clearly and effectively. Candidate adequately communicates theoretical and practical issues to Candidate is unable to adequately convey technical matters to non-psychologists Domain 6 Continued: Resource management *Scores of 2 & 1 from NCSP case study rubric Logistics of setting, time, resources, and personnel are included in the intervention plan in an exceptional manner as evidenced by the collaborative facilitation of structure and policies to create safe, caring, and inviting places for members of the learning community in the most efficient and effective manner within the least restrictive environments. 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. Domain 6 Continued: Consideration of unintended side effects *Scores of 2 & 1 from NCSP case study rubric Intervention selection considers unintended outcomes or limitations in a very thorough manner in relation to the creation of safe, caring, and inviting places for members of the learning community. Intervention selection considers unintended outcomes or limitations. Intervention selection does not consider unintended outcomes or limitations. Domain 6 Continued: Social Validity Scale Employed Satisfaction survey shows treatment outcomes are very well accepted by public school administrators and support staff. Survey is crafted to specific needs and interest of the school and community. Satisfaction survey shows treatment outcomes are fairly well accepted by public school administrators and support staff. No social scale is employed or a scale is employed that indicates the public school is not satisfied with the intervention outcomes Domain 7 Prevention, Crisis Candidate helps “develop and implement” interventions that promote Candidate is able to “contribute to” interventions that promote child Observation of the candidate’s practice, as well as his/her reports, are insufficient with
Appendix K Internship Scoring Guide Several of the rubric definitions below were adapted from the following sources: NASP Case Study scoring guide: These are identified within the scoring guide as *NCSP case study rubric The Johns Hopkins University School of Medicine and Kennedy Krieger Institute Father Flanagan’s Girls’ and Boys’ Home Outpatient Pediatrics and Family Services, University of Nebraska Medical School NASP Domains 3 Target 2 Acceptable 1 Unacceptable # Domain 1 Data-Based Decision-Making and Accountability: Observations of this intern’s practice as well as his/her written reports Intern’s reports, assessment strategies, and interventions, suggest that she/he has exceptional knowledge of varied models of assessment yielding information identifying strengths and needs, understanding problems, and measuring progress and accomplishments. Intern employed systematic processes to collect data and other information, translate assessment results into decisions about service delivery, and evaluate the outcomes of services. These are reflected in illustrations and graphs of assessments, treatment, and follow-up observations. Intern’s reports, assessment strategies, and interventions provided important components or details requiring a knowledge of varied models of assessment yielding information identifying strengths and needs, understanding problems, and measuring progress and accomplishments Intern provided sufficient data-based illustrations and graphs of assessments and outcomes. Intern’s reports and practice showed an insufficient understanding that school psychologists must be able to use assessment strategies gather information and define current problem areas. Intern’s reports and practice provided little evidence to support knowledge in this area. Intern did not provide sufficient data-based illustrations and graphs of assessments. Domain 1 Continued: Monitoring plan Includes systematic and detailed plan for follow-up observations. These are reflected in illustrations and graphs of follow-up observations. Inclusive plan for follow-up observations included No plan included
was three years of age and which resulted in his removal from daycare. (Related details omitted) Interviews with Principal and Classroom Teacher During an interview with the school psychology intern, the principal expressed concerns regarding Larry’s problem behaviors and their effects on his own learning and the learning of others, as well as on the classroom teacher. The principal indicated that although many interventions had been tried, none seemed to work. (Other interviews are not included here.) Operational Definitions of Student’s Problem/Off-Task Behavior During the interview with the teacher, an operational definition of Larry’s problem behaviors described as “socially inappropriate/off-task” were established. These behaviors included the following: shouting, name-calling, spitting, throwing objects in the classroom, walking around the classroom, and disrupting nearby students. The abbreviated term “off-task” is used throughout this abbreviated report. Functional Behavior Assessment The following conditions were used during the FBA data gathering phase (combined FBA and baseline observations) in order to find conditions that were most likely to evoke and maintain off-task/problem behavior: academic escape, peer attention, teacher attention, transitions periods, self-initiated, and provocation. Table 1 shows a list of FBA conditions hypothesized to interact with the probability of Larry engaging in a wide range of “off-task” behavior in the classroom. Condition Antecedent Consequence Academic Escape Academic activities are presented Student behavior is mostly ignored; when behavior interferes with peers, such as hitting peers or spitting on peers, teacher stops and talks to Larry and uses punishment procedures. Peer Attention Peers ignore student Peers give student attention which is often to ask Larry to stop bothering them; students tell teacher about Larry’s behavior and the teacher then gives Larry attention Teacher Attention Teacher ignores student Teacher ignores student or pays attention and punishes if behavior is severe Provocation Peers ignore student Peers give attention to Larry and ask him to stop and report situation to teacher Table 1: Contingencies in the classroom The combined FBA and baseline observations are shown in Figure 2. Note that this figure provides a superimposed line above the cumulative percentage of “off-task” behavior such the reader can identify the cumulative level of problem behavior per session in conjunction with the conditions in which these behaviors were emitted. For example, the second baseline data-point is located at 75%. The bars below this data-point indicate this data-point is a function of