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This Course Is An Orientation To The School Psychology Specialization And The Standards Developed For The Field By The National Association Of School Psychologists (nasp). Learners Review Clinical Training, Certification, And Licensure Requirements Information; Ethics And Professional Standards, Including The Nasp Practice Domains; The Specialization’s Course And Residency Requirements. Learners Also Assess Their School Psychology Skills, Identify Networking Opportunities, And Begin To Develop A Professional Portfolio.

This course is an introduction to the general area of mental measurement. Learners examine measuring devices used in the fields of intelligence, interests, personality, and special aptitudes; study techniques for correctly interpreting test scores such as percentiles, standard errors of measurement, validity and reliability indices, and standard scores; and identify professional standards of test development and use. The course includes an analysis of the psychometric procedures used to develop and validate educational and psychological instruments and presents appropriate applications for each type of methodology. MS School Psychology learners must take this course during their second quarter, immediately following PSY5004.

This course focuses on applying parametric statistical procedures to psychological research and the strengths and limitations of conducting quantitative studies. Learners examine sampling issues, experimental design, and concerns of internal validity and study tests of difference between and among groups, and correlations. This course may involve the use of software in the analysis of data sets provided by the instructor. Prerequisite(s): PhD and MS Industrial/Organizational Psychology and MS Leadership Coaching Psychology learners must have completed PSY7610.

This course provides learners with the tools needed to critically read and evaluate research. Learners explore and develop research design skills, and gain an understanding of the scientific methods of inquiry and the ethical considerations of research. This course prepares learners to critically analyze and apply research methodologies, validity, reliability, and other components of scientific research. Prerequisite(s): PhD and MS Industrial/Organizational Psychology and MS Leadership Coaching Psychology learners must have completed PSY7620.

This course focuses on the study of children and adolescents from infancy through adolescence. Learners apply in-depth knowledge of the physical, cognitive, and psychosocial development of this age group to school-related functioning. Learners examine all major stages of life from prenatal to adolescence, focusing on development as the progressive reorganization of psychological functioning. These developmental factors are examined within the context of a child’s home, school, culture, and community. Learners integrate cognitive, emotional, and social processes within these developmental stages.

This course is a study of the theoretical, philosophical, historical, and biological concepts, tools of inquiry, and models of human thought and emotion. Topics include cognitive science and neuroscience, attention and consciousness, perception, memory, linguistics and language development, reasoning, problem solving, decision making, intelligence, and creativity.

This course is an examination of substantive and theoretical issues concerning the cultural differences of individuals and groups and their influence on the practice of professional psychology. Learners explore the role of culture-specific programming, the needs and values of cultural subgroups, and approaches to providing psychological services to culturally diverse populations. Learners also critically analyze the interactions of multiple dimensions of diversity to better understand the ways in which individual differences contribute to professional psychological practice.

This course provides an overview of the functional behavioral assessment process. Learners study ways of working collaboratively with other school personnel to design strategies to help students who exhibit challenging behaviors become more successful in school. Learners also gain a working knowledge of positive behavior support/behavior education programs and school-wide prevention and intervention programs. Prerequisite(s): PSY7610

In this course, learners develop the skills needed to correctly administer, score, and interpret norm-referenced intelligence tests (verbal and non-verbal) while simultaneously considering various diagnostic issues present within multiculturally diverse school populations and reflecting the established standards of educational and psychological testing. Learners examine measurement and measurement tools, including instruments used to assess cognitive function and intelligence; synthesize norm-referenced assessments with observational assessments to develop recommendations for research-supported interventions; and create audience-appropriate psychological reports. For MS School Psychology learners only. Test kits are required and are available for rental at psytestkits@capella.edu. Prerequisite(s): PSY7610. Cannot be fulfilled by transfer.

In This Course, Learners Further Develop The Skills Needed To Correctly Administer, Score, And Interpret Norm-referenced Intelligence Tests (verbal And Non-verbal), Achievement Tests, And Adaptive Functioning While Simultaneously Considering Various Diagnostic Issues Present Within Multiculturally Diverse School Populations And Reflecting The Established Standards Of Educational And Psychological Testing. Learners Examine Measurement And Measurement Tools, Including Instruments Used To Assess Cognitive Function And Intelligence, Achievement, And Adaptive Functioning; Synthesize Norm-referenced Assessments With Observational Assessments To Develop Recommendations For Research-supported Interventions; And Create Audience-appropriate Psychological Reports. For Ms School Psychology Learners Only. Test Kits Are Required And Are Available For Rental At Psytestkits@capella.edu. Prerequisite(s): Psy8233, Psy-r6581. Cannot Be Fulfilled By Transfer.

This course is an examination of the history and practice of school psychology and its current and evolving trends. Learners review the roles and functions of school psychologists, employment contexts, and professional evaluation and accountability. Learners also explore the practice of school psychology from an international perspective and examine the laws and regulations guiding the future of the profession.

In this course, learners examine approaches for effective consultation and collaboration within the school setting and develop an understanding of assessment outcomes and intervention implementation. Learners review and interpret results of assessments and formulate effective ways to communicate with teachers, school administrators, parents, and other support service providers.

In this course, learners apply professional codes of conduct to the practice of school psychology. Learners study federal laws governing school psychology practice and examine legal and ethical considerations of psycho-educational assessments, school-related interventions, and testing. Course topics include privacy, confidentiality, informed consent, duty to inform, and record keeping.

Learners in the MS School Psychology specialization enroll in this final capstone course after all requirements have been met for the master’s degree. Learners are expected to demonstrate mastery of knowledge, scholarship, and research proficiencies as identified by the National Association of School Psychologists (NASP) practice domains