School Psychology Program

Transcription

1 College of Management and Human Service School of Education and Human Development School Psychology Program Doctor of Psychology in School Psychology (Psy.D.) Ψ Program Handbook 8 Bailey Hall 7 College Ave. Gorham, ME espy@maine.edu Rev: 5/2015 USM Psy.D. Program Handbook

2 TABLE OF CONTENTS CHAPTER TITLE PAGE I. Introduction II. Faculty 5 III. Philosophy and Aims of the School Psychology Program 7 IV. Program of Study 9 V. Practica in School Psychology 2 VI. Psy.D. Comprehensive Examination 27 VII. Internship 2 VIII. Dissertation 9 IX. Student Resources 44 Appendices (found online inside the TK20 system): A. Acknowledgment and Agreement to Abide by USM Psy.D. Program Handbook Policies C. Course Equivalency Review Request D. Dissertation Forms E. Exam Forms I. Internship Forms M. Matriculated Student Annual Report Forms P. Practicum Forms Rev: 5/2015 USM Psy.D. Program Handbook 2

3 I. INTRODUCTION This handbook has been prepared to assist students in the Psy.D. in School Psychology Program as they work toward degree completion. The handbook includes information regarding program mission, goals, objectives, philosophy, required courses, practica, internship, and student evaluation activities. It has been designed to give the student and the faculty advisor a better understanding of each other's roles. Students are advised that this handbook does not include all Department, School, and University policies. Students should consult the University of Southern Maine Graduate Catalog for other information. Students are reminded that consultation with their advisors is an essential component to individual program of study planning. All Psy.D. students are expected to read this Handbook in its entirety and sign Form A which verifies they have read, understood, and agree to comply with all USM School Psychology Program policies and program requirements. Students will be expected to meet the requirements in effect as of the Fall semester of their first year of matriculation in the Psy.D. program. Students must also create and use an account in the TK20 student data system where the forms referenced in this Handbook are housed. Comments about this handbook are encouraged so that these experiences can be more valuable to students, faculty and supporting agencies. Please send your comments directly to the Director of Training of the School Psychology Program. Mark W. Steege, Ph.D., NCSP, BCBA-D Director of Clinical Training Professor of Educational and School Psychology School of Education and Human Development 8 Bailey Hall University of Southern Maine Gorham, ME 0408 (207) rachelb@maine.edu Note: Program faculty reserve the right to change any of the terms of the handbook in any section at any time. Rev: 5/2015 USM Psy.D. Program Handbook

4 Program History The Psy.D. in School Psychology Program began in 2005 as an extension of a specialist level school psychology program. In 1989, the University of Southern Maine (USM) began a M.S. in School Psychology Program and this program has prepared most of the school psychologists in Maine. In the late 1990s superintendents, directors of special education and others interested in school-based psychological services urged USM to develop a doctoral training program to offer advanced training in school psychology. USM faculty developed the current doctoral program based on the needs of Maine and New England schools. It is a practice doctorate (Psy.D.) rather than a Ph.D. because it is designed to prepare practitioners who will work in schools and agencies within Maine and northern New England. Program Governance The Psy.D. Program is housed in the School of Education and Human Development which is part of the College of Management and Human Service. School Governance includes an Associate Dean and Department Chair. Each Program has a Program Coordinator and the Coordinators meet regularly to discuss Program, School, and College issues. All matters related to day to day operations of the School Psychology Program are handled by the Program faculty, also known as the School Psychology Committee (SPC).The SPC is the operating committee for the program, overseeing program policy, procedure, and curriculum. Its membership includes the faculty of the School Psychology Program as well as two student representatives. The student representatives may bring issues to the SPC and attend meetings where such issues are discussed. Any individual student can bring an issue to the SPC for discussion or consideration through the student representatives. Accreditation The Psy.D. Program is accredited by the Maine Department of Education. Graduate Credentials Graduates of the USM School Psychology Program will have completed the academic requirements for several credentials. The Program prepares graduates who can apply to become a certified School Psychologist-Doctoral awarded by the Maine Department of Education. In addition, graduates are eligible to apply to become a Nationally Certified School Psychologist and a licensed psychologist. Maine requires 1,500 hours of post-doctoral supervised work experience before licensure may occur. Students in the USM School Psychology Program also complete the coursework necessary to become a Board Certified Behavior Analyst (BCBA). Graduates who seek certification and/or licensure are responsible for completing all application requirements independent of any USM requirements. Rev: 5/2015 USM Psy.D. Program Handbook 4

5 II. FACULTY Rachel Brown, Ph.D., NCSP Rachel received her Ph.D. in School Psychology from the University of Massachusetts, Amherst in Prior to that, she worked for 10 years as a general and special education teacher in Massachusetts. Rachel s research focuses on intervention-linked assessments using curriculum-based measurement (CBM), problem-solving, and response-to-intervention (RTI) models. She has conducted several studies of silent reading fluency using CBM and is the author and/or editor of several books about effective school-based interventions. She is both certified and licensed as a psychologist. Mark W. Steege, Ph.D., NCSP, BCBA-D Mark earned his Educational Specialist (Ed.S.) degree in School Psychology from the University of Iowa in Mark worked as a school psychologist with the Grant Wood Area Education Agency in Cedar Rapids, Iowa for four years prior to earning his doctorate in school psychology from the University of Iowa in Mark completed his post-doctoral training as a pediatric psychologist within the Department of Pediatrics within the College of Medicine at the University of Iowa. He has written extensively on functional behavioral assessment, single-subject research methods, and use of empirically-based interventions for students with developmental and behavioral difficulties. He is certified and licensed as a psychologist and is a Board Certified Behavior Analyst-Doctoral. Rev: 5/2015 USM Psy.D. Program Handbook 5

6 III. PHILOSOPHY AND AIMS OF THE SCHOOL PSYCHOLOGY PROGRAM The University of Southern Maine (USM) doctoral program in school psychology follows a practitionerscientist model in seeking to accomplish its stated mission of preparing psychologists for applied professional practice in schools and other child and family-oriented settings. The philosophy, goals and objectives, and experiences serving this mission are discussed below. Science and Practice School psychologists are applied professional psychologists whose practice is tied to both content and process. That is, school psychologists access the theory and knowledge base of psychology and education in carrying out their professional functioning, while at the same time conducting their professional activities in the manner of a scientist. They recognize the bidirectional nature of science and practice, and the importance of tailoring the application of knowledge to important personal, systemic, and ecological-contextual features. They need to be creative in using their knowledge and compensating for gaps and weaknesses in theory and research in order to solve immediate and long range problems of children, families, and schools. In this sense, school psychologists are psychoeducational designers, performing a function within the dynamic relationship of psychological theory and practice similar to that performed by an architect-engineer in the relationship between physics and the behavior of matter in natural environments. School psychologists are psychoeducational designers who bridge the gap between psychological science and professional practice in the synergistic context of schools, children, families, communities, and cultures. Program Philosophy The USM School Psychology Program is based on three fundamental principles: 1. Data-based decision-making. This is the organizing theme that permeates the training of USM's graduates and defines a best practices approach to service delivery. Within this model, school psychology graduates utilize assessment methods and interventions that are empirically-based. This means that the assessments and interventions they use have been demonstrated to be reliable, valid, and accurate. Moreover, school psychology graduates use and endorse only those interventions that have been subjected to scientific analysis and have yielded socially meaningful outcomes. 2. Problem solving. School psychology graduates utilize a collaborative problem solving approach in offering a continuum of services that include assessment, interventions (e.g., consultation, social skills training, positive behavioral supports), and program evaluation. While norm-referenced diagnostic assessment may be a part of this process, an emphasis is placed on the use of criterionreferenced, curriculum-based, and functional behavior assessments to address academic, socialemotional, and behavioral issues of referred students. Rev: 5/2015 USM Psy.D. Program Handbook 6

7 . Stimulus-Organism-Response-Consequence (S-O-R-C) model of human behavior. SORC is a dynamic interaction model of human behavior. As noted by Nelson & Hayes (1985), Shapiro & Kratochwill (2000), and Steege & Watson (2009), human behavior is a complex interaction of external and internal variables. The primary purpose of assessment is to identify and accurately measure those variables that occasion, elicit, motivate, and reinforce behaviors that interfere with and/or contribute to a child's acquisition of academic, social, and behavioral skills. The results of assessments are used as the basis for designing individually tailored interventions that promote the development of socially meaningful behaviors. Mission of the Program Using the philosophical underpinnings stated above, USM's School Psychology Program seeks to prepare psychologists for applied professional practice in schools and other child and family-oriented settings. Graduates are problem-solving psychologists who embody practitioner-scientist methods to assist children in schools and other environments. Drawing on the knowledge base of psychology and education, we expect our graduates to apply that knowledge in a manner that takes into account the cultural, economic, socio-political, and multiple-systems contexts in which the problems of children and families occur. Recognizing the broad range of possible avenues to promote child-enhancing change, as well as the varied obstacles that exist, we seek to prepare graduates with an array of knowledge, personal characteristics, and professional skills to participate in traditional, alternative, or innovative practice environments. Specifically, graduates are expected to learn (a) the scope and content of school psychology practices, (b) data-based, problem-solving, and Stimulus-Organism-Response-Consequence (SORC) oriented procedures, and (c) practical strategies for implementing best practices in school psychology by using empirically validated assessment, intervention, and consultation methods. In this sense, we seek balance throughout the program so that graduates learn how to understand and use basic science and practical skills, research and practice, traditional and alternative approaches, assessment and intervention, direct and indirect intervention, and contrasting theoretical points of view. Broad competence coupled with interpersonal skills facilitates the functioning of our graduates as agents of positive change in the variety of systems and contexts in which they may eventually practice. Goals and Objectives Goal A: To produce professional psychologists with the personal qualities, interpersonal skills and awareness, and the ethical sensitivity predictive of success in a broad array of social, economic, and educational contexts. Objective A1: Students will develop an understanding of service delivery programs within a context respectful and appreciative of individual and cultural diversity. Objective A2: Students will demonstrate the personal characteristics and interpersonal skills that Rev: 5/2015 USM Psy.D. Program Handbook 7

8 affect the quality, social validity, and acceptability of the services they provide. Objective A: Students will learn and use clinical skills appropriate for the client populations they serve. To this end, students will be assigned to work with a diverse range of clients who represent various racial, linguistic, cultural, religious, sexual orientations, and other backgrounds. USM Psy.D. students should have no reasonable expectation of being exempted from having any particular category of potential clients/patients assigned to them for the duration of training. Goal B: To produce psychologists competent to access a broad range of theoretical, empirical, and practical approaches with sufficient depth to be effective, flexible practitioners. Objective B1: Students will develop proficiency in traditional and emerging approaches to the assessment and evaluation of children's academic, behavioral, and emotional problems. Objective B2: Students will develop proficiency in the design and development of programs to intervene both directly and indirectly with children's academic, behavioral, and emotional problems. Goal C: To produce professional psychologists competent in the conduct, comprehension, and application of research to professional practice. Objective C1: Students will acquire a foundation in the scientific knowledge base of psychology and education. Objective C2: Students will develop proficiency in the conduct, dissemination, and application of research related to professional practice. Rev: 5/2015 USM Psy.D. Program Handbook 8

9 IV. PROGRAM OF STUDY The doctoral program in school psychology at USM is sequential, cumulative, and graded in complexity. It culminates in a 1,500 clock hour internship. The degree program requires completion of 111 graduate credits. In addition, graduates must demonstrate proficiency with interpersonal skills and professional work habits. Students in the USM Psy.D. program are expected to earn grades of B or better in all classes. Any class in which a Psy.D. student earns less than a B must be taken again. Classes may not be taken more than twice. Procedures to support students in earning satisfactory grades and making progress in the Program are detailed at the end of this chapter in the section on student evaluation. USM school psychology students are expected to integrate and relate factual and theoretical information to professional practices in the following core content areas: 1. Biological aspects of behavior 2. Cognitive and affective aspects of behavior. Social aspects of behavior 4. History and systems of psychology 5. Psychological measurement 6. Research methodology 7. Techniques of data analysis 8. Individual differences in behavior 9. Human development 10. Dysfunctional behavior/psychopathology 11. Professional standards and ethics 12. Theories and methods of assessment and diagnosis 1. Effective interventions 14. Consultation and supervision 15. Evaluation of the efficacy of interventions USM school psychology students integrate learning from required courses with field experiences that are incorporated in their programs of study. Psy.D. students complete practica courses throughout the program of study; these experiences are described in Chapter V of this Handbook. The culminating experience of the Psy.D. program is completion of the 1,500 hour internship. During all phases of the School Psychology Program, Psy.D. students are expected to be aware of and adhere to the legal, ethical, and professional standards specified by the professional organizations and governing bodies associated with the practice of school psychology (e.g., American Psychological Association; National Association of School Psychologists). USM is committed to preparing psychologists who are able to work with children, adolescents, and families from many diverse backgrounds. Psy.D. students will be provided opportunities to work with as many different racial, linguistic, cultural, religious, sexual orientation, and other diversities as possible. USM Psy.D. students have no reasonable expectation of being exempted from having any particular category of potential clients/patients assigned to them for the duration of training. Advising Each Psy.D. student will be assigned a faculty advisor upon admission to the program. Students are Rev: 5/2015 USM Psy.D. Program Handbook 9

10 encouraged to maintain regular contact with their faculty advisor throughout their program of study, and students are expected to contact their advisors at least once per semester of enrollment in the Psy.D. program. In addition, students must submit annual reports of their progress by 1 May of each academic year. Students may request a change of advisor at any time. Such changes typically ensure that the student and advisor's research interests are aligned. Advisor changes require the approval of program faculty; all requests will be carefully reviewed and every effort will be made to accommodate student advisor requests. To request an advisor change, contact the Director of Clinical Training, who will forward the request to the faculty for consideration. Required Courses The required courses are shown in the Table 4.1. The course of study requirements are designed to meet APA guidelines for comprehensive training in school psychology. In cases where Program requirements have changed, Psy.D. students must follow the guidelines of the Program Handbook in effect for the first semester of their matriculation in the Psy.D program, or the new requirements, but must abide by one or the other in entirety. The majority of the classes are taught by full-time and part-time School Psychology Program faculty, however some classes are taught by faculty from other programs, including faculty in Counseling, Adult Education, Special Education, and Educational Administration. Program Sequence The Psy.D. program generally takes full-time students five years to complete. Students should note that many Psy.D. classes are offered every other year and that it is important to plan out schedules according to the semesters when certain courses are offered. The University reserves the right to change course schedules as needed to meet Program, School, College, and University circumstances. Each student s course schedule will vary, and it is essential that students consult with their advisors on a regular basis to develop and complete the program of study in a timely manner. Because the program of study is sequential, cumulative, and graded in complexity, it is essential that students take courses and complete field experiences in a specific order. Table 4.2 depicts the order in which students take classes. The courses are organized by curriculum area and level. There are a total of 15 curriculum areas; however, these have been grouped together in Table 4.2 to make it easier for students to select courses. The sequential nature of courses is identified by course levels. Each course fits into a specific level according to what other experiences a student must have before taking each class. The courses within each curriculum area must be taken in order by level. This means that all level 1 classes IN A CURRICULUM AREA must be taken before ANY level 2, courses in that same CURRICULUM AREA. However, students can take higher level courses in other curriculum areas while they finish taking remaining lower level courses in other areas. For example, students can take level 2 assessment classes as soon as they have completed HCE 605 even if they have not yet completed all the Foundations area courses. There are two exceptions to the level advancement. Students must have taken or concurrently be taking all prerequisite Rev: 5/2015 USM Psy.D. Program Handbook 10

11 Table 4. 1 Psy.D. Program of Study Skill Area Course Course Title Credits Biological aspects of behavior SPY 671 Physical Bases of Behavior Cognitive and affective aspects of Cognitive and Affective Bases of SPY 670 behavior Behavior Social aspects of behavior SPY 67 Social Foundations of Behavior History and systems of psychology SPY 709 History and Systems of Psychology Psychological measurement HCE 605 Psychological Measurement and Evaluation EDU 600 Education Research Methods and Tech. Research methodology SPY 751 Advanced Research Seminar SPY 759 Psy.D. Dissertation Techniques of data analysis SPY 697 Statistics I SPY 698 Statistics II Individual differences in behavior SPY 620 Intro to Multi-Tier Systems of Student Support for General & Special Ed SPY 679 Diversity in the Science and Practice of Psychology Human development HCE 668 Human Development Dysfunctional behavior/ psychopathology SPY 674 Psychopathology Nature and Needs of the Exceptional SED 540 Professional standards and ethics Learner SPY 609 Professional Ethics in Psychology SPY 672 Assessment of Academic Achievement Theories and methods of assessment SPY 675 Indirect Behavioral Assessment and diagnosis SPY 677 Cognitive Assessment SPY 604 Functional Behavioral Assessment HCE 620 Fundamentals of Counseling Theories SPY 606 Behavior Therapy SPY 601 Behavioral Principles of Learning SPY 605 Advanced Applied Behavior Analysis Effective interventions SPY 727 Advanced Academic Interventions SPY 729 Advanced Interventions for Individuals with Behavioral and/or Developmental Disabilities Consultation and supervision Evaluation of the efficacy of interventions Practica SPY 70 Advanced Behavior Therapy HCE 681 Clinical Supervision SPY 607 Consultation in School Psychology SPY 602 Clinical Research Methods SPY 69 School Psychology Practicum I SPY 694 School Psychology Practicum II Internship SPY 788 Pre-doctoral Internship 9 Electives Chosen from SEHD catalog 6 TOTAL PROGRAM CREDITS 111 courses in order to take the comprehensive exam. Students must have completed all prerequisite courses and have passed the comprehensive exam in order to enroll and complete the dissertation and/or internship. Rev: 5/2015 USM Psy.D. Program Handbook 11

12 Table 4.2 Required Course Sequence Level Foundations Assessment HCE 668 SED 540 SPY 601 SPY SPY 670 SPY 671 HCE 605 SPY 67 SPY 674 SPY 679 SPY 709 SPY SPY 672 SPY 675 SPY 677 Effective Interventions HCE 620 SPY 605 SPY 620 SPY 606 SPY 727 SPY 729 SPY 70 Research Consultation & Supervision Field Experiences EDU 600 SPY 602 SPY 69 SPY 697 SPY 698 HCE 681 SPY 607 SPY 694 SPY 751 SPY Other Electives Due to the small size of the USM Psy.D. Program most courses are offered only once per year and some classes are offered every other year. Students need to plan out their course of study in advance and be prepared to take classes when they are offered. The following courses are generally offered every other year. Even and odd are based on the actual year so an odd year fall class would be offered in the fall of 201, 2015, etc. Course When offered SPY 609 Even years, Fall SPY 670 Odd years, Fall SPY 674 Odd years, Spring SPY 675 Even years, Fall SPY 677 Even years, Spring SPY 679 Odd years, Spring SPY 697 Even years, Fall SPY 698 Odd years, Spring SPY 709 Odd years, Fall SPY 727 Even years, Spring SPY 729 Even years, Fall SPY 70 Odd years, Spring To help students plan their course of study, Tables show the recommended order of classes by semester. Table 4. shows the order of classes for students starting in an odd-number fall; Table 4.4 shows the order of classes for students starting in an even-number fall. All of the courses that are offered every other year are noted with an asterisk (*). Some Psy.D. students may have completed the USM Master of Science in Educational Psychology with a Concentration in Applied Behavior Analysis (MS- ABA). These students will have taken -6 credits of the Psy.D. Program already. For these students, Tables 4.5 and 4.6 show the sequence of remaining courses based on odd and even starting years. Rev: 5/2015 USM Psy.D. Program Handbook 12

13 Table 4. Starting in an odd-numbered fall Year Fall Credits Spring Credits Summer Credits Total Credits EDU 600 HCE 668 SPY 605 HCE SPY SPY 674* SPY 620 SPY 601 SPY SPY 602 SPY 609* SPY 67 SPY 69 HCE 620+ SPY 672 SPY 709* SPY 694 SPY 697* SPY 729* Elective SPY SPY 604 SPY 675* SPY 679* SPY 69 SPY 671 SPY 677* SPY 727* SPY 694 SPY 698* SPY 70* SPY 751 Elective Rev: 5/2015 USM Psy.D. Program Handbook Elective SED 540 HCE 681* SPY SPY 607** 99 Comprehensive Exam SPY SPY 788 SPY SPY 788 *Course offered in alternating years **Psy.D. students who start in an odd-numbered fall, and are seeking the M.S. along the way, may want take SPY 607 in the third summer to be able to earn the M.S. prior to applying for internship. +This course might not be offered every fall. Students should exchange an elective for HCE 620 if taught in another semester. Table 4.4 Starting in an even-numbered fall Year Fall Credits Spring Credits Summer Credits Total Credits EDU 600 HCE 668 SPY 605 HCE SPY 609* 25 SPY 679* SPY 620 SPY 601 SPY SPY 602 SPY 670* SPY 67 SPY 69 SPY 672 SPY 697* SPY 729* SPY 694 SPY 709* HCE 620+ Elective SPY SPY 671 SPY 604 SPY 674* SPY 69 SPY 675* SPY 698* SPY 70* SPY 694 SPY 677* SPY 727* SPY 751 Elective 1 1 Elective SED 540 SPY 606 SPY HCE 681* 99 Comprehensive Exam SPY SPY 788 SPY SPY 788 *Course offered in alternating years +This course might not be offered every fall. Students should exchange an elective for HCE 620 if taught in another semester. It is important to note that the above course schedule does not guarantee when courses will be offered. USM retains the right to change course schedules at any time for any reason.

14 Table 4.5 Starting in an odd-numbered fall after completing USM MS-ABA Year Fall Credits Spring Credits Summer Credits Total Credits HCE 668 HCE SPY 670* HCE 620+ HCE 605 SPY 672 SPY 677* SPY SPY 69 1 SPY SPY 609* SPY 697* SPY 729* SPY 694 SPY 674* SPY 709* SPY 694 Elective 1 1 SPY 675* SPY 679* SPY 698* SPY 70* SPY 674* SPY 727* SPY 751 SPY 694 Comprehensive Exam 1 1 Elective 45 HCE 681* 69 SPY SPY 788 SPY SPY 788 *Course offered in alternating years +This course might not be offered every spring. Students should exchange an elective for HCE 620 if taught in another semester. Table 4.6 Starting in an even-numbered fall after completing USM MS-ABA Year Fall Credits Spring Credits Summer Credits Total Credits HCE 668 HCE SPY 609* SPY 679* HCE 605 SPY 672 SPY 675* SPY SPY 69 1 SPY SPY 670* SPY 674* SPY 709* SPY 69 SPY 697* SPY 729* Elective SPY SPY 677* SPY 727* Elective SPY 69 SPY 698* SPY 70* SPY 751 SPY 694 Comprehensive Exam 1 1 HCE 681* 49 SPY SPY 788 SPY SPY 788 *Course offered in alternating years +This course might not be offered every fall. Students should exchange an elective for HCE 620 if taught in another semester. It is important to note that the above course schedule does not guarantee when courses will be offered. USM retains the right to change course schedules at any time for any reason. 69 Learning Outcomes School Psychology Program students must learn a great deal of knowledge and skills in order to be prepared for eventual practice. In order to summarize how the courses and field experiences work together to prepare graduates, Table 4.7 shows each learning area alongside the specific courses and learning outcomes from those courses. Rev: 5/2015 USM Psy.D. Program Handbook 14

15 Table 4.7 USM School Psychology Program Learning Outcomes by Area Learning Area Courses Learning Outcomes SPY Biological aspects of behavior 2. Cognitive and affective aspects of behavior SPY 69 SPY 694 SPY 788 SPY 670 SPY 69 SPY 694 SPY 788. Social aspects of behavior SPY History and systems of psychology SPY 69 SPY 694 SPY 788 SPY 709 SPY 69 SPY 694 SPY Psychological measurement HCE 605 SPY 694 SPY Research methodology EDU 600 SPY 751 SPY Techniques of data analysis SPY Individual differences in behavior SPY 698 SPY 751 SPY 759 SPY 620 SPY 679 SPY 69 SPY 694 SPY 788 Knowledge of basic anatomy and physiology as well as neurophysiology Use of knowledge about anatomy and physiology in the completion of practicum and internship activities Knowledge and skills about the cognitive and affective elements in human behavior and learning Use of knowledge about the cognitive and affective elements in human behavior and learning in the completion of practicum and internship activities, including the design and implementation of specific interventions for students Knowledge and skills related to basic social psychology and application of findings from research for the improvement of students social skills Use of knowledge about social psychology and social skills interventions in the completion of practicum and internship activities Knowledge and research activities pertaining to the history of psychology in general and the relationship between other branches of psychology and school psychology Identification and application of information from the history, systems, and ethics of general and school psychology in the practicum and internship Knowledge of the basic tenets of psychological and educational measurement, including test construction, reliability, validity, and culturally-sensitive assessment practices Use of diverse psychological measurement tools during practicum and internship Introduction to basic research methods commonly used in education settings Knowledge and skills for designing and evaluating psychological and educational research Design, implementation, analysis, and interpretation of an independent dissertation Knowledge and skills pertaining to basic inferential statistics methods, including measures of central tendency, comparing means, distribution analysis, and analysis of variance Knowledge and skills pertaining to advanced inferential statistics, including multiple analysis of variance, regression, and path analysis Knowledge and skills related to the relationship between research designs and interpretation Interpretation of data collected as part of an independent dissertation Knowledge of multi-tier student support systems that incorporate effective instructional methods for students with and without disabilities Knowledge and skills for working with students from diverse racial, linguistic, cultural, ethnical, religious, and ability backgrounds Application of knowledge concerning effective instructional methods that work with learners from diverse backgrounds as part of practicum and internship activities 9. Human development HRD 668 Knowledge about the stages, features, and typical sequence of human development across the lifespan Rev: 5/2015 USM Psy.D. Program Handbook 15

16 Table 4.7, cont'd. USM School Psychology Program Learning Outcomes by Area Learning Area Courses Learning Outcomes SPY Dysfunctional behavior/ Psychopathology 11. Professional standards and ethics 12. Theories and methods of assessment and diagnosis SPY 69 SPY 694 SPY 788 SED 540 SPY 609 SPY 69 SPY 694 SPY 788 SPY 672 SPY 675 SPY 677 SPY Effective interventions HCE Consultation and supervision 15. Evaluation of the efficacy of interventions SPY 606 SPY 601 SPY 605 SPY 727 SPY 729 SPY 70 SPY 694 SPY 788 HCE 681 SPY 607 SPY 694 SPY 788 SPY 602 SPY 694 SPY 788 Knowledge and skills concerning typical and atypical psychological development and use of specific nosologies for diagnosis and treatment (e.g., DSM-5; ICD-10) Application of knowledge about typical and atypical psychological development as part of practicum and internship activities Knowledge and practice with U.S. school policies related to general and special education, including special education eligibility rules and regulations Knowledge and skills related to the standards and ethics for school psychology practice Application of knowledge and skills in professional standards and ethical practices as part of practicum and internship activities Knowledge and skills about assessment of academic achievement using norm-referenced, functional, and curriculum-based methods Knowledge and skills related to the indirect assessment of student behavior, including use of rating scales, interviews, and other sources of information for formulating diagnoses Knowledge and skills about assessment of cognitive functioning, including selection of culturally-sensitive instruments, correct administration, scoring, and interpretation according to specific criteria for diagnosis of conditions (i.e., mental retardation) Knowledge and skills in conducting functional behavioral assessments for identifying variables interfering with school success Knowledge and practice with theories and empirical data concerning major psychological interventions Knowledge of the empirical basis for cognitive behavioral therapy methods Knowledge and skills related to basic learning mechanisms, including classic and operant conditioning, matching, chaining, and extinction Knowledge and skills related to applications of applied behavior analysis (ABA) in school settings, including environmental modifications, schedules of reinforcement, and functional relations Knowledge and skills in the selection, use, and evaluation of scientifically-based interventions for academic skills enhancement Knowledge and skills in the selection, use, and evaluation of scientifically-based interventions for improving the skills of students with behavioral and developmental disabilities Practice using cognitive behavioral therapy methods Use of effective interventions during practicum and internship activities Knowledge and skills for the supervision of mental health professionals in school settings Knowledge and skills for the use of a variety of consultation models of service delivery in schools Application of consultation and supervision skills during practicum and internship activities Knowledge and skills in the interpretation of data collected using single subject research methods to evaluate the efficacy of specific interventions Application of intervention efficacy knowledge and skills during practicum and internship activities Rev: 5/2015 USM Psy.D. Program Handbook 16

17 Transfer Credits The foundational curriculum plan requires completion of a minimum of 111 credit hours for a student entering the Program without graduate credit. USM guidelines stipulate that students who enter the Program with appropriate graduate credit from another institution may apply to transfer up to 45 semester credit hours into the Psy.D. Program. In cases in which 45 credit hours are approved for transfer, this would enable these students to complete the Program in 66 hours. Any students who wish to have coursework evaluated for transfer credit must complete the procedure outlined below for each course requested. Because not all graduate courses are equivalent or appropriate, and because even those that may have been equivalent or appropriate at one time may not be later, the USM School Psychology program has a process to evaluate courses for equivalency. This process is intended to help ensure that students have been (or will be) exposed to appropriate educational and training processes and activities, and that they possess (or will acquire) appropriate competencies. This process is known as the Course Equivalency Review (CER). For each graduate course the student wishes to have considered for transfer credit the student must: 1. have obtained a grade higher than a B-; 2. have completed the course in question no more than 6 years prior to beginning doctoral study in school psychology at USM. When students have developed initial competence in a professional practice area through coursework completed more than six years prior to entry into the program, and when students have continued to update their competency through professional experience (which may include, but not be limited to, relevant professional employment, supervision and continuing education) the Program may, at its discretion, consider coursework for waiver that was completed more than six years prior to entry into the Program.. Submit a Course Equivalency Review (CER) Request (Form C1) to the Director of Training. This request must include the following: a. a brief (2- sentence) rationale for why the course should be considered equivalent, b. a transcript (copy is acceptable) documenting the student s grade for the course in question and the semester it was taken, c. the prior graduate course number and name and the USM course number and the name of the USM course that the student wishes to be considered as equivalent, and d. the syllabus for the graduate course and relevant supporting documentation (list of required and suggested readings, reports, papers, tests, etc.). 4. The request will be reviewed by the Program Director and referred to the faculty designee who has expertise in the area of instruction. The Director or faculty designee may ask for additional information from the student, including an official transcript, or consult with the previous instructor or other sources. 5. The designee will then make a recommendation to the school psychology faculty and the faculty will vote to determine whether the course is considered equivalent. Rev: 5/2015 USM Psy.D. Program Handbook 17

18 6. The student will be informed about the faculty s decision by the Director. 7. The result of the request will be documented in the student s local program file. 8. For students seeking accompanying certification as BCBA, the applicable transfer course(s) must be transferred from a program that is approved by the Behavior Analyst Certification Board. Transferred credits will be noted on the student s USM transcript and counted toward the student s degree. Once approved, the program will notify the USM Registrar to enter the official transfer onto the student s record. Graduate students in APA-accredited doctoral-level school psychology programs at other universities may transfer into the program if they take their final 45 credits hours, or two years full time, plus the internship and dissertation requirement, in USM s School Psychology Program. M.S. in Educational Psychology with Concentration in Applied Behavior Analysis Psy.D. Program students are eligible to earn a Master of Science (M.S.) degree along the way to completing the Psy.D. This M.S. degree includes the following 12 courses: EDU 600 Research Methods and Techniques SED 540 Nature and Needs of Learners who are Exceptional SED 682 Special Education Law* SPY 601 Behavioral Principles of Learning SPY 602 Clinical Research Methods SPY 604 Functional Behavioral Assessment SPY 605 Applied Behavior Analysis SPY 606 Behavior Therapy SPY 607 Consultation in School Psychology SPY 608 Professional Ethics for Behavior Analysis* SPY 671 Physical Bases of Behavior SPY 67 Social Foundations of Behavior All but two of the M.S. courses are required of the Psy.D. Those Psy.D. students who want to earn the M.S. will need to take the two additional courses, SED 682 and SPY 608 as their electives or as additional courses. Psy.D. students do not have to apply to obtain the M.S. Those students who would like to earn the M.S. "along the way" must complete an online application for graduation (see Chapter IX) and submit it to the registrar's office. This application can be submitted during the final semester of taking the M.S. course requirements. Obtaining the M.S. "along the way" to the Psy.D. can bring certain benefits including eligibility for certain internships that require attainment of a master's degree. Rev: 5/2015 USM Psy.D. Program Handbook 18

19 M.S. in Educational Psychology with Concentration in School Psychology If a Psy.D. student is unable to complete all program requirements for the Psy.D., the student may be eligible for the M.S. in Educational Psychology with Concentration in School Psychology degree. Psy.D. students seeking to earn the M.S. instead of the Psy.D. in school psychology may apply to transfer into the M.S. program by completing the following steps: 1. complete an application for the M.S. program that includes the same GRE scores, transcript(s), and letters of recommendation submitted for the Psy.D.; 2. submit a letter with the M.S. application requesting admission to the M.S. that summarizes the reasons why the student wishes to obtain the M.S. instead of the Psy.D. as the terminal degree;. pay a $25.00 re-application fee with the M.S. application; and 4. provide the above information to the Office of Graduate Admissions no later than December 1 of the year preceding the requested transfer. Students are advised that transferring into the M.S. in Educational Psychology with Concentration in School Psychology degree is a permanent decision and they cannot later transfer back into the Psy.D. Program. Decisions about transfer will be made on a case-by-case basis. Evaluation of Student and Candidate Progress The USM Psy.D. in School Psychology Program measures the progress of its students in many ways throughout the course of program completion. Table 4.8 summarizes the assessment system used to measure student progress. Degree students go through six distinct stages in the program: 1) Application, 2) Coursework and Practica, ) Comprehensive Exam, 4) Internship, 5) Dissertation, and 6) Graduation. Stage designations are approximations of identifiable levels of the program that can be used to differentiate students, but these do not correspond to academic years. At each stage, there are specific assessment activities that demonstrate whether a student is making satisfactory progress. In order to keep track of student progress toward the degree, USM uses the TK20 student data system. Use of this data system is required of all Psy.D. students and requires payment of a one-time fee prior to the start of the program courses. Information about how to use the TK20 system is available online at the TK20 website and from the USM Office of Educator Preparation. Applicants. Psy.D. Program applicants are evaluated on a number of criteria indicative of their capacity to engage in graduate level training in psychology. These indicators include prior grades, exam scores, writing samples, references, and an on-campus interview. Applicants are compared with each other as well as with prior applicants. There are minimum criteria for prior grades and exam scores. Applicants must have an undergraduate GPA of at least 2.75 (or prior graduate GPA of.25) and a combined Verbal and Quantitative GRE score of 00 to be considered for admission. In addition, they must submit three letters of reference and two essays related to the philosophy and goals of the Psy.D. Program. Successful applicants are those who meet the academic and professional requirements. Rev: 5/2015 USM Psy.D. Program Handbook 19

20 Table 4.8 Psy.D. in School Psychology Assessment System STAGE * PROGRESS INDICATOR(S) DECISION(S) MADE 1. Applicant 1. Application for admission including: 1. Strength of individual applicants GRE scores of at least 00 compared with skills levels of past GPA(s) for past degree(s) students who have been successful in Three references the program and whether the applicant Essays about school psychology has the interpersonal qualities and skills Pre-Admission interview needed in the field of school psychology 2. Admission into the program 2. Applicant possesses the knowledge, skills, and dispositions needed for 2. Coursework and Practica. Comprehensive Exam 1. Satisfactory completion of all coursework (must receive B or better in all classes) 2. Satisfactory completion of 00 hours of Practicum 1 under the supervision of a credentialed school psychology practitioner, as indicated by monthly and summative practicum evaluations and grade of Pass in SPY 69. Satisfactory completion of 00 hour Practicum 2 under the supervision of a credentialed school psychology practitioner as indicated by monthly and summative practicum evaluations and grade of Pass in SPY Annual student report of progress in which the student summarizes all progress made during that year of the program of study 5. Completion of all pre-internship courses 1. Satisfactory completion of comprehensive exam covering all 15 domains of knowledge and practice 4. Internship 1. Satisfactory ratings on monthly and summative evaluation of intern progress by site and university-based supervisors 2. Satisfactory (Pass) grade in SPY 788 (Pre-doctoral Internship in School Psychology) 5. Psy.D. Dissertation 1. Satisfactory completion of Psy.D. dissertation following IRB-based protection of human subjects and using problem-solving methods for school psychology practice 6. Graduate 1. Online exit survey which includes items measuring graduate s satisfaction with the overall program of study training in school psychology 1. Whether student has the knowledge and skills necessary to complete more advanced coursework in school psychology 2. The level of student integration of the knowledge, skills, and concepts covered in each year of study. Whether student has the disposition and aptitude for school-based interactions with students, teachers, and others 4. Determination that student has accumulated additional knowledge, skills, and dispositions in the field of school psychology and is ready to complete more advanced work in school psychology 5. Eligibility for enrollment in internship course and completion of 1,500 hour internship in school psychology 1. The level of student integration of the knowledge, skills, and concepts covered in the completed coursework and whether the student is ready to be an intern; Student becomes candidate for degree 1. Eligibility for continuation in internship activities 2. Eligibility for Psy.D. in School Psychology (pending dissertation completion) 1. Eligibility for Psy.D. in School Psychology 1. Extent to which program of study is meeting the needs of immediate consumers by preparing them for careers in school psychology Rev: 5/2015 USM Psy.D. Program Handbook 20

21 Coursework and Practica. Students must demonstrate ongoing progress and mastery of learning goals in all courses and practica. Specifically, students must have grades of B or better in all Program classes. In addition, they must have satisfactory Practica ratings. Practicum expectations are detailed in Chapter V and practicum performance is evaluated with Forms P1-P5 on TK20. Comprehensive Exam. All Psy.D. students must take and pass a comprehensive examination covering all the learning areas. A detailed description of this exam is given in Chapter VI. Once a student has passed the exam, s/he is promoted to degree candidacy. Internship. Psy.D. students must complete a 1,500 hour internship under the supervision of one or more licensed psychologists. A detailed description of the internship is found in Chapter VII. Dissertation. Like all doctoral students, Psy.D. students must complete a dissertation. A detailed description of the steps required for the dissertation is found in Chapter VIII. Graduate. Once a candidate has completed the Program and earned the Psy.D. degree, s/he is asked to complete an online exit evaluation. This evaluation includes items indicating the extent to which the graduate was satisfied with the Psy.D. Program. These data are used to make Program changes and improvements. Annual Reports A key feature of the Program Assessment System is the Matriculated Student Annual Report (Form M1). This report is due by 1 May each year of enrollment until graduation. Students complete their M1 forms through the TK20 online system. Form M1 includes a self-assessment of learning for the year. In addition to Form M1, students must submit an unofficial transcript of all courses taken and complete a form evaluating their work during the year covered by the report. Program faculty review the annual reports to verify that students are making satisfactory progress; students will receive a letter from their advisors indicating whether the student remains in good standing or whether an improvement action plan is needed. The annual reports are reviewed in relation to a number of indicators of student progress. The faculty review each student s academic, professional, and social-emotional progress. If one or more areas are of concern, the faculty develop a written action plan for the student. If a student demonstrates significant difficulties with program requirements and expectations during the academic year, program faculty will meet with the student to explore solutions. School psychology practitioners need to be mature, disciplined and emotionally healthy individuals. If a student s physical or mental health problems interfere significantly with that student s program success, an action plan will be written. If a student s difficulties cannot be resolved via an action plan, the student might be counseled or required to withdraw from the program. Any student who fails to complete an annual report or whose program progress is of concern will be Rev: 5/2015 USM Psy.D. Program Handbook 21