yllabus ourse nformation: PY 5388/5389: chool Psychology nternship F 2015 nstructor nformation:.. Barké, Ph.D. ffice Hours: hursday 2:00-4:00 pm, or by appointment (f2f or virtual appts) Phone: 903-565-5875 mail (preferred): cbarke@uttyler.edu ontact: he number above is office phone number. f am unable to answer, will return your call promptly if you leave a message. My preferred means of communication is e-mail. will respond to emails within 24 hours. f it is UG, then please type UG 5388 in the ubject line. will not respond to email between 8 pm and 9 am any night, nor on weekends between Fridays at 5 pm and 9 am on Monday, unless marked UG. nstructional pecialist: Mrs. ynthia hadwick-mathis, M.., P mail: cynmathis@live.com Phone: Virtual ffice Hours: ourse atalog Description: minimum of 600-clock hours p e r s e m e s t e r of supervised experiences in an appropriate setting. xperiences include assessment, intervention, behavior management, and consultation for children representing a range of ages, populations, and needs. he internships must meet the criteria for a school psychology internship established by the exas tate Board of xaminers of Psychologists. tudent earning utcomes: By the end of this course, the students should demonstrate knowledge and competency in the following areas:. PF P. D D D V F HD, FM, D H. YM V V V. FUD F H PYHG V DVY U QUM: he exas tate Board of xaminers of Psychologists (BP) establishes the criteria for licensing of psychologists in the state of exas. he following is a summary of the P internship criteria: 1) 1,200 hour internship, of which 600 must be in a public school. 2) upervised by a qualified supervisor (i.e., an P with a minimum of three years of experience providing psychological services in the public schools). licensed psychologist must supervise any internship or experience obtained outside of a public school. 3) nternships may not involve more than two sites (a school district is considered one site). 4) nternships may be obtained in not less than one or more than two academic years (n academic year is ugust to May). 1
5) pplicants must be designated w h i l e o n - s i t e as interns (i.e., wear an D badge and/or be referred to as a chool Psychology ntern). 6) Direct, systematic supervision must involve a minimum of one face-to-face contact hour-per week or two consecutive face-to-face hours once every two weeks with the intern. P guidelines require 2 hours per week supervision which is our training standard). 7) he internship must include direct intern application of assessment, intervention, behavior management, and consultation, for children representing a range of ages, populations, and needs. Minimum equirements ctivity umber to be onducted valuation (conducting all phases-including reports) D (including 2 initial evaluations or for a behavioral problem) 2 D (may include DD/DHD/ for an academic problem) 2 FB 2 MD 2 M 1 PDD/autistic 1 arly childhood (any diagnosis) 1 Participation in MDs and/or Ds 7 ntervention (conducting-including P and Progress otes) ounseling groups (any) 2 ndividual counseling cases 2 risis intervention 1 onsultation (conducting): Pre-referral consultation-assistance team involvement 3 eacher consultations 3 Parent consultations 3 BMPs/BPs 3 raining: onducting your own PowerPoint in-service training (research/present a topic) 1 ttendance at training program/in-service 3 upervision: wo hours/week (one alone with primary supervisor) 8) Portfolio: ubmit a portfolio of your work to the University Program oordinator During the final semester of internship, interns are required to submit a portfolio of their work no later than the Friday immediately preceding he University of exas at yler s pring Break. he portfolio should be very well organized and include evidence that the student has successfully completed required internship activities and demonstrated knowledge and skills in the P Domains of ompetency (see below). he material should be submitted in a white 3 ring binder, labeled chool Psychology Program Portfolio, with the intern s name and 2
internship years on the cover and on the title page. he size of the binder should be appropriate to the amount of contents. he portfolio should be divided into 10 sections with tabs between each section. ach of the 10 sections should be labeled. ach section should contain the document, product, or description of activity specified below (approval signatures should be on all official documents, although the client s name should be blacked-out to protect confidentiality). he portfolios will be evaluated by the school psychology faculty to determine how well the intern meets competency to function at an entry-level job in school psychology upon graduation. f there are areas where the intern has not demonstrated competency, the faculty will meet with the intern and remedial work will be required. riteria used to evaluate the portfolio products appear below. he 10 sections of the portfolio should document the intern s own work and be placed in the following order: 1. D report - a copy of a signed D assessment report and documentation of participation in the D involving programmatic decisions. t a minimum this section should give evidence of the intern s competency in P domains 2.1, 2.4, 2.7, and 2.10. 2. D report - a copy of a signed learning/cognitive diagnostic report and documentation of participation in the D involving programmatic decisions. t a minimum this section should give evidence of the intern s competency in P domains 2.1, 2.3, and 2.10. 3. FB and BP - a copy of (a) a functional behavior analysis and (b) a behavioral intervention plan or behavior P and update (progress report). t a minimum this section should give evidence of the intern s competency in P domains 2.1, 2.3, 2.4, 2.6, 2.7, and 2.10. 4. MD report - a copy of a MD report and documentation of participation in the MD D involving programmatic discipline and intervention decisions. t a minimum this section should give evidence of the intern s competency in P domains 2.1, 2.6, 2.7, and 2.10. 5. ounseling and risis ntervention (a) a copy of a counseling record (or progress notes) and/or P with progress report (update), and (b) crisis intervention report. t a minimum this section should give evidence of the intern s competency in P domains 2.4, 2.7, and 2.10. 6. Pre-referral onsultation/tudent ssistance eam nvolvement a report/minutes/form/ description of the intern s involvement and collaboration in activities designed to offer student intervention prior to referral for testing. t minimum this section should give evidence of the intern s competency in P domains 2.1, 2.2, 2.3, 2.4, 2.6, and 2.8. 7. eacher/parent onsultation reports (a) a description of a parent consultation (such as a meeting with the parent to provide information, make recommendations, review progress, or develop interventions) is 3
required. t minimum this section should give evidence of the intern s competency in P domains 2.1, 2.2, 2.3, 2.4, 2.6, 2.8, and 2.9. 8. n-ervice and esearch (a) an outline of the intern s in-service is required. t minimum this section should give evidence of the intern s competency in P domains 2.9 and 2.11. he intern may provide the participants with evaluation forms in order to include a summary of how the intern s presentation was evaluated by the participants. 9. Diversity experience a statement/description of diversity experience. t minimum this section should give evidence of the intern s competency in P domain 2.5. 10. Professional exam documentation of P exam score. nterns must maintain contact with the instructor by email and engage in group discussions through BlackBoard.com (more information will be provided once the semester begins). valuation of the nternship he instructor/instructional specialist will make on-site visits as needed to lend support to the intern and the field site supervisor and to monitor quality. he interns are expected to bring their up-to-date logs and list of accomplished minimum requirements to the evaluation visits. he intern is evaluated on his or her ability relative to knowledge and skills in each of the 11 P Domains listed above and six professional work characteristics/dispositions (i.e., demonstrates professional responsibility, fosters collegiality, embraces diversity, demonstrates commitment to learning, maintains professional and personal integrity, and responds appropriately to supervision). form to evaluate the intern's performance is provided to the intern and field site supervisor. vidence is required for the rating assigned. he form is to be completed by the field site supervisor during the course of the semester, and discussed with the university oordinator in the presence of the intern during the end-of-semester visits, when possible. hree-way phone conferences may be used to accommodate for students whose internships are a distance from the university. GDG : hese internships are graded on a redit/o-redit basis based on the ratings of thefield-based clinical supervisor and the university oordinator. P Domains 2.1. Data-Based Decision-Making and ccountability: Has knowledge of varied models and methods of assessment that yield information useful in identifying strengths and needs, in understanding problems, and in measuring progress and accomplishments; uses such models and methods as part of a systematic process to collect data and other information, translate assessment results into empirically-based decisions about service delivery, and evaluate the outcomes of services. 2.2. onsultation and ollaboration: Has knowledge of behavioral, mental health, collaborative, and/or other consultation models and methods and of their application to particular situations; collaborates effectively with others in planning and decision-making processes at the individual, group, and system levels. 4
2.3. ffective nstruction and Development of ognitive/cademic kills: Has knowledge of human learning processes, techniques to assess these processes, and direct and indirect services applicable to the development of cognitive and academic skills; in collaboration with others, develops appropriate cognitive and academic goals for students with different abilities, disabilities, strengths, and needs; implements interventions to achieve those goals; and evaluates the effectiveness of interventions (such as instructional interventions, consultation). 2.4. ocialization and Development of ife kills: Has knowledge of human developmental processes, techniques to assess these processes, and direct and indirect services applicable to the development of behavioral, affective, adaptive, and social skills; in collaboration with others, develops appropriate behavioral, affective, adaptive, and social goals for students of varying abilities, disabilities, strengths, and needs; implements interventions to achieve those goals; and evaluates the effectiveness of interventions, including, consultation, behavioral assessment/intervention, and counseling. 2.5. tudent Diversity in Development and earning: Has knowledge of individual differences, abilities, and disabilities and of the potential influence of biological, social, cultural, ethnic, experiential, socioeconomic, genderrelated, and linguistic factors in development and learning; demonstrates the sensitivity and skills needed to work with individuals of diverse characteristics and to implement strategies selected and/or adapted based on individual characteristics, strengths, and needs. 2.6. chool and ystems rganization, Policy Development, and limate: Has knowledge of general education, special education, and other educational and related services; understands schools and other settings as systems; works with individuals and groups to facilitate policies and practices that create and maintain safe, supportive, and effective learning environments for children and others. 2.7. Prevention, risis ntervention, and Mental Health: Has knowledge of human development and psychopathology and of associated biological, cultural, and social influences on human behavior; provides or contributes to prevention and intervention programs that promote the mental health and physical wellbeing of students. 2.8. Home/chool/ommunity ollaboration: Has knowledge of family systems, including family strengths and influences on student development, learning, and behavior, and of methods to involve families in education and service delivery; works effectively with families, educators, and others in the community to promote and provide comprehensive services to children and families. 2.9. esearch and Program valuation: Has knowledge of research, statistics, and evaluation methods; evaluates research, translates research into practice, and understands research design and statistics in sufficient depth to plan and conduct investigations and program evaluations for improvement of services. 2.10. chool Psychology Practice and Development: Has knowledge of the history and foundations of his/her profession, of various service models and methods, of public policy development applicable to services to children and families, and of ethical, professional, and legal standards; practices in ways that are consistent with applicable standards, is involved in his/her profession, and has the knowledge and skills needed to acquire career-long professional development. 2.11. nformation echnology: Has knowledge of information sources and technology relevant to his/her work; accesses, evaluates, and utilizes information sources and technology in ways that safeguard or enhance the quality of services. 5
Vision he ollege of ducation and Psychology is nationally recognized and respected for its academic programs and opportunities. t is a center of academic excellence, scholarly inquiry, and public service. he ollege prepares leaders to meet the critical challenges of the 21st entury through productive contributions to local and global communities and toward individual and cultural equity. Mission he mission of the ollege of ducation and Psychology is to provide a positive environment that fosters the acquisition of knowledge and skills. he mission is individually and collectively realized through a community of scholars that contributes to knowledge through scholarly inquiry; organizes knowledge for application, understanding and communication; and provides leadership and service. We affirm and promote global perspectives that value individual and cultural diversity to enhance learning, service, and scholarship. 6
ntern s ame chool Psychology nternship ctivities-minimum equirements ssessment (conducting all phases-including reports & participate in 7 Ds) ategory nitials thnicity/ esting Date eport Date D Date D (initial) D D D FB FB MD MD M PDD/utism arly hildhood 7
ntervention (conducting-including P and Progress otes) ategory nitials tart nd opic ounseling Group ounseling Group ndividual ase ndividual ase risis ntervention ntern s name 8
chool Psychology nternship ctivities-minimum equirements (cont d) onsultation ategory chool/ocation nitials/opic Date Pre-referral onsult Pre-referral onsult Pre-referral onsult eacher onsultation eacher onsultation eacher onsultation Parent onsultation Parent onsultation Parent onsultation BP BP BP onducting n-service raining ttendance raining ttendance raining ttendance 9
ther Ds where both attended and participated Date Purpose nitials otal Ds participated in: 10
og of tudent haracteristics [ode: Gender: M=male, F=female; thnicity: =sian, B=Black, =aucasian, H=Hispanic : =ow ; M=Medium, H=High ] nitials Gender thnicity Grade chool ligibility ervice Provided xample: J M H 9 HPH D ounseling 11
12
13 chool Psychology nternship og Week of ntern s name VY (P # F HU) DY G D U G G P U G P W G D U B H V P F D P F V U P V PF: HU F WK UMUV HU upervisor's verifying signature
14 D F HP VY (P # F HU) G D U G G P U G P W G D U B H V V P F D P F V U P V H U M U V otal Hours ntern s ignature upervisor s Verifying ignature Date
riteria for valuating Portfolio Products tudent: emester/year: 1=not well developed or not present; 2=present, but partially developed; 3=adequately developed; 4=well-developed. Half-points are assigned for each competency if check is on line between whole intervals. hese scores are then added to determine overall level of competency for each product. D eport: otal core= 2.1 1. valuation meets 5 components of best practices: eview of records (e.g., previous evals, previous interventions, educ and acad history, etc.), bservations (e.g., across settings, time sampling procedures, etc.), nterviews (e.g., parent, teacher, student, private service providers), tandardized ating cales (parent, teacher, caregiver), tandardized elf-eport measures (if applicable based on age) 2.1 2. eport identifies the student s strengths, factors which impact behavior, and identifies the student s needs 2.1,2.4 3. eport provides research-based recommendations (based on strengths and needs identified) for direct interventions (counseling, social skills, etc.), instruction, accommodations/modifications 4. eport is clearly and professionally written 1 2 3 4 2.1,2.4, 2.7 5. eport identifies and explains disability/no disability shows data-based diagnostic decision-making based on knowledge of psychopathology and typical development 2.10 6. eport identifies and explains disability/no disability shows knowledge of D criteria and applicable laws for eligibility determination 2.4 7. eport leads to the development of behavioral, affective and social goals as applicable to the case (if eligible, leads to P). 2.4 8. valuation includes a behavioral assessment (identifies behaviors interfering with educational performance). 15
D eport: otal core= 1 2 3 4 2.1,2.3 1. valuation includes norm-referenced cognitive and academic achievement measures (follow-up measures used if nonunitary clusters or if inconsistency in performance) 2. valuation includes criterion-referenced and/or curriculum-based measures (or review of such data if administered in t process) 3. valuation includes interviews, observations, and review of records (e.g., cumulative, attendance, grades, etc.) 2.1,2.3 4. eport identifies the student s learning competencies, factors which impact achievement (challenges to the learning process), and identifies the student s needs 2.1,2.3 5. eport provides research-based recommendations for academics (e.g., reading, math, writing) based on strengths and needs identified 6. he t process and results of interventions are documented (prior ier 1 and ier 2, and if available, ier 3 interventions discussed) 7. eport is clearly and professionally written 2.1,2.3, 2.10 8. eport identifies and explains disability/no disability shows data-based diagnostic decision-making based on patterns of cognitive processing and academic deficits 2.1,2.10 9. eport identifies and explains disability/no disability shows knowledge of D criteria and applicable state laws for eligibility determination 2.3 10. eport leads to the development of instructional interventions, accommodations,/modifications, and academic goals/p as applicable to the case. 16
FB and BP: otal core= 1 2 3 4 2.1,2.4 FB consists of: 1. bservations 2. nterviews 3. eview of records (prior evaluations, discipline referrals, etc.) 4. ating scales if applicable 2.1,2.4 FB identifies maintaining variables: 5. ntecedents 6. onsequences 2.1,2.4 7. FB identifies patterns of behavior and hypothesized function 2.1,2.3, BP identifies: 2.4,2.7 8. arget behaviors 9. eplacement behaviors 2.1,2.4, BP provides appropriate: 2.6,2.7, 2.10 10. ntecedent interventions 11. onsequence interventions MD eport/d: otal score= 1 2 3 4 2.1 MD consists of: 1. eview of data (evaluations, discipline history, BP, P, info from parents, etc.) 2. eview of incident report (description of incident) 3. nterviews (e.g., parent, student, teachers, assist. principal) 2.6,2.10 MD addresses direct and causal for each of the two required D questions (knowledge of legal requirements): 4. failure to implement P 5. disability condition 2.1,2.6 6. Participation in D that uses data-based decision-making process for final 17
determination of relatedness 2.7 7. ecommendations are made for addressing behavior intervention/prevention ounseling: otal score= 1 2 3 4 ounseling as a related service is being offered. Yes o 2.4 ounseling records include: 1. P with goals and objectives, and/or counseling evaluation provided. 2.Progress notes show on-going counseling intervention minimum of six sessions 3.Progress notes describe counseling strategies being applied 2.4,2.7 4. echniques (based on theoretical and evidence-based techniques) being used are discussed in narrative. 2.4,2.10 5. Progress in counseling is documented on related service P (fulfill legal requirements). risis ntervention: otal core= 2.7 1.arrative which describes crisis situation 2.7 2.arrative describes involvement based on the crisis (e.g., collaboration with others in the aftermath of a crisis) 2.7 3. echniques/skills used in the crisis situation are presented. 1 2 3 4 onsultation: Participation on Problem-olving eams/tudent ssistance eams (P/) otal core= 2.2,2.6 1.arrative supporting documents provides information related to collaborative problem-solving on a school P/ 2.1,2.2 2.eview of records and progress information regarding academics and/or behavior (data used for decisions) 1 2 3 4 2.1,2.2, 2.3,2.4 3.ecommendations are made for interventions at ier 1, 2 or 3 an intervention is designed 17
2.8 4.Parent involvement if applicable onsultation: eacher onsultation Project otal core= 2.1,2.2, 2.3,2.4, 2.6 onsultation project includes: 1 2 3 4 1.Background information 2.Problem identification/operational definition 3.Problem analysis/baseline data 4.ntervention plan/description of intervention 5.Data collected in intervention 2.9 6.Graph or table of results 7.valuation of intervention 2.8 8.Parent involvement if applicable to consultation project; f not, parent consultation and separate documentation provided n-ervice raining: otal core= 1 2 3 4 arrative describes why topic selected and composition of participants 2.9 1.Use of research findings in the professional literature/or legal references in D and ommissioner s ules to support training objectives 2.11 2.Use of technology (power-point, websites, interactive sites) Diversity xperience: otal core= 1 2 3 4 2.5 1. arrative explains how diversity variables are integrated into decision-making and/or designing interventions. arrative provides data for number of cases and disability categories (his is required in your internship documentation just note numbers up to this point.) he important issue here is to indicate how diversity variables were incorporated into decision-making and /or intervention design for a particular case (e.g., ) or for several cases. 18
chool Psychology nternship og ecord of upervision Hours U yler equirement: 1 hour weekly, individual PU 1 hour weekly, may be group MU have 2 hours weekly, face-to-face supervision time to meet licensure requirements D M P ignature of ntern ignature of ite upervisor Printed ame Printed ame 19