13 courses with the subject EDSP, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
EDSP 500Professional School Psychology3.0
This course provides an overview and introduction to the field of school psychology and the practice of school psychologists. This introductory course reviews the history of school psychology, the role and function of a school psychologist, the relationship of school psychology to other specialties in psychology and education, diversity of populations served, diversity of practice settings, as well as applications of research to practice. Students will gain an understanding of professional activities of school psychologists in various settings.
EDSP 510Academic Assessment in School Psychology4.5
Students will be introduced to academic assessment and intervention within the scope of the Response-to-Intervention/Multi-Tiered Systems of Support (RTI.MTSS) framework. Students will learn to utilize direct observation, interviews, review of permanent products and records, and various norm-referenced and criterion-referenced assessments to identify academic skill deficits. Additionally, students will be introduced to evidence-based instructional interventions and accommodations designed to remediate reading, mathematics, and written language difficulties.
EDSP 512Cognitive Assessment in School Psychology4.5
This course introduces students to the theory and research that supports cognitive assessment in the field of school psychology. Students will learn to administer, score, and interpret results of multiple cognitive assessments in the context of relevant theory and research. Within the course, students will be introduced to the Cattell-Horn-Carroll (CHC) theory of cognitive abilities, theoretical and practical issues in assessing Learning Disabilities, and considerations for the assessment of culturally and linguistically diverse students.
EDSP 514Social, Emotional and Psycho-behavioral Assessment3.0
This course will cover multi-informant and multi-method assessment of social-emotional, adaptive, and behavioral functioning of youth. Assessment techniques reviewed include observational measures, self-report measures, behavior rating scales, and clinical interviews that could be utilized in school and community settings. Through this course, students will be exposed to a variety of social-emotional, adaptive, and behavioral assessments, and they will have practice composing written narratives for inclusion in psychoeducational reports.
EDSP 521Typical and Atypical Development in Education3.0
This course addresses the multifaceted complexities of typical and atypical child development through the discussion of classic and emerging theories. The primary aim of the course is to foster students’ ability to recognize and apply connections among developmental research with professional school psychological practice. In this course, students will utilize an ecological systems approach, along with their knowledge of typical growth and development, to evaluate children’s functioning across developmental domains. Concurrently, students will learn about atypical development through the lens of child and adolescent psychopathology. Risk, resiliency, and protective factors will be discussed to explain the relative impact of biological, environmental, and societal systems on child development.
EDSP 523Teaching and Learning Environments for Children3.0
With a foundation in typical and atypical child development, this course provides students with an in-depth understanding of culturally and developmentally responsive teaching and assessment. Emphasis will be placed on examining the interrelationship of the literature that relates to child development, teaching and learning environments, assessment and family. Students will gain an understanding of the forms, functions, methods, and roles of developmentally appropriate teaching and assessment. Participants in this course will examine the many factors that influence the total home and school learning environments for children between the ages of 3 and 8 years old.
EDSP 530School Psychology Legal and Ethical Requirements3.0
This course will cover the Professional Standards of the National Association of School Psychologists (NASP) and the American Psychological Association’s (APA) Ethical Principles of Psychologists and Code of Conduct, which serve as guiding documents for the ethical practice of school psychology. Additionally, this course will review relevant federal legislation and case law pertaining to the field of school psychology.
EDSP 536Special Education Law and Process for School Psychologist3.0
This course focuses on special education processes available for students with disabilities in grades PK- 12. Specifically, this course provides an overview of child find, evaluation and education and IEP/IFSP development, implementation and monitoring concepts as mandated by IDEA and Section 504 of the Rehabilitation Act of 1973. Students will apply special education process strategies such as collaboration, problem solving, progress monitoring and early dispute resolution techniques. Specific legal cases will be reviewed throughout the term.
EDSP 540Multicultural Awareness, Competence and Sensitivity in School Psychology3.0
This course is designed to provide an overview of the current, topical issues that are critical to understanding the psychological functioning of diverse individuals and groups in the U.S. The course covers general principles and models that are applicable to various underserved and/or oppressed populations, and with an emphasis on culturally diverse groups within the U.S.
This course focuses on the development of school psychologists’ cultural awareness, and problem-solving skills to better resolve issues that may arise when working with English Learners (ELs). The course is designed to elucidate the many concerns ELs students face during their academic, language acquisition, and assessment processes. By the end of this course, school psychologists should have a clear understanding of who ELs students are, their multicultural backgrounds, their needs, the most appropriate assessment methods, and evidence-based interventions best suitable to fit their specific needs.
This course is a required practicum for all first-year school psychology students. It is to be taken each academic quarter (fall, winter, spring) the students are in class with related school psychology course work and will follow local school district calendars. In this practicum, students are required to be engaged in assessment, intervention and/or consultative activities, related to the field of school psychology. This practicum is designed to take place in a school setting. Co-curricular and supplemental activities may take place in other settings, with permission from program faculty. Supervision occurs weekly on-site, in group and individual supervision meetings.
This course is a required practicum experience for all school psychology students in Year 2 of the program (Fall, Winter, Spring). In this practicum, students are required to observe and assist a practicing school psychologist in various assessment, intervention, and consultative activities. This practicum is designed to take place in a school setting, though supplemental experience may also be gained in behavioral health, clinic, or hospital settings with program approval. Weekly group supervision meetings provide a forum for seminars, case presentations, and discussion of professional issues.
Subject
EDSP
Credits (min)
1
Credits (max)
3
Credit unit
Credit
Type
course
Repeatable
Can be repeated multiple times for credit Prerequisites: EDSP 600 [Min Grade: CR]
This seminar and supervision course is required for all school psychology students on internship, which is designed to occur in the third year of the program. It is to be taken each academic quarter the students are on internship (fall, winter, spring). The goal of internship is to allow students opportunities to participate in a range of consultation, assessment, and intervention activities, consistent with the core areas of competency in school psychology. The internship allows students to apply content learned during program coursework to real world settings under the supervision of practicing school psychologists and ready themselves for independent practice.
Subject
EDSP
Credits (min)
1
Credits (max)
3
Credit unit
Credit
Type
course
Repeatable
Can be repeated multiple times for credit Prerequisites: EDSP 600 [Min Grade: CR] and EDSP 601 [Min Grade: CR]
