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SPSY 523-02: Counseling and Interventions (Grad - Fall 2021 Rivers)

This course will address the social-emotional and, behavioral needs of students in schools, and, strategies to support student well-being. Content, will include identification, diagnosis, treatment, planning, intervention, and progress monitoring;, developmental, social, and cultural influences on, diagnoses and interventions; and an ecological and, social-justice-oriented approach to case, conceptualization and intervention.
Category: Graduate Fall 2021

SPSY 530-11: Behavior Change in Schools (Grad - Summer 2024 Silva)

Study of practices designed to help students effectively problem solve to support functional behavior change in schools. Emphasizing foundational behavior science principles and procedures, the process of completing functional behavior assessments (FBAs) and research-based strategies to develop behavior intervention plans (BIPs).
Category: Graduate School Summer 2024

SPSY 532-01: School Safety and Crisis Prep (Grad - Summer 2025 Vohnson)

School Safety and Crisis Preparedness is an
intensive, interactive and practice-dominated
course that utilizes the evidence-based PREPaRE
(Prevent, Reaffirm, Evaluate, Provide and Respond,
Examine) curriculum to help school psychologists
improve and strengthen their school safety and
crisis management plans, respond effectively to
emergency situations, and identify appropriate
evidence-based intervention strategies.
Category: Graduate School Fall 2024

SPSY 532-21: School Safety and Crisis Prep (Grad - Summer 2024 Vohnson)

School Safety and Crisis Preparedness is an
intensive, interactive and practice-dominated
course that utilizes the evidence-based PREPaRE
(Prevent, Reaffirm, Evaluate, Provide and Respond,
Examine) curriculum to help school psychologists
improve and strengthen their school safety and
crisis management plans, respond effectively to
emergency situations, and identify appropriate
evidence-based intervention strategies.
Category: Graduate School Summer 2024

SPSY 541-01: Assessment & Intervention I (Grad - Summer 2017 Villegas-Gutierrez)

This course is the first of a three-part, assessment sequence that addresses, psycho-educational, social, emotional, and, behavioral assessment of children and adolescents, from birth through age 21. In this course, the, focus is on gaining competency with the skills and, tools needed to collect, interpret, and present, data using observation, interviews, behavior, rating scales, functional behavioral assessments,, response to intervention, and assessments for, children with pervasive developmental, disabilities.
Category: Graduate School Summer 2017

SPSY 542-01: Assessment and Intervention II (Fall 2015 Diamond)

The second of a three-part assessment sequence, that addresses psycho-educational, social,, emotional, and behavioral assessment of children, and adolescents from birth through age 21. In this, course, the focus is on gaining competency with, the skills and tools needed to collect, interpret, and present data using psycho-educational, assessments involving cognitive, academic, and, adaptive measures.
Category: Graduate Fall 2015

SPSY 543-01: Assessment & Intervention III (Spring 2016 Grady)

This course is the third of a three-part, assessment sequence that addresses, psycho-educational, social, emotional, and, behavioral assessment of children and adolescents, from birth through age 21. In this course, the, focus is on gaining competency with the skills and, tools required to interpret and integrate multiple, assessment measures, including reporting and, consulting on such assessment data in written and, verbal formats.
Category: Graduate School Spring 2016

SPSY 544-01: Assessment 1 Lab (Grad - Fall 2019 Rivers)

This course is a 1-credit lab course designed to be taken in conjunction with SPSY 545. SPSY 545 is the first of a three-part assessment sequence. SPSY 545 focuses on cognitive and academic measures. This course is designed to prepare students to understand and learn the process of assessment. The course format stresses the formative evaluation of student progress toward a criterion of competence. Students are expected to master the administration, scoring, and basic interpretation of specific cognitive and achievement measures to a high level of mastery. Additional training and experience will be necessary, however, to further develop and refine skills and to apply them to diverse individuals in a variety of settings. Students demonstrating initial competence following this course will be ready for further training in individual intellectual assessment in supervised practicum experiences but not for unsupervised/independent practice.
Category: Graduate School Fall 2019

SPSY 544-01&02: Assessment 1 Lab (Grad - Spring 2021 Rocha)

This course is a 1-credit lab course designed to, be taken in conjunction with SPSY 545. SPSY 545 is, the first of a three-part assessment sequence., SPSY 545 focuses on cognitive and academic, measures. This course is designed to prepare, students to (a) understand and learn the process, of assessment. The course format stresses the, formative evaluation of student progress toward a, criterion of competence. Students are expected to, master the administration, scoring, and basic, interpretation of specific cognitive and, achievement measures to a high level of mastery., Additional training and experience will be, necessary, however, to further develop and refine, skills and to apply them to diverse individuals in, a variety of settings. Students demonstrating, initial competence following this course will be, ready for further training in individual, intellectual assessment in supervised practicum, experiences, but not for unsupervised/independent, practice.

Category: Graduate Spring 2021

SPSY 544-02: Assessment 1 Lab (Grad - Fall 2019 Rivers)

This course is a 1-credit lab course designed to be taken in conjunction with SPSY 545. SPSY 545 is the first of a three-part assessment sequence. SPSY 545 focuses on cognitive and academic measures. This course is designed to prepare students to understand and learn the process of assessment. The course format stresses the formative evaluation of student progress toward a criterion of competence. Students are expected to master the administration, scoring, and basic interpretation of specific cognitive and achievement measures to a high level of mastery. Additional training and experience will be necessary, however, to further develop and refine skills and to apply them to diverse individuals in a variety of settings. Students demonstrating initial competence following this course will be ready for further training in individual intellectual assessment in supervised practicum experiences but not for unsupervised/independent practice.
Category: Graduate School Fall 2019
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