In this course, learners gain an understanding of the School Psychology specialization and the standards developed for the field by the National Association of School Psychologists (NASP). Learners formulate a plan to meet program and state requirements for clinical training, including certification and licensure requirements; ethics and professional standards, including the NASP practice domains; and the specialization's course requirements and residency sequence. Learners also assess school psychology skills, identify networking opportunities, and develop a professional portfolio. For MS and EdS in School Psychology learners only. Must be taken during the learner’s first quarter. Cannot be fulfilled by transfer.

In this residency, learners gain skills in administering standardized assessments and assessment instruments necessary for practicing school psychologists. Learners also develop and strengthen the skills needed to effectively counsel P–12 children and adolescents through role-play activities including listening empathically, asking clear and relevant questions, responding in a non-judgmental manner, appropriately summarizing issues, maintaining appropriate records, and establishing and guiding individual and group counseling sessions. Learners observe testing sessions, score test results, take notes from faculty presentations, and engage in mock testing sessions. Learners develop skills in scoring and interpreting test results. Learners also examine the ethical principles associated with the practice of school psychology and receive feedback from experienced professional school psychologists and peers. Learners build and demonstrate the basic skills needed for interpreting and communicating assessment results to parents, teachers, and other professionals. Grading for this course is S/NS.  Prerequisite(s): PSY6095 and PSY7233. Concurrent registration in PSY7234 recommended. Cannot be fulfilled by transfer.

Learners in this residency gain skills and techniques related to Response to Intervention (RTI) introduced as an authority in the identification of specific learning disabilities in the Disabilities Education Act (IDEA) and Functional Behavior Assessment (FBA). Learners build skills to implement the RTI framework in local and state education agencies. Learners also examine and practice skills related to the RTI components for screening students, monitoring student progress, providing evidence-based interventions, and identifying students with special learning needs in a collaborative approach. Learners practice identifying appropriate circumstances and steps for conducting a functional behavioral assessment (FBA), developing the behavior intervention plan (BIP) and identifying the individual components of an FBA and BIP, including reviewing standardized assessment measures and completing FBA and BIP forms. Learners gain skills in synthesizing and interpreting case study data, and integrate and summarize this data, orally and in writing, to provide important feedback to school personnel about a student’s challenging behaviors.  Grading for this course is S/NS. Prerequisite(s): PSY7234 and PSY-R6000. Concurrent registration in PSY5063 recommended. Cannot be fulfilled by transfer.

Learners in this course critically evaluate research in order to gain an understanding of the scientific methods of inquiry and the ethical considerations of research for school psychologists. Learners develop and apply skills needed to become educated consumers and creators of research applicable to school psychology settings. Learners also use their research design skills to analyze and apply research methodologies, validity, reliability, and other components of scientific research related to school psychology.

This course provides an overview of foundational counseling and psychotherapy theories and research-based practice. Throughout the course, learners examine various schools of therapeutic intervention; their underlying theoretical assumptions; and their historical, cultural, and ethical context, with an emphasis on the application of current theory in a variety of clinical populations.

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, EdS, and PsyD in School Psychology learners only. Test kits are required and are available for loan at psytestkits@capella.edu. Prerequisite(s): PSY7610.

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, EdS, and PsyD in School Psychology learners only. Test kits are required and are available for loan at psytestkits@capella.edu. Prerequisite(s): PSY7233.

This course is an introduction to physiological psychology and associated topics, including genetics, functional neuroanatomy, and physiology. Learners develop and demonstrate an understanding of brain functioning; sensory systems; attention, memory, perception, and language mechanisms; and the effects of neurotransmitters on human behavior. Learners also identify the relationship between brain functions and behavioral disorders and analyze current physiological psychology research, ethics, and the implications of culture and diversity on field-related issues.

Learners in this course focus on mastering the general education, special education, and other educational and related skills school psychologists need to be effective in their schools. Learners conduct a systems analysis of schools and other settings to determine how best to collaborate with individuals and groups in developing and maintaining policies and practices that foster effective, supportive, and safe learning environments.

Learners in this course apply their knowledge of theoretical foundations and the basic principles and models of cognitive/affective psychology to mental processes, such as how individuals acquire, process, and store information; how they think, perceive, remember, and learn; and how they experience feelings, moods, and emotions. Learners also demonstrate the ways in which the integration of cognition and affect influence an individual’s behavior.

This course focuses on essential concepts, principles, applications, and social and theoretical issues of psychological testing. Learners gain understanding in the construction of tests; analyze the development and use of tests in measuring aptitudes, achievement, attitudes, interests, and personality; and identify underlying theories of various tests. Learners analyze the characteristics desired in psychological and educational tests, with particular emphasis on reliability and validity, and examine best practices and professional standards for educational and psychological testing, including test bias and fairness. In addition, learners study the role of technology in delivery, administration, scoring, and interpretation of tests.