UMass Boston - Graduate Studies 2011 - (Page 253)

School Psychology 253 School Psychology behavior measures, as well as in preparing meaningful interpretations of those test results. Topics include psychological theory and practical issues involved in clinical assessment. Close attention is paid to the psychometric adequacy of various assessment methods, ethical aspects of assessment, and issues of clinical judgment. Emphasis is placed on multi-method, multi-source strategies, using approaches such as direct observation, interviewing techniques, rating scales, and self-report measures. The projective hypothesis and projective methods are reviewed, including storytelling and drawing techniques. Special issues in cross-cultural assessment and in assessing minority students and students with disabilities are considered. Links between assessment results and intervention recommendations are stressed. 3 Lect Hrs, 3 Credits affect moving, sensing, perceiving, assimilating, recalling, and expressing through diagnostic-prescriptive studies. Participants study learning abilities and disabilities from a neuropsychological perspective, allowing them to apply the analysis of learning styles to the implementation of individual instruction methods and education plans. Prerequisites: COUNSL 608 and SPY G 602. 3 Lect Hrs, 3 Credits their families, and entities that support them--as well as other educators and professionals in the educational system. 3 Lect Hrs, 3 Credits SPY G 680 Effective Supervision in School Psychology SPY G 611 Developmental Disorders: Diagnosis and Treatment SPY G 607 Remedial and Preventive Individual and Systems Intervention This course focuses on the academic, social, emotional, behavioral, and physical needs of children, with an emphasis on direct and indirect, evidence-based interventions (EBI) applied in the context of educational reform initiatives. The focus is consistent with shifts in current school psychology service delivery and best practices addressed in the National Association of School Psychology standards for leadership and functioning. School psychologists are considered problem-solvers—professionals with expertise in psychology and education—who can apply their knowledge to issues of child development and systems change. From a problem-solving perspective, assessment is linked to interventions, preferably interventions that integrate special and general education, as well as home and community services. Evidence-based remedial and preventive individual and system-level interventions are considered. Case studies are used to develop problemsolving skills. Prerequisites: SPY G 602, SPY G 604, COUNSL 614. 3 Lect Hrs, 3 Credits This course examines developmental disorders in children and adolescents as presented in school settings. It takes multiple perspectives in exploring identification and treatment: biological, medical, psychological, cultural, and educational. The course reviews pathological development using the Diagnostic and Statistical Manual (DSM-IVTR) criteria as well as educational disorders using special education law (Individuals with Disabilities Education Act: IDEIA). Students will study high and low incidence developmental disorders and strategies for individual instruction methods and educational plans. The course will also identify the epistemological assumptions that ground traditional theories of psychopathology and diagnostic systems such as the DSM-IV-TR and IDEIA. 3 Lect Hrs, 3 Credits This advanced course reviews the state of the art in the supervision of school psychologists. It is designed for individuals who currently supervise school psychologists or school psychology interns. The course explores the context, philosophy, relationship, and pragmatics of supervision. Major topics are leadership, administrative supervision, supervision of professional practice, and evaluation. Issues of race, class, gender, school change, and technology in supervision are addressed. 3 Lect Hrs, 3 Credits SPY G 685 Practicum in School Psychology I SPY G 612 Learning Theories and Application to Curricula This course addresses the extent to which K-12 school curricula, and individual and group assessment tools, reflect or do not reflect current theories and research regarding child and adolescent learning from the behaviorist, social cognition, cognitive, metacognitive, motivational, and multicultural perspectives. Field observations in schools and work in the curriculum library are required. 3 Lect Hrs, 3 Credits The Practicum in School Psychology provides students with supervised school psychology training in a school setting. It includes the opportunity to apply a range of assessment, consultation, and intervention techniques. A seminar complements the 100-clock-hour field experience, completed under the supervision of a certified school psychologist. Practicum students are matched to placements by the program coordinator. The University of Massachusetts Boston has partnerships with several school districts that provide sites for the practicum. Students who are employed in other schools may petition the program coordinator to use activities in their place of employment to fulfill some practicum requirements. Prerequisites: SPY 601, SPY 602, COUNSL 614, and permission of program coordinator. SPY G 686 Practicum in School Psychology II SPY G 610 Neuropsychological Theory and Practice in Education SPY G 653 Cultural Competence for School Practitioners This course examines neuropsychology, the study of the brain and of nervous-system functions, in relation to adaptive behavior and learning, from a developmental viewpoint. The course looks at organismic versus specific-localization theories about normal and dysfunctional conditions that This course is designed to provide an introduction to cultural, socioeconomic, and ethnic variables that impact service delivery by counselors and school psychologists in schools. Students will develop an appreciation for and understanding of their own cultural, socioeconomic, and ethnic backgrounds. From there, they will develop appreciation for and understanding of their clients--children and adolescents in schools, The purpose of this course is to provide graduate students in school psychology a field-based school psychology practicum experience that focuses on the assessment of children and adolescents. Each student is matched with a practicing school psychologist one day per week in order to apply the skills, particularly assessment and intervention skills. The class seminar meets on campus weekly. 100 clock hours of field experience are required in addition to the weekly seminar. Prerequisites: SPY 601, SPY 602, COU 614. The following courses should be taken previously or concurrently: SPY 603, SPY 604. 3 Lect Hrs, 3 Credits

Table of Contents for the Digital Edition of UMass Boston - Graduate Studies 2011

UMass Boston - Graduate Studies 2011
Table of Contents
Graduate Program Affiliations
UMass Boston at a Glance
Foreword
Mission Statement
Trustees of the University
Administrative Officers of the University
Academic Calendar, 2010-2012
Admissions
Tuition, Fees, and Payments
Payment Information
Residency Status
Assistantships and Financial Aid
Facilities and Services
Regulations, Procedures, and Degree Requirements
Graduate Programs
Accounting
American Studies
Biology
Biology
Environmental Biology
Molecular, Cellular, and Organismal Biology
Biomedical Engineering and Biotechnology (Multicampus Joint Program)
Biotechnology and Biomedical Science
Business Administration
Chemistry
Green Chemistry
Clinical Psychology
Computer Science
Database Technology
Counseling: Degree Programs
Counseling: Family Therapy
Counseling: Mental Health Counseling
Counseling: Rehabilitation Counseling
Counseling: School Counseling
Creative Writing
Critical and Creative Thinking
Dispute Resolution
Education
Higher Education Administration
Leadership in Urban Schools
Education: Educational Administration
Education: Special Education
Special Education
Orientation and Mobility
Teaching of the Visually Impaired
Vision Studies
Education: Teacher Education
Education: Applied Behavioral Analysis for Special Populations
Education: Technology, Learning, and Leadership
Education: Teaching Writing in the Schools
English
Environmental Sciences
Environmental, Earth, and Ocean Sciences
Environmental Sciences
Geographic Information Science
Professional Science Master’s™
Finance
Forensic Services
Gerontology
Management of Aging Services
Historical Archaeology
History
Human Services
Information Technology
Instructional Design
Instructional Technology Design
International Management
Latin and Classical Humanities
Applied Linguistics
Applied Linguistics
School of Marine Sciences: Intercampus Graduate School
Mathematics
Nursing
Health Policy
Population Health
Acute/Critical Care Clinical Nurse Specialist
Adult/Gerontological Nurse Practitioner
Family Nurse Practitioner
Applied Physics
Public Affairs
Public Affairs
International Relations
Women in Politics and Public Policy
Public Policy
School Psychology
Applied Sociology
Spanish and Hispanic Studies
Graduate Consortium in Women’s Studies
Road Map and Directions to Campus
Campus Map
Telephone Directory
Index

UMass Boston - Graduate Studies 2011