Department of Educational Psychology

http://epsy.tamu.edu

The Department of Educational Psychology offers a variety of degrees associated with learning and cognition, human development, instructional design, and individual differences. Students interested in graduate studies within the department should exhibit an orientation toward fostering human development and possess characteristics conducive to supporting relationships and advancing educational and societal improvements. Faculty admissions committees within each degree and emphasis program carefully review applicants’ professional references, prior experiences, selected test scores, and career goals. Finalists are reviewed by appropriate groups of faculty members and formal admission to a degree program, area of emphasis, or certification program is contingent upon the admissions committee’s determination regarding an applicant’s total fitness and promise as a professional in the area for which application is made.

Doctoral Degrees

The department offers an EdD in Bilingual, English as a Second Language, and Dual Language Education and three PhD degrees in Educational Psychology, Counseling Psychology, and School Psychology. The Counseling Psychology and School Psychology programs are nationally accredited by the American Psychological Association. Students pursuing a PhD in Educational Psychology apply to one of four distinct emphasis programs: (a) Bilingual/ESL Education; (b) Developmental Sciences; (c) Research, Measurement, and Statistics; or (d) Special Education.

Field experiences in appropriate schools, colleges, or social agencies are required in all degree programs. Doctoral students in Counseling Psychology and School Psychology are required to undertake a series of supervised professional training experiences in addition to formal coursework and must successfully complete one year of full-time, professional internship prior to graduation.

All of the department’s doctoral programs prepare graduates for academic positions in university and research settings. Non-academic careers may also be pursued in areas appropriate to one's programs of study. For example, graduates of the Counseling Psychology program are also prepared to become licensed counseling psychologists in a range of public and/or mental health settings including college and university counseling centers. School Psychology graduates may become licensed school psychologists who practice in education or health care settings. Many doctoral students who participate in the Learning Design and Technology program become instructional designers and technology leaders within public schools, institutions of higher education, and commercial business industries.

Master of Science (MS) Degrees

The department offers MS degrees in Bilingual/ESL Education, Educational Psychology, and Special Education; each of these degrees requires successful completion of a thesis in addition to coursework. Students pursuing an MS in Educational Psychology pursue a program of study in Research, Measurement, and Statistics.

Master of Education (MEd) Degrees

The department also offers MEd degrees in Bilingual/ESL Education, Special Education, and Educational Psychology. Students pursuing an MEd in Educational Psychology apply to one of four distinct emphasis programs in (a) Creativity and Cognition; (b) Developmental Sciences; (c) Research, Measurement, and Statistics; or (d) School Counseling. The school counseling program prepares practicing teachers for certification by the Texas Education Agency to become practicing school counselors.

Graduate Programs Delivered via Distance Education

Designed with the working professional in mind, many of the department's professional master’s degree programs are offered fully online. Degree programs delivered via distance education include Bilingual/ESL Education (MEd/MS), Special Education (MEd/MS), Learning Design and Technology (MEd), and Educational Psychology emphasis programs in School Counseling (MEd), Creativity and Cognition (MEd), Developmental Sciences (MEd), and Research, Measurement, and Statistics (MEd).

Real World Application

The Department of Educational Psychology has a broad range of research and outreach endeavors that serve as a vehicle for graduate student preparation while also enabling us to serve the University, local schools, and communities throughout the state of Texas. The department boasts multiple innovative research labs and clinics, a university-designated center, Center for Research and Development in Dual Language and Literacy Acquisition, and a federally designated center on Disability and Development. For nearly two decades the department's Counseling and Assessment Clinic has provided more than 30,000 hours of assessment and counseling services to more than 2,600 individuals in the local community. We have established the Telehealth Institute to provide mental health services. These telehealth services are provided by a team of advanced counseling psychology doctoral students in close collaboration with doctoral-level supervising faculty who are licensed psychologists or otherwise licensed mental health professionals. Cutting-edge research and outreach efforts such as these afford valuable apprenticeship opportunities for graduate students while helping fulfill Texas A&M University’s land-grant mission.

Due to the nature of professional training involved and necessary prerequisite skills, enrollment in some of the department's graduate courses is limited to students admitted to a specific major or areas of study.

Bilingual ESL Education
Counseling Psychology
Educational Psychology
Special Education
Special Education Field Based
School Psychology

Bilingual ESL Education

BESL 610 Hispanic Bilingual Assessment and Monitoring Students

Credits 3. 3 Lecture Hours. Assessing language ability; language assessment; evaluating and scoring different types of assessments; guided field based experiences. Prerequisite: Graduate classification.

BESL 611 Dual Language Program Methodologies

Credits 3. 3 Lecture Hours. Use of theory and effective teaching practice in promoting students' development of strong social and academic skills; relationship of culture to language; guided field experiences. Prerequisite: Graduate classification.

BESL 612 Content Area Instruction for Hispanic Bilingual Programs

Credits 3. 3 Lecture Hours. Theories and approaches for integrating English as second language; learning strategies on how plan, procedures and units engage language teachers, students, and learning environment; guided filed experiences. Prerequisite: Graduate classification.

BESL 613 Spanish/English Biliteracy

Credits 3. 3 Lecture Hours. Social-linguistic characteristics of second language learners acquiring literacy skills; reading and literature instruction for second language learners; reading and writing process across the curriculum for Hispanic second language learners; guided field experiences. Prerequisite: Graduate classification.

BESL 614 Bilingual Education Curriculum Development

Credits 3. 3 Lecture Hours. Analysis of past and current trends in curriculum development in bilingual education; guided field experiences. Prerequisite: Graduate classification.

BESL 615 Teacher Action Research in Bilingual Education

Credits 3. 3 Lecture Hours. Philosophy of teacher action research in bilingual education settings using qualitative methods with educational issues related to English language learners; provide guided practice in data collection, analysis, and presentation of action research.

BESL 616 Spanish for Bilingual and Dual Language Programs

Credits 3. 3 Lecture Hours. Understanding of dual language programs; literacy instruction through Spanish: socio-linguistic perspectives on literacy competence and effective instructional practices; guided field experiences. Prerequisite: Graduate classification.

BESL 617 Evaluation of Programs with Bilingual and Language Minority Students K-12

Credits 3. 3 Lecture Hours. Evaluation and research models and methodologies in education of bilingual/language minority students from K-12. Prerequisites: EPSY 610.

BESL 618 Early Language and Literacy

Credits 3. 3 Lecture Hours. Investigation of current language and literacy intervention research for young Hispanic/Latino children in preschool through second grade; emphasis on current intervention research targeting children at risk for reading difficulties in Spanish and/or English. Prerequisite: Graduate classification.

BESL 619 Second Language Acquisition in Pre-K-12; Advanced Theory and Practice

Credits 3. 3 Lecture Hours. Examination of theory as a framework for explaining relationships, a research guide, and assumptions that inform practice; review how theory and practice for English only students have attempted to explain second language acquisition in second language learners. Prerequisites: Graduate classification.

BESL 620 Current Issues in Bilingual Education

Credits 3. 3 Lecture Hours. Survey of historical, political, language and sociocultural issues and their impact on the education of language minority groups. Prerequisites: EPSY 611 and EPSY 612; graduate classification.

BESL 621 Methods for Bilingual Research

Credits 3. 3 Lecture Hours. Understanding educational research and research methodologies; use of research findings to appropriately inform school and classroom practices; overview of the research methodology to develop skills as future researchers and consumers of research; examination of qualitative and quantitative research methodologies and mixed methods in relation to their application to diverse populations. Prerequisite: Graduate classification.

BESL 622 Teaching English as a Second Language

Credits 3. 3 Lecture Hours. Survey of the approaches, methods and techniques applicable to English as a Second Language (ESL) instruction; examination of various facets of the language classroom; examination of ESL instruction in various socio-political contexts. Prerequisite: Graduate classification.

BESL 623 ESL for International and Intercultural Settings

Credits 3. 3 Lecture Hours. Presentation of psycholinguistic, sociolinguistic and critical theories of English as an international and global language; pedagogical, political, economic and cultural issues related to English as an international or global language; examination of the application of theory to practice in teaching English in an international or intercultural context. Prerequisite: Graduate classification.

BESL 624 Classroom Practice in Adult ESL

Credits 3. 3 Lecture Hours. Survey of the approaches, methods and techniques applicable to literacy practices for adult English as a Second Language (ESL) learners; examination of various facets of adult literacy assessment; examination of instructional practices and curriculum development for adult ESL learners. Prerequisite: Graduate classification.

BESL 628 The Mentorship and Application of Creative Problem-Solving to STEM Lesson Design in Bilingual-ESL

Credits 3. 3 Lecture Hours. Identification of professional development patterns and variations related to mentorship and the role of mentors and instructional coaches for early career professionals, with a focus on early career teachers of emergent bilingual or multilingual students, while exploring the facets and potential transformational nature of mentorship and instructional coaching for the mentor and mentee; application of creative problem-solving to STEM lesson design for emergent bilinguals/English learners. Prerequisites: Graduate classification or approval of instructor.

BESL 632 Research in Second Language Education

Credits 3. 3 Lecture Hours. Studies related to the teaching/learning process in two languages and field methods for carrying out those studies. Prerequisites: EPSY 611 and EPSY 612.

BESL 682 Seminar in...

Credit 1. 1 Other Hour. Knowledge, skills and attitudes in bilingual education. Specific topics are announced for each seminar offered. May be taken more than once but not to exceed 6 hours of credit. Prerequisite: Graduate classification.

BESL 683 Field Practicum in...

Credits 1 to 15. 1 to 15 Other Hours. Supervised experience in professional employment settings in bilingual education with research related to current issues; requires a self-initiated proposal, a mid-semester formative report, and an end-of-semester summative report. May be repeated for credit up to 15 hours. Prerequisite: Approval of instructor.

BESL 684 Professional Internship

Credits 1 to 4. 1 to 4 Other Hours. Limited to advanced doctoral students; University directed experience in a professional employment setting; full-time participation and responsibility in experiences related to bilingual education. May be taken for credit up to nine hours. Prerequisite: Approval of instructor.

BESL 685 Directed Studies

Credits 1 to 4. 1 to 4 Other Hours. Directed individual study of selected problems. May be repeated for credit. Prerequisite: Approval of instructor.

BESL 689 Special Topics In...

Credits 1 to 4. 1 to 4 Other Hours. Selected topics in an identified area of educational psychology. May be repeated for credit.

BESL 691 Research

Credits 1 to 23. 1 to 23 Other Hours. Research for thesis or dissertation. May be repeated for credit. Prerequisite: Approval of instructor.

Counseling Psychology

CPSY 600 Counseling Theories for School Counselors

Credits 3. 3 Lecture Hours. Overview of various counseling theories and its application in a school setting. Prerequisites: CPSY 630.

CPSY 601 Multicultural Counseling in Schools

Credits 3. 3 Lecture Hours. Intersecting role of ethnicity, cultural background, gender and sexual orientation and how they shape the psychosocial development of children and adolescents and impact their educational trajectories; development and appreciation of cultural and ethnic differences among individuals, groups and families to enhance school counseling service delivery. Prerequisite: Graduate classification.

CPSY 602 Counseling Techniques for School Counselors

Credits 3. 3 Lecture Hours. Broad view of counseling techniques using a microskills approach; opportunities to observe and practice counseling techniques. Prerequisite: CPSY 630; graduate classification.

CPSY 603 School Counseling Group Interventions

Credits 3. 3 Lecture Hours. Development of group counseling interventions for children and adolescents in school settings. Prerequisite: Graduate classification.

CPSY 604 Career Counseling in Schools

Credits 3. 3 Lecture Hours. Understanding the culturally competent career counseling theory, assessment and skills as applied to the diverse populations in schools. Prerequisites: Graduate classification.

CPSY 612 Planning and Organizing Comprehensive Guidance Programs

Credits 3. 3 Lecture Hours. Purposes and functions of a guidance program; components of a comprehensive guidance program; systems approach to implementing a comprehensive guidance program for elementary and secondary students and adults. Prerequisite: Graduation classification.

CPSY 626 Psychopathology

Credits 3. 3 Lecture Hours. Causes, course, outcomes and treatment of abnormal and maladaptive behavior; degrees of variation possible from normal adaptive behavior; biological, developmental, social, cultural and psychological perspective on abnormal behavior. Prerequisite: Graduate classification.

CPSY 627 Structured Personality Assessment in Counseling

Credits 3. 3 Lecture Hours. Personality evaluation using structured assessment instruments; variety of self-report personality inventories; the Minnesota Multiphasic Personality Inventory. Prerequisites: EPSY 622.

CPSY 630 Foundations of School Counseling

Credits 3. 3 Lecture Hours. Philosophical, psychological, and sociological concepts fundamental to counseling in schools. Prerequisite: Graduate classification.

CPSY 631 Techniques of Counseling

Credits 3. 3 Lecture Hours. Methods and procedures descriptive of the counseling process; dynamics of counselor-counselee relationship; interviewing techniques; use of test results in counseling. Prerequisites: Graduate classification.

CPSY 632 Career Counseling

Credits 3. 3 Lecture Hours. Theories of career development; sources, classification and analysis of educational, occupational and social information including occupational trends, post-secondary programs and financial planning; use of occupational-educational information, appropriate psychological measures and computerized guidance systems. Prerequisite: CPSY 679.

CPSY 633 Introduction to Group Process

Credits 3. 2 Lecture Hours. 3 Lab Hours. Principles, procedures and processes of group approaches to assisting individuals in their personal growth and development in education, public and mental health settings; participation as member of a personal growth required. Prerequisite: CPSY 630.

CPSY 634 Group Counseling and Psychotherapy

Credits 3. 3 Lecture Hours. Major contemporary approaches to group counseling and psychotherapy in mental and public health settings; experiential learning in a simulated group process; integration of theory and practical applications. Prerequisites: CPSY 631; CPSY 633 or equivalent.

CPSY 635 Social Counseling Psychology Interface

Credits 3. 3 Lecture Hours. Provides a foundation in theory and research at the interface of social and counseling psychology; fundamentals of social psychology theories, methodologies and perspectives; understanding the relevance to counseling psychology practice; focus on social and cognitive theories, concepts, and processes rather than specific psychological disorders. Prerequisite: Doctoral student in good standing in counseling, clinical, school or social psychology.

CPSY 636 Psychological Consultation to Organizations

Credits 3. 3 Lecture Hours. Focuses on organizations as the target of analysis, intervention, and change; established social science concepts and principles; consideration of concepts, intervention strategies, and skills that extend beyond those used in counseling and psychotherapy; highlights consultation as a mode of change agency; considerable attention given to putting theory into practice. Prerequisite: Graduate classification.

CPSY 637 Latino Psychology

Credits 3. 3 Lecture Hours. Examination of psychological research and literature related to Latino experience in the U.S. via readings, media and class discussion; introduction to various Latino groups with the primary focus on individuals of Mexican descent. Prerequisite: Graduate classification.

CPSY 639 Counseling Practicum I

Credits 3. 2 Lecture Hours. 3 Lab Hours. Supervised experience in individual counseling; cases engaged in the counseling laboratory on campus; off-campus counseling in schools and various public and mental health settings also assigned at supervisor's discretion. May be taken for credit 2 times as content varies. Prerequisites: CPSY 631 and CPSY 632; approval of instructor.

CPSY 662 Professional Issues and Ethics in Counseling Psychology

Credits 3. 3 Lecture Hours. Legal, ethical, economic and practical issues that impact the training, credentialing, placement and marketing of counseling psychologists and their services. Prerequisite: Graduate classification.

CPSY 664 Counseling Practicum II

Credits 3. 6 Lab Hours. 1 Other Hour. (1-6).Supervised experience in individual and group counseling requiring advanced technical skills; continuing counseling relationships with various, selected subjects. Prerequisite: CPSY 639.

CPSY 666 Practicum in Counselor Supervision

Credits 3. 6 Lab Hours. 1 Other Hour. (1-6).Supervised experience in directing counseling and guidance activities of students involved in practicum and field experiences; intended for individuals preparing to become counselor educators or supervisors. Prerequisite: CPSY 664; approval of instructor.

CPSY 672 Theories of Counseling and Psychotherapy

Credits 3. 3 Lecture Hours. Comprehensive and intensive study of major theoretical positions in counseling and psychotherapy; implications for research and practice in public and mental health settings. Prerequisite: CPSY 631.

CPSY 673 Advanced Psychotherapeutic Skills

Credits 3. 3 Lecture Hours. Didactic/experiential course, designed for students in professional psychology programs; variety of psychotherapeutic interventions in short and long term counseling with adults in public and mental health settings; ways to access affective process. Prerequisite: Completion of practicum.

CPSY 676 Family Counseling and Psychotherapy

Credits 3. 3 Lecture Hours. Basic concepts and techniques in marriage and family counseling in public and mental health settings; marital communication and growth relationships. Prerequisite: CPSY 631 or SPSY 644 or equivalent.

CPSY 678/PBSI 678 Couples Therapy

Credits 3. 3 Lecture Hours. Theory and practice of marital therapy emphasizing systems and communication approaches; effective strategies and techniques; therapy with specific marital problems and obstacles to effective therapy. Prerequisite: PBSI 637, CPSY 631, or equivalent. Cross Listing: PBSI 678/CPSY 678.

CPSY 679 Multicultural Counseling

Credits 3. 3 Lecture Hours. Effective communication skills in cross-cultural counseling or helping relationships in public and mental health settings; integration of theoretical knowledge with experiential learning; psychosocial factors and lifestyles of cultural groups; effect on counseling relationships. Prerequisite: Graduate classification.

CPSY 683 Field Practicum

Credits 1 to 15. 1 to 15 Other Hours. Supervised experience in professional public and mental health settings in counseling psychology; wide range of practical experiences and activities that are closely supervised by departmental faculty. May be taken up to 30 hours. Prerequisite: Graduate classification; approval of instructor.

CPSY 684 Professional Internship

Credits 1 to 4. 1 to 4 Other Hours. Limited to advanced doctoral students; faculty supervised experience in approved professional public and mental health employment settings; application for September assignments must be approved the previous October. May be repeated up to 9 hours. Must be taken on a satisfactory/unsatisfactory basis. Prerequisite: Completion of required coursework except CPSY 684 and CPSY 691; approval of instructor.

CPSY 685 Directed Studies

Credits 1 to 4. 1 to 4 Other Hours. Directed individual study of selected problems. Prerequisite: Approval of instructor.

CPSY 688/EPSY 688 Research Proposal Development

Credits 4. 3 Lecture Hours. 2 Lab Hours. This seminar models the processes of developing and defending research proposals. Prerequisite: EPSY 640 and EPSY 641. Cross Listing: EPSY 688/CPSY 688.

CPSY 689 Special Topics in...

Credits 1 to 4. 1 to 4 Other Hours. Selected topic in an identified area of counseling psychology. May be repeated for credit. Prerequisite: Graduate classification.

CPSY 690 Theory of Counseling Psychology Research

Credits 3. 3 Lecture Hours. Theory and design of research problems and experiments in counseling psychology; communication of research proposals and results; evaluation of current research of faculty and students and review of current literature. May be repeated for credit. Must be taken on a satisfactory/unsatisfactory basis. Prerequisite: Graduate classification.

CPSY 691 Research

Credits 1 to 23. 1 to 23 Other Hours. Research for thesis or dissertation. Must be taken on a satisfactory/unsatisfactory basis. Prerequisite: Approval of instructor.

Educational Psychology

EPSY 602 Educational Psychology

Credits 3. 3 Lecture Hours. Cognitive analysis of academic skills and tests; current cognitive views of learning, memory, problem solving and development of skill and expertise; effects of aptitude, motivation and task environment on academic performance. Implications for assessment and instruction. Prerequisite: Graduate classification.

EPSY 603 Qualitative Methodologies in Educational Research

Credits 3. 3 Lecture Hours. Survey of qualitative research methodologies commonly used in educational research; purposes, epistemologies, data collection and analyses that distinguish different qualitative approaches to educational research; ethical and procedural challenges of collecting qualitative data in educational settings. Prerequisite: Master's level classification.

EPSY 605 Effects of Culture, Diversity, and Poverty on Children and Youth

Credits 3. 3 Lecture Hours. Understanding of how the intersecting nature of culture, diversity, and poverty impact adjustment outcomes in children and youth; comprehension of our own belief systems; exploration of disparities in education and mental health across ethnically, culturally and social economically diverse groups; strategies for alleviating educational and mental health disparities. Prerequisite: Graduate classification.

EPSY 606 Motivation and Emotion for Optimal Learning and Performance

Credits 3. 3 Lecture Hours. Role of motivation and emotion in human learning and performance; major theories and empirical research relevant to motivation and emotional impacts of learning, performance, or functioning in a variety of situations, contexts, and cultures; content applied across multiple disciplines including education, counseling or therapeutic outcomes, achievement performance in school, art, music and sports. Prerequisite: EPSY 602 or approval of instructor; graduate classification.

EPSY 607 Understanding Research from a Consumer’s Perspective

Credits 3. 3 Lecture Hours. Introduction to skills, knowledge, and strategies for reading and interpreting research articles and reports; evaluation of the quality of such reports; becoming competent, critical readers and consumers of research in the Social Sciences. Prerequisites: Graduate classification.

EPSY 608 Foundations in Professional Coaching

Credits 3. 3 Lecture Hours. Coaching theory and praxis for personal, professional and leadership development; ethical practice in coaching; co-creating the coaching relationship; communicating effectively; cultivating learning and growth; adult learning and behavior change through coaching; theories and research in coaching; various models for coaching; self as a coach; development of skills for professional coaching, setting the foundation; co-creating the relationship; communicating effectively; cultivating learning and growth. Prerequisite: Graduate classification.

EPSY 609 Coaching Groups and Teams

Credits 3. 3 Lecture Hours. Ethics in coaching groups and teams; collective adult learning and behavior change through group and team coaching; theories and research in group and team coaching; various models for coaching groups and teams; self as a team coach; skill development for professional coaching; topics include ethical practice, coaching mindset, agreements, trust and safety, presence, active listening, and awareness; facilitates client growth; skill development in integrating team building, team facilitation, team training, team learning, and team coaching; coaching with systemic context awareness, collecting and using data. Prerequisite: Graduate classification; EPSY 608.

EPSY 610 Peer Coaching in PK-12

Credits 3. 3 Lecture Hours. Peer coaching in PK -12 culturally and linguistically diverse populations schools; ethics in coaching; coaching as a practice that increases instructional capacity of teachers; development of skills for professional coaching; setting the foundation; co-creating the relationship; communicating effectively; facilitating learning and results; fostering a culture that embraces learning, innovation, trust and collaboration; refining coaching presence, breaking resistance to coaching, onboarding teachers, use of data and evidence based strategies, conducting effective observations, providing effective modeling and feedback and helping others develop compelling goals. Prerequisite: Graduate classification; EPSY 608.

EPSY 618 Neurodevelopment and Genetic Disorders in Children

Credits 3. 3 Lecture Hours. Comprehensive coverage of a broad array of neurodevelopment and genetic disorders in children; emphasis on cognitive and emotional sequelae of these disorders and their relationship to medical, psychological, and educational interventions. Prerequisite: Graduate classification.

EPSY 621 Clinical Neuropsychology

Credits 3. 2 Lecture Hours. 2 Lab Hours. Surveys brain-behavior relationships with an emphasis on understanding the brain as an interdependent, systemic network; administer and score the Halstead-Reitan Neuropsychological Test Battery. Prerequisite: Graduate classification.

EPSY 622 Measurement and Evaluation in Education

Credits 3. 3 Lecture Hours. Principles of psychological testing applied to education; uses and critical evaluation of achievement and aptitude, interest, and personality tests and performance in educational settings. Prerequisite: Graduate classification.

EPSY 624 Creative Thinking

Credits 3. 3 Lecture Hours. Development of personal creativity across fields of endeavor; analysis of creative potential, including psychometric assessment; experience of methods for stimulating creative processing and productivity. Prerequisite: Graduate classification.

EPSY 625 Advanced Psychometric Theory

Credits 3. 3 Lecture Hours. Psychometric theory, planning, construction, analysis, and evaluation of written and performance tests; item analysis, norms, reliability, and validity (including factor analytic) studies; item response theory. Prerequisite: EPSY 640.

EPSY 630 Single-Case Experimental Design

Credits 3. 3 Lecture Hours. Teaches measurement, design, implementation, and analysis skills to conduct research with single-subject design; review and summarize the quality of single-case literature, plan and implement AB designs. Prerequisite: Graduate classification.

EPSY 631 Program Evaluation

Credits 3. 3 Lecture Hours. Learning of key evaluation skills such as establishing focus with client, posing evaluation questions, data collection techniques, designing for internal validity, data aggregation; scenario practice. Prerequisites: Graduate classification.

EPSY 632 Social and Emotional Development and Interventions

Credits 3. 3 Lecture Hours. Theoretical foundations of social and emotional development from early childhood through adolescence; review of current state of school-based interventions and social and emotional learning programs. Prerequisite: Graduate classification.

EPSY 633 Qualitative Research Design and Data Collection

Credits 3. 3 Lecture Hours. Introduction to qualitative designs used to answer educational, psychological, or social research questions; historical foundations, epistemologies and essential elements of prevalent qualitative research designs; methods of collecting qualitative data including interviews, naturalistic observation, participant-observation, and stimulated recall procedures. Prerequisite: Graduate classification.

EPSY 634 Educational Neuroscience

Credits 3. 3 Lecture Hours. Human learning form a biological perspective; fundamentals of genetics, neuroscience and the principles used to better understand the conditions in which brains develop and function optimally; biological substrates of emotions and motivation, as well as executive functions (e.g. working memory, attentional control) and skills related to language and mathematics; neuroscience and application to atypical learners; emotional, learning and other disorders that make learning and succeeding in educational contexts more challenging. Prerequisite: Graduate classification.

EPSY 635 Educational Statistics

Credits 3. 2 Lecture Hours. 3 Lab Hours. Introduction to the theory and application of statistical methods in behavioral science research with emphasis on classroom applications.

EPSY 636 Techniques of Research

Credits 3. 3 Lecture Hours. Fundamental concepts and tools of research applied to psychological and educational problems; rationale of research, analysis of problems, library skills, sampling, appraisal instruments, statistical description and inference, writing the research report and representative research designs. Prerequisite: Graduate classification.

EPSY 637 Qualitative Grounded Theory Methodologies

Credits 3. 3 Lecture Hours. Methods of collecting qualitative data to answer educational or psychological questions using Grounded Theory methodologies; analysis and interpretation of data using Grounded Theory methodologies. Prerequisite: Graduate classification; EPSY 633 or EDCI 605, or equivalent introductory course in qualitative methods, or approval of instructor.

EPSY 639 Experimental Research Design in Educational Settings

Credits 3. 3 Lecture Hours. Design and implementation of field experiments or robust quasi-experiments in educational settings; linkages between research design and data analysis; measurement reliability and validity; ethics of research. Prerequisite: Graduate classification; EPSY 640 or equivalent; EPSY 636 or equivalent.

EPSY 640 Statistical Analysis in Educational Research I

Credits 3. 3 Lecture Hours. Preparation in data analysis techniques for experimental and non-experimental designs. Prerequisite: EPSY 636, HMGT 614, SPMT 690, KINE 690/HLTH 690 or HLTH 690/KINE 690.

EPSY 641 Statistical Analysis in Educational Research II

Credits 3. 3 Lecture Hours. Preparation in more advanced data analysis techniques for experimental and non-experimental designs. Prerequisite: EPSY 640.

EPSY 642 Meta-Analysis of Behavioral Research

Credits 3. 3 Lecture Hours. Principles and use of quantitative techniques for research integration in education and other behavioral disciplines; computer-based and branching literature searches, coding protocols, theory of effect size estimation, analysis and reporting. Prerequisites: EPSY 435 or STAT 651; EPSY 636 or equivalent; EPSY 640 or equivalent.

EPSY 643 Applied Multivariate Methods

Credits 3. 3 Lecture Hours. This seminar presents various techniques for applied multivariate modeling of phenomena in educational psychology. Prerequisite: EPSY 640, EPSY 641 and EPSY 650 or approval of instructor.

EPSY 644 Histories of Psychology

Credits 3. 3 Lecture Hours. Comprehensive understanding of the histories, including theoretical foundations, pivotal contributions and contributors, within the field of psychology that have led to current conceptualizations and applied, professional practice of psychology. Prerequisite: Graduate classification.

EPSY 645 Creative Genius

Credits 3. 3 Lecture Hours. Analysis of patterns of development among highly creative individuals; required dramatic presentation on the life and accomplishments of a selected individual through the use of the soliloquy stage technique. Prerequisite: Graduate classification.

EPSY 646 Issues in Child and Adolescent Development

Credits 3. 3 Lecture Hours. Theoretical orientations, issues, research strategies and empirical findings of developmental psychology relevant to education. Prerequisite: Graduate classification.

EPSY 647 Lifespan Development

Credits 3. 3 Lecture Hours. Issues and models of studying lifespan development; research and theory of lifespan development; comprehensive and current foundation of lifespan development. Prerequisite: Graduate classification.

EPSY 648 Intelligence and Creativity

Credits 3. 3 Lecture Hours. Considers theory, research, methodologies and issues related to the definition, identification and assessment of intelligence, and assessment of intelligence and creativity; addresses theories of intelligence and creativity; methodologies and issues related to assessment of both; relationship between them; and frameworks for fostering creativity; considers implications/applications of theory and research on effective teaching practices for creativity.

EPSY 649 Introduction to Survey Design Methods in Educational Research

Credits 3. 3 Lecture Hours. Primary concepts of survey design methods in educational research; current knowledge about sources of error in surveys, sampling, instrumentation, field-testing, survey operations, nonresponse bias analysis and correction and primary and secondary analysis of survey data. Prerequisites: EPSY 435 or equivalent.

EPSY 650 Multiple Regression and Other Linear Models in Education Research

Credits 3. 3 Lecture Hours. Overview of basic and advanced topics in regression analysis; equal emphasis on developing procedural knowledge, statistical theory, research designs, and practical issues and methods using statistics in empirical research; basis of linear regression models and logistic regression models. Prerequisite: EPSY 641 or STAT 652 or SOCI 631; graduate classification.

EPSY 651 Theory of Structural Equation Modeling

Credits 3. 2 Lecture Hours. 3 Lab Hours. Introduction to the theory and application of structural equation modeling. Prerequisite: EPSY 640 and EPSY 641 or STAT 650 and STAT 651; graduate classification.

EPSY 652 Theory of Hierarchical Linear Models

Credits 3. 3 Lecture Hours. Introduction to the theory and application of hierarchical linear models. Prerequisite: EPSY 640, EPSY 641 or STAT 651, STAT 652, or any equivalent courses; some knowledge on ANOVA and Multiple Regression; graduate classification.

EPSY 653 Advanced Structural Equation Modeling

Credits 3. 3 Lecture Hours. Advanced topics of structural equation models; includes exploratory factor analysis under the structural equation modeling framework, testing factorial invariance, structural equation models with categorical observed variables, multilevel structural equation models, latent growth models, and growth mixture models. Prerequisites: EPSY 651 and EPSY 652.

EPSY 654 Longitudinal Data Analysis

Credits 3. 3 Lecture Hours. Review of traditional approaches to longitudinal data analysis (e.g., MANOVA); consideration of newer approaches including multilevel modeling (MLM) and latent growth modeling (LGM) and their advantages in analyzing longitudinal data. Prerequisite: EPSY 651 and EPSY 652.

EPSY 655 Item Response Theory

Credits 3. 3 Lecture Hours. Advanced measurement topics in item response models; theoretical foundations and practical applications of IRT models; dichotomous and polytomous IRT models including Rasch model (IPL model), 2-PL model, 3-PL model, rating scale model, partial credit model, and graded response model; analysis based on each model illustrated using BILOG-MG, PARSCALE, and M-plus. Prerequisite: EPSY 625.

EPSY 656 Survey Instrument Development

Credits 3. 3 Lecture Hours. Experiences in developing instruments to measure cognition, attitude or behavior; issues and practices relating to construct specification, instrument design and administration; emphasis on analysis and summary of validity study data. Prerequisite: Graduate classification; EPSY 640 or equivalent.

EPSY 659 Practicum in Educating the Gifted and Talented

Credits 3. 1 Lecture Hour. 6 Other Hours. (1-6).Theory and strategies for instruction and guidance of the gifted and talented through a supervised experience in a laboratory setting with gifted and talented children and/or adolescents. May be taken three times for credit. Prerequisite: Approval of instructor.

EPSY 660 Single Case Experimental Design Research Methodology

Credits 3. 3 Lecture Hours. Teaches critical evaluation of single-case experimental design; development of logic models, socially significant research questions, and complex research designs; advanced topics in design, rigor, replication, reliability, validity and measurement in single-case experimental designs. Prerequisites: EPSY 635 and EPSY 636.

EPSY 661 Data Analysis for Single-Case Experimental Design in Educational Research

Credits 3. 3 Lecture Hours. Various data analysis techniques to obtain effect sizes for single-case experimental design (SCED), including nonoverlapping, standardized mean difference, and multilevel modeling (MLM) methods; SCED data analysis; SCED effect size calculation; meta-analysis of SCED data using MLM. Prerequisites: EPSY 641.

EPSY 671 Interpersonal Relationships and Children's Academic Outcomes

Credits 3. 3 Lecture Hours. Exploration of the role of children’s interpersonal relationships on their school engagement and academic performance; emphasis on parent-child, peer and teacher-student relationships across the formal schooling years (K-12). Prerequisite: Graduate classification.

EPSY 673 Learning Theories

Credits 3. 3 Lecture Hours. Comprehensive study of classical and current learning theories; their significance to modern education. Prerequisite: Graduate classification.

EPSY 674 Foundations of Creativity

Credits 3. 3 Lecture Hours. Study of the knowledge and applications of research in the field of creativity, including creative people, creative processes, creative products, and the environment for nurturing creativity; role of creative thought and outside influences in innovation and problem-solving; formal and informal assessment of creativity. Prerequisites: Graduate classification.

EPSY 682 Seminar in...

Credit 1. 1 Other Hour. Knowledge, skills and attitudes in special education, counseling, psychological foundations of education and school psychology. Specific topics are announced for each seminar offered. May be taken more than once but not to exceed 6 hours of credit. Prerequisite: Graduate classification; approval of instructor.

EPSY 683 Field Practicum in...

Credits 1 to 15. 1 to 15 Other Hours. Supervised experience in professional employment settings in educational psychology. Wide range of practical experiences and activities as listed below that are closely supervised by departmental faculty. Repeatable to 15 hours total. Prerequisite: Approval of instructor and department head.

EPSY 684 Professional Internship

Credits 1 to 4. 1 to 4 Other Hours. Limited to advanced doctoral students; University-directed experience in a professional employment setting; full-time participation and responsibility in experiences related to career specializations in counseling or school psychology. Repeatable to 9 hours total.

EPSY 685 Directed Studies

Credits 1 to 4. 1 to 4 Other Hours. Directed individual study of selected problems. Prerequisite: Graduate classification.

EPSY 688/CPSY 688 Research Proposal Development

EPSY 689 Special Topics in...

Credits 1 to 4. 1 to 4 Lecture Hours. Selected topics in an identified area of educational psychology. May be repeated for credit. Prerequisite: Graduate classification.

EPSY 690 Theory of Educational Psychology Research

Credits 3. 3 Lecture Hours. Theory and design of research problems and experiments in various subfields of educational psychology; communication of research proposals and results; evaluation of current research of faculty and students and review of current literature. May be repeated for credit.

EPSY 691 Research

Credits 1 to 23. 1 to 23 Other Hours. Research for thesis or dissertation. Must be taken on a satisfactory/unsatisfactory basis. Prerequisite: Approval of instructor.

Special Education

SPED 601 Assessment in School Settings

Credits 3. 3 Lecture Hours. Formal and informal assessment; state assessment and alternatives; techniques used with students with disabilities; using data to make educational decisions. May be repeated one time for credit. Prerequisite: SPED 604; SPED 699; graduate classification.

SPED 602 Ethics and Professional Conduct in Special Education and Applied Behavior Analysis

Credits 3. 3 Lecture Hours. Focus on ethical and professional conduct required for special educators and behavior analysts; information required for certified behavior analysts; ethics required by the Behavior Analyst Certification Board; highly relevant for those working with children or adults with disabilities in any capacity. Prerequisites: SPED 604; SPED 699; graduate classification.

SPED 603 Foundations of Special Education

Credits 3. 3 Lecture Hours. Build a knowledge base to understand the historical and conceptual foundations of special education; familiarization with special education literature; overview of current issues and trends impacting special education. Prerequisite: Graduate classification.

SPED 604 Introduction to Applied Behavior Analysis

Credits 3. 3 Lecture Hours. An overview of the theoretical underpinnings of applied behavior analysis (ABA), principles and procedures of ABA and an introduction to data collection, assessment of behavior and individualized interventions within an educational context; emphasis on the application of ABA principles in multiple contexts to provide behavioral support to a diverse range. Prerequisite: Graduate classification.

SPED 605 Leadership in Applied Behavior Analysis

Credits 3. 3 Lecture Hours. Literature and evidence-based practices for effective leadership and supervision in the field of applied behavior analysis (ABA); review of the theoretical underpinnings of ABA as they relate to supervision and training of staff, specifically those involving behavior-change procedures; best practices in personnel supervision and management; opportunities to practice supervision-based skills such as evaluation, behavior-skills training and performance feedback; emphasis on the application of ABA principles in multiple contexts to provide behavioral training and supervision to supervisees, staff members and community members. Prerequisite: SPED 601, SPED 604 and SPED 699; graduate classification.

SPED 609 Educating Individuals with Autism Spectrum Disorders

Credits 3. 3 Lecture Hours. Study of the incidence, prevalence, and characteristics of individuals with autism spectrum disorders, particularly for teachers, counselors, and related fields; research and best practices in assessment, treatment, and education; includes treatment of social, communication, academic, and behavior deficits with emphasis on behavior analysis. Prerequisite: Graduate classification.

SPED 610 Special Education and the Family

Credits 3. 3 Lecture Hours. Overview of issues in special education interpreted within the context of the family; relationships among the school, the families, and the community; impact of relationships on service provisions; field experiences working with families with special needs. Prerequisite: Graduate classification.

SPED 611 Multicultural and Bilingual Special Education

Credits 3. 3 Lecture Hours. Multicultural perspectives in special education; foundations of multicultural and bilingual special education; cultural responsive teaching; methods for teaching culturally and linguistically diverse learners in special education. Prerequisite: Graduate classification.

SPED 612 Special Education Law and Policy

Credits 3. 7 Lab Hours. Legal development of the discipline of special education; current requirements for providing free and appropriate education to students with disabilities; assessment and performance of research with legal information. Prerequisite: Graduate classification.

SPED 617 Adolescent Literacy Across the Content Areas for Students with Disabilities

Credits 3. 3 Lecture Hours. Research-based strategies to teach reading and writing to 4th through 12th grade students with disabilities and other diverse instructional needs; emphasis on content area issues and strategies, as well as on assessment, motivation, interventions and other current issues. Prerequisites: SPED 630; graduate classification.

SPED 618 Preparation for the Professoriate in Special Education and Allied Fields

Credits 3. 3 Lecture Hours. Orientation to full time doctoral studies; understanding of historical and contemporary issues in the field of special education and allied fields; considers roles and expectations of university faculty; application of systematic reviews of experimental research in special education and allied fields. Prerequisite: Admission into a CEHD doctoral program.

SPED 619 Critical Research and Practice Issues in Special Education

Credits 3. 3 Lecture Hours. Examination of the historical, conceptual/theoretical and empirical basis of special education research and practice; understanding special education as a field and specific areas for in-depth knowledge. Prerequisite: Admission into special education doctoral program.

SPED 620 Bilingual Special Education

Credits 3. 3 Lecture Hours. Topics concerning bilingual special education including history of the field, language acquisition, learning disabilities and language differences, assessment, policy development, individualized education plans, instructional strategies and parental involvement. Prerequisite: Graduate classification.

SPED 621 Overview of Exceptional Students

Credits 3. 3 Lecture Hours. Overview of historical foundations for special education practice; definitions of disabilities, relevant educational characteristics of students with disabilities; assessment procedures associated with the identification of students' disabilities; intervention procedures related to education of students with disabilities. Prerequisite: Graduate classification.

SPED 624 Professional Development in Research

Credits 3. 3 Lecture Hours. Development and refinement of skills needed to be productive scholars with particular focus on disseminating research through manuscript preparation and conference presentations, developing teaching and research statements, preparing for the academic job search, and journal reviewer preparation. Prerequisite: SPED 618; SPED 619; graduate classification.

SPED 626 Meta-Analysis in Single-case Research

Credits 3. 3 Lecture Hours. Steps of conducting a meta-analysis of single-case research studies. Prerequisite: Doctoral classification.

SPED 628 Consultation in Special Education

Credits 3. 3 Lecture Hours. Rationale, strategies, procedures and resources for providing consultation as systematic problem-solving to school procedures, and resources for improving services for children with disabilities, and those who are at-risk of school failure. Prerequisites: Graduate classification.

SPED 630 Early Literacy for Students with Diverse Instructional Needs

Credits 3. 3 Lecture Hours. Research-based strategies to teach beginning reading and writing to pre-K through 4th grade students with disabilities and other diverse instructional needs; emphasis on current issues, assessment, prevention and intervention. Prerequisite: Graduate classification.

SPED 632 Transition Education and Services for Individuals with Disabilities

Credits 3. 3 Lecture Hours. Current issues and practices related to the transition of students from school to adulthood; foundations of life-long transitions; assessment of post-school goals and identification of effective transition services to promote employment, postsecondary education, and community living; partnerships with parents and service providers. Prerequisite: Graduate classification.

SPED 641 Low-Incidence Instruction for Individuals with Significant Support Needs

Credits 3. 3 Lecture Hours. Examination of how particular types of low-incidence disabilities; including mental retardation, autism, physical disabilities, traumatic brain injury, deafness, blindness, multiple disabilities, and other health impairments, affect academic and job performance. Current methods for teaching individuals with low-incidence disabilities, including an overview of Adaptive/Assistive Technology (AT) solutions. Prerequisite: Graduate classification.

SPED 642 Prevention, Support, and Intervention for Students with Emotional and Behavior Problems

Credits 3. 3 Lecture Hours. Effective management of challenging and severe behavior problems in education, clinic and community settings using prevention, targeted programming and individual interventions; includes methods for observing, assessing and analyzing challenging and severe behaviors. Prerequisites: SPED 604; SPED 699; SPED 601; graduate classification.

SPED 683 Field Practicum

Credits 1 to 15. 1 to 15 Other Hours. Faculty supervised experience in professional practice settings in Special Education. May be repeated for credit. Prerequisite: Approval of instructor.

SPED 684 Professional Internship

Credits 1 to 6. 1 to 6 Other Hours. Supervised experience in professional functions appropriate to career goals in special education. Must be taken on a satisfactory/unsatisfactory basis. Prerequisite: Approval of instructor.

SPED 685 Directed Studies

Credits 1 to 6. 1 to 6 Other Hours. Directed individual study of selected problems in special education. Prerequisite: Approval of instructor.

SPED 689 Special Topics in...

Credits 1 to 4. 1 to 4 Lecture Hours. Selected topics in an identified area of special education. May be repeated for credit. Prerequisite: Graduate classification.

SPED 699 Advanced Applied Behavior Analysis

Credits 3. 3 Lecture Hours. Rigorous repertoire of knowledge and skill in behavior analysis; comprehensive and contemporary description of applied behavior analysis; application of principles and paradigms of theoretical and experimental aspects of behavior. Prerequisite: SPED 604; graduate classification.

Special Education Field Based

SEFB 618 Applied Behavior Management in the Classroom

Credits 3. 3 Lecture Hours. Field-based course related to effective management of challenging behavior problems in the classroom using proactive classroom strategies, effective instruction and planned behavior interventions; discussion and applications of methods for observing, assessing and analyzing challenging behaviors. Prerequisite: Graduate classification.

SEFB 630 Practicum in Applied Behavior Analysis

Credits 3. 9 Other Hours. University-supervised experience related to specializations in special education and behavior analysis. May be taken eight times for credit. Prerequisites: Graduate classification; SEFB 618; approval of department head.

SEFB 631 Intensive Practicum in Applied Behavior Analysis

Credits 3. 9 Other Hours. University-supervised intensive experience related to specializations in special education and behavior analysis. May be taken eight times for credit. Prerequisites: Graduate classification; SEFB 618; approval of department head.

School Psychology

SPSY 610 Child Psychopathology

Credits 3. 3 Lecture Hours. Major forms of psychopathology and behavioral disorders in children and adolescents; concepts of child psychological disorders; application of multiple theoretical models; understanding of the development context in which these orders exist. Prerequisite: Graduate classification.

SPSY 611 Introduction to School Psychology: Legal, Ethical and Credentialing Issues in School Psychology

Credit 1. 1 Lecture Hour. History of professional psychology with emphasis on school psychology; legal, ethical and credentialing issues in psychology; scholarly writing; models of providing clinical child and special educational services. May be taken up to three times for credit. Prerequisite: Graduate classification.

SPSY 612 Individual Assessment of Children’s Intelligence

Credits 4. 3 Lecture Hours. 2 Lab Hours. Individual Assessment of Children's Intelligence. Educational and clinical applications of individual assessment; diagnostic measures of intelligence, achievement, language and perception; videotaping of student test administration is required for purposes of supervision and self-evaluation. Limited to 12 students per semester. Prerequisites: Graduate classification.

SPSY 613 Crisis Intervention in the Schools

Credits 3. 3 Lecture Hours. Fundamentals of school-based crisis intervention; emphasis on personal and situational crises, and the development and implementation of crisis intervention and prevention plans within the school setting; differing models of crisis intervention, models of coping with crisis and critical incidents, and the efficacy of crisis intervention. Prerequisite: Graduate classification.

SPSY 614 Integrated Assessment Practicum

Credits 3. 1 Lecture Hour. 6 Lab Hours. Student test administration competencies and a minimum of 150 hours of supervised experience in administration, analysis and reporting of individual diagnostic instruments. Prerequisites: SPSY 612 and SPSY 617.

SPSY 615 Preschool Assessment

Credits 3. 3 Lecture Hours. Assessment of infants and young children (birth to 5 years of age); requires extension of the diagnostic skills gained in other coursework to applications for early intervention and child find with younger children; measures/methods will include norm-referenced, criterion referenced, and play-based/observational methods used in the assessment of infants and young children. Prerequisite: SPSY 612.

SPSY 617 Assessment of Emotional Disability

Credits 3. 3 Lecture Hours. Diagnostic procedures and techniques in personality assessment and identification of emotionally disturbed children and youth. Prerequisite: SPSY 610; SPSY 612; SPSY 642.

SPSY 620 Interdisciplinary Seminar in Prevention Science

Credit 1. 1 Lecture Hour. Contemporary research programs that represent the interdisciplinary field of prevention science; strengths and limitations of diverse theoretical and conceptual bases of research in prevention science; application of research findings to issues related to the prevention of mental, emotional, and physical health problems and the promotion of well-being. May be taken 3 times for credit. Prerequisite: Graduate standing and either admission to the interdisciplinary graduate certificate in prevention science program or approval of instructor. Cross Listing: COMM 671 and HLTH 671.

SPSY 627 Culturally Responsive Interventions: Models for Making Cultural Adaptations to Interventions

Credits 3. 3 Lecture Hours. Introduction to literature that demonstrates the need to adapt evidence-based interventions for use with culturally and linguistically diverse populations; different models for making cultural adaptations; identify ways to ensure fidelity and integrity of interventions even after cultural adaptations are made; adaptations for populations with diverse home culture, language, race, sexual orientation, developmental abilities or SES. Prerequisite: Graduate classification.

SPSY 628 Consultation: Theory and Techniques

Credits 3. 3 Lecture Hours. History and theory of various models of consultation including mental health, behavioral and organizational development; skills and techniques necessary for effective consultation; relevant research issues. Prerequisite: Graduate classification.

SPSY 638 Systems Consultation and Prevention Science

Credits 3. 3 Lecture Hours. Theory, research and practice in prevention science with an emphasis on individuals from birth to age 21; understanding and application of theories and methods of prevention science. Prerequisite: Graduate classification.

SPSY 641 Child Therapy for School Behavior Problems

Credits 3. 3 Lecture Hours. Selected therapy approaches for treating childhood behavior disorders that interfere with children's interpersonal and intrapersonal adjustment and school learning; play therapy, behavior therapy, cognitive therapies; case studies; observation of therapy cases in public and/or mental health settings. Prerequisite: SPSY 610.

SPSY 642 Behavioral Assessment and Intervention

Credits 3. 3 Lecture Hours. Overview of contemporary behavior theory and applied behavior analysis; overview of behavioral assessment strategies with an emphasis on the systematic observations of behavior and interviews; and contemporary behavior therapy approaches for use with educators, children, and their families. Prerequisite: Graduate classification.

SPSY 643 Academic Assessment and Intervention

Credits 3. 3 Lecture Hours. Developing effective and appropriate interventions for school-based academic concerns; collecting and interpreting data from informal academic assessments and observations for intervention development and evaluation; using curriculum-based assessments for monitoring student's academic programs and teacher decision making; understanding effective instructional strategies and their application to academic interventions. Prerequisite: Graduate classification.

SPSY 644 Child Therapy: Advanced Theory and Techniques

Credits 3. 3 Lecture Hours. Supervised experiences in public and mental health settings in the application of psychotherapy techniques with children, adolescents and families; interviewing techniques; process of therapy; advanced theoretical foundations; case management. Prerequisite: SPSY 641.

SPSY 657 Bilingual Psychoeducational Assessment

Credits 4. 3 Lecture Hours. 2 Lab Hours. Theory of second language acquisition; discrete point and descriptive approach to language assessment; achievement assessment; cognitive assessment and practical and cultural factors when assessing bilingual children. Prerequisite: SPSY 612.

SPSY 683 Field Experience/Externship in School Psychology

Credits 1 to 15. 1 to 15 Other Hours. Faculty supervised experience in professional employment public and mental settings in school psychology. May be taken up to 30 hours. Prerequisite: Approval of instructor.

SPSY 684 Professional Internship

Credits 1 to 4. 1 to 4 Other Hours. Culminating clinical experience for students in the School Psychology doctoral program; consistent with the program’s accreditation by the American Psychological Association (APA), participation in a national match system through the Association for Psychology Post-Doctoral and Internship Centers (APPIC) for internships nationally that are accredited as professional training settings. Applications for September assignments must be approved the previous October. May be repeated up to 9 hours. Must be taken on a satisfactory/unsatisfactory basis. Prerequisite: Graduate classification or approval of instructor; completion of oral and written preliminary exams, approved proposal, and completion of all coursework other than SPSY 684 and SPSY 691.

SPSY 685 Directed Studies

Credits 1 to 4. 1 to 4 Other Hours. Directed individual study of selected problems. Prerequisite: Approval of instructor.

SPSY 689 Special Topics in...

Credits 1 to 4. 1 to 4 Lecture Hours. Selected topics in an identified area of school psychology. May be repeated for credit. Prerequisite: Graduate classification.

SPSY 691 Research

Credits 1 to 23. 1 to 23 Other Hours. Research for thesis or dissertation. Prerequisite: Approval of instructor.

Acosta, Sandra T, Associate Professor
Educational Psychology
PHD, Texas A&M University, 2010

Allen, Justin P., Assistant Professor
Educational Psychology
PHD, University of Kansas, 2016

Baek, Eunkyeng, Associate Professor
Educational Psychology
PHD, University of South Florida, 2015

Barroso Garcia, Connie, Assistant Professor
Educational Psychology
PHD, Florida State University, 2020

Byrns, Glenda E, Visiting Clinical Professor
Educational Psychology
PHD, Texas A&M University, 2007

Castillo, Linda, Professor
Educational Psychology
PHD, University of Utah, 1999

Castro Olivo, Sara M, Associate Professor
Educational Psychology
PHD, University of Oregon, 2007

Chang, Heesun, Assistant Professor
Educational Psychology
PHD, The University of Georgia, 2022

Chang, Wen-Hsuan, Assistant Professor
Educational Psychology
PHD, University of North Carolina at Charlotte, 2021

Erbeli, Florina, Associate Professor
Educational Psychology
PHD, University of Ljubljana, 2015

Ettekal, Andrea V, Associate Professor
Educational Psychology
PHD, Arizona State University, 2014

Ettekal, Idean, Associate Professor
Educational Psychology
PHD, Arizona State University, 2016

Fogarty, Melissa S, Clinical Professor
Educational Psychology
PHD, Texas A&M University, 2012

Gagne, Jeffrey R, Associate Professor
Educational Psychology
PHD, Boston University, 2008

Hajovsky, Daniel Bernard, Associate Professor
Educational Psychology
PHD, University of Kansas, 2015

Kahn, David Andrew, Clinical Assistant Professor
Educational Psychology
PHD, Texas A&M University, 2011

Kwok, Oi-Man, Professor
Educational Psychology
PHD, Arizona State University, 2005

Lara-Alecio, Rafael, Professor
Educational Psychology
PHD, University of Utah, 1991

Lawrence, Timothy I, Assistant Professor
Educational Psychology
PHD, Prairie View A&M University, 2022

Lee, Kelly, Clinical Associate Professor
Educational Psychology
PHD, University of Houston, 2016

Liew, Jeffrey C, Professor
Educational Psychology
PHD, Arizona State University, 2005

Luo, Wen, Professor
Educational Psychology
PHD, Texas A&M University, 2007

Malala, Dina, Clinical Assistant Professor
Educational Psychology
PHD, University of Denver, 2022

McCord, Carly E, Clinical Associate Professor
Educational Psychology
PHD, Texas A&M University, 2013

Montague, Marcia L, Clinical Associate Professor
Educational Psychology
PHD, Texas A&M University, 2009

Nagro, Sarah A., Associate Professor
Educational Psychology
EDD, Johns Hopkins University, 2015

Ojeda, Lizette, Associate Professor
Educational Psychology
PHD, University of Missouri at Columbia, 2009

Padron, Yolanda, Professor
Educational Psychology
PHD, University of Houston, 1985

Pashmforoosh, Roya, Assistant Professor
Educational Psychology
PHD, Texas A&M University, 2021

Perrott, Lisa J, Associate Professor
Educational Psychology
PHD, University of Virginia, 2001

Ramos Garcimartin, Hector, Lecturer
Educational Psychology
PHD, Texas A&M University, 2015

Ramos, Suzanna J, Clinical Assistant Professor
Educational Psychology
PHD, Texas A&M University, 2015

Ridley, Charles R, Professor
Educational Psychology
PHD, University of Minnesota, 1978

Rivera, Hector H, Associate Professor
Educational Psychology
PHD, University of California at Santa Cruz, 2001

Sohn McCormick, Anita, Clinical Associate Professor
Educational Psychology
PHD, Texas A&M University, 2000

Sweany, Noelle Wall, Clinical Professor
Educational Psychology
PHD, The University of Texas at Austin, 1999

Thompson, Christopher G, Associate Professor
Educational Psychology
PHD, Florida State University, 2016

Thompson, Julie L, Associate Professor
Educational Psychology
PHD, University of North Carolina at Charlotte, 2014

Tiwari, Ananya, Assistant Professor
Educational Psychology
PHD, University of Illinois, 2023

Tong, Fuhui, Professor
Educational Psychology
PHD, Texas A&M University, 2006

Walichowski, Miranda F, Clinical Associate Professor
Educational Psychology
PHD, Texas A&M University, 2009

Wang, Zhe, Associate Professor
Educational Psychology
PHD, Virginia Tech, 2013

Watkins, Laci, Associate Professor
Educational Psychology
PHD, University of Texas at Austin, 2017

Whiteside, Erinn, Clinical Associate Professor
Educational Psychology
PHD, University of Georgia, 2019

Woltering, Steven, Associate Professor
Educational Psychology
PHD, University of Toronto, 2012

Woodward, Robert S, Clinical Professor
Educational Psychology
PHD, Texas A&M University, 2004

Yoon, Myeongsun, Associate Professor
Educational Psychology
PHD, Arizona State University, 2007

Zhang, Dan D, Professor
Educational Psychology
PHD, University of New Orleans, 1998