PSYC 317:  Experimental Psychology 3 cr. Prerequisite: PSYC 216. Introduction to scientific method, experimental designs, measurement, analysis, and ethics in psychological research. Emphasis in learning to critically evaluate research reports, apply the experimental method to answering simple questions, and developing skills for preparing written proposals according to APA style conventions. Three hours of lecture.

The ability to read and produce research is a fundamental and essential skill of all psychologists. All subfields in psychology are on a perpetual search for knowledge to explain behavior and guide their thinking and professional practice. Even if you never pursue advanced training and a career in psychology, in your daily life you will certainly be a consumer of research.

This course will introduce you to ways of knowing including the scientific method; to skills for finding, reading, and applying critical thinking to research; and to the ethics of research with human participants and animal subjects. On this foundation, you will think critically and apply the scientific method to building your own research questions employing advanced topics including: concepts of experimental variables, measurement concepts of reliability and validity, and methods of behavioral observation.  Models of research include surveys, basic and complex experimental designs, and quasi-experimental and single subject studies that provide a structure for proposing and answering empirical questions. The application of descriptive and inferential statistical procedures to understanding research results completes your skills set for proposing psychological research.

Required texts:

Cozby, P. C. (2004). Methods in behavioral research (10^th Ed.). Boston: McGraw Hill.

American Psychological Association. (2009). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.

Jewell, T. (2004). Understanding plagiarism. Upper Saddle River, New Jersey: Pearson/Prentice Hall.

PSYC 350: Test & Measurement 3 cr. Prerequisite: PSYC 216. Test construction, standardization, validation, intelligence, clerical, mechanical, and spatial aptitude feats; interests and personality tests; test batteries. Three hours of lecture.

This course explores test theory, appropriate test use, statistical techniques, and psychometric principles. Throughout the semester students, working in small groups, will construct and validate a brief psychological test following the project model described by Hynan and Foster (1997). Following the test development process outlined in the text, students will gain direct experience defining constructs, writing test items, conducting pilot test(s), conducting item analysis, making revisions, assessing reliability and validity, and presenting their results in written and oral formats.

Required Texts:

McIntire, S. A., & Miller, L. A. (2007). Foundations of psychological testing: A practical approach (2^nd ed.). Thousand Oaks, CA: Sage Publications.

Jewell, T. (2004). Understanding plagiarism. Upper Saddle River, NJ:  Pearson: Prentice Hall.

PSYC 706: Principles and Theories of Learning 3 cr. Prerequisite: Six hours of psychology or consent of the department. A review of principles and theories of learning, the research on which they are based, and their application to the teaching/learning process and psychotherapy. Three hours of lecture.

In this course, candidates demonstrate commitment to diversity by considering cultural factors affecting learning and memory at the group level; they demonstrate critical thinking by analyzing curricular materials and practices through the lens of learning and memory theory; and they demonstrate pedagogy by applying this research and analysis of the curriculum to current classroom practices.

Students who enroll in this course are typically completing either the Specialist in School Psychology, Master of Education, or Masters in Counseling Psychology program. Understanding how humans learn is fundamental to each of these professions. As such, we will strive to achieve the following learning objectives: 1. You will comprehend major learning and memory theories that underlay the foundations of your profession, 2. You will apply your knowledge of learning and memory theories to common practices of your profession through in-class discussions and exercises, 3. You will research and apply learning and memory theory to specific teaching/learning situations or practices, 4. You will demonstrate knowledge of how diversity and multi-cultural factors interact with learning processes, and 5. You will practice and develop critical thinking skills, and written communications skills.

Required Texts:

Terry, W. S. (2009). Learning and memory: Basic principles, processes, and procedures. Boston, MA:  Pearson: Allyn and Bacon.

Jewell, T. (2004). Understanding plagiarism. Upper Saddle River, NJ:  Pearson: Prentice Hall

PSYC 749: Alternative Assessment Techniques and Interventions 3 cr. Prerequisite: Candidacy in the SSP program or permission of the department. Formulation of case studies applying problem-solving models, alternative assessment approaches, intervention identification/design strategies, and student progress monitoring techniques for use with children experiencing academic difficulties. Three hours of lecture.

School psychologist candidates learn to identify and resolve learning problems by applying a four stage problem-solving model. Candidates develop knowledge of curriculum based measurement (CBM) foundations and demonstrate skills in selecting, administering, and interpreting CBM accurately. Using CBM data, candidates evaluate student performance to identify academic problems, generate and test hypotheses for the causes of these problems, design empirically-based interventions for identified learning problems, and evaluate the effectiveness of their interventions.

Required Texts:

Brown-Chidsey, R. (Ed.). (2005). Assessment for intervention: A problem solving approach. New York: The Guilford Press.

Hosp, M. K., Hosp, J.L., & Howell, K. W. (2007). The ABC’s of CBM: A practical guide to curriculum-based measurement. New York: The Guilford Press.

Jewell, T. (2004). Understanding plagiarism. Upper Saddle River, NJ:  Pearson: Prentice Hall.

PSYC 751: Psychological Assessment I, 3 cr. Provides the student with expertise in the assessment of cognitive abilities.  Classes will meet once a week for 4 hours.  The age range covered in the course, for evaluation purposes, will be infants through adults; special attention will be given to school-aged children.  The major goal of the course is to provide the graduate student with practical experience in the administration, scoring, and interpretation of cognitive assessment instruments with as broad a multicultural population as possible.  The graduate student will also be expected to become familiar with the reliability and validity of the instruments presented.  Thus, the graduate student is expected to be able to judge the psychometric quality of the instruments presented.  Another important goal of Psyc 751 is to give the graduate student practical experience in writing integrated psychological reports.  The graduate student will be expected to write a number of these reports throughout the semester.

Text: Sattler, J.M. (2008).  Assessment of Children: Cognitive Foundations (5^thEd.). San Diego:  Sattler

Jewell, T.  (2004).  Understanding Plagiarism (First Edition).  New Jersey: Prentice Hall.

Psyc 780: Consultation in Human Development Settings. Study of models, processes, and issues of consultation and interpersonal communication in settings where human development needs and crises are managed by professionals seeking aid from psychologists. Three hours of lecture-laboratory.

In this course, you will demonstrate commitment to diversity through the study of best practices in consultation with children and families from diverse backgrounds and increasing your cross-cultural competence; you will demonstrate critical thinking by analyzing consultation models applied by school psychologists and community mental health counselors; and you will demonstrate pedagogy by applying your knowledge and research skills to the development of print and presentation materials to help children at home and in school. Given assigned readings, class lectures, simulations, and course assignments students will develop and demonstrate an understanding of consultation and collaboration with diverse populations at the individual, group, and systems levels in these broad areas: interpersonal communication with teachers and parents, consultation models, and crisis prevention and response.

Required Texts:

Dougherty, M. A. (2009). Psychological consultation and collaboration in school and community settings (5th ed.). Belmont, CA: Brooks/Cole.

Jewell, T. (2004). Understanding plagiarism. Upper Saddle River, NJ:  Pearson: Prentice Hall.