Specialist School Psychology Program Handbook Aug2011

8/13/2019 Specialist School Psychology Program Handbook Aug2011

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Department of Psychology


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!able of "ontents Page

Introduction.................................................................................................... 1

Overview of the Program ............................................................................. 1

Admission Requirements and Procedures............................. ......... ........ ...... 1

Educational Philosophy and Training odel................................................ !

"oals#O$%ectives#&ompetencies.................................................................... '

Typical .A.#(pecialist Program of (tudy.................................................... )

(pecialist Program Requirements.................................................................. *

&ertification &ourse +or, Requirements.......................................... *

-epartment oundation Requirements.............................................. 1/

(econd0year &ompetency E am........................................................ 1/

Practicum E periences....................................................................... 11

irst02ear Practicum................................................................... 11 (econd02ear Practicum.............................................................. 11


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Annual Evaluations............................................................................ 1'

Program E aminations....................................................................... 18

Portfolio Assessment......................................................................... 18

ollow0up Procedure with (tudents a,ing Insufficient Progress.. . 18

"rievance Procedures and (tudent (upport............................................. ... 1)

A$out 9I: and the &ollege of 6i$eral Arts and (ciences............................. 1;

A$out the Psychology -epartment................................................................ 1;

-epartment and :niversity Assistantship (upport........................................ 1*

Program and -epartment aculty ............................................................... 3/

&ore (chool Psychology aculty....................................................... 3/

-epartment aculty with Related Interests........................................ 31

Affiliated aculty .................................................. ................... ........ 31

(chool Psychology Advisory 5oard ............................................................. 33Appendi A< &ompetency E am Reading 6ist.............................................. 3!

Appendi 5< Portfolio Assessment Procedures !/


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Introduction

The purpose of this =and$oo, is to provide school psychology students with information a$outthe procedures> regulations> and requirements for completing the masters degree and specialistlevel certification in the -epartment of Psychology. +hen used with other departmentalliterature ?e.g.> Graduate Student Manual >Graduate School Catalog @> this hand$oo, is designedto facilitate your progress through the program. It is important> therefore> that you read allsections of the =and$oo, so that you are thoroughly familiar with the program and departmentrequirements.

If you have any questions regarding the program> department> or university> please contact yourfaculty mentor or the program assistant> Arielle (herman ? asherman1 niu.edu @. +e hope thatyour educational career at 9orthern Illinois :niversity is e citing> challenging> and educationally

profita$le.

#$er$ie% of the Program

The (chool Psychology (pecialist &ertification Program at 9orthern Illinois :niversity ?9I:@offers a 8/0hour> full0time asterBs certification program ?i.e.> (pecialist level@ that providescomprehensive training in general psychology as well as speciali7ed training in the applied areaof school psychology. Instituted in 1*);> the 9I: school psychology certification programreceived full approval from the 9ational Association of (chool Psychologists ?9A(P@ and the

9ational &ouncil for Accreditation of Teacher Education ?9&ATE@ in 1**3 and has maintained

this status. The program also achieved accreditation from the American PsychologicalAssociation ?APA@ in 3/1/. ?Please contact the APA Office of Program &onsultation andAccreditation with any questions< )'/ irst (t.> 9E> +ashington> -& 3///3> phone< ?3/3@!!80'*)*> fa < ?'''@!!80'*);.@ The primary goal of the program is to train professional
mailto:[email protected]:[email protected]


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Applying to the "raduate (chool 33! Adams =all> -eCal$> I6 8/11'. Additional optional materials> includingwriting samples and applications for assistantship> for e ample> should $e sent to the Psychology-epartment> 9orthern Illinois :niversity> "raduate Program (ecretary> -eCal$> I6 8/11'.

&riteria Reviewed and Process our candidates typically have although other related ma%ors are considered. Earned a strong undergraduate "PAD typically a$ove !.4/. (trong "RE scoresD typically in the 11// to 1!// range ? er$al F Guantitative@> with

+riting scores in the 4./ to 8./ range. (trong letters of recommendation.

Relevant research and#or applied e periences. A successful interview> in person ?prefera$le@ or over the phone.

(tudents with strong credentials are invited to interview during our annual Interview/Open


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Program. Interested students should discuss this possi$ility with the Program -irector and theirrespective faculty mentor. If the student wants to apply to the -octoral Program they should

provide a formal letter requesting this consideration along with a statement of goals ?i.e.> personal statement@ to the Program -irector. The program faculty will review this request alongwith other criteria listed a$ove ?e.g.> "RE score> "PA> performance in program> etc.@ at the timeof admissions decisions and inform the student of the outcome in a letter.

)ducational Philosophy and !raining Model

The school psychology program is committed to the scientist0practitioner model and is designedto train professionals to contri$ute to the psychological well0$eing of children and adolescents.The faculty $elieve a school psychologist is characteri7ed $y the ,nowledge and a$ility to $ringa scientific approach to the study> assessment> and treatment of children and adolescents toma imi7e their functioning in educational and other appropriate settings. The program isorgani7ed around four $road goals that graduates of the program will learn ?a@ a solidfoundational understanding of $road psychological principles> ?$@ the profession and professional

practice of school psychology> ?c@ appropriate assessment and intervention methodologies> and?d@ to $e consumers and producers of research. Cnowing that new information and technologiesare always $eing discovered> inherent throughout the program is the overarching goal to train

psychologists committed to $eing life0long learners.

The dual emphasis of the scientist0practitioner model is more important than ever in this era ofchanging roles for school psychologists> and it is the primary goal of the program to providerigorous training in $oth of these important roles. The scientist0practitioner role has $een alongstanding tradition within psychology ?5oulder &onference> 1*4;D Thayer &onference> 1*'4@D

however> the tenets of this model fit nicely with the most innovative of practices. Our training practices follow the principles of the 9ational Association of (chool PsychologistsB ?9A(P@ pu$lication School Psychology: A lueprint !or "raining and Practice III ?2sseldy,e et al.>3//8@ $y training students with a solid $asis of ,nowledge in psychological and educational


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practice. or e ample> in addition to completing research0oriented course wor, from primaryschool psychology faculty> students also complete rigorous research0$ased course wor, from

faculty in the other Ph.-. curricular programs within the department ?e.g.> (ocial>-evelopmental> &ognitive> &linical@. (tudents wor, closely with faculty mentors and advisors onthe completion of a asterBs thesis and Ph.-. dissertation that ma,e a su$stantial contri$ution toscientific ,nowledge. 6ess formally> students participate in multiple activities throughout theacademic year that directly facilitate and model the scientist role. These include participation inongoing faculty research pro%ects as Research Assistants> participation as $oth attendees and

presenters at a variety of departmental colloquium series ?e.g.> &ognitive#Instructional0-evelopmental0(chool Area> &hild &linical0-evelopmental> (chool> &enter for the (tudy ofamily iolence and (e ual Assault@> as well as participation in local> state> and nationalconferences and wor,shops. Please see Appendi - for a listing of recent presentations and

pu$lications involving students.

The practitioner role also is central to the functioning of most school psychologists. It isnecessarily a diverse role> requiring s,ills in psychological and educational intervention>consultation> and assessment. &ourse wor, and practica e periences provide a synthesis oftheory> research> and applied aspects of school psychology practice. The program is designed totrain students as pro$lem0solving professionals who are competent to wor, in multiple capacitieson a wide range of pro$lems encountered in educational and other applied settings. The school

psychology program provides students with a comprehensive set of graduated practicume periences $eginning their second semester on campus and continuing until the capstoneinternship e perience. It is during these e periences that students apply the ,nowledge and s,illsthey have acquired in their academic courses and research to educational and clinical settings.The synthesis of theory> research> and practice forms the foundation of the scientist0practitioner

model adopted $y the 9I: program.The -epartment of Psychology offers the .A. degree ?(pecialist06evel@ leading to Illinois statecertification in school psychology and eligi$ility for the national certification designation


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Certification Program Goals/Objectives/Competencies

*oal 1+ Program graduates %ill learn a solid foundational understanding of broadpsychological principles+

O$%ective 1. To prepare psychologists who have ,nowledge of social and emotional>cognitive and learning> and developmental aspects of human $ehavior.

&ompetency 1.A. (tudents will demonstrate ,nowledge of social and emotional aspectsof human $ehavior.

&ompetency 1.&. (tudents will demonstrate ,nowledge of cognitive#instructional> anddevelopmental aspects of human $ehavior.

*oal 2+ Program graduates %ill learn the profession and professional practice of schoolpsychology+O$%ective 1. To prepare psychologists who have an understanding of the evolution of and ,eyissues in the practice of school psychology.

&ompetency 1.A. (tudents will develop an understanding of the history> roles> andfunctions of school psychologists.

&ompetency 1.5. (tudents will develop and demonstrate an understanding of the professional and ethical standards and legal issues relevant to school psychology practice.

O$%ective 3. To prepare psychologists who practice as socially competent professionals whoare effective communicators> colla$orators> and life0long learners.

&ompetency 3.A. (tudents will demonstrate effective formal written and oralcommunication s,ills related to the practice of school psychology.&ompetency 3.5. (tudents will demonstrate appropriate> culturally0competent>

professional $ehavior and social competence in their practice of school psychology.


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&ompetency 1.&. (tudents will develop and demonstrate s,ills in the assessment of personality> social0emotional functioning> and $ehavior using an ecological

approach and empirically0validated methods to meet the needs of diverse populations.

O$%ective 3. To prepare psychologists who ta,e an evidence0$ased> pro$lem0solvingapproach in their prevention and intervention practices with systems and individuals.

&ompetency 3.A. (tudents will develop and demonstrate s,ills in the delivery andevaluation of evidence0$ased counseling interventions for social0emotional issuesappropriate to diverse populations.

&ompetency 3.5. (tudents will develop and demonstrate s,ills in the delivery andevaluation of evidence0$ased consultative interventions for academic> social0emotional> $ehavioral> and other issues appropriate to diverse populations.

&ompetency 3.&. (tudents will develop and demonstrate s,ills in the delivery andevaluation of evidence0$ased direct interventions for academic> $ehavior> andsocial0emotional issues appropriate to diverse populations.

&ompetency 3.-. (tudents will develop and demonstrate an evidence0$ased> pro$lem0solving approach to the delivery of school psychological services involving a widevariety of education0related issues to meet the needs of diverse populations.

&ompetency 3.E. (tudents will develop and demonstrate evidence0$ased> pro$lem0solving approach to the design> evaluation> and implementation of system0wide

prevention approaches and of crisis intervention procedures.

*oal -+ Program graduates %ill learn to be consumers and producers of research+O$%ective 1. To prepare students with understanding and s,ill in the process of scientific

inquiry in research and practice.&ompetency 1.A. (tudents will develop s,ills in the principles of research design>statistics> and measurement and the interpretation and evaluation of research.

&ompetency 1.5. (tudents will apply research and evaluation s,ills in the practice of


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!ypical Specialist. e$el Program of Study

A typical program of study ?nonthesis option@ leading to an .A. degree ?(pecialist06evel@ andcertification in school psychology is presented $elow. Other significant program milestones arealso noted with an J. Please chec &ppendi F for the ! S) and )!' course rotation)F#') planning your schedule+

all (emester 1 studentsmeet these $readth requirements via completion of the required (chool Program courses.

1. PS5" 60- 7 &d$anced Psychological Statistics3. PS5" 606 7 ) perimental Design!. Three courses selected from hosting an alumni event at the Illinois (tate PsychologyAssociation ?I(PA@ conference> and planning social events.

Professional Involvement

(tudents are encouraged to $e involved with the profession of (chool Psychology while ingraduate school. This is encouraged via %oining professional organi7ations such as the AmericanPsychological Association ?APA@> the 9ational Association of (chool Psychologists ?9A(P@>and the Illinois (chool Psychologists Association ?I(PA@. (tudents are also encouraged to attendand#or present at local> state> and national conferences. (ee Appendi -< (tudent Involvement in

Pu$lications and Presentations.

Student &ssessment

Requirements for (ufficient Progress

(tudents are e pected to maintain sufficient progress in the program and are evaluated viaseveral methods descri$ed $elow. To $e considered to $e ma,ing adequate progress studentsmust ?a@ maintain an average "PA of !./> ?$@ pass the &ompetency E am> ?c@ o$tain a grade of 5or higher in all practicum courses> ?d@ o$tain no more than 8 credits with a grade of & or lower>and ?e@ demonstrate adequate legal#ethical and professional responsi$ilities. (tudentsB progressin their professional development as school psychologists is monitored closely $y facultythroughout the program. This includes formal assessment procedures such as course grades>e ams> practicum and internship supervisor evaluations> research pro%ects> and annualevaluations. It also includes less formal o$servation of studentsB performance during suchactivities as assistantships> presentations> and interactions with $oth 9I: and other professionalcolleagues. (tudents also complete a self0assessment of their progress each year in the program.All of these procedures are designed to allow the program to assess candidatesB professional


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Program E aminations

The (econd02ear &ompetency E am is a si 0hour e amination completed over two dayscovering ma%or foundational domains of school psychology. ore information on this e am was presented earlier in this =and$oo,.

Portfolio Assessment

Throughout their wor, at 9I:> students develop a portfolio of ,nowledge0 and performance0 $ased products related to their graduate training in school psychology. The final result of the

portfolio assessment is a collection of N$est0wor, products that serve to document studentsBcompletion of program competencies for faculty evaluators and others> such as future employers.Additional information on the portfolio can $e found in the previous section on the Portfolio andin Appendi 5< Portfolio Assessment Procedures.

ollow0up Procedures with (tudents a,ing Insufficient Progress

(tudentsB progress in their professional development as school psychologists is monitoredclosely $y faculty throughout the program. This includes formal assessment procedures such ascourse grades> e ams> research pro%ects> and annual evaluations. It also includes less formalo$servation of studentsB performance during such activities as assistantships> presentations> andinteractions with $oth 9I: and other professional colleagues. (hould serious concern arise a$outa studentBs professional development> these concerns will $e identified and communicated to thestudent as part of their annual evaluation. If program faculty $elieve that more systematicfeed$ac,> remediation> and monitoring is necessary> the following procedures will $e followed practicum supervisor@ will meetwith the at0ris, student to understand the nature of the studentBs difficulties> e plore options>specify identified wea,nesses> and develop goals and strategies for remediation.


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8. If a student is dismissed from the program> a final meeting should $e initiated $y the -irectorto provide help or referrals for< academic counseling> personal counseling> status of future

letters of recommendation> and any other issues of concern to the student.

*rie$ance Procedures and Student Support

(everal procedures and guidelines are in place to insure that student complaints or grievances arehandled effectively and fairly. There are informal procedures that students are encouraged toutili7e to handle program complaints or grievances. (tudents are encourage to $ring the

complaint to the attention of the program via the Program -irector> their assigned facultymentor> or through the graduate student organi7ation in (chool Psychology ?(P(O@. All studentconcerns and grievances will $e treated fairly and ,ept confidential. The nature of all grievanceswill $e documented for program development and evaluation.

(tudents may also opt to more formally $ring complaints to the -epartment or :niversity.+ithin the Psychology -epartment students may contact the -irector of "raduate (tudies?-O"(@ or the "raduate (tudent Advisory &ommittee regarding concerns. (ee the -epartmentof Psychology "raduate (tudent anual for information on the formal -epartmental grievance

procedures. This =and$oo, also provides information on appealing course grades.

(tudents are encouraged to familiari7e themselves with the document N9orthern Illinois:niversity< (tudent &ode of &onducthttp grievance procedures for students are detailed in the &onstitution and 5ylaws of 9orthern Illinois :niversity ?Article 1*> "rievance Procedures for (tudents and Other em$ersof the :niversity &[email protected]://www.niu.edu/u_council/Constitution/blart19.html
http://www.niu.edu/u_council/Constitution/blart19.htmlhttp://www.niu.edu/u_council/Constitution/blart19.html


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&bout 9orthern Illinois :ni$ersity and the "ollege of iberal &rts and Science

&hartered in 1;*'> 9orthern Illinois :niversity is one of the nationBs premier regional pu$licuniversities> a comprehensive teaching and research institution with over 3'>/// students. 9I: isran,ed in the top 4 percent of all American universities $y the &arnegie oundation> havingreceived the agencyBs highest possi$le designation among -octoral#Research :niversities0E tensive. The university is also a mem$er of the countryBs most prestigious pu$lic universityassociation> the 9ational Association of (tate :niversities and 6and0"rant &olleges.

The &ollege of 6i$eral Arts and (ciences is the largest of 9I:Bs seven colleges> with 1)

departments> ) centers> !;' faculty positions> and over 8'// undergraduates ma%oring in &6A(su$%ects> as well as over 13// graduate students. The &ollege is committed to promotinge cellence in undergraduate li$eral education and in graduate programs $uilt around cutting0edgeresearch> and to fostering the connections $etween teaching and research> to their mutual $enefit.

&bout the Psychology Department

=oused within the &ollege of 6i$eral Arts and (ciences> the Psychology -epartment is a vi$rantand e citing atmosphere in which to develop and train as a psychologist. The -epartment offersa continuous program of graduate study leading to the Ph.-. degree. As part of their program ofstudy> students complete a asterBs degree with a research thesis. The -epartment providesadvanced training in several areas of psychology including clinical> and officespace for faculty and student use. The -epartment also administers the Psychological Services

Center > a clinic facility designed to provide $oth training to departmental students and service tothe community. The Psychological (ervices &enter is equipped with e tensive videotapingcapa$ilities> o$servation facilities> and rooms designed for testing> as well as individual andgroup counseling.

Department and :ni$ersity &ssistantship Support

"raduate students in the department may receive financial support from a num$er of sources

within the university community. 6isted $elow are the four most common of these sources ofsupport for school psychology students Program -irector ?Ph.-. :niversity of +isconsin0 adison@ is ourProgram -irector. (he teaches (econd02ear Practicum and is the A(PIRE 9I: Outreachsupervisor. =er research interests include< social support perceived $y children and adolescentsDcurriculum0$ased measurementD and innovative school psychology delivery services. &hristinehas $een wor,ing diligently on o$taining clinical licensure. =aving one of the school facultylicensed will help in our pursuit of APA0accreditation.

)lise Fran Masur ?Ph.-. :niversity of innesota@ teaches irst 2ear Practicum. -r. asurBsresearch focuses on the a$ilities young children possess and ,inds of e periences they have thatcontri$ute to their development and prepare them to $e successful when they reach school age.


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School Psychology Staff

&rielle Sherman is the school psychology program assistant> and is availa$le to answer anyquestions or concerns.

Department Faculty %ith 'elated Interests

. Anne 5ritt> ?&I-( 0 &ognitive#Instructional@Research< &omprehension> cognition and memory> integration of information frommultiple sources> computer0aided instruction.

. &hristine 6ove%oy> ?&linical@Research< Parental social information processingD developmental psychopathology.

Qoe agliano> ?&I-( 0 &ognitive#Instructional@Research< :nderstanding narrative te t and filmD conversationD causal reasoningDlearning and memory.

Ceith illis> ?&I-( 0 &ognitive#Instructional@Research< emory and cognitionD reading and te t comprehensionD ,nowledgerepresentation.

9ina ounts> ?&I-( 0 -evelopmental@Research< (ocial development> parenting practices and styles> friendship formation>academic achievement> drug use> and delinquency.

5radford Pillow> ?&I-( 0 -evelopmental@Research< (ocial cognitive developmentD childrenLs perspective ta,ing.


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School Psychology &d$isory oard

The 9I: (chool Psychology Advisory 5oard was formed in 3//' to provide the program withmore formal> ongoing contact with the school psychology community. &urrently comprised ofeight mem$ers> the advisory $oard meets at least once every other year to provide the programwith feed$ac, a$out all aspects of the program. ost recently> the $oard reviewed the programstructure and o$%ectives> recruiting diverse students> and program strengths and wea,nesses.

School Psychology &d$isory oard Members

9ame !itle

ic,i &ollins Assistant Professor>Educational Technology> Research H Assessment>

9orthern Illinois :niversity

Cari &remascoli -irector of (tudent (upport (ervices-eCal$ (chool -istrict 43;

6isa -avidson &urrent Ph- (tudent Representative

Todd "orges (chool Psychologist> 5arrington &ommunity :nit (chool -istrict 33/

-iane Clec,ler (chool Psychologist#&onsultant>(outhern +ill &ounty &ooperative for (pecial Education ?(O+I&@

Qennifer 9olten "raduate of 9I: (chool Psychology -octoral Program


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'eading ist

School PsychologySecond 5ear "ompetency ) am

9OTE< In addition to the readings listed> students are responsi$le for all school psychology related coursematerial.

History 'oles = Functions>

-eno> (. T. ?3//3@. Pro$lem solving as N$est practice. In A. Thomas H Q. "rimes ?Eds.@> est practicesin school psychology I8 ?pp. !)0'8@. 5ethesda> -< 9A(P.

Esler> A. 9> "od$er> 2.> H &hristenson> (. 6. ?3//;@. 5est Practices in supporting school0family partnerships. In A. Thomas H Q. "rimes ?Eds.@> est practices in school psychology 8 ?pp. *1)0*[email protected]> -< 9ational Association of (chool Psychologists.

agan> T. C. ?1***@. Training school psychologists $efore there were school psychologist training program< A history 1;*/01*!/. In &. R. Reynolds H T. 5. "ut,in ?Eds.@> Hand.oo6 o! school psychology ?!rd ed.> pp. 30!!@. 9ew 2or,< +iley.

agan> T. C. ?3//'@. The '/ th anniversary of the Thayer conference< historical perspectives andaccomplishments. School Psychology 9uarterly* 15 > 33403'1.

ancher> R. E. ?1**8@. Pioneers o! psychology ?! rd ed.@. 9ew 2or,< +.+. 9orton.&h. 1< Rene -escartes and the foundations of modern psychology ?pp. 10!3@

&h. 3< Philosophers of mind< Qohn 6oc,e and "ottfried 6ei$ni7 ?pp. !40)3@&h. )< The measurement of mind< rancis "alton and the psychology of individual differences ?pp.

318034'@&h. 13< The developing mind< Alfred 5inet> Qean Piaget> and the study of human intelligence ?pp.


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)thics/ egal Issues>

American Psychological Association ?1**8@. (pecialty guidelines for the delivery of services $y school psychologists.

American Psychological Association ?3//3@. Ethical principles of psychologists and code of conduct. A&erican Psychologist* 2 * 1/8/01/)!.

Qaco$> (. ?3//;@. 5est practices in developing ethical school psychological practice. In A. Thomas H Q."rimes ?Eds.@> est practices in school psychology 8 ?pp. 1*3101*!3@. 5ethesda> -< 9ationalAssociation of (chool Psychologists.

Qaco$> (.> H =artshorne> T. (. ?3//)@. ;thics and law !or school psychologists ?' th ed.@. 9ew 2or,> 92 Inc.

c9amara> C. ?3//;@. 5est practices in the application of professional ethics. In A. Thomas H Q."rimes ?Eds.@> est practices in school psychology 8 ?pp. !018@. 5ethesda> -< 9ational Associationof (chool Psychologists.

errell> C. +.> Ervin> R. A.> H "impel> ". A. ?3//8@. School Psychology !or the 1+ st Century . 9ew2or,< The "uilford Press.

9ational Association of (chool Psychologists ?1**)@. Pro!essional conduct &anual$ (tratford> &T< 9A(P.

Prasse> -. P. 5est practices in school psychology and the law. In A. Thomas H Q. "rimes ?Eds.@> est practices in school psychology 8 ?pp. 1*!!01*43@. 5ethesda> -< 9ational Association of (choolPsychologists.


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Social.)motional &ssessment>

5roc,> (. E> H -avis> Q. ?3//;@. 5est practices in school crisis intervention. In A. Thomas H Q. "rimes?Eds.@> est practices in school psychology 8 ?pp. );10)*;@. 5ethesda> -< 9ational Association of(chool Psychologists.

-emaray> . C.> Ruffalo> (. 6.> &arlson> Q.> 5usse> R. T.> Olson> A. E.> c anus> (. .> H 6eventhal> A.?1**'@. (ocial s,ills assessment< A comparative evaluation of si pu$lished rating scales. School

Psychology (. 9.> 5usse> R. T.> H "resham> . . ?1**!@. 5ehavior rating scales. Issues of use and

development. School Psychology est practices in school psychology 8 ?pp. 13*101!/;@. 5ethesda> -< 9ational Association of (choolPsychologists.

6inder> T. +.> ?1**!@. "ransdiciplinary play4.ased assess&ent: A !unctional approach to wor6ing with young children ' 5. C.> +itt> Q. &.> -aly> E. Q. III> ollmer> T. R. ?1***@. 5ehavior analysis< Theory and practicein educational settings. In &. R. Reynolds H T. 5. "ut,in ?Eds.@> Hand.oo6 o! school psychology ?!rded.> pp. 8!;088!@. 9ew 2or,< +iley.

erell> C. +.> ehavioral* social* and e&otional assess&ent o! children and adolescents '1 nd ed$@.

ahway> 9Q< 6awrence Erl$aum Associates.

(attler> Q. . ?3//8@. Assess&ent o! children: ehavioral* social* and clinical !oundations ?'th ed.@. 6aesa> &A< Qerome (attler> Pu$lisher


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"ogniti$e &ssessment>

Alfonso> . &.> lanagan -. P.> H Radwan> (. ?3//'@. The impact of the &attell0=orn0&arroll theory ontest development and interpretation of cognitive and academic a$ilities. In -. lanagan H P. =arrison?Eds.@>Conte&porary intellectual assess&ent: "heories* tests* and issues 4 Second edition ?pp. 1;' 03/3@.

lanagan> -. P.> Orti7> (. O.> Alfonso> . &.> H -ynda> A. . ?3//;@. 5est practices in cognitiveassessment. In A. Thomas H Q. "rimes ?Eds.@> est practices in school psychology 8 0 8olu&e 1 ?pp.8!!0 88/@. 5ethesda> -< 9ational Association of (chool Psychologists

uchs> 6. (. ?3//4@. The past> present> and future of curriculum0$ased measurementresearch. School Psychology >>> 1;;01*3.

=owell> C. +.> =osp> Q. 6.> H Curns> (. ?3//;@. 5est practices in curriculum0$ased evaluation. In A.Thomas H Q. "rimes ?Eds.@> est practices in school psychology 8 0 8olu&e 1 ?pp. !4*0 [email protected]> -< 9ational Association of (chool Psychologists.

6ichtenstein> R. ?3//;@. 5est practices in identification of learning disa$ilities. In A. Thomas H Q. "rimes?Eds.@> est practices in school psychology 8 0 8olu&e 1 ?pp. 3*' 0 !1;@. 5ethesda> -< 9ationalAssociation of (chool Psychologists.

Orti7> (. O. ?3//;@. 5est practices in nondiscriminatory assessment. In A. Thomas H Q. "rimes ?Eds.@> est practices in school psychology 8 0 8olu&e 1 ?pp. 8810 8);@. 5ethesda> -< 9ationalAssociation of (chool Psychologists

(attler> Q. . ?3//;@. Assess&ent o! children ? Cognitive !oundations ?'th edition@. 6a esa> &A< Qerome. (attler> Pu$lisher. &h. 1 0 )> 1* K 3/.

(attler> Q. . ?3//8@. Assess&ent o! children: ehavioral* social* and clinical !oundations ?'th ed.@. 6aesa> &A< Qerome . (attler> Pu$lisher. &h. 11> 1)01*.


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'esearch / Statistics>

American Psychological Association. ?1***@. Standards !or educational and psychological tests and&anuals$ +ashington> -.&.< APA.

5arlow> -.> H =ersen> . ?1*;4@. Single case e peri&ental designs: Strategies !or studying .ehaviorchange$ 9ew 2or,< Pergamon Press.

5rown0&hidsey> R.> (teege> . +.> ace> . &. ?3//;@. 5est practices in evaluating the effectiveness ofinterventions using case study data. In A. Thomas H Q. "rimes ?Eds.@> est practices in school

psychology I8 ?pp. 31))031*3@. 5ethesda> -< 9A(P.

&ohen> Q. &ohen> P.> +est> (. ".> Ai,en> 6. A. ?3//!@. Applied &ultiple regression/correlation analysis !or the .ehavioral sciences ?! rd ed.@. =illsdale> 9Q< 6awrence Erl$aum Associates.

"od$erg> 2. ?3//;@. 5est practices in program evaluation. In A. Thomas H Q. "rimes ?Eds.@> est practices in school psychology I8 ?pp. 31*!033/8@. 5ethesda> -< 9A(P.

=owell> -. &. ?3//'@. Statistical &ethods !or psychology$ 5elmont> &A< +adsworth Pu$lishing &o.

Ceith> T. . ?3//;@. 5est practices in using and conducting research in applied settings. In A. Thomas HQ. "rimes ?Eds.@> est practices in school psychology I8 ?pp. 318'0031)8@. 5ethesda> -< 9A(P.

(attler> Q. . ?3//;@. Assess&ent o! children ? Cognitive !oundations ?'th edition@. 6a esa> &A< Qerome. (attler> Pu$lisher. &hpt< 4.


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Portfolio &ssessment Procedures


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Portfolio &ssessment Purpose

As part of the evaluation process that students participate in during their tenure at 9I:> studentsare to develop a portfolio of ,nowledge0 and performance0$ased products related to theirgraduate training in school psychology. Although students receive evaluation feed$ac, fromfaculty and supervisors throughout their graduate e perience> the portfolio assessment isintended to ena$le students to monitor their progress through the school psychology program andensure that primary program o$%ectives are $eing met through the studentBs coursewor,> practicaactivities> internship> and other professional e periences. The final result of the portfolioassessment will $e a collection of N$est0wor, products that serve to document studentsB

completion of program o$%ectives for faculty evaluators and others> such as future employers.

Portfolio "ontent

The specific contents of the portfolio will $e unique to each student $ut should provide evidenceof graduate performance in relation to the 9I: school psychology program competencies. =ighquality portfolios will provide products from multiple settings> multiple sources> and multipletypes of activities ?see Evaluation $elow@. or e ample> such items as assessment> therapy> andconsultation reports> course papers> pro%ects and e ams> conference presentation summaries>video#audio tapes> letters of reference> supervisor evaluations> sylla$i> as well as practicum andinternship logs and %ournals would $e appropriate evidence in the portfolio. The portfolio willalso include evidence of studentsB applied e periences which included contact with diverse

populations. inally> the portfolio will also require studentsB self0reflection on the evidence they provide in the portfolio for each competency. (pecific requirements on portfolio contents are provided in this document.

Suggested Portfolio #rgani?ation

Although a student has freedom of e pression when constructing and organi7ing their portfolio>


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Portfolio Format and 'e(uirements

;ach o! the !ollowing docu&ents should .e included in your port!olio and should .e easily accessi.le$ Please title each docu&ent as noted and present the docu&ents in the !ollowing order$

1+ #$er$ie% Document

A paragraph or two should $e written as an introduction to the portfolio and as anoverview of how it is organi7ed. This document should help orient the reader to the

portfolio descri$ing where to find ,ey documents ?e.g. evidence lists> reflective

statements> etc.@ and highlighting any unusual features.

2+ !ables of )$idence 3#ne !able for )ach Program "ompetency4

A ta$le should $e created for each Program &ompetency listing the evidence $eing provided. These ta$les should list each piece of evidence for the o$%ective or domain andnote the type of evidence ?,nowledge0$ased or performance0$ased@> the setting it is from?course> field> or other@> and the evaluation source for the evidence ?self> supervisor>

instructor> etc.@. This information will help you and the faculty evaluate the $readth anddepth of the evidence you have for each o$%ective. (ee Ta$le 1 for an e ample of howthese ta$les should $e formatted.

,+ Featured Internship Product for )ach Program "ompetency

One N$est practices internship0$ased performance product should $e highlighted as partof each Program &ompetency ta$le. (ee Ta$le 1 for this element ?last row in e ample@.

-+ Impact on Student/"lient earning )$idence


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6+ ) periences %ith Di$erse Students !able

This ta$le should include a list of all practicum> assistantship> internship> and othersettings in which you have had professional e periences during your time at 9I:. oreach setting> you will indicate if you have had e periences with individuals in the diverse

populations ?low income> limited English> disa$ility> ethnic groups@. (ee Ta$le 3 for ane ample.

@+ Self.&ssessment !able

This ta$le should include a list of all competencies and should contain your self0ratings ofthe evidence in your portfolio. 2ou will also highlight the competencies you $elieve areyour strengths and areas in need of growth. The format of this ta$le is provided in thisdocument in Ta$le !.

#ther 'e(uirements

Please num$er> la$el> or otherwise clearly identify each piece of evidence in your portfolio. In your evidence ta$les or other references to your evidence> please use these num$ersor la$els in addition to noting in which $inder or location the evidence can $e found. Pagenum$ers can $e used to serve this purpose $ut are not necessary if the evidence can $e easilyfound in some other way. (ome e ample alternatives you couldwrite a unique descriptor on the top right hand corner of each report such as N1 st grade

$ehavior report or N! rd grade reading report . 2ou would then use these la$els inyour list of evidence. +hen you noted the evidenceBs location> you would write


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SPECIALIST Certification Program Goals/Objectives/Competencies

"oal 1. Program graduates will learn a solid foundational understanding of $road psychological principles.

O$%ective 1. To prepare psychologists who have ,nowledge of social and emotional>cognitive and learning> and developmental aspects of human $ehavior.

"ompetency 1+&+ Students %ill demonstrate no%ledge of social and emotionalaspects of human beha$ior+

"ompetency 1+"+ Students %ill demonstrate no%ledge of cogniti$e/instructionaland de$elopmental aspects of human beha$ior+

"oal 3. Program graduates will learn the profession and professional practice of school psychologyO$%ective 1. To prepare psychologists who have an understanding of the evolution of and ,eyissues in the practice of school psychology.

"ompetency 1+&+ Students %ill de$elop an understanding of the history roles andfunctions of school psychologists+

"ompetency 1+ + Students %ill de$elop and demonstrate an understanding of theprofessional and ethical standards and legal issues rele$ant to schoolpsychology practice+

O$%ective 3. To prepare psychologists who practice as socially competent professionals whoare effective communicators> colla$orators> and life0long learners.

"ompetency 2+&+ Students %ill demonstrate effecti$e formal %ritten and oralcommunication s ills related to the practice of school psychology+

"ompetency 2+ + Students %ill demonstrate appropriate culturally.competentprofessional beha$ior and social competence in their practice of school


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"ompetency 1+"+ Students %ill de$elop and demonstrate s ills in the assessment ofpersonality social.emotional functioning and beha$ior using an ecological

approach and empirically.$alidated methods to meet the needs of di$ersepopulations+

O$%ective 3. To prepare psychologists who ta,e an evidence0$ased> pro$lem0solvingapproach in their prevention and intervention practices with systems and individuals.

"ompetency 2+&+ Students %ill de$elop and demonstrate s ills in the deli$ery ande$aluation of e$idence.based counseling inter$entions for social.emotionalissues appropriate to di$erse populations+

"ompetency 2+ + Students %ill de$elop and demonstrate s ills in the deli$ery ande$aluation of e$idence.based consultati$e inter$entions for academic social.emotional beha$ioral and other issues appropriate to di$erse populations+

"ompetency 2+"+ Students %ill de$elop and demonstrate s ills in the deli$ery ande$aluation of e$idence.based direct inter$entions for academic beha$ior andsocial.emotional issues appropriate to di$erse populations+

"ompetency 2+D+ Students %ill de$elop and demonstrate an e$idence.basedproblem.sol$ing approach to the deli$ery of school psychological ser$ices

in$ol$ing a %ide $ariety of education.related issues to meet the needs of di$ersepopulations+

"ompetency 2+)+ Students %ill de$elop and demonstrate e$idence.based problem.sol$ing approach to the design e$aluation and implementation of system.%idepre$ention approaches and of crisis inter$ention procedures+

"oal 4. Program graduates will learn to $e consumers and producers of research +O$%ective 1. To prepare students with understanding and s,ill in the process of scientificinquiry in research and practice.

"ompetency 1+&+ Students %ill de$elop s ills in the principles of research designstatistics and measurement and the interpretation and e$aluation of research+


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Sample Portfolio "ontents

Each student> as he#she moves through the program> participates in a very wide variety ofactivities that are relevant to the program competencies. Although all studentsB portfolios willli,ely share some common elements ?e.g.> papers> reports@> the specific content of the portfoliowill $e unique to each student> reflecting their individual e periences in the program. Provided

$elow is a list of the 9I: student competencies and a sample of possi$le portfolio items andcoursewor, that could assist in documenting the studentBs completion of each competency.(tudents are encouraged> however> to include products that go $eyond those listed $elow.

Student "ompetencies Sample Portfolio&ssessment )$idence Items

1A. (tudents will demonstrate ,nowledge ofsocial and emotional aspects of human

$ehavior.

e ams> papers> pro%ects> presentations

P(2& 88'> 8)8> 8!*> 8'!> 8'81&. (tudents will demonstrate ,nowledge ofcogniti$e/instructional > andde$elopmentalaspects of human $ehavior.

e ams> papers> pro%ects> presentations

P(2& 88'> 811> 84/> 8!*> 8'!> 8'8> Educationcourses

!A. (tudents will demonstrate effective formal%ritten and oral communication s,ills relatedto the practice of school psychology.

Reports> correspondence> letters ofrecommendation> conference presentations

!5. (tudents will demonstrate appropriate>culturally0competent> professional beha$iorand social competence in their practice ofschool psychology.

tests> papers> logs> %ournal

P(2& 8!*> 84;> 8'!> 8'8

!&. (tudents will demonstrate a life.longlearner disposition $y see,ing non0requiredl i i i d i

+or,shops and conferences attended> presentations and pu$lications> participation in(P(O


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Ta$le 1

; a&ple @or&at !or ;vidence )ist "a.les

&ompetency '&. (tudents will develop and demonstrate s,ills in the delivery and evaluation of evidence0$ased direct interventions foracademic> $ehavior> and social0emotional issues appropriate to diverse populations.

)$idence ocation ;no%ledge. ased )$idence Performance. ased )$idence

Setting )$aluation

Source

Setting )$aluation

Source

"ourse Field #ther "ourse Field #therAcademicInterventionReport

5inder 1>!! U Instructor U (upervisor

Assistantship(upervisor 6etter

5inder !>(upervisor6etter

U (upervisor

FeaturedInternship)$idence> QR&ase Report

5inder !>43 U (upervisor

#ote . One ta$le should $e created for each competency. 9ote that it is possi$le that one piece of evidence may $e from multiple settings or mayfit $oth a ,nowledge0$ased and a performance0$ased category. This ta$le is meant to inform of the $readth and depth of evidence. or e ample>as you collect your evidence throughout the program> this ta$le could help you see if all of your evidence for a particular competency is comingfrom coursewor,. If that is the case> you can concentrate on adding evidence for that o$%ective from other settings ?e.g. practicum wor, orinternship@@. Remem$er that as your portfolio is evaluated> the faculty will $e loo,ing for relevance#quality of evidence> and $readth and depth ofevidence 5e sure to include one N Featured Internship )$idence in each competency ta$le.


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!able ,+ Portfolio )$aluation Self.)$aluation 7 'e(uired !able

Please complete use the following ta$le as a self0assessment of your portfolio evidence and include this self0assessment in your portfolio.

1. Rate Guality and Range of Evidence as :nsatisfactory> (atisfactory> or E cellent on $oth ta$les.3. Please identify at least two program competencies that you $elieve are a strength for you ?as reflected in your evidence@.!. inally> identify at least one program competency on which you $elieve you need further development.

Program "ompetency Guality Range InternshipEvidence

1A. (tudents will demonstrate ,nowledge of social and emotional aspects of human $ehavior.

1&. (tudents will demonstrate ,nowledge of cognitive#instructional> and developmental aspects of

human $ehavior.3A. (tudents will develop an understanding of the history> roles> and functions of school psychologists.35. (tudents will develop and demonstrate an understanding of the professional and ethical standardsand legal issues relevant to school psychology practice.!A. (tudents will demonstrate effective formal written and oral communication s,ills related to the

practice of school psychology.!5. (tudents will demonstrate appropriate> culturally0competent> professional $ehavior and socialcompetence in their practice of school psychology.!&. (tudents will demonstrate a life0long learner disposition $y see,ing learning opportunities ande periences.

!-. (tudents will develop competency using relevant information technology to facilitate the practiceof school psychology.4A. (tudents will develop and demonstrate s,ills in empirically0validated cognitive and adaptive

$ehavior assessment procedures to meet the needs of diverse populations.45. (tudents will develop and demonstrate competency in the assessment of academic s,ills and

performance using an ecological approach and empirically0validated methods to meet the needs ofdiverse populations.4&. (tudents will develop and demonstrate s,ills in the assessment of personality> social0emotionalfunctioning> and $ehavior using an ecological approach and empirically0validated methods to meet theneeds of diverse populations.

'A. (tudents will develop and demonstrate s,ills in the delivery and evaluation of evidence0$asedcounseling interventions for social0emotional issues appropriate to diverse populations.'5. (tudents will develop and demonstrate s,ills in the delivery and evaluation of evidence0$asedconsultative interventions for academic> social0emotional> $ehavioral> and other issues appropriate todi l i

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"ompetencies :sed to Measure the 11 9&SP Domains ?for program data collection purposes@

9&SP DomainsProgram

"ompetencies

1. -ata05ased -ecision0 a,ing and Accounta$ility 4A 45 4& '-3. &onsultation and &olla$oration !A '5!. Effective Instruction and -evelopment of &ognitive#Academic (,ills 4A '&4. (ociali7ation and -evelopment of 6ife (,ills 'A '5 '&'. (tudent -iversity in -evelopment and 6earning !58. (chool and (ystems Organi7ation> Policy -evelopment> and &limate 3A 35). Prevention> &risis Intervention> and ental =ealth 'E;. =ome#(chool#&ommunity &olla$oration !A '5*. Research and Program Evaluation 8A 85 )A )51/. (chool Psychology Practice and -evelopment 3A 35 !&11. Information Technology !-

!his table does 9#! need to be in your portfolio+

!his document is for program data collection purposes only+ !han youA

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Portfolio )$aluation

Evaluation of studentsB portfolios will $e conducted $y program faculty near the completion of theinternship e perience. Portfolios will $e evaluated for the quality> type> and $readth of products presented> as

well as the overall quality and organi7ation of the portfolio document. Provided $elow are two ru$rics that will $e used to classify portfolio products.

Portfolio &ontent Ru$ric

&onstructing a portfolio is an opportunity for you to document and reflect upon the wide varietyof professional training activities you have engaged in while at 9I:. It will serve as an importantresource to the program in that it will assist us in understanding and assessing the quality oftraining that we provide to students. It will serve as an important resource to potential employersin that it will provide concrete documentation of your $est wor,. ost importantly> however> itwill serve as an important resource to you in that it will assist you in identifying areas of

strengths and wea,nesses in your professional development. As you go through the process ofconstructing your portfolio> feel free to meet frequently with your advisor or any of the programfaculty to as, questions and get feed$ac,.

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&ppendi D

"DSPP Internship *uidelines

These guidelines are recommended $ut not required.

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"#:9"I #F DI')"!#'S #F S"H## PS5"H# #*5D#"!#'& )C) I9!)'9SHIP *:ID) I9)S

3&ppro$ed by the Membership May 1 E4

In the a$sence of special circumstances> an organi7ed training program in (chool Psychologymeeting these guidelines will also $e considered as meeting the N"uidelines for -efining anInternship or Organi7ed Training Program in Psychology used $y the 9ational Register toidentify an accepta$le internship or organi7ed training program> one of the several requirementsfor listing in The 9ational Register of =ealth (ervices Providers in Psychology.

1. A (chool Psychology internship is an organi7ed training program that> in contrast tosupervised e perience ?e.g.> practica@ or on0the0%o$ training> is designed to provide theintern with a planned> programmed sequence of training e perience. The internship is theculminating training e perience prior to the granting of the doctoral degree. It follows a

programmed sequence of coursewor,> practica> and field e periences and occurs after thesu$stantial completion of all coursewor, leading to the degree. The primary focus and

purpose is assuring $readth and quality of training. The (chool Psychology internship isdesigned to meet the needs of the graduate students and should provide an e tension of

education and supervised training from the university program. The internship mustinclude a range of activities such as consultation> assessment> intervention> supervision>and research that are designed to meet the health and psychological needs of the clients.

3. The intern shall spend time in research activity which may include evaluating theoutcomes of services delivered and the effectiveness of the internBs own training. Thistime shall not e ceed 3'V of the internship. The intern shall spend at least 3'V of his orher time in direct ?face0to0face@ psychological services to clients or patients.

!. The internship agency has a written statement or $rochure> which descri$es the goals andcontent of the internship program> states clear e pectations for the quality of traineesBwor,> training> and supervision> and is made availa$le to prospective interns. Theinternship agency> preparing institution> and intern have a written agreement that

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psychological service unit> $ut the licensed#certified psychologist assumes 1//Vresponsi$ility for the supervision provided. The psychological service unit providing theinternship training has at least two psychologists on the staff.

;. The internship includes at least two hours per wee, of regularly scheduled> formal> face0to0face individual supervision with the specific intent of dealing with the psychologicalservices rendered directly $y the intern. The supervisor ?descri$ed in ) a$ove@ must

provide at least one hour per wee, of supervision.*. In addition to individual supervision ?as descri$ed in ; a$ove@> there is an additional

average of at least two hours per wee, in scheduled learning activities such as caseconferences involving a case in which the intern is actively involved> seminars dealing

with professional issues> and in0service training. These activities may $e in con%unctionwith professionals other than school psychologists and may include such plannedactivities as attending school $oard meetings ?if the internship is in a school@ or o$servingother units in delivery of health and#or child care services.

1/. The intern must have regularly scheduled> supervised> and documented training activitieswith other psychology interns. The internship must have two or more fulltime equivalentinterns. =owever> agencies having the capacity for only one intern may meet the spirit ofthis criterion ?i.e.> the sociali7ation of doctoral0level psychology interns@ $y having

regularly scheduled and documented training activities with psychology interns at othersites in the immediate geographic areas or> when internship sites are at a significantdistance from each other> $y ma,ing arrangements for regularly scheduled meetings ofinterns for several hours on a monthly $asis.

11. Reports $y the intern to consumers> other agency or school personnel> or other relevant pu$lics must $e co0signed $y the licensed psychologist supervisor for the intern.

13. The trainee has a title such as Nintern> Nresident> or other designation of trainee status.

4)


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'ecent Publications and Presentations In$ol$ing Students

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-emaray> . C $* Schae!er* $* B De)ong* )$ '155>($ Attention4De!icit/Hyperactivity Disorder'ADHD(: A national survey o! training and current assess&ent practices in the schools .Psychology in the (chools> 4/> ';!0'*).

alec,i> &.C. H 7ewell* 7$ ?3//!@. -evelopmental> gender> and practical considerations inscoring curriculum0$ased measurement writing pro$es. Psychology in the Schools* =5*> ,4>,5$

P')S)9!&!I#9S


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o! .ullying .ehavior$ Poster session presented at the international conference of psychology of the Athens Institute or Education> Athens> "reece.

Davidson* )$ M$*H -emaray> . C. ?3//)> August@. %hat type o! social support do victi&s o!.ullying needF Poster session presented at the annual conference of the American

Psychological Association> (an rancisco> &A.

Gold.erg* C$ A$* H +aas> ". A. ?3//)> August@. (ocial withdrawal su$types and early schoolad%ustment. Poster presented at the annual meeting of the American PsychologicalAssociation> (an rancisco.

Davidson* )$* Su&&ers* $ H$> Menon* 8 .> H alec,i> &. C. ?3//8> e$ruary@. @inding* writing*and evaluating grants . +or,shop presented at the annual conference of the Illinois(chool Psychologist Association> (t. &harles> I6.

)eo* C$* Hecht* M$* Di on* C$* Davidson* )$* alec,i> &.> H -emaray> . ?3//8>e$ruary@. Student perceptions o! .ullying and social support in a large su.ur.an &iddle

school$ Poster presented at the annual conference of the Illinois (chool PsychologistAssociation> (t. &harles> I6.

Alitto* 7$ M$ H alec,i> &. C. ?3//8> arch@. Effects of goal setting and feed$ac, on &5writing indices. Poster presentation at the 9ational Association of (choolPsychologists Annual 9ational &onvention> Anaheim> &A.

or6&an* S$ H alec,i> &. C. ?3//8> arch@. Relationships Among (ocial (upport>Academics> and (tudent 5ehavior. Poster presentation at the 9ational Association of(chool Psychologists Annual 9ational &onvention> Anaheim> &A.

Davidson* ) .> H -emaray> . ?3//8> arch@. Does social support .u!!er victi&s !ro& distressF Poster presented at the annual conference of the 9ational Association of (chool

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Alitto* 7$M$* H alec,i> &.C. ?3//'> arch@. A review o! curriculu&4.ased &easure&ent'C M(writing indices$ Poster presented at the annual meeting of the 9ational Associationof (chool Psychologists> Atlanta> "A.

or6&an* S$ M$* H alec,i> &. C. ?3//'> arch@. A review of commonly used $ehaviorrating scales. Presentation at the 9ational Association of (chool Psychologists Annual

9ational &onvention> Atlanta> "eorgia.

Davidson* )$ M .> -emaray> . C.> H alec,i> &. C.> Hodgson* $* B arch@. A criticalreview o! co&&on .ullying prevention progra&s$ Poster presentation at the 9ationalAssociation of (chool Psychologists Annual 9ational &onvention> Atlanta> "A.

&.C. ?3//'> arch ($ A review o! early literacy assess&ent &ethods$ Poster presented at the 9ational Association of (chool Psychologists &onvention>Atlanta> "A.

Huenec6e* "$ H +aas> ". A. ?3//'> April@. "roup discussion and social acceptance of low0achieving children. Poster presented at the annual meeting of the 9ational Association of(chool Psychologists> Atlanta.

Micou* )$* H +aas> ".A. ?3//'> April@. Peer pairing interventions< echanisms of change.Poster presented at the annual meeting of the 9ational Association of (choolPsychologists> Atlanta.

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De)ong* )$ $* H -emaray> . C. ?3//4> April@. "he social support and sel!4estee& o! studentswith disruptive .ehavior$ Presentation at the 9ational Association of (choolPsychologists Annual 9ational &onvention> -allas> Te as.

Hodgson* $* rown* S$* -emaray> . C.> H alec,i> &. C. ?3//4> April@. "he i&portance o! students social support to sel!4concept$ Presentation at the 9ational Association of(chool Psychologists Annual 9ational &onvention> -allas> Te as.

7ewell* 7$ H alec,i> &. C. ?3//4> April@. Planning* developing* ad&inistering* and scoring

curriculu&4.ased &easure&ent writing pro.es !or use in a pro.le&4solving approach$ Presentation at the 9ational Association of (chool Psychologists Annual 9ational&onvention> -allas> Te as.

7ewell* 7$ H alec,i> &. C. ?3//4> April@. sing curriculu&4.ased writing &easures to &onitor student progress$ Presentation at the 9ational Association of (chool PsychologistsAnnual 9ational &onvention> -allas> Te as.

De)ong* ) $$* rown* S .> -emaray> . C.> H alec,i> &. C. ?3//!> April@. School4Co&&unity Partnership 'SCP(: Increasing the social support o! at4ris6 youth via aco&prehensive school4lin6ed co&&unity services progra&$ Poster presented at theannual convention of the 9ational Association of (chool Psychologists> Toronto> &anada.

7ewell* 7$* H alec,i> &. C. ?3//3> Qanuary@. Curriculu&4.ased &easure&ent in writing:Scoring &ethods and research4.ased applications . ini0s,ills wor,shop presented at theannual convention of the Illinois (chool Psychology Association> (pringfield> I6.

7ewell* 7$* H alec,i> &. C. ?3//3> e$ruary@. "he utility o! curriculu&4.ased and traditional&ethods o! writing assess&ent$ ini0s,ills wor,shop presented at the 9ational

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Huenec6e* "$ M$* H +aas> ". A. ?3//1> August@. Perceived effort and social acceptance of low0achieving children. Poster presented at the annual meeting of the American PsychologicalAssociation> (an rancisco.

7ewell* 7$ H alec,i> &.C. ?3//1> April@. Scoring Methods in Curriculu&4 ased Measure&entin %riting: "he Appropriateness and JHow4"oK o! ;ach . Paper presented at annualconvention of the 9ational Association of (chool Psychologists> +ashington> -.&.

%arshaws6y* 7$ D$* H +aas> ". A. ?3//1@. A0priori models of personality and the developmentof trait inferences in children. Poster presented at the annual meeting of the idwestern

Psychological Association> &hicago.

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School Psychology Practicum/Internship og Instructions

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Student Support Ser$ices &$ailable at 9I:

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Student Support Ser$ices &$ailable at 9I:

9orthern Illinois provides an e ceptionally supportive environment for faculty and graduatestudents ali,e. (tudent support services are a priority for the university and they are not onlycomprehensive in scope> $ut they are user friendly and competently run. The following is aselection of those services that are particularly relevant to school psychology graduate students as well asaccredited through the 9ational Academy of Early &hildhood Programs. The center

provides full0time and part0time child care for children ages 3 months to ' years. Parents

must $e a student or faculty#staff at 9orthern Illinois :niversity to enroll their child in thecenter. Priority for enrollment is given to students. (tudents ma,e up )/V of the &enterBsenrollment while faculty and staff ma,e up !/V.

The &ounseling and (tudent -evelopment &enter ?&(-&@ K a comprehensive humandevelopment service providing a full range of programs to meet the needs of a diversestudent population. The mission of the &ounseling and (tudent -evelopment &enter is tosupport the intellectual> emotional> social> and cultural development of students $yoffering a wide range of counseling> consultation> and educational services> including

psychological counseling> group therapy> and crisis intervention. -rug and alcoholassessment and treatment are offered> as well as services related to interpersonal violence.

The 6es$ian> "ay> 5ise ual> and Transgender ?6"5T@ Resource &enter K helps to provide a university climate that supports the academic and professional success of thesemem$ers of our university community. +ith the goal of fostering a welcoming campusenvironment> the university offers a variety of programs> services> and activities to servethe needs of individuals who are les$ian> gay> $ise ual> or transgender as well as for the

$enefit and enrichment of the entire campus.

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Appendi$ %

Pro&ected Rotation of 'ourses

()S* and *(R

8!

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Pro&ected Rotation of 'ourses ()S* and *(R

'ourse +a10 Sp11 Su11 +a11 Sp12 Su12 +a12 Sp1 Su1 +a1 Sp1-*arly 'hildhood Special *ducation 'lassesT"#$ %& ($) ($) ($) ($)T"#$ %&* ($) ($) ($) ($)T"#$ %&+ ($) ,- ($) ,- ($) ,- ($)T"#$ %& ($) ($))earning ehavior Specialist 'lassesT"#$ %1& ($) 0 2 3-4 ($) 0 2T"#$ %1 ($) 3-4 0 2 ($) 3-4 0 2T"#$ %1* 3-4 0 2 ($) 3-4 0 2T"#$ %*5 ($) 0 2 3-4 ($) 0 2 3-4 ($) 0 2 3-4 ($) 0 2T"#$ %%& ($) ($) ($) ($) ($) ($) ($) ($)T"#$ %%9 ($) 3-4 0 2 ($) 3-4 0 2

T"#$ %+5 3-4 ($) 0 2 3-4 ($) 0 2T"#$ %+1 0 2 ($) 3-4 0 2 ($) 3-4T"#$ %+ 0 2 3-4 ($) 0 2 3-4T"#$ %+% 3-4 ($) 0 2 3-4 ($)T"#$ %* 617 ($) ($) ($) ($) ($) ($) ($) ($) ($) ($) ($)Advanced Special *ducation Practices and ) S "" 'ertificationT"#$ %9& 0 2 3-4 ($) 0 2T"#$ %9 0 2 3-4 ($) 0 2T"#$ %&1 ($) ($) ($)T"#$ %*9 3-4 0 2 ($)

T"#$ %+& ($) 0 2 3-4T"#$ % ($) ($)T"#$ % 8 ($) 3-4T"#$ 9+ 0 2 3-4 $T % *

Documents

Specialist School Psychology Program Handbook Aug2011