School Psychology Course Requirements
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School Psychology Doctoral Program
MINIMUM COURSE REQUIREMENTS
Revised 3/2010
Student: Requirements Approved
Advisor: by School Psychology
Date: Executive Committee
MINIMUM COURSE REQUIREMENTS FOR TEXAS A&M UNIVERSITY
DOCTORAL TRAINING PROGRAM IN SCHOOL PSYCHOLOGY
STUDENT WORKSHEET
This form has been developed to facilitate the advisement process of doctoral students in the School Psychology program. It should be used as a guide for students in developing their individual plans of study. Final plans of study are approved by the student's doctoral committee.
CORE REQUIREMENTS
The "Core" content is seen as required for all students in the program If a student believes he or she has met a course requirement in previous graduate course work, the student meets with a faculty member in our Department who teaches the course in question. With faculty approval, students may exempt out of required courses based on previous course work or experience that is determined to be equivalent to the required course. Exempted courses do not earn units and do not count toward the total units needed to graduate. Exempting a course does fulfill that course requirement and permits the student to take another course in its place. Exemptions are granted by individual faculty members who may require evidence of appropriate previous work or demonstration of competency through an exam. Each request will be reviewed on an individual basis by the appropriate faculty member. Syllabi and examples of required work from previous courses are helpful in this conversation. Faculty members have the option of requiring that the student demonstrate essential course competencies (e.g., by taking an examination, demonstrating a skill) prior to waiving a course requirement. If that faculty member believes the student has performed successfully in a course that is substantially equivalent, the faculty member indicates approval for waiving that course requirement by initialing the form. If the course in question is taught outside the Department of Education Psychology, your advisor can make a determination as to whether you have met this requirement through prior course work and initial the form. Undergraduate courses cannot be used to replace or waive out of any graduate courses or content. When the student's degree plan is complete, this form should be placed in the student's file. In the core areas of 1) Basic Psychological Sciences Core; 2) Research, Measurement, and Statistics, and 3) Professional School Psychology, the student should first consult with their advisor and then discuss previous coursework and relevant experiences with the instructor of the course they want to have waived. If waived, the faculty should initial this document.
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Basic Psychological Sciences Core |
Hours |
Semester Usually Offered/Taken |
Date Completed or Approved as Waived |
|
Faculty Initial |
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EPSY 646* Issues in Child and Adolescent Development |
3 |
Fall or Spring of Year 1 |
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PSYC 619** History and Systems of Psychology |
3 |
Fall |
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SPSY 610 Child Psychopathology (or PSYC 628 Behavior Disorders in Children ) |
3 |
Fall Year 1 (Varies) |
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SPSY 645 Advanced Social and Emotional Development and Intervention |
3 |
Fall of Year 2 |
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One of the Following Biologically-Based Courses: |
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PSYC 609 Physiological Psychology or |
3 |
Varies |
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EPSY 621 Clinical Neuropsychology |
3 |
Summer |
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9-15 |
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*May be waived if student has coursework in development at the undergraduate level. **May be waived if student has undergraduate major in psychology. ***Requires prerequisites.
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Research, Measurement, Statistics Core Note. Students receiving a C in EPSY 640-641 may be required to retake the course(s). |
Hours |
Semester Usually Offered/Taken |
Date Completed or Approved |
|
Faculty Initial |
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EPSY 435* Undergraduate statistics or STAT 651* Statistics |
3 |
Fall Year 1 |
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EPSY 622 Measurement and Evaluation in Education |
3 |
Fall Year 1 |
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EPSY 625 Advanced Behavioral Measurement |
3 |
Fall or Spring Year 2 or 3 |
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EPSY 636§ Techniques of Research |
3 |
Fall/ Spring/ Su Year 1 |
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EPSY 640 Experimental Design in Education I |
3 |
Fall/ Spring |
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EPSY 641** Experimental Design in Education II |
3 |
Spring/Fall |
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EPSY --- One additional research course (EPSY 630, 631, 642, 643, 690) |
3 |
Varies |
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15-21 |
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* May be waived if student has an equivalent course at the undergraduate level.
§ May be waived if student has an equivalent course or experience (e.g., honors thesis, REU) at the undergraduate level.
** Requires prerequisites.
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Professional School Psychology Core Note: The student must retake any course in which he/she receives a grade of "C" or below. |
Hours |
Semester Usually Offered/Taken |
Date Completed or Approved |
|
Faculty Initial |
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SPSY 611 Introduction to School Psychology: Legal, Ethical & Credentialing Issues |
1+1+1 |
Fa, Spr, Su Year 1 |
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SPSY 612** Individual Assessment of Children's Intelligence |
4 |
Spring Year 1 |
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SPSY 614** Integrated Assessment Practicum |
3 |
Spring Year 2 |
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SPSY 617** Emotional Disturbance in Children |
3 |
Fall Year 2 |
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SPSY 642 Behavioral Assessment and Intervention |
3 |
Spring Year 1 |
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EPSY 605 Effects of Culture, Diversity, & Poverty on Children and Youth |
3 |
Spring |
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SPSY 643 Academic Assessment and Intervention |
3 |
Fall Year 1 |
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SPSY 641 Child Therapy for School Behavior Problems |
3 |
Spring Year 1 |
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SPSY 644** Child Therapy Advanced Theory and Techniques |
3 |
Su Year 1 |
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SPSY 628 Consultation: Theory and Techniques |
3 |
Spring Year 2 |
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SPSY 638 Systems Consultation and Prevention Science |
3 |
Fall Year 2 or 3 |
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SPSY 683C** Field Based Practicum in Child Therapy (2 semesters) |
3+3 |
Fall-Spring or Spring-Su Year 2 |
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SPSY 683D** Field Practicum in Schools (2 semesters; must arrange 1 semester in advance) |
3+3 |
Fall-Spring Year 3 |
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EPSY 682 Seminar in Internship Preparation |
1 |
SpringYear 3 |
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SPSY 684** Internship in Professional Psychology |
2+2+2 |
Fall, Spring, Su Year 5 |
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53 |
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* May be waived if student has an equivalent course at the undergraduate level.
** Requires prerequisites.
√ Courses most likely to be included on the M.Ed. degree plan
SPECIALIZED STRANDS
Specialization strands are an opportunity for students to personalize their degree plans by selecting themes or strands of coursework that cluster into specialty areas. The strands listed in this document serve only as suggestions. Students are encouraged to meet with their advisor and committee to develop strands that meet the individual's unique interests. A total of 12 hours of strand courses is required, with a minimum of 9 hours in one strand; most students do an elective practicum related to their area of specialization. Courses to be included in the student's strand are determined by the student's Chair and their Advisory Committee. Within each strand of specialization, appropriate courses may be added as they are developed and identified.|
A. Child and Family |
Hours |
Semester Usually Offered/Taken |
Date Completed or Approved |
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EPSY 628 The Rorschach Technique with Children and Adolescents |
3 |
Summer |
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CPSY 631 Techniques of Counseling |
3 |
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CPSY 676 Marriage & Family Counseling |
3 |
Summer |
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CPSY 678 Family Therapy |
3 |
Summer |
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PSYC 639 Pediatric Psychology |
3 |
Fall - alternate (odd) years |
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SPSY 683* Practicum (additional) |
1-12 |
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PSYC 638 Psychotherapy I |
3 |
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PSYC 637 Psychotherapy II |
3 |
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PSYC 608 Intro to Clinical Skills |
3 |
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PSYC 678 Marital Therapy or CPSY 678 |
3 |
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PSYC 624 Individual Testing |
3 |
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PSYC 629 Seminar Clinical/ Community Psychology |
3 |
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EPSY 627 Structured Personality Assessment |
3 |
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CPSY 633 Intro to Group Process |
3 |
Spring |
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CPSY 634 Group Counseling and Psychotherapy |
3 |
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CPSY 679 Multicultural Counseling |
3 |
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SPSY 613 Crisis Intervention |
3 |
Varies |
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B. Education for At-Risk Populations |
Hours |
Semester Usually Offered/Taken |
Date Completed or Approved |
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SPED 612 Special Education Law |
3 |
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SPED 613 Issues in Educating Students with Disabilities |
3 |
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SPED 614 Issues in Moderate and Severe Disabilities |
3 |
Fall |
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SPED 617 Contemporary Instructional Strategies for Special Education |
3 |
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SPED 615 Special Education Assessment: Technical and Legal Aspects |
3 |
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SPED 620 Bilingual Special Education |
3 |
Summer |
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SPED 621 Overview of Exceptional Students |
3 |
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SPED 622 Community-Based Integrated Services |
3 |
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SPED 630 Reading for At-Risk/LD Students |
3 |
Fall |
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SPED 632 Transition from School to Work |
3 |
Fall |
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SPSY 657 Bilingual Psychoeducational Assessment |
4 |
Fall - Even Years |
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SEFB 610 Special Education and the Family |
3 |
Summer |
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SPSY 626 Prevention and Intervention At-Risk Hispanic Families |
3 |
Summer |
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C. Reading, Literacy, and Language *Required components |
Hours |
Semester Usually Offered/Taken |
Date Completed or Approved |
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*RDNG 674 Developmental Reading |
3
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*RDNG 604 Reading Diagnosis |
3 |
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*RDNG 642 Clinic Teaching in Reading |
3 |
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EPSY 613 Spanish/English Biliteracy |
3 |
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RDNG 614 Reading Research and Trends |
3 |
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EPSY 623 Prevention and Intervention At-Risk Hispanic Families |
3 |
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SPED 630 Reading for At-Risk/LD Students |
3 |
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RDNG 615 Theories of Reading Process |
3 |
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EDCI 689 Literacy and Language |
3 |
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D. Bilingual/ELL |
Hours |
Semester Usually Offered/Taken |
Date Completed or Approved |
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EPSY 610 Hispanic Bilingual Assessment and Monitoring Students OR EDCI 610 |
3 |
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EPSY 613 Spanish/English Biliteracy |
3 |
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EDCI 611 Teaching English as a Second Language OR EPSY 611 |
3 |
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EPSY 623 Prevention and Intervention At-Risk Hispanic Families |
3 |
Summer |
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SPED 620 Bilingual Special Education |
3 |
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SPSY 657 Bilingual Psychoeducational Assessment |
4 |
Fall - Even Years |
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E. Prevention Science |
Hours |
Semester Usually Offered/Taken |
Date Completed or Approved |
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EPSY 685 Special Topics in Prevention Science (may be taken as RPTS 684, COMM 685, HLTH 685) |
3 |
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RPTS 670 Youth Development and Services |
3 |
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RPTS 689 Social Policy and Youth Development |
3 |
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PSYC 616 Treatment of Problem Behavior in Children and Families |
3 |
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COMM 670 Health Communication Seminar (when applicable) |
3 |
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COMM 669 Research in Health Communication |
3 |
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PHSB 604 Health Behavior and Social Ecology |
3 |
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PHSB 624 Social Epidemiology |
3 |
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PHSB 603 Social and Behavioral Determinants of Health |
3 |
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HLTH 639 Behavioral Foundations in Health Education |
3 |
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HLTH 609 Applied Epidemiology |
3 |
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HLTH 632 Health Program Evaluation |
3 |
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HLTH 630 Health Program Planning |
3 |
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SOCI 626 Seminar in Law and Deviance |
3 |
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F. Neuropsychology/Pediatric Psychology |
Hours |
Semester Usually Offered/Taken |
Date Completed or Approved |
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EPSY 621* Clinical Neuropsychology |
3 |
Summer |
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PSYC 609* Psychophysiology |
3 |
Spring |
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PSYC 639 Pediatric Psychology |
3 |
Fall Alternate (odd) Years |
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PSYC 640 Applied Physiological Psychology |
3 |
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PSYC 649 Seminar in Behavioral Neuroscience |
3 |
Spring |
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EPSY 618 Neurodevelopmental and Genetic Disorders |
3 |
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SPSY 615 Preschool Assessment |
3 |
Spring |
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SPSY 685 Directed Studies in Neuropsychology |
3 |
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SPSY 683 Field Based Practicum in Neuropsychology or Pediatric Psychology |
3 |
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VTPH 603 Graduate Neuroanatomy
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4 |
Spring (odd years) |
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BIOL 644 Neural Developmental |
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Fall (even years) |
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* Does not count toward strand if used in professional core.
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G. Research Design |
Hours |
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Date Completed or Approved |
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EPSY 690 Special Topics in Research Design |
3 |
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EPSY 630 Single Case Research |
3 |
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EPSY 631 Program Evaluation in School and Clinic |
3 |
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EPSY 643 Applied Multivariate Methods |
3 |
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Selected courses from EPSY, STAT, PSYC, SOCI, EHAD (excluding STAT 651-652) course in statistics, psychometrics, research design and qualitative methods that are not counted toward core |
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H. Human Learning & Development |
Hours |
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Date Completed or Approved |
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EPSY 683F Field Practicum in Instructional Psychology |
1-4 |
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EPSY 678 Language, Learning, & Instruction |
3 |
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EDCI 646 Instructional Theory |
3 |
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EDCI 674 Developmental Reading in the Elementary School |
3 |
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EDCI 675 Teaching Strategies & Patterns of Learning |
3 |
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EPSY 647 Adult Development and Aging |
3 |
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PSYC 603 Motivation & Cognitive Processes |
3 |
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PSYC 636 Social Development |
3 |
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EPSY 673 Learning Theories |
3 |
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PSYC 615 Perceptual Processes |
3 |
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I. Behavior Analysis and Autism* (in conjunction with Dr. Jeni Ganz, SPED) |
Hours |
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Date Completed or Approved |
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*SEFB 618 Applied Behavior Management |
3 |
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*EPSY 630 Single Case Research |
3 |
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*SPED 642 Program Development for Students with Behavior Problems |
3 |
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*SPED 689 Special Topics in Advanced Behavior Analysis |
3 |
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*SPED 689 Special Topics in Autism Spectrum Disorders |
3 |
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EPSY 618 Neurodevelopmental and Genetic Disorders |
3 |
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*Courses designated with asterisk are part of approved course sequence for BACB certification providing sufficient hours of experience are obtained |
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ADDITIONAL PROGRAM REQUIREMENTS
|
|
Hours |
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Date Completed or Approved |
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Dissertation |
12 |
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TOTAL |
100-112+ |
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NOTES:
1. Students should discuss and identify their strand with their intended Chair and Advisory Committee prior to completion of the degree plan to ensure that there is an appropriate match of interests and expertise. Within each strand of specialization, appropriate courses may be added as they are developed and identified.2. Doctoral Training Grant students (DTG) are generally required to take a combination of courses from the Education for At-Risk Populations and Bilingual/ELL strands as prescribed by the program they came in with; the strand for DTG students is more than 12 credits and subject to approval of the DTG faculty, as well as their Chair and Advisory Committee.
3. The student's doctoral committee or the program faculty is always at liberty to require other such coursework as it deems necessary to remediate any deficiencies or to assist the student in reaching his/her career/educational goals.
4. It is the intent of the program that students will develop basic competence in instructional design and strategies, special education, and multicultural concerns in psychology and education.
5. It is expected that students entering with a master's or graduate degree will be able to waive hours in the above program. Questions on exemption of required courses should be referred to the faculty who teach comparable courses at TAMU; faculty may require the student to produce a syllabus, take an exam, or in some way demonstrate competency. Course substitutes or waiver approval are to be noted and initialed on the form by the appropriate faculty.
6. As required by the Department of Educational Psychology, students are encouraged to present research papers at a state, regional, or national conferences. In addition, students are encouraged to submit manuscripts for publication. The student's Chair and their Advisory Committee will monitor these activities in conjunction with the student.
