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INTRODUCTION TO PROFESSIONAL SCHOOL PSYCHOLOGY Educational Psychology 540 Fall 2006 University of Wisconsin Madison

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Fall 2006

University of Wisconsin – Madison

Day/Time: Tuesday, 12:30 p.m. – 3:30 p.m.

Location: 852B Educational Sciences Bldg. Professor: Craig A. Albers, Ph.D.

Office: 316E Educational Sciences Bldg.

Phone: 262-4586

Email: caalbers@wisc.edu

Office Hours: By appointment

Course Description:

This course is intended to serve as an introduction to the profession of school psychology. Although various issues and topics (e.g., assessment, intervention, consultation, applied research, legal and ethical issues) relating to school psychology will be examined, the course does not provide the student with all of the necessary knowledge and skills necessary for entry into the profession. Many of the topics addressed in this course will be examined in greater depth during subsequent coursework.

Knowledge and skills obtained in this course will contribute to the development of outcome competencies in each of the program’s seven domains:

Domain #1: Research & Evaluation

A. Demonstrate knowledge and application of various (1) research methods, (2) research designs, and (3) statistical procedures used in clinical, applied, and empirical investigations.

D. Summarize and communicate results of studies or reports of research in terms that are understandable to educators and parents.

Domain #2: Professional Issues and Human Relations

A. Demonstrate an understanding of the major (1) professional, (2) legal, and (3) ethical issues that influence the profession and practice of school psychology in various settings.

C. Demonstrate command of effective communication and interpersonal skills when interacting with children, families, educators, colleagues, and other professionals.

Domain #3: Assessment

A. Explain basic principles and best practices that guide your assessment activities (i.e., prepare a written statement).

C. Demonstrate knowledge of the use of a broad range of methods for monitoring children’s progress and assessing children’s (1) social-emotional behavior, and (2) cognitive and academic functioning. E. Evaluate the (1) reliability, (2) validity, and (3) socio-cultural appropriateness of assessment procedures

and instruments.

Domain #4: Prevention and Intervention

A. Explain basic principles and best practices that guide your prevention and intervention activities (i.e., prepare a written statement).

C. Demonstrate understanding of the theoretical, conceptual, and procedural similarities and differences of various approaches to prevention and intervention for school-related (1) social-emotional issues, (2) academic issues, and (3) crises.

D. Demonstrate command of methods for monitoring prevention and intervention outcomes, and evaluating intervention integrity and effectiveness.

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Fall 2006 Domain #6: Human Abilities and Diversity

A. Demonstrate appreciation of diversity in society and of the experiences and contributions of various socio-cultural groups.

C. Demonstrate knowledge of the major diagnostic criteria and systems used to classify children’s and adolescents’ psychological problems and special education needs.

Domain #7: Schools and Schooling

B. Demonstrate knowledge of school organization, systems issues (e.g., school change, reform, and policy) and service delivery systems that facilitate the learning and behavior of all students.

C. Identify roles and activities that families can take in the enhancement of children’s schooling. Learning Objectives:

Specific learning objectives addressed in this course include:

1. Describe the origins and influences relating to the development of the school psychology profession. 2. Knowledge regarding the roles and functions of school psychologists, including knowledge of service (e.g.,

assessment, prevention/intervention, and consultation) and research.

3. Explain the role of school psychologists in the educational realm, including regular education and special education.

4. Identify and discuss fundamental issues that affect psychological service delivery in educational settings. 5. Define a “scientist-practitioner” approach to the practice of psychology and identify challenges to the

implementation of such an approach in educational settings. 6. Describe major models of psychological service delivery in schools. 7. Describe various approaches to assessment.

8. Discuss the importance of data-based decision making at the individual, group, and systems level. 9. Understand issues involved in designing, implementing, and evaluating interventions.

10. Understand APA guidelines and “best practices” for providing psychological services to ethnic, linguistic, and culturally diverse populations.

11. List, discuss, and understand legal, ethical, and professional responsibilities of school psychologists. 12. Discuss major case law and legislative mandates that have influenced the practice and philosophy of school

psychology.

13. Describe and discuss the representational structure (i.e., NASP & APA) of school psychology. 14. Describe and discuss areas of research in need of investigation.

15. Discuss graduate training in school psychology and outline the typical required content core and accompanying field experiences.

Academic Misconduct and Plagiarism

As indicated in the University of Wisconsin System administrative code, "The board of regents, administrators, faculty, academic staff and students of the university of Wisconsin system believe that academic honesty and integrity are fundamental to the mission of higher education and of the university of Wisconsin system. The university has a responsibility to promote academic honesty and integrity and to develop procedures to deal effectively with instances of academic dishonesty. Students are responsible for the honest completion and representation of their work, for the appropriate citation of sources, and for respect of others' academic endeavors. Students who violate these standards must be confronted and must accept the consequences of their actions." You should become familiar with the rules of academic misconduct, and you should ask me if you are unsure what behaviors constitute academic misconduct in a specific class or assignment. For further information, please see

http://www.wisc.edu/students/acad_misconduct_guide.htm, and especially see

http://www.wisc.edu/students/conduct01.htm Attendance Policy:

Students are expected to attend all classes, participate in discussions, and share viewpoints. If you will be absent, please notify me and make arrangements to obtain materials discussed in class.

Rules for Incomplete Performance:

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Fall 2006 Accommodation Procedures:

Please notify me of needed accommodations in the curriculum, instruction, or evaluation. Contact the McBurney Center at 263-2741 if you have further questions regarding campus policies and services for persons with disabilities.

Religious Observation:

If you will be absent from class for a religious holiday or observation, please notify me. I will make all necessary arrangements to accommodate your request.

Requirements and Grading

Class participation (25%; 50 points)

Students are expected to complete all readings and be prepared to ask questions and participate in discussions relating to the topics. The class schedule/readings may change as the needs of students dictate. Supplemental classroom activities and additional topics will be covered as time allows. Additional activities included as part of class participation include:

Presentations

At various times throughout the semester, you may be assigned responsibility for leading discussions pertaining to certain topics or readings. You will be provided with at least one-week notice prior to being expected to lead the discussion so that you can do the necessary preparatory work.

Construction of test items

In place of a mid-term examination, as well as a method of assisting in understanding of the readings and preparing for the final examination, you will construct test items from each of the required readings. These items can be multiple-choice, short answer, or essay, and can stress knowledge, comprehension,

application, or analysis of the numerous readings required in this class.

The number of items to be turned in each week will vary based on the number of readings. While it is preferable to have at least one test item from each article/chapter, it may not be appropriate to create test items from certain readings. Consequently, it is permissible to create multiple items for the same reading; the expectation is that if there are four readings for the week, four test items will be created. However, if there are more than 5 readings for a week, you will only need to turn in 5 test items. One of the test items from each week’s required readings needs to be an essay question. Finally, when turning in the questions, please indicate what article/chapter the question came from, and also provide the correct answer for multiple-choice questions or a sample answer for the short-answer and essay questions. The exact number of these questions that will be on the final examination will be determined based on the quality of items that are prepared.

Reading reaction papers(5%; 10 points)

Throughout the semester, you will be expected to turn in five, 1-2 page papers (typewritten) which reflects your critical thinking about the readings assigned for that class (or multiple classes). You may be creative as to how you address this topic, as there are multiple ways of fulfilling this requirement. For example, you could identify consistent themes across readings, comment on unique viewpoints proposed in the readings, discuss and analyze how the content in the readings will affect your practice of school psychology, areas relating to the readings that you feel are significant but are not adequately addressed, discussing an idea from the reading that reminded you of something in your past experience that you now think differently about, etc. Finally, at the conclusion of this paper, list 1-2 questions that you have as a result of the readings and would like clarification about during class. These assignments are designed to connect readings from week to week, encourage your critical thinking and writing skills, and will also serve as the bases for group discussions in class. If you have not met the requirements of this assignment, you will be asked to resubmit it the following week. These will be handed in to the professor at the end of each assigned class period. Papers will be due September 12 (Week 2), September 19 (Week 3), October 10 (Week 6), November 7 (Week 10), and November 14 (Week 11).

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Fall 2006

Record of independent readings (10%; 20 points)

As a school psychologist, it is your responsibility to seek out additional information and professional development activities in order to remain current in the field. Since all of us have varying backgrounds and knowledge of the field, we have the responsibility of seeking out additional information relating to pertinent topics that we are not familiar with. Throughout your career questions will arise, and you will need to seek out additional information. For the purposes of this course, you will be expected to research at least two issues that you would like to gain

additional information about, and then seek out information regarding those topics. You will be expected to

complete at least 100 pages of independent reading. In order to document this activity, you will need to articulate the question in written form, locate references and materials, read them, and then summarize the conclusions based on the readings. Due no later than November 28. I will provide you with an example illustrating this activity.

Legal/ethical case analyses(30%; 60 points)

To gain a deeper understanding of the numerous legal and ethical considerations related to school psychology, you will be provided with a vignette relating to ethical and/or legal issues. You will be expected to research the case and write a report documenting pertinent professional and ethical guidelines. You will also provide a brief presentation to the class regarding each of the situations. Additional information (e.g., report format, vignettes, etc.) will be provided at a later date. The written analysis is due no later than November 14, and presentations will occur on November 14 and November 28.

Final examination (30%; 60 points)

You will be responsible for completing a final examination. The examination will consist of take-home and in-class portions. The take-home portion will consist of short-answer and essay questions and will be due on the day of the in-class examination (December 12). The in-class portion will consist of multiple-choice, short answer, and essay questions.

Grading

Grades will be determined as follows:

Graduate Level Undergraduate Level 100%-90% A 100%-85% 89% -85% AB 84% -80% 84% -75% B 79% -70% 74% -70% BC 69% -65% 69% -60% C 64% -55% Required Textbooks

Thomas, A., & Grimes, J. (Eds.). (2002). Best practices in school psychology – IV. Washington, DC: National Association of School Psychologists. *

Merrell, K.W., Ervin, R.A., & Gimpel, G.A. (2006). School psychology for the 21st century. New York: Guilford Press.**

* This book will have to be purchased online at www.nasponline.org. **Available at the Underground Textbook Exchange on State Street. Required Journal Articles

Copies of assigned journal articles will be made available on a reserve basis so that you may make one copy for your own use. Required readings are expected to be read prior to the class period in which they will be discussed. Supplemental readings are also listed and available for your review. Although these readings are not required

readings for the purposes of this course, it is highly recommended that you read them to further your understanding of the topics. Additionally, students may be assigned various supplemental readings and asked to present the information obtained in those readings to their colleagues during class time.

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Fall 2006 Reading and Lecture Schedule

Note: BP IV = Best practices in school psychology – IV

Sept. 5: Week 1: Introduction to School Psychology and EP 540 No assigned readings

Sept. 12: Week 2: Evolution, Identity, Goals, and Current Professional Practices in School Psychology ** Reaction paper 1 due

Required

Merrell, K.W., Ervin, R.A., & Gimpel, G.A. (2006). Introduction to the field of school psychology (pp. 1-20). In School psychology for the 21st century. New York: Guilford Press.

Merrell, K.W., Ervin, R.A., & Gimpel, G.A. (2006). The historical context of school psychology (pp. 21-41). In School psychology for the 21st century. New York: Guilford Press.

Merrell, K.W., Ervin, R.A., & Gimpel, G.A. (2006). The changing face of school psychology: Responding effectively to cultural and linguistic diversity (pp. 42-60). In School psychology for the 21st century. New York: Guilford Press.

Merrell, K.W., Ervin, R.A., & Gimpel, G.A. (2006).Working as a school psychologist: Employment trends, opportunities, and challenges (pp. 94-112). In School psychology for the 21st century. New York: Guilford Press.

Little, S.G., Akin-Little, K.A., & Tingstrom, D.H. (2004). An analysis of school psychology faculty by graduating university. School Psychology Quarterly, 19, 299-310.

Fagan, T.K. (2000). Practicing school psychology: A turn-of-the-century perspective. American Psychologist, 55, 754-757.

Sheridan, S.M., & Gutkin, T.B. (2000). The ecology of school psychology: Examining and changing our paradigm for the 21st century. School Psychology Review, 29, 485-502.

Hagin, R.A. (1993). Contributions of women in school psychology: The Thayer Report and thereafter.

Journal of School Psychology, 31, 123-142. Supplemental

Curtis, M.J., Grier, J.E.C., & Hunley, S.A. (2003). The changing face of school psychology: Trends in data and projections for the future. School Psychology Quarterly, 18, 409-430.

Bradley-Johnson, S., & Dean, V.J. (2000). Role change for school psychology: The challenge continues in the new millennium. Psychology in the Schools, 37, 1-5.

Oakland, T. (1993). A brief history of international school psychology. Journal of School Psychology, 31, 109-122.

Reschly, D.J. (2000). The present and future status of school psychology in the United States. School Psychology Review, 29, 507-522.

Nagle, R.J., Suldo, S.M., Christenson, S.L., & Hansen, A.L. (2004). Graduate students’ perspectives of academic positions in school psychology. School Psychology Quarterly, 19, 311-326. Rosenfield, S. (2004). Academia: It’s a wonderful life – isn’t it? School Psychology Quarterly, 19,

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Fall 2006 Sept. 19: Week 3: Theoretical and Empirical Foundations of School Psychology

** Reaction paper 2 due Required

Hayes, S.C., Barlow, D.H., & Nelson-Gray, R.O. (1999). The scientist-practitioner. (pp. 1-28). In The scientist-practitioner: Research and accountability in the age of managed care (2nd ed.). Boston: Allyn and Bacon.

Lambert, N.M. (1993). Historical perspective on school psychology as a scientist-practitioner specialization in school psychology. Journal of School Psychology, 31, 163-193.

Pianta, R.C. (2000). Editorial: Special issue on perspectives on theory and intervention. Journal of School Psychology, 38, 299-300.

Hughes, J.N. (2000). The essential role of theory in the science of treating children: Beyond empirically supported treatments. Journal of School Psychology, 38, 301-330.

Kratochwill, T.R., & Stoiber, K.C. (2000). Diversifying theory and science: Expanding the boundaries of empirically supported interventions in school psychology. Journal of School Psychology, 38, 349-358.

Martens, B.K., & Eckert, T.L. (2000). The essential role of data in psychological theory. Journal of School Psychology, 38, 369-376.

Sheridan, S.M. (2000). The science and theory of empirically supported treatments: A response to Hughes. Journal of School Psychology, 38, 377-382.

Kazdin, A.E. (1999). Current (lack of) status of theory in child and adolescent psychotherapy research.

Journal of Clinical Child Psychology, 28, 533-543.

Goldfried, M.R. (1999). Role of theoretical bias in therapeutic interventions: To see or not to see?

Journal of Clinical Child Psychology, 28, 544-547. Supplemental

Tharinger, D.J., & Lambert, N.M. (1999). The application of developmental psychology to school psychology practice: Informing assessment, intervention, and prevention efforts. In T Gutkin & C. Reynolds (Eds.), The handbook of school psychology (3rd ed., pp. 137-166). New York: Wiley. McConaughy, S.H., & Achenbach, T.M. (1999). Contributions of developmental psychopathology to

school psychology. In T Gutkin & C. Reynolds (Eds.), The handbook of school psychology (3rd ed., pp. 247-270). New York: Wiley.

Alexander, P.A., & Murphy, P.K. (1999). What cognitive psychology has to say to school psychology: Shifting perspectives and shared purposes. In T Gutkin & C. Reynolds (Eds.), The handbook of school psychology (3rd ed.; pp. 167-193). New York: Wiley.

Medway, F.J. & Cafferty, T.P. (1999). Contributions of social psychology to school psychology. In T Gutkin & C. Reynolds (Eds.), The handbook of school psychology (3rd ed., pp. 194-222). New York: Wiley.

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Fall 2006 Sept. 26: Week 4: Professional Associations, Training, and Credentialing

Required

Merrell, K.W., Ervin, R.A., & Gimpel, G.A. (2006). Becoming a school psychologist: Training and credentialing issues (pp. 61-93). In School psychology for the 21st century. New York: Guilford Press.

Fagan, T.K., Gorin, S., & Tharinger, D. (2000). The National Association of School Psychologists and the Division of School Psychology – APA: Now and beyond. School Psychology Review, 29, 525-535.

National Association of School Psychologists. (2006). School psychology: A blueprint for training and practice III. Bethesda, MD: Author.

Swerdlik, M. E., & French, J. L. (2000). School psychology training for the 21st century: Challenges and opportunities. School Psychology Review, 29, 577-588.

Kratochwill, T.R., Shernoff, E.S., & Sanetti, L. (2004). Promotion of academic careers in school psychology: A conceptual framework of impact points, recommended strategies, and hopeful outcomes. School Psychology Quarterly, 19, 342-364.

Pryzwansky, W.B. (1999). Accreditation and credentialing systems in school psychology. In T Gutkin & C. Reynolds (Eds.), The handbook of school psychology (3rd ed.; pp. 1145-1158). New York: Wiley.

NASP. (2002). Standards for credentialing school psychologists. BP IV (pp. 1661-1666). Brown, M. (2002). Best practices in professional development. BP IV(pp. 183-194). Supplemental

APA Committee on Accreditation. (2002). Guidelines and principles for accreditation of programs in professional psychology. Washington, DC: Author. Also available online:

http://www.apa.org/ed/G&P2.pdf.

Fagan, T.K. (1993). Separate but equal: School psychology’s search for organizational identity.

Journal of School Psychology, 31, 3-90.

Pryzwansky, W.B. (1993). The regulation of school psychology: A historical perspective on certification, licensure, and accreditation. Journal of School Psychology, 31, 219-235.

Oct. 3: Week 5: Ethical Principles and Professional Standards Required

Merrell, K.W., Ervin, R.A., & Gimpel, G.A. (2006). Legal and ethical issues in school psychology (pp. 113-138). In School psychology for the 21st century. New York: Guilford Press.

Jacob, S., & Hartshorne, T.S. (2003). Ethics in school psychology: An introduction. In S. Jacob & T.S. Hartshorne, Ethics and law for school psychologists (4th ed.; pp. 1-28). New York: John Wiley & Sons.

APA. (2002). Ethical Principles. American Psychologist, 57, 1060-1075. Also available online: http://www.apa.org/ethics/.

NASP. (2000). Professional conduct manual: Principles for professional ethics / guidelines for the provision of school psychological services. Available online:

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Fall 2006 http://www.nasponline.org/pdf/ProfessionalCond.pdf, or available in BP IV, Appendix 1 and Appendix 2.

APA. (2003). Guidelines on multicultural education, training, research, practice, and organizational change for psychologists. American Psychologist, 58, 377-402. Complete document available online: http://www.apa.org/pi/multiculturalguidelines/formats.html

APA. (1993). Guidelines for providers of psychological services to ethnic, linguistic, and culturally diverse populations. American Psychologist, 48, 45-48.

Smith, D. (2003). 10 ways practitioners can avoid frequent ethical pitfalls. Monitor on Psychology, 34(1), 50-55.

Smith, D. (2003). Five principles for research ethics. Monitor on Psychology, 34(1), 56-60. Bersoff, D.N. (1975). Professional ethics and legal responsibilities: On the horns of a dilemma.

Journal of School Psychology, 13, 359-376. Supplemental

APA. (1994). Guidelines for child custody evaluations in divorce proceedings. American Psychologist, 49, 677-680.

APA. (1999). Guidelines for psychological evaluations in child protection matters. American Psychologist, 54, 586-593.

Wisconsin Department of Public Instruction. (2003). Confidential services available to youth in Wisconsin. Available online: http://www.dpi.state.wi.us/dpi/dlsea/sspw/pdf/confid.pdf. Wisconsin Department of Public Instruction. (2003). Student records and confidentiality. Available

online: http://www.dpi.state.wi.us/dpi/dlsea/sspw/pdf/srconfid03.pdf. Oct. 10: Week 6: Legal Regulation and School Psychology

** Reaction paper 3 due Required

Jacob, S., & Hartshorne, T.S. (2003). Law and school psychology: An introduction. In S. Jacob & T.S. Hartshorne, Ethics and law for school psychologists (4th ed.; pp. 29-51). New York: John Wiley & Sons.

Pickren, W.E. (2004). Fifty years on: Brown v. Board of Education and American psychology, 1954-2004. American Psychologist, 59, 493-494.

Benjamin, L.T., & Crouse, E.M. (2002). The American Psychological Association’s response to Brown v. Board of Education: The case of Kenneth B. Clark. American Psychologist, 57, 38-50. Pettigrew, T.F. (2004). Justice deferred: A half century after Brown v. Board of Education. American

Psychologist, 59, 521-529.

Council for Exceptional Children. (2005). The NEW IDEA: CEC’s summary of significant issues. Arlington, VA: Author. Available online: http://www.cec.sped.org/pp/IDEA_120204.pdf. Klotz, M.B., & Nealis, L. (2005). The new IDEA: A summary of significant reforms. Bethesda, MD:

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Fall 2006 Jacob, S., & Hartshorne, T.S. (2003). Section 504 and Americans with Disabilities Act. In S. Jacob &

T.S. Hartshorne, Ethics and law for school psychologists (4th ed.; pp. 167-186). New York: John Wiley & Sons.

Supplemental

Prasse, D.P., & Schrag, J.A. (1998). Providing noncategorical, functional, classroom-based supports for students with disabilities: Legal parameters. In D.J. Reschley, W. Tilly, & J. Grimes (Eds.).

Functional and noncategorical identification and intervention in special education (pp. 201-220). Des Moines, IA: Iowa Department of Education.

U.S. Department of Education, Office of Elementary and Secondary Education, No Child Left Behind: A Desktop Reference, Washington, DC: Author. Available online:

http://www.ed.gov/admins/lead/account/nclbreference/page.html IDEA (2004) regulations.

Wisconsin statute 48 – Children’s code.

Wisconsin DPI Chapter 11 – Child with a disability. Oct. 17: Week 7: Research in Education and School Psychology

Required

Merrell, K.W., Ervin, R.A., & Gimpel, G.A. (2006). The school psychologist’s role in research and evaluation (pp. 240-263). In School psychology for the 21st century. New York: Guilford Press. Keith, T.Z. (2002). Applied research. In A. Thomas, & J. Grimes (Eds.), BP IV(pp. 91-102). Shavelson, R.J., & Towne, L. (2002). Guiding principles for scientific inquiry. (pp. 50-79). In

Scientific research in education. The National Academies.

Hayes, S.C., Barlow, D.H., & Nelson-Gray, R.O. (1999). Current research strategies and the role of the practitioner. (pp. 51-72). In The scientist-practitioner: Research and accountability in the age of managed care (2nd ed.). Boston: Allyn and Bacon.

Boruch, R., De Moya, D., & Snyder, B. (2002). The importance of randomized field trials in education and related areas. In F. Mosteller & R. Boruch (Eds.), Evidence matters: Randomized trials in education research (pp. 50-79). Washington, DC: Brookings Institution Press.

Jacob, S., & Hartshorne, T.S. (2003). Research in the schools: Ethical and legal issues. In S. Jacob & T.S. Hartshorne, Ethics and law for school psychologists (4th ed.; pp. 266-285). New York: John Wiley & Sons.

Kratochwill, T. R., & Callan Stoiber, K. (2000). Uncovering critical research agendas for school psychology: Conceptual dimensions and future directions. School Psychology Review, 29, 591-603.

Supplemental

Wilde, J. (2004). Definitions for the No Child Left Behind Act of 2001: Scientifically-based research. Available online: http://www.ncela.gwu.edu/resabout/Research_definitions.pdf.

Hayes, S.C., Barlow, D.H., & Nelson-Gray, R.O. (1999). The essentials of time-series methodology. (pp. 101-136). In The scientist-practitioner: Research and accountability in the age of managed care (2nd ed.). Boston: Allyn and Bacon.

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Fall 2006 Hayes, S.C., Barlow, D.H., & Nelson-Gray, R.O. (1999). Within-series elements. (pp. 137-175). In

The scientist-practitioner: Research and accountability in the age of managed care (2nd ed.). Boston: Allyn and Bacon.

Hayes, S.C., Barlow, D.H., & Nelson-Gray, R.O. (1999). Between-series elements. (pp. 176-201). In

The scientist-practitioner: Research and accountability in the age of managed care (2nd ed.). Boston: Allyn and Bacon.

Hayes, S.C., Barlow, D.H., & Nelson-Gray, R.O. (1999). Research in general practice settings: Production and consumption of clinical replication series. (pp. 235-265). In The

scientist-practitioner: Research and accountability in the age of managed care (2nd ed.). Boston: Allyn and Bacon.

Cook, T.D., & Payne, M.R. (2002) Objecting to the objections to using random assignment in education research. In F. Mosteller & R. Boruch (Eds.), Evidence matters: Randomized trials in education research (pp. 150-178). Washington, DC: Brookings Institution Press.

Oct. 24: Week 8: Delivery of Psychological Services in Schools Required

Merrell, K.W., Ervin, R.A., & Gimpel, G.A. (2006). Facilitating change through data-driven problem solving: A model for school psychology practice (pp. 139-160). In School psychology for the 21st century. New York: Guilford Press.

APA. (1993). Delivery of comprehensive school psychological services: An educator’s guide. Washington, DC: Author.

NASP. (2002). Standards for the provision of school psychological services. BP IV(pp. 1637-1646). Deno, S.L. (2002). Problem solving as “best practice”. BP IV(pp. 37-54).

Ysseldyke, J., & Marston, D. (1998). Origins of categorical special education services in schools and a rationale for changing them. In D. Reschly, W. Tilly, & J. Grimes (Eds.), Functional and

noncategorical identification and intervention in special education (pp. 1-14). Des Moines, IA: Iowa Department of Education.

Henning-Stout, M., & Brown-Cheatham, M. (1999). School psychology in a diverse world: Considerations for practice, research, and training. In T Gutkin & C. Reynolds (Eds.), The handbook of school psychology (3rd ed., pp. 1041-1055). New York: Wiley.

Rosenfield, S., & Gravois, T.A. (1999). Working with teams in the schools. In T Gutkin & C.

Reynolds (Eds.), The handbook of school psychology (3rd ed., pp. 1025-1040). New York: Wiley. Huebner, E.S., Gilligan, T.D., & Cobb, H. (2002). Best practices in preventing and managing stress

and burnout. BP IV(pp. 173-182). Supplemental

Kamphaus, R.W., Reynolds, C.R., & Imperato-McCammon, C. (1999). Roles of diagnosis and classification in school psychology. In T Gutkin & C. Reynolds (Eds.), The handbook of school psychology (3rd ed.; pp. 292-306). New York: Wiley.

Macmann, G.M., & Barnett, D.W. (1999). Diagnostic decision making in school psychology:

Understanding and coping with uncertainty. In T Gutkin & C. Reynolds (Eds.), The handbook of school psychology (3rd ed.; pp.519-548). New York: Wiley.

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Fall 2006 Fagan, T.K., & Wise, P.S. (2000). Professional evaluation and accountability. In T.K. Fagan, & P.S.

Wise (Eds.), School psychology: Past, present, and future (2nd ed.; pp. 159-182). Bethesda, MD: NASP.

Oct. 31: Week 9: Identifying Students in Need of Services: Assessment Required

Merrell, K.W., Ervin, R.A., & Gimpel, G.A. (2006). The school psychologist’s role in assessment: Models, methods, and trends in gathering, organizing, and analyzing data (pp. 161-185). In

School psychology for the 21st century. New York: Guilford Press.

Nelson-Gray, R. (2003). Treatment utility of psychological assessment. Psychological Assessment, 15, 521-531.

Vaughn, S., & Fuchs, L. S. (2003). Redefining learning disabilities as inadequate response to

instruction: The promise and potential problems. Learning Disabilities Research & Practice, 18, 137-146.

Hintze, J.M., Volpe, R.J., & Shapiro, E.S. (2002). Best practices in the systematic direct observation of student behavior. BP IV (pp. 993-1006).

Reschly, D.J., & Grimes, J.P. (2002). Best practices in intellectual assessment. BP IV(pp. 1337-1350). Ortiz, S.O. (2002). Best practices in nondiscriminatory assessment. BP IV(pp. 1321-1336).

Shapiro, E.S., & Elliott, S.N. (1999). Curriculum-based assessment and other performance-based assessment strategies. In T Gutkin & C. Reynolds (Eds.), The handbook of school psychology (3rd ed.; pp. 383-408). New York: Wiley.

Nov. 7: Week 10: Assessment (con’t)

** Reaction paper 4 due (react to readings from Week 9 AND Week 10) Required

Kratochwill, T.R., Sheridan, S.M., Carlson, J., & Lasecki, K.L. (1999). Advances in behavioral assessment. In T. Gutkin & C. Reynolds (Eds.), The handbook of school psychology (3rd ed.; pp. 350-382). New York: Wiley.

McConaughy, S.H., & Ritter, D.R. (2002). Best practices in multidimensional assessment of emotional or behavioral disorders. BP IV(pp. 1303-1320).

Harrison, P.L., & Boney, T.L. (2002). Best practices in the assessment of adaptive behavior. BP IV (pp. 1167-1179).

Scribner, A.P. (2002). Best assessment and intervention practices with Second Language Learners. BP IV(pp. 1485-1499).

Nov. 14: Week 11: Putting Data to Use: Interventions ** Reaction paper 5 due

** Legal/ethical written assignments due ** Legal/ethical case presentations

Required

Merrell, K.W., Ervin, R.A., & Gimpel, G.A. (2006). The school psychologist’s role in prevention and intervention: Part 1. Academic skills (pp. 186-205). In School psychology for the 21st century. New York: Guilford Press.

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Fall 2006 Merrell, K.W., Ervin, R.A., & Gimpel, G.A. (2006). The school psychologist’s role in prevention and

intervention: Part 2. Mental health and social-emotional behavior (pp. 206-225). In School psychology for the 21st century. New York: Guilford Press.

Kratochwill, T.R., Albers, C.A., & Shernoff, E. (2004). School-based interventions. Child and Adolescent Psychiatric Clinics of North America, 13, 885-903.

Kavale, K.A., & Forness, S.R. (1999). Effectiveness of special education. In T Gutkin & C. Reynolds (Eds.), The handbook of school psychology (3rd ed., pp. 984-1024). New York: Wiley.

Sandoval, J. (1993). The history of interventions in school psychology. Journal of School Psychology, 31, 195-217.

Stoiber, K. C., & Kratochwill, T. R. (2000). Empirically supported interventions and school psychology: Rationale and methodological issues--Part I. School Psychology Quarterly, 15, 75-105.

Kratochwill, T. R., & Callan Stoiber, K. (2000). Empirically supported interventions and school psychology: Conceptual and practice issues--Part II. School Psychology Quarterly, 15, 233-253. Shapiro, E.S. (2000). School psychology from an instructional perspective: Solving big, not little

problems. School Psychology Review, 29, 560-572.

Reschly, D.J. (2004). Commentary: Paradigm shift, outcomes criteria, and behavioral interventions: Foundations for the future of school psychology. School Psychology Review, 33, 408-416. Albers, C. A., Elliott, S. N., Kettler, R. J., & Roach, A. T. (2005). Evaluating intervention outcomes.

In R. Brown-Chidsey (Ed.), Problem-Solving Based Assessment for Educational Intervention (pp. 329-351). New York: Guilford Publications.

Supplemental

Hayes, S.C., Barlow, D.H., & Nelson-Gray, R.O. (1999). General strategies in assessment and data collection. (pp. 287-319). In The scientist-practitioner: Research and accountability in the age of managed care (2nd ed.). Boston: Allyn and Bacon.

Coalition for Evidence-Based Policy. (2003). Identifying and implementing education practices supported by rigorous evidence: A user friendly guide. Available online:

http://www.excelgov.org/usermedia/images/uploads/PDFs/User-Friendly_Guide_12.2.03.pdf. Coalition for Evidence-Based Policy. (2002). Bringing evidence-driven progress to education: A

recommended strategy for the U.S. Department of Education. Available online: http://www.excelgov.org/usermedia/images/uploads/PDFs/coalitionFinRpt.pdf. Nov. 21: Week 12: No Class – Work Day

Nov. 28: Week 13: Consultation; Working with Families ** Legal/ethical case presentations

** Record of independent readings due Required

Albers, C. A., & Kratochwill, T. R. (2006). Teacher and principal consultations: Best practices. In C. Franklin, M.B. Harris, & P. Allen-Meares (Eds.), The school services sourcebook: A guide for school-based professionals (pp. 971-976). New York: Oxford University Press.

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Fall 2006 Sladeczek, I. E., Kratochwill, T. R., Steinbach, C. L., Kumke, P., & Hagermoser, L. (2003).

Problem-solving consultation in the new millennium. In E. Cole & J. A. Siegel (Eds.), Effective consultation in school psychology (2nd ed., pp. 60-86). Ashland, OH: Hogrefe & Huber. Kovaleski, J.F. (2002). Best practices in operating pre-referral intervention teams. BP IV (pp.

645-656.).

Christenson, S.L., & Buerkle, K. (1999). Families as educational partners for children’s school success: Suggestions for school psychologists. In T Gutkin & C. Reynolds (Eds.), The handbook of school psychology (3rd ed.; pp. 709-744). New York: Wiley.

Hubbard, D.D., & Adams, J. (2002). Best practices in facilitating meaningful family involvement in educational decision making. BP IV (pp. 377-387).

Esler, A.N., Godber, Y., & Christenson, S.L. (2002). Best practices in supporting home-school collaboration. BP IV (pp. 389-411).

Fish, M. (2002). Collaborating with parents of children with disabilities. BP IV(pp. 363-376). Ortiz, S.O., Flanagan, D., & Miranda, A. (2002). Culturally diverse children and families. BP IV (pp.

337-352).

Dec. 5: Week 14: Issues, Challenges, and Future Directions; Review and Wrap-up Required

Merrell, K.W., Ervin, R.A., & Gimpel, G.A. (2006). The school psychologist’s role in facilitating systems change (pp. 226-239). In School psychology for the 21st century. New York: Guilford Press.

Merrell, K.W., Ervin, R.A., & Gimpel, G.A. (2006). Moving the field forward: Mapping the future of school psychology (pp. 264-279). In School psychology for the 21st century. New York: Guilford Press.

French, J.L. (1996). Recycling the basics for evolving schools: Psychologists as fulcrums for leveraging improved schooling. In R.C. Talley & T. Kubisyn (Eds.), Making psychologists in schools indispensable: Critical questions and merging perspectives (pp. 15-19). Washington, DC: American Psychological Association.

Curtis, M.J., Batsche, G.M., & Mesmer, E.M. (2000). Implementing the IDEA 1997 Amendments: A compelling argument for systems change. In C.F. Telzrow, & M. Tankersley (Eds.), IDEA Amendments of 1997: Practice guidelines for school-based teams (pp. 383-410). Bethesda, MD: NASP.

Reschley, D.J., & Tilly, W.D. (1998). Reform trends and system design alternatives. In D. Reschly, W. Tilly, & J. Grimes (Eds.), Functional and noncategorical identification and intervention in special education (pp. 15-37). Des Moines, IA: Iowa Department of Education.

Hayes, S.C., Barlow, D.H., & Nelson-Gray, R.O. (1999). Program evaluation. (pp. 266-286). In The scientist-practitioner: Research and accountability in the age of managed care (2nd ed.). Boston: Allyn and Bacon.

Dec. 12: Week 15: Final Examination 12:30-3:30

References

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