Proposal for Course Change
FAST TRACK (Select if this will be a fast track item. Refer to UCC or UGC Fast Track Policy for eligibility)
1. Effective BEGINNING of what term and year?: Fall 2012
See effective dates calendar.
2. College: Education 3. Academic Unit: 3
4. Current course subject and number: EPS 738
5. Current title, description and units. Cut and Bold the proposed changes in this column to
paste, in its entirety, from the current on-line differentiate from what is not changing, and
academic catalog*. Bold with strikethrough what is being
EPS 738 School-Based Psychosocial
EPS 738 PSYCHODIAGNOSTICS II (3) Assessments and Interventions (3)
Administration and interpretation of objective and
Administration and interpretation of objective and projective measures of personality for children and
projective measures of personality for children and adolescents. Emphasizes diagnosis and written case
adolescents. Emphasizes diagnosis and written case reports. Admission to EPS program for which this
reports. Admission to EPS program for which this course is required. Required programs
course is required. Required programs include: MA School Psychology, PhD Counseling
include: MA School Psychology, PhD Counseling or PhD School Psychology. This course contains
or PhD School Psychology. This course contains an an assessment that must be passed to be eligible to
assessment that must be passed to be eligible to register for the internship. Letter grade only.
register for the internship. Letter grade only. Prerequisite: Admission to School Psychology
Prerequisite: Admission to School Psychology (MA) or Educ Psy-School Psy (PhD) or Educ Psy-
(MA) or Educ Psy-School Psy (PhD) or Educ Psy- Counseling Psy (PhD) and EPS 664
Counseling Psy (PhD) and EPS 664
This course focuses on both assessments and
interventions for children and adolescents with
behavioral and social/emotional issues related
to disability and life-issues. The course
emphasizes best practice in assessment,
diagnosis, and evidence-based interventions
with social/emotional and behavioral problems
for school-based interventions for children and
adolescents. Issues related to cultural and
social factors are integrated into the
curriculum. Letter grade only. Prerequisite:
Admission to the EdS in School Psychology
(EdS) or Educ Psy-School Psy (PhD) or Educ
Psy-Counseling Psy (PhD) and EPS 604, 664,
*if there has been a previously approved UCC/UGC/YCC
change since the last catalog year, please copy the
approved text from the proposal form into this field.
6. Is this course in any plan (major, minor or certificate) or sub plan (emphasis or concentration)?
If yes, describe the impact and attach written responses from the affected academic units
prior to college curricular submission.
M.A. School Psychology, PhD Educational Psychology-School Psychology Emphasis.
There is a plan change being submitted for the MA concurrently (new degree EdS School
Psychology) and one forthcoming for the PhD.
7. Is there a related plan or sub plan change proposal being submitted? Yes No
If no, explain.
See Q6 above
8. Does this course include combined lecture and lab components? Yes No
If yes, note the units specific to each component in the course description above.
9. Is there a course fee? Yes No
10. Justification for course change.
The changes to this course have been initiated as the result of a recent program review by the
National Association of School Psychologists (NASP) and their feedback. These changes are
designed to better align to the NASP standards for candidates in School Psychology training
programs. Candidates must be immersed in understanding and implementing both assessments
and interventions for students in the P-12 system who are experiencing social emotional
challenges. This proposal includes 1) a title change for the course, School-Based Psychosocial
Assessments and Interventions, 2) revisions to the course description, and 3) incorporation of
course content linking assessments to evidence-based interventions into the syllabus. The master
syllabus is attached. Additionally, the course description delineates the degree title change to
Educational Specialist (Ed.S.) in School Psychology.
IN THE FOLLOWING SECTION, COMPLETE ONLY WHAT IS CHANGING
If the changes included in this proposal are significant, attach copies of original and
Current course subject and number Proposed course subject and number
Current number of units Proposed number of units
Current short course title Proposed short course title (max 30 characters)
Psychodiagnostics II School-Based Psy-soc Ass.-Intrv.
Current long course title Proposed long course title (max 100
Psychodiagnostics Assessment II characters)School-Based Psychosocial
Assessment and Interventions
Current grading option Proposed grading option
letter grade pass/fail or both letter grade pass/fail or both
Current repeat for additional units Proposed repeat for additional units
Current prerequisite Proposed prerequisite
Admission to the EdS in School Psychology (EdS)
or Educ Psy-School Psy (PhD) or Educ Psy-
Counseling Psy (PhD) and EPS 604, 664, 673.
Current co-requisite Proposed co-requisite
Current co-convene with Proposed co-convene with
Current cross list with Proposed cross list with
Answer 11-15 for UCC/YCC only:
11. Is this course an approved Liberal Studies or Diversity course? Yes No
If yes, select all that apply. Liberal Studies Diversity Both
12. Do you want to remove the Liberal Studies or Diversity designation? Yes No
If yes, select all that apply. Liberal Studies Diversity Both
13. Is this course listed in the Course Equivalency Guide? Yes No
14. Is the course a Common Course as defined by your Articulation Task Force? Yes No
15. Is this course a Shared Unique Numbering (SUN) course? Yes No
Scott Galland 02/08/2012
Reviewed by Curriculum Process Associate Date
Department Chair/ Unit Head (if appropriate) Date
Chair of college curriculum committee Date
Dean of college Date
For Committee use only:
UCC/UGC/YCC Approval Date
Approved as submitted: Yes No Approved as modified: Yes No
College of Education
We develop educational leaders who create tomorrow's opportunities.
Our mission is to prepare competent professionals who will make positive differences
for children, young adults, and others in schools.
School-Based Psychosocial Assessments and Interventions
3 Semester Hours
Email: Generally, e-mail correspondence will be via the mail function within Bblearn
Enrollment in Ed.S. or Ph.D. school psychology program; EPS 664 Tests & Measurement, EPS 673
Psychoeducational Assessment I, EPS 604 Intro to School Psych
This course focuses on both assessments and interventions for children and adolescents with
behavioral and social/emotional issues related to disability and life-issues. The course emphasizes
best practice in assessment, diagnosis, and evidence-based interventions with social/emotional
and behavioral problems for school-based interventions for children and adolescents. Issues
related to cultural and social factors are integrated into the curriculum.
Candidate Learning Expectations/Outcomes for this Course:
Standard 1 : Professional Knowledge and Skills- Candidates will increase content knowledge as
delineated by professional, state, and institutional standards
Standard 4 : Diversity-Candidates will acquire and apply knowledge, skills and dispositions
necessary to help all candidates learn.
National Association of School Psychologist (NASP) Training and Practice Domains :
2.1 : Data-Based Decision-Making and Accountability : Candidates will use models and methods
as part of a systematic process to collect data and other information, translate assessment results
into empirically-based decisions about service delivery, and evaluate the outcomes of services.
2.4 : Socialization and Development of Life Skills : Candidates will have knowledge of human
developmental processes, techniques to assess these processes, and direct and indirect services
applicable to the development of behavioral, affective, adaptive, and social skills.
2.5 : Candidate Diversity in Development and Learning : Candidates will have knowledge of
individual differences, abilities, and disabilities and of the potential influence of biological, social,
cultural, ethnic, experiential, socioeconomic, gender-related, and linguistic factors in
development and learning.
2.7 : Prevention, Crisis Intervention, and Mental Health : Candidates will have knowledge of
human development and psychopathology and of associated biological, cultural, and social
influences on human behavior.
2.11 : Information Technology : Candidates will have knowledge of information sources and
technology relevant to their work.
At the conclusion of the course the candidate will be able to demonstrate:
1. Competency in administration, scoring, and interpretation of techniques/tests used for
assessment of children and adolescents in the behavioral, social, and emotional domains. These
techniques/tests will include norm-referenced behavioral rating scales, curriculum-based
assessments, direct observational recording instruments, interviews, self-report measures,
record reviews, and sociometric assessments.
2. Familiarity with a variety of assessment instruments/techniques for assessment of behavioral,
social, and emotional conditions.
3. Familiarity with the diagnostic criteria from the Individuals with Disabilities Education Act
(IDEA) and the Arizona State Rules and Regulations.
4. Familiarity with the diagnostic classification systems for children and adolescents such as the
Diagnostic and Statistical Manual Fourth Edition Text Revision (DSM-IV-TR).
5. Knowledge of the etiology, prevalence, developmental progression, characteristics, co-morbid
factors, and treatment considerations for various childhood disorders.
6. Understanding of the legal, ethical, and measurement issues related to psycho-educational
diagnoses and interventions.
7. Knowledge of issues related to social, emotional, and behavioral assessment and interventions
with diverse populations (i.e., race/ethnicity, socioeconomic status, disability, LGBTQ).
8. Knowledge of how to link assessment results to appropriate evidence-based interventions for
behavioral and social/emotional problems (e.g., ADHD, internalizing & externalizing problem
9. Knowledge of issues and social/emotional/behavioral interventions related to chronic medical
conditions (e g. cancer, diabetes, obesity).
10. Knowledge of relevant professional issues (e.g., zero reject, discipline of candidates with
The course format will include lecture, textbook and supplementary readings, in-class
discussions, written assignments, and online lessons. Candidates will also be required to assess
children/adolescents, and then write interpretative reports including recommendations for
interventions, curriculum modifications, and accommodations.
Required Textbooks and Materials:
Bear, G. G. & Minke, K. M. (2006). Children’s needs III: Development, prevention, and intervention.
US: National Association of School Psychologists.
Merrell, K.W. (2008). Behavioral, social, and emotional assessment of children and adolescents. (3rd
ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
Consumable test protocols may be purchased at the COE Test Lab. Other materials will be either
distributed in class or may be checked out of the COE Test Lab.
American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders: Text
revision (4th ed.). Washington, DC: American Psychiatric Association. May use online version:
http://www.psychiatryonline.com/content.aspx?aID=7721 (5th edition due out May 2013).
Canter, A. S., Paige, L. Z., Roth, M. D., Romero, I. & Carroll, S. A. (2004). Helping children at home
and school II: Handouts for families and educators. US: National Association of School
Reading List (available via BbLearn)
Achenbach, T. M., Dumenci, L., & Rescorla, L. A. (2002). Ten-Year comparisons of problems and
competencies for national samples of youth: Self, parent, and teacher reports. Journal of
Emotional and Behavioral Disorders, 10(4), 194-203.
American Psychological Association (2008). Are zero tolerance policies effective in the schools: An
evidentiary review and recommendations. American Psychologist, 63(9), 852-862.
Christenson, S. L., Elizabeth M. Whitehouse, E. M., & VanGetson, G. R. Partnering with families to
enhance students’ mental health. (2007). In B. Doll & J. Cummings (Eds.) Transforming
school mental health services: Population-based approaches to promoting the competency and
wellness of children. US: National Association of School Psychologists.
Eliott, S. N. & Busse, R. T. (1993). Behavior rating scales: Issues of use and development. School
Psychology Review, 22(2), 313-321.
Goldman, L. S., Genel, M., Bezman, R. J., & Slanetz, P. J. (1998). Diagnosis and treatment of
Attention-Deficit/Hyperactivity Disorder in children and adolescents. Journal of the American
Medical Association, 279(14), 1100-1107.
Huberty, T. J. (Sept. 2009). Test and performance anxiety. Principal Leadership, 12-16.
Kanan, L. M., Finger, J. & Plog, A. E. (2008). Self-injury and youth: Best practices for school
psychology. School Psychology Forum, 2(2), 67-79.
Katsiyannis, A. & Maag, J. W. (1998). Disciplining students with disabilities: Issues and
considerations for implementing IDEA 97. Behavioral Disorders, 23(4), 276-289.
Lashley, C. & Tate, A. S. (2009). A framework for educative, equitable, and empowering disciplinary
practice. Journal of Special Education Leadership, 22(1), 24-35.
McConaughy, S.H. & Ritter, D. R. (2008). Best practices in multidimensional assessment of emotional
and behavioral disorders. In Best Practices in School Psychology: (5th Ed). NASP Publication.
Merrell, K. W., Gueldner, B. A., & Tran, O. K. (2007). Social and emotional learning: A School-wide
approach to intervention for socialization, friendship problems, and more. In B. Doll & J.
Cummings (Eds.) Transforming school mental health services: Population-based approaches
to promoting the competency and wellness of children. US: National Association of School
Merrell & Walker (2004). Deconstructing a definition: Social maladjustment versus emotional
disturbance and moving the EBD field forward. Psychology in the Schools, 41(8), 899-910.
Peterson, D. W. & Batsche, G. M. (1983). School Psychology and projective assessment: A growing
incompatibility. School Psychology Review, 12(4), 440-445.
Skiba, R. J. (2002). Special education and school discipline: A precarious balance. Behavioral
Disorders, 27(2), 81-97.
Toffalo, D. A. D. & Pedersen, J. A. (2005). The effects of a psychiatric diagnosis on school
psychologists’ special education eligibility decisions regarding emotional disturbance. Journal
of Emotional and Behavioral Disorders, 13, 53-60.
1. Diagnostic Reports. Candidates will be provided with sample case study data for 2 cases.
Candidates will score raw data using hand scoring (as appropriate) and computer scoring
programs. Candidates will then generate an interpretive report integrating other
background data. The reports will include recommendations for an evidence-based
intervention plan based on information from the case. A rubric, template, and sample
interpretations will be provided to candidates.
2. Test Review: Candidates will critique an assessment chosen from a list provided by the
instructor. The requirements for the critique will include information regarding the
purpose of the test, age ranges, reliability, validity, normative data, etc. Specific
requirements for the critique will be provided in class. Each candidate will post their
written critique on BbLearn so that other candidates can access the review. Candidates
will also provide a brief (5-10 minute) presentation on their assessment in class on
3. Comprehensive Report (CR): Candidates will administer an appropriate social, emotional,
and behavioral assessment battery to one child between the ages of 6 and 17. Each battery
will include a social/developmental history, parent interview, child interview, one
comprehensive rating system, at least two narrow-band rating scales, and at least two
projective techniques. The test battery must be approved by the instructor. You will
score protocols and write a comprehensive assessment report, including a comprehensive
intervention plan. Specific guidelines will be provided in class. The graduate assistant will
verify scoring and assist candidates with administration, scoring, and interpretation
questions. A grading rubric, template, and sample reports will be provided.
o These children must be volunteers who are 1) not related to you or with whom you
have a close personal relationship, 2) not likely to need a psychological evaluation
during the next six months, and 3) children who are not currently your students or
clients. Parents must be aware that they will not be provided with any assessment
results. As a novice, your interpretation and recommendations must be reserved
for learning purposes only.
o When recruiting examinees, keep in mind that parents will be required to
participate by providing background information, completing behavior rating
skills, participating in an interview process and, if appropriate, a willingness to
request that the child’s teacher complete a rating form on the child. Inform
o When testing children, you must obtain parental permission. This is for your
protections and is standard professional practice. Failure to obtain permission is a
serious infraction and could result in your being asked to withdraw from the
course or you receiving a failing grade. Permission and consent forms must be
originals. Forms with white-out or erased blanks will not be accepted. The forms
must include the examinee’s name clearly printed along with the parent or adult
examinee’s signature. A phone number where the examinee can be reached must
also be provided on the form. The instructor reserves the right to contact the
examinee (or his/her parent) to inquire about test administration.
4. Bi-weekly quizzes: There will be 6 in-class quizzes. These may be a combination of
multiple choice and short-answer.
5. Observation Summary: Candidates will participate in an observation exercise related to
completing appropriate observation techniques in classrooms using a variety of tools.
The purpose is to develop candidates’ skills with collecting reliable and valid frequency,
duration, intensity, or latency behavioral data using appropriate recording instruments
and procedures. The observations will be completed on BbLearn using video segments.
The candidates will prepare a brief paper including graphs, summary, conclusion, and
reflection on the experience. Candidates will be evaluated on the clarity of presentation
of data, and accuracy of interpretation.
6. Final Exam: This will be comprehensive and consist of a combination of multiple-choice
and short answer essays. Questions will be based equally on readings, class lectures and
class discussions. The exam will cover best practices with psychosocial assessments and
Assessment of Candidate Learning Outcomes:
Assignment Points Approx. Grade
Diagnostic Reports 2 X 75 = 150 32%
Test Review 50 10%
Comprehensive Report 75 15%
Quizzes 6 X 10 = 60 12%
Observation Summary 50 10%
Final Exam 100 21%
TOTAL POINTS: 485 100%
A 90+%; B 80-89%; C 70-79%; D 60-69%; F <60%
Note: Candidates receiving a grade of C or less will be required to retake this course.
1. All correspondence in this course will be carried out through Bblearn.
2. Regular attendance is expected. The instructor reserves the right to lower a Candidate’s
grade by one letter if absences are in excess of two for the semester, and/or if the
candidate is tardy and/or leave class early two or more times, and if the Candidate
consistently demonstrates lack of preparedness for class discussions and activities.
3. Assignments have been scheduled so that the instructor may provide timely feedback.
Also, it is crucial that you develop good time management skills to function as a
professional psychologist. Therefore, all record forms and reports must be turned in on
the dates specified in the course outline. Failure to do so will result in a penalty of 5
points for each day late. However, to accommodate for the occasional child that doesn’t
show up as scheduled, you will be given two (1) “pass” in which the penalties will not be
applied as long as the assignment is turned in within one week of the original due date.
Following that “passes,” late penalties will be applied without exception, so use these
carefully. As written assignments will be submitted on Bblearn, dates of submission will
appear in the drop box. The GA will date all protocols as they are turned in.
4. Cell phones and other devices should be turned off before class begins.
5. Use of computers is allowed for taking notes, but NO surfing, checking e-mail, etc. is. It’s
distracting and rude to the instructor and other Candidates.
6. A grade of “incomplete” will be given only in the rarest of circumstances.
7. If you believe you qualify for accommodation(s) related to a disability, you must be registered
with the NAU Office of Disability Resources, 928-523-8773 (voice), 523-6906 (TTY).
8. Students are expected to be aware of the Classroom Management statement contained in the
NAU Student Handbook: http://www4.nau.edu/stulife/handbookmanagement.htm.
9. In the event the fire alarm sounds, exit the meeting immediately in an orderly fashion. If the
fire alarm is sounded during a test, Candidates should leave the exam face-down on the desk,
and exit the building.
10. Candidates are expected to conduct themselves as professional psychologists. The professional
standards and ethics for professional psychology should guide their behavior. You can find the
relevant documents on Bblearn. It is the Candidate’s responsibility to be aware of the specific
ethical guidelines and standards that apply to assessment. Failure to comply with professional
standards will result in a failing grade for the course.
11. Retests/makeup tests-Candidates are expected to take quizzes and exams at the designated
times. If circumstances arise that require the Candidate to need to re-schedule the quiz or exam,
the student must notify the instructor prior to the exam date with a reasonable excuse. The
instructor reserves the right to give a zero if arrangements are not made.
12. Candidates are responsible for arranging to get notes and handouts from another
candidate if they must be absent. Candidates are also responsible for staying informed of
changes in the schedule or additional information about assignments.
13. The university policies on academic honesty apply to this course. Candidates are encouraged
to help each other by checking protocols and proofreading reports, but each candidate must be
responsible and accountable for his or her own work. For information on the ACADEMIC
DISHONESTY policy, please refer to the NAU Student Handbook available at:
14. See Student Handbook for additional information on Safe Working and Learning Environment,
Students with Disabilities, Institutional Review Board, and Academic Integrity policies.
Candidates are responsible for adhering to these policies.