CPSE 602 - Section 002

Winter 2013

Section 002: TBA TBA on T B A from 5:00 pm - 5:00 pm

Name: Ellie Young

Office Phone: (801) 422-1593

Office Location: 340-P MCKB

Email: ellie_young@byu.edu

Course Information

Learning Outcomes

Early Intervention Services

Students will demonstrate competency in providing preventive and early intervention services for youth with emotional and behavioral concerns.

Universal Screening

Students will demonstrate understanding of the importance, efficiency of implementing a universal screening process for youth with emotional and behavioral risk factors or concerns. Students will use screening data to develop appropriate prevention or intervention strategies. Students will monitor the effectiveness of intervention strategies by collecting data and making modifications as needed.

Referral

When presented with a referral question, students will develop hypotheses related to the referral question. Students will develop means of testing the hypotheses through data collection in order to answer the referral question. Students will summarize their work through writing high quality reports that effectively communicate to parents, teachers, and youth.

Integrate Assessment Information

Students will demonstrate competencies in integrating assessment information that leads to effective, evidenced-based interventions. These interventions will incorporate both environmental and individual interventions. Students will develop and implement means of monitoring the progress of interventions.

Identifying Children

Students will appropriately apply the criteria for identifying children with Educational Disabilities (specifically, Behavior or Emotional Disorders and Other Health Impaired) found in IDEA.

Diversity Issues

Students will be able to describe how diversity issues (e.g. culture, race, ethnicity, socioeconomic status, religion, and gender) influence social, emotional, and behavioral concerns in school-aged children and adolescents. Assessment and intervention plans will be developmentally sensitive and culturally responsive. Students will demonstrate a compassionate, non-judgmental attitude and behaviors towards persons and families with mental health disorders or social/emotional behavioral concerns.

Grading Scale

Grade

Percent

A

0.95% to 100%

A-

0.94% to -0.05%

B+

0.87% to -0.06%

B

0.83% to -0.13%

B-

0.8% to -0.17%

C+

0.77% to -0.2%

C

0.73% to -0.23%

C-

0.7% to -0.27%

D+

0.67% to -0.3%

D

0.63% to -0.33%

D-

0.6% to -0.37%

E

0% to -0.4%

Attendance Policy

Students are expected to attend and participate in each class period.  If students miss more than one class period (for any reason) their grade may be lowered on full letter grade.  If you are sick or have an emergency please contact the instructor BEFORE class by email. Please do not ask to leave class early.  Plan your practicum experiences around your class schedule.

Teaching Philosophy

 

Due dates will be enforced. Turning in your work on or before the due date shows respect for other students and the instructor, and it implies that learning is a personal priority. No late written assignments will be accepted unless you have discussed the issue with the professor before the due date (discussion implies a two-way conversation)

 

Assignments must be typewritten and double-spaced with 10- or 12-point font with one inch margins. Also, use American Psychological Association style, and follow the guidelines in the Publication Manual of the American Psychological Association, 6th edition.

 

You may submit some of your assignments electronically, which is the professor’s preference. All reports must be submitted electronically. Please be aware of confidentiality issues and maintain the confidentiality of students and families with whom you are working and change the names of students in reports or other written work.

 

Please refer to persons with disabilities by naming the person before the disability, e. g. “the person with depression” rather than “the depressed person” or “the ADHD child.”  If you put the disability before the person in any of your writings, 3 points will be deducted from your score.

 

Please provide me with a working email address. There may be times when changes to assignments or readings will be necessary. Most likely, I will notify students of these changes via email. You will be responsible for periodically checking your email and Learning Suite and responding to any course changes. It is the students’ responsibility to have a working email and check it in a timely manner.

 

Students and the instructor will be expected to abide by BYU’s Honor Code and support others in their efforts to be disciple scholars. Be especially aware of referencing the work of others and avoiding plagiarism. Should concerns arise, please meet individually with me.

 

Please be respectful of office hours. I am happy to meet with students and enjoy doing so. Please plan to meet with me during office hours or make an appointment so that I can best meet your needs. I intend to work from home several days each week and may not be available for student consultation beyond office hours or at previously scheduled appointments.

 

I welcome your feedback and ideas about the assignments, classroom discussion and presentations, exams, or other elements of the course. If you have ideas that would improve how our community of learners functions, please meet with me.

 

Learning should be fun, challenging, and joyous. Please be respectful of the thoughts, feelings, and opinions of others. If you disagree, please share your ideas politely. Diversity of thought enriches learning and will be respected. We do not have to think the same, but we do need to rely on research and empirical theories and models. When you share your opinions, be prepared to discuss evidence that supports your opinion.

 

I reserve the right to change any part of the syllabus due to the learning needs of the students, teacher, or guest lecturers. I also reserve the right to make modifications in grading practices or point values.

 

Departmental Student Evaluations:

 

At the end of each semester, CPSE department faculty reviews the progress of each CPSE student in the following areas: knowledge, skills, and disposition. Your efforts, performance, and attitudes in this course will directly influence your departmental evaluation. For example, if your writing does not demonstrate graduate-level writing skills or you have consistently weak performance on quizzes or other assignments, you may be given a marginal or unsatisfactory rating in the knowledge area. If you are not responsive to feedback about your skills or do not demonstrate improvement in a skill area, this will be reflected in your skills evaluations. Lastly, if your assignments are submitted past the deadline, you come to class late, do not participate in class discussions, or do not demonstrate commitment to the course and program, your disposition evaluation will be negatively effected. Please understand that if you are given a less than satisfactory rating that resources will be identified to help you address the concerns.

 

In addition, students in the school counseling psychology program or the counseling psychology program who earn less than 70% of the points available for the course will be required to repeat and pass the course.

 

Preventing Sexual Harassment:
Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an educational program or activity that receives federal funds. The act is intended to eliminate sex discrimination in education. Title IX covers discrimination in programs, admissions, activities, and student-to-student sexual harassment. BYU’s policy against sexual harassment extends not only to employees of the university but to students as well. If you encounter unlawful sexual harassment or gender based discrimination, please talk to your professor; contact the Equal Employment Office at 422-5895 or 367-5689 (24-hours); or contact the Honor Code Office at 422-2847.

 

Students With Disabilities:
Brigham Young University is committed to providing a working and learning atmosphere which reasonably accommodates qualified persons with disabilities. If you have any disability which may impair your ability to complete this course successfully, please contact the Services for Students with Disabilities Office (422-2767). Reasonable academic accommodations are reviewed for all students who have qualified documented disabilities. Services are coordinated with the student and instructor by the SSD Office. If you need assistance or if you feel you have been unlawfully discriminated against on the basis of disability, you may seek resolution through established grievance policies and procedures. You should contact the Equal Employment Office at 422- 5895, D-282 ASB.

Assignment Descriptions

Reflection Paper From Reading 1

Due: Wednesday, Jan 16 at 12:59 am

 

For each class period students will write a 3-page reflection paper (double spaced). Please submit to Learning Suite by 7:30 a.m. each Wednesday morning.  Approximately two pages of the reflection paper should focus on the reading content and questions. Possible questions include the following:

 

1.     What are the 2-3 most important ideas or concepts in the readings?

2.     How will these ideas help me to effectively serve students? Or How will I use this information this semester?

3.     What concepts were most surprising to you? Why?

4.     How does this information relate to other topics you are studying or have studied?

5.     What questions do you have about this topic?

 

The third page of your reflection paper should focus on the following questions:

 

1.     What progress did I make on a) my intervention project and b) my assessment project?

2.     What did I learn from my experiences with my project?

3.     What mistakes did I make and what did I learn from this? (Making mistakes is good!)

4.     What class content did I use in practicum this week?

5.     What do I wish I would have known how to do?

6.     What am I going to do next week?

7.     What questions do I have for the instructors?

 

Reflection papers will be graded as pass/fail. Students are required to turn in a reflection paper each week.

Reflection Paper From Reading 2

Due: Wednesday, Jan 23 at 12:59 am

 

For each class period students will write a 3-page reflection paper (double spaced). Please submit to Learning Suite by 7:30 a.m. each Wednesday morning.  Approximately two pages of the reflection paper should focus on the reading content and questions. Possible questions include the following:

 

1.     What are the 2-3 most important ideas or concepts in the readings?

2.     How will these ideas help me to effectively serve students? Or How will I use this information this semester?

3.     What concepts were most surprising to you? Why?

4.     How does this information relate to other topics you are studying or have studied?

5.     What questions do you have about this topic?

 

The third page of your reflection paper should focus on the following questions:

 

1.     What progress did I make on a) my intervention project and b) my assessment project?

2.     What did I learn from my experiences with my project?

3.     What mistakes did I make and what did I learn from this? (Making mistakes is good!)

4.     What class content did I use in practicum this week?

5.     What do I wish I would have known how to do?

6.     What am I going to do next week?

7.     What questions do I have for the instructors?

 

Reflection papers will be graded as pass/fail. Students are required to turn in a reflection paper each week.

Reflection Paper From Reading 3

Due: Wednesday, Jan 30 at 12:59 am

 

For each class period students will write a 3-page reflection paper (double spaced). Please submit to Learning Suite by 7:30 a.m. each Wednesday morning.  Approximately two pages of the reflection paper should focus on the reading content and questions. Possible questions include the following:

 

1.     What are the 2-3 most important ideas or concepts in the readings?

2.     How will these ideas help me to effectively serve students? Or How will I use this information this semester?

3.     What concepts were most surprising to you? Why?

4.     How does this information relate to other topics you are studying or have studied?

5.     What questions do you have about this topic?

 

The third page of your reflection paper should focus on the following questions:

 

1.     What progress did I make on a) my intervention project and b) my assessment project?

2.     What did I learn from my experiences with my project?

3.     What mistakes did I make and what did I learn from this? (Making mistakes is good!)

4.     What class content did I use in practicum this week?

5.     What do I wish I would have known how to do?

6.     What am I going to do next week?

7.     What questions do I have for the instructors?

 

Reflection papers will be graded as pass/fail. Students are required to turn in a reflection paper each week.

Reflection Paper From Reading 4

Due: Wednesday, Feb 06 at 12:59 am

 

For each class period students will write a 3-page reflection paper (double spaced). Please submit to Learning Suite by 7:30 a.m. each Wednesday morning.  Approximately two pages of the reflection paper should focus on the reading content and questions. Possible questions include the following:

 

1.     What are the 2-3 most important ideas or concepts in the readings?

2.     How will these ideas help me to effectively serve students? Or How will I use this information this semester?

3.     What concepts were most surprising to you? Why?

4.     How does this information relate to other topics you are studying or have studied?

5.     What questions do you have about this topic?

 

The third page of your reflection paper should focus on the following questions:

 

1.     What progress did I make on a) my intervention project and b) my assessment project?

2.     What did I learn from my experiences with my project?

3.     What mistakes did I make and what did I learn from this? (Making mistakes is good!)

4.     What class content did I use in practicum this week?

5.     What do I wish I would have known how to do?

6.     What am I going to do next week?

7.     What questions do I have for the instructors?

 

Reflection papers will be graded as pass/fail. Students are required to turn in a reflection paper each week.

Reflection Paper From Reading 5

Due: Wednesday, Feb 13 at 12:59 am

 

For each class period students will write a 3-page reflection paper (double spaced). Please submit to Learning Suite by 7:30 a.m. each Wednesday morning.  Approximately two pages of the reflection paper should focus on the reading content and questions. Possible questions include the following:

 

1.     What are the 2-3 most important ideas or concepts in the readings?

2.     How will these ideas help me to effectively serve students? Or How will I use this information this semester?

3.     What concepts were most surprising to you? Why?

4.     How does this information relate to other topics you are studying or have studied?

5.     What questions do you have about this topic?

 

The third page of your reflection paper should focus on the following questions:

 

1.     What progress did I make on a) my intervention project and b) my assessment project?

2.     What did I learn from my experiences with my project?

3.     What mistakes did I make and what did I learn from this? (Making mistakes is good!)

4.     What class content did I use in practicum this week?

5.     What do I wish I would have known how to do?

6.     What am I going to do next week?

7.     What questions do I have for the instructors?

 

Reflection papers will be graded as pass/fail. Students are required to turn in a reflection paper each week.

Reflection Paper From Reading 6

Due: Wednesday, Feb 20 at 12:59 am

 

For each class period students will write a 3-page reflection paper (double spaced). Please submit to Learning Suite by 7:30 a.m. each Wednesday morning.  Approximately two pages of the reflection paper should focus on the reading content and questions. Possible questions include the following:

 

1.     What are the 2-3 most important ideas or concepts in the readings?

2.     How will these ideas help me to effectively serve students? Or How will I use this information this semester?

3.     What concepts were most surprising to you? Why?

4.     How does this information relate to other topics you are studying or have studied?

5.     What questions do you have about this topic?

 

The third page of your reflection paper should focus on the following questions:

 

1.     What progress did I make on a) my intervention project and b) my assessment project?

2.     What did I learn from my experiences with my project?

3.     What mistakes did I make and what did I learn from this? (Making mistakes is good!)

4.     What class content did I use in practicum this week?

5.     What do I wish I would have known how to do?

6.     What am I going to do next week?

7.     What questions do I have for the instructors?

 

Reflection papers will be graded as pass/fail. Students are required to turn in a reflection paper each week.

Reflection Paper From Reading 7

Due: Wednesday, Feb 27 at 12:59 am

 

For each class period students will write a 3-page reflection paper (double spaced). Please submit to Learning Suite by 7:30 a.m. each Wednesday morning.  Approximately two pages of the reflection paper should focus on the reading content and questions. Possible questions include the following:

 

1.     What are the 2-3 most important ideas or concepts in the readings?

2.     How will these ideas help me to effectively serve students? Or How will I use this information this semester?

3.     What concepts were most surprising to you? Why?

4.     How does this information relate to other topics you are studying or have studied?

5.     What questions do you have about this topic?

 

The third page of your reflection paper should focus on the following questions:

 

1.     What progress did I make on a) my intervention project and b) my assessment project?

2.     What did I learn from my experiences with my project?

3.     What mistakes did I make and what did I learn from this? (Making mistakes is good!)

4.     What class content did I use in practicum this week?

5.     What do I wish I would have known how to do?

6.     What am I going to do next week?

7.     What questions do I have for the instructors?

 

Reflection papers will be graded as pass/fail. Students are required to turn in a reflection paper each week.

Reflection Paper From Reading 8

Due: Wednesday, Mar 06 at 12:59 am

 

For each class period students will write a 3-page reflection paper (double spaced). Please submit to Learning Suite by 7:30 a.m. each Wednesday morning.  Approximately two pages of the reflection paper should focus on the reading content and questions. Possible questions include the following:

 

1.     What are the 2-3 most important ideas or concepts in the readings?

2.     How will these ideas help me to effectively serve students? Or How will I use this information this semester?

3.     What concepts were most surprising to you? Why?

4.     How does this information relate to other topics you are studying or have studied?

5.     What questions do you have about this topic?

 

The third page of your reflection paper should focus on the following questions:

 

1.     What progress did I make on a) my intervention project and b) my assessment project?

2.     What did I learn from my experiences with my project?

3.     What mistakes did I make and what did I learn from this? (Making mistakes is good!)

4.     What class content did I use in practicum this week?

5.     What do I wish I would have known how to do?

6.     What am I going to do next week?

7.     What questions do I have for the instructors?

 

Reflection papers will be graded as pass/fail. Students are required to turn in a reflection paper each week.

Reflection Paper From Reading 9

Due: Wednesday, Mar 13 at 11:59 pm

 

For each class period students will write a 3-page reflection paper (double spaced). Please submit to Learning Suite by 7:30 a.m. each Wednesday morning.  Approximately two pages of the reflection paper should focus on the reading content and questions. Possible questions include the following:

 

1.     What are the 2-3 most important ideas or concepts in the readings?

2.     How will these ideas help me to effectively serve students? Or How will I use this information this semester?

3.     What concepts were most surprising to you? Why?

4.     How does this information relate to other topics you are studying or have studied?

5.     What questions do you have about this topic?

 

The third page of your reflection paper should focus on the following questions:

 

1.     What progress did I make on a) my intervention project and b) my assessment project?

2.     What did I learn from my experiences with my project?

3.     What mistakes did I make and what did I learn from this? (Making mistakes is good!)

4.     What class content did I use in practicum this week?

5.     What do I wish I would have known how to do?

6.     What am I going to do next week?

7.     What questions do I have for the instructors?

 

Reflection papers will be graded as pass/fail. Students are required to turn in a reflection paper each week.

Reflection Paper From Reading 10

Due: Wednesday, Mar 20 at 11:59 pm

 

For each class period students will write a 3-page reflection paper (double spaced). Please submit to Learning Suite by 7:30 a.m. each Wednesday morning.  Approximately two pages of the reflection paper should focus on the reading content and questions. Possible questions include the following:

 

1.     What are the 2-3 most important ideas or concepts in the readings?

2.     How will these ideas help me to effectively serve students? Or How will I use this information this semester?

3.     What concepts were most surprising to you? Why?

4.     How does this information relate to other topics you are studying or have studied?

5.     What questions do you have about this topic?

 

The third page of your reflection paper should focus on the following questions:

 

1.     What progress did I make on a) my intervention project and b) my assessment project?

2.     What did I learn from my experiences with my project?

3.     What mistakes did I make and what did I learn from this? (Making mistakes is good!)

4.     What class content did I use in practicum this week?

5.     What do I wish I would have known how to do?

6.     What am I going to do next week?

7.     What questions do I have for the instructors?

 

Reflection papers will be graded as pass/fail. Students are required to turn in a reflection paper each week.

Reflection Paper From Reading 11

Due: Wednesday, Mar 27 at 11:59 pm

 

For each class period students will write a 3-page reflection paper (double spaced). Please submit to Learning Suite by 7:30 a.m. each Wednesday morning.  Approximately two pages of the reflection paper should focus on the reading content and questions. Possible questions include the following:

 

1.     What are the 2-3 most important ideas or concepts in the readings?

2.     How will these ideas help me to effectively serve students? Or How will I use this information this semester?

3.     What concepts were most surprising to you? Why?

4.     How does this information relate to other topics you are studying or have studied?

5.     What questions do you have about this topic?

 

The third page of your reflection paper should focus on the following questions:

 

1.     What progress did I make on a) my intervention project and b) my assessment project?

2.     What did I learn from my experiences with my project?

3.     What mistakes did I make and what did I learn from this? (Making mistakes is good!)

4.     What class content did I use in practicum this week?

5.     What do I wish I would have known how to do?

6.     What am I going to do next week?

7.     What questions do I have for the instructors?

 

Reflection papers will be graded as pass/fail. Students are required to turn in a reflection paper each week.

Reflection Paper From Reading 12

Due: Wednesday, Apr 03 at 11:59 pm

 

For each class period students will write a 3-page reflection paper (double spaced). Please submit to Learning Suite by 7:30 a.m. each Wednesday morning.  Approximately two pages of the reflection paper should focus on the reading content and questions. Possible questions include the following:

 

1.     What are the 2-3 most important ideas or concepts in the readings?

2.     How will these ideas help me to effectively serve students? Or How will I use this information this semester?

3.     What concepts were most surprising to you? Why?

4.     How does this information relate to other topics you are studying or have studied?

5.     What questions do you have about this topic?

 

The third page of your reflection paper should focus on the following questions:

 

1.     What progress did I make on a) my intervention project and b) my assessment project?

2.     What did I learn from my experiences with my project?

3.     What mistakes did I make and what did I learn from this? (Making mistakes is good!)

4.     What class content did I use in practicum this week?

5.     What do I wish I would have known how to do?

6.     What am I going to do next week?

7.     What questions do I have for the instructors?

 

Reflection papers will be graded as pass/fail. Students are required to turn in a reflection paper each week.

Reflection Paper From Reading 13

Due: Wednesday, Apr 10 at 11:59 pm

 

For each class period students will write a 3-page reflection paper (double spaced). Please submit to Learning Suite by 7:30 a.m. each Wednesday morning.  Approximately two pages of the reflection paper should focus on the reading content and questions. Possible questions include the following:

 

1.     What are the 2-3 most important ideas or concepts in the readings?

2.     How will these ideas help me to effectively serve students? Or How will I use this information this semester?

3.     What concepts were most surprising to you? Why?

4.     How does this information relate to other topics you are studying or have studied?

5.     What questions do you have about this topic?

 

The third page of your reflection paper should focus on the following questions:

 

1.     What progress did I make on a) my intervention project and b) my assessment project?

2.     What did I learn from my experiences with my project?

3.     What mistakes did I make and what did I learn from this? (Making mistakes is good!)

4.     What class content did I use in practicum this week?

5.     What do I wish I would have known how to do?

6.     What am I going to do next week?

7.     What questions do I have for the instructors?

 

Reflection papers will be graded as pass/fail. Students are required to turn in a reflection paper each week.

Exam 1

Due: Wednesday, Feb 06 at 12:59 am

When it is time for this exam, it will be uploaded here.

Exam 2

Due: Wednesday, Feb 27 at 12:59 am

When it is time for this exam, it will be uploaded here.

Exam 3

Due: Wednesday, Apr 10 at 11:59 pm

When it is time for this exam, it will be uploaded here.

Professionalism

Due: Wednesday, Apr 10 at 12:59 am

 

Students are expected to attend class each week and be prepared to discuss the readings. Students who miss more than one class period may have their grade lowered one full letter grade. This will be determined by the professor on a case-by-case basis. Students are expected to be in class, ready to learn at 9:00 a.m

 

Students’ participation and attendance will also be reflected in their professionalism points. Professionalism points will be awarded to those students who constructively solve problems and communicate effectively with the professor and peers. Notifying the instructor in a timely manner when you are unable to attend class is also part of the professionalism grade.  Responding to cell phones or using a laptop for non-class purposes during class times are a few of the examples of behavior that may result in a lower professionalism grade. 

Course and Instructor Evaluations

Due: Wednesday, Apr 10 at 12:59 am

 

Five points will be awarded for completing course evaluations. When you complete the evaluations, please release your name so that your points can be recorded.

Biofeedback Lab

Due: Wednesday, Feb 27 at 12:59 am

 

Students must attend one session at the biofeedback lab on campus and write a two-page report summarizing what they learned from the experience. Please include your reflections about how this will help you as a school psychologist. 

 

If you cannot attend the Biofeedback Lab, please explore this website and complete one of the relaxation exercises:  https://caps.byu.edu/stress-management-faqs 

Report Reading Activity

Due: Wednesday, Jan 30 at 12:59 am

 

Ask your supervisor if you can review 2 of his or her psycho-educational reports that focus on a student with a behavioral or emotional concern. Read the reports and write a 2 page reflection paper summarizing the strength of the reports, and what you learned from reading the reports. Try to determine a) who the intended audience is (i.e., parents, teachers, psychologists, etc.) b) how the referral question guided the assessment process, and c) how the assessment process determined the interventions and outcomes. This is not an attempt to criticize or critique your supervisor, so please be sensitive to their potential feelings of being graded by you. This is an opportunity to learn how to write reports by reading reports. 

Student Information Sheet

Due: Wednesday, Jan 16 at 12:59 am

Please complete the student information sheet.

 

Student Information Sheet.docx  Download

Expert Presentations

Due: Wednesday, Feb 13 at 12:59 am

Present a 2-3 page handout for teachers or parents about our most recent topic.  If you prefer to create a power point presentation, that will be just fine.

Expert Presentations

Due: Wednesday, Mar 13 at 11:59 pm

Present a 2-3 page handout for teachers or parents about our most recent topic.  If you prefer to create a power point presentation, that will be just fine.

Expert Presentations

Due: Wednesday, Apr 10 at 11:59 pm

Present a 2-3 page handout for teachers or parents about our most recent topic.  If you prefer to create a power point presentation, that will be just fine.

Intervention Project

Due: Wednesday, Apr 03 at 11:59 pm

NCSP Case Study with Effect Size.docx  Download

Students will complete a school-based project in their practicum site that address social, emotional, or behavioral learning with youth. The project must include a group/environmental intervention that focuses on early intervention or prevention. This project must include initial, baseline data collection, a targeted, evidence-based invention with measurable outcomes. The project will also include outcome data. You must document collaboration with appropriate school personnel and parents/guardians. Students will use the NCSP case study structure to summarize and report the results of this project; the project will be evaluated based on the rubric inherent in the NCSP case study structure. Data should be collected for a minimum of 8 weeks.

 

Before you begin this project, seek instructor approval by creating a project plan in writing. Your project plan should be submitted one week before you begin implementing the project. Your project plan should include four headings: (a) Collaboratively defined concerns; (b) Initial data that provides evidence of the concern and future data collection strategies; (c) Proposed evidence-based interventions; and (d) Rationale for developmental appropriateness and culturally responsiveness.

Plan for Intervention Project

Due: Wednesday, Jan 23 at 12:59 am

 

Before you begin your intervention project you MUST have INSTRUCTOR APPROVAL!

Your project plan should be submitted one week before you begin implementing the project.

Your project plan should include four headings:

(a) Collaboratively defined concerns

(b) Initial data that provides evidence of the concern and future data collection strategies

(c) Proposed evidence-based interventions

(d) Rationale for developmental appropriateness and culturally responsiveness.

Point Breakdown

Assignments

Percent of Grade

Reflection Papers

35.81%

Reflection Paper From Reading 1

2.75%

Reflection Paper From Reading 2

2.75%

Reflection Paper From Reading 3

2.75%

Reflection Paper From Reading 4

2.75%

Reflection Paper From Reading 5

2.75%

Reflection Paper From Reading 6

2.75%

Reflection Paper From Reading 7

2.75%

Reflection Paper From Reading 8

2.75%

Reflection Paper From Reading 9

2.75%

Reflection Paper From Reading 10

2.75%

Reflection Paper From Reading 11

2.75%

Reflection Paper From Reading 12

2.75%

Reflection Paper From Reading 13

2.75%

Exams

20.66%

Exam 1

6.89%

Exam 2

6.89%

Exam 3

6.89%

Professionalism and Attendance

4.13%

Professionalism

2.75%

Course and Instructor Evaluations

1.38%

Activities

24.24%

Biofeedback Lab

4.13%

Report Reading Activity

2.75%

Student Information Sheet

0.83%

Expert Presentations

5.51%

Expert Presentations

5.51%

Expert Presentations

5.51%

Capstone Assignments

15.15%

Intervention Project

13.77%

Plan for Intervention Project

1.38%

Schedule

Date

Assignments

Topic and Readings

W - Jan 09

Paradigms of mental health in educational settings.

 

Skim/preview Mash and Barkely Chapter 1 (No reflection paper needed).

 

Communique article about roles and functions of school psych.doc  Download

W - Jan 16

Reflection Paper From Reading 1

 

For each class period students will write a 3-page reflection paper (double spaced). Please submit to Learning Suite by 7:30 a.m. each Wednesday morning.  Approximately two pages of the reflection paper should focus on the reading content and questions. Possible questions include the following:

 

 

The third page of your reflection paper should focus on the following questions:

 

 

Reflection papers will be graded as pass/fail. Students are required to turn in a reflection paper each week.

Student Information Sheet

Please complete the student information sheet.

 

Student Information Sheet.docx  Download

Understanding social, emotional, and behavioral problems in a school context.

 

Read these articles before class and write ONE reflection paper that integrates the ideas from all three articles:

 

Context matters research to practice--Ringeisen 2003.pdf  Download

 

Using 6 grade records to predict school violence.pdf  Download

 

Prevention of behavior disorders--Kauffman 1999.pdf  Download

 

M - Jan 21

Martin Luther King Jr. Holiday

W - Jan 23

Reflection Paper From Reading 2

 

For each class period students will write a 3-page reflection paper (double spaced). Please submit to Learning Suite by 7:30 a.m. each Wednesday morning.  Approximately two pages of the reflection paper should focus on the reading content and questions. Possible questions include the following:

 

 

The third page of your reflection paper should focus on the following questions:

 

 

Reflection papers will be graded as pass/fail. Students are required to turn in a reflection paper each week.

Plan for Intervention Project

 

Before you begin your intervention project you MUST have INSTRUCTOR APPROVAL!

Your project plan should be submitted one week before you begin implementing the project.

Your project plan should include four headings:

(a) Collaboratively defined concerns

(b) Initial data that provides evidence of the concern and future data collection strategies

(c) Proposed evidence-based interventions

(d) Rationale for developmental appropriateness and culturally responsiveness.

Understanding ADHD--Theory First

BASC-2 Behavior Rating Scales Overview

Read Mash and Barkley Chapter 2,  p. 75-143. 

 

W - Jan 30

Reflection Paper From Reading 3

 

For each class period students will write a 3-page reflection paper (double spaced). Please submit to Learning Suite by 7:30 a.m. each Wednesday morning.  Approximately two pages of the reflection paper should focus on the reading content and questions. Possible questions include the following:

 

 

The third page of your reflection paper should focus on the following questions:

 

 

Reflection papers will be graded as pass/fail. Students are required to turn in a reflection paper each week.

Report Reading Activity

 

Ask your supervisor if you can review 2 of his or her psycho-educational reports that focus on a student with a behavioral or emotional concern. Read the reports and write a 2 page reflection paper summarizing the strength of the reports, and what you learned from reading the reports. Try to determine a) who the intended audience is (i.e., parents, teachers, psychologists, etc.) b) how the referral question guided the assessment process, and c) how the assessment process determined the interventions and outcomes. This is not an attempt to criticize or critique your supervisor, so please be sensitive to their potential feelings of being graded by you. This is an opportunity to learn how to write reports by reading reports. 

ADHD Interventions

 

Chapter 5 School-Based Intervention Strategies.pdf  Download

Ch 89 Best Practices in Interventions for Attention Problems.pdf  Download

Chapter 86 Assessing Effects of Meds.pdf  Download

 

W - Feb 06

Reflection Paper From Reading 4

 

For each class period students will write a 3-page reflection paper (double spaced). Please submit to Learning Suite by 7:30 a.m. each Wednesday morning.  Approximately two pages of the reflection paper should focus on the reading content and questions. Possible questions include the following:

 

 

The third page of your reflection paper should focus on the following questions:

 

 

Reflection papers will be graded as pass/fail. Students are required to turn in a reflection paper each week.

Exam 1

When it is time for this exam, it will be uploaded here.

Conduct Disorders and Defiant Disorders

Read Mash and Barkley Chapter 3, pp. 144-189

 

Interventions for Conduct Disorders.pdf  Download

W - Feb 13

Reflection Paper From Reading 5

 

For each class period students will write a 3-page reflection paper (double spaced). Please submit to Learning Suite by 7:30 a.m. each Wednesday morning.  Approximately two pages of the reflection paper should focus on the reading content and questions. Possible questions include the following:

 

 

The third page of your reflection paper should focus on the following questions:

 

 

Reflection papers will be graded as pass/fail. Students are required to turn in a reflection paper each week.

Expert Presentations

Present a 2-3 page handout for teachers or parents about our most recent topic.  If you prefer to create a power point presentation, that will be just fine.

Expert Presentation Day

W - Feb 20

Reflection Paper From Reading 6

 

For each class period students will write a 3-page reflection paper (double spaced). Please submit to Learning Suite by 7:30 a.m. each Wednesday morning.  Approximately two pages of the reflection paper should focus on the reading content and questions. Possible questions include the following:

 

 

The third page of your reflection paper should focus on the following questions:

 

 

Reflection papers will be graded as pass/fail. Students are required to turn in a reflection paper each week.

Anxiety Disorders

Read Mash and Barkley, Chapter 6, pp. 279-329

W - Feb 27

Reflection Paper From Reading 7

 

For each class period students will write a 3-page reflection paper (double spaced). Please submit to Learning Suite by 7:30 a.m. each Wednesday morning.  Approximately two pages of the reflection paper should focus on the reading content and questions. Possible questions include the following:

 

 

The third page of your reflection paper should focus on the following questions:

 

 

Reflection papers will be graded as pass/fail. Students are required to turn in a reflection paper each week.

Exam 2

When it is time for this exam, it will be uploaded here.

Biofeedback Lab

 

Students must attend one session at the biofeedback lab on campus and write a two-page report summarizing what they learned from the experience. Please include your reflections about how this will help you as a school psychologist. 

 

If you cannot attend the Biofeedback Lab, please explore this website and complete one of the relaxation exercises:  https://caps.byu.edu/stress-management-faqs 

Interventions for Anxiety Disorders

 

Self-Management Interventions from Practical Handbook.pdf  Download

 

Behavioral Interventions for Anxiety from Ken Merrell.pdf  Download

 

Skills Training for Anxiety from Ken Merrell.pdf  Download

 

W - Mar 06

Reflection Paper From Reading 8

 

For each class period students will write a 3-page reflection paper (double spaced). Please submit to Learning Suite by 7:30 a.m. each Wednesday morning.  Approximately two pages of the reflection paper should focus on the reading content and questions. Possible questions include the following:

 

 

The third page of your reflection paper should focus on the following questions:

 

 

Reflection papers will be graded as pass/fail. Students are required to turn in a reflection paper each week.

Expert Presentations

W - Mar 13

Reflection Paper From Reading 9

 

For each class period students will write a 3-page reflection paper (double spaced). Please submit to Learning Suite by 7:30 a.m. each Wednesday morning.  Approximately two pages of the reflection paper should focus on the reading content and questions. Possible questions include the following:

 

 

The third page of your reflection paper should focus on the following questions:

 

 

Reflection papers will be graded as pass/fail. Students are required to turn in a reflection paper each week.

Expert Presentations

Present a 2-3 page handout for teachers or parents about our most recent topic.  If you prefer to create a power point presentation, that will be just fine.

Autism

 

Read Mash and Barkley Chapter 9, pp. 409-454

W - Mar 20

Reflection Paper From Reading 10

 

For each class period students will write a 3-page reflection paper (double spaced). Please submit to Learning Suite by 7:30 a.m. each Wednesday morning.  Approximately two pages of the reflection paper should focus on the reading content and questions. Possible questions include the following:

 

 

The third page of your reflection paper should focus on the following questions:

 

 

Reflection papers will be graded as pass/fail. Students are required to turn in a reflection paper each week.

Autism Interventions

Readings to be announced

W - Mar 27

Reflection Paper From Reading 11

 

For each class period students will write a 3-page reflection paper (double spaced). Please submit to Learning Suite by 7:30 a.m. each Wednesday morning.  Approximately two pages of the reflection paper should focus on the reading content and questions. Possible questions include the following:

 

 

The third page of your reflection paper should focus on the following questions:

 

 

Reflection papers will be graded as pass/fail. Students are required to turn in a reflection paper each week.

Mood Disorders

 

Read Mash and Barkley, Chapter 5, pp. 233-277

W - Apr 03

Reflection Paper From Reading 12

 

For each class period students will write a 3-page reflection paper (double spaced). Please submit to Learning Suite by 7:30 a.m. each Wednesday morning.  Approximately two pages of the reflection paper should focus on the reading content and questions. Possible questions include the following:

 

 

The third page of your reflection paper should focus on the following questions:

 

 

Reflection papers will be graded as pass/fail. Students are required to turn in a reflection paper each week.

Intervention Project

NCSP Case Study with Effect Size.docx  Download

Students will complete a school-based project in their practicum site that address social, emotional, or behavioral learning with youth. The project must include a group/environmental intervention that focuses on early intervention or prevention. This project must include initial, baseline data collection, a targeted, evidence-based invention with measurable outcomes. The project will also include outcome data. You must document collaboration with appropriate school personnel and parents/guardians. Students will use the NCSP case study structure to summarize and report the results of this project; the project will be evaluated based on the rubric inherent in the NCSP case study structure. Data should be collected for a minimum of 8 weeks.

 

Before you begin this project, seek instructor approval by creating a project plan in writing. Your project plan should be submitted one week before you begin implementing the project. Your project plan should include four headings: (a) Collaboratively defined concerns; (b) Initial data that provides evidence of the concern and future data collection strategies; (c) Proposed evidence-based interventions; and (d) Rationale for developmental appropriateness and culturally responsiveness.

Interventions for Mood Disorders

Interventions for Bipolar Disorder.pdf  Download

 

Interventions for Depression and Suicidality.pdf  Download

 

CWDA_manual for practitioner.pdf  Download

CWDA_workbook for students.pdf  Download

W - Apr 10

Course and Instructor Evaluations

 

Five points will be awarded for completing course evaluations. When you complete the evaluations, please release your name so that your points can be recorded.

Reflection Paper From Reading 13

 

For each class period students will write a 3-page reflection paper (double spaced). Please submit to Learning Suite by 7:30 a.m. each Wednesday morning.  Approximately two pages of the reflection paper should focus on the reading content and questions. Possible questions include the following:

 

 

The third page of your reflection paper should focus on the following questions:

 

 

Reflection papers will be graded as pass/fail. Students are required to turn in a reflection paper each week.

Exam 3

When it is time for this exam, it will be uploaded here.

Professionalism

 

Students are expected to attend class each week and be prepared to discuss the readings. Students who miss more than one class period may have their grade lowered one full letter grade. This will be determined by the professor on a case-by-case basis. Students are expected to be in class, ready to learn at 9:00 a.m

 

Students’ participation and attendance will also be reflected in their professionalism points. Professionalism points will be awarded to those students who constructively solve problems and communicate effectively with the professor and peers. Notifying the instructor in a timely manner when you are unable to attend class is also part of the professionalism grade.  Responding to cell phones or using a laptop for non-class purposes during class times are a few of the examples of behavior that may result in a lower professionalism grade. 

Expert Presentations

Present a 2-3 page handout for teachers or parents about our most recent topic.  If you prefer to create a power point presentation, that will be just fine.

Expert Presentations-

M - Apr 15

Final Exam:

341 MCKB

7:00am - 10:00am

W - Apr 17

Th - Apr 18

W - Apr 24

University Policies

Honor Code

In keeping with the principles of the BYU Honor Code, students are expected to be honest in all of their academic work. Academic honesty means, most fundamentally, that any work you present as your own must in fact be your own work and not that of another. Violations of this principle may result in a failing grade in the course and additional disciplinary action by the university. Students are also expected to adhere to the Dress and Grooming Standards. Adherence demonstrates respect for yourself and others and ensures an effective learning and working environment. It is the university's expectation, and my own expectation in class, that each student will abide by all Honor Code standards. Please call the Honor Code Office at 422-2847 if you have questions about those standards.

Sexual Harassment

Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an educational program or activity that receives federal funds. The act is intended to eliminate sex discrimination in education and pertains to admissions, academic and athletic programs, and university-sponsored activities. Title IX also prohibits sexual harassment of students by university employees, other students, and visitors to campus. If you encounter sexual harassment or gender-based discrimination, please talk to your professor or contact one of the following: the Title IX Coordinator at 801-422-2130; the Honor Code Office at 801-422-2847; the Equal Employment Office at 801-422-5895; or Ethics Point at http://www.ethicspoint.com, or 1-888-238-1062 (24-hours).

Student Disability

Brigham Young University is committed to providing a working and learning atmosphere that reasonably accommodates qualified persons with disabilities. If you have any disability which may impair your ability to complete this course successfully, please contact the University Accessibility Center (UAC), 2170 WSC or 422-2767. Reasonable academic accommodations are reviewed for all students who have qualified, documented disabilities. The UAC can also assess students for learning, attention, and emotional concerns. Services are coordinated with the student and instructor by the UAC. If you need assistance or if you feel you have been unlawfully discriminated against on the basis of disability, you may seek resolution through established grievance policy and procedures by contacting the Equal Employment Office at 422-5895, D-285 ASB.