Doctoral (PhD) Program School Psychology CECH 2014 Primary … · 2020-06-04 · II. Program Outcomes Original Program Learning Outcomes: Students who obtain a Doctor of Philosophy

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Doctoral (PhD) Program School Psychology CECH 2014 Primary Faculty: Renee Hawkins 556-3342 [email protected]

I. Program Overview

The Doctoral School Psychology Program at the University of Cincinnati is dedicated to preparing highly competent professional school psychologists according to the scientist-practitioner model. In their role, school psychologists collaborate with teachers, families, and other school and community stakeholders to support the academic, social, emotional, and behavior development of children. As a result of their broad-based training, UC doctoral graduates are prepared to make significant contributions to this challenging field through the most up-to-date professional practice, research, professional leadership, supervision, and teaching. The Doctor of Philosophy (Ph.D.) in School Psychology is based on a comprehensive 5-year program of study, with 3 years of sequential coursework and integrative field experiences, a year of internship (minimum 1500 hour), Doctoral Comprehensive Examination (completed as portfolio), and research and dissertation requirements. The Masters Degree (M.Ed. in Foundations in Behavior Analysis) is earned upon completion of requirements in Year 1. The Program has attained a high level of national recognition and visibility as a result of its leadership in developing training methods and its state-of-the-art curriculum. Since 1983, the Doctoral Program has been fully approved with the National Association of School Psychologists (NASP) and the educator preparation provider (UC College of Education, Criminal Justice, and Human Services) is accredited by the Council for the Accreditation of Educator Preparation (CAEP). The Program also is the only school psychology program accredited by the Association for Behavior Analysis International (ABAI) and the curriculum includes a course sequence approved by the Behavior Analyst Certification Board (BACB) for credentialing as a Board Certified Behavior Analyst. Graduates are license-eligible for independent practice with state boards of psychology, following relevant state requirements for doctoral-level internships and required post-doctoral supervised experience. Doctoral graduates also complete all requirements for Ohio Department of Education certification as school psychologists, consistent with national certification standards of NASP. In addition, graduates meet the coursework requirements for pursuing credentialing as a Board Certified Behavior Analyst. Graduates of the Program are prepared for positions as professional school psychologists in school and clinical settings promoting positive academic and mental health outcomes for students and as teaching and research faculty. In addition, graduates are prepared for leadership and supervisory roles within these positions.

II. Program Outcomes

Original Program Learning Outcomes:

Students who obtain a Doctor of Philosophy degree in School Psychology from the

University of Cincinnati will:

1. Demonstrate advanced behavioral research skills. 2. Demonstrate advanced knowledge of behavioral theory and application to practice. 3. Demonstrate competence for graduate-level teaching. 4. Demonstrate high level of professional skills & integration across domains of school

psychology practice to provide leadership in delivery of comprehensive range of services in professional practice that result in direct, measurable, positive outcomes for children, families, & schools.

5. Demonstrate high level of competence in professional, ethical & personal behaviors for leadership in school psychology.

6. Demonstrate highly competent practices across all areas of services delivery using data-based decision making, consultation, & collaboration.

7. Demonstrate high level of competence in both direct & indirect services including student-level services (academic & behavioral) & systems-level services (school-wide practices to promote learning, preventive & responsive services, & home-school collaboration).

Revised Program Learning Outcomes: Students who obtain a Doctor of Philosophy degree in School Psychology from the University of Cincinnati will:

1. Demonstrate mastery of scientific knowledge in the basic core of psychology and integration of this knowledge in practice.

2. Demonstrate advanced knowledge of behavioral theory and its application to practice.

3. Demonstrate mastery of knowledge of foundations for research in psychology and education.

4. Demonstrate advanced behavioral research skills. 5. Demonstrate competence for graduate-level teaching. 6. Demonstrate integration of scientific knowledge and professional skills in the

delivery of comprehensive psychological services (student level to systems level) that result in direct, measurable, positive outcomes for children, families, and schools.

7. Demonstrate competence in professional, ethical, and personal behaviors for leadership in school psychology.

8. Demonstrate highly competent practices using data-based decision making, consultation, & collaboration across all areas of service delivery.

9. Demonstrate effective, culturally-competent delivery of psychological services to diverse populations.

III. Curriculum/Program Map

Program Learning Outcomes Program Learning Outcomes

1. D

emo

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rate

mas

tery

of

scie

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fic

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in t

he

bas

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ore

of

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cho

logy

an

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tegr

atio

n o

f

this

kn

ow

led

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2. D

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f

beh

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ral t

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ry a

nd

its

app

licat

ion

to

pra

ctic

e.

3. D

emo

nst

rate

mas

tery

of

kno

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dge

of

fou

nd

atio

ns

for

rese

arch

in p

sych

olo

gy a

nd

edu

cati

on

.

4. D

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rate

ad

van

ced

beh

avio

ral r

esea

rch

skill

s.

5. D

emo

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rate

co

mp

eten

ce f

or

grad

uat

e-l

evel

teac

hin

g.

6. D

emo

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rate

inte

grat

ion

of

scie

nti

fic

kno

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dge

an

d p

rofe

ssio

nal

ski

lls in

th

e d

eliv

ery

of

com

pre

hen

sive

psy

cho

logi

cal s

ervi

ces

(stu

den

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yste

ms

leve

l) t

hat

res

ult

in

dir

ect,

mea

sura

ble

, po

siti

ve o

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es

for

child

ren

, fam

ilies

, an

d s

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ols

.

7. D

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mp

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ce in

pro

fess

ion

al,

eth

ical

, an

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beh

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or

lead

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sch

oo

l psy

cho

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8. D

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rate

hig

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nt

pra

ctic

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sin

g

dat

a-b

ased

dec

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akin

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on

sult

atio

n, &

colla

bo

rati

on

acr

oss

all

area

s o

f se

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eliv

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9. D

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rate

eff

ecti

ve, c

ult

ura

lly-c

om

pet

ent

del

iver

y o

f p

sych

olo

gica

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vice

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div

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po

pu

lati

on

s.

Req

uir

ed C

ou

rses

Iden

tifi

ed in

P-1

EDST8041-Multivariate Data Analysis

E, D

MLTI8041-Teaching Effectiveness E, D

PSYC7033-Histry & Phlsphy of Psych E, D

SPSY7041-Ethics for Behavioral Practice and Research

E, D E, D

SPSY7042-Wrking w Cultrl & Lnguistic Diversity in Schools

E, D E, D E, D

SPSY7045-Frwrks for Disabilities and Disorders in Childhood E, D

E, D

SPSY8012-Behavrl Research and Accountability Methods

E, D E, D E, D

E, D

KEY

E - Emerging

D - Developed

A - Achieved

Program Learning Outcomes

1. D

emo

nst

rate

mas

tery

of

scie

nti

fic

kno

wle

dge

in t

he

bas

ic c

ore

of

psy

cho

logy

an

d in

tegr

atio

n o

f

this

kn

ow

led

ge in

pra

ctic

e.

2. D

emo

nst

rate

ad

van

ced

kn

ow

led

ge o

f

beh

avio

ral t

heo

ry a

nd

its

app

licat

ion

to

pra

ctic

e.

3. D

emo

nst

rate

mas

tery

of

kno

wle

dge

of

fou

nd

atio

ns

for

rese

arch

in p

sych

olo

gy a

nd

edu

cati

on

.

4. D

emo

nst

rate

ad

van

ced

beh

avio

ral r

esea

rch

skill

s.

5. D

emo

nst

rate

co

mp

eten

ce f

or

grad

uat

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evel

teac

hin

g.

6. D

emo

nst

rate

inte

grat

ion

of

scie

nti

fic

kno

wle

dge

an

d p

rofe

ssio

nal

ski

lls in

th

e d

eliv

ery

of

com

pre

hen

sive

psy

cho

logi

cal s

ervi

ces

(stu

den

t le

vel t

o s

yste

ms

leve

l) t

hat

res

ult

in

dir

ect,

mea

sura

ble

, po

siti

ve o

utc

om

es

for

child

ren

, fam

ilies

, an

d s

cho

ols

.

7. D

emo

nst

rate

co

mp

eten

ce in

pro

fess

ion

al,

eth

ical

, an

d p

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nal

beh

avio

rs f

or

lead

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sch

oo

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cho

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8. D

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hig

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nt

pra

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sin

g

dat

a-b

ased

dec

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akin

g, c

on

sult

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n, &

colla

bo

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acr

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all

area

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f se

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eliv

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9. D

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rate

eff

ecti

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ult

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ent

del

iver

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f p

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gica

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vice

s to

div

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po

pu

lati

on

s.

SPSY8015-Functional Behavioral Assessment

E, D D, A D, A D, A

SPSY8027-Schl-based Behavrl Cnsl D, A

D, A D, A

SPSY8031-Sys-level Cnsltation & Program Evaluation

E, D

SPSY8040-Prof Sem in Schl Psych D D

SPSY8061-Schl Psych Practicum D, A D, A D, A D, A D, A D, A

SPSY9000-Doctoral Colloquium in School Psychology

D D D

SPSY9010-Adv Behavrl Theory & Practice

D D

SPSY9012-Adv Behavrl Resrch Meth

D D

SPSY9061-Adv Prac Exp in Schools & Community Agencies D, A

D, A D, A D, A D, A D, A

SPSY9065- Internship A A A A A A

SPSY9090- Doctoral Dissertation A A

KEY

E - Emerging

D - Developed

A - Achieved

IV. Methods and Measures

The following assessment data will be collected to monitor student progress in the Program and achievement of learning outcomes: Course performance. Students will complete coursework supporting empirically-based practice and building knowledge and skills for research, teaching, and supervision. Program expectations are for of students to earn minimum grades of “B” in all coursework. Course grades are used to evaluate Program Learning Outcomes #1-9. Annual Student Assessment and Progress Report. The Annual Student Assessment and Progress Report is used to evaluate students’ personal/interpersonal and professional behaviors during Years 1-3. Faculty rate student behavior on a scale of 1-4. Qualitative performance feedback elaborates on ratings and is shared with the student, and a written plan for continued development is generated. Program expectations are for students to earn ratings of at least 3 (appropriate for level of training) on all items by the end of Year 3. Ratings on this measure will primarily evaluate Program Learning Outcomes #7 and #9. Practicum Competency Checklist (PCC). The PCC is used to rate students’ professional knowledge, skills, and behavior in pre-school and school settings in practicum. The PCC includes the assessment of skills critical to the role of school psychologist. It is completed on three occasions (Fall, Winter, Spring) by field supervisors to assess students growth. Students are rated on a 4-point scale. Program expectations are for students to earn ratings of at least 3 (Proficient) on all items by the end of the practicum year. The validity of the PCC is established by the alignment between items on the PCC and features of empirically-supported. The reliability of the instrument has been established through the consistency of ratings of students across field supervisors as practicum students have at least two field supervisors. The PCC will be used to evaluate Program Learning Outcomes #1, #2, #6, #7, #8, and #9. Professional Practice Portfolio. The Professional Practice Portfolio is used as an assessment of students’ empirically-based knowledge and skills as demonstrated through their practicum intervention cases. At the end of the practicum year, they are used to assess readiness for advanced doctoral coursework and experiences. Portfolio entries provide a narrative of the consultations including results, with graphs of children’s progress, and a discussion of the outcomes and alignment of the case with evidence-based practice. Summing up statistics provide evidence of students’ impact on the children they serve. Portfolio entries are reviewed by faculty and rated using scoring rubrics and Program expectations are for students to earn overall case ratings of 3 (Competent) for all Professional Practice Portfolio cases. Faculty ratings of portfolio case entries will be used to evaluate Program Learning Outcomes #1, #2, #6, #7, #8, and #9 and child outcome data reported in entries will be used to evaluate Outcome #6. Doctoral Portfolio. The Doctoral Portfolio is an assessment of students’ advanced skills in systems-level change, teaching, supervision, and research and is used as the

Comprehensive Examination following the completion of coursework and pre-dissertation research. Portfolio entries include a literature review supporting the methods included in the entry (i.e., teaching, supervision, system-level change, pre-dissertation research). Summing up statistics provide evidence of scholars’ impact on the children they serve through the systems-level change entry. Portfolio entries are reviewed by faculty and rated using scoring rubrics. Program expectations are for students to earn overall case ratings of 3 for all entries. Faculty ratings of portfolio case entries will be used to evaluate all Learning Outcomes and child outcome data reported in the systems-level change entry will evaluate Learning Outcome #6. Intern Competency Checklist (ICC). The ICC is a measure used to rate students’ professional knowledge, skills, and behavior across the culminating field experience, the Doctoral Internship. The ICC targets key skills related to the practice of professional psychology. It is completed as a student self-assessment prior to the start of internship and on three occasions (Fall, Winter, Spring) by field supervisors to assess students’ growth over time. Students are rated on a 4-point scale. Program expectations are for students to earn ratings of 3 (Competent; appropriate for independent professional functioning) on all items by the end of the internship. Like the PCC, ICC items are aligned with critical features of empirically-supported practices and inter-rater reliability is established across field supervisors. Ratings on Ph.D. ICC items are used to evaluate Program Learning Outcomes #1, #2, #6, #7, #8, and #9. Ph.D. Internship Portfolio. The Ph.D. Internship Portfolio is used as an assessment of students’ professional knowledge and skills as demonstrated through their internship intervention cases. Portfolio entries provide a narrative and include results and summing up statistics to provide evidence of students’ impact on the children they serve. Portfolio entries are reviewed by faculty and rated using scoring rubrics. Program expectations are for students to earn overall case ratings of 3 (Competent; mastery competence for independent practice) for all Internship Portfolio cases. Faculty ratings of portfolio case entries will be used to evaluate Program Learning Outcomes #1, #2, #6, #7, #8, and #9 and child outcome data reported in entries will be used to evaluate Outcome #6. Praxis II: National School Psychology Examination. Students are required to earn a passing score on the Praxis II: National School Psychology Examination. The exam assesses student knowledge across domains of school psychology practice and is required for credentialing in Ohio and as a Nationally Certified School Psychologist. Praxis II scores will be used to evaluate Program Learning Outcomes #1, #7, #8, and #9. Dissertation. Students prepare an independent research project (dissertation) based on a behavior-analytic approach to problems or methods, to meet doctoral degree requirements. The Dissertation will be used to evaluate Program Learning Outcomes #3-4. Alumni Survey. Alumni surveys are completed by the Program every 3 to 5 years to obtain feedback from alumni on their perceived satisfaction with training and their assessment of their preparation in professional psychology and areas of Program emphasis. Alumni also provide feedback regarding their preparation for teaching, research,

supervision, and leadership positions. Alumni data will be used to evaluate all Program Learning Outcomes. Employer Survey. Employer surveys are completed every 3 to 5 years to evaluate employers’ perceptions of graduates training and preparation for professional practice in school psychology. Employer data will be used to evaluate all Program Learning Outcomes.

Assessment Measures Aligned with Program Outcomes

Program Outcome

Assessment Tools

Course/ Experience

Time Line Responsible Person

1. Demonstrate mastery of scientific knowledge in the basic core of psychology and integration of this knowledge in practice.

Course performance PCC Professional Practice Portfolio Doctoral Portfolio ICC Ph.D. Internship Portfolio Praxis II Alumni Survey Employer Survey

PSYC7033 SPSY7045 SPSY8061 SPSY9061 SPSY9065

Course Performance is evaluated each semester; The Professional Practice Portfolio and PCC is completed in Year 1; The Doctoral Portfolio is completed in Year 2; The Ph.D. Internship Portfolio and ICC is completed in Year 3; The Praxis II is taken in Year 3; Alumni and Employer Surveys will be completed every 3-5 years

Instructors are responsible for evaluating course performance; Program faculty evaluate portfolio entries; Field supervisors complete PCC and ICC ratings; Praxis II scores are reported to UC by ETS; Faculty responsible for distributing Alumni and Employer Surveys

2. Demonstrate advanced knowledge of behavioral theory and its application to practice.


SPSY8015 SPSY8061 SPSY9010 SPSY9065



3. Demonstrate mastery of knowledge of foundations for research in psychology and education.

Course performance Doctoral Portfolio Dissertation Alumni Survey Employer Survey

EDST8041 SPSY8012 SPSY9000 SPSY9012 SPSY9090

Course Performance is evaluated each semester; The Doctoral Portfolio is completed in Year 2; Dissertation is completed in Year 3; Alumni and Employer Surveys will be completed every 3-5 years

Instructors are responsible for evaluating course performance; Program faculty evaluate portfolio entries; Faculty responsible for distributing Alumni and Employer Surveys

4. Demonstrate advanced behavioral research skills.

Course performance Doctoral Portfolio Dissertation Alumni Survey Employer Survey

SPSY8012 SPSY9000 SPSY9012 SPSY9090

Course Performance is evaluated each semester; The Doctoral Portfolio is completed in Year 2; Dissertation is completed in Year 3; Alumni and Employer Surveys will be completed every 3-5 years

Instructors are responsible for evaluating course performance; Program faculty evaluate portfolio entries;; Faculty responsible for distributing Surveys

5. Demonstrate competence for graduate-level teaching.

Course performance Doctoral Portfolio Alumni Survey Employer Survey

MLTI8041 SPSY9061

Course Performance is evaluated each semester; The Doctoral Portfolio is completed in Year 2; Alumni and Employer Surveys will be completed every 3-5 years

Instructors are responsible for evaluating course performance; Program faculty evaluate portfolio entries; Faculty responsible for distributing Alumni and Employer Surveys

6. Demonstrate integration of scientific knowledge and professional skills in the delivery of comprehensive psychological services (student level to systems level) that result in direct, measurable, positive outcomes for children, families, and schools.

Course performance PCC Professional Practice Portfolio Doctoral Portfolio ICC Ph.D. Internship Portfolio Alumni Survey Employer Survey

SPSY7041 SPSY7042 SPSY7045 SPSY8012 SPSY8015 SPSY8027 SPSY8061 SPSY9061 SPSY9065

Course Performance is evaluated each semester; The Professional Practice Portfolio and PCC is completed in Year 1; The Doctoral Portfolio is completed in Year 2; The Ph.D. Internship Portfolio and ICC is completed in Year 3; Alumni and Employer Surveys will be completed every 3-5 years

Instructors are responsible for evaluating course performance; Program faculty evaluate portfolio entries; Field supervisors complete PCC and ICC ratings; Faculty responsible for distributing Alumni and Employer Surveys

7. Demonstrate competence in professional, ethical, and personal behaviors for leadership in school psychology.

Course performance Annual Student Assessment PCC Professional Practice Portfolio Doctoral Portfolio ICC Ph.D. Internship Portfolio Praxis II Alumni Survey Employer Survey

SPSY7041 SPSY7042 SPSY8040 SPSY8061 SPSY9000 SPSY9061 SPSY9065



8. Demonstrate highly competent practices using data-based decision making, consultation, & collaboration across all areas of service delivery.





9. Demonstrate effective, culturally-competent delivery of psychological services to diverse populations.

Course performance Annual Student Assessment PCC Professional Practice Portfolio Doctoral Portfolio ICC Ph.D. Internship Portfolio Praxis II Alumni Survey Employer Survey




V. Assessment Infrastructure

The Assessment Process for the Doctoral Program in School Psychology will occur under the oversight of the Program Coordinator and Program faculty, with input from adjunct instructors and field supervisors affiliated with the Program as well as Program students. The Program is currently approved by the National Association of School Psychologists and Association for Behavior Analysis International, which require periodic program reviews to maintain approval/accreditation status. Given the requirements of these accrediting bodies, along with University Graduate Program Reviews, Program faculty systematically and regularly review assessment data for continuous improvement and for external reporting. Data are compiled, organized, and stored by the Program Coordinator, with assistance from School program support staff and the College’s Office of Assessment and Continuous Improvement. Program faculty meet weekly and regularly discuss student performance in class and field settings. Students meet with their advisor each semester and are given feedback on their performance in the Program. At the end of the spring semester, faculty review student performance on major Program assessments, including the Professional Practice, Doctoral, and Ph.D. Internship Portfolios, discussing strengths and areas for targeted improvement for individual students and for the Program. Program faculty meet for Program data retreats and curriculum reviews prior to the start of the fall semester and again at the end of the spring semester. These meetings are used to examine Program data, monitor the alignment of curriculum and student outcomes with accreditation standards, and to plan changes as needed based on the data.

Support for data collection, management, and reporting is provided through the College of Education, Criminal Justice, and Education (CECH) Office of Assessment and Continuous Improvement (OACI). Data is entered through web-based rubrics and assessments by the end of each semester. Over the summer OACI generates program specific reports and provides them electronically and in hardcopy to each program. Program faculty review and use these data in their program development and continuous improvement efforts, with documentation of specific actions and steps taken. OACI also has a web site that has all the assessment documents that are developed and maintained for use by program faculty that have national accreditations . For those programs that do not have this set up because they are beginning the assessment process, web sites will be set up during next year. Policies and procedures for data collection, analysis, and use are summarized in the improvement cycles below:

Program Improvement Cycle: For Fall Semester Program Meetings (Summer Work)

The following data is aggregated and summarized for decision-makers in program areas:

Performance on all assessments Handbook and materials developed for students reviewed Data posted to web site

By December 1 (Program faculty responsible)

Data-based decisions made regarding the programs submitted to OACI Areas needing attention identified Curriculum proposals for curriculum adjustment/maintenance generated Candidates informed of program improvements in response to data

By February 1 (Program Faculty responsible; Program Coordinator)

Finalize major curriculum changes

During Spring Semester, April 1 (Program Coordinator submits info to appropriate office)

Record approved curriculum changes Update curriculum map Update curriculum guides, degree progress audits (DARS), program outlines Update evaluation forms for spring semester distribution

Late Spring Semester (by April 15)-Program Coordinator works with Dean’s office, Student Services Center (SSC)

Dean’s office submits official updates to CECH website [Units are responsible for updating their websites directly or through their Web liaison. Faculty are asked to work with Ric Stackpole re: edits to curriculum guides and program outlines.]

Implement program improvements; continue to collect data on candidates and programs

VI. Findings

N/A

VII. Use of Findings

N/A

Documents

Doctoral (PhD) Program School Psychology CECH 2014 Primary … · 2020-06-04 · II. Program Outcomes Original Program Learning Outcomes: Students who obtain a Doctor of Philosophy