Education Specialist in School Psychology (with Pupil Personnel Services Credential and Emphasis in Applied Behavior Analysis)

Program Description/Overview

The mission of Alliant International University is to prepare students for professional careers of service and leadership while promoting the discovery and application of knowledge with the goal of improving the lives of people in diverse cultures and communities around the world. Further, The California School of Education’s mission and vision statements reaffirm our values and commitment to collaboration, diversity, and service to candidates, shared leadership, and the continuous support of the education profession.

The roles of and School Psychologist have expanded and now include additional areas of competencies which require advanced theoretical knowledge and practical competency beyond the Master’s degree level. The National Association of School Psychologist (NASP) as well as the California Association of School Psychologist (CASP) have identified Intervention, Counseling, Consultation, Behavior Analysis, Psychometric Evaluation, Organizational Change, Research and Program Evaluation as being critical professional roles. By expanding our programs to include certificates of emphasis in Applied Behavior Analysis, we provide critical additional training that expands our graduates’ skills. Additionally, the attainment of an advance terminal degree along with these added areas of expertise (ABA) positions our graduates as preferred entry level professionals thereby increasing their employability furthering the accomplishment of our school’s and university’s missions.

The need to discriminate among qualified behavior analyst practitioners has become increasingly apparent as markedly increased levels of funding became available for behavior analytic services (Shook & Favell, 2008). As ABA has grown as a field within the last four decades, the need to protect the public and the profession by developing a credentialing process has become increasingly important. These issues are common and have been faced by other disciplines including medicine and psychology.

To meet this need, the Behavior Analyst Certification Board (BACB) certification program was launched in 1998. To this end, the Behavior Analyst Certification Board (BACB) has developed and is steadily improving standards for who can present themselves to the public as Board Certified Behavior Analysts (BCBAs). The BACB certification is intended to provide a) a basic credential that identified a qualified behavior analysis practitioner, b) increase the quality of behavior analysis services, and c) increase the amount of behavior analysis services available. With increasing frequency, schools must find ways to help students learn while coping with a broad array of challenges that include language and cultural barriers; exposure to violence, victimization, or substance abuse; attention deficit, and other neurological/ behavioral disorders.

This program prepares students to gain the PPS (Pupil Personnel Services) credential that allows them to practice in California’s schools. This program also prepares student to receive a Certificate in Applied Behavior Analysis which will meet the BCBA requirements to sit for the BCBA examination. The program will be of interest to recent college graduates with bachelor’s degrees, current teachers, school personnel and people in other related fields.

Students seeking the education specialist degree, plus PPS credential in school psychology and certificate in applied behavior analysis, will receive their degree upon completion of the total 78 units.

Students will finish the 78 units for the Education Specialist with PPS Credential in School Psychology and Certificate in Applied Behavior Analysis , who pass the Systemwide University Based Comprehensive Examination, take the National Praxis 2 Examination, and complete the Exit Interview and Survey can then submit their application for approval by the Campus System Wide Educational Psychology PsyD Program Director to continue with the Advanced Standing PsyD program in Educational Psychology.

Program Learning Outcomes/Goals

Coursework for this program assures that each candidate has knowledge and displays leadership in the following areas:

1. Data-Based Decision-Making and Accountability: School psychologists have knowledge of varied models and methods of assessment that yield information useful in identifying strengths and needs, in understanding problems, and in measuring progress and accomplishments. School psychologists use such 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. Data-based decision-making permeates every aspect of professional practice.
2. Consultation and Collaboration: School psychologists have knowledge of behavioral, mental health, collaborative, and/or other consultation models and methods and of their application to situations. School psychologists collaborate effectively with others in planning and decision-making processes at the individual, group, and system levels.
3. Effective Instruction and Development of Cognitive/Academic Skills: School psychologists have knowledge of human learning processes, techniques to assess these processes, and direct and indirect services applicable to the development of cognitive and academic skills. School psychologists, in collaboration with others, develop appropriate cognitive and academic goals for students with different abilities, disabilities, strengths, and needs; implement interventions to achieve those goals; and evaluate the effectiveness of interventions. Such interventions include, but are not limited to, instructional interventions and consultation.
4. Socialization and Development of Life Skills: School psychologists 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. School psychologists, in collaboration with others, develop appropriate behavioral, affective, adaptive, and social goals for students of varying abilities, disabilities, strengths, and needs; implement interventions to achieve those goals; and evaluate the effectiveness of interventions. Such interventions include, but are not limited to, consultation, behavioral assessment/intervention, and counseling.
5. Student Diversity in Development and Learning: School psychologists 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. School psychologists demonstrate the sensitivity and skills needed to work with individuals of diverse characteristics and to implement strategies selected and/or adapted based on individual characteristics, strengths, and needs.
6. School and Systems Organization, Policy Development, and Climate: School psychologists have knowledge of general education, special education, and other educational and related services. They understand schools and other settings as systems. School psychologists work with individuals and groups to facilitate policies and practices that create and maintain safe, supportive, and effective learning environments for children and others.
7. Prevention, Crisis Intervention, and Mental Health: School psychologists have knowledge of human development and psychopathology and of associated biological, cultural, and social influences on human behavior. School psychologists provide or contribute to prevention and intervention programs that promote the mental health and physical well-being of students.
8. Home/School/Community Collaboration: School psychologists have knowledge of family systems, including family strengths and influences on student development, learning, and behavior, and of methods to involve families in education and service delivery. School psychologists work effectively with families, educators, and others in the community to promote and provide comprehensive services to children and families.
9. Research and Program Evaluation: School psychologists have knowledge of research, statistics, and evaluation methods. School psychologists evaluate research, translate research into practice, and understand research design and statistics in enough depth to plan and conduct investigations and program evaluations for improvement of services.
10. School Psychology Practice and Development: School psychologists have knowledge of the history and foundations of their profession; of various service models and methods; of public policy development applicable to services to children and families; and of ethical, professional, and legal standards. School psychologists practice in ways that are consistent with applicable standards, are involved in their profession, and have the knowledge and skills needed to acquire career-long professional development.
11. Information Technology: School psychologists have knowledge of information sources and technology relevant to their work. School psychologists assess, evaluate, and utilize information sources and technology in ways that safeguard or enhance the quality of services.

The BACB identified the Behavior Analyst Task List detailing areas of competencies necessary to qualify to sit for the exam. Specialization in the area of ABA should optimally occur through organized, competency-based, postgraduate certification programs that satisfy the Behavior Analyst Task List - Fourth Edition developed by the BACB. These meet the criteria to become part of the Verified Course Sequence (VCS). The table below outlines the task list content areas and the number of hours required for each topic.

BCBA-level Content Requirements (BCBA Task List [4th ed.])

Applied Behavior Analysis Overall Program Learning Objectives

Participants will be competent in the following areas:

1. Accurately explain and behavior in accordance with the philosophical assumptions of Behavior Analysis
2. Accurately identify and explain the four domains of Behavior Analysis
3. Accurately identify and explain the seven dimensions of Applied Behavior Analysis
4. Accurately identify and provide examples of the foundational concepts and principles of Applied Behavior Analysis
5. Demonstrate the use of behavioral theories and their application to the assessment process
6. Distinguish among verbal operants such as echoics, mands, tacts, and intraverbals
7. Demonstrate understanding of measurement including data analysis
8. Demonstrate understanding of experimental design
9. Accurately identify socially significant problems and appropriate assessment tools
10. Accurately identify and explain the fundamental elements of behavior change and specific behavior change procedures
11. Demonstrate the use of effective interventions through behavior change systems and behavior change considerations
12. Demonstrate understanding of the principles of ABA as it relates to implementation, management and supervision
13. Describe and explain key components of a functional behavior assessment
14. Identify and explain behaviors in objective, measurable and functional terms
15. Identify evidence-based practices
16. Identify and explain various applications of ABA principles
17. Accurately engage in data-based decision-making practices based on the science of behavior

Training Model

This program is offered in hybrid online format with residency requirements and utilizes an apprenticeship model of training. The residency that is embedded in this program is required. The residency is a one-day weekend meeting during each of the individual and group counseling courses and two two-day weekend meetings during each of the 3 assessment courses. The residencies are held at one of the northern and southern California campuses. In the case of a national emergency or school closures, the residencies will be held online.

Licensure

The program prepares candidates to be eligible for the PPS Credential in School Psychology, approved by the California Commission on Teacher Credentialing (CTC). Graduation from this program results only in the recommendation to the California CTC for the PPS Credential in School Psychology. Students interested in this program and working in California K-12 school systems should review all CTC requirements as published on their website: https://www.ctc.ca.gov/credentials/req-services.

The Behavior Analyst Certification Board (BACB) has developed and is steadily improving standards for who can present themselves to the public as Board Certified Behavior Analysts (BCBAs). The BACB certification is intended to provide a) a basic credential that identified a qualified behavior analysis practitioner, b) increase the quality of behavior analysis services, and c) increase the amount of behavior analysis services available. The BCBA credentialing program is accredited by the National Commission for Certifying Agencies (NCCA). The ABA course sequence is designed to meet the BACB requirements to qualify to sit for the examination.

Programmatic Accreditation

California Commission on Teacher Credentialing (CCTC)

Internship, Practicum, and/or Dissertation Information

Students who are seeking the PPS Credential in School Psychology must complete a 450-hour practicum and a 1200-hour internship. Internships may be paid or non-paid. Paid internships are dependent upon the budgets and policies associated with individual school districts.

Credit Units

Total Credit Units: 78

Total Core Credit Units: 78

Total Elective Credit Units: N/A

Total Concentration Credit Units: N/A

Degree Requirements

1. University Based Comprehensive Exam

Students must take and pass university comprehensive exam with a grade of 80% or better. If the student fails to pass the comprehensive exam, the will have an opportunity to take and pass an alternative exam. If a student fails the alternative exam, the student may be referred to the Student Evaluation and Review Committee (SERC) and expected to develop a remediation plan and demonstrate competency in a way that is approved by the program director (or equivalent).

2. National School Psychology Praxis II Exam

All students are required to take and pass the Praxis 2 exam (a score of 156 is considered “passing”) prior to the completion of their internship and submit their scores to the program. Students are responsible for: 1) paying the examination fees, 2) going to the local testing center, 3) taking the exam, and 4) are responsible for forwarding the scores to the School & Educational Psychology Programs. The exam students will need to take is the Praxis Exam: School Psychology (5402).

If a student does NOT pass the Praxis 2 exam, the student may be required to retake the exam and/or may result in a student evaluation process prior to exiting the program.

IMPORTANT: When registering for a test, students are permitted to send four free score reports to agencies or institutions of choice. Students must 1) designate Alliant as their institution during the registration processing and 2) designate Alliant as a score recipient during the registration process.

3. Applicants for admission to the master’s degree program in school psychology will need to have a grade point average of 3.0 on a 4.0 scale in their undergraduate work. Students must also maintain a 3.0 in their studies at Alliant International University. In a competency-based program, a course grade of “C+” is below the threshold for graduate work. Students who receive a C+ grade or below have not demonstrated competency in at least one critical area and are at risk for incurring a GPA below 3.0. Furthermore, students that receive a grade less than “C+” in any required coursework may be required to retake the course; those courses will have clearly stated on the syllabus. Thus, students receiving a less than or equal to C+ grade may be referred to the Student Evaluation and Review Committee (SERC) and expected to develop a remediation plan and demonstrate competency in a way that is approved by the program director (or equivalent). Course remediation does not result in a change of the original grade earned unless the student successfully repeats the course as part of the remediation plan.
4. Pass both sections of the California Basic Educational Skills Test (CBEST)
5. Complete the program exit interview
6. Complete the program exit survey

Curriculum Plan