SPYF - School Psychology Florida

This course prepares future school psychologists to work effectively with students and families from a wide range of backgrounds. Emphasis is placed on the impact of language, traditions, values, family systems, and lived experiences on learning, behavior, and development. Students will explore how these factors influence educational access, assessment practices, and mental health support. Through case studies, research, and reflective practice, participants will develop the skills needed to provide respectful, inclusive, and responsive services in school settings.

This course provides School Psychology students with an introduction to experiential learning from historical and contemporary perspectives. The class explores topics/issues seminal to experiential learning, including the role of school psychologists in promoting positive development and early intervention using research-based practices and the interaction of law, ethics, and context in assessment and decision making and intervention. Students take this course concurrently with SPYF 565, School Psychology Practicum (1 credit) to link class topics to real-life practice in schools. This course has an experiential learning component in the schools.

School psychology candidates will engage in readings, discussions, and observations of evidence-based interventions for working with families in schools and within the community. Candidates will learn and gain experience in observing families, interviewing parents, and obtaining strategies for conducting parenting programs. Emphasis is placed on integrating theory and concepts from a developmental perspective of social, emotional, behavioral, cognitive, and academic domains into effective family programs. Engaging families of various contextual and linguistics are explored. This course has an experiential learning component in the schools.

This course provides an in-depth exploration of standardized instruments, including questionnaires, inventories, and scales, used to assess cognitive, social-emotional, and adaptive functioning in students. Candidates will learn about the theoretical and practical basis for evaluating and using the wide range of test and measurement data in educational research. The purposes of assessment and decision making will be covered and the psychometrics of various published norm-referenced tests will be analyzed. Topics include measurement concepts, test standardization, formal vs. informal assessments, and scoring methods. Students will become familiar with different types of standardized assessments, like cognitive, non-verbal, social-emotional, adaptive, and early childhood assessments, including ASD and twice-exceptional evaluations. Emphasis is placed on ethical considerations, contextual and linguistic factors, and the challenges posed by test publisher access restrictions. Effective report writing and evidence-based assessment practices will also be covered to support student needs. This course has an experiential learning component in the schools.

This course focuses on providing social, emotional, and behavioral programming and supports to all students at the school-wide, universal level (i.e., Tier I). This course addresses the selection, implementation, and evaluation of evidence-based social programs, mental health assistance plans, and positive behavioral interventions and supports from a developmental-ecological perspective. The course includes the promotion of mental health and the development of safe, supportive, and school climates for all students. This course has an experiential learning component in the schools.

This course focuses on examining, implementing, and evaluating effective school-wide practices with an eye to improving district, school, and student outcomes. The course addresses the analysis of district and school-wide data for student learning, demographics, and perception of school climate. It also examines the school processes for curriculum decision-making and intervention. Students will learn lesson planning according to Florida State Statutes and Standards and related differentiated instruction techniques to ensure meaningful outcomes for all students. The course includes focused instruction on identifying and addressing the educational needs of English Language Learners. NOTE: This course is for non-certified students only.

Students will be introduced to the assessment of academic and learning problems experienced by children and adolescents. Students will learn an ecological assessment approach designed to prevent and remediate learning problems in a multi-tiered service of supports (MTSS) framework and Response to Intervention (RtI) process. Building on a foundation of measurement basics, students will address the use of academic standardized assessment instruments. The course includes a review of a wide range of assessment tools, as well as an introduction to the assessment and diagnosis of various contexts of students’ experience. Each student will master the administration of one individually administered, standardized academic assessment. This course will be offered during either the summer or fall term and includes a three-day in-person residency component. Students are expected to plan accordingly to attend the full residency, as it is a required part of the course experience. This course has an experiential learning component in the schools.

Candidates will learn and apply research-based instruction with diverse learners across grades and content areas. Clear guidelines for identifying key concepts, strategies, skills, and routines to differentiate instruction and ensure a positive learning environment will be explored. Candidates will learn how to design and deliver effective lessons. Candidates will analyze the relationship between research-based principles and contemporary curricula, instructional practices, and assessment tools. Application of diagnostic assessment and research-based instruction will be required in a school setting.

Candidates will learn research-based reading, math, and writing interventions across grades, along with lesson planning in accordance with Florida State Standards. Analysis of intervention materials used as part of the tiered service will be conducted. Additionally, candidates will learn about academic tiered services with all students. Additionally, the course also emphasizes the delivery of tiered services for all students, with explicit attention to the needs of English Language Learners (ELLs), students with disabilities, and those from various backgrounds. Candidates will learn strategies for scaffolding instruction, incorporating students’ linguistic strengths, and addressing common academic challenges while maintaining access to grade-level content.

This course explores various forms of psychopathology that emerge during childhood and adolescence, emphasizing how these conditions affect cognitive, social-emotional, and behavioral functioning across school, family, and community environments via eligibility criteria and the DSM-V. Candidates will critically analyze evidence-based knowledge related to the etiology, core characteristics, and treatment of childhood psychopathologies through a comprehensive lens that integrates cultural diversity, genetics, neurophysiology, and social context. The course examines multiple models of prevention and intervention, including medical, psychosocial, and Multi-Tiered Systems of Support (MTSS). This course has an experiential learning component in the schools.

This advanced-level course prepares candidates to conduct comprehensive psychoeducational evaluations for complex and specialized cases. Emphasis is placed on advanced assessment techniques for identifying and supporting students with twice-exceptional profiles, rare or low-incidence disorders, and those presenting with overlapping or atypical characteristics. Candidates will deepen their skills in conducting area-specific evaluations (e.g., executive functioning, social-emotional functioning, adaptive behavior), integrating multiple data sources, and applying clinical judgment to formulate nuanced interpretations. Special attention is given to ethical considerations, differential diagnosis, and collaborative communication with multidisciplinary teams, including parents. Through case-based learning and simulated practice, students will develop expertise in tailoring assessment approaches for diverse and diagnostically complex learners, with a strong focus on actionable recommendations that align with school-based intervention frameworks such as Multi-Tiered Systems of Support (MTSS) and Individualized Education Programs (IEPs).

This course will introduce the concept of inquiry and various research methods used in education and psychology. The primary focus of this course is to critically analyze information, whether it is presented as a report or the analysis of data. examine how to be a good consumer of research, a good consumer of instructional materials and tests. In addition, learn and use methods to evaluate Single Case Data. also develop skills to become critical consumers of instructional materials, standardized tests, and assessment tools. This includes evaluating alignment with standards, examining cultural responsiveness, reviewing psychometric properties (e.g., validity, reliability, fairness), and assessing the appropriateness of materials for diverse learners.

Candidates examine different models and methods of assessing cognitive abilities in children and adolescents. Emphasis is placed upon practicing the administration and scoring procedures of measures commonly used to assess individual cognitive ability and processing in educational settings. Candidates develop an understanding of the questions these measures address and the integration of these measures with other tools. Candidates critically examine the nondiscriminatory use of these tools with all student populations. The candidate will become proficient in administering an individually administered cognitive evaluation. This course will be offered during either the summer or fall term and includes a three-day in-person residency component. Students are expected to plan accordingly to attend the full residency, as it is a required part of the course experience. This course has an experiential learning component in the schools.

The Ethical, Legal, and Professional Issues in School Psychology course enables candidates to learn about ethical standards from the National Association of School Psychologists (NASP, 2020), educational law with emphasis on special education, and current professional issues. Candidates will use the NASP ethical problem-solving model for responding to ethical-legal challenges in schools and case studies. Candidates will identify issues in the schools, advocate for the rights of students and families, and promote systems-level processes and procedures for meaningful change for all children.

This course examines theories and practices of school-based consultation. Through the course, candidates will explore school-based consultation models, the role of consultation in prevention, intervention, and problem-solving. Through lectures and experiential learning activities, candidates will acquire and practice consultation skills in a school setting. The focus will be on collaborative problem identification and analysis, the beginning stages of problem solving. Candidates will exit this course with a thorough understanding of the problem-solving process and, more importantly, how this process can be used to successfully address student concerns through consultation with teachers, parents, and administrators. This course has an experiential learning component in the schools.

The purpose of this course is to facilitate the development of assessment skills and techniques focused on the social-emotional and behavioral functioning of children and adolescents. This course focuses on learning behavior observations, classroom and individual observation techniques, Interview techniques, rating scales, and assessment techniques to address unique social and behavioral issues in children. This course will be offered during either the summer or fall term and includes a three-day in-person residency component. Students are expected to plan accordingly to attend the full residency, as it is a required part of the course experience. This course has an experiential learning component in the schools.

This is the first of a two-course series. This course provides an introduction to the theories and practices of counseling and therapy with children and adolescents in school settings. Emphasis is placed on building foundational counseling skills, understanding developmental and contextual influences, and applying evidence-based approaches to address common social-emotional and behavioral concerns. Students will learn about practicing basic techniques such as active listening, rapport-building, play-based strategies, and solution-focused interventions. Attention will also be given to consultation and collaboration with families, teachers, and other school personnel to support the mental health and well-being of students. This course has an experiential learning component in the schools.

Building upon the foundations established in Counseling and Therapy with Children and Adolescents I, this advanced course emphasizes the application of therapeutic models and interventions for complex clinical presentations in school psychology. Students will gain experience integrating cognitive-behavioral, trauma-informed, and strengths-based approaches to address issues such as anxiety, depression, trauma, and social skill deficits. The course will focus on treatment planning, progress monitoring, and adapting interventions for all student populations. Case conceptualization, role-play, and supervised practice will allow students to refine their clinical decision-making skills and deepen their competence as school-based mental health providers. This course has an experiential learning component in the schools.

This is the second consultation course in a three-term sequence examining theories and practices of school-based consultation. Over the course of three terms, candidates explore school based consultation models, the role of consultation in prevention, intervention, social justice, and problem solving. In this course, candidates will continue to practice consultation skills with a specific focus on systems-level consultation, coaching, and working on school teams. Candidates are required to participate on one or more school-based teams at their practicum sites. Candidates are expected to participate in ongoing group and individual university-based supervision in conjunction with this course.

This course is the field experience component that is paired with SPY 508, Practices and Principles of School Psychology. An emphasis is placed upon understanding how school psychologists practice in a schools within a Multi-Tier System of Services and Supports (MTSS) and how schools and educators work to promote positive and social-emotional health.

This course is the school-based field experience component that is paired with SPYF 520, Educational Assessment for Tiered Services. Students engage in educational assessment practices using a Review, Interview, Observe, and Test (RIOT) approach for basic skills screening, progress monitoring, and intervention planning.

This course is the school-based field experience component that is paired with SPYF 538, Applied Behavior Analysis. Candidates will learn and apply basic concepts in science and behavior, selecting, defining and measuring behavior, evaluating and analyzing behavior change.

The practicum is a series of four terms of Practicum Class for a full school year, beginning in July. It is designed for students seeking state certification in school psychology. Over the course of a school year, students work in schools with practicing school psychologists and other educators in a variety of experiences consistent with their future professional role. An emphasis is placed upon promoting evidence-based practices in a preventive approach, including early intervention for at-risk students. In addition to supervision, students participate weekly in the virtual classroom under faculty supervision for additional understanding, feedback, and targeted applied learning. Case conceptualizations highlight legal and ethical decisions that may occur during Practicum through virtual class meetings.. Over the course of a school year, students work in schools with practicing school psychologists and other educators in a variety of experiences consistent with their future professional role.

The School Psychology internship is a 10- to 12-month (1200-hour) full-time experience in broad areas of school psychology, under the supervision of university, experiential learning, and peer-group supervisors. Consistent with NASP best practice guidelines for internship, interns are expected to have sufficient breadth and depth of experiences within domains as specified by NASP and the FLDOE. Interns are expected to achieve competency in at least one domain upon completion of the internship. Upon successful completion of SPY 590 and the experiential learning via internship experience, students will be eligible to apply for state certification as a school psychologist. There are three terms of the internship course during the year for a total of 6 credits. A monthly internship seminar at the university level will be conducted during the candidate's internship year. The primary purpose of the internship seminar is to provide an additional opportunity for interns to firm up and expand their developing knowledge base and skills with feedback and support from University faculty and fellow interns from other settings. Additional internship information is available in the Florida School Psychology Internship Handbook.