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Program Information

Master of Arts in School & Behavioral Psychology:
Applied Research in Functional Assessment, Data-Based Treatment & Behavioral Software Development
Stephen F. Austin State University

Forms for School & Behavioral Psychology:

           At Stephen F. Austin State University, School & Behavioral Psychology is one of eight programs in the Department of Human Services. This new master’s program has a special emphasis on applied research with four central components: functional assessment, treatment, consultation, and the experimental analysis of human-computer interactions. School psychologists are professionals trained in the concepts and techniques of psychology, behavior analysis, and software development relating to the assessment and treatment of children. School psychologists work with children in areas of functional assessment and treatment of emotional/behavioral disorders and learning disabilities. Also, they act as consultants to teachers, parents, and school administrators. School psychologists may be employed in a variety of settings including schools, day care centers, hospitals, mental health clinics, and child guidance centers.

What Training is Required?

School psychologists are highly trained professionals. Current professional standards require graduation from a sixth year degree program. The School Psychology program at SFA is fully approved by the Texas Higher Education Coordinating Board. Graduates are awarded the Master of Arts degree in School Psychology and are eligible for the National Certification as School Psychologists (NCSP) after passing the National Certification Test. Graduates are also eligible for Texas State Licensing as Licensed Specialists in School Psychology (LSSP).

See Link Below on State Board Rules Regarding the Practice of Psychology in Texas:
 Texas State Board of Examiners of Psychologists Rules

Who Would Make an Effective School Psychologist?
School psychologists have various undergraduate educational backgrounds. However, course work in education and psychology is definitely an asset. While a psychological background and experience are important, the most significant characteristics are an interest in emergent technologies and applied research, a commitment to the welfare of children, and the ability to work effectively with people for improvement of services to children.  

What is the research emphasis in School & Behavioral Psychology at SFA?
Our program has a special interest in the experimental analysis of human behavior. Faculty and graduate research assistants collaborate in a continuing series of studies on direct-instruction, behavior disorders, behavioral software development, stimulus equivalence, relational frame procedures, and artificial neural networks models.

Degree Program for School Psychologists:
The program has been developed to meet the standards set forth by the National Association of School Psychologists (NASP) and the Texas State Board of Examiners of Psychologists for this level of certification. The program includes the following major areas of professional competence:

Admission to Master’s Degree Program:
Admission to the program may take place when a student has completed all requirements for full admission to the Graduate School and the department. Criteria for acceptance include:


Standards & Curriculum:
Standards set forth by NASP for the master’s degree program consist of a minimum of 60 semester credit hours and a 1200 hour internship or the equivalent beyond the baccalaureate degree.

In accordance with the standards described by NASP, the School & Behavioral Psychology Program will ensure substantial preparation of all school psychology trainees in each of the following areas throughout courses, course content, or other appropriate means.

Faculty and students are actively involved in a continuing series of applied research studies relating to functional assessment and treatment of problem behaviors as well as the software development for experimental analysis of behavior.  

SFA School & Behavioral Psychology Courses:   

Interested individuals should call or write:

Chris Ninness, Ph.D.
Professor & Director
School & Behavioral Psychology
Stephen F. Austin State University
P.O. Box 13019 - SFA Station
Nacogdoches, TX 75962
Tel: (936) 468-1072
 email: cninness@sfasu.edu  

About the University: 
Stephen F. Austin State University is a regional university located in Nacogdoches, a thriving historic community nestled in the beautiful piney woods of East Texas, only 132 miles from Houston and 165 miles from Dallas. With a student population of approximately 12,000, SFA has a strong reputation for excellence and is on the cutting edge of new developments in Behavior Analysis and Educational Technology

No person shall, on the basis of race, color, religion, sex, age, national origin, disability, or veteran status, be excluded from participation in, denied the benefits of, or subjected to discrimination in employment, recruitment, consideration, or selection thereof, under any of Stephen F. Austin State University’s educational programs.

Students planning to enter the university for the first time, or those who plan to transfer from another college and need information about admission procedures, should write to:

Graduate Admissions Office
Stephen F. Austin State University
Box 13051 SFA Station
Nacogdoches, TX 75962-3051
1-800-259-9SFA  

The School Psychology Program is committed to training professionals who have expertise in both psychology and education. This is accomplished by using a scientist-practitioner model that emphasizes comprehensive psychological services using an Eco-behavioral-problem solving orientation that recognizes the importance of children's individual differences. The goals of the program are specified below.

  1. The student will develop competence in understanding and addressing individual differences in their practice as a school psychologist.
  2. The student will develop skills and ability to deliver a full range of school psychological practice from pre-referral interventions, to standardized and curriculum based assessment, to indirect and direct interventions, to evaluation of programs and services.
  3. The student will develop an understanding of and the ability to function using the scientist-practitioner model.
  4. The student will develop skills and the ability to approach practice using an ecological, problem-solving model.
  5. The student will adhere to legal and ethical practices in their professional practice.

Program Focus

The school psychology program is designed to prepare school psychologists who have a strong and broad-based knowledge of psychology, educational psychology, and child development, and are prepared to apply that knowledge to school settings. There is a well-confirmed knowledge base for the practice of psychology in the schools. This knowledge base is outlined in the document School Psychology: A Blueprint for Training and Practice as well as the Standards for Training and Field Placement Program in School Psychology. The 11 domains, recognized nationally as domains for training and practice, are (with minor modifications) the foundation of the school psychology program. They are reproduced here:

Data based decision-making and accountability. School psychologists must be able to define current problem areas, strengths, and needs (at the individual, group, and systems level) through assessment, and measure the effects of the decisions that result from the problem solving process.

Interpersonal communication, collaboration, and consultation. School psychologists must have the ability to listen well, participate in discussions, convey information, and work together with others at an individual, group, and systems level.

Effective instruction and development of cognitive/academic skills. School psychologists must be able to develop challenging but achievable cognitive and academic goals for all students, provide information about ways in which students can achieve these goals, and monitor student progress towards these goals.

Socialization and development of life competencies. School psychologists must be able to develop challenging but achievable behavioral, affective, or adaptive goals for all students, provide information about ways in which students can achieve these goals, and monitor student progress towards these goals.

Student diversity in development and learning. School psychologists must be aware of, appreciate, and work with individuals and groups with a variety of strengths and needs from a variety of racial, cultural, ethnic, experiential, and linguistic backgrounds.

School structure, organization, and climate. School psychologists must have the ability to understand the school as a system and work with individuals and groups to facilitate structure and policies that create and maintain schools as safe, caring, and inviting places for members of the school community.

Prevention, wellness promotion, and crisis intervention. School psychologists must have knowledge of child development and psychopathology in order to develop and implement prevention and intervention programs for students with a wide range of needs and disorders.

Home/school/community collaboration. School psychologists must have knowledge of family influences that affect students' wellness, learning, and achievement, and be able to form partnerships among parents, educators, and the community.

Research and program evaluation. School psychologists must know current literature on various aspects of education and child development, be able to translate research into practice, and understand research design and statistics in sufficient depth to conduct investigations relevant to their own work.

Legal, ethical practice and professional development. School psychologists must take responsibility for developing as professionals and practice in ways which meet all appropriate ethical, professional, and legal standards to enhance the quality of services, and to protect the rights of all parties.

Information Technology. School psychologists have knowledge of information sources and technology relevant to their work. School psychologists access, evaluate, and utilize information sources and technology in ways that safeguard or enhance the quality of services.

 

 

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