Stephen F. Austin State University

Doctoral Program

School Psychology Doctoral Program Philosophy, Aims, and Compentencies

The School Psychology Program's philosophy holds that one learns best by engaging in evidence-based intervention. The program mission is to apply behavioral scientific knowledge and methods to the assessment and treatment of learning, behavior, and psychosocial problems in regular and special education populations in the public schools. Our program emphasizes functional analytic, collaborative, and data-based decision making expressed in the following themes:

Graduates will be qualified to contribute substantially to the following needs and service trends:

Doctoral Course Curriculum

Students entering the Ph.D. post-bachelor's program will enroll in an estimated 9 to 12 credit hours of coursework each fall and spring semester for three years, as well as 3 to 9 credit hours each summer term. This is followed by a one-year full-time internship. All courses are offered in the afternoon or evening during fall and spring, with the most common class times being 4:30-7:00 p.m. and 7:15-9:45 p.m. Summer courses are held during the morning and afternoon. The total doctoral internship hours must include a minimum of 600 out of the required 1,750 in the kindergarten-12th grade setting. The required courses are as follows:

SPSY 6301 (formerly EPS 560): Learning and Cognitive Development SPSY 6334 (formerly EPS 650): Advanced Research Methods
SPSY 6303 (formerly EPS 563): Consultation and Supervision SPSY 6335 (formerly EPS 651): Multivariate Analysis
SPSY 6304 (formerly EPS 666): Verbal Behavior SPSY 6336 (formerly EPS 652): Single-Case Research Design
SPSY 6305 (formerly EPS 671): Severe Developmental Disabilities and Autism SPSY 6342: Ethics in School Psychology
SPSY 6306 (formerly EPS 602): Applied Behavior Analysis SPSY 6344 (formerly EPS 585): Advanced Human Growth and Development
SPSY 6311 (formerly EPS 544): Psychoeducational Assessment SPSY 6346 (formerly EPS 685): Child and Adolescent Psychopathology
SPSY 6312 (formerly EPS 545): Individual Intelligence Testing SPSY 6347 (formerly EPS 665): Advanced School Psychology
SPSY 6314 (formerly EPS 580): Human Neuroscience SPSY 6348 (formerly EPS 623): Ethics
SPSY 6315 (formerly EPS 668): Child and Family Assessment SPSY 6349 (formerly EPS 661): History, Systems and Interventions
SPSY 6316 (formerly EPS 672): Advanced Neuropsychological Assessment SPSY 6351 (formerly EPS 555): Practicum
SPSY 6321 (formerly EPS 629): Child and Adolescent Family Therapy SPSY 6353 (formerly EPS 655): Practicum (9 credit hours, 800 hours)
SPSY 6322: Advanced Family Therapy SPSY 6138 (formerly EPS 690: Dissertation (9 credit hours required)
SPSY 6323: Multicultural Considerations in Therapy SPSY 6154 (formerly EPS 695): Internship (6 credit hours, 1750 hours)
SPSY 6331 (formerly EPS 550): Quantitative Research Methods

Students entering the Ph.D. post-master's program will enroll in an estimated 9 credit hours of coursework each fall semester and 12 credit hours each spring semester for two years, as well as 6 to 9 credit hours each summer term. All courses are offered in the afternoon or evening during the fall and spring terms, with the most common class times being 4:30-7:00 p.m. and 7:15-9:45 p.m. Summer courses are held during the morning and afternoon. This is followed by a one-year full-time internship. The total doctoral internship hours must include a minimum of 600 out of the required 1,750 in the kindergarten-12 th grade setting. The required courses are as follows:

SPSY 6306 (formerly EPS 602): Applied Behavior Analysis

SPSY 6348 (formerly EPS 623): Ethics
SPSY 6304 (formerly EPS 666): Verbal Behavior SPSY 6321: Child and Adolescent and Family Therapy
SPSY 6305 (formerly EPS 671): Severe Developmental Disabilities and Autism SPSY 6349 (formerly EPS 661): History, Systems and Interventions
SPSY 6315 (formerly EPS 668): Child and Family Assessment SPSY 6347 (formerly EPS 665): Advanced School Psychology
SPSY 6316 (formerly EPS 672): Advanced Neuropsychological Assessment SPSY 6346 (formerly EPS 685): Child and Adolescent Psychopathology
SPSY 6334 (formerly EPS 650): Advanced Research Methods SPSY 6353 (formerly EPS 655): Practicum (9 credit hours, 800 hours)
SPSY 6335 (formerly EPS 651): Multivariate Analysis SPSY 6138 (formerly EPS 690): Dissertation (9 credit hours required)
SPSY 6336 (formerly EPS 652): Single-Case Research Design SPSY 6154 (formerly EPS 695): Internship (6 credit hours, 1750 hours)

Potential Students

Financial Support

Current Students

Doctoral Program Handbook

Dissertation Committee Form

Dissertation Proposal Approval Form

Dissertation Change Form

Application for Dissertation Examination

Report of Dissertation Form

18 Characteristics of the Doctoral Program

18 Characteristics of Texas Public Doctoral Programs

Recent School Psychology Doctoral Dissertations

2016
Frank Gomez Predicting Academic Performance: A Commitment Perspective
Sarah Law Evaluating the Use of Brief Experimental Analyses of Writing Interventions with Elementary Students
Jacklyn Peppard Moderating Effects of Parental Involvement on Bullying and Somatization
2015
Summer Koltonski Using Relational Frame Theory to Teach Nutritional Skills
Mihaela Mateescu Academic Entitlement
Joshua Staley The college athlete" An investigation of athletic identity and student university fit as predictors of a college athletes psychological well-being

2014
Laura Cooper Complex Trauma and Peer Attachment in Juvenile Justice Involved Youth
Sarah Halle Teaching Social Skills to Students with Autism: A Video Modeling Social Stories Approach
Elizabeth Kelly The Production and Validation of a Compute-based Designed Instructional Program for Teaching Behavior Analytic Concepts
John Thomas Lacy Increasing Students' Time Outside and Rate of Participation with ActivExpression 2
Marilyn L. Rumph Application of Neural Network Technology for School Psychology

2013
Carol Bradley Behavioral Interventions for Food Refusal in Children
Melanie Kellam The Therapeutic Alliance as a Mediator between Attachment and Symptom Distress: Comparing Women With and Without a History of Child Sexual Abuse

2012
Stevie Malnar Review of Literature: Teacher-Child Interaction Therapy and Parent-Child Interaction Therapy