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 9-12 credit hours of coursework each Fall and Spring semester and for three years, as well as 3-9 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 terms, with the most common class times being 4:30 - 7:00 PM and 7:15 - 9:45 PM. Courses during the Summer terms are during the morning and afternoon. The required courses are as follows:

EPS 560: Learning and Cognitive Development EPS 550: Quantitative Research Methods
SPE 562: Instructional Strategies for Exceptional Learners EPS 650: Advanced Research Methods
EPS 563: Individual Case Consultation EPS 651: Multivariate Analysis
EPS 602: Advanced Applied Behavior Analysis EPS 652: Single-Case Research Design
EPS 666: Verbal Behavior EPS 580: Human Neuroscience
EPS 671: Severed Developmental Disabilities and Autism EPS 585: Advanced Human Growth and Development
EPS 544: Psychoeducational Assessment EPS 623: Ethics
EPS 545: Individual Intelligence Testing EPS 661: History, Systems, and Interventions
EPS 668: Child and Family Assessment EPS 665: Advanced School Psychology
EPS 672: Advanced Neuropsychological Assessment EPS 685: Child and Adolescent Psychopathology
COU 522: Family Counseling EPS 555: Practicum (3 credit hours, 150 hours)
COU 535: Multicultural Counseling EPS 655: Practicum (9 credit hours, 800 hours)
EPS 629: Child and Adolescent Family Therapy EPS 690: Dissertation (9 credit hours required)
PSY 501: Advanced Psychology Statistics EPS 695: Internship (6 credit hours, 1750 hours)

Students entering the Ph.D. post-master's program will enroll in an estimated 9 credit hours of coursework each Fall and Spring semester for two years, as well as 6-9 credit hours each Summer term. All courses are offered in the afternoon or evening during Fall and Spring terms, with the most common class times being 4:30 - 7:00 PM and 7:15 - 9:45 PM. Courses during the Summer terms are during the morning and afternoon. This is followed by a one-year full-time internship. The required courses are as follows:

EPS 602: Advanced Applied Behavior Analysis

EPS 623: Ethics
EPS 666: Verbal Behavior EPS 661: History, Systems, and Interventions
EPS 671: Severe Developmental Disabilities and Autism EPS 665: Advanced School Psychology
EPS 668: Child and Family Assessment EPS 685: Child and Adolescent Psychopathology
EPS 672: Advanced Neuropsychological Assessment EPS 655: Practicum (9 credit hours, 800 hours)
EPS 650: Advanced Research Methods EPS 690: Dissertation (9 credit hours required)
EPS 651: Multivariate Analysis EPS 695: Internship (6 credit hours, 1750 hours)
EPS 652: Single-Case Research Design

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