School Psychology

Major: School Psychology
Degree Awarded: Education Specialist (EdS)
Calendar Type: Quarter
Total Credit Hours: 70.5
Classification of Instructional Programs (CIP) code: 42.2805
Standard Occupational Classification (SOC) code:

About the Program

The Drexel University School Psychology Education Specialist (EdS) Program embraces a scientist/practitioner model of training. In the ideal arrangement, the program will develop psychologists to use scientific inquiry, the problem-solving process, data and a parsimonious approach to data analysis and outcome interpretation in their research and their practice.

The program adopts and supports the ecological/behavioral orientation in psychology, focusing heavily on behavioral and ecological variables that facilitate and impede individual academic and behavioral health progress. The program also has a strong emphasis on behavioral health in pediatric, community agency and school system settings with a focus on children as they function within family, school, and community systems. The program strongly emphasizes the training of school psychologists who are agents of change in children’s lives. The development of consultation knowledge and skills, behavior analytic technology, and intervention/treatment skills is strongly emphasized, and will be informed from a behavioral and developmental framework.

The program includes instruction from a course sequence that has been approved by the Behavior Analyst Certification Board to fulfill one of the requirements for sitting for the national board certification examination in behavior analysis. There is a strong focus on "hands on" work in schools, clinics, hospitals and institutions.

Admission Requirements

  • Bachelor's degree
  • 2 letters of recommendation
  • GRE scores of 1100 recommended but not required
  • Undergrad GPA exceeding 3.0
  • Letter indicating interest in school psychology

Degree Requirements

School Psychology Core Courses
EDSP 500Professional School Psychology3.0
EDSP 510Academic Assessment in School Psychology3.0
EDSP 512Cognitive Assessment in School Psychology3.0
EDSP 514Social, Emotional and Psycho-behavioral Assessment3.0
Early Childhood and Human Development
EDSP 521Typical and Atypical Development in Early Childhood Education3.0
EDSP 523Teaching and Learning Environments for Children3.0
School Psychology Ethical Requirements
EDSP 530School Psychology Legal and Ethical Requirements3.0
Multicultural Awareness, Sensitivity and Practice in School Psychology
EDSP 540Multicultural Awareness, Competence and Sensitivity in School Psychology 3.0
EDSP 600Practicum in School Psychology *6.0
Applied Behavior Analysis Sequence
ABA 630Fundamental Elements of Behavior Change4.5
ABA 631Measurement and Experimental Design4.5
ABA 632Behavioral Assessment and Functional Analysis4.5
ABA 633Behavioral Interventions4.5
ABA 634Consultation, Systems Change and Supervision4.5
ABA 635Ethical Considerations and Professional Conduct4.5
ABA 636Applications of Fundamental Elements of Behavior Analysis 4.5
Special Education
EDEX 536Special Education Law and Processes PK-123.0
EDEX 550Teaching Individuals with Low Incident Disabilities3.0
English Language Learners
EDUC 565Foundations in Instructing English Language Learners3.0
Total Credits70.5

Sample Plan of Study

First Year
ABA 6304.5EDSP 5103.0ABA 6314.5VACATION
ABA 6344.5EDSP 5123.0ABA 6324.5 
EDSP 5003.0EDSP 5213.0EDSP 5143.0 
EDSP 6001.0EDSP 6001.0EDSP 6001.0 
 13 10 13 0
Second Year
EDEX 5363.0EDUC 5653.0ABA 6334.5 
EDSP 5233.0EDEX 5503.0ABA 6354.5 
EDSP 5303.0EDSP 5403.0ABA 6364.5 
EDSP 6001.0EDSP 6001.0EDSP 6001.0 
 10 10 14.5 
Total Credits 70.5

Education Faculty

Jennifer Adams, EdD (Harvard University). Associate Professor. Comparative and international education; Poverty and education; Child welfare; Educational policy.
Ayana Allen, PhD (Texas A&M University ). Assistant Professor. Urban education; Identity construction in school contexts; Urban school transformation.
Kristen Betts, EdD (George Washington University). Clinical Professor. Higher education administration and governance, online blended education, instructional design and educational technology, program assessment and evaluation.
W. Edward Bureau, PhD (University of Pennsylvania). Associate Clinical Professor. Leadership, supervision, and capacity development.
Jamie Callahan, EdD (George Washington University). Clinical Professor. Leadership; Sociological explorations of emotions occurring in organizational contexts; Organizational development; Contextual issues confronting organizations, such as organizational leadership, organizational culture, and communities of practice.
Holly Carpenter, PhD (Arizona State University). Assistant Clinical Professor. Higher education policy development and implementation, community college/university articulation, and online education.
José Luis Chávez, EdD (University of Southern California). Clinical Professor. Higher education leadership and administration.
Rebecca Clothey, PhD (University of Pittsburgh). Assistant Professor. Comparative and international education, education of ethnic and linguistic minorities, sociology of education.
James Connell, PhD (Louisiana State University) Clinical Director and Research Fellow, A.J. Drexel Autism Institute. Associate Professor. Identifying the variables that influence adult behavior change in community settings; autism intervention; widespread dissemination of evidence-based interventions in school and community settings.
D. Brent Edwards, PhD (University of Maryland). Assistant Clinical Professor. Global and international education
Salvatore V. Falletta, EdD (North Carolina State University). Associate Clinical Professor. Human Resource intelligence (i.e., HR research and analytics practices); HRD assessment, measurement, and evaluation models and taxonomies; organizational diagnostic models; web-based employee and organizational survey methods, and computational modeling.
Aroutis N. Foster, PhD (Michigan State University). Associate Professor. Educational psychology and educational technology, especially the following: Motivation; Technological Pedagogical Content Knowledge (TPACK); Immersive Interactive Digital Environments (simulation, games, virtual realities.
Kathy Geller, PhD (Fielding Graduate University). Assistant Clinical Professor. Educational leadership and management.
Rajashi Ghosh, PhD (University of Louisville, Kentucky). Associate Professor. Mentoring and leader development, workplace Incivility, workplace learning and development.
Roger Geertz Gonzalez, PhD (Pennsylvania State University). Associate Clinical Professor. Civic engagement, college student identity development, indigenous higher education, comparative higher education access policies.
John M. Gould, PhD (University of Pittsburgh) Harrisburg EdD Educational Leadership & Change Program. Associate Clinical Professor. Change leadership, curriculum re-design, the impact of technology on learning.
Mary Jo Grdina, PhD (Case Western Reserve University). Associate Clinical Professor. Undergraduate studies, science education, curriculum design.
Dominic F. Gullo, PhD (Indiana University) Associate Dean of Research. Professor. Studying the relative and long-range effects of early schooling experiences in prekindergarten and kindergarten on children's achievement and social adaptation to school routine.
Penny Hammrich, PhD (University of Minnesota) Associate Dean for Graduate Studies. Professor. Urban education; science education; genetics; gender equity; science knowledge for conceptual teaching; sport science.
Paul Harrington, PhD (University of Massachusetts, Boston) Director, Center for Labor Markets and Policy. Professor. Teen and young adult job access; economic outlook, college labor market; workforce development, planning, and development; vocational rehabilitation and job market transition.
Elizabeth Haslam, PhD (University of Pennsylvania). Associate Clinical Professor. Educational field coordinator, instructional design, qualitative evaluation, writing across the curriculum.
Michael J. Haslip, PhD (Old Dominion University). Assistant Professor. Early childhood education, social and emotional learning, child guidance strategies, effects of public pre-school attendance.
Marlene Hilkowitz, M.Ed (Temple University). Assistant Clinical Professor. Science education; Curriculum development; Student engagement
Deanna Hill, JD, PhD (University of Pittsburgh). Assistant Clinical Professor. Higher education, international education, education law, education policy
Erin Horvat, PhD (University of California, Los Angeles) Associate Dean for Academic Affairs. Professor. Urban education, access and equity, high school dropout, parent involvement/family involvement, community engagement in research.
Jennifer Katz-Buonincontro, PhD (University of Oregon). Associate Professor. Educational administration, leadership development, survey & instrument design.
Kristine Kelly, PhD (University of Wisconsin, Madison). Assistant Clinical Professor. Sociology of gender and development; anthropology of policy; comparative and international education; qualitative research methods; Vietnam and Southeast Asia.
Valerie Klein, PhD (Amherst College). Assistant Clinical Professor. Mathematics learning and teaching; teacher's use of formative assessment in mathematics; creating opportunities for rich problem solving in the classroom; examining teachers growth and change; qualitative research methods.
Vera Lee, EdD (University of Pennsylvania). Assistant Clinical Professor. Practitioner Research in online courses to explore inservice/preservice teachers’ emerging understandings about issues of diversity; the development of information/digital literacies of urban youth; English language learners.
Bruce Levine, JD (New York University). Assistant Clinical Professor. Educational policy, school law, public-private partnerships, intersection of business and education.
Kristine Lewis-Grant, PhD (Temple University). Associate Clinical Professor. Experiences of students of African descent at predominantly white colleges and universities, college access and college student development, youth civic engagement in urban school reform, qualitative research and evaluation.
William Lynch, PhD (University of Maryland). Professor. Curriculum and educational leadership, educational technology, distance learning policy development, higher and adult education.
Constance Lyttle, PhD, JD (University of Pittsburgh, Duquesne University). Associate Clinical Professor. Legal rights of gifted and talented children and children with disabilities; inclusive education of exceptional children; special education mediation; special education IEP/IFSP facilitation; resolution session facilitation
Kenneth Mawritz, PhD (University of Pittsburgh). Assistant Clinical Professor. Educational administration
Joyce Pittman, PhD (Iowa State University of Science and Technology). Associate Clinical Professor. Curriculum and instruction K-16; teaching English as a foreign language (TEFL); instructional design business education and administration; industrial and career technology; oral and written communication; research methodology; instructional and assistive technology assessment; online learning pedagogy
Kathleen Provinzano, PhD (Marywood University). Associate Clinical Professor. Educational administration.
Fredricka K. Reisman, PhD (Syracuse University) Director of the Torrance Center for Creativity and Innovation. Professor. Mathematics education, learning mathematics, mathematics pedagogy, teacher education, heuristic diagnostic learning and teaching, theory and research in creativity and applied creativity.
Lori Severino, EdD (Neumann University). Assistant Clinical Professor. Special education, differentiated instruction, reading, Wilson language, multi-sensory instruction, reading comprehension, assessment, adolescent literacy.
Jason Silverman, PhD (Vanderbilt University). Associate Professor. Teaching and learning of advanced mathematical ideas (algebra and calculus); improving teachers' ability to orchestrate and sustain inquiry-based and discussion-based instruction; technology in mathematics education.
Brian Smith, PhD (Northwestern University). Professor. Design of computer-based learning environments; Human-computer interaction; Design sciences.
Toni A. Sondergeld, PhD (University of Toledo). Associate Professor. Cognitive and affective assessment development; program/grant evaluation; high stakes testing measurement; STEM education; urban education
Nancy Butler Songer, PhD (University of California, Davis) Dean, School of Education. Distinguished Professor. STEM education, urban education, educational assistance
Mary Jean Tecce DeCarlo, EdD (University of Pennsylvania). Assistant Clinical Professor. Early literacy development, learning differences, knowledge construction, urban education.
Sarah P. Ulrich, EdD (Saint Joseph’s University). Associate Clinical Professor. Emphasis in cross-cultural, language and academic development.
Sheila Vaidya, PhD (Temple University). Professor. Educational psychology, school psychology, research design.
Christina Vorndran, PhD (Louisiana State University). Associate Clinical Professor. Behavior analysis, single subject research methods, functional analysis
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