School Psychology EdS
Major: School Psychology
Degree Awarded: Education Specialist (EdS)
Calendar Type: Quarter
Minimum Required Credits: 90.0
Classification of Instructional Programs (CIP) code: 42.2805
Standard Occupational Classification (SOC) code: 19-3031
About the Program
The Drexel University School Psychology Educational Specialist (EdS) Program embraces a scientist/practitioner model of training. The program will develop school psychologists to use scientific inquiry, problem-solving, and a parsimonious approach to data analysis and outcome interpretation in their research and practice. This is a full-time, hybrid cohort model – therefore, all students are expected to be in the Philadelphia area. With the cohort model, all students begin practicum in the first year, through our partnerships with local schools. This full-time hybrid format means all school psychology (EDSP) courses are in-person, and the remaining coursework is online, utilizing both synchronous and asynchronous learning activities. In the third year of the program, students apply skills learned through coursework by completing a 1200-hour internship under the supervision of a certified school psychologist in an approved school district.
The program adopts the ecological/behavioral orientation in psychology, focusing heavily on the identification of behavioral and ecological variables that facilitate or impede individual academic success and behavioral health functioning. The program also has a strong emphasis on behavioral health across pediatric, community, and school settings with a focus on children as they function within family, school, and community systems. Training school psychologists who are agents of change in children’s lives is a primary goal. The development of evidenced-based assessment practices, consultation knowledge and skills, behavior analytic technology, and intervention/treatment skills are central to the program's mission and are informed from a behavioral and developmental framework. There is a strong focus on "hands on" work in schools, clinics, hospitals, and institutions.
The training program has been approved by the Pennsylvania Department of Education (PDE) for School Psychology certification in Pennsylvania. It also includes many courses in a program approved by the Behavior Analysis Certification Board.
Additional Information
For more information about this program, visit the School of Education's website.
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 500 | Professional School Psychology | 3.0 |
| Assessment | ||
| EDSP 510 | Academic Assessment in School Psychology | 4.5 |
| EDSP 512 | Cognitive Assessment in School Psychology | 4.5 |
| EDSP 514 | Social, Emotional and Psycho-behavioral Assessment | 3.0 |
| Early Childhood and Human Development | ||
| EDSP 521 | Typical and Atypical Development in Early Childhood Education | 3.0 |
| EDSP 523 | Teaching and Learning Environments for Children | 3.0 |
| EDSP 536 | Special Education Law and Process for School Psychologist | 3.0 |
| School Psychology Ethical Requirements | ||
| EDSP 530 | School Psychology Legal and Ethical Requirements | 3.0 |
| Multicultural Awareness, Sensitivity and Practice in School Psychology | ||
| EDSP 540 | Multicultural Awareness, Competence and Sensitivity in School Psychology | 3.0 |
| Practicum | ||
| EDSP 600 | Practicum in School Psychology I * | 3.0 |
| EDSP 601 | Practicum in School Psychology II ** | 3.0 |
| Internship | ||
| EDSP 700 | School Psychology Internship *** | 4.5 |
| Applied Behavior Analysis Sequence | ||
| ABA 630 | Fundamental Elements of Behavior Change | 4.5 |
| ABA 632 | Behavioral Assessment and Functional Analysis | 4.5 |
| ABA 633 | Behavioral Interventions | 4.5 |
| ABA 634 | Consultation, Systems Change and Supervision | 4.5 |
| ABA 635 | Ethical Considerations and Professional Conduct | 4.5 |
| ABA 636 | Applications of Fundamental Elements of Behavior Analysis | 4.5 |
| ABA 731 | Research Methods and Practice | 4.5 |
| Special Education | ||
| EDEX 550 | Teaching Individuals with Low Incident Disabilities | 3.0 |
| EDEX 582 | Evidence-Based School Interventions and Trauma Informed Education/Care | 3.0 |
| English Language Learners | ||
| EDSP 565 | The School Psychology of English Language Learners | 3.0 |
| Professional Electives | ||
| Professional electives will consist of 9.0 credits that will be selected in consultation with the Program Director and/or Advisor. | 9.0 | |
| Total Credits | 90.0 | |
Sample Plan of Study
| First Year | |||||||
|---|---|---|---|---|---|---|---|
| Fall | Credits | Winter | Credits | Spring | Credits | Summer | Credits |
| ABA 630 | 4.5 | ABA 633 | 4.5 | ABA 634 | 4.5 | ABA 636 | 4.5 |
| ABA 632 | 4.5 | EDSP 510 | 4.5 | EDSP 512 | 4.5 | ABA 731 | 4.5 |
| EDSP 500 | 3.0 | EDSP 600 | 1.0 | EDSP 600 | 1.0 | ||
| EDSP 600 | 1.0 | ||||||
| 13 | 10 | 10 | 9 | ||||
| Second Year | |||||||
| Fall | Credits | Winter | Credits | Spring | Credits | Summer | Credits |
| ABA 635 | 4.5 | EDSP 514 | 3.0 | EDEX 550 | 3.0 | EDSP 536 | 3.0 |
| EDSP 521 | 3.0 | EDSP 523 | 3.0 | EDSP 565 | 3.0 | EDSP 540 | 3.0 |
| EDSP 601 | 1.0 | EDSP 601 | 1.0 | EDSP 530 | 3.0 | Professional Elective | 3.0 |
| EDSP 601 | 1.0 | ||||||
| 8.5 | 7 | 10 | 9 | ||||
| Third Year | |||||||
| Fall | Credits | Winter | Credits | Spring | Credits | ||
| EDSP 700 | 1.5 | EDSP 700 | 1.5 | EDSP 700 | 1.5 | ||
| Professional Elective | 3.0 | Professional Elective | 3.0 | EDEX 582 | 3.0 | ||
| 4.5 | 4.5 | 4.5 | |||||
| Total Credits 90 | |||||||
Note: Some terms are less than the 4.5-credit minimum required (considered half-time status) of graduate programs to be considered financial aid eligible. As a result, aid will not be disbursed to students these terms.
Program Level Outcomes
Upon completion of the program graduates will be prepared to:
- Administer, score, and interpret cognitive (IQ), achievement, social/emotional and adaptative assessment batteries to aid in special education eligibility and programming.
- Use curriculum-based measures to screen students for “at-risk” academic performance prior to special education evaluation and develop interventions for academic skill deficits.
- Use direct observation, interview and behavior rating scales, in addition to functional behavior assessment methodologies, to identify students in need of behavioral health support and develop interventions in consultation with relevant stakeholders to improve internalizing and externalizing behavioral concerns.
- Effectively utilize various consultation strategies to engage teachers, parents, and administrations in a collaborative problem-solving process that focuses on student support across school and community settings.
- Work effectively within diverse social and cultural environments and demonstrate understanding of the relative impact on academic skill acquisition and behavioral health presentation and need.
- Apply the multi-tiered system of support (MTSS) model in using both response-to-intervention (RTI) and positive behavioral interventions and support (PBIS) to identify at-risk students and intervene early.
- Possess the ability to strengthen reciprocal relationships between the school and community by collaborating with parents and community agencies.
- Show awareness and sensitivity to the diverse populations served in schools and be able to work effectively with all student populations and their families.
- Be active consumers of research and understand the role of evidence-based assessment, intervention and consultation technologies to ensure that all students, staff and administration are presented with research supported strategies.
- Behave in a manner consistent with the legal and ethical principles that govern the practice of professional school psychology.