University of Southern Maine
Company Name: University of Southern Maine
Status: Active
State: Maine
County: Cumberland
City/town: Gorham
Post: 04038
Address: University of Southern Maine 37 College Avenue Gorham , ME 04038 United States
Phone: (207)780-5220
Fax: unknown
Email: unknown
Date Approved:2005-02-23
Web site: unknown
Review: School Psychology
Degree Offered: Master of Science in Educational Psychology with a concentration in Applied Behavior Analysis, Doctor of Psychology in School Psychology, Certificate in Applied Behavior Analysis Format: Campus
Program Description: The USM School Psychology program is based on three fundamental conceptual models. The first is the Data-Based Decision-Making and Accountability model (Stoiber & Kratochwill, 2000; NASP Standards, 2001). This is the organizing theme that permeates the training of school psychology practitioners and defines a best practices approach to service delivery. Within this model, school psychology practitioners utilize assessment methods and interventions that are empirically-based. This means that assessments have been demonstrated to be reliable, valid and accurate. Moreover, school psychology practitioners use and endorse only those interventions that have been subjected to scientific analysis and have yielded socially meaningful outcomes. In short, the program endorses a scientist-practitioner orientation to the training and practice of school psychology. The second conceptual foundation is the problem solving model (Brown-Chidsey, 2005;Deno, 1995). Within this model, school psychology practitioners utilize a collaborative problem solving approach in offering a continuum of services that include assessment, interventions (e.g., instructional planning, social skills training, positive behavioral supports) and consultation. While norm-referenced diagnostic assessment may be a part of this process, an emphasis is placed on the use of criterion-referenced, curriculum-based, and functional behavior assessments to address academic, social-emotional, and behavioral issues of referred students. The final conceptual framework is based on the Stimulus-Organism-Response-Consequence (S-0-R-C) model of human behavior (Nelson & Hayes, 1985; Shapiro & Kratochwill, 2000). Within this model, human behavior is viewed as a complex interaction of external and internal variables. The primary purpose of assessment is to identify and accurately measure those variables that interfere with and/or contribute to a person's acquisition of academic, social, and behavioral skills. Accreditation: NASP
Financial Aid Offered: No
Classification: Master's Colleges & Universities I
Institution Sector: Public
Locale: Small City
Size & Settings: 10,000 - 19,999
Degree Offered: Master of Science in Educational Psychology with a concentration in Applied Behavior Analysis, Doctor of Psychology in School Psychology, Certificate in Applied Behavior Analysis Format: Campus
Program Description: The USM School Psychology program is based on three fundamental conceptual models. The first is the Data-Based Decision-Making and Accountability model (Stoiber & Kratochwill, 2000; NASP Standards, 2001). This is the organizing theme that permeates the training of school psychology practitioners and defines a best practices approach to service delivery. Within this model, school psychology practitioners utilize assessment methods and interventions that are empirically-based. This means that assessments have been demonstrated to be reliable, valid and accurate. Moreover, school psychology practitioners use and endorse only those interventions that have been subjected to scientific analysis and have yielded socially meaningful outcomes. In short, the program endorses a scientist-practitioner orientation to the training and practice of school psychology. The second conceptual foundation is the problem solving model (Brown-Chidsey, 2005;Deno, 1995). Within this model, school psychology practitioners utilize a collaborative problem solving approach in offering a continuum of services that include assessment, interventions (e.g., instructional planning, social skills training, positive behavioral supports) and consultation. While norm-referenced diagnostic assessment may be a part of this process, an emphasis is placed on the use of criterion-referenced, curriculum-based, and functional behavior assessments to address academic, social-emotional, and behavioral issues of referred students. The final conceptual framework is based on the Stimulus-Organism-Response-Consequence (S-0-R-C) model of human behavior (Nelson & Hayes, 1985; Shapiro & Kratochwill, 2000). Within this model, human behavior is viewed as a complex interaction of external and internal variables. The primary purpose of assessment is to identify and accurately measure those variables that interfere with and/or contribute to a person's acquisition of academic, social, and behavioral skills. Accreditation: NASP
Financial Aid Offered: No
Classification: Master's Colleges & Universities I
Institution Sector: Public
Locale: Small City
Size & Settings: 10,000 - 19,999
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