Dovetailing Academic Courses with Practicum and Accreditation · DBT® Skills in Schools: Skills...
Transcript of Dovetailing Academic Courses with Practicum and Accreditation · DBT® Skills in Schools: Skills...
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Dovetailing Academic Courses with Practicum and Accreditation
Terisa P Gabrielsen, PhD, NCSPEllie Young, PhD, NCSP
Melissa Heath, PhD, NCSP
BYU
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Learning Objectives
■ Identify ways to dovetail course projects with field-based experiences
■ Recognize ways to directly align academic course learning objectives with NASP domains and accreditation standards
■ Compare current syllabi and practicum requirements with information provided in the presentation
■ Identify ways to strengthen and improve connection between academic courses, field-based experiences, and accreditation
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Accreditation Overview
➔ProgramsprovidestructuredopportunitiesTolearn,
practice,andbeassessed
onwhattheyneedtoknowandbeabletodo.
➔SPAprogramstandardsarethebasisForCAEP/SPAprogramreviewDecisionsleadingtomeetingstandards&recognition
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Course Map
Yr. 3Internship anywhere in US
Fall Winter Spring Summer
Yr. 2Campus + 10 hr practicum
Fall Winter Spring SummerFall Winter Spring Summer
Yr. 1On Campus
Child Social/Emotional Assess. Interven.,
Counseling Multicultural & Diverse Populations
Ethics, Counseling, Development, Stats, Thesis,
Psychoeducational Foundations, Bilingual Asses./Special Ed Law, Psychometrics and Intelligence, Intro to Research, Thesis
Learning Theories, Autism (opt.), Group Interventions (opt.), Interdisciplinary Practicum (opt.)
Practicum -- Elementary placements in Fall, Secondary in Winter/Spring InternshipBehavioral Assess & Interv.,
Academic Assess. & Interv.,
Consulta-tion w/School & Family
BIo Basis of Behavior,
Crisis Interv.,
Autism (opt.)Group (opt.)
PRAXIS
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Online Platforms
■ Learning Suite
! Learning Suite is BYU’s BlackBoard
! Syllabi, grades, announcements
● Assignments! Readings! Resources● Exams! Class specific
Taskstream → Watermark
! Students submit practicum portfolio (yr 2) and internship portfolios (yr 3)○ Portfolios are aligned with 10 NASP
domains○ Case studies to show facilitation of
positive change! Rubrics are integrated! Field supervisors complete evaluations! Students evaluate supervisors/sites● 2-3 faculty grade the portfolio
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Relationships
Student,
Teacher,
Family
Practicum Supervisors
Professor/ Supervisor
Field Supervisor
Practicum Student
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Behavior Assessment and Intervention3 credit hours
■Theoretical Foundation - ABA and FBA■Case Study Application = Experiential Learning■Range of Supervision, University and Field ■Applied (Practicum) Brings Theoretical to LIfe■Scaffolding of Skill Development
■ Process of how elements fit together■ Supervision throughout■Adjusting expectations of control
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BEHAVIORCASEParentConsentObservationsFunctionalBeh.Assess.LiteratureReviewBeh.InterventionPlanProgressMonitoring
WEEKLYGROUPCONTINGENCY
LIT.REVIEWCASEPRESENTATION
CASEREPORTMIDTERM&FINAL
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Accreditation and Evaluation
Case Report = Evidence of ProficiencyDomain 1: Data-based Decision MakingDomain 2: Consultation & CollaborationDomain 4: InterventionDomain 6: Preventative & ResponsiveDomain 7: Family CollaborationDomain 8: Diversity (including disabilities)Domain 10: Ethical and Legal
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Academics
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Academic Assessment and Intervention 4 credit hours
● Content focuses on assessing and intervening in reading, math, and writing
● Understanding curriculum and effective instruction are foundational concepts○ Review Utah’s Core Standards
● MTSS framework and the problem solving model are integrated throughout the course
● Emphasizes curriculum-based assessment, but standardized academic assessments are a small portion of the course
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Academic Assessment and Intervention
Tapper, J. (2012). Solving for Why: Understanding, Assessing, and Teaching Students Who Struggle with Math. Sausalito, CA: Math Solutions.
Kovaleski, J. F., VanDerheyden, A. M., & Shapiro, E. S., (2013). The RTI Approach to Evaluating Learning Disabilities. New York: Guilford Press.
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Academic Assessment and Intervention
Assignments:Cum File ReviewParent or Teacher InterviewICEL/RIOT MatrixIntervention Project● Problem Identification (25
points)● Problem Analysis (25 points)● Intervention (25 points)● Evaluation (25 points)
Pinterest Boards & SummariesReports of standardized academic assessmentProfessionalism/Attendance
Connections with Practicum:
! Assignments are completed at practicum sites
! The case study is the capstone assignment and provides documentation that our students have the skills to impact child outcomes
! Collaboration between practicum instructor and course instructor is key
! Students often have to seek mentoring from other professionals at their practicum sites
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Academic Assessment and Intervention
Domain1:Data-basedDecisionMakingandAccountability·
Domain2:ConsultationandCollaboration·
Domain3:InterventionsandInstructionalSupporttoDevelopAcademicSkills·
Domain5:School-WidePracticestoPromoteLearning·
Domain9:ResearchandProgramEvaluation
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Academic Assessment and Intervention
1. What progress did I make on■ a) my intervention project and ■ b) my assessment project?
2. What did I learn from my experiences with my project?
3. What mistakes did I make and what did I learn from this? (Making mistakes is good!)
4. What class content did I use in practicum this week?
5. What do I wish I would have known how to do?6. What am I going to do next week?7. What questions do I have for ELY?
Each week, students answer these questions when they turn in their reading reflection paper.
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Consultation with School and Family
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Consultation with School and Family
Consultation is an overarching skill important to every aspect of a School Psychologist’s work. This course assists students in developing consultation knowledge and skills.
The following domains are addressed in this course through assigned reading, practicum experiences in school settings, and in-class learning activities and discussion.
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Domain 2: Consultation & CollaborationSchool psychologists have knowledge of varied models and strategies of consultation, collaboration, and communication applicable to individuals, families, groups, and systems and methods to promote effective implementation of services.
Domain 7: Family–School Collaboration School psychologists have knowledge of principles and research related to family systems, strengths, needs, and culture; evidence-based strategies to support family influences on children’s learning and mental health; and strategies to develop collaboration between families and schools.
Domain 9: Research & Program EvaluationSchool psychologists have knowledge of research design, statistics, measurement, varied data collection and analysis techniques, and program evaluation sufficient for understanding research and interpreting data in applied settings.
Consultation with School and Family
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Consultation with School and Family
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SocialEmotional
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Child Social/Emotional Assessment and Intervention
■Focuses on assessment and intervention with children who demonstrate social-emotional-behavioral concerns■ADHD, Depression, Anxiety
■Counseling and psychoeducational interventions are emphasized
■MTSS/PBIS framework also integrated into learning
■Four credit hour course
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Child Social/Emotional Assessment and Intervention
■ Mash,E.J.,&Barkley,R.A.(2014).ChildPsychopathology,ThirdEdition.NewYork,NY:TheGuilfordPress.
■ Murphy,J.J.(2015).Solution-FocusedCounselinginSchools,ThirdEdition.Alexandria,VA:AmericanCounselingAssociation.
■ Mazza,J.J.,Dexter-Mazza,E.T.,Miller,A.L.,Rathus,J.H.,&Murphy,H.E.(2016).DBT®SkillsinSchools:SkillsTrainingforEmotionalProblemSolvingforAdolescents.GuilfordPublications.
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Child Social/Emotional Assessment and Intervention
● WrittenExams--CaseStudies(3@35and1@25)● PerformanceExams--Roleplaycounselingskillsone-on-onewithinstructor● ReportReadingSummary--Readssupervisorreports● InterventionCaseStudyProject--Anindividualorgroupcounselingexperience
○ ProblemIdentification(20points)○ ProblemAnalysis(20points)○ Intervention(20points)○ Evaluation(20points)
● PsychologicalAssessmentandReportPart1○ Childidentifyinginformation,reasonforreferral,assessmentprocedures,
andreviewofrecords● PsychologicalAssessmentandReportPart2
○ Interviewsummaries,observations,testresults,summary,recommendations/interventions,signatures,anddatasummary
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Child Social/Emotional Assessment and Intervention
Connections with practicum:● Report and case study is completed in
practicum● Prefer the supervisor to co-lead group
counseling● Report reading summary--reviews
supervisors reports to gain a model of how reports should be written
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Child Social/Emotional Assessment and Intervention
Domain1:Data-basedDecisionMakingandAccountability
Domain2:ConsultationandCollaboration
Domain4:InterventionsandMentalHealthServicestoDevelopSocialandLifeSkills
Domain5:School-WidePracticestoPromoteLearningDomain6:PreventiveandResponsiveServices
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Practicum and Internship
Coursework is the foundation– Theory
Practicum is teaching the processInternship is the evaluation
– Knowing/Doing the process independently
Portfolio is the evidence– Positive impact
Watermark is the database
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Accreditation
■ CAEPStandard1■ A.1ContentandPedagogicalKnowledge: Theproviderensuresthatcandidatesforprofessionalspecialtiesdevelopadeepunderstandingofthecriticalconceptsandprinciplesoftheirfieldofpreparationand,bycompletion,areabletouseprofessionalspecialtypracticesflexiblytoadvancethelearningofP-12studentstowardattainmentofcollege- andcareer-readinessstandards.
■ Use10NASPDomainsasafoundationforourprofessionalknowledge
■ UsePraxisandportfolios(bothpracticumandinternship)asevidenceofmeetingthisclaim
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Questions and Resources
Dropbox and Google Drive Access■ Syllabi■ Rubrics■ Permissions■ Practicum expectations■ [email protected]■[email protected]■ [email protected]