Pupil Personnel Services Credential School Psychology (PPSP) Program
Candidates who have completed an appropriate master’s degree in counseling, social work, or psychology from this or another regionally-accredited institution can work toward a pupil personnel services credential with a school psychology specialization (i.e. without receiving another master’s degree). Course equivalence cannot be granted for life experiences.
No more than three comparable graduate level courses (13.5 quarter units) can be waived. Courses not eligible for waiver include all assessment courses, practicum, and internship.
To adhere to the recently updated NASP Standards, waiver of PED625 (Research in Education) and PED 637 (School Psychology Research) is not automatic. The candidate's previous research related coursework in their Master's Degree Program will be reviewed on a case by case basis to ensure that the overall quality and equivalence of an MS in School Psychology is being met. Candidates may participate in a paid internship if they are able to secure a position with an employing agency that meets the standards of the university internship program. The program for a PPSP university internship is identical to the program for the non-university interns. Please note that the majority of internship positions are unpaid. For more information, contact a Credential Advisor.
Successfully complete a Write Placer exam during the first course in the program.
Please see additional Credential requirements at the end of this Educational Administration and School Counseling/Psychology Department section of the catalog.
All PPSP candidates will be assigned a faculty advisor. Candidates will meet with a faculty advisor for evaluation of prior coursework to meet program prerequisites. All candidates are expected to communicate with their assigned faculty advisor at the following times: (1) upon admission into the program, (2) after 5 classes, (3) before starting their practicum and internship, (4) at the exit of the program.
Candidates who receive a grade lower than a “B” in two or more courses may be evaluated by the faculty and may be required to repeat the course(s) at their own expense before being allowed to continue in the program.
Advancement to Candidacy
Advancement to Candidacy is a process and is one of several evaluative steps to help ensure that program objectives are met and that candidate outcomes are attained.
To qualify for candidacy, a candidate must:
Complete first four graduate PED courses with a grade no lower than a B. If a candidate earns less than 3.0 GPA upon completion of the above courses, the candidate will not advance to Candidacy. The candidate will be required to meet with faculty advisor. A plan for remediation or possible dismissal from the program will be considered.
The six-course sequence in applied behavior analysis is designed to prepare candidates for the national certification examinations sponsored by the Behavior Analyst Certification Board (BACB). Upon successful completion of National University’s six course sequence, the candidate will receive a certificate of completion from National University, but this is not professional certification by the Behavior Analyst Certification Board (BACB) and does not entitle candidates to claim they are Board Certified Behavior Analysts (BCBA's). Information about becoming certified through the BACB can be found at www.bacb.com.
Required CBA Learning Module Subscription
Students are required to purchase a one year subscription to the CBA Learning Module Series from Behavior Development Solutions (BDS) at www.behaviordevelopmentsolutions.com. Using someone else’s account is not permissible. This program is an addition to the required textbook materials, and will be used throughout the program. The current cost of this program for a twelve month subscription is $265. The CBA Learning Module Series will greatly improve your chances of passing the BCBA® and BCaBA® exams. Students will work on these modules during each class period, and between classes. There is a money-back guarantee from BDS if one uses the modules per BDS recommendations and does not pass the BCBA exam.
Program Learning Outcomes
- Analyze consultative/collaborative relationships with school staff, parents, and community agencies in support of student success.
- Evaluate various methods of assessment in order to make data-based decisions.
- Analyze how systemic school approaches can affect student outcomes.
- Examine societal influences on academic and social behavior.
- Appraise principles related to prevention in the context of their ability to improve services provided to students.
- Examine strategies related to family systems that support student success.
- Evaluate strategies that mitigate individual differences, abilities, disabilities, and other diverse characteristics in order to enhance services for students.
- Compare and contrast current research methodologies used in school psychology and related fields.
- Conduct research using relevant design, statistics, measurements, data analysis, and program evaluation methods to improve student outcomes.
- Interpret the ethical, legal, and professional standards necessary to engage in sound decision making.
- Design a crisis intervention plan that includes responses that address both individual and school-wide emergency concerns.
- PED 603 School Psychology Orientation
- PED 680 Roles, Issues and Ethics
- PED 665 Test and Measurements
- PED 667 Developmental Psychopathology
- CED 610 Adv Coun Theories & Methods
- CED 601 Consultation in the Schools
- PED 662 Leadership in School Psych
- PED 671 Cognitive Assessment
- PED 672 Psycho-Academic Assessment
- PED 663 Curriculum Interventions
- PED 673 Social/Emotional Assessment
- PED 664 Crisis Response & Intervention
- PED 676 Applied Behavior Analysis
- PED 674 Special Populations Assessment
- PED 678 Practicum in School Psychology
- PED 685 Internship Seminar
- PED 689 School Psych Internship I
- PED 690 School Psychology Intern II