Fastest Online Masters in School Psychology

Alliant International University-San Diego offers MAE in School Psychology with a Pupil Personnel Services Credential. This program prepares students to gain the Pupil Personnel Services (PPS) credential that allows them to practice in California’s schools. The program will interest recent college graduates with bachelor’s degrees, current educators, school personnel, and professionals from other related fields. With increasing frequency, schools must find ways to help students learn while coping with a broad array of challenges that include language and cultural barriers; exposure to violence, victimization, or substance abuse; attention deficit, and other neurological/behavioral disorders.

Students seeking this 2-year master’s degree, plus the Pupil Personnel Services (PPS) credential in school psychology, will receive their degree upon completion of the total 60 units.

Coursework for this program assures that each candidate has knowledge and displays leadership in the following areas:

• Data-Based Decision-Making and Accountability: School psychologists have knowledge of varied models and methods of assessment that yield information useful in identifying strengths and needs, understanding problems, and in measuring progress and accomplishments.
• Consultation and Collaboration: School psychologists have knowledge of behavioral, mental health, collaborative, and/or other consultation models and methods and of their application to situations. School psychologists collaborate effectively with others in planning and decision-making processes at the individual, group, and system levels. 
• Effective Instruction and Development of Cognitive/Academic Skills: School psychologists, in collaboration with others, develop appropriate cognitive and academic goals for students with different abilities, disabilities, strengths, and needs; implement interventions to achieve those goals; and evaluate the effectiveness of interventions.
• Socialization and Development of Life Skills: School psychologists have knowledge of human developmental processes, techniques to assess these processes, and direct and indirect services applicable to the development of behavioral, affective, adaptive, and social skills. School psychologists, in collaboration with others, develop appropriate behavioral, affective, adaptive, and social goals for students of varying abilities, disabilities, strengths, and needs.

Student Diversity in Development and Learning: School psychologists demonstrate the sensitivity and skills needed to work with individuals of diverse characteristics and to implement strategies selected and/or adapted based on individual characteristics, strengths, and needs. 

The program prepares candidates to be eligible for the Pupil Personnel Services (PPS) Credential in School Psychology, approved by the California Commission on Teacher Credentialing (CTC). Graduation from this program results only in the recommendation to the California CTC for the PPS Credential in School Psychology.

Two ten-week courses with a six-day and four-day embedded residency experience (PSY-R6000, PSY-V6002), respectively.

In this course, learners gain an understanding of the School Psychology specialization and the standards developed for the field by the National Association of School Psychologists (NASP). Learners also assess school psychology skills, identify networking opportunities, and develop a professional portfolio. For MS and EdS in School Psychology learners only. Cannot be fulfilled by transfer.

In this residency, learners gain skills in administering standardized assessments and assessment instruments necessary for practicing school psychologists. Learners develop skills in scoring and interpreting test results. Learners also examine the ethical principles associated with the practice of school psychology and receive feedback from experienced professional school psychologists and peers. Learners build and demonstrate the basic skills needed for interpreting and communicating assessment results to parents, teachers, and other professionals. Prerequisite(s): PSY5420 or PSY8220 and PSY72 . Concurrent registration in PSY7234 recommended. Cannot be fulfilled by transfer.

Learners in this residency gain skills and techniques related to Response to Intervention (RTI) introduced as an authority in the identification of specific learning disabilities in the Disabilities Education Act (IDEA) and Functional Behavior Assessment (FBA). Learners build skills to implement the RTI framework in local and state education agencies. Learners also examine and practice skills related to the RTI components for screening students, monitoring student progress, providing evidence-based interventions, and identifying students with special learning needs in a collaborative approach. Learners practice identifying appropriate circumstances and steps for conducting a functional behavioral assessment (FBA), developing the behavior intervention plan (BIP) and identifying the individual components of an FBA and BIP, including reviewing standardized assessment measures and completing FBA and BIP forms. Prerequisite(s): PSY7234 and PSY-R6000. Concurrent registration in PSY5063 recommended. Cannot be fulfilled by transfer.

This course is an examination of substantive and theoretical issues concerning the cultural differences of individuals and groups and their influence on the practice of professional psychology. Learners explore the role of culture-specific programming, the needs and values of cultural subgroups, and approaches to providing psychological services to culturally diverse populations. Learners also critically analyze the interactions of multiple dimensions of diversity to better understand the ways in which individual differences contribute to professional psychological practice.

This course introduces learners to the diagnostic schema used with children and adolescents in mental health and school psychology professions. Learners examine the DSM-5, focusing on developing mastery of diagnostic criteria for childhood disorders and applying this criteria to case studies, methodology, research, historical, and political aspects of diagnosis. Learners consider alternatives to the current diagnostic system in order to develop comprehensive counseling plans, and identify crisis prevention and intervention models used within the educational setting.

In this course, learners develop the skills needed to correctly administer, score, and interpret norm referenced intelligence tests (verbal and non-verbal) while simultaneously considering various diagnostic issues present within multiculturally diverse school populations and reflecting the established standards of educational and psychological testing. Learners examine measurement and measurement tools, including instruments used to assess cognitive function and intelligence synthesize norm-referenced assessments with observational assessments to develop recommendations for research-supported interventions and create audience-appropriate psychological reports. For MS, EdS, and PsyD in School Psychology learners only. Test kits are required and are available for loan at [email protected]. Prerequisite(s): PSY7610.

In this course, learners further develop the skills needed to correctly administer, score, and interpret norm-referenced intelligence tests (verbal and non-verbal), achievement tests, and adaptive functioning while simultaneously considering various diagnostic issues present within multiculturally diverse school populations and reflecting the established standards of educational and psychological testing. Learners examine measurement and measurement tools, including instruments used to assess cognitive function and intelligence, achievement, and adaptive functioning synthesize norm-referenced assessments with observational assessments to develop recommendations for research-supported interventions and create audience-appropriate psychological reports. For MS, EdS, and PsyD in School Psychology learners only. Test kits are required and are available for loan at [email protected]. Prerequisite(s): PSY72 .

This course is an introduction to physiological psychology and associated topics, including genetics, functional neuroanatomy, and physiology. Learners develop and demonstrate an understanding of brain functioning sensory systems attention, memory, perception, and language mechanisms and the effects of neurotransmitters on human behavior. Learners also identify the relationship between brain functions and behavioral disorders and analyze current physiological psychology research, ethics, and the implications of culture and diversity on field-related issues.

This course is an examination of the history and practice of school psychology and its current and evolving trends. Learners review the roles and functions of school psychologists, employment contexts, and professional evaluation and accountability. Learners also explore the practice of school psychology from an international perspective and examine the laws and regulations guiding the future of the profession.

Learners in this course apply their knowledge of theoretical foundations and the basic principles and models of cognitive affective psychology to mental processes, such as how individuals acquire, process, and store information how they think, perceive, remember, and learn and how they experience feelings, moods, and emotions.

Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

Learners who are interested in preparing to apply for state or national certification as a school psychologist should also complete an EdS in School Psychology or a PsyD in School Psychology. Capella University cannot guarantee eligibility for licensure, endorsement, other professional credential, or salary advancement. State licensing regulations and professional standards vary learners are responsible for understanding and complying with the requirements of the state in which they intend to work.

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School psychologists are uniquely qualified members of school teams who support students and teachers.

Traditional programs require at least some in-person course attendance. Online programs can generally be completed entirely through asynchronous online courses.