|
 School
Psychology at LSU is an APA‡ and NASP accredited program
that is small and collegial. Each student has intensive and
frequent contact with faculty members, particularly his or her
major professor. Because the program has a student-faculty ratio
of approximately 6:1, abundant opportunity is provided for students
to learn directly about being a psychologist instead of merely
attending classes. The program embraces a scientist/practitioner
model of training and is designed to develop psychologists who
use scientific problem-solving techniques in their research
as well as their practice. The orientation is behavioral/ecological,
with a focus on children as they function within family, school,
and community systems. The program strongly emphasizes the training
of school psychologists who are agents of change in children’s
lives. The development of consultation, behavior analytic, and
intervention/treatment skills is strongly emphasized. The program
prepares students to develop interventions for behavior and
academic problems and offers a course sequence that has been
approved by the Behavior Analyst Certification Board to fulfill
one of the requirements for sitting for the national board certification
examination in behavior analysis. There is a strong focus on
"hands on" work in schools, clinics, hospitals and
institutions. Employment opportunities in these settings after
graduation are now plentiful. Approximately 30% of graduates
work in university settings.
The school psychology faculty are nationally recognized scholars
in their areas of inquiry and training. They have won a variety
of awards for scholarship. They have served or currently serve
as editor and associate editor of journals in psychology and
education. All of the school psychology faculty have obtained
grants to support their research and training work. The school
psychology program has been identified as among the top 3 in
school psychology programs nationally in scholarly productivity
based upon a paper published in School Psychology Quarterly,
the scholarly journal for school psychology within APA.
Because faculty and students are active in creating new knowledge
through research, graduate students can expect solid evidence-based
training incorporating the most recent developments in the field.
Graduates of the program are recruited heavily by schools, hospitals,
institutions, and universities. Program graduates hold faculty
positions at Utah State University, Marcus Center (Emory University),
Miami University, University of British Columbia, the University
of California – Santa Barbara, and Oklahoma State University.
In school systems, graduates typically hold leadership or administrative
positions, depending on their interest.
Required Course Work for the PhD in School Psychology at LSU
I. Departmental Required Courses
Qualifying Core Courses
During your first 2 years you must complete
the following courses. It is recommended that as many of these
classes as possible be taken during the first year of graduate
school. An earned grade of an A or a B is required to have completed
these courses.
- Biological Basis of Behavior (7034)
- Cognitive Basis of Behavior (7030)
- Social Basis of Behavior (7040)
- History of Modern Psychology (4008)
And two of the four methodology courses:
- Measurement of Behavior (7020)
- Methodology and Research (7117)
- Intermediate Statistics (4111)
- Advanced Statistics (7111)
• You have two attempts to complete these qualifying
core classes. Failure to pass these courses with an A or B within
your first two years will result in dismissal from the program.
If you wait to take the course until year two of your studies
you will get only one attempt to earn an A or B.
•Only one qualifying core course may be failed. Failure
of two qualifying core courses will result in immediate dismissal
from the program.
• Please check with your major professor regarding the
methodology sequence and your career goals. You may be required
to take more than two courses from this sequence.
• If you feel you have a particularly strong background
in one or more of the core areas, you may take the final exam
in any course; you will have satisfied the core requirement
if you earn a grade of “A” or “B.” You
must secure a letter from the course instructor giving your
exam grade for inclusion in your file, as evidence of satisfying
this requirement.
• Additionally, the School Psychology program requires
all students to complete 7117, 4111, and 7111.
II. School Psychology Required Courses
You must successfully complete( with a grade
of A or B) the following courses before going on internship:
- Psychological Assessment I (7125)
- Psychoeducational Assessment (7165)
- Cultural Diversity in Counseling and Therapy (7929)
- Ethical, Legal, and Professional Issues in School Psychology
(7060)
- School Psychological Consultation (7660)
- School-Based Psychological Interventions (7973)
- Developmental Disorders and Psychopathology of Children
(7171)
- Current Problems in School Psychology (7968)
- Child Behavior Therapy (7972)
- Advanced Seminar in Behavior Analysis (7947, 3 Seminars
are required)
- Theories and Concepts of Behavior Analysis
- Research Methods and Applications in Behavior Analysis
- Behavioral Perspectives on Child and Adolescent Development
- Psychological Assessment Practicum (7688, joint enrolled
with clinical students)
- Practicum in School Psychology (7668, 3 Semesters)
- Practicum in School Psychology (7669, 3 Semesters)
- Thesis Research (8000)
You must successfully complete the following courses to complete
the PhD in school psychology:
- Internship in School Psychology (7969, minimum of 2 Semesters)
- Dissertation Research (9000)
In addition, student’s major professor or program of
study committee may require that students take Applied Behavioral
Analysis (4080) in preparation for advanced graduate study.
This decision will be made after evaluation of each individual
student’s background in ABA.
Waiving Required Courses
The Department of Psychology does not permit any transfer
credit for the required qualifying core courses. Students may
either take the course or they can attempt to obtain exemption
from taking the course by taking the course’s cumulative
final. If a student takes that final and receives a B or better
they will not be required to take that course.
In relatively rare instances students are granted exemption
from one or more required courses in the doctoral School Psychology
Doctoral training curriculum. In order to be granted an exemption
the student is required to have completed substantially equivalent
training in another graduate training program that the faculty
judges to be sufficient to prepare the student to complete the
demanding graduate specialty examination in school psychology
and to be sufficient preparation for internship. The prior course
of training may be a single course or an entire sequence of
courses. The critical consideration is not that the student
has a course with the same or similar name to an LSU course,
but that the material covered was substantially equivalent to
the LSU course and that the level of rigor expected of students
was similarly equivalent. Waivers have been granted, but they
are uncommon. Students wishing to apply for a waiver must first
review their request with their major professor. If the major
professor supports the application the student is required to
submit the request to the program director along with the syllabus
for the relevant courses and any supporting materials the program
director may request. If the request is approved a memo to that
effect will be placed in the student’s departmental folder.
School Psychology Training
Objectives
The faculty of the School Psychology Program at LSU has adopted
the following training goals to help organize and guide our
training efforts across the four years that students are typically
on campus. The assessments of these goals and objectives are
integrated into both the ongoing evaluation of students’
progression through the curriculum and in their evaluation each
semester in their applied training. Potential applicants who
would like more detailed information about the School Psychology
Program at LSU are encouraged to examine the School Psychology
Student Handbook that can be obtained from the link for current
graduate students on the Department’s website.
LSU School Psychology Program Training Goals and Objectives
1. Foundations. Program graduates
will demonstrate understanding of fundamental principles influencing
human behavior.
1.1. Program graduates will demonstrate
understanding of critical biological, cognitive, social, developmental,
and environmental factors influencing human behavior.
1.1.1. Training Assessment: Successful
completion of the psychology core as specified by the Department
of Psychology plus completion of the Behavioral Perspectives
on Child Development graduate seminar.
Assessment standard: Completing all departmental core
courses plus the developmental course with a B or better.
1.2. Program graduates will demonstrate understanding
of ecobehavioral models of person-environment interaction
and how this influences behavior.
1.2.1. Training Assessment: Successful
completion of Theories and Concepts of Behavior Analysis
and Research Methodology and Application in Behavior Analysis.
Assessment standard: Completing courses with a
B or better.
1.2.2. Training Assessment: Successful
completion of the applied behavior analysis domain of the
comprehensive doctoral specialty examination.
Assessment standard: Passing evaluation of written
and oral examination by a committee of five faculty members
including the representative of the Dean of the Graduate
School.
1.3. Program graduates will demonstrate
the ability to transfer understanding of basic principles
of human behavior to applied specific contexts to generate
hypotheses regarding mechanisms governing the behavior of
individuals.
1.3.1. Training Assessment: Observation
of case formulations by practica supervisor.
Assessment standard: Presentation of multiple case formulations
in practica supervision which the student integrates basic
psychological processes into case formulation as evaluated
by practica supervisor.
2. Assessment. Program graduates will use
assessments that meet current professional standards for practice
to guide diagnostic determination, intervention design, and
monitor the progress of clients they serve.
2.1. Program graduates will demonstrate
mastery of the technical issues relevant to the selection
and interpretation of assessment devices in school psychology.
2.1.1. Training Assessment: Successful completion
of Psychological Assessment I and Psychoeducational Assessment.
Assessment standard: Completing courses with a B or better.
2.1.2. Training Assessment: Successful
completion of the assessment domain of the comprehensive
doctoral specialty examination.
Assessment standard: Passing evaluation of written and
oral examination by a committee of five faculty members
including the representative of the Dean of the Graduate
School.
2.2. Program graduates will demonstrate
a clear understanding of the different technical qualities
that are desirable in assessment tools that are used for diagnostic
determination, treatment planning, and progress monitoring.
2.2.1. Training Assessment: Successful
completion of Psychological Assessment I and Psychoeducational
Assessment. Successful completion of the assessment domain
of the comprehensive doctoral specialty examination.
Assessment standard: Completing courses with a B or better.
Passing evaluation of written and oral examination by a
committee of five faculty members including the representative
of the Dean of the Graduate School.
2.3. Program graduates will devise, implement,
and interpret assessment plans to screen referral concerns
for purposes of triage and problem identification.
2.3.1. Training Assessment: Successful
completion of initial interviews of parents, educators,
and students in applied settings. Successful use of brief
screening measures in practica. See the practica assessment
matrix.
Assessment standard: Completion of preliminary/screening
assessments including interviews, academic screening, and/or
behavioral screening. Practica supervisor must grade at
least four initial screening assessments as appropriate
for practice with minimal supervision.
2.4. Program graduates will devise, implement,
and interpret assessment data in a professionally appropriate
manner to reach diagnostic determinations based on the relevant
diagnostic criteria.
2.4.1. Training Assessment: Successful
completion of diagnostic psychoeducational evaluation with
complete report and client conference. See the practica
assessment matrix.
Assessment standard: Completion of at least two complete
psychoeducational evaluations with report and conference
that are graded as appropriate for practice with limited
supervision. The final reports to meet this objective must
be passed by two faculty members who are licensed psychologists.
2.5. Program graduates will devise and implement
behavioral, functional, and curriculum based assessments to
develop case formulations that guide intervention planning.
2.5.1. Training Assessment: Successful
completion of functional behavioral assessments to guide
problem identification and hypothesis generation. See the
practica assessment matrix.
Assessment standard: Completion of at least two complete
assessments with accurate case formulations graded as appropriate
for practice with limited supervision.
2.5.2. Training Assessment: Implementation
of curriculum based academic assessments in reading, mathematics,
and written expression to guide problem identification and
hypothesis generation. See the practica assessment matrix.
Assessment standard: Completion of at least four complete
assessments with accurate case formulations graded as appropriate
for practice with limited supervision.
2.6. Program graduates will write technically
sound professional reports of assessment outcomes that are
appropriate to the needs of the target consumer.
2.6.1. Training Assessment: Review of
written reports. See the practica assessment matrix.
Assessment standard: Completion of at least two complete
psychoeducational evaluations with reports that are graded
as appropriate for practice with limited supervision. The
final reports to meet this objective must be passed by two
licensed faculty members.
2.7. Program graduates will demonstrate
effective communication skills in describing assessment reports
in case studies and conferences with parents, educators, and
other service consumers.
2.7.1. Training Assessment: Observation
of case conference meetings. See the practica assessment
matrix.
Assessment standard: Completion of at least two evaluation
conferences that are graded as appropriate for practice
with limited supervision. The final reports to meet this
objective must be passed by two faculty members who are
licensed psychologists.
3. Intervention. Program
graduates will design and implement evidenced-based therapeutic
interventions that meet the needs of children, adolescents and
families across educational and community settings.
3.1. Program graduates will demonstrate
mastery of fundamental behavior analytic principles governing
human behavior.
3.1.1. Training Assessment: Successful
completion of Theories and Concepts of Behavior Analysis
and Research Methodology and Application in Behavior Analysis.
Assessment standard: Completing courses with a B or better.
3.1.2. Training Assessment: Successful
completion of the applied behavior analysis domain of the
comprehensive doctoral specialty examination.
Assessment standard: Passing evaluation of written and
oral examination by a committee of five faculty members
including the representative of the Dean of the Graduate
School.
3.2. Program graduates will demonstrate
understanding of the primary research literature regarding
evidence for the efficacy of interventions for social, behavioral,
and emotional concerns evident in children and youth.
3.2.1. Training Assessment: Successful
completion of School-Based Psychological Interventions and
Child Behavior Therapy.
Assessment standard: Completing courses with a B or better.
3.2.2. Training Assessment: Successful
completion of the intervention domain of the comprehensive
doctoral specialty examination.
Assessment standard: Passing evaluation of written and
oral examination by a committee of five faculty members
including the representative of the Dean of the Graduate
School.
3.3. Program graduates will demonstrate
understanding of the primary research literature regarding
evidence for the efficacy of interventions for academic concerns
evident in children and youth.
3.3.1. Training Assessment: Successful completion
of School-Based Psychological Interventions.
Assessment standard: Completing course with a B or better.
3.3.2. Training Assessment: Successful
completion of the intervention domain of the comprehensive
doctoral specialty examination.
Assessment standard: Passing evaluation of written and
oral examination by a committee of five faculty members
including the representative of the Dean of the Graduate
School.
3.4. Program graduates will use assessment
data to design interventions that match the needs of children
and youth exhibiting social and behavioral concerns.
3.4.1. Training Assessment: Presentation of case
formulations in practica supervision. See the practica assessment
matrix.
Assessment standard: Completion of at least two case formulations
that are graded as appropriate for practice with limited
supervision by the practica supervisor.
3.5. Program graduates will use assessment
data to design interventions that match the needs of children/youth
exhibiting academic concerns.
3.5.1. Training Assessment: Presentation of case
formulations in practica supervision. See the practica assessment
matrix.
Assessment standard: Completion of at least two case formulations
that are graded as appropriate for practice with limited supervision
by the practica supervisor.
3.6. Program graduates will produce written intervention
plans that are sufficiently clear and specific that they are
useful to parents, educators, and children/youth.
3.6.1. Training Assessment: Review of written plans.
See the practica assessment matrix.
Assessment standard: Completion of at least written intervention
plans for academic concerns and two written intervention plans
for social/behavioral concerns that are clear and useful and
are graded as appropriate for practice with limited supervision.
3.7. Program graduates will demonstrate effective
communication skills in developing intervention plans with parents,
educators, and children/youth.
3.7.1. Training Assessment: Observation
of case meetings relevant to interventions. See the practica
assessment matrix.
Assessment standard: Completion of case conferences reviewing
intervention plans that are graded as appropriate for practice
with limited supervision by the practicum supervisor.
4. Consultation. Program
graduates will demonstrate competence consulting with parents,
children/youth, and educators regarding social, behavioral,
emotional, developmental, and academic concerns.
4.1. Program graduates will demonstrate
a strong foundation in the professional literature regarding
effective consultation by school psychologists.
4.1.1. Training Assessment: Successful
completion of School Psychological Consultation.
Assessment standard: Completing courses with a B or better.
4.1.2. Training Assessment: Successful
completion of the consultation domain of the comprehensive
doctoral specialty examination.
Assessment standard: Passing evaluation of written and
oral examination by a committee of five faculty members
including the representative of the Dean of the Graduate
School.
4.2. Program graduates will demonstrate
competence in implementing the Behavioral Consultation Model.
4.2.1. Training Assessment: Presentation
of case formulations in practica supervision and observation
in practice settings. See the practica assessment matrix.
Assessment standard: Completion of at least two complete
cases that are graded as appropriate for practice with limited
supervision by the practica supervisor.
4.3. Program graduates will demonstrate competence
in supporting intervention implementation by parents and educators
as well as supporting progress monitoring, trouble shooting,
and implementation monitoring.
4.3.1. Training Assessment: Presentation
of case formulations in practica supervision and observation
in practice settings. See the practica assessment matrix.
Assessment standard: Completion of at least two complete
consultation cases providing systematic support for implementation
and progress monitoring graded as appropriate for practice
with limited supervision by the practica supervisor.
4.4. Program graduates will demonstrate
effectiveness in consulting with and providing workplace embedded
professional development to educators.
4.4.1. Training Assessment: Presentation
of case summaries in practica supervision and observation
in practice settings working with educators. See the practica
assessment matrix.
Assessment standard: Completion of at least two consultation
cases that require providing systematic training support
for practicing educators that are graded as appropriate
for practice with limited supervision by the practica supervisor.
4.5. Program graduates will demonstrate
effectiveness in consulting with and providing services to
parents including parent education.
4.5.1. Training Assessment: Presentation
of case summaries in practica supervision and observation
in practice settings working with parents. See the practica
assessment matrix.
Assessment standard: Completion of a parent consultation
case that required parent training that is graded as appropriate
for practice with limited supervision by the practica supervisor.
5. Law, Ethics, & Culture. Program graduates
will demonstrate an understanding of the fundamental legal and
ethical principles underlying the practice of school psychology
and exhibit practice that is congruent with those principles.
Fundamental to this goal is respect for the diversity of individual
and cultural differences.
5.1. Program graduates will demonstrate
mastery of the guides to ethical conduct published by APA,
NASP, and the BACB.
5.1.1. Training Assessment: Successful
completion of Ethical, Legal, and Professional Issues in
School Psychology as well as Cultural Diversity in Counseling
and Therapy.
Assessment standard: Completing courses with a B or better.
5.1.2. Training Assessment: Successful
completion of the law and ethics domain of the comprehensive
doctoral specialty examination.
Assessment standard: Passing evaluation of written and
oral examination by a committee of five faculty members
including the representative of the Dean of the Graduate
School.
5.2. Program graduates will be able to
describe critical laws governing school psychology practice
such as the mandatory reporter statute, IDEIA, and Section
504.
5.2.1. Training Assessment: Successful
completion of Ethical, Legal, and Professional Issues in
School Psychology.
Assessment standard: Completing course with a B or better.
5.2.2. Training Assessment: Successful
completion of the law and ethics domain of the comprehensive
doctoral specialty examination.
Assessment standard: Passing evaluation of written and
oral examination by a committee of five faculty members
including the representative of the Dean of the Graduate
School.
5.3. Program graduates will demonstrate an
understanding of the regulations governing the exchange of
client information in education and applied psychology.
5.3.1. Training Assessment: Successful
completion of Ethical, Legal, and Professional Issues in
School Psychology.
Assessment standard: Completing course with a B or better.
5.3.2. Training Assessment: Successful
completion of the law and ethics domain of the comprehensive
doctoral specialty examination.
Assessment standard: Passing evaluation of written and
oral examination by a committee of five faculty members
including the representative of the Dean of the Graduate
School.
5.3.3. Training Assessment: Presentation
of case summaries in practica supervision and observation
of practice. See the practica assessment matrix.
Assessment standard: Completion of at least 10 consulting,
intervention, and/or assessment contacts in which professional
standards for the exchange of information are evident.
5.4. Program graduates will demonstrate
an understanding of the issues surrounding critical issues
of culture, equity, and outcomes in education, assessment,
and the evidence for the efficacy of psychological services.
5.4.1. Training Assessment: Successful
completion of Ethical, Legal, and Professional Issues in
School Psychology as well as Cultural Diversity in Counseling
and Therapy.
Assessment standard: Completing courses with a B or better.
5.4.2. Training Assessment: Successful
completion of the law and ethics domain of the comprehensive
doctoral specialty examination.
Assessment standard: Passing evaluation of written and
oral examination by a committee of five faculty members
including the representative of the Dean of the Graduate
School.
5.5. Program graduates will conduct their
applied and research activities in a manner that is congruent
with both ethical and legal standards for professional conduct.
This includes demonstrating respect for the dignity of others.
5.5.1. Training Assessment: Presentation
of case summaries in practica supervision and observation
of practice. See the practica assessment matrix.
Assessment standard: Completion of at least 10 consulting,
intervention, and/or assessment contacts in which professional
standards ethical and culturally sensitive practice are
evident.
5.5.2. Training Assessment: Students
will submit and have approved at least one protocol to the
LSU IRB.
Assessment standard: An approved IRB application.
6. Research. Program graduate will contribute
to the development of new knowledge within psychology.
6.1. Program graduates will demonstrate
mastery of diverse research methodologies.
6.1.1. Training Assessment: Successful
completion of Methodology and Research; Intermediate Statistics;
Advanced Statistics; and Research Methodology and Application
in Behavior Analysis.
Assessment standard: Completing courses with a B or better.
6.1.2. Training Assessment: Successful
completion of the research methodology and applied behavior
analysis domains of the comprehensive doctoral specialty
examination.
Assessment standard: Passing evaluation of written and
oral examination by a committee of five faculty members
including the representative of the Dean of the Graduate
School.
6.2. Program graduates will demonstrate
the ability to synthesize and summarize the research literature
within a specific domain.
6.2.1. Training Assessment: Successful
completion of the introductory chapters of the thesis and
dissertation.
Assessment standard: Passing evaluation of the thesis
and dissertation proposals by a faculty committee (3 members
for thesis and 4 for dissertation).
6.3. Program graduates will use the existing
literature to formulate a research question, formulate a study
design, and appropriate analytic strategy for resultant data.
6.3.1. Training Assessment: Successful
completion of the statement of rationale and method sections
of the thesis and dissertation.
Assessment standard: Passing evaluation of the dissertation
proposals by a committee of at least four faculty members.
6.4. Program graduates will complete original
research that makes a substantive contribution to psychology
including skill in scientific writing.
6.4.1. Training Assessment: Successful
completion of the thesis and dissertation.
Assessment standard: Passing evaluation of the dissertation
by a committee of five faculty members including the representative
of the Dean of the Graduate School.
Data Regarding Matriculation
through the LSU School Psychology Program
The following data describe aspects of our students’
progress through the School Psychology Program at LSU. The data
are based on students over the last 7 years.
| Admissions |
|
| Mean number
of applicants |
22 |
| Mean number
of offers of admission |
5.4 |
| Mean size
of entering classes |
4.4 |
| Mean GRE
Verbal |
511 |
| Mean GRE Quantitative |
615 |
| Mean undergraduate GPA |
3.5 |
| |
|
| Financial Support |
|
| Percentage
of students offered graduate assistantships over the past
5 years: |
100% |
| |
|
| Internships |
|
| Internships
(number/percentage) |
17/100% |
| Paid Internships
(number/percentage) |
17/100% |
| APPIC
Member Internships |
16/94% |
| APA Accredited
Internships |
16/94% |
| CDSPP Conforming Internships |
16/94% |
| Two year
half time Internships |
0/0% |
| |
|
| Attrition |
|
| Percentage
of students leaving the program |
14% |
| |
|
| Time
to Program Completion* |
|
| Mean
years to program completion |
5.9 |
| Median
years to program completion |
5.5 |
| Percentage
in 5 years or less |
31% |
| Percentage
in 5-6 years |
44% |
| Percentage
in 6-7 years |
13% |
| Percentage
in 7+ years |
12% |
Current Program Costs
Current Fees and tuition at LSU for full time graduate students
is range from $2,266 to $2,326 for in state students per semester
based upon course load. For out of state students the range
is $6,416 to $6,476 per semester. However, all students currently
enrolled in the school psychology program at LSU have graduate
assistantships. Graduate assistantships include full tuition
waivers and waiver of the non-resident surcharge in addition
to their salary. As a result, students’ current real costs
for full time attendance range from $770 to $830 per semester.
Over the last 5 years all students in the PhD program in psychology
have been offered a university funded departmental assistantship,
externship, or grant funded assistantship.
Additionally, assistantships also include access to medical
insurance with the University defraying the bulk of the costs.
Current student contribution to the medical insurance premium
range from $63 per semester to $117 depending upon the level
of coverage the student elects to have. Participation in the
health insurance program is optional.
School Faculty
Clayton R. Cook · Assistant Professor; Ph.D., University
of California-Riverside · Use of response to intervention
procedures within a multi-tiered model of service delivery to
address the social, emotional and behavioral problems of students;
development and validation of progress monitoring tools for
social behavior; individualized positive behavior support; school-based
treatment of clinically exotic problems (e.g., tic disorders,
selective mutism); rigorous synthesis (e.g., evidence-based
review or meta-analysis) of the scientific research.
Frank M. Gresham
• Professor; Ph.D., University of South Carolina
• Application of response to intervention strategies within
a problem solving model to remediate academic and social behavioral
difficulties in school settings; social skills assessment and
training; interventions for severe emotional, behavioral, and
social behavioral difficulties in schools; enhancing the integrity
of interventions delivered in schools.
George H. Noell
• Professor; Director of School Psychology; Ph.D.,
University of California – Riverside • Behavioral
consultation and child behavior therapy; value added assessment
of teacher preparation; assessments that guide treatment design;
treatment implementation by care givers; intervention for young,
at-risk children, and children with high incidence handicaps.
Jeffrey H. Tiger
• Assistant Professor; Ph.D., University of Kansas
• Applied behavior analysis; developmental disabilities;
autism; preschool classroom management; functional analysis
of behavior.
For more information on School Psychology, please contact
Dr. Noell at gnoell@lsu.edu. |
