Mission Statement
The mission of the Department of Educational Psychology is to promote the development and application of scientific knowledge across contexts. To do so, our faculty members are committed to: producing high-quality, innovative research and scholarship; providing effective and culturally inclusive instructional methods to prepare diverse practitioners and researchers to use the tools, resources, and strategies necessary to improve the educational experience of all learners; preparing culturally competent scientist-practitioners and researchers to effectively contribute to the applied psychological development and well-being of individuals across the lifespan; providing responsive educational and psychological services to the local community, schools, and beyond; engaging in participatory and leadership roles in local, national, and international institutions and organizations.
The Department of Educational Psychology faculty provide valuable support to other departments and program areas within the College of Education and Human Development and throughout the University by teaching courses based on foundational educational psychology concepts in areas such as learning, motivation, development, assessment, and research methods. At this time, the Department of Educational Psychology offers four graduate degrees: the Master of Arts degree in Applied Educational Psychology (with two areas of concentration), the Master of Arts degree in School Psychology, the Master of Science degree in Behavior Analysis, and the Doctor of Philosophy degree in School Psychology. The Department also offers three graduate certificates: Certificate in Applied Behavior Analysis, Certificate in Language Acquisition and Bilingual Psychoeducational Assessment, and Certificate in Program Evaluation and Applied Research.
Criminal History Policy and Acknowledgement
The College of Education and Human Development (COEHD) prepares educators and professionals for fields which require fieldwork, internship, practicum, service-learning, and/or clinical teaching. Placements occur in educational, clinical, health care facilities, hospitals, and/or medical settings which require a criminal background check. The University of Texas at San Antonio is required to inform students of the requirements set forth by the Texas Occupation Code, Chapter 53, Sections 53.001 through 53.105.
All COEHD prospective students in a licensure or certification program are required to acknowledge that they have been made aware of these requirements and that they have read the COEHD Criminal History Policy. For more information and for completing the acknowledgement form, please visit the Office of Professional Preparation, Assessment, and Accreditation in the College of Education and Human Development.
Master of Arts Degree in Applied Educational Psychology
The Master of Arts (M.A.) degree in Applied Educational Psychology aims to prepare culturally competent scientist-practitioners and researchers to effectively contribute to the applied psychological development and well-being of children and adolescents. Students receive the preparation and training necessary to provide responsive educational and psychological services to the local community, schools, and beyond and to engage in research, participatory, and leadership roles in local, national, and international institutions and organizations.
The M.A. in Applied Educational Psychology degree offers two areas of concentration from which students can choose, based on their professional goals and interests, each of which prepares students for career-specific applications of the degree. One concentration focuses on learning, motivation, and development and is ideal for educators seeking an advanced degree or anyone interested in advancing their skills and knowledge in the areas of motivation, development, and learning. The second concentration focuses on program evaluation and applied research and is ideal for students preparing for Ph.D. programs or who wish to gain experience working with data and applying research skills in their chosen profession. Both concentrations provide students with a strong foundation in Educational Psychology theory and principles, as well as the skills to apply this learning to relevant contexts (e.g., educational settings, clinic settings, community settings, industrial/organizational settings, home settings). Students who wish to complete an intensive research project have the option of completing a Master’s Thesis for 6 semester credit hours.
Program Admission Requirements
The number of students admitted to this program may be limited, and admission may be competitive. Admission to the program is based on the following criteria:
- Applicants must provide official transcripts indicating a bachelor’s degree from an accredited college or university in the United States, preferably in a related field such as Psychology or Education, or show proof of equivalent training at a foreign institution.
- Acceptance into the M.A. program is contingent on having a grade point average (GPA) of at least 3.0 (on a 4.0 scale) in the last 60 semester credit hours of coursework for the baccalaureate degree, as well as in all graduate-level coursework taken (if applicable). Applicants who do not meet University-wide requirements for unconditional admission may be admitted conditionally if letters of recommendation and/or previous work in the field provide evidence of academic potential. These conditional admission decisions will be made on a case-by-case basis using criteria established by the department faculty.
- International applicants whose native language is not English must submit an official score on either the Test of English as a Foreign Language (TOEFL) iBT or the International English Language Testing System (IELTS). Minimum scores include a score of at least 79 on the TOEFL iBT or at least 6.5 on the IELTS.
- Applicants must prepare a Statement of Purpose (approximately 500 words) which outlines the applicant’s (1) reasons for pursuing the M.A. degree in Applied Educational Psychology, (2) area of concentration they are most interested in, (3) experiences relevant to the concentration they are most interested in, and (4) career plans.
- Applicants who lack appropriate academic background in Psychology, Education, or a closely related field may be admitted conditionally, and specific leveling coursework may be required to address areas of deficiency. The hours of coursework required will be determined on a case-by-case basis between the student and the student’s advisor.
Interested persons should contact the Student Development Specialist for the Educational Psychology program or check the website for more information.
Criminal History Policy and Acknowledgement
The College of Education and Human Development (COEHD) prepares educators and professionals for fields which require fieldwork, internship, practicum, service-learning, and/or clinical teaching. Placements occur in educational, clinical, health care facilities, hospital, and/or medical settings which require a criminal background check. The University of Texas at San Antonio is required to inform you of the requirements set forth by the Texas Occupation Code, Chapter 53, Sections 53.001 through 53.105.
All COEHD prospective students in a licensure or certification program are required to acknowledge that they have been made aware of these requirements and that they have read the COEHD Criminal History Policy. For more information and for completing the acknowledgement from, please visit the Office of Professional Preparation, Assessment, and Accreditation in the College of Education and Human Development.
Degree Requirements
Candidates for the M.A. degree in Applied Educational Psychology must earn a minimum of 36 semester credit hours. Students must pass a comprehensive examination toward the end of their formal coursework. The examination may be repeated, but students must be registered for coursework at UT San Antonio during the semester in which they take the exam. Thus, students who have finished all of their required coursework but have not passed the comprehensive examination must register for EDP 6961 Comprehensive Examination during the semester in which they take the exam.
The M.A. in Applied Educational Psychology has two areas of concentration, and students choose their concentration based on their academic and professional goals and interests. The curriculum for each concentration will be presented separately.
Concentration in Learning, Motivation, and Development
The learning, motivation, and development concentration focuses on these foundational areas of the field while offering flexibility to students to select elective coursework that best matches their interests and professional goals.
Curriculum for the Concentration in Learning, Motivation, and Development:
Course List | Code | Title | Credit Hours |
| Psychological Learning Theories | |
| Human Development Across the Life Span | |
| Psychosocial Contexts of Education | |
| Educational Measurement and Assessment | |
| Psychology of Human Motivation | |
| Research Methods and Statistics I | |
| Research Methods and Statistics II | |
| |
| |
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Concentration in Program Evaluation and Applied Research
The program evaluation and applied research concentration focuses on three foundational areas of the field (learning, motivation, and development), while emphasizing skill development in measurement, statistics, and evaluation.
Curriculum for the Concentration in Program Evaluation and Applied Research:
Course List | Code | Title | Credit Hours |
| Psychological Learning Theories | |
| Human Development Across the Life Span | |
| Psychosocial Contexts of Education | |
| Educational Measurement and Assessment | |
| Psychology of Human Motivation | |
| Research Methods and Statistics I | |
| Research Methods and Statistics II | |
| Program Evaluation | |
| Practicum in Program Evaluation and Applied Research | |
| Applied Regression Analysis | |
| Multivariate Statistics | |
| Hierarchical Linear Modeling | |
| Structural Equation Modeling | |
| Qualitative Research Methods in Educational Psychology | |
| Mixed Methods Analysis and Application | |
| Master's Thesis (Permission of Graduate Advisor of Record and Thesis Chair required. Thesis research and preparation. 6SCH required may be repeated for credit, but no more than 6 hours will apply to master's degree. Credit will be awarded upon completion of thesis. Enrollment is required each term in which thesis is in progress.) | |
Standards and Procedures
The M.A. in Applied Educational Psychology has academic and professional standards that must be met to progress in the program. These standards will be provided by the Graduate Advisor of Record, the student’s advisor, and/or the Student Development Specialist. Successful completion of the program is contingent upon satisfactory scholastic performance, demonstration of the ability to apply knowledge and skills, and demonstration of professional and ethical behaviors consistent with relevant professional associations (e.g., American Educational Research Association, American Psychological Association).
It is the duty of faculty members in the Educational Psychology program to evaluate all students according to these standards in all settings in which faculty members and students interact, including classes, practicum sites, advising, and supervision. It is expected that students will respond to evaluations, formal or informal, in appropriate ways and will attempt to conform to professional standards as explained to them.
Admission to the program does not guarantee fitness to remain in the program to completion. Only those students who consistently meet program standards will be allowed to continue in the program. Many school districts and clinic settings require a criminal history review/criminal background check before allowing university students to complete field-based experiences at their sites. If a student is unable to obtain a field-based placement (e.g., practicum placement) due to the results of a criminal history review/criminal background check, that student will not be able to meet the Educational Psychology program's requirements. If a student cannot complete course-required fieldwork because of their criminal history, they will be required to withdraw from the course. The student may retake the course if and when the criminal history changes, allowing them to be cleared by the site. If the offense will preclude any further fieldwork, the student will be dismissed from the Educational Psychology program.
Only two courses with a grade of “C” (defined as grades of “C” or “C+”) will be accepted toward this degree. A minimum of a 3.0 grade point average will be required for graduation. Those students who obtain more than two grades of “C” will be required to complete a remediation plan (i.e., retaking appropriate coursework and/or taking other coursework as deemed necessary by the student’s advisor and Graduate Advisor of Record). Students on academic probation or not in good academic standing will not be permitted to enroll in Practicum courses. Further, students must earn a grade of “B” or better in all Practicum courses.
Master of Arts Degree in School Psychology
The Master of Arts (M.A.) degree in School Psychology includes advanced coursework and field-based experiences related to psychological assessment, counseling, consultation, learning, development, child psychopathology, research, statistics, and professional issues. Students will also complete a full-time internship in a school setting. The program is designed to provide the academic and practical training necessary to become a Licensed Specialist in School Psychology by the Texas State Board of Examiners of Psychologists. Graduates will also be eligible to apply for certification as a Nationally Certified School Psychologist, which is a nationally-recognized professional certification granted by the National Association of School Psychologists. Due to the clinical nature of this program and the number of hours required, the degree does not have a Thesis option.
Criminal History Policy and Acknowledgement
The College of Education and Human Development (COEHD) prepares educators and professionals for fields which require fieldwork, internship, practicum, service-learning, and/or clinical teaching. Placements occur in educational, clinical, health care facilities, hospitals, and/or medical settings which require a criminal background check. The University of Texas at San Antonio is required to inform you of the requirements set forth by the Texas Occupation Code, Chapter 53, Sections 53.001 through 53.105.
All COEHD prospective students in a licensure or certification program are required to acknowledge that they have been made aware of these requirements and that they have read the COEHD Criminal History Policy. For more information and for completing the acknowledgment form, please visit the Office of Professional Preparation, Assessment, and Accreditation in the College of Education and Human Development.
Program Admission Requirements
The M.A. in School Psychology is designed for students who aspire to practice psychology in educational settings. The number of students admitted to this program may be limited, and admission may be competitive. Admission to the program is based on the following criteria:
- Applicants must provide official transcripts indicating a bachelor’s degree in Psychology, Special Education, Curriculum & Instruction, Sociology, or a closely related field from an accredited college or university in the United States, or show proof of equivalent training at a foreign institution.
- Acceptance to the M.A. program is contingent on having a grade point average (GPA) of at least 3.25 (on a 4.0 scale) in the last 60 semester credit hours of coursework for the baccalaureate degree, as well as in all graduate-level coursework taken (if applicable). Applicants who do not meet University-wide requirements for unconditional admission may be admitted conditionally if letters of recommendation and/or previous work in the field provide evidence of academic potential. These conditional admission decisions will be made on a case-by-case basis using criteria established by the departmental faculty.
- Applicants whose native language is not English must submit an official score on either the Test of English as a Foreign Language (TOEFL) IBT or the International English Language Testing System (IELTS). Minimum scores include a score of at least 79 on the TOEFL iBT or at least 6.5 on the IELTS.
- Applicants must provide two letters of recommendation from professional references. Appropriate sources of letters include professors, supervisors, employers, and similar individuals with whom the applicant has a professional relationship. Letters should not be submitted from personal references such as friends or family members. These letters should specifically address the applicant’s academic and/or professional skills, and potential to succeed in a rigorous graduate program.
- Applicants must prepare a Statement of Purpose (approximately 500 words) which outlines the applicant’s (1) reasons for pursuing the M.A. degree in School Psychology, (2) experiences relevant to the field of psychology or education, and (3) career plans.
- Applicants who lack an appropriate academic background in psychology or a closely related field may be admitted conditionally, and specific leveling coursework will be required to address areas of deficiency. The hours of coursework required will be determined on a case-by-case basis between the student and the student’s advisor, and this coursework must be completed within the first year of study.
Degree Requirements
Candidates for the Master of Arts degree in School Psychology must earn a minimum of 66 semester credit hours. Students must pass a comprehensive written examination toward the end of their formal coursework. The examination may be repeated, but students must be registered for coursework at UT San Antonio during the semester in which they take the exam. Thus, students who have finished all of their required coursework but have not passed the comprehensive examination must register for EDP 6961 Comprehensive Examination during the semester in which they take the exam. The faculty have adopted a policy that requires all school psychology students to take and pass the Praxis II (needed for application to become a Licensed Specialist in School Psychology and a Nationally Certified School Psychologist) as an objective measure of their knowledge specific to the practice of school psychology.
The following 66 semester credit hours of coursework are required for all students in the School Psychology program:
Course List | Code | Title | Credit Hours |
| Psychological Learning Theories | |
| Human Development Across the Life Span | |
| Educational Measurement and Assessment | |
| Legal, Ethical, and Professional Issues in School Psychology | |
| Research Methods and Statistics I | |
| Research Methods and Statistics II | |
| School Based Counseling Theories | |
| Mental Health Services in the Schools | |
| Cognitive Assessment and Intervention | |
| Academic Assessment and Intervention | |
| Behavior Assessment | |
| Consultation in the Schools | |
| Social Emotional Assessment in the Schools | |
| Child and Adolescent Psychopathology | |
| Clinical Neuropsychology | |
| Multicultural Assessment and Intervention | |
| Practicum in School Psychology (must be repeated for a total of 6 credit hours) 1 | |
| Internship in School Psychology (must be repeated for a total of 6 credit hours) 1 | |
| Survey of Special Education | |
| |
| Psychology of Human Motivation | |
| Systems Consultation and Prevention Science | |
| Supervision and Teaching in Psychology | |
| Total Credit Hours | 66 |
Standards and Procedures
In order to complete the M.A. in School Psychology and to be eligible to take certification or licensing examinations, students must:
- Maintain scholastic performance at a level that meets or exceeds department standards
- Demonstrate the acquisition of, and ability to apply, skills necessary to work effectively with persons and systems having diverse needs
- Demonstrate professionalism in their interactions with others
- Conform with the codes of ethics of relevant professional associations in psychology (e.g., National Association of School Psychologists, American Psychological Association), in addition to the ethical and legal regulations relevant to the practice of psychology in the State of Texas (e.g., Texas Administrative Code, Rules and Regulations of the Texas State Board of Examiners of Psychologists)
It is the duty of faculty members in the School Psychology program to evaluate all students according to these standards in all settings in which faculty members and students interact, including classes, practicum and internship sites, advising, and supervision. It is expected that students will respond to evaluations, formal or informal, in appropriate ways and will attempt to conform to professional standards as explained to them.
Admission to the program does not guarantee fitness to remain in the program to completion. Only those students who consistently meet program standards will be allowed to continue in the program. If and when a student is judged not to meet program standards sufficiently to be allowed to provide psychological services to others, that student will be removed from continuation in the program.
Academic progress does not guarantee school-based practicum assignment. School-based practicum acceptance includes a self-evaluation and faculty evaluation of fitness and readiness for practicum. This evaluation will be based on students' professional dispositions, responsiveness to feedback, and interpersonal behaviors, in addition to academic performance. Details of this process are outlined in the School Psychology program handbook.
Many school districts require a criminal history review/criminal background check before allowing university students to complete field-based experiences on their campuses. If a student is unable to obtain a field-based placement (e.g., practicum or internship placement) due to results of a criminal history review/criminal background check, that student will not be able to meet the School Psychology program's requirements. If a student cannot complete course-required field work because of their criminal history, the student will be required to withdraw from the course. The student may retake the course if and when the criminal history changes, allowing them to be cleared by the school district. If the offense is one that will preclude any further field work, the student will be dismissed from the School Psychology program. A student's criminal history also may affect their ability to obtain licensure. The Texas State Board of Examiners of Psychologists (TSBEP) will conduct a preliminary evaluation of a prospective applicant's criminal history to determine whether this history would impact their ability to secure licensure with the Board. Students, and prospective students, who have concerns about their criminal history should take advantage of this preliminary review so that they can make informed decisions about their educational and professional goals.
Only one course with a grade of “C” (defined as grades of “C” or “C+”) will be accepted toward this degree. A minimum of a 3.0 grade point average will be required for graduation. Those students who obtain more than one grade of “C” will be put on probation and may be required to complete appropriate remedial work.
Master of Science Degree in Behavior Analysis
The Master of Science (M.S.) degree in Behavior Analysis aims to prepare graduate students to become scientist-practitioners trained to provide quality, impactful services for all populations benefitting from behavior analysis. This degree aims to provide students with a foundation in behavior analysis and prepare students to sit for the Board Certified Behavior Analyst (BCBA®) certification exam to obtain national certification and state licensure as a Behavior Analyst. Students will obtain competency in the basic principles of learning with an emphasis on treating children, youth, and adults in community, clinic, hospital, and as consultants in educational settings. The degree program prepares graduates for eligibility to become Board Certified Behavior Analysts (BCBA®) through approved coursework and practicum opportunities. Typical clients include individuals diagnosed with developmental or other disabilities that can impact prosocial skill development (e.g., Autism, Emotional Disturbance, Conduct Disorder, Obsessive Compulsive Disorder, Phobias) as well as people without disabilities who need systematic support in the development of prosocial skills and behaviors. Certified behavior analysts at the master’s level work in a variety of settings as independent practitioners or contracted employees for an organization (e.g., public school, preschool, private school, clinic, hospital). The educational objectives of this degree are commensurate with professional competence and certification requirements as currently reflected by professional standards of the Behavior Analyst Certification Board.
Program Admission Requirements
The number of students admitted to this program and/or concentrations may be limited, and admission may be competitive. Admission to the program is based on the following criteria:
- Applicants must provide official transcripts indicating a bachelor’s degree from an accredited college or university in the United States, preferably in a related field such as Psychology or Education, or show proof of equivalent training at a foreign institution.
- Acceptance to the M.S. program is contingent on having a grade point average (GPA) of at least 3.0 (on a 4.0 scale) in the last 60 semester credit hours of coursework for the baccalaureate degree, as well as in all graduate-level coursework taken (if applicable). Applicants who do not meet University-wide requirements for unconditional admission may be admitted conditionally based on letters of recommendation, and/or previous work in the field that provides evidence of academic potential. These conditional admission decisions will be made on a case-by-case basis using criteria established by the department faculty.
- International applicants whose native language is not English must submit an official score on either the Test of English as a Foreign Language (TOEFL) iBT or the International English Language Testing System (IELTS). Minimum scores include a score of at least 79 on the TOEFL iBT, or at least 6.5 on the IELTS.
- Applicants must prepare a Statement of Purpose (approximately 500 words) which outlines the applicant’s (1) reasons for pursuing the M.S. degree in Behavior Analysis, (2) area of concentration they are most interested in (i.e., Comprehensive or Focused), (3) experiences relevant to the concentration they are most interested in, and (4) career plans.
- Applicants who lack appropriate academic background in Psychology, Education, or a closely related field may be admitted conditionally, and specific leveling coursework may be required to address areas of deficiency. The hours of coursework required will be determined on a case-by-case basis between the student and the student’s advisor.
Interested persons should contact the Student Development Specialist for the Behavior Analysis program or check the website for more information.
Criminal History Policy and Acknowledgement
The College of Education and Human Development (COEHD) prepares educators and professionals for fields which require fieldwork, internship, practicum, service-learning, and/or clinical teaching. Placements occur in educational, clinical, health care facilities, hospital, and/or medical settings which require a criminal background check. The University of Texas at San Antonio is required to inform you of the requirements set forth by the Texas Occupation Code, Chapter 53, Sections 53.001 through 53.105.
All COEHD prospective students in a licensure or certification program are required to acknowledge that they have been made aware of these requirements and that they have read the COEHD Criminal History Policy. For more information and for completing the acknowledgement from, please visit the Office of Professional Preparation, Assessment, and Accreditation in the College of Education and Human Development.
Accreditation
The Master of Science in Behavior Analysis degree program accreditation is awarded by the Association for Behavior Analysis International Accreditation Board.
Degree Requirements
Candidates for the M.S. degree in Behavior Analysis must earn a minimum of 36 semester credit hours. Students will take a comprehensive examination toward the end of their formal coursework. The examination may be repeated, but students must be registered for coursework at UT San Antonio during the semester in which they take the exam.
Master of Science in Behavior Analysis Concentrations
The M.S. in Behavior Analysis has two areas of concentration, and students choose their concentration based on their academic and professional goals and interests. The curriculum for each concentration will be presented separately.
The Comprehensive Concentration is designed to provide the research, academic, and practical training necessary for students to become certified as a Board Certified Behavior Analyst and licensed as a Licensed Behavior Analyst in the state of Texas. The program includes research training, coursework, and field-based experiences related to behavior assessment, intervention, and professional issues. It contains all of the coursework required by the Behavior Analysis Credentialing Board and Applied Behavior Analysis International Accreditation Board. It also embeds the 2,000 experience hours through fieldwork, practice, and research experiences supervised by UT San Antonio faculty. Students completing the Comprehensive Concentration will complete their hours at UT San Antonio partner sites. This program prepares students to work in a variety of settings (e.g., clinical, home, community-based, and schools), with a focus on serving people of all ages with developmental disabilities (e.g., autism spectrum disorder).
The Focused Concentration also contains the research training, coursework, and field-based experiences required by the Behavior Analysis Credentialing Board and Applied Behavior Analysis International Accreditation Board. However, this concentration embeds flexibility by allowing students to select their fieldwork site from a list of UT San Antonio-approved sites. It also does not require students to complete all of their 2,000 fieldwork hours before they graduate. Once students have begun coursework in the Focused Concentration, they cannot transfer to the Comprehensive Program without approval by the ABA program coordinator. This will be assessed on a case-by-case basis.
Interested persons with questions regarding the difference between the two concentrations should contact the Graduate Advisor of Record for the Behavior Analysis program or check the website for more information.
Program of Study for the Comprehensive Concentration in Behavior Analysis
Course List | Code | Title | Credit Hours |
| Psychological Learning Theories | |
| Experimental Analysis of Behavior | |
| Introduction to Behavior Analysis | |
| Interventions and Supervision in Behavior Analysis | |
| Verbal Behavior and Communication Interventions | |
| Practicum in Applied Behavior Analysis (taken twice for 6 total credit hours) | |
| Research in Single Case Design | |
| Behavior Assessment | |
| Ethics for Applied Behavior Analysis | |
| Capstone Class in Behavior Analysis | |
| Human Development Across the Life Span | |
| Field Experience in Behavior Analysis | |
| Psychology of Human Motivation | |
| Master's Thesis | |
| |
| Total Credit Hours | 36 |
Program of Study for the Focused Concentration in Behavior Analysis
Course List | Code | Title | Credit Hours |
| Psychological Learning Theories | |
| Experimental Analysis of Behavior | |
| Field Experience in Behavior Analysis (taken twice for 6 total credit hours) | |
| Introduction to Behavior Analysis | |
| Interventions and Supervision in Behavior Analysis | |
| Verbal Behavior and Communication Interventions | |
| Research in Single Case Design | |
| Behavior Assessment | |
| Ethics for Applied Behavior Analysis | |
| Capstone Class in Behavior Analysis | |
| |
| Total Credit Hours | 36 |
Doctor of Philosophy Degree in School Psychology
The Ph.D. in School Psychology is a full-time 111-semester-credit-hour program designed to prepare graduates for careers as scientist-practitioners and professional health service psychologists capable of contributing to the academic, emotional, and social-behavioral well-being of children and adolescents through direct and indirect services, as well as to the science that informs psychological practice. Students will demonstrate an understanding of basic content areas in psychology, as well as professional issues including ethical and legal principles, equity, cultural diversity, communication, and quality assurance principles necessary for professional competencies in assessment, intervention, consultation, and supervision of psychological services with diverse populations. Students will also demonstrate scientific knowledge and expertise in research methods and data analysis.
As part of the program, students will select one of three areas of specialization (behavior analysis, bilingual school psychology, or research and evaluation). Students also complete a full-time internship, a school-based practicum where students gain experience providing a range of psychological services, specialized practicum experiences, and a doctoral dissertation based on original research.
Criminal History Policy and Acknowledgement
The College of Education and Human Development (COEHD) prepares educators and professionals for fields that require fieldwork, internship, practicum, service-learning, and/or clinical teaching. Placements occur in educational, clinical, health care facilities, hospitals, and/or medical settings that require a criminal background check. The University of Texas at San Antonio is required to inform you of the requirements set forth by the Texas Occupation Code, Chapter 53, Sections 53.001 through 53.105.
All COEHD prospective students in a licensure or certification program are required to acknowledge that they have been made aware of these requirements and that they have read the COEHD Criminal History Policy. For more information and for completing the acknowledgment form, please visit the Office of Professional Preparation, Assessment, and Accreditation in the College of Education and Human Development.
Program Admission Requirements
The Ph.D. in School Psychology is designed for students who aspire to practice psychology in educational settings, conduct research in the field, pursue faculty positions, and assume leadership and supervisory roles in school psychology. Admission to the program is limited and competitive. Meeting the minimum admission requirements does not guarantee acceptance into the program. Competitive applicants usually exceed minimum requirements.
In addition to UT San Antonio’s general graduate admission requirements, the minimum requirements for admission are:
- Applicants must provide official transcripts indicating a bachelor’s degree in Psychology, Special Education, Curriculum & Instruction, Sociology, or closely related field from an accredited college or university in the United States, or show proof of equivalent training at a foreign institution.
- Acceptance to the Ph.D. program is contingent on having a grade point average (GPA) of at least 3.0 (on a 4.0 scale) in the last 60 semester credit hours of coursework for the baccalaureate degree, as well as in all graduate-level coursework taken (if applicable).
- Applicants whose native language is not English must submit an official score on either the Test of English as a Foreign Language (TOEFL) or the International English Language Testing System (IELTS). Minimum scores include a score of at least 600 on the TOEFL paper version, at least 100 on the TOEFL Internet version, or at least 7 on the IELTS.
- Applicants must provide two letters of recommendation from professional references. Appropriate sources of letters include professors, supervisors, employers, and similar individuals with whom the applicant has a professional relationship. These letters should specifically address the applicant’s academic and/or professional skills, and potential to succeed in a rigorous graduate program. Letters should not be submitted from personal references such as friends or family members.
- Applicants must prepare a Statement of Purpose (approximately 500 words) which outlines the applicant’s (1) reasons for pursuing the Ph.D. degree in School Psychology, (2) experiences relevant to the field of psychology or education, and (3) career plans.
- Selected applicants will complete an interview with the program faculty. Following the interviews and review of all application materials, the faculty will determine which students to admit for the academic year.
- Applicants who lack the appropriate academic background in psychology or a closely related field may be admitted conditionally, and specific leveling coursework will be required to address areas of deficiency. The hours of coursework required will be determined on a case-by-case basis between the student and the student’s advisor, and this coursework must be completed within the first year of study.
Selection decisions will be strongly influenced by applicants’ writing ability as demonstrated by their Statement of Purpose. Demonstration of writing skills is especially important because success in the field of School Psychology largely depends on these skills, and students will be required to complete a significant amount of writing throughout the School Psychology curriculum, in addition to the dissertation.
Degree Requirements
The Ph.D. in School Psychology is a 111 credit hour degree program that includes 84 hours of coursework (including general core and specialization courses), 12 hours of practicum (including general core and advanced practicum), 6 hours of doctoral internship, and 9 hours of dissertation credit. Students pursuing the Ph.D. in School Psychology will be required to pass a qualifying examination prior to admission to candidacy. All students will also be required to submit a scholarly contribution in the form of a dissertation as partial fulfillment of requirements for this degree.
Course List | Code | Title | Credit Hours |
| Psychological Learning Theories | |
| Human Development Across the Life Span | |
| Educational Measurement and Assessment | |
| Psychology of Human Motivation | |
| Legal, Ethical, and Professional Issues in School Psychology | |
| Research Methods and Statistics I | |
| Research Methods and Statistics II | |
| School Based Counseling Theories | |
| Mental Health Services in the Schools | |
| Cognitive Assessment and Intervention | |
| Academic Assessment and Intervention | |
| Behavior Assessment | |
| Consultation in the Schools | |
| Social Emotional Assessment in the Schools | |
| Applied Regression Analysis | |
| Child and Adolescent Psychopathology | |
| Clinical Neuropsychology | |
| Multicultural Assessment and Intervention | |
| Practicum in School Psychology (may be repeated for up to 6 hours credit) 1 | |
| Systems Consultation and Prevention Science | |
| Multivariate Statistics | |
| Supervision and Teaching in Psychology | |
| Doctoral Internship in School Psychology | |
| Advanced Topics in Biopsychology (or equivalent course; may be repeated for up to 6 hours credit when topics vary) | |
| Advanced Topics in Applied Social Psychology (may be repeated for up to 6 hours credit when topics vary) | |
| Survey of Special Education | |
| |
| |
| |
| Doctoral Dissertation | |
| Doctoral Dissertation | |
| Total Credit Hours | 111 |
Students who enter the Ph.D. program with only a baccalaureate degree receive an M.A. in Applied Educational Psychology upon completing at least 36 hours in the Ph.D. program and upon being admitted to candidacy for the Ph.D. Students who enter the Ph.D. program with a completed master’s degree, or with previous graduate coursework, will have their transcripts examined to determine how many master’s level courses are required. Additional required coursework will be determined on a case-by-case basis.
Standards and Procedures
In order to complete the Ph.D. in School Psychology and to be eligible to take the certification or licensing examinations, students must: maintain scholastic performance meeting or exceeding department standards; demonstrate the acquisition of, and ability to apply, skills necessary to work effectively with persons and systems having diverse needs; demonstrate professionalism in their interactions with others; and conform with the codes of ethics of relevant professional associations in psychology (e.g., National Association of School Psychologists, American Psychological Association), in addition to the ethical and legal regulations relevant to the practice of psychology in the State of Texas (e.g., Texas Administrative Code, Rules and Regulations of the Texas State Board of Examiners of Psychologists).
It is the duty of faculty members in the School Psychology program to evaluate all students according to these standards in all settings in which faculty members and students interact, including classes, practicum and internship sites, advising, and supervision. It is expected that students will respond to evaluations, formal or informal, in appropriate ways and will attempt to conform to professional standards as explained to them. Please refer to the program’s Fitness to Practice policy for further guidance.
Admission to the doctoral program does not guarantee fitness to remain in the program to completion. Only those students who meet program standards will be allowed to continue in the program. If and when a student is judged not to meet program standards sufficiently to be allowed to provide psychological services to others, that student will be removed from continuation in the program.
Graduate Certificate in Applied Behavior Analysis
The Graduate Certificate in Applied Behavior Analysis is offered through the Department of Educational Psychology. Admission, advising, and review of academic progress are conducted through the Department of Educational Psychology. This 9-semester-credit-hour certificate in Applied Behavior Analysis is designed to meet the needs of current and prospective students interested in developing basic skills in applied behavior analysis. The certificate is available to students who have been admitted as special students and seek the certificate independent of a degree, as well as master’s degree students. All students must apply and be accepted into the certificate program before counting any courses toward the certificate.
This certificate is designed to provide students with focused training in the area of applied behavior analysis. The certificate provides students with specialized skills in the application of behavior analysis to support the social communication, academic, and behavior needs of students. The certificate coursework provides students with a strong background in behavioral theory and principles, as well as the skills to apply this learning to relevant contexts (e.g., clinic settings, hospital settings, home settings, and as consultants in educational settings). Approval for students admitted to other graduate programs at UT San Antonio to take additional ABA coursework will be made on a case-by-case basis by the Certificate Coordinator. Completion of the certificate does not meet any of the requirements set forth by the Behavior Analyst Certification Board for credentialing. Students interested in becoming a Board Certified Behavior Analyst should contact the graduate advisor of record for the M.S. in Behavior Analysis Program.
Admission Requirements
All applicants must meet UT San Antonio Graduate Admissions requirements and be in good standing at the last institution attended. Current students may apply by completing the UT San Antonio Graduate Certificate Form. The following departmental requirements are applicable to the Certificate in Applied Behavior Analysis:
- A bachelor’s degree from an accredited university.
- A minimum grade point average (GPA) of 3.0 for the last 30 hours of coursework.
- To maintain enrollment in the certificate program, students should maintain a 3.0 GPA throughout their tenure in the program.
Criminal History Policy and Acknowledgement
The College of Education and Human Development (COEHD) prepares educators and professionals for fields which require fieldwork, internship, practicum, service-learning, and/or clinical teaching. Placements occur in educational, clinical, health care facilities, hospital, and/or medical settings which require a criminal background check. The University of Texas at San Antonio is required to inform you of the requirements set forth by the Texas Occupation Code, Chapter 53, Sections 53.001 through 53.105.
All COEHD prospective students in a licensure or certification program are required to acknowledge that they have been made aware of these requirements and that they have read the COEHD Criminal History Policy. For more information and for completing the acknowledgement form, please visit the Office of Professional Preparation, Assessment, and Accreditation in the College of Education and Human Development.
Certificate Program Requirements
To meet the curricular requirements for the Graduate Certificate in Applied Behavior Analysis, students must complete semester credit hours with a grade point average of 3.0 or above from the following courses:
Course List | Code | Title | Credit Hours |
| Introduction to Behavior Analysis | |
| Ethics for Applied Behavior Analysis | |
| Autism | |
| Total Credit Hours | 9 |
Students seeking admission to the certificate program who are not enrolled in a graduate degree program will be required to apply to the Graduate School as special graduate students and indicate that they are seeking admission to the Graduate Certificate in Applied Behavior Analysis program. All other requirements for admission as a special graduate student described in Student Policies, Admission Policies, are applicable. All other requirements for certificate programs described in the Graduate Catalog, Certificate Program Regulations, apply to this program.
Graduate Certificate in Language Acquisition and Bilingual Psychoeducational Assessment
The LABPA Graduate Certificate is offered through the Department of Educational Psychology (EDP), with support from the Department of Bicultural-Bilingual Studies (BBL). Both Departments reside in the College of Education and Human Development.
This certificate will be closed as of Fall 2026.
This 15-hour Graduate Certificate in Language Acquisition and Bilingual Psychoeducational Assessment (LABPA) is designed to meet the needs of prospective students interested in developing skills in bilingual psychoeducational assessment and foundational knowledge in language acquisition and the bilingualism continuum, with an emphasis on Spanish-speaking English Language Learners (ELLs). The purpose is to increase the utilization of best practices in bilingual psychoeducational assessment based upon an understanding of language acquisition. Best practices incorporate knowledge of tests of cognitive and achievement abilities, tests of language proficiency, and bilingualism and language acquisition. The goal is to improve the educational experience, educational planning, provision of special education services, and overall well-being of ELL children, and youth in general.
Admission Requirements
- A bachelor’s degree from an accredited university in an approved area of study (e.g., psychology, education), with current status as a student in a graduate-level psychology program, or
- A master’s or doctoral degree from an accredited university in an approved area of study (e.g., school psychology, counseling psychology, clinical psychology), with completion of graduate-level coursework in academic assessment and cognitive assessment, or
- Current Educational Diagnostician Certificate.
- Attainment of passing grade on a mandated Spanish proficiency test (e.g., designated university Spanish proficiency test, such as UT San Antonio Assessment of Language Proficiency in Spanish [ALPS]).
Note: Appropriate coursework in areas of Cognitive Assessment and Academic Assessment includes graduate-level coursework that integrates the administration, scoring, and interpretation of commonly used measures (e.g., WISC-V, WIAT-III, WJ-IV Tests of Cognitive Abilities and of Achievement) within these domains. These courses are typically completed after students have completed coursework on the principles and techniques of evaluation, including principles of psychological and educational measurement, statistical and psychometric concepts, and the development and selection of assessment instruments related to a range of psychological constructs. Completion of appropriate coursework should be documented by transcripts and course syllabi indicating training in these areas.
Although coursework will be offered in English, students must have the ability to administer Spanish-language tests of language proficiency, academic achievement, and cognitive abilities. The attainment of a passing grade on a Spanish proficiency test pertains to this requirement.
Once admitted, the student will contact the Certificate Program Advisor and complete a form requesting permission to enter and complete the certificate program. The LABPA Program Advisor and the Associate Dean of the College of Education and Human Development will sign the form. A copy of this form will be sent to the Graduate School.
Certificate Program Requirements
Requirements for completion include:
- Completion of 15 graduate hours of approved UT San Antonio coursework with a grade point average (GPA) of 3.0 or above.
- Completion of a language acquisition and bilingual psychoeducational portfolio.
- Maintain a 3.0 GPA throughout tenure in the program.
Course List | Code | Title | Credit Hours |
| Bilingual Psychoeducational Assessment | |
| Multicultural Assessment and Intervention | |
| Practicum in School Psychology 1 | |
| Assessment in Bilingual and ESL Programs | |
| Introduction to Second Language Acquisition | |
| Bilingualism and Second Language Acquisition |
| Total Credit Hours | 15 |
Graduate Certificate in Program Evaluation and Applied Research
The 15-hour Graduate Certificate in Program Evaluation and Applied Research (PEAR) is designed to meet the needs of students interested in developing foundational skills in program evaluation and applied research methods. The certificate provides students with skills and knowledge to prepare them for jobs in school districts, educational research and development organizations, and testing companies. Students pursuing the PEAR Certificate select one of three concentration areas: Program Evaluation, Applied Quantitative Research, and Applied Mixed Methods Research. The opportunity to develop skills in conducting formative evaluations, using stakeholder input, and bringing the lens of implementation science to the planned collection and analysis of data make these courses unique from most other research courses at UT San Antonio. The PEAR Certificate is offered through the Department of Educational Psychology in the College of Education and Human Development (COEHD).
The PEAR Certificate allows non-degree-seeking students (e.g., professionals in the San Antonio community), as well as graduate students in COEHD and other colleges, to obtain recognition for completing advanced studies in program evaluation and applied research by completing a 15-semester-credit-hour course sequence. Up to six hours of foundational coursework completed outside the Department of Educational Psychology or from a degree completed elsewhere (up to six years prior to taking PEAR advanced coursework) may be approved and counted toward the Certificate with approval by the EDP Department.
Admission Requirements
Current degree-seeking students may apply to the certificate by completing the UT San Antonio Graduate Certificate Form.
Non-degree-seeking (i.e., certificate-only) students can apply for admission to the PEAR Certificate through the Graduate School admissions process and contact the Certificate Coordinator for more information. Students can enroll in either Fall or Spring semesters following admission to the program. Regular admission deadlines and procedures apply.
All applicants must meet/fulfill the following departmental requirements:
- Have earned a baccalaureate degree from an accredited institution in Education, Psychology, Public Administration, Economics, Sociology, or related field.
- Provide official transcripts for all undergraduate and graduate schools attended, regardless of whether a degree was received (no coursework completed more than six years prior to admission to the certificate program can count toward certificate).
- Have had a grade point average (GPA) of at least 3.0 (on a 4.0 scale) in the last 30 hours of their baccalaureate degree program coursework and all graduate coursework.
- Provide a current résumé or curriculum vita.
- Provide a personal statement describing her/his interest in pursuing a Graduate Certificate in Program Evaluation and Applied Research, including a discussion of ultimate plans for using the certification professionally, as well as any prior formal or informal experiences in program evaluation.
- Provide the names and contact information of two individuals who have agreed to serve as personal references for the candidate and who can address the candidate’s potential for success in the PEAR Certificate. For those who have been in the workforce for an extended period of time, these referees may be other professionals who have served in a supervisory capacity, although it is preferable to include at least one academic reference.
Academic Standing
All current degree-seeking students seeking admission to the PEAR Certificate must be in good academic standing (i.e., GPA of 3.0 or above) within their departments. Non-degree-seeking applicants must have been in good academic standing (i.e., GPA of 3.0 or above) at the institution from which they earned their bachelor’s degree and the institution from which they request to transfer graduate coursework as substitutes for either foundation courses. Those institutions must be accredited.
Based on deficiencies or concerns by the PEAR Certificate faculty regarding the applicant information provided, applicants may be denied admission to the PEAR Certificate program. Assessments by PEAR Certificate faculty or field/practicum supervisors also may result in dismissal of candidates from the program, such as when there is sufficient evidence to suggest that the candidate may have engaged in unprofessional behavior or improper program evaluation or research methods.
Students may consult with the PEAR Certificate Coordinator to see if coursework from other departments or programs could be substituted for any foundational or advanced coursework that is required for the PEAR Certificate.
Certificate Program Requirements
Requirements for completion of Certificate program include:
- Completion of 15 graduate hours of approved foundational and advanced UT San Antonio coursework with a grade point average (GPA) of 3.0 or above.
- Maintain a 3.0 GPA throughout tenure in the program.
Course List | Code | Title | Credit Hours |
| Research Methods and Statistics I | |
| Research Methods and Statistics II | |
| |
| |
| Applied Regression Analysis | |
| Program Evaluation | |
| Applied Regression Analysis | |
| Multivariate Statistics |
| Hierarchical Linear Modeling | |
| Structural Equation Modeling |
| Qualitative Research Methods in Educational Psychology | |
| Mixed Methods Analysis and Application | |
| |
| Practicum in Program Evaluation and Applied Research | |
| Total Credit Hours | 15 |
