1. Students will demonstrate competency in providing preventive and early intervention services for youth with emotional and behavioral concerns.

2. Students will demonstrate understanding of the importance, efficiency of implementing a universal
screening process for youth with emotional and behavioral risk factors or concerns. Students will use
screening data to develop appropriate prevention or intervention strategies. Students will monitor the
effectiveness of intervention strategies by collecting data and making modifications as needed.

3. When presented with a referral question, students will develop hypotheses related to the referral
question. Students will develop means of testing the hypotheses through data collection in order to
answer the referral question. Students will summarize their work through writing high quality reports
that effectively communicate to parents, teachers, and youth.

4. Students will demonstrate competencies in integrating assessment information that leads to effective,
evidenced based interventions. These interventions will incorporate both environmental and individual interventions. Students will develop and implement means of monitoring the progress of interventions.

5. Students will appropriately apply the criteria for identifying children with educational disabilities (specifically, Behavior or Emotional Disorders and Other Health Impaired) specified in IDEA.

6. Students will be able to describe how diversity issues (e.g. culture, race, ethnicity, socioeconomic status, religion, and gender) influence social, emotional, and behavioral concerns in school-aged children and adolescents. Assessment and intervention plans will be developmentally sensitive and culturally responsive. Students will demonstrate a compassionate, non-judgmental attitude and behaviors towards persons and families with mental health disorders or social/emotional behavioral concerns.