1
PP 7370
Cognitive Assessment
Summer 2008
INSTRUCTOR:
Carol L. Oster, Psy.D.PHONE:
847-962-7706EMAIL:
FAX:
312-777-7748REQUIRED TEXTS:
Title / Assessment of Children: Cognitive Foundations,Author(s) / Sattler, J.M.
Copyright / 2008
Publisher / Jerome M. Sattler Publisher
ISBN / 978-0-9702671-6-0.
Edition / 5th
Three each of record forms for WAIS-III and WISC-IV.
Test kits for WAIS-III and WISC-IV available from library after first class session.
Required online resources:
American Psychological Association, Practice and Science Directorates (2000). Report of the Task Force on Test User Qualifications. Available online at http://www.apa.org/science/tuq.pdf.
American Psychological Association (1998). Rights and Responsibilities of Test Takers: Guidelines and Expectations. Washington, D.C.: APA. Available online at http://www.apa.org/science/ttrr.html.
Oser, G., Johnson, C.W., Abedor, A.J. (1997). Biostatistics for the Clinician. Huston, TX: University of Texas. Online Psychometrics Tutorial available online at
http://www.uth.tmc.edu/uth_orgs/educ_dev/oser/OSERTOC.HTM
Oster, C., (2008). Cognitive Assessment Syllabus and Handouts. (I.e., this syllabus and related web pages, available at www.osterpro.homestead.com)
RECOMMENDED READINGS
Title / Multicultural Assessment Perspectives for Professional PsychologyAuthor(s) / Dana, R.H. (Ed.)
Copyright / 2000
Publisher / Lawrence Earlbaum Associates, Inc.
ISBN / 0805827897
Edition
Title / Psychological Testing of Hispanics
Author(s) / Geisinger, K.F.
Copyright / 1998
Publisher / APA
ISBN / 1-55798-538-3
Edition
Title / Standards of Educational Psychological Testing
Author(s) / AEFA, APA, NCME
Copyright / 2000
Publisher / American Educational Research Association
ISBN / 0935302255
Edition
This Course Requires the Purchase of a Course Packet: NO
Argosy University, Chicago
American School of Professional Psychology
COURSE SYLLABUS
PP7370
Cognitive Assessment
Faculty Information
Faculty Name: Carol L. Oster, Psy.D.
Phone: 312-777-7706
Email:
Website: www.osterpro.homestead.com
Online Psychometrics Tutorial: http://www.uth.tmc.edu/uth_orgs/educ_dev/oser/L1_TOC.HTM#TOC
Course Length: 8 weeks
Contact Hours: 45
Credit Value: 3.0
Course Description:
This course introduces the student to the major approaches and techniques for intellectual assessment in children and adults. It covers principles of test construction and psychometrics, the history of intellectual assessment, theories of intelligence, and methods of intellectual assessment. Particular attention is given to the administration and interpretation of the Wechsler intelligence tests. Alternative methods of intellectual assessment are also considered.
Students will administer, score, and interpret Wechsler scales and will begin psychological report writing. Assessment theory, theories of intelligence, assessment of learning disabilities, diversity issues in assessment, and ethical guidelines for users of psychological tests are also discussed.
Course Objective / Program Goal / Method of Assessment(See Evaluation Form* at end)
Correctly administer and score Wechsler intelligence tests and the
Bender Gestalt. / Goal 1 -Assessment / Direct observation; completed test records
Interpret and apply test results, and state inferences and conclusions in plain language. / Goal 1 –Assessment; Goal 3 - Diversity / Test reports.
Formulate diagnoses, descriptions, and conclusions based on test results, and report the diagnosis in DSMIV terminology, using the five axis system. / Goal 1 –Assessment;
Goal 4 –Scientific Foundations / Test reports.
Conduct testing in compliance with APA ethical guidelines for users of psychological tests and with course guidelines. / Goal 1 –Assessment;
Goal 3 –Diversity;
Goal 4 – Scientific Foundations / Test reports; consent forms; compliance with exclusionary criteria for volunteer subjects.
Produce wellwritten, professional psychological reports. / Goal 1 –Assessment;
Goal 2 –Intervention;
Goal 4 – Scientific Foundations / Test reports.
Understand and apply nomothetic and idiographic methods of assessment. / Goal 1 – Assessment; Goal 3 –Diversity;
Goal 4 – Scientific Foundations / Test reports.
Compare and contrast various cognitive measures. / Goal 1 –Assessment; Goal 4 – Scientific Foundations;
Goal 5 -Scholarship / Discussion; essay.
Understand and apply psychometric aspects of ability tests. / Goal 1 -Assessment / Successful completion of online tutorial; application of psychometrics in test reports.
* Note: Evaluation form at end of syllabus is for WAIS-III. A similar evaluation form is used to assess competence with the WISC-IV and is handed out in class when we turn our attention to that instrument.
Program Outcomes: The Doctoral program in Clinical Psychology at Argosy University, Chicago Campus is an APA accredited program (APA, 750 First St. NE, Washington, DC 20002, 202-336-5500). This program is designed to educate and train students so that they may eventually be able to function effectively as clinical psychologists. To ensure that students are prepared adequately, the curriculum provides for the meaningful integration of theory, training and practice. The Clinical Psychology program at Argosy University Chicago Campus emphasizes the development of attitudes, knowledge, and skills essential in the formation of professional psychologists who are committed to the ethical provision of quality services. Specific objectives of the program include the following:
· Goal 1: Prepare professional psychologists to accurately, effectively, and ethically select, administer, score, interpret, and communicate findings of appropriate assessment methods informed by accepted psychometric standards and sensitive to the diverse characteristics and needs of clients.
o Objective 1a: Accurately and ethically administer and score various psychodiagnostic instruments.
o Objective 1b: Accurately interpret and synthesize assessment data in the context of diversity factors, referral questions, and specific objectives of the assessment, and organize and communicate results in writing and orally.
o Objective 1c: Examine psychometric properties of psychological assessment instruments, and use that knowledge to evaluate, select, administer, and interpret psychological tests and measures appropriate for the client, the referral question, and the objectives of the assessment.
· Goal 2: Prepare professional psychologists to select, implement, and evaluate psychological interventions consistent with current ethical, evidence-based, and professional standards, within a theoretical framework, and with sensitivity to the interpersonal processes of the therapeutic relationship and the diverse characteristics and needs of clients.
o Objective 2a: Synthesize the foundations of clinical psychology, including psychopathology, human development, diagnosis, diversity, ethics, and various therapeutic models in clinical applications.
o Objective 2b: Select, plan, and implement ethical and evidence-based interventions with sensitivity to the diverse characteristics and needs of clients.
o Objective 2c: Demonstrate knowledge, skills, and attitudes to effectively implement and participate in psychological consultation and supervision.
o Objective 2d: Demonstrate personal development and self-reflective capacity, including growth of interpersonal skills, and therapeutic relationships.
· Goal 3: Prepare professional psychologists to analyze the complexity and multidimensionality of human diversity, and demonstrate the knowledge, skills, and attitudes necessary to understand diverse worldviews and the potential meaning of social, cultural, and individual differences for professional psychological services.
· Goal 4: Prepare professional psychologists to examine the historical context and the current body of knowledge of biological, cognitive, affective, developmental, and social bases of human functioning.
· Goal 5: Prepare professional psychologists to critically evaluate the current and evolving body of scholarly literature in psychology to inform professional practice.
Instructional Format:
The course will consist of lecture, discussion, demonstration, and practice. Students must administer tests to six subjects for practice and experience in test administration, scoring, and interpretation, and produce reports based on each of those administrations.
Content Sequence:
Content sequence is approximate, and will be adjusted for the experience base of the class; group progress in acquisition of skills, knowledge, and values; and the natural flow of inquiry in the course. The instructor reserves the right to alter sequence and time spent on individual topics.
§ Theories of intelligence
§ Assessment theory
o What assessment is, the special case of testing as one aspect of assessment
o History of intellectual and cognitive assessment
o Psychometric aspects of ability and achievement tests
o Reliability and validity – types, methods and evidence
§ Ethical guidelines for users of psychological tests
§ Wechsler Scales and their psychometric properties
o Demonstration of WAISIII & practice
o Scoring and Interpretation of the WAIS-III
§ Understanding IQ, Index and scaled scores
§ Percentile equivalents of IQ, Index, and scaled scores
§ Understanding and applying the normal curve
§ Understanding and applying SEm, confidence intervals, and base rates
o Demonstration, Scoring & Interpretation of WISC-IV
o Behavioral Observations in Cognitive Assessment
§ Bender Gestalt Test
o Demonstration and practice
o Interpretation from a cognitive processing perspective (non-projective interpretation of Bender-Gestalt results)
§ Interpretation and ReportWriting
o Establishing validity of results – psychometric indications and external validation – empirical validation
o Normative interpretation – what the numbers mean psychometrically
o Idiographic interpretation – what the numbers mean about this person
o Explaining results in client-friendly language – explaining what it means to parents, clients, and referral sources. (You don’t really understand it until you can explain it in plain language!)
o Implications of test results – making useful, applicable, clear, and specific recommendations based on the assessment
§ Individual and cultural differences and cognitive assessment
§ Other Cognitive Measures
o The StanfordBinet
o Raven’s Progressive Matrices
o Woodcock-Johnson-Cognitive and Achievement Measures
o Wide Range Achievement Test
o Other Wechsler Instruments
§ Wechsler Assessment of Memory & Learning
§ WPPSI
o Evidence of intellectual, cognitive, or neurological functioning in other tests or assessment methods
§ Diagnosis of learning disabilities: criteria, methods, examples, empirical support and cautions from the literature
§ Continued practice and discussion, emphasizing interpretation and integration of results, along with implications for recommendations.
Required Texts and Materials:
1. Sattler, J.M. (2008). Assessment of Children: Cognitive Foundations, Fifth Edition. San Diego: Jerome M. Sattler, Publisher. ISBN - 978-0-9702671-6-0.
2. Oster, C., (2006). Cognitive Assessment Syllabus and Handouts. (I.e., this syllabus and related web pages, available at www.osterpro.homestead.com)
3. WAISIII and WISC-IV test kit. Kits may be checked out from the ISPP library at break on the first day of class, or you may have full access to the kits at your workplace.
4. Three (3) each of WAIS-III and WISC-IV record forms and 3 each of the corresponding response sheets/booklets. There are TWO response booklets for the WISC-IV. Be sure to get both.
If you have full access to the WAIS-III or WISC-IV through your worksite, you do not need to borrow the kits from the library. However, you MUST use original record and response forms (i.e., not photocopies, which would be a violation of copyright law). You may not substitute any earlier version of the tests.
Suggested Supplemental Texts:
Dana, R.H. (ed.) (2000). Multicultural Assessment Perspectives for Professional
Psychology. Mahwah, NJ: Lawrence Earlbaum Associates, Inc.
ISBN: 0805827897
Geisinger, K.F. (Ed.) (1998). Psychological Testing of Hispanics. Washington: APA.
ISBN: 1-55798-538-3.
AERA, APA, NCME (2000). Standards for Educational and Psychological Testing.
Washington, D.C., American Educational Research Assn. Publications.
Additional readings – both required and supplemental - are listed on the course web site. See the link at the top of the syllabus.
Requirements:
1. Attend and actively participate in all class sessions. Be prepared with appropriate materials, between class reading of the test manual and textbooks, and downloads and readings from the course website.
2. Attend an individual assessment and tutorial session (TBA), focusing on the WAISIII, and an individual final assessment session focusing on the WISC-IV.
3. Complete 3 administrations of each Wechsler test (3 adult, 3 children), score the tests, interpret them, and write reports based on them. Submit all raw data and notes along with the reports.
4. Satisfactorily complete an online tutorial on psychometric theory and applications.
5. Comply with exclusionary criteria.
Grading:
Your grade is based on attendance and participation; progress in administration, scoring, interpretation, and reports on the initial test administrations you perform; and the quality and accuracy of the administration, scoring, interpretation, and report on your final administration of each test. You will receive in-person, detailed feedback on one test administration of the first three you complete. This feedback will help you to develop skills, and does not indicate expected course grade. That is, it is formative feedback not used in grading, except that completion according to instructions, effort, and improvement in terms of clear reliance on the Wechsler and WRAT manuals for administration and scoring are expected.
Your final grade in this course will depend on the quality of your course attendance and participation (15%), completion of each assignment – online tutorial and 6 test administrations and report (25%), and the quality of your last test administration and report on each intelligence test (your last adult test and report (25%) and your last child test and report (35%)) administration. The primary considerations in determining your final grade are your competency at administering and scoring a Wechsler intelligence test and produce a professional-sounding report at the end of the term. However, completion of all course assignments is required to pass the course. To earn a grade of A, you must:
· Satisfactorily complete the online psychometrics tutorial.
· Comply with exclusionary criteria for all tests administered.
· Participate actively in class discussions.
· Complete all assignments on time. (Assignments MUST be completed to pass the course. They must be completed and turned in ON TIME for an A.)
· Improve on administration, scoring, interpretation and report writing from first through last tests administered, demonstrating improved attention to detail and consideration of any feedback received.
· Correctly administer your last WAIS-III and your last WISC-IV.
· Record all answers VERBATIM for ALL subtests. No summary, no paraphrasing, no shortening other than what is described as acceptable in class. This includes Digit Span and Letter-Number Sequencing.
· Score the last of each test correctly according to the manual, with no more than 3 errors in assigning points to 2-point items and no errors on answers clearly indicated in the manual, and no errors in assigning points to 1-point items. That is, your scoring must indicate you have absolutely relied on the manual for scoring guidance.
· All calculations on your final submission of each test (adding points to arrive at correct totals) must be exactly correct.
· All conversions from raw scores to subtest, index, and IQ scores must be exactly correct.
· Descriptions of all scores (average, low average, high average, superior, etc.) must be correct according to the Wechsler record form.