Cognitive Assessment of Children and Adolescents

PSYC – 541A

Fall 2003

 

Professor:  Jeremy Jewell, Ph.D.                        Class Location:  Alumni Hall, Room 0201

Office:  Alumni Hall, Room 0124                  Class Times:  Thur., 12:30 – 3:15 p.m.

Office Hours:  Tuesdays and Thursdays 3:15-5:15 or by appointment                              

Phone:  650-3734                                       

Email:  jejewel@siue.edu

 

Course Description (3 credit hours)

This course is designed to provide the student with skills and competencies in assessing the cognitive abilities of the child and adolescent.  Students will become proficient in the use and interpretation of a wide range of standard psychological instruments including intelligence, achievement, grapho-motor, vocabulary, adaptive, and other psychoeducational tests.  Training in the communication of diagnostic information through oral and written reports will be provided as well.

 

Required Textbooks

 

Sattler, J. M. (2001).  Assessment of Children; Cognitive Applications (4th edition).  San Diego:  Jerome M. Sattler, Publisher, Inc.

 

Sattler, J. M. (2002).  Assessment of Children; Behavioral and Clinical Applications (4th edition).  San Diego:  Jerome M. Sattler, Publisher, Inc.

 

Lab Fee

Students will be assessed a lab fee to cover the cost of test kits and protocols.

 

Classroom Format

Class time will be spent on lecture as well as discussions of the assigned material.  In addition, class time will also be spent reviewing test materials.  The course schedule below lists dates and assigned readings.  Some chapters are noted to be read thoroughly, while others may be perused as they are less critical and the amount of reading and assignments for the course is significant as it is.  Since much of the time will be spent in discussion, it is critical that students read assigned material before class so that all students will be able to participate in the learning process.

 

Learning Objectives

 

1.      To learn how to administer and score various individual tests of cognitive ability in the standard fashion.

 

2.      To learn what each of the tests measures specifically, i.e., what cognitive abilities are required by each subtest or task.

 

3.      To become familiar with the developmental tasks associated with cognitive development and adaptive behavior in childhood and adolescence and understand how development, human learning, and cognitive assessment are inter-related.

 

4.      To learn how to administer, score, and interpret various psychoeducational assessment measures, academic screening tests, and diagnostic tests.

 

5.      To learn how to obtain data from interviews, developmental histories, observations, and testing situations.

 

6.      To develop an ability to interpret, and draw conclusions from, complex and interrelated data in an integrative fashion.

 

7.      To develop the ability to communicate an integrated interpretation of a variety of assessment data and its conclusions to other professionals orally and in writing.

 

8.      To develop data-based decision-making skills that allow one to integrate a variety of assessment data and make empirically-based decisions that affect service delivery and service evaluation to individual students, classrooms, programs, schools, and school districts.

 

9.      To develop further understanding of basic concepts such as: intelligence, IQ scores, specific cognitive functions, mental retardation, adaptive skills, etc.

 

10.  To develop an appreciation for the scope and limits of various assessment tools and tests as well as for the field of psychology as it pertains to assessment.

 

11.  To become familiar with the basic texts that will be necessary source-books for the practicing clinician.

 

12.  To understand how cognitive assessment data is used to determine exceptionality as defined in the federal and state statutes (IDEA, Sect. 504, etc.).

 

13.  To investigate the processes by which children are referred for cognitive assessment and how decisions regarding implementation of intervention strategies are made.

 

14.  To understand how assessment, intervention, and evaluation processes are inter-related.

 

15.  To understand the issues involved in the assessment of ethnic minority children; to adopt a multifactor, pluralistic approach; and to learn the responsible use of tests in the assessment of ethnic minority (and all) children.

 

16.  To understand the ethical issues and professional concerns surrounding the assessment process, including professional accountability and confidentiality.

 

Grading

 Students’ grades will be determined by the following:

           

            Theories of Intelligence Presentation – 10 points

            WISC-IV Exam – 20 points

            16 Test Protocols – 10 points each

            8 Reports – 20 points each

            Midterm & Final Case Study Reports – 25 points each

            Video & Self evaluation – 25 points

            Peer Evaluation – 25 points

            Case Presentation – 45 points

            Class Participation – 50 points

 

Final grades are as follows:

 

            A  507 +

            B  469 - 506

            C  431 – 468

            D  393 – 430

            F  below 393

 

            Protocols – Protocols are graded on accuracy.

 

Reports – Reports are graded on thoroughness of information presented, level of interpretation, clarity, and writing style.

 

WISC-IV Exam – A written, in class exam will be given on 9/25.  The exam will be “closed book” and will consist of multiple choice and fill in the blank items.  Those who do not perform satisfactorily on the exam must retake the exam until they do so, and will not be allowed to administer any intelligence tests.

 

Video & Self-Evaluation –Make a videotape of yourself administering a WISC-IV to a child in the Community-School observation lab.  Complete a two-page evaluation of yourself and your administration of the test.  Details regarding the video equipment and use of the observation lab will be given.  The video will be graded on rapport with the child and the student’s adherence to the standardized fashion in which they administer the test.  Perfection is not expected, however, and therefore the self evaluation will be graded on the student’s ability to reflect on the assessment and identify their strengths, weaknesses, and mistakes in administration.

 

Peer Evaluation – Students will pair up with each other and observe a WISC-IV administration given by a peer (as outlined in the above video and self-evaluation).  Students will observe behind a one-way mirror and record their observations of the peers strengths and weaknesses.  Evaluation format will be provided.

 

Midterm and Final Case Studies  – Two case studies consisting of test scores and background information will be provided to the student.  The student will then write a full report, with recommendations, based on the information given.  Reports are graded on thoroughness of information presented, level of interpretation, clarity, and writing style.

 

Case Presentation – Students are to present a case (of their choosing) to the class, which should include an intelligence test and achievement or supportive tests.  This presentation should include 1) Background information of the child 2) Test results 3) Interpretation of test data and 4) Educational recommendations.  The presentation should last 15-20 minutes and should be accompanied by handouts.  The case presentation will be graded on thoroughness of information presented, level of interpretation, the student’s ability to integrate assessment data clearly, and quality of recommendations.

 

Class Participation – Class participation is a large part of the student’s grade in this course because of its importance to the entire class experience. 

 

Course Schedule

Date

Topic

Readings

8/28

Introduction.  Review Syllabus.

Assign theories of intelligence presentations.

Read Chapter 1.  Read pp. 71-73 in Chapter 3.

Read “Controversy Regarding the Use Of Standardized Tests”, “Factors that Affect Test Scores”, and “Accounting for Poor Performance” in Chapter 2. 

9/4

Theories & Issues in Intelligence.                          

Peruse Chapter 5.  Read Chapter 6. 

9/11

Introduction to WISC-IV.

Useful Statistical and Measurement Concepts.

Read Chapter 7.  Peruse Chapter 8. Peruse Chapter 4.

9/18

WISC-IV administration and scoring.

Read Chapter 9. 

 

9/25

Interpretation of the WISC-IV.

Review 1st WISC-IV administration.

Read Chapter 10.

10/2

Introduction to report writing.

Developing recommendations.

 

Read pp. 676-713 in Chapter 21

10/9

Continue report writing.

Introduction to the WAIS.

Peruse Chapters 12, & 13.

10/16

Introduction to the WPPSI-III.

Midterm case study assigned (due 10/23)

Read “Bayley Scales of Infant Devt.-II” Assessment of younger children &“Infant Psych. Devt. Scale” in Chpt. 16                                    

10/23

Achievement tests administration and scoring. WIAT-II & WJ-III Achievement

 

Read Chapter 17

10/30

Stanford Binet Intelligence Scale – 5th Ed.

Read Chapter 14.

11/6

Adaptive Scales and other supportive tests.          

Read Chapters 7 and 8 (Vol. II)

11/13

Learning Disability Diagnosis.

Read pp. 45-71 in Chapter 3.

Read Chapter 12 (Vol. II)

11/20

Assessment of M.R. and Giftedness.

Case presentations                                               

Read Chapters 12 & 13 (Vol. II)

12/4

Multicultural Assessment. Case presentations. Final case study assigned (due 12/11).

Peruse Chapter 19. Read Chapter 20.

12/11

Case presentations.

Course integration and evaluations.

 

 

Course Requirements

           

            9/4             Theory of Intelligence presentations

           

            9/25            1st WISC-IV protocol

                        WISC-IV exam

 

            10/2             2nd WISC-IV protocol

 

            10/16            4 WISC-IV protocols (2 with reports)

 

            10/23              Peer and Self Evaluation

                        Midterm case study report

 

            12/11**          1 WAIS

                        1 WPSSI-III + Vineland (w/ report)

                        1 SB-V

                        1 WISC-IV + Bender or VMI (w/ report)

                        1 WISC-IV + WIAT-II (w/ report)

                        1 WISC-IV + WJ-III (w/ report) 

                        Final case study report

 

            ** Particular tests may not be administered until they are presented in class.

 

Additional Requirements

 

Perfect class attendance is expected.  Any student needing to be absent due to an emergency should contact the instructor as soon as possible regarding the absence.  More than one absence may result in the student’s removal from the class.  Students must complete all assignments to receive a grade in this course.

 

Department of Psychology Policy on Incomplete Grades and Withdrawal - It is the student's responsibility to officially withdraw from a course by the dates set by the University if the student is not intending to complete the course. Students who do not withdraw and have not completed the course will receive an Unauthorized Withdrawal (UW). Only under special circumstances a faculty member may agree to give a student an Incomplete (INC) grade in order to allow the student to complete the remaining work for the course not later than the end of the following semester. An INC is never automatic but must be approved by the instructor. If an instructor agrees to give a student an INC grade, the instructor & the student will fill out a form (Memorandum of Incomplete Grade) indicating why an INC is being given. One copy of the completed form will be given to the student, one copy will be given to the instructor, and one copy will be kept by the Department of Psychology secretary. If the work is not completed by the time specified on the Memorandum of Incomplete Grade form, the grade will be changed from INC to F.