Required Textbooks

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

Sattler, J. M. (2001). 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.

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:

Final grades are as follows:

Protocols - Protocols are graded on accuracy.

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

Video & Self-Evaluation -Make a videotape of yourself administering a WISC-III 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 will be given 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-III 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.

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
The following dates regarding course material will be followed generally. However, the dates for scheduled exams are firm. Students are expected to have read the assigned chapter before class.

Theory of Intelligence presentations

1st WISC-III protocol

2nd WISC-III protocol

4 WISC-III (2 with reports)

1 WAIS
1 WPSSI-III + Vineland (w/ report)
1 SB-IV
1 WISC-III + Bender or VMI (w/ report)
1 WISC-III + WIAT-II (w/ report)
1 WISC-III + WJ-III (w/ report)
1 WISC-III + PPVT-III or Boehm Test of Basic Concepts (w/ report)

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

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.