University of North Texas
College of Education ∙ Department of Counseling and Higher Education
Counseling Program
COUN 5760 Appraisal in Child and Adolescent Counseling
I. Catalog description: Study of appraisal concepts and various instruments, procedures, methods and techniques used to assess learning and behavioral patterns of children. Prerequisite(s): COUN 5680 and 5710 and EPSY 5210, or consent of department. EPSY 5210 may be taken concurrently. 3 hours.
II. Goal of the course: Each student will be knowledgeable of appraisal concepts and various instruments, procedures, methods, and techniques used to assess learning and behavioral problems of children both in school and clinical mental health counseling settings.
III. Knowledge and skills outcomes: The student can
Outcome / CACREP / Evaluation1. Explain historical perspectives concerning the nature and meaning of assessment / IIG7a / Learning Assessment
2. Define basic concepts of standardized and nonstandardized testing and other assessment techniques, including norm-referenced and criterion-references assessment, environmental assessment, performance assessment, individual and group test and inventory methods, psychological testing, and behavioral observations / IIG7b; CMHC G1 / Learning Assessment
3. Define statistical concepts, including scales of measurement, measures of central tendency indices of variability, shapes and types of distributions and correlations / IIG7c / Learning Assessment
4. Define reliability and validity / IIG7d; IIG7e / Learning Assessment
5. Identify social and cultural factors related to the assessment and evaluation for individual, groups, and specific populations; as well as potential biases of assessment measures / IIG7f; CMHC H1; CMHC K4 / Instrument Critique/Presentation
6. Describe ethical strategies for selecting , administering, and interpreting assessment and evaluation instruments in counseling / IIG7g / Learning Assessment
7. Understand various models and approaches to clinical evaluation in a clinical mental health setting, including diagnostic interviews, mental status examinations, symptom inventories, and psychoeducation and personality assessments / CMHC G2 / Assessment Administration
8. Identify standard screening and assessment instruments for substance use disorders and process addictions / CMHC G4; SC G2 / Assessment Administration
9. Select appropriate comprehensive assessment interventions to assist in diagnosis and treatment planning / CMHC H1 / Assessment Administration
10. Identify various forms of needs assessments and assessment strategies for academic, career, and personal/social development / SC G3; H2 / Assessment Administration
11. Assess and interpret children’s strengths and needs, recognizing the uniqueness of each child. / SC H1 / Evaluation Report & Feedback
12. Analyze assessment information in a manner that produces valid inferences when evaluating the needs of individual children and assessing the effectiveness of educational programs. / SC H3 / Evaluation Report & Feedback
IV. Methods of instruction: This course will utilize class discussions, peer group work, lecture, demonstration, video recordings, direct observation, direct application, and student presentations to reach learning objectives.
V. Required text(s) and/or reading(s):
Mandatory Text and Protocol:
Merrell, K. W. (2008). Behavioral, social, and emotional assessment of children and adolescents. (3rd ed.) New York: Lawrence Erlbaum Associates.
*Test protocol packet at the University Bookstore also mandatory for this class.
Optional Texts:
Sattler, J. (2001). Assessment of children: Cognitive applications. (4th ed.). San Diego: Jerome M. Sattler Publisher.
Zuckerman, E. (1991). The clinician’s thesaurus. (2nd ed. rev.). Pittsburgh: Three Wishes Press.
Web Sources: The Association for Assessment in Counseling and Education http://aac.ncat.edu/
VI. Student performance evaluation criteria and procedures:
Learning Assessment 10
Instrument Presentation and Outline 20
Parent interview & Child/Adolescent Assessment Administration 20
Child/Adolescent Evaluation Report 25
Mock Parent Feedback Session 15
Class Attendance 10
Final Grade:
91-100 = A 81-90 = B 71-80 = C F<71
VII. Sample class schedule:
Week 1: Introduction & History of Assessment
Week 2: Statistical Concepts: Measures of Central Tendency, Distributions, Correlations
Week 3: Validity & Reliability
Week 4: Ethics of Assessment & Cultural Considerations
Week 5: Parenting Stress Index, Child Behavior Checklist, Behavioral Assessment for
Children; Learning Assessment
Week 6: Introduction to administration; Piers-Harris; Developmental Test of Visual
Motor Integration
Week 7: Parent intakes; Report Writing; Test of Information Processing Skills
Week 8: Scoring Night
Week 9: Interpretation/Parent Feedback
Week 10: WISC-IV & Intelligence Testing
Week 11: Assessments for specific populations/clients; Adult assessments – Symptom
Checklist-Revised; Adult Behavior Checklist & Adult Self-Report
Week 12: Parent feedback practice
Week 13: Career Inventories: Myers-Briggs Type Indicator; Strong Interest Inventory
Week 14: Student Presentations
Week 15: Student Presentation
Week 16: Final Reports Due