Counseling Psychology and Special Education 647

Counseling Psychology and Special Education 647

Winter Semester 2012

Section 1: 341 MCKB on M at 08:30 am - 10:50 am

Instructor: Mark Beecher, PhD

Office: 1535 WSC

Office Phone: 801-422-3035

Email:

TA Information

Name: Jenni Whicker
Email: / Name: Natalie Kirtley
Email:

Texts & Materials

Required / Vendor / Price (new) / Price (used)
CONTEMPORARY INTELLECTUAL ASSESSMENT 3E
By FLANAGAN, D
ISBN: 9781609189952 /
BYU /
$95.00 /
$71.25
ESSENTIALS OF ASSESSMENT REPORT WRITING
By LICHTENBERGER, E
ISBN: 9780471394877 /
BYU /
$36.95 /
$27.75
Optional
The Mismeasure of Man
By Stephen Jay Gould
ISBN: 0393314251
W. W. Norton & Company (1996-06-17)
Practitioner's Guide to Assessing Intelligence and Achievement (1st edition)
By Jack A. Naglieri
ISBN: 9780470135389
Wiley (2009-08-03)
Contemporary Intellectual Assessment, Second Edition: Theories, Tests, and Issues (Second Edition)
By Flanagan, D. P. & Harrison, P.L.
ISBN: 1593851251
The Guilford Press (2005-03-10)
Handbook of Psychological Assessment (5th edition)
By Gary Groth-Marnat
ISBN: 0470083581
Wiley (2009-05-04)
Assessing Adolescent and Adult Intelligence, Third Edition (3rd edition)
By Alan S. Kaufman
ISBN: 0471735531
Wiley (2005-07-18)
Essentials of WAIS-IV Assessment (Essentials of Psychological Assessment) (1 Pap/Cdr)
By Elizabeth O. Lichtenberger
ISBN: 0471738468
Wiley (2009-08-24)
Essentials of WISC-IV Assessment (Essentials of Psychological Assessment) (2nd edition)
By Dawn P. Flanagan
ISBN: 0470189150
Wiley (2009-05-04)
Essentials of WJ III Tests of Achievement Assessment (1st edition)
By Nancy Mather
ISBN: 0471330590
Wiley (2001-10-01)
The Essentials of WJ III Cognitive Abilities Assessment (1st)
By Fredrick A. Schrank
ISBN: 0471344664
Wiley (2001-12-15)
Essentials of Stanford-Binet Intelligence Scales (SB5) Assessment (Essentials of Psychological Assessment)
By Gale H. Roid
ISBN: 0471224049
Wiley (2004-08-30)
Ethical standards and testing/assessment guidelines
APA Ethical Standards - http://www.apa.org/ethics/code/index.aspx
APA standards for testing language minority and culturally different children - http://www.apa.org/pi/psych.html
NASP Website for testing guidelines - http://www.nasponline.org/culturalcompetence/index.html - http://www.nasponline.org/culturalcompetence/ortiz.pdf
American Educational Research Association, APA, & NCME (1999). Standards for educational and psychological testing. Washington, DC: Author. [ethics guidelines for assessments & test comparison report]

Description

Psychometric Foundations and Assessment of Intelligence

Attendance Policy

Attendance will be marked at the beginning of each class period by the teaching assistants. If you are not present at the time they mark attendance, you will not get the points for that day. (5 points per class period)

Learning Outcomes

·  Explain assessment findings
Students will be able to explain assessment findings in a way that is understandable to other mental health professionals, teachers, clients, and parents.

·  Synthesize assessment information
Students will be able to synthesize assessment information (including test scores, background information, behavioral observations, etc.)into a written assessment report.

·  Administer, score and interpret measures of intelligence
Students will be able to administer, score, and interpret multiple measures of intelligence, including those most commonly used in the field of psychology and school psychology.

Grading Scale

A / 940-1000 / B- / 780-819 / D+ / 620-659
A- / 900-939 / C+ / 740-779 / D / 580-619
B+ / 860-899 / C / 700-739 / D- / 540-579
B / 820-859 / C- / 660-699 / E / 539 and lower

Assignment Descriptions

Reading Assignments:

There are 11 reading assignments. At the end of the semester I will ask you to report to the teaching assistants whether or not you have completed each assignment. As I hope the textbooks will largely serve as references for you, my main concern is that you become familiar with what information the books offer. I do not expect you to memorize chapter content or to learn it in depth. All reading assignments must be completed by the last day of class instruction.

Critical Test Review:

I will assign each student or team of students one test to review from the following list:

·  WISC-IV

·  WAIS-IV

·  Stanford-Binet-5th Edition

·  Woodcock-Johnson-III Tests of Cognitive Abilities

·  Woodcock-Johnson-III Tests of Achievement

·  UNIT

·  CTONI-2

·  WPPSI-III

·  WMS-IV

·  WIAT-III

·  KABC-II

Each student or team of students will then prepare a brief, two-page summary of the assigned test. Please use the outline found on Blackboard to organize the information. The summary will be due on the day we discuss that particular test in class (see course schedule). Make copies for all class members or email a copy to each of them. You will be the class expert. Please be prepared to demonstrate a few of the subtests from your assigned test and prepare a 10-20 minute presentation of the information you have collected.

Test Administration Protocols:

For each test you administer (see point breakdown)you should turn in the following to the teaching assistants:
1) Protocol
2) Peer review - For each of the individual administrations, you need to have one of your classmates review the protocol to check for errors in administration and scoring. Have the peer write comments on the protocol itself and sign on the front page that they have reviewed it.
3)Consent Form - You must obtain written consent for every individual administration (see Blackboard for the form)
4) Hand Scoring (when applicable)
5) Computer Scoring (when applicable)
For group administrations, each person should turn in a protocol, scoring sheets, and computer scoring as applicable.

Video Recorded Test Administration:

You will video record your first administration of either the WISC-IV or the WAIS-IV. Before turning it in, you will watch the recording and note errors, areas in need of improvement, and things done well.

Written Assessment Reports:

You will complete three written assessment reports using assessment data supplied by me. For the first two reports you will work in groups of two to four students and will turn in one report for each group. For the final report you will work on your own. Your job will be to integrate the data into a formal assessment report. Templates and example reports can be found on Blackboard and in your textbook.

Final Exam:

The final exam will be a series of questions taken from the lectures and reading. I will review what will be on the final and its structure during the class period before the exam.

Assignment Point Breakdown

Assignments / Points /
Attendance (5 points per class) / 70
Reading Assignments (11 assignments - 10 points each) / 110
Critical Test Review / 80
WISC-IV Administration (standard and supplemental batteries - hand and computer scored) / 70
WISC-IV Administration (standard battery only - computer scored only) / 50
WAIS-IV Administration (standard and supplemental batteries - hand and computer scored) / 70
WAIS-IV Administration (standard battery only - computer scored only) / 50
WJ-III Tests of Cognitive Ability (standard and supplemental batteries - computer scored) / 60
WJ-III Tests of Cognitive Ability (standard battery only - computer scored) / 50
Standford-Binet 5th Edition (group administration - computer scored) / 50
WJ-III Tests of Achievement (group administration - standard battery only - computer scored) / 40
UNIT (group administration - computer scored) / 40
WPPSI-III (group administration) / 30
Video recording of WISC-IV or WAIS-IV administration (recorded from the required protocol administrations above) / 30
Group Assessment Reports (2 reports worth 25 pts. each) / 50
Individual Assessment Report / 50
Final Exam / 100
Total Points / 1000

BYU Honor Code

In keeping with the principles of the BYU Honor Code, students are expected to be honest in all of their academic work. Academic honesty means, most fundamentally, that any work you present as your own must in fact be your own work and not that of another. Violations of this principle may result in a failing grade in the course and additional disciplinary action by the university. Students are also expected to adhere to the Dress and Grooming Standards. Adherence demonstrates respect for yourself and others and ensures an effective learning and working environment. It is the university's expectation, and my own expectation in class, that each student will abide by all Honor Code standards. Please call the Honor Code Office at 422-2847 if you have questions about those standards.

Preventing Sexual Discrimination and Harassment

Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an educational program or activity that receives federal funds. The act is intended to eliminate sex discrimination in education. Title IX covers discrimination in programs, admissions, activities, and student-to-student sexual harassment. BYU's policy against sexual harassment extends not only to employees of the university, but to students as well. If you encounter unlawful sexual harassment or gender-based discrimination, please talk to your professor; contact the Equal Employment Office at 422-5895 or 367-5689 (24-hours); or contact the Honor Code Office at 422-2847.

Students with Disabilities

Brigham Young University is committed to providing a working and learning atmosphere that reasonably accommodates qualified persons with disabilities. If you have any disability which may impair your ability to complete this course successfully, please contact the Services for Students with Disabilities Office (422-2767). Reasonable academic accommodations are reviewed for all students who have qualified, documented disabilities. Services are coordinated with the student and instructor by the SSD Office. If you need assistance or if you feel you have been unlawfully discriminated against on the basis of disability, you may seek resolution through established grievance policy and procedures by contacting the Equal Employment Office at 422-5895, D-285 ASB.

Academic Honesty Policy

The first injunction of the BYU Honor Code is the call to be honest. Students come to the university not only to improve their minds, gain knowledge, and develop skills that will assist them in their life's work, but also to build character. President David O. McKay taught that 'character is the highest aim of education' (The Aims of a BYU Education, p. 6). It is the purpose of the BYU Academic Honesty Policy to assist in fulfilling that aim. BYU students should seek to be totally honest in their dealings with others. They should complete their own work and be evaluated based upon that work. They should avoid academic dishonesty and misconduct in all its forms, including but not limited to plagiarism, fabrication or falsification, cheating, and other academic misconduct.

Course Schedule

Date / Topics / Reading Assignments / Assignments Due
M - Jan 9 / Overview of Course Syllabus
History of Intelligence Testing: Key Names and Dates
Ethics of Assessment / - / -
M - Jan 16 / Martin Luther King Jr. Holiday / No class / -
M - Jan 23 / Psychometrics
Vocabulary terms and concepts / Contemporary Intellectual Assessment: Chapters 1 & 2
Essentials of Assessment Report Writing: Chapters 1 & 2 / -
M - Jan 30 / WISC-IV
Critical Review of WISC-IV / Contemporary Intellectual Assessment: Chapter 9
Essentials of Assessment Report Writing: Chapters 3 & 4 / -
M - Feb 6 / WAIS-IV
Critical Review of WAIS-IV / Contemporary Intellectual Assessment: Chapter 8
Essentials of Assessment Report Writing: Chapters 5 & 6 / -
M - Feb 13 / WJ-III Tests of Cognitive Abilities
WJ-III Tests of Achievement
Critical Review of WJ-COG
Critical Review of WJ-ACH / Contemporary Intellectual Assessment: Chapter 12
Essentials of Assessment Report Writing: Chapters 7 & 8 / -
M - Feb 20 / Presidents Day Holiday / No class / -
M - Feb 27 / Nonverbal Measures
CTONI & UNIT
Critical Review of UNIT
Critical Review of CTONI / Contemporary Intellectual Assessment: Chapter 14
Essentials of Assessment Report Writing: Chapter 9 & 10 / Protocols from first administration of WISC-IV, WAIS-IV, and WJ-III Cognitive due
Video Recording Due
T - Feb 28 / Report Writing / Contemporary Intellectual Assessment: Chapters 23 & 26 / -
M - Mar 5 / Guest Lecturer: Michael Brooks, J.D., Ph.D.
Forensic Assessment
Effort Testing
Report Writing / Contemporary Intellectual Assessment: Chapter 5 / 1st group assessment report due
M - Mar 12 / Stanford-Binet Intelligence Scales, 5th Edition
Critical Review of Stanford-Binet, 5th ed / Contemporary Intellectual Assessment: Chapter 10 / -
M - Mar 19 / Testing Students of Diverse Backgrounds
VIDEO: Portraits of the Children: Culturally Competent Assessment (NASP, 2003)
Critical Review of WIAT-III / Contemporary Intellectual Assessment: Chapter 22 / 2nd group assessment report due
M - Mar 26 / Critical Review of WPPSI-III
Critical Review of WMS-IV
Critical Review of KTEA-II / Contemporary Intellectual Assessment: Chapter 11 / -
M - Apr 2 / Report Writing / - / -
M - Apr 9 / Guest Lecturer: GeriLynn Vorkink, Ph.D.
Learning Disability Assessment / Contemporary Intellectual Assessment: Your choice of one of the following chapters: 24, 25, 27, 28, 29, or 30 / Individual assessment report due
M - Apr 16 / Assessment data interpretation
Final Exam 7:00-10:00am / - / All remaining protocols due
Reading log due