CPSE 602 2
CPSE 602
Social-Emotional Assessment and Intervention of Children and Adolescents
MCKB 160 Tuesdays 12:00 to 2:50
Winter 2005
Brigham Young University
Instructor
Ellie Young, Ph.D., NCSP
340 MCKB
Office: 422-1593
Fax: 422- 0198
Office Hours: Tuesday 9:30-11:30 or by appointment
Course Objectives
1. Students will demonstrate skills in accurately identifying children with social-emotional problems. Students will be able to select, administer, and interpret assessment procedures which will correctly identify children with social-emotional concerns.
2. Students will be able to appropriately apply the criteria for identifying children with Educational Disabilities (specifically, Behavior or Emotional Disorders and Other Health Impaired) found in IDEA. Additionally, students will demonstrate skills in developing 504 Accommodation Plans for children with emotional or behavioral issues.
3. Students will demonstrate these skills through creating assessment and intervention plans. Students will be able to integrate assessment information and complete professional quality reports. Students will develop assessment and intervention plans by using the consultation skills they mastered in previous courses.
4. Students will be able to describe the differences and similarities between the common mental health disorders of childhood. Students will incorporate an understanding of theories related to mental health.
5. Students will demonstrate skills in creating and implementing intervention plans for children with emotional and behavioral problems. These plans will include interventions which incorporate both environmental and personal interventions.
6. Students will integrate previously learned consultative skills in the process of assessment and intervention
7. Students will be able to develop research questions about specific disorders and find empirical evidence to answer their questions.
8. Students will be able to describe how diversity issues (e.g. culture, race, ethnicity, socioeconomic status, religion, and gender) influence social, emotional, and behavioral concerns in school-aged children and adolescents.
9. Students will demonstrate a compassionate, non-judgmental attitude and behaviors towards persons and families with mental health disorders or social/emotional behavioral concerns. Students will demonstrate the characteristics of a disciple scholar.
Required Textbooks
Mash, E. J., & Barkley, R. A. (2003). Child Psychopathology, Second Edition
Goldstein, A. P. (1999). The PREPARE Curriculum, Revised Edition
Merrell, K. W. (2001). Helping Students Overcome Depression and Anxiety: A Practical Guide
Suggested Textbooks
American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders, text revision (4th ed.). Washington, DC: Author.
Sequence of Learning and Due Dates
Week / Topic / Reading to be completed before class / Assignments Due /Mash & Barkley / Goldstein / Merrell / Other or Reserve /
Jan 4 / Introduc-tion to course / Chapter 1
p. 3-74
(Read for general themes) / Article available on BlackBoard about Social Maladjustment
Jan 11 / ADHD / Chapter 2
p. 75-143 / Best Practices IV Chapters 70& 71 p. 1115-1150
Jan 18 / Conduct and Opposition/ Defiant Disorders / Chapter 3
p. 144-189 / Chapters 2-5
p. 15-376 / Self-Monitoring Procedures / Research Question
Jan 25 / Substance Use Disorders / Chapter 4
p. 199-232 / Chapters 1-3
p. 1-60 / Best Practices IV
Chapter 75
p. 1195-1218
Feb 1 / Childhood Mood Disorders / Chapter 5
p. 233-277 / Chapters 4 -7
p. 64-138 / Exam 1
Feb 5 / Childhood Anxiety Disorders / Chapter 6
p. 279-329 / Chapters 6-8
p. 419-628 / Chapters 8-9
p. 140-170
Feb 15 / Childhood PTSD / Chapter 7
p. 330-371 / Chapter 3
Feb 22—NO CLASS / Monday classes
March 1 / Social With- drawal in Children
/ Chapter 8
p. 372-408
March 8 / Autistic Spectrum Disorders / Chapter 9
p. 409-454 / Exam 2
March 15 / Childhood-onset Schizo-phrenia / Chapter 10
p. 455-485
March 22 / Eating Disorders / Chapter 15
p. 687-715 / Report 1
March 29 / Health Related Disorders / Chapter 16
p. 716-750
April 5 / Child Maltreat-ment / Chapter 14
p. 632-686 / Chapters 9- 12 p. 629- 844 / Report 2
April 12 / Summary
April 19
3-6 / Final—Exam 3
Evaluation of student learning
Participation and Attendance. One of the most important means of showing your learning will be through participation in class discussion which will require you to come to class prepared to discuss the topics explained in the readings. Because participation is difficult to grade objectively, your participation will be recorded on a pass/fail basis through short written assignments that will be given in every class. (For example, you may be asked to write a short paragraph summarizing what you learned in class.) Each ‘participation writing assignment’ will be worth 5 points. There will be 12 class periods where participation points can be earned, but only 10 participation writing assignments will be included in your point total in determining your grade. (In other words, if you miss 2 classes, your grade may not be affected—but your learning may!) If you miss more than two class periods during the semester, your grade will drop one letter grade.
Exams and Quizzes
There will be three exams. Each exam will be worth 25 points. These exams will cover several chapters of reading and the corresponding class discussions. The exams will require students to apply the theories, models, and principles in the readings and class discussions. The exams will probably be take home exams that will consist of case studies, essay or short answer questions. If students request a study session, I will facilitate a review during office hours before each exam. If a student earns below a 75% on any exam, they will be required to complete additional learning activities that will be developed in collaboration with the student and the professor.
There will be 14-15 weekly quizzes over the reading. Each quiz will be worth 10 points. Quizzes for each week will be available on BlackBoard beginning on Friday mornings at about 10:00 a.m. and will remain available on BlackBoard until 10:00 a.m. on the day of class. Students are to take the quiz before coming to class. No make up quizzes will be given under any circumstances. While 14 quizzes may be given, only 12 of the quizzes will contribute to your grade. This will allow you to drop your lowest scores. The quizzes will give you an opportunity to show your understanding of the reading that is assigned for that day. If students score less than 2 points on a quiz and are willing to sign a form indicating that they did complete the readings before class, they may submit a one page reflection paper about the readings. Each student may turn in only 3 reflection papers during the semester.
Research paper
A research paper worth 50 points will be required to encourage you to use research for answering practical questions. This assignment will require library research, graduate level integration and organization of the information, and of course, professional quality writing. You will develop a research question based on a personal interest. For example, “Is ADHD over diagnosed?” or “What are effective interventions for anxiety disorders?” Your research question will be due January 18, 2005 with a brief explanation (2 paragraphs) about your question and possible outcomes. The second part of the project will require you to find three empirical studies in refereed journals which will answer your research question. The professor must approve the articles that you choose. You will be required to show the articles to the professor at least one week before the final draft is due. The articles must be found in at least two different journals. For each article you will write a summary which includes the following sections: reference of the article, hypotheses or research question of the article, short summary of the methods, results, and conclusions as they relate to your research question. When the three summaries are completed, you should develop a brief introduction stating your research question and include a final executive summary that answers your research question. A rubric of how the project will be graded can be found in Appendix A of this syllabus. You will present your research project in class when the relevant topic is being discussed. You will give a copy of your executive summary to class members or make it available to post on BlackBoard.
Reports
You will be required to write two reports (50 points each) for a child that has a behavioral or emotional referral question. Each report will document your skills in refining referral questions, designing multifaceted assessments to answer referral questions, and finally interpreting the assessment results to develop empirically-based interventions. Your report must include evidence of applying the consultation skills you have mastered.
Before you begin each report, you must submit to Dr. Young an assessment plan, which articulates a specific referral question and how you plan to assess the student so that you can answer the referral question. An assessment plan should include the referral question, instruments and strategies you will include in the assessment and a short rationale for why you are including each instrument or strategy, i.e. how will each instrument contribute to answering your referral question.
You will be required to write a professional quality report suitable for giving to parents and other professionals. Your report must include interventions with an empirical basis. Even though there are specific due dates listed above, please assume that you will rewrite each report until it meets the standards of a professional quality report. You must include the following elements in your assessment and assessment report:
1. Archival records review
2. Standardized checklists completed by both parents and teachers (e. g., BASC or TRF; you may not use the BURKS Behavior Rating Scales)
3. Two to three structured student/classroom observations
4. Student, parent, teacher interviews
5. Academic/Cognitive Assessment including a curriculum-based evaluation
6. Social Skills Assessment
7. Functional Behavior Assessment
8. Interventions
9. Strengths of student/family
Activities / Total Points PossibleParticipation (10 @ 5) / 50
Exams (3@ 25) / 75
Quizzes (12 @ 10) / 120
Research Paper (50) / 50
Reports (2@50) / 100
TOTAL / 395
Grade / % of Points Earned
A / 95-100
A- / 90-94
B+ / 87-89
B / 83-86
B- / 80-82
C / 79-74
D / 73-70
E / 69
Course policies:
Attendance will not be taken but will be reflected through your participation writing assignments.
Due dates will be strictly enforced. Turning in your work on or before the due date shows respect for other students and the instructor, and it implies that learning is a personal priority. No late written assignments will be accepted. Assignments will be due during the first 30 minutes of class on the dates listed above.
Assignments must be typewritten and double-spaced with 10- or 12-point font with one inch margins. Also, use American Psychological Association style, and follow the guidelines in the Publication Manual of the American Psychological Association, 5th edition.
You may submit your assignments electronically. You must turn in all protocols with your reports. The protocols will be returned to you. Please be aware of confidentiality issues—and maintain the confidentiality of students and families with whom you are working.
Please refer to persons with disabilities by naming the person before the disability, e. g. “the person with depression” rather than “the depressed person” or “the ADHD child.” If you put the disability before the person in any of your writings, 3 points will be deducted from your score.
Please provide me with a working email address. There may be times when changes to assignments or readings will be necessary. Most likely, I will notify students of these changes via email. You will be responsible for periodically checking your email and responding to any course changes. It is the students’ responsibility to have a working email and check it in a timely manner. If you do not have easy access to email, it is recommended that you develop a system with another class member so that you notify each other when important messages are posted. If receiving emails is problematic for you, please contact me by the second class period to develop another means of communication. If you do not speak with me about this by the second class period, it is assumed that you will be responsible for any course changes communicated through email.
Students and the instructor will be expected to abide by BYU’s Honor Code and support others in their efforts to be disciple scholars. Be especially aware of referencing the work of others and avoiding plagiarism. Should concerns arise, please meet individually with me.
Please be respectful of office hours. I am happy to meet with students and enjoy doing so. Please plan to meet with me during office hours or make an appointment so that I can best meet your needs. I intend to work from home several days each week and may not be available for student consultation beyond office hours or at previously scheduled appointments.
I welcome your feedback and ideas about the assignments, classroom discussion and presentations, exams, or other elements of the course. If you have ideas that would improve how our community of learners functions, please meet with me.
Learning should be fun, challenging, joyous. Please be respectful of the thoughts, feelings, and opinions of others. If you disagree, please share your ideas politely. Diversity of thought enriches learning and will be respected. We do not have to think the same, but we do need to rely on research and empirical theories and models. When you share your opinions, be prepared to discuss evidence that supports your opinion. In addition, please encourage others to share their thoughts, feelings, and experiences.
I reserve the right to change any part of the syllabus due to the learning needs of the students. All changes will be given in writing to students or posted on BlackBoard.
Departmental Student Evaluations:
At the end of each semester, CPSE department faculty reviews the progress of each CPSE student in the following areas: knowledge, skills, and disposition. Your efforts, performance, and attitudes in this course will directly influence your departmental evaluation. For example, if your writing does not demonstrate graduate-level writing skills or you have consistently weak performance on quizzes or other assignments, you may be given a marginal or unsatisfactory rating in the knowledge area. If you are not responsive to feedback about your skills or do not demonstrate improvement in a skill area, this will be reflected in your skills evaluations. Lastly, if your assignments are submitted past the deadline, you come to class late, do not participate in class discussions, or do not demonstrate commitment to the course and program, your disposition evaluation will be negatively effected. Please understand that if you are given a less than satisfactory rating that resources will be identified to help you address the concerns.