Illinois School of Professional Psychology

at Argosy University, Chicago

COURSE SYLLABUS

PP7370

Cognitive Assessment

Fall 2012

Faculty Information

Faculty Name: Arthur Preston, Psy.D.

Campus: Chicago

Contact Information:

Office phone number: 773-381-5040

E-mail:

Office Hours: By appointment

TA: Caitlin Travers;

Short Faculty Bio: Interests include psychological assessment, individual psychotherapy, medical rehabilitation.

Course Description:

This course introduces the student to the major approaches and techniques for intellectual

assessment in children and adults. It covers principles of test construction and psychometrics,

the history of intellectual assessment, theories of intelligence, and methods of intellectual

assessment. Particular attention is given to the administration and interpretation of the Wechsler

intelligence tests. Alternative methods of intellectual assessment are also considered. The class includes a laboratory in which skills in administration and interpretation are be practiced.

Course Pre-requisites: None

Required Textbooks:

Jerome Sattler. (2008). Assessment of Children. Cognitive Foundation. 5th Edition.

Publisher: Sattler. ISBN: 978-0-9702671-4-6.

Elizabeth Lichtenberger and Alan Kaufman. (2009). Essentials of WAIS IV Assessment

Publisher: Wiley & Sons. ISBN: 9780471738466

Rust, J. and Golombok, S. (1999) Modern Psychometrics: The Science of Psychological

Assessment, 2nd Edition. Routledge: London. ISBN0-415-20341-4

Required Purchases: (These materials can be obtained from the library.)

Purchase 2 record forms, 2 response booklets #1, and 2 response booklets #2 for the WAIS-IV.

Purchase 2 record forms, 2 response booklets #1, and 2 response booklets #2 for the WISC-IV.

Test kits will be checked out from the ISPP library and returned as indicated in the course schedule below. Students are not allowed to pick up or deposit their test kits with the librarian outside of the assigned times noted in the class schedule.

Technology: Pentium III CPU/ Windows 98; 128MB RAM printer; Microsoft Office: Acrobat (full version); Microsoft Internet Explorer 5.5 (PC), 5.0 (MAC), or Netscape Navigator 4.08; Norton Antivirus.

Course length: 15 Weeks

Contact Hours: 60 Hours

Credit Value: 4.0

Course Objectives:

Course Objective / Program Goal / Method of Assessment
Demonstrate working knowledge of the administration and scoring of cognitive tests / Goal 1-Assessment / Assignments 1-4 and midterm, final
Demonstrate working knowledge of the interpretation the WAIS/WISC / Goal 1-Assessment / Assignments 1-4 and midterm, final
Demonstrate working knowledge of the interpretation of other Cognitive Techniques / Goal 1-Assessment / Classroom Discussion
Understand Psychometric Principles underlying standardized assessment / Goal 1-Assessment
Goal 4- Historical Context / Classroom discussion
All scoring Assignments
Examine issues of diversity in regards to response and interpretation of projective tests / Goal 3- Diversity / All assignments
Evaluate the use of quantitative versus qualitative test data / Goal 1-Assessment
Goal 5- Scholarship / Written Summaries (midterm, final, practice assignments)
Demonstrate use of direct vs. indirect data in psychological testing / Goal 1-Assessment / Written Summaries (midterm, final, practice assignments)
Develop more advanced proficiency in conceptualization of case material / Goal 1-Assessment / Assignments 3, 4 and Final

Assignments:

- Administer 2 WAIS-IV & interpret 2 WAIS-IV protocols provided to you.

- Administer 2 WISC-IV & interpret 2 WISC-IV protocols provided to you.

It is the student's responsibility to secure 4 participants for testing. Write-ups of protocols given to you must be typed, DOUBLE SPACED, and turned in as assigned. Late reports will not be accepted. Include the informed consent form provided to you with your administrations. Also, be sure to use a pseudonym in the report to protect the subject's anonymity. It is understood that students will NOT work together on classroom assignments. Any evidence of academic dishonesty will result in a failing grade and a referral to the student professional committee.

- Complete midterm and final exams. The exams are in-class and require that you score and

interpret a Wechsler protocol.

- Complete 2 proficiency exams covering non-Wechsler tests. These are evaluated on a pass/fail criterion. You must pass both proficiency exams to pass the course.

Use of Technology:

The use of interpretation software is not permitted on any assignments or exams. In addition, class exams must be hand written and not computer generated. No laptops are permitted during the exam.

Course Schedule:

Week / Topics / Readings / Assignments
1 / History, research and empirical support for cognitive assessment. / Lichtenberger Chapter 1 (Introduction and Overview). / Check out WAIS-IV test kit from library.
Overview of psychometric theory. Psychometric properties of ability and achievement tests, reliability, validity, standard scores, and normal distribution. Standards of Test/Measurements.
Item analysis and test construction.
How to read test manuals.
Introduction to WAIS Administration. / WAIS-IV Administration Manual Chapters 1, 2 & 3; Appendices A, B, & C.
Rust Chapter 1 (The Development of Psychometrics, pp. 3-22), Chapter 2, (The objectives of testing and assessment, pp. 23-36).
2 / Introduction to WAIS Scoring. / Lichtenberger Chapter 2 (How to Administer the WAIS-IV). / HANDOUTS:
(bring to class)
1. Indexes WAIS.
WAIS Scoring continued. / Lichtenberger Chapter 3 (How to Score the WAIS-IV). / HANDOUTS:
(bring to class)
1. Sample Report WAIS.
2. Sample Report WISC.
3 / Introduction to WAIS Interpretation. / WAIS-IV Technical & Interpretative Manual pp. 12-17, & Chapter 6 (Interpretative Considerations).
Lichtenberger Chapter 4 (How to Interpret the WAIS-IV). / In class WAIS interpretation exercise (protocol AB).
HANDOUTS:
(bring to class)
1. Indexes WAIS Profile Fluctuations.
2. Clusters WAIS.
3. Interpretation WAIS AB.
WAIS Interpretation continued.
Introduction to Report Writing. / Lichtenberger Chapter 5 (How to Interpret the WAIS-IV).
Sattler Chapter 19 (Report Writing).
4 / WAIS Interpretation continued. / Lichtenberger Chapter 7 (Clinical Applications II). / Assignment #1 WAIS administration and write-up due. Protocol FC (include adult consent).
HANDOUTS:
(bring to class)
1. Subtests WAIS.
WAIS Interpretation continued.
5 / WAIS Interpretation continued. / Lichtenberger Chapter 6 Clinical Applications I; pp. 208-231). / HANDOUTS:
(bring to class)
1. Continue Subtests WAIS.
WAIS Interpretation continued. / Lichtenberger Chapter 9 (Strengths and Weakness of the WAIS).
6 / WAIS Interpretation continued. / Sattler Chapters 1 & 2 (Challenges in Assessing Children), & 6 (Administering Tests to Children). / Assignment #2 WAIS administration and write-up due. Protocol JB (include adult consent).
Brain Damage and Acquired Cognitive Disorders.
Learning/Executive Functioning, performance in adults and children.
7 / WAIS Interpretation continued. / Sattler Chapter 9 (WISC-IV Description), 10 (WISC-IV Subtests), & 11 (Interpreting the WISC-IV). / In class WAIS interpretation exercise.
HANDOUTS:
1. Interpretation WAIS SR.
Midterm -
Scoring.
8 / Midterm -
Interpretation. / Return WAIS-IV test kit & check out WISC-IV test kit after exam.
WISC IV – Overview.
Contextual factors of intellectual assessment with children.
WISC Administration & WISC Interpretation. / WISC Administration Manual Chapters 2 & 3; Appendices A & B.
WISC Technical & Interpretative Manual pp. 5-18, 99-109.
9 / Learning Disabilities, Mental Retardation, contextual issues in understanding / Lichtenberger Chapter 6 Clinical Applications I; pp. 231-244). / Assignment #1 WISC
Administration and Write-up due. Protocol DD (include parental consent).
Assessing Attention-Deficit/Hyperactivity. / In class demonstration and exercise.
10 / Tests of Memory and Learning.
CVLT & WMS. / In class demonstration and exercise. / Assignment #2 WISC
Administration and Write-up due. Protocol MJ (include parental consent).
Tests of Memory and Learning.
CVLT & WMS
continued. / In class demonstration and exercise.
11 / Final Exam - Scoring. / Return WISC-IV test kit after exam.
Final Exam - Interpretation.
12 / Achievement Tests- Administration and Interpretation. / In class demonstration and exercise.
Integrative Report Writing and Assessment.
Inequities in Education- achievement testing implications. / Sattler Chapter 18 (Assessment of Intelligence with Specialized Measures).
13 / Brief Psychological Exams - uses, setting, administrations. / Sattler chapters 3 (Ethical, Legal, and Professional Issues) & 18 (Assessment of Intelligence with specialized measures).
Proficiency Exam – Pass/Fail
14 / Cultural/Racial Issues in testing / Sattler Chapter 5 (Ethnic Minority Children)
Proficiency Exam – Pass/Fail

Grading Criteria

A / 100 – 93
A- / 92 – 90
B+ / 89 – 88
B / 87 – 83
B- / 82 – 80
C+ / 79 – 78
C / 77 - 73
C- / 72 – 70
F / 69 and below

Grading scale Grading requirements

Midterm Exam / 50%
Final Exam / 50%
100%

The WAIS-IV and WISC-IV assignments (practice administrations and interpretations) are not formally graded but reviewed with corrections and comments provided to help you acquire clinical proficiency. Note, however, those students who exhibit strong scoring skills and report writing abilities on these assignments may receive a higher course grade if they are in a borderline grade situation at the end of the semester.

Library

All resources in Argosy University’s online collection are available through the Internet. The campus librarian will provide students with links, user IDs, and passwords.

Library Resources: Argosy University’s core online collection features more than 21,000 full-text journals, 23,000 electronic books and other content covering all academic subject areas including Business & Economics, Career & General Education, Computers, Engineering & Applied Science, Humanities, Science, Medicine & Allied Health, and Social & Behavior Sciences.All electronic resources can be accessed through the library’s website at www.auchicagolib.org. User IDs and passwords are distributed during orientation, but can also be obtained at the circulation desk, calling 312-777-7653, or by e-mail at .

In addition to online resources, Argosy University’s onsite collections contain a wealth of subject-specific research materials searchable in the Library Online Catalog. Catalog searching is easily limited to individual campus collections.Alternatively, students can search combined collections of all Argosy University Libraries. Students are encouraged to seek research and reference assistance from campus librarians.

Information Literacy: Argosy University’s Information Literacy Tutorial was developed to teach fundamental and transferable research skills, including selecting sources appropriate for academic-level research, searching periodical indexes and search engines, and evaluating and citing information. In the tutorial, students study concepts and practice them through interactions. At the conclusion of each module, they can test their comprehension and receive immediate feedback. Each module takes less than 20 minutes to complete. Please view the tutorial at http://library.argosy.edu/infolit/

Academic Policies

Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity during the learning process, Argosy University requires that the submission of all course assignments represent the original work produced by that student. All sources must be documented through normal scholarly references/citations and all work must be submitted using the Publication Manual of the American Psychological Association, 6th Edition (2009). Washington DC: American Psychological Association (APA) format. Please refer to Chapter 2 (for manuscript structure and content) and Chapter 6 (for crediting sources) in the Publication Manual of the American Psychological Association, 6th Edition. Students are encouraged to purchase this manual (required in some courses) and become familiar with its content as well as consult the Argosy University catalog for further information regarding academic dishonesty and plagiarism.

Scholarly writing: The faculty at Argosy University is dedicated to providing a learning environment that supports scholarly and ethical writing, free from academic dishonesty and plagiarism. This includes the proper and appropriate referencing of all sources. You may be asked to submit your course assignments through “Turnitin,”

(www.turnitin.com), an online resource established to help educators develop

writing/research skills and detect potential cases of academic dishonesty. Turnitin compares submitted papers to billions of pages of content and provides a comparison report to your instructor. This comparison detects papers that share common information and duplicative language.

Americans with Disabilities Act Policy

It is the policy of Argosy University to make reasonable accommodations for qualified students with disabilities, in accordance with the Americans with Disabilities Act (ADA). If a student with disabilities needs accommodations, the student must notify the Director of Student Services. Procedures for documenting student disability and the development of reasonable accommodations will be provided to the student upon request.

Students will be notified by the Director of Student Services when each request for accommodation is approved or denied in writing via a designated form. To receive accommodation in class, it is the student’s responsibility to present the form (at his or her discretion) to the instructor. In an effort to protect student privacy, the Department of Student Services will not discuss the accommodation needs of any student with instructors. Faculty may not make accommodations for individuals who have not been approved in this manner.

The Argosy University Statement Regarding Diversity

Argosy University prepares students to serve populations with diverse social, ethnic, economic, and educational experiences. Both the academic and training curricula are designed to provide an environment in which students can develop the skills and attitudes essential to working with people from a wide range of backgrounds.