Psychology 633 A/B: Observation, Interviewing, and Cognitive Assessment
Psychology 618 / 619: Cognitive Assessment Team Activities
Fall 2012 / Winter 2013
Fall Term:
Instructor(s):
Office:
Email addresses:
Dr. Tara McAuley
PAS 3016
[email protected]
Dr. Lynette Eulette
PAS 3034
[email protected]
Instructor(s):
Office:
Email addresses:
Dr. Liz Nilsen
PAS 3011
[email protected]
Dr. Lynette Eulette
PAS 3034
[email protected]
TAs:
Anisha Varghese (633)
Tracy Mewhort-Buist (633)
Randall Gillis (CAT)
[email protected]
[email protected]
[email protected]
Winter Term:
Overall Objective of the Course:
The overall focus of this course is on the acquisition of the core knowledge and skills relevant to the psychological
assessment of children and adults. The course is intended to be part of an ongoing educational process designed to aid
you in gaining increasing knowledge and competence in the assessment of individuals, as reflected in the wide range of
activities (e.g., research, clinical practice, consultation) engaged in by Ph.D. –level psychologists.
Specific Course Objectives:
1. To acquire knowledge about the basic theory, research, and methodological issues in psychological assessment
2. To acquire knowledge of issue relevant to assessment – e.g., scale construction and evaluation, psychometric
properties of tests, decision-making approaches to child and family assessment
3. To acquire knowledge about professional issues relevant to the assessment of individuals, including ethical,
professional, and legal aspects of the assessment process.
4. To acquire beginning skills and supervised practice in the administration, interpretation, and written and oral
communication of findings obtained from several commonly used assessment instruments and techniques for
children and adults (e.g., WISC-IV, WAIS-IV, WRAML, WJ-Ach, WIAT, CTOPP, CBCL), observational assessment,
interviewing skills
5. To acquire knowledge and skills in carrying out assessments such as evaluating referral information, formulating
assessment questions, selecting appropriate assessment strategies and instruments, integrating different
sources of information, presenting assessment findings and recommendations, consultation with other
professionals, and report writing.
Lab and Cognitive Assessment Team Objectives:
The primary emphasis of the practicum portions of the course will be on the acquisition of practical skills acquired within
the context of:
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i.
ii.
iii.
iv.
Instruction and supervised practice interviews (with TA) where you will be observing, role playing and then
interviewing volunteers.
Instruction and supervised practice test administration (with TA) with volunteers from the university.
Observing more senior students engaging in the assessment process; making observational notes on the
clients
Attending weekly group supervision sessions where cases from CMHR are discussed
Integrity and Security of Test Materials:
Your TA will provide you with information regarding procedures for obtaining access to assessment materials.
Responsible profession conduct dictates that you exercise careful control over the integrity and security of any test
materials made available to you.
Required Textbook and Readings
Sattler, J. (2008). Assessment of Children: Cognitive Applications, Fifth Edition. San Diego: Jerome M. Sattler,
Publisher, Inc.
Manuals for assessment tools
Specific journal articles and book chapters will be assigned each week
Course requirements and Evaluation
1) Professional and ethical behaviour at all times in all settings regarding clients (real or practice). This includes
responsible use of test materials and the return of all test materials in good order at the end of the course.
2) Proficiency Examinations (a mark of 1-4 will be determined (1=markedly below expectations, 2=below
expectations, 3=meeting expectations, 4=exceeding expectations). In addition specific feedback will be
provided):
Interview Proficiency (Fall term)
- After two practice interviews with the TA, conduct a one-hour interview with an undergraduate volunteer
WAIS-IV Proficiency (Fall term)
- After two practice WAIS administrations, conduct a standardized administration with an undergraduate
volunteer (preferably with the same individual as the interview proficiency)
WISC-IV Proficiency (Winter term)
- After two practice WISC administrations at a local school, conduct a standardized administration with a
child client
** proficiency exams need to be set up within two weeks of completing practice exams
3) Psychology Reports (a mark of 1-4 and specific feedback given):
Interview / WAIS report (Fall term)
- Write a psychological report (see outline of content areas, pg. 30 CAT Manual) based on information
gleaned from the proficiency interview and WAIS administration
Child report (Winter term)
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- Write a full psychological report based on a variety of measures including parent interview and report
measures, child measures, and WISC-IV administration
4) Class Presentations (grade assigned):
- Fall 2011: Present a 25 minute presentation (with 5-10 minutes for questions) on a child or adult behaviour
measure (you will be given a list of tests to choose from)
- Winter 2012: Present a one-hour lecture on assessment techniques for a specific disorder - eg.,
behavioural symptomatology; specific assessment tools, cognitive profile, any controversial issues relevant
in this field (see attached description of requirements)
5) Course Participation:
- Course readings are provided weekly; Discussion in class is expected(Fall/Winter terms)
- Course instructors will determine participation grade each term
6) Cognitive Assessment Team Participation:
- In both terms, participation in the small assessment teams and larger group meetings is expected. Nature
of participation in small groups is dictated by level of training (i.e., during first assessment, note taking and
research on tests is appropriate; on the second assessment scoring and administration of basic tests (e.g.,
CTOPP) is appropriate; on the third assessment administration of core tests (e.g., WISC-IV) is appropriate.
- Course instructors will determine participation grade each term with consultation with individual team
supervisors.
Grading:
You will not be given a letter grade at the end of the Fall term. At the end of the Winter term you will be assigned a
percentage and letter grade. This grade is determined from your class presentations, your participation in class and CAT,
your level of clinical/professional competence during proficiency and clinical activities. You will be provided with
qualitative feedback throughout the terms. If there are concerns with your performance you will be notified prior to the
completion of the winter term.
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Tentative Schedule of Topics and Activities
Fall 2012: Psychology 633A and 618
Date
Presenter
Topic
September 5-7
LE/TM
Orientation
September 13
LE
Introduction to Psychological
Assessment
September 20
TM
Clinical Interviewing; suicide
assmt.
Role playing
interviews;
prep for
undergraduate
interview
Contact Client 1
September 27
DS
Clinical Decisions
Practice
Interviews
Interview client 1
October 4
LE
Intelligence Theory
Interview
Proficiencies
Ax 1
October 11
LE
WAIS-IV
Interview
Proficiencies
Ax 1
October 18
LE
Psychometrics
Group practice
of WAIS
Ax 1
October 25
TM
WISC-IV
Practice WAIS
Ax 1
November 1
LE
Consultation / Report Writing
WAIS
Proficiencies
Feedback to
client 1
November 8
TM
Neuropsychological Assmt
Assign new CAT
teams and clients
November 15
TM
Contact client 2
November 22
Students
Neuropsychology/ Executive
Functioning
Behavioural Scales
Presentations
November 29
TM
Memory Testing
Ax 2
December 6
No class
Lab
CAT
Introduce
procedures,
Assign teams and
first clients
Interview parents
of client 2
Report due
Ax 2
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Tentative Schedule of Topics and Activities
Winter 2013: Psychology 633B and 619
Date
Presenter
Topic
Lab
January 3
LN
Assessing Achievement /
CTOPP
Client 2
January 10
Student
presentations
Assessments for specific
disorders
Client 2
January 17
Student
presentations
Assessment for specific
disorders
Client 2
January 24
LE
Learning Disorders
Client 2
January 31
TBD
Reading Disabilities
Conclude
client 2
WISC-IV
training
complete /
Client 2
feedback
February 7
LE
Assessing Oral/Written
Language/Spelling
Assign client
# 3 (child)
Contact
client 3
February 14
LE
WIAT: Writing subtests
Client 3
Reading Week
Client 3
Client 3
February 21
February 28
LN
Adaptive Functioning /
Observation Methods
March 7
LE
Assessing Math / Fine motor
March 14
LN
ADHD Assessment
Client 3
March 21
LN /LE
Behavioural
Assessment/Socio-emotional
assessment
Client 3
March 28
LN/LE
Review
Conclude
client 3
Interstices
Client 3
feedback
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Psych 633A – Fall Presentation
Date:
November 22, 2012
Duration: 25 Minutes with 5-10 minutes for questions
Topic: Present a child or adult behaviour measure. This presentation will include general information about the
measure (e.g., purpose, population, format) as well as information about its reliability, validity and standardization
sample. It will also include guidance about how the measure is used (i.e., diagnosis, treatment) together with some
analysis of its usefulness. The presentation will include handouts such that the handout could be used by clinicians as an
executive summary of the measure.
Please choose a measure from the following list. If you have one in mind and it is not here, please check with Tara or
Lynette about its suitability for this presentation.
Adaptive Behaviour Assessment System, 2nd ed. (ABAS-II and ABSS-II)
Beck Scales (BDI-2, BSSI, BAI)(Please only choose one of these, and not the Beck Hopelessness Scale)
Behavior Rating Inventory of Executive Function (BRIEF)
Brown ADD scales (BAS)
Children's Depression Inventory (CDI)
Conners 3
Conner’s Adult ADHD Rating Scales (CAARS)
Coping Inventory for Stressful Situations – Adult; Coping Inventory for Stressful Situations – Adolescent (CISS-A;
CISS-ADO)
Harter Self-Perception Profile for Learning Disabled Students; Harter Pictoral Scale of Perceived Competence and
Acceptance for Young Children
Multidimensional Anxiety Scale for Children (MASC)
Millon Adolescent Clinic Inventory (MACI)
Piers-Harris Children’s Self-Concept Scale (PCSS)
Social Skills Intervention System (SSIS)
State Trait Anxiety Inventory (STAI)
Test of Everyday Attention for Children (TEACH); Test of Everyday Attention (TEA) – not really a behavioural
measure but it is new and might be interesting to review in terms of its applicability to behavioural concerns.
Psych 618/619/633
Psychology 633B – Spring Presentation
Date: January 10 / 17
Duration: 45 minutes with 15 minutes of discussion
Topic: Please choose a topic that relates to the assessment of a specific disorder. Some topic areas include, but are not
limited to: Assessing children/adults with ASD, brain injury, dementias, anxiety etc. The focus of the talk should be on
assessment issues relating to the particular disorder, rather than a summary of the disorder per se.
The areas you should cover are:
-
-
-
Behavioural symptomatology (e.g., what are the presenting behaviours either observed or reported that would
indicate that an assessment of the particular disorder is warranted, what might be some test behaviours to look
for/anticipate)
Specific Assessment Tools (e.g., what are the specific assessment measures designed to assess for this disorder
(e.g., rating scales / individually administered tests), what are the psychometric properties, nature of subtests
etc).
Cognitive profile (e.g., what profile of results would one expect to see on commonly administered assessment
tools such as the WAIS/WISC and achievement tests?)
Any controversial issues relevant in this field (e.g., problems with our current diagnostic system that create
difficulty for assessment, cultural biases inherent in the tests etc.).
It is recommended that you use power point in your presentation.
To facilitate your presentation you should prepare a handout that will be given to class members on the day of your
presentation that includes the information covered in your presentation, additional information that can be used as a
reference in the future, as well as a reference section.
You may find the following reference useful:
Mash, E., & Barkley, R. (2007). Assessment of Childhood Disorders. (this is in our clinic library)