HT 820: Introduction to Psycho-educational Assessment
Tuesday 4-7pm
Fall 2015
Rachel Currie-Rubin, Ed.D.
Office:
E-mail: [email protected]
Office hours: By appointment
Teaching Fellow: Bethany Colavincenzo
E-mail: [email protected]
Office hours: by appointment
Faculty Assistant: Jeffrey Brisbin
Office: Larsen 302
E-mail: [email protected]
Course Description
This course will introduce the conceptual, practical, ethical, and legal issues related to psychoeducational assessment of school-aged children and adolescents. Topics include: discussion of
standards for educational testing, including validity, reliability, norming, test development,
avoidance of cultural bias; and general guidelines for selections of particular types of
assessment methods for individual children (i.e., standardized test, direct observation,
questionnaire, interview). Special emphasis will be placed on the contributions and limitations of
tests for students with learning difficulties, particularly in language and literacy. Supervised
clinical practice in screening, assessment and diagnosis will provide students with experience in
the oral and written communication of assessment results to parents, teachers and other
professionals. Requirements include individual readings and written clinical reports.
Prerequisite: Background knowledge in language and reading development. Enrollment limited.
Permission of the instructor is required.
Course Format
The format of the course will include class lectures and discussions on assigned
readings, case conferencing, and clinical evaluations. Each class will focus on one
domain of psycho-educational assessment, with opportunities to learn about and try out
various measures. Guest speakers may come to address the class on the subject of
their expertise.
At the end of the course the student should have acquired a fair knowledge of some
important issues in the field of psycho-educational assessment and developed a critical
understanding of test construction, selection, administration, and interpretation.
Student work and assignments:
1. Students are expected to participate actively in class discussions and are
encouraged to form study groups for work and dialogue about the topics from the class.
2. Students will work in pairs to give a brief PowerPoint presentation summarizing
important characteristics of an assessment (Dates to be assigned).
3. Students will choose two oral/written language assessments to try out on a child (or a
friend pretending to be a child). Students will turn in the examination record form and a
brief reflection on the process
4. Students will learn to interpret profiles of scores across assessments and formulate
hypotheses about children’s learning assets and challenges
5. Students will administer a battery of assessments to a child (under supervision), and
write a case report summarizing the findings and making recommendations for
instruction.
HT820, Introduction to Psychoeducational Assessment, addresses the following
competencies and standards as required by the Massachusetts Department of
Elementary and Secondary Education.
603 CMR 7.07: Reading Initial License- Subject Matter Knowledge (a-m)
603 CMR 7.08: Professional Standards for Teachers
(a) Plans Curriculum and Instruction
(b) Delivers Effective Instruction
(c) Manages Classroom Climate and Operation
(d) Promotes Equity
(e) Meets Professional Responsibilities
Coursework and readings also address the Massachusetts Curriculum Frameworks for
English Language Arts and Literacy (informed by the Common Core State Standards
and adopted by the Massachusetts Board of Education, 2011).
Psychoeducational Assessment (HT-820) is part of the state approved program leading
to licensure as Massachusetts Reading Specialist. It is an integral part of the program
that addresses the Reading Specialist subject matter knowledge and professional
standards for teachers as required for initial licensure per Massachusetts Department of
Elementary and Secondary Education 603 CMR 7.07: Reading Initial License - Subject
Matter Knowledge (a-m) and 603 CMR 7.08: Professional Standards for Teachers.
Deadlines:
Sign up for date: Assessment Presentation due
10/6: Assessment Reflection 1 due
10/13: Assessment Reflection 2 due
10/27: Case Reflection 1 due
11/10: Case Reflection 2 due
11/17: Case Reflection 3 due
11/24: Formulation Assignment
12/14: Final case report due
Relative weight of these assignments toward the final grade:
Assessment Presentation – 10 points
Assessment Reflection 1 – 5 points
Assessment Reflection 2- 5 points
Case Reflection 1 – 10 points
Case Reflection 2 – 10 points
Case Refection 3- 10 points
Formulation Assignment –20 points
Final Case Report – 30 points
Textbook: Optional
All required chapters from the textbook below will be in the coursepack so there is no
need to buy it unless you want to explore their contents further:
Sattler, J. M. (2008). Assessment of Children: Cognitive Foundations (5th ed.). San
Diego, CA: Jerome M. Sattler, Publisher, Inc.
Where to find readings
@= on website
# = in iPa©
∇
http://nrs.harvard.edu/urn-3:hul.eresource:citelink )
∞ = on reserve @ Gutman
In addition, readings will be posted online as students show an interest in various topics
Tests named in RED are to be covered in student presentations or in class.
************************************************************************
Class 1
Introduction to Psychoeducational Assessment
9/8/15
@ Cortiella, Candace and Horowitz, Sheldon H. (2014). The state of learning disabilities: Facts,
trends and emerging issues. New York: National Center for Learning Disabilities. Retrieved from
http://www.ncld.org/wp-content/uploads/2014/11/2014-State-of-LD.pdf
@ Schultz, E.K., Simpson, C. G., & Lynch, S. (2006). Specific Learning Disability Identification:
What Constitutes a Pattern of Strengths and Weaknesses? Journal of Learning Disabilities,
18(2), 87-97. Retrieved from http://ldaamerica.org/wp-content/uploads/2013/10/Journal-Vol-182_article.pdf
Class 2
Conceptual Matters
9/15/15
# Sattler, J. M. (2008). Challenges in assessing children: The process. In J. M.Sattler,
Assessment of Children: Cognitive Foundations (5th ed.). (pp. 1-21). San Diego, CA:
Jerome M. Sattler, Publisher, Inc.
# Meltzer, L.J. (1994). “Chapter 25: Assessment of learning disabilities: The challenge
of evaluating the cognitive strategies and processes underlying learning,” (pp. 571-606).
In G.R. Lyon. (Ed), Frames of reference for the assessment if learning disabilities: New
views on measurement issues. Baltimore, Maryland: Paul H. Brooks Publishing Co.
@ Bell, S.M. (2002). Psychoeducational assessment: How to read, understand, and use
psychoeducational reports. In Lindop, M. (Ed.), Keys to effective LD teaching practices
(pp.24-36). Knoxville, Tennessee: Center for Literacy Studies, the University of
Tennessee. Retrieved from http://www.cls.utk.edu/pdf/keys_ld/chapter2_pa.pdf
Class 3
Cognitive Testing: WISC-IV
9/22/15
# Sattler, J. M. (2008). The Development and Measurement of Intelligence. In J. M.
Sattler, Assessment of Children: Cognitive Foundations(5th ed.). (pp.245-264). San
Diego, CA: Jerome M. Sattler, Publisher, Inc.
∇
evils of the use of IQ tests to define
learning disabilities in first- and second-language learners. The Reading Teacher, 55(1),
48-55.
@Benson, E. (2003). Intelligent intelligence testing. Monitor on Psychology, 34(2)
http://www.apa.org/monitor/feb03/intelligent.aspx
Optional: Shenk, D. (2009). The Truth About IQ. The Atlantic. Retrieved from
http://www.theatlantic.com/national/archive/2009/07/the-truth-about-iq/22260/
Class 4
Sub Skills of Reading: RAN, CTOPP-2
9/29/15
# Wagner, R. K., Torgesen, J. K., & Rashotte, C.A., & Pearson, N. A. (2013).
Comprehensive test of phonological processing, Second Edition: Examiner’s manual
(2nd Edition) (pp. 1-11). Austin, TX: Pro-Ed.
# Wolf, M. (2007). Dyslexia’s puzzle and the brain’s design. In, Proust and the Squid:
The story and science of the reading brain. (pp.165-197). New York, NY: Harper.
Optional: @McGowan, J. (n.d.). Understanding Phonological Processing in Reading.
The Child Development Network. Retrieved from
http://www.literacycare.com/files/2713/9116/5134/understandingphonproc.pdf
Class 5
Receptive and expressive language: CELF-5, PPVT-4
10/6/15
*Assessment Reflection 1 due
@Reilly, S., Tomblin, B., Law, J., McKean, C., Mensah, F. K., Morgan, A., Goldfeld, S.,
Nicholson, J. M., & Wake, M. (2014). Specific language impairment: a convenient label
for whom? International Journal of Language and Communication Disorders, 49(4),
416–451. Retrieved from http://onlinelibrary.wiley.com/store/10.1111/14606984.12102/asset/jlcd12102.pdf;jsessionid=26EFB4240E7866A0357B49FCC23808DC.
f03t04?v=1&t=icdt3zfh&s=5ad099c0ec057b2d7e5ef6a3b88fb63d3e24284f
# Pennington, B. (2008). “Chapter 7: Speech and Language Disorders,” (pp. 83-107).
Diagnosing Learning Disorders, Second Edition: A Neuropsychological Framework.
Optional Video: Click here (CELF-5)
https://www.youtube.com/watch?t=15&v=QR1v5Mjkiio
Class 6
Word Level and Connected Text Reading: TOWRE-2, GORT-5, QRI, DIBELS,
WIAT-III
10/13/15
*Assessment Reflection 2 due
@Cunningham, A. E., Perry, K. E., & Stanovich, K. E. (2001). Converging evidence ofr
the concept of orthographic processing, Reading and Writing: An Interdisciplinary
Journal, 14, 549-568. Retrieved from
http://keithstanovich.com/Site/Research_on_Reading_files/RdWrt01.pdf
# Weiderholt, J.L. & Bryant, B.R. (2012). Gray Oral Reading tests: Examiner’s manual
(5th ed). (pp. 1-20). Austin, TX: Pro-Ed.
Optional (But a great connection among topics): @Li, J. J., Cutting, L. E., Ryan, M.,
Zilioli, M., Denckla, M. B., & Mahone, E. M. (2009). Response variability in rapid
automatized naming predicts reading comprehension. Journal of Clinical Experimental
Neuropsychology. 31(7), 877-888. doi: 10.1080/13803390802646973 Retrieved from
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2829106/pdf/nihms130383.pdf
Optional Video (note this is on the GORT-4 not GORT-5):
https://www.youtube.com/watch?v=YdA-M2B01Rc
Class 7
Reading Comprehension: GORT-5, QRI
10/20/15
∇ Lai, S. A., Benjamin, R. G., Schwanenflugel, P. J., & Kuhn, M. R. (2015). he
Longitudinal Relationship Between Reading Fluency and Reading Comprehension
Skills in Second-Grade Children, Reading & Writing Quarterly: Overcoming Learning
Difficulties, 30(2), 116-138, DOI: 10.1080/10573569.2013.789785.
# Snow, C. (2003). Chapter 11: “Assessment of reading comprehension: Researchers
and practitioners helping themselves and each other.” (pp. 192-206). In A.P. Sweet &
C.E. Snow (Eds.), Rethinking Reading Comprehension. New York: The Guilford Press.
Optional: # Vellutino, F. (2003). Chapter 4: “Individual differences as sources of
variability in reading comprehension in elementary school children.” (pp. 51-81). In A.P.
Sweet & C.E. Snow (Eds.), Rethinking Reading Comprehension. New York: The
Guilford Press.
Class 8*
Math: KeyMath3
10/27/15
* Case Reflection 1 due
∇
Disabilities, 37(1), 4-15.
Journal of Learning
∇
-Lee, C. (2001). Mathematical problem solving and memory
in children with learning disabilities: Both executive and phonological processes are
important. Journal of Experimental Child Psychology, 79, 294- 321.
Optional Media:
http://www.essentialstosuccess.com/resources/CT%20Packet%20Dyscalculia.pdf
http://www.pbs.org/wgbh/misunderstoodminds/math.html
https://www.youtube.com/watch?v=vJJYjS78fOE (Key Math)
Class 9
Writing WIAT-III (Written Expression), WPT
11/3/15
# Miller, R. & Greitz, R. (2007). Best practices in writing assessment. In: Best practices
in writing instruction. pp. 265-286. Graham, Steve; MacArthur, Charles A.; Fitzgerald,
Jill; New York, NY, US: Guilford Press.
# Graham, S. & Harris, K. (2005). Writing Is a Dog's Life: A Guide to Writing Difficulties.
In S. Graham & K. Harris. Writing Better. pp. 13- 20. Baltimore, MD: Brookes
Publishing.
Optional: ∇
Mather, N. (2002). School is fun at recess: Informal analyses
of written language for students with learning disabilities. Journal of Learning
Disabilities, 35(1), 7-22.
Optional: http://www.schrockguide.net/assessment-and-rubrics.html (Rubrics for a
variety of output tasks)
Class 10*
Key Issues: Overrepresentation in special education, English language learners,
Universal Design for Learning, etc.
11/10/15
* Case Reflection 2 due
We will discuss options for this class during class 8. Readings will be posted for the
class.
Francine Sherman
Class 11
Spelling: TWS, PIAT (Spelling Subtest), Words Their Way
11/17/15
*Case Reflection 3 due
@Treiman, R., & Bourassa, D. C. (2000). The development of spelling skill. Topics in
Language Disorders, 20, 1-18. Retrieved from
https://pages.wustl.edu/files/pages/imce/readingandlanguagelab/Treiman%20%26%20
Bourassa%20(2000)%20-%20The%20development%20of%20spelling%20skill.pdf
# Masterson, J., & Apel, K. (2000). Spelling Assessment: Charting a Path to Optimal
Intervention. Topics in Language Disorders, 20, 50-65
Optional: Word’s Their Way training:
http://www.mypearsontraining.com/pdfs/TG_WTW_assessment.pdf
Class 12
Executive Functioning and Memory: BRIEF, Rey-Osterreith Complex Figure,
Tower of Hanoi, WRAML
11/24/15
* Formulation Assignment
∇ Anderson, P. (2002). Assessment and development of executive function (EF) during
childhood. Child Neuropsychology, 8(2), 71-82.
∇ Sesma, H. W., Mahone, E. M., Levine, T., Eason, S. H., Cutting, L. E., (2009). The
contribution of executive skills to reading comprehension. Child Neuropsychology,
15(3), 232-246.
∇ Bull, R., & Scerif, G. (2001). Executive Functioning as a Predictor of Children's
Mathematics Ability: Inhibition, Switching, and Working Memory. Developmental
Neuropsychology, 19(3), 273-293.
Optional: Tower of Hanoi
http://www.softschools.com/games/logic_games/tower_of_hanoi/
Class 13*
Wrap-up
12/1/15
Case report due 12/14 at 5 pm
# Sattler, J. M. (2008). Principles of report writing. In J. M. Sattler, Assessment of
Children: Cognitive Foundations (5th ed.).(pp.704-758). San Diego, CA: Jerome M.
Sattler, Publisher, Inc.
Report models (handed out in class)