I. Course Title: Individual Psychological Evaluation II with Practicum Course Number: PSY 723 Credits: 3 Date of Revision: September 2006

Size: px
Start display at page:

Download "I. Course Title: Individual Psychological Evaluation II with Practicum Course Number: PSY 723 Credits: 3 Date of Revision: September 2006"

Transcription

1 I. Course Title: Individual Psychological Evaluation II with Practicum Course Number: PSY 723 Credits: 3 Date of Revision: September 2006 II. Course Prerequisite(s): PSY 721 Advanced Tests and Measurements III. Catalogue Description: This course emphasizes the theoretical underpinnings of intellectual assessment and the development of competence in the administration, scoring, and interpretation of the Wechsler Scales: WISC-IV, WPPSI-III, and WAIS-III. Attention is directed toward the use of these scales in measuring intellectual levels, identifying cognitive strengths and weakness, and developing researchbased interventions. Practicum experiences are an integral component of this course. IV. Competencies Addressed: Assessment data collection through informal or formal procedures in a context that is responsive to the individual needs of the client. This would include competency in test administration procedures, scoring, and interpretation of evaluation results. Emphasis is placed on the synthesis of assessment data to ensure valid and reliable results that can be utilized in the development of an appropriate intervention (i.e., problem solving). Professional School Psychology knowledge of professional topics in school psychology including: the roles and functions of school psychologists in school and non-school settings; legal, professional and ethical standards; and diversity. Intervention knowledge, design, and implementation of strategies for academic problems. V. Course Objectives: The following objectives will be mastered through readings, lecture, discussion and practicum experiences. A. The student will describe technical data concerning the standardization, reliability, and validity of the Wechsler Intelligence Scale for Children Fourth Edition, (WISC-IV), the Wechsler Preschool and Primary Scale of Intelligence- Third Edition (WPPSI-III), and the Wechsler Adult Intelligence Scale-Third Edition (WAIS-III).

2 V. Course Objectives (continued): B. The student will describe the results of factor-analytic studies of the WISC- IV, WPPSI-III, WAIS-III. C. The student will describe the cognitive skills measured by each WISC-IV, WPPSI-III, and WAIS-III subtest. D. The student will become aware of and discuss the implications of diversity variables (e.g., cultural, SES) as they pertain to the administration and interpretation of test results. E. Using profile analysis techniques, the student will appropriately interpret the results of the WISC-IV, WPPSI-III, and WAIS-III and generate relevant, research-based recommendations. F. The student will describe various short forms of the WISC-IV, WPPSI-III, and WAIS-III, and the advantages and disadvantages of using short forms. The following objectives will be mastered through practicum activities: G. The student will demonstrate competence in the administration of the WISC- IV, WPPSI-III, and WAIS-III, including the establishment of rapport with examinee. H. The student will accurately score responses to each WISC-IV, WPPSI-III, and WAIS-III subtest and correctly determine subtest, scale, and total test score. I. Using profile analysis (Sattler, 2001) and Sattler's report format, each student will write interpretive reports that link assessment results to remedial strategies, based on their analysis and synthesis of Wechsler scores. VI. Course Outline: A. Overview of Individual Intelligence Testing-Review of Statistical Concepts B. WISC-IV 1. Standardization, reliability, validity 2. Types of scores 3. Subtests 4. Administration 5. Short Forms 6. Assets and Limitations 7. Interpretation-Profile Analysis 8. Factor analysis and factor scores 2

3 VI. Course Outline (continued): C. WAIS-III 1. Use in the public schools 2. Standardization, reliability, validity 3. Types of scores 4. Subtests 5. Administration and scoring 6. Assets and Limitations 7. Interpretation-Profile Analysis 8. Factor scores D. WPPSI-III 1. Use in the public schools 2. Standardization, reliability, validity 3. Types of scores 4. Subtests 5. Administration 6. Assets and Limitations 7. Interpretation-Profile Analysis 8. Factor scores E. Wechsler Scales: General Considerations 1. Integration of results into a comprehensive psychological report a. Basic Components of Reports b. Key elements of report writing 1. Organization 2. Synthesis data 3. Clear and concise 2. Developing research-based recommendations from test data a. Memory/attention b. Reading c. Ability-based 3. Cultural variables and assessment results a. Impact of language on test performance b. Impact of cultural learning-style on performance Practicum Requirements: Objectives: The practicum experiences of this course address Program goals related to assessment practices, intervention planning, and professional school psychology. 3

4 VI. Course Outline (continued): Activities: A. Each student administers and scores 9 WISC-IVs, 1 WPPSI-III, and 2 WAIS- IIIs. Each student must demonstrate competency in the administration of the WISC-IV by means of a videotaped administration deemed acceptable by the course instructor. B. Each student submits completed record booklets for each administration of the WISC-IV, WPPSI-III, and WAIS-III. Booklets are reviewed by the instructor for scoring accuracy, accurate establishment of basils and ceilings, accurate order of item administration, complete recording of examinee's responses, etc C. Using profile analysis techniques, each student interprets the results of 3 case studies based on Wechsler Scale tests and compiles written reports that include data-based recommendations. Evaluations/Feedback: Student performance will be evaluated using scoring rubrics (See Appendix A) and practicum evaluation forms. Feedback will be provided based on the evaluation results. VII. Teaching Methodology: A. Lecture/Discussion B. Live and video demonstrations of test administration and scoring C. Small group practice of test administration and scoring D. Review of sample interpretive reports E. Critique by the instructor of each student's completed record booklets, videotaped test administrations, and interpretive reports. One-on-one tutorials, as necessary. F. Performance exercises requiring students to score, interpret, and write reports based on real case data. 4

5 VII. Teaching Methodology (continued): G. Texts and Other Study Materials: 1. Texts: Kaufman, A.S. (1994). Intelligence testing with the WISC-III. New York: John Wiley and Sons, Inc. Sattler, J.M. (2001). Assessment of Children, 4 th ed.). San Diego, CA: J. Sattler. Wechsler, D. (2003). Manual for the Wechsler Intelligence Scale for Children-Fourth Edition. San Antonio, TX: Psychological Corporation. Wechsler, D. (1997). Manual for the Wechsler Adult Intelligence Scale-Third Edition. San Antonio, TX: Psychological Corporation. Wechsler, D. (2002). Manual for the Wechsler Preschool and Primary Scale of Intelligence-Third Edition. San Antonio, TX: Psychological Corporation. 2. Computer programs, Audiovisual material: a. Wechsler computer scoring demonstration. b. Videotapes of test administrations. VIII. Requirements and Evaluation of the Student: A. Each student submits for the instructor's critique, a videotaped administration of the WISC-IV. If the tape submitted is found to be unacceptable (i.e., serious standardization violations noted), additional submissions are required. B. Each student submits completed record booklets (administrations) for 9 WISC-IVs, 2 WAIS-IIIs, and 1 WPPSI-III. Two WISC-IV booklets will be scored for credit toward the final grade. The preliminary test booklets will not be graded; however, failure to complete them will result in an incomplete for the course. At least two of the evaluations must be completed with students from diverse (e.g., ethnicity, SES) backgrounds. C. Simulations: Each student submits, following Sattler's format and using profile analysis, written interpretations of 3 Wechsler Scale test results including data-based recommendations. 5

6 VIII. Requirements and Evaluation of the Student (continued): D. The final grade will be determined as follows: 1. Three in-class scoring exercises (10 points each). 2. Three reports on the Wechsler Scales completed in class (10 points each). 3. Two WISC-IV test booklets (10 points each). 4. Final Test (multiple choice) on basic concepts presented throughout the course. E. Evaluation criteria: (See Appendix A) 1. Scoring Rubric for scoring Wechsler Scale 2. Scoring Rubric for administration of Wechsler Scale 3. Scoring Rubric for interpretation of Wechsler Scale IX. Bibliography: Anderson, J.R. (2005). Cognitive psychology and its implications (6 th ed.). New York: Worth Publishers. Berninger, V.W. (2002). Best practices in reading, writing, and math assessment-intervention links: A systems approach for schools, classrooms, and individuals. In A. Thomas & J. Grimes (Eds.). Best practices in school psychology, IV (pp ). Bethesda, MD: NASP Case, L.P., Speece, D.L. & Molloy, D.E. (2003). The validity of a responseto-instruction paradigm to identify reading disabilities: A longitudinal analysis of individual differences and contextual factors. School Psychology Review, 32 (4), Cooper, S. (1997). The clinical use & interpretation of the Wechsler Intelligence Scale for Children (3 rd ed.). New York: Charles C. Thomas. Flanagan, D.P. & Ortiz, S.O. (2002). Best practices in intellectual assessment: Future directions. In A. Thomas & J. Grimes (Eds.). Best practices in school psychology, IV (pp ). Bethesda, MD: NASP Frisby, C.L. (1997). Ethnic and racial diversity. In G.G. Bear, K.M. Minke, & A. Thomas (Eds.). Children s Needs II: Development, problems and alternatives (pp ). Bethesda, MD NASP. Hintze, J.M., Callahan, J.E., Matthews, W.J., Williams, S.A.S., & Tobin, K.G. (2002). Oral reading fluency and prediction of reading comprehension in African American and Caucasian elementary school children. School Psychology Review, 31 (4),

7 IX. Bibliography (continued): Kamphaus, R. (2000). Clinical assessment of child and adolescent intelligence (2 nd ed. ). Needham: Mass.: Allyn & Bacon Kaplan, C. (1992). Ceiling effects in assessing high-iq children with the WPPSI-R. Journal of Clinical Child Psychology, 21, Kaufman, A.S. (1994). Intelligent testing with the WISC-III. New York: John Wiley and Sons. Kaufman, A. S. & Lichtenberger, E. O. (1999). Essentials of WAIS-III assessment. New York: John Wiley & Sons. Kush, J.C. & Watkins, M.W. (1997). Construct validity of the WISC-IV verbal and performance factors for black special education students. Assessment, 4, Lyman, H.B. (1998). Test scores and what they mean. (6 th ed.). Boston: Allyn and Bacon. Naglieri, J.A. (2002). Best practices in interventions for school psychologists: A cognitive approach to problem solving. In A. Thomas & J. Grimes (Eds.). Best practices in school psychology, IV (pp ). Bethesda, MD: NASP Peterson, K.M.H. & Shinn, M.R. (2002). Severe discrepancy models: Which best explains school identification practices for learning disabilities? School Psychology Review, 31 (4), Prifitera, A. & Saklofske, D. H. (Eds.). (1997). WISC-IV Clinical use and interpretation: Scientist-practitioner perspectives. New York: Academic Press. Reschly, D.J. & Grimes, J.P. (2002). Best practices intellectual assessment. In A. Thomas & J. Grimes (Eds.). Best practices in school psychology, IV (pp ). Bethesda, MD: NASP Sattler, J.M. (2001). Assessment of children. (4 th ed.). San Diego: Jerome M. Sattler, Publishers, Inc. Sattler, J.M. & Dumont, R. (2004). Assessment of children (WISC-IV & WPPSI-III Supplement). San Diego: Jerome M. Sattler, Publishers, Inc. 7

WILLIAM PATERSON UNIVERSITY College of Education Department of Special Education and Counseling COURSE OF STUDY

WILLIAM PATERSON UNIVERSITY College of Education Department of Special Education and Counseling COURSE OF STUDY WILLIAM PATERSON UNIVERSITY College of Education Department of Special Education and Counseling COURSE OF STUDY Theme: Preparing Inquiring Educators: Knowledge, Understanding and Application A. Course

More information

COURSE SYLLABUS. 2. The ability to carry out systematic direct observations of pupils and patients.

COURSE SYLLABUS. 2. The ability to carry out systematic direct observations of pupils and patients. COURSE SYLLABUS DIVISION: Theoretical & Behavioral Foundations PROGRAM AREA: Educational Psychology COURSE: EDP 7560 - Psychological Evaluation II School & Community Program COURSE CREDIT: 4 Semester Hours

More information

Psychology 371: Child and Adolescent Psychological Assessment Syllabus Spring 2005

Psychology 371: Child and Adolescent Psychological Assessment Syllabus Spring 2005 1 Psychology 371: Child and Adolescent Psychological Assessment Syllabus Spring 2005 Class Time: Monday 9:00 a.m. 12:00 p.m. Meeting Place: Instructor: Timothy Stickle, Ph.D. Office: John Dewey Hall, Room

More information

MISSISSIPPI STATE UNIVERSITY COLLEGE OF EDUCATION DEPARTMENT of COUNSELING and EDUCATIONAL PSYCHOLOGY COURSE SYLLABUS. Internship in School Psychology

MISSISSIPPI STATE UNIVERSITY COLLEGE OF EDUCATION DEPARTMENT of COUNSELING and EDUCATIONAL PSYCHOLOGY COURSE SYLLABUS. Internship in School Psychology MISSISSIPPI STATE UNIVERSITY COLLEGE OF EDUCATION DEPARTMENT of COUNSELING and EDUCATIONAL PSYCHOLOGY COURSE SYLLABUS Course Prefix and Number: EPY 8780 Course Title: Credit hours: Type of Course: Catalogue

More information

I. Course Title: Seminar in Behavior Modification with Practicum Course Number: PSY 795 Credits: 3 Date of Revision: January 2005

I. Course Title: Seminar in Behavior Modification with Practicum Course Number: PSY 795 Credits: 3 Date of Revision: January 2005 I. Course Title: Seminar in Behavior Modification with Practicum Course Number: PSY 795 Credits: 3 Date of Revision: January 2005 II. Course Prerequisite(s): Advanced Psychology of Learning III. Catalogue

More information

PSYCHOLOGICAL ASSESSMENT I PCO 6316C

PSYCHOLOGICAL ASSESSMENT I PCO 6316C PSYCHOLOGICAL ASSESSMENT I PCO 6316C Instructor: Michael J. Herkov, Ph.D. Office: 4001SW 13 th Street Suite 613 Phone: (352) 265-5516 352 678-0010 (c) Email: herkov@ufl.edu Office Hours: Monday: 1:00-5:00

More information

Winthrop University School Psychology Program PSYC 608, Psycho-Educational Assessment for Intervention I Spring 2015 Syllabus

Winthrop University School Psychology Program PSYC 608, Psycho-Educational Assessment for Intervention I Spring 2015 Syllabus Winthrop University School Psychology Program PSYC 608, Psycho-Educational Assessment for Intervention I Spring 2015 Syllabus Leigh Armistead, EdD, NCSP Office: 110-C Kinard Office Phone: 803.323.2631

More information

The Relationship between the WISC-IV GAI and the KABC-II

The Relationship between the WISC-IV GAI and the KABC-II Marshall University Marshall Digital Scholar Theses, Dissertations and Capstones 1-1-2010 The Relationship between the WISC-IV GAI and the KABC-II Nancy R. Oliver naruoli@yahoo.com Follow this and additional

More information

INTRODUCTION TO PSYCHOLOGICAL EVALUATIONS. Course Syllabus

INTRODUCTION TO PSYCHOLOGICAL EVALUATIONS. Course Syllabus 1 Psychology 645Q INTRODUCTION TO PSYCHOLOGICAL EVALUATIONS Course Syllabus Fall 2007 Instructor: Kristin Lindahl, Ph.D. Tue/Thur: 12:30pm-1:45pm Office: Flipse Building 331 Flipse 201 Phone: 284-5222,

More information

Course Syllabus Psychology 6100 - Intellectual Assessment and Psych 6101 IQ Lab Fall 2014

Course Syllabus Psychology 6100 - Intellectual Assessment and Psych 6101 IQ Lab Fall 2014 Course Syllabus Psychology 6100 - Intellectual Assessment and Psych 6101 IQ Lab Fall 2014 Instructor: James O. Rust, Ph.D. Class Time: TR 11:20-12:45, Lab TR 1:15-2:10 Office: Jones 207 Office Hours: MWF

More information

GRADUATE STUDENTS ADMINISTRATION AND SCORING ERRORS ON THE WOODCOCK-JOHNSON III TESTS OF COGNITIVE ABILITIES

GRADUATE STUDENTS ADMINISTRATION AND SCORING ERRORS ON THE WOODCOCK-JOHNSON III TESTS OF COGNITIVE ABILITIES , Vol. 46(7), 2009 Published online in Wiley InterScience (www.interscience.wiley.com) C 2009 Wiley Periodicals, Inc..20405 GRADUATE STUDENTS ADMINISTRATION AND SCORING ERRORS ON THE WOODCOCK-JOHNSON III

More information

Early Childhood Measurement and Evaluation Tool Review

Early Childhood Measurement and Evaluation Tool Review Early Childhood Measurement and Evaluation Tool Review Early Childhood Measurement and Evaluation (ECME), a portfolio within CUP, produces Early Childhood Measurement Tool Reviews as a resource for those

More information

California University of Pennsylvania Guidelines for New Course Proposals University Course Syllabus Approved: 2/4/13. Department of Psychology

California University of Pennsylvania Guidelines for New Course Proposals University Course Syllabus Approved: 2/4/13. Department of Psychology California University of Pennsylvania Guidelines for New Course Proposals University Course Syllabus Approved: 2/4/13 Department of Psychology A. Protocol Course Name: Seminar in Professional School Psychology

More information

General Ability Index January 2005

General Ability Index January 2005 TECHNICAL REPORT #4 General Ability Index January 2005 Susan E. Raiford, Ph.D. Lawrence G. Weiss, Ph.D. Eric Rolfhus, Ph.D. Diane Coalson, Ph.D. OVERVIEW This technical report is the fourth in a series

More information

B2aiii. Acquiring knowledge and practicing principles of ethical professional practice.

B2aiii. Acquiring knowledge and practicing principles of ethical professional practice. PhD Degrees in the Clinical and Social Sciences Department Program Learning Objectives, Curriculum Elements and Assessment Plan Degree title: PhD in Clinical Psychology This degree in the Department of

More information

G e n e ra l A b i l i t y I n d ex January 2005

G e n e ra l A b i l i t y I n d ex January 2005 G e n e ra l A b i l i t y I n d ex January 2005 Susan E. Raiford, Ph.D. Lawrence G.Weiss, Ph.D. Eric Rolfhus, Ph.D. Diane Coalson, Ph.D. OVERVIEW T E C H N I C A L R E P O R T # 4 Updated December 2008:

More information

TESTING IN THE SCHOOLS: INDIVIDUALIZED INTELLIGENCE TESTS AND CURRICULUM BASED MEASUREMENT. Kristine Louise Emery.

TESTING IN THE SCHOOLS: INDIVIDUALIZED INTELLIGENCE TESTS AND CURRICULUM BASED MEASUREMENT. Kristine Louise Emery. TESTING IN THE SCHOOLS: INDIVIDUALIZED INTELLIGENCE TESTS AND CURRICULUM BASED MEASUREMENT by Kristine Louise Emery A Research Paper Submitted in Partial Fulfillment of the Requirements for the Master

More information

Psychometric Foundations and Assessment of Intelligence - CPSE 647

Psychometric Foundations and Assessment of Intelligence - CPSE 647 Psychometric Foundations and Assessment of Intelligence CPSE 647 Winter Semester 2010 Instructor: Mark E. Beecher, PhD Office Phone: 8014223035 Office: 1535 WSC Office Hours: Appointment recommended, but

More information

Using the WASI II with the WISC IV: Substituting WASI II Subtest Scores When Deriving WISC IV Composite Scores

Using the WASI II with the WISC IV: Substituting WASI II Subtest Scores When Deriving WISC IV Composite Scores Introduction Using the WASI II with the WISC IV: Substituting WASI II Subtest s When Deriving WISC IV Composite s Technical Report #1 November 2011 Xiaobin Zhou, PhD Susan Engi Raiford, PhD This technical

More information

Outcomes Data School Psychology EdS Program

Outcomes Data School Psychology EdS Program Outcomes Data School Psychology EdS Program Programs goals and their associated objectives of the program were designed to be consistent with our philosophy and the 2010 approved National Association of

More information

Position Statement IDENTIFICATION OF STUDENTS WITH SPECIFIC LEARNING DISABILITIES

Position Statement IDENTIFICATION OF STUDENTS WITH SPECIFIC LEARNING DISABILITIES Position Statement IDENTIFICATION OF STUDENTS WITH SPECIFIC LEARNING DISABILITIES NASP endorses the provision of effective services to help children and youth succeed academically, socially, behaviorally,

More information

Scott Gutentag, Ph.D. Licensed Educational Psychologist Nationally Certified School Psychologist

Scott Gutentag, Ph.D. Licensed Educational Psychologist Nationally Certified School Psychologist Scott Gutentag, Ph.D. Licensed Educational Psychologist Nationally Certified School Psychologist 1 Northern, Central, Southern California Training, Consultation, Projects Diagnostic Centers Department

More information

Psychology 717/718: Observation, Interviewing, and Cognitive Assessment. Psychology 720A/B: Psychological Assessment Team Activities

Psychology 717/718: Observation, Interviewing, and Cognitive Assessment. Psychology 720A/B: Psychological Assessment Team Activities Psychology 717/718: Observation, Interviewing, and Cognitive Assessment Fall Term: Psychology 720A/B: Psychological Assessment Team Activities Fall 2014 / Winter 2015 Instructor(s): Dr. Tara McAuley Dr.

More information

The WISC III Freedom From Distractibility Factor: Its Utility in Identifying Children With Attention Deficit Hyperactivity Disorder

The WISC III Freedom From Distractibility Factor: Its Utility in Identifying Children With Attention Deficit Hyperactivity Disorder The WISC III Freedom From Distractibility Factor: Its Utility in Identifying Children With Attention Deficit Hyperactivity Disorder By: Arthur D. Anastopoulos, Marc A. Spisto, Mary C. Maher Anastopoulos,

More information

School Psychology Doctoral Program Student Publications with University of Memphis Faculty (2000-2015) Student Names Are in Bold

School Psychology Doctoral Program Student Publications with University of Memphis Faculty (2000-2015) Student Names Are in Bold School Psychology Doctoral Program Student Publications with University of Memphis Faculty (2000-2015) Student Names Are in Bold Journal Articles (n = 27) 1. Dickens, R. H., & Meisinger, E. B. (in press).

More information

Is the GAI a good short form of the WISC-IV?

Is the GAI a good short form of the WISC-IV? All Performances Theses, Dissertations and Capstones 2006 Is the GAI a good short form of the WISC-IV? Kimberly A. Scott Follow this and additional works at: http://mds.marshall.edu/etd Part of the Educational

More information

Multicultural Psychological Assessment II: Advanced Clinical and Personality Assessment PSY F687, 3credits Summer 2014

Multicultural Psychological Assessment II: Advanced Clinical and Personality Assessment PSY F687, 3credits Summer 2014 Prerequisites: Instructor: Office: Phone: 907-457-2700 Email: Multicultural Psychological Assessment II: Advanced Clinical and Personality Assessment PSY F687, 3credits Summer 2014 PSY 633 (Tests and Measurement

More information

Teaching Students with Special Needs: Inclusion Strategies for the Classroom Teacher

Teaching Students with Special Needs: Inclusion Strategies for the Classroom Teacher Quality Educational Programs, Inc. 1891 North Gaffey Street #228 San Pedro CA 90731 800-486-8650 Teaching Students with Special Needs: Inclusion Strategies for the Classroom Teacher A Distance Learning

More information

Published online: 29 Jul 2014.

Published online: 29 Jul 2014. This article was downloaded by: [Wayne State University] On: 30 July 2014, At: 10:36 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer

More information

Portfolio Guidelines: Practicum Year Northeastern University's CAGS Program in School Psychology* Revised May 2014

Portfolio Guidelines: Practicum Year Northeastern University's CAGS Program in School Psychology* Revised May 2014 Portfolio Guidelines: Practicum Year Northeastern University's CAGS Program in School Psychology* Revised May 2014 Introduction: Definition and Purposes of the Portfolio All students are required to create

More information

Psychoeducational Assessment How to Read, Understand, and Use Psychoeducational Reports

Psychoeducational Assessment How to Read, Understand, and Use Psychoeducational Reports Psychoeducational Assessment How to Read, Understand, and Use Psychoeducational Reports by Dr. Sherry Mee Bell Psychoeducational assessment is designed to answer these questions: Does the client have a

More information

Western Carolina University Program Assessment Plan Program: School Psychology College of Education and Allied Professions

Western Carolina University Program Assessment Plan Program: School Psychology College of Education and Allied Professions Western Carolina University Program Assessment Plan Program: School Psychology College of Education and Allied Professions Assessment Plan for 2006-2007 Primary Contact: Candace H. Boan, Ph.D. Associate

More information

Psychology in the Schools EDS 245; Fall 2010 Douglas Hall, Room 213 Wednesdays, 4:00 to 6:50 PM

Psychology in the Schools EDS 245; Fall 2010 Douglas Hall, Room 213 Wednesdays, 4:00 to 6:50 PM Psychology in the Schools EDS 245; Fall 2010 Douglas Hall, Room 213 Wednesdays, 4:00 to 6:50 PM Stephen E. Brock, Ph.D., NCSP 225 Brighton Hall Office Hrs: Wednesdays, 10:00 AM to 1:00 PM E-mail: brock@csus.edu

More information

Courses in the College of Letters and Sciences PSYCHOLOGY COURSES (840)

Courses in the College of Letters and Sciences PSYCHOLOGY COURSES (840) Courses in the College of Letters and Sciences PSYCHOLOGY COURSES (840) 840-545 Abnormal Psychology -- 3 cr An introductory survey of abnormal psychology covering the clinical syndromes included in the

More information

Ed.S. School Psychology 2014 2015 Program Guidebook

Ed.S. School Psychology 2014 2015 Program Guidebook Ed.S. School Psychology 2014 2015 Program Guidebook NOTE: 1) This guidebook is subject to change. If it does, students will be notified via email and will be provided with the revised version. 2) Policies

More information

4 Units- 2 units for each level (Graduate Level Only)

4 Units- 2 units for each level (Graduate Level Only) UNIVERSITY OF LA VERNE College of Education and Organizational Leadership School Psychology Preparation Program Course Syllabus for EDUCATION 589A and 589B SUPSERVISED FIELDWORK (INTERNSHIP)- LEVELS I

More information

WISC-III and CAS: Which Correlates Higher with Achievement for a Clinical Sample?

WISC-III and CAS: Which Correlates Higher with Achievement for a Clinical Sample? School Psychology Quarterly, Vol. 21, No. 1, 2006, pp. 62 76 WISC-III and CAS: Which Correlates Higher with Achievement for a Clinical Sample? Jack A. Naglieri and Brianna Y. De Lauder George Mason University

More information

THE UNIVERSITY OF SYDNEY: FACULTY OF EDUCATION AND SOCIAL WORK UNDERGRADUATE AND PRESERVICE DIVISION UNIT OF STUDY

THE UNIVERSITY OF SYDNEY: FACULTY OF EDUCATION AND SOCIAL WORK UNDERGRADUATE AND PRESERVICE DIVISION UNIT OF STUDY THE UNIVERSITY OF SYDNEY: FACULTY OF EDUCATION AND SOCIAL WORK UNDERGRADUATE AND PRESERVICE DIVISION UNIT OF STUDY 1. Unit of Study EDMT 5009 School Psychology Practicum 2. Credit Points 4 3. Coordinator

More information

Department of Psychology PSY 421: Advanced Behavior Modification Fall 2012 Syllabus

Department of Psychology PSY 421: Advanced Behavior Modification Fall 2012 Syllabus Department of Psychology PSY 421: Advanced Behavior Modification Fall 2012 Syllabus Instructor: Gary L. Cates, Ph.D. Office: DeGarmo 443 Phone: 309-438-3123 E-mail: garycates@ilstu.edu Office Hours: M:

More information

HANDBOOK FOR GRADUATE STUDENTS SCHOOL PSYCHOLOGY

HANDBOOK FOR GRADUATE STUDENTS SCHOOL PSYCHOLOGY HANDBOOK FOR GRADUATE STUDENTS IN SCHOOL PSYCHOLOGY PSYCHOLOGY DEPARTMENT AUGUST 22, 2014 TABLE OF CONTENTS Page Introduction..... 1 Program Overview... 1 Program Philosophy..... 1 Program Related Assumptions....

More information

Using the WASI II with the WAIS IV: Substituting WASI II Subtest Scores When Deriving WAIS IV Composite Scores

Using the WASI II with the WAIS IV: Substituting WASI II Subtest Scores When Deriving WAIS IV Composite Scores Introduction Using the WASI II with the WAIS IV: Substituting WASI II Subtest Scores When Deriving WAIS IV Composite Scores Technical Report #2 November 2011 Xiaobin Zhou, PhD Susan Engi Raiford, PhD This

More information

CASE STUDY. The following case study contains all the components described in. Chapter 2 The Assessment Process - Psychoeducational Assessment.

CASE STUDY. The following case study contains all the components described in. Chapter 2 The Assessment Process - Psychoeducational Assessment. CASE STUDY The following case study contains all the components described in Chapter 2 The Assessment Process - Psychoeducational Assessment. Ms. Smith was diagnosed with learning disabilities. As you

More information

Office Hours by Appointment on Monday, Tuesday, Wednesday, and Thursday afternoons. 3 Units (graduate Credit Only)

Office Hours by Appointment on Monday, Tuesday, Wednesday, and Thursday afternoons. 3 Units (graduate Credit Only) University of La Verne College of Education and Organizational Leadership School Psychology Preparation Program Course Syllabus for EDUC 598 GRADUATE SEMINAR IN SCHOOL PSYCHOLOGY Dr. Jackie M. Allen (909)

More information

PSY 643 - Academic Assessment & Intervention Western Kentucky University GRH 2065, Spring, 2014

PSY 643 - Academic Assessment & Intervention Western Kentucky University GRH 2065, Spring, 2014 PSY 643 - Academic Assessment & Intervention Western Kentucky University GRH 2065, Spring, 2014 1 Instructor Graduate Assistant Elizabeth (Libby) Jones, Ph.D., NCSP Lauren Coomer GRH 3019; elizabeth.jones@wku.edu

More information

CPSY 585 School Psychology Practicum, 2

CPSY 585 School Psychology Practicum, 2 CPSY 585 School Psychology Practicum, 1 COURSE SYLLABUS COVER SHEET Lewis & Clark College Graduate School of Education and Counseling Course Name Practicum in School Psychology Course Number CPSY 585 Term

More information

MISSISSIPPI STATE UNIVERSITY COLLEGE OF EDUCATION. DEPARTMENT of COUNSELING and EDUCATIONAL PSYCHOLOGY COURSE SYLLABUS. Three (3) semester hours

MISSISSIPPI STATE UNIVERSITY COLLEGE OF EDUCATION. DEPARTMENT of COUNSELING and EDUCATIONAL PSYCHOLOGY COURSE SYLLABUS. Three (3) semester hours MISSISSIPPI STATE UNIVERSITY COLLEGE OF EDUCATION DEPARTMENT of COUNSELING and EDUCATIONAL PSYCHOLOGY COURSE SYLLABUS Course Prefix and Number: EPY 9703 Course Title: Credit hours: Type of Course: Catalogue

More information

Early Childhood Measurement and Evaluation Tool Review

Early Childhood Measurement and Evaluation Tool Review Early Childhood Measurement and Evaluation Tool Review Early Childhood Measurement and Evaluation (ECME), a portfolio within CUP, produces Early Childhood Measurement Tool Reviews as a resource for those

More information

Psychology Courses (PSYCH)

Psychology Courses (PSYCH) Psychology Courses (PSYCH) PSYCH 545 Abnormal Psychology 3 u An introductory survey of abnormal psychology covering the clinical syndromes included in the diagnostic classification system of the American

More information

PRIME. How to Select an Evidence-Based Intervention. A Guide

PRIME. How to Select an Evidence-Based Intervention. A Guide PRIME Planning Realistic Implementation and Maintenance by Educators How to Select an Evidence-Based Intervention A Guide Development of this guide was supported by a grant provided by the Institute of

More information

California University of Pennsylvania Guidelines for New Course Proposals University Course Syllabus Approved: 2/4/13. Department of Psychology

California University of Pennsylvania Guidelines for New Course Proposals University Course Syllabus Approved: 2/4/13. Department of Psychology California University of Pennsylvania Guidelines for New Course Proposals University Course Syllabus Approved: 2/4/3 Department of Psychology A. Protocol Course Name: Fundamentals of School Psychology

More information

Psychology Courses (PSYCH)

Psychology Courses (PSYCH) Psychology Courses (PSYCH) PSYCH 545 Abnormal Psychology 3 u An introductory survey of abnormal psychology covering the clinical syndromes included in the diagnostic classification system of the American

More information

THE UNIVERSITY OF TENNESSEE AT MARTIN DEPARTMENT OF EDUCATIONAL STUDIES COUN 789/790 SCHOOL COUNSELING INTERNSHIP

THE UNIVERSITY OF TENNESSEE AT MARTIN DEPARTMENT OF EDUCATIONAL STUDIES COUN 789/790 SCHOOL COUNSELING INTERNSHIP THE UNIVERSITY OF TENNESSEE AT MARTIN DEPARTMENT OF EDUCATIONAL STUDIES COUN 789/790 SCHOOL COUNSELING INTERNSHIP Instructor: Office: Phone: Email: Suzanne Maniss, Ph.D. 240 Gooch Hall Martin, TN 38238

More information

Change comes in two forms: incremental and in bold strokes. With the revision of the WPPSI IV, there was no holding back.

Change comes in two forms: incremental and in bold strokes. With the revision of the WPPSI IV, there was no holding back. Change comes in two forms: incremental and in bold strokes. With the revision of the WPPSI IV, there was no holding back. The Wechsler Preschool and Primary Scale of Intelligence Fourth Edition (WPPSI

More information

Early Childhood Measurement and Evaluation Tool Review

Early Childhood Measurement and Evaluation Tool Review Early Childhood Measurement and Evaluation Tool Review Early Childhood Measurement and Evaluation (ECME), a portfolio within CUP, produces Early Childhood Measurement Tool Reviews as a resource for those

More information

STATE UNIVERSITY OF NEW YORK COLLEGE OF TECHNOLOGY CANTON, NEW YORK COURSE OUTLINE PSYC 350 EDUCATIONAL PSYCHOLOGY

STATE UNIVERSITY OF NEW YORK COLLEGE OF TECHNOLOGY CANTON, NEW YORK COURSE OUTLINE PSYC 350 EDUCATIONAL PSYCHOLOGY STATE UNIVERSITY OF NEW YORK COLLEGE OF TECHNOLOGY CANTON, NEW YORK COURSE OUTLINE PSYC 350 EDUCATIONAL PSYCHOLOGY Prepared By: John T. Nixon, Ph.D. Reviewed and modified by Edward Boyd April 2015 SCHOOL

More information

COURSE SYLLABUS COVER SHEET Lewis & Clark College Graduate School of Education and Counseling

COURSE SYLLABUS COVER SHEET Lewis & Clark College Graduate School of Education and Counseling SPSY 580 School Psychology Practicum, 1 Course Name COURSE SYLLABUS COVER SHEET Lewis & Clark College Graduate School of Education and Counseling Practicum in School Psychology Course Number SPSY 580 Term

More information

Seattle University College of Education SCHOOL PSYCHOLOGY INTERNSHIP HANDBOOK

Seattle University College of Education SCHOOL PSYCHOLOGY INTERNSHIP HANDBOOK Seattle University College of Education SCHOOL PSYCHOLOGY INTERNSHIP HANDBOOK 2013 2014 Table of Contents Page 3 Section Introduction 4 I NATIONAL STANDARDS AND PROGRAM POLICIES AND PRACTICES 8 II INTERNSHIP

More information

A Critique of the IQ / Achievement Discrepancy Model for Identifying Specific Learning Disabilities

A Critique of the IQ / Achievement Discrepancy Model for Identifying Specific Learning Disabilities Europe s Journal of Psychology 4/2009, pp. 128-145 www.ejop.org A Critique of the IQ / Achievement Discrepancy Model for Identifying Specific Learning Disabilities Albert F. Restori California State University,

More information

Salkind, N. J. (2013). Tests & measurement for people who (think they) hate tests & measurement (2nd ed.). Thousand Oaks, CA: Sage.

Salkind, N. J. (2013). Tests & measurement for people who (think they) hate tests & measurement (2nd ed.). Thousand Oaks, CA: Sage. Houston Graduate School of Theology COU 540 Appraisal and Assessment in Counseling Fall, 2015 Hybrid Class (On-campus and Online) Thursdays 1:30 4:00PM & Online Postings/Activities Aug 27, Sept 10, 24,

More information

UNIVERSITY OF LA VERNE COLLEGE OF LAW NEGOTIATION DAY CLASS CRN 1250. Spring 2015 Syllabus

UNIVERSITY OF LA VERNE COLLEGE OF LAW NEGOTIATION DAY CLASS CRN 1250. Spring 2015 Syllabus UNIVERSITY OF LA VERNE COLLEGE OF LAW NEGOTIATION DAY CLASS CRN 1250 Spring 2015 Syllabus PROFESSOR: Susan Nauss Exon CREDIT HOURS: Two Credit Hours DAYS & TIMES: Tuesdays, 9:30 11:30 a.m. ROOM: 206 I.

More information

Florida Teacher Certification Examinations Test Information Guide for School Psychologist PK 12

Florida Teacher Certification Examinations Test Information Guide for School Psychologist PK 12 Florida Teacher Certification Examinations Test Information Guide for School Psychologist PK 12 FLORIDA DEPARTMENT OF EDUCATION www.fldoe.org Third Edition Developed, produced, and printed under the authority

More information

APPLICATION PACKET. A Member of the Texas State University System

APPLICATION PACKET. A Member of the Texas State University System APPLICATION PACKET School Psychology Program Department of Educational Administration and Psychological Services Texas State University San Marcos, Texas 78666 A Member of the Texas State University System

More information

FLORIDA INTERNATIONAL UNIVERSITY EDUCATIONAL PSYCHOLOGY AND SPECIAL EDUCATION SPS 6199/FAMILY-SCHOOL CONSULTATION AND COLLABORATION

FLORIDA INTERNATIONAL UNIVERSITY EDUCATIONAL PSYCHOLOGY AND SPECIAL EDUCATION SPS 6199/FAMILY-SCHOOL CONSULTATION AND COLLABORATION FLORIDA INTERNATIONAL UNIVERSITY EDUCATIONAL PSYCHOLOGY AND SPECIAL EDUCATION SPS 6199/FAMILY-SCHOOL CONSULTATION AND COLLABORATION INSTRUCTOR: David L. Larson, Ph.D. Office Telephone (Message): 305-246-5932

More information

Wichita State University School Psychologist, Narrative Describing the Operation of the Program Assessment Plan Approved 11-15-05

Wichita State University School Psychologist, Narrative Describing the Operation of the Program Assessment Plan Approved 11-15-05 School Psychologist, Narrative Describing the Operation of the Program Assessment Plan Approved 11-15-05 Program evaluation in the Program occurs both (a) to make decisions about individual candidates

More information

SOUTHEAST MISSOURI STATE UNIVERSITY

SOUTHEAST MISSOURI STATE UNIVERSITY COURSE SYLLABUS SOUTHEAST MISSOURI STATE UNIVERSITY Department: Elementary, Early, & Special Education Course No.: CE 605 Course: Issues and Trends in Early Childhood Education Revised: Fall 2009 The Teacher

More information

UNIVERSITY OF LA VERNE COLLEGE OF LAW. NEGOTIATION EVENING CLASS (Law 550, Section 2)

UNIVERSITY OF LA VERNE COLLEGE OF LAW. NEGOTIATION EVENING CLASS (Law 550, Section 2) UNIVERSITY OF LA VERNE COLLEGE OF LAW NEGOTIATION EVENING CLASS (Law 550, Section 2) Spring 2016 Syllabus Professor Charles H. Smith Tuesdays, 6:30-8:30 p.m. (2 units) Room TBA I. PROFESSOR SMITH S CONTACT

More information

Introduction to Early Childhood Education. Course Syllabus

Introduction to Early Childhood Education. Course Syllabus Intro to Early Childhood Education Course Syllabus COURSE IDENTIFICATION Course Prefix/Number: EDUC260 Course Title: Introduction to Early Childhood Education Division: Outreach and Workforce Development

More information

Master of Arts Programs in the Faculty of Social and Behavioral Sciences

Master of Arts Programs in the Faculty of Social and Behavioral Sciences Master of Arts Programs in the Faculty of Social and Behavioral Sciences Admission Requirements to the Education and Psychology Graduate Program The applicant must satisfy the standards for admission into

More information

PsyD Psychology (2014 2015)

PsyD Psychology (2014 2015) PsyD Psychology (2014 2015) Program Information Point of Contact Marianna Linz (linz@marshall.edu) Support for University and College Missions Marshall University is a multi campus public university providing

More information

FORM C TESTING ACCOMMODATIONS LEARNING DISABILITIES VERIFICATION (Please print or type; must be legible)

FORM C TESTING ACCOMMODATIONS LEARNING DISABILITIES VERIFICATION (Please print or type; must be legible) THE STATE BAR OF CALIFORNIA CALIFORNIA BOARD OF LEGAL SPECIALIZATION/OFFICE OF ADMISSIONS 180 Howard Street San Francisco, CA 94105-1639 (415) 538-2300 845 S. Figueroa Street Los Angeles, CA 90017-2515

More information

SPECIFIC LEARNING DISABILITY

SPECIFIC LEARNING DISABILITY SPECIFIC LEARNING DISABILITY 24:05:24.01:18. Specific learning disability defined. Specific learning disability is a disorder in one or more of the basic psychological processes involved in understanding

More information

Introducing the WAIS IV. Copyright 2008 Pearson Education, inc. or its affiliates. All rights reserved.

Introducing the WAIS IV. Copyright 2008 Pearson Education, inc. or its affiliates. All rights reserved. Introducing the WAIS IV Overview Introduction Revision Goals Test Structure Normative / Validity / Clinical Information Wechsler s View of Intelligence "The global capacity of a person to act purposefully,

More information

Despite changes in special education law (i.e., Public Law 108-446, Individuals With

Despite changes in special education law (i.e., Public Law 108-446, Individuals With Factorial Invariance of Woodcock-Johnson III Scores for African Americans and Caucasian Americans Journal of Psychoeducational Assessment Volume 24 Number 4 December 2006 358-366 2006 Sage Publications

More information

The Detroit Tests of Learning Aptitude 4 (Hammill, 1998) are the most recent version of

The Detroit Tests of Learning Aptitude 4 (Hammill, 1998) are the most recent version of Detroit Tests of Learning Aptitude 4 The Detroit Tests of Learning Aptitude 4 (Hammill, 1998) are the most recent version of Baker and Leland's test, originally published in 1935. To Hammill's credit,

More information

School Psychology Key Assessment Rubrics. Course #/Title: CSPU 510 Introduction to the Ethical Practice of School Psychology

School Psychology Key Assessment Rubrics. Course #/Title: CSPU 510 Introduction to the Ethical Practice of School Psychology Program: Education- MA School Psychology PLO 1- Law School Psychology Key Assessment Rubrics Course #/Title: CSPU 510 Introduction to the Ethical Practice of School Psychology Assignment Title: Research

More information

Which WJ-III Subtests Should I Administer?

Which WJ-III Subtests Should I Administer? Which WJ-III Subtests Should I Administer? P R E S E N T E D B Y : J U D D F R E D S T R O M A R E A S P E C I A L E D U C A T I O N C O O P A S E C. N E T Woodcock-Johnson III tests of Achievement Eligibility

More information

The Role of the School Psychologist in the RTI Process

The Role of the School Psychologist in the RTI Process The Role of the School Psychologist in the RTI Process - The Responsiveness to Intervention (RTI) process is a multi-tiered approach to providing services and interventions to struggling learners at increasing

More information

Howard Community College Fall Courses for Educators

Howard Community College Fall Courses for Educators Howard Community College Fall Courses for Educators Fall courses begin August 22, 2015 and end December 14, 2015. For additional information, contact Fran Kroll at 443-518-4854. Fall Semester Tuition &

More information

Overton, T. (2012). Assessing Learners with special needs: An applied approach (7th ed.). New York: Pearson/Merrill/Prentice Hall.

Overton, T. (2012). Assessing Learners with special needs: An applied approach (7th ed.). New York: Pearson/Merrill/Prentice Hall. EDFS 720 Educational Assessment of Students with Disabilities Spring 2015 (3 hrs.) Meeting Time: Thursday, 4:00-6:45 p.m. Instructor: Michael Skinner, Ph.D. Office Hours: Monday: 1:00 p.m. 3:00 p.m. Wednesday:

More information

UNIVERSITY OF SOUTH ALABAMA PSYCHOLOGY

UNIVERSITY OF SOUTH ALABAMA PSYCHOLOGY UNIVERSITY OF SOUTH ALABAMA PSYCHOLOGY 1 Psychology PSY 120 Introduction to Psychology 3 cr A survey of the basic theories, concepts, principles, and research findings in the field of Psychology. Core

More information

Advanced Seminar in School Psychology PSYC 625

Advanced Seminar in School Psychology PSYC 625 Advanced Seminar in School Psychology PSYC 625 Instructors: Dr. Joe Prus (prusj@winthrop.edu) 803-323-2630 Dr. Gary Alderman (aldermang@winthrop.edu) 803-323-2630 Spring 2015 Tuesday 5:00-7:45 PM 016 Kinard

More information

CLINICAL PSYCHOLOGY POSTDOCTORAL FELLOWSHIP APPLICATION

CLINICAL PSYCHOLOGY POSTDOCTORAL FELLOWSHIP APPLICATION CLINICAL PSYCHOLOGY POSTDOCTORAL FELLOWSHIP APPLICATION NAME DATE Home Address STREET CITY STATE CODE ZIP STREET CITY STATE CODE ZIP Work Address Social Security Number Telephones ( Are you a United States

More information

HISTORICAL USE OF THE TITLE SCHOOL PSYCHOLOGIST

HISTORICAL USE OF THE TITLE SCHOOL PSYCHOLOGIST Position Statement NECESSARY USE OF THE TITLE SCHOOL PSYCHOLOGIST The purpose of this position paper is (a) to summarize existing National Association of School Psychologists (NASP) policy, state and federal

More information

MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question.

MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question. Chapter 7 COGNITION PRACTICE 234-239 INTELLIGENCE Name Period Date MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question. 1) A general term referring to

More information

The University of Memphis Guidelines for Documentation of a Learning Disability in Adolescents and Adults

The University of Memphis Guidelines for Documentation of a Learning Disability in Adolescents and Adults The University of Memphis Guidelines for Documentation of a Learning Disability in Adolescents and Adults Introduction The prevailing legal climate surrounding higher education and disability issues, combined

More information

REQUIRED TEXT: Slavin, R. E. Educational Psychology, Ninth Edition. Allyn and Bacon, 2009.

REQUIRED TEXT: Slavin, R. E. Educational Psychology, Ninth Edition. Allyn and Bacon, 2009. HARFORD COMMUNITY COLLEGE SYLLABUS - EDUCATIONAL PSYCHOLOGY PSYCHOLOGY PSY207 03 (CRN# 21002) T 7:00-9:50 Fallston 203 SPRING 2011 INSTRUCTOR: Mr. Chuck Conjar OFFICE: Fallston 250 / OFFICE HOURS: T 6-6:50

More information

Case 4:05-cv-02726 Document 26-1 Filed in TXSD on 09/12/08 Page 1 of 5. Exhibit A

Case 4:05-cv-02726 Document 26-1 Filed in TXSD on 09/12/08 Page 1 of 5. Exhibit A Case 4:05-cv-02726 Document 26-1 Filed in TXSD on 09/12/08 Page 1 of 5 Exhibit A Case 4:05-cv-02726 Document 26-1 Filed in TXSD on 09/12/08 Page 2 of 5 Gilda Kessner, Psy.D. Psychologist John E. Wright

More information

Assessment Report Applied Psychology Program 2011-2012

Assessment Report Applied Psychology Program 2011-2012 I. Introduction History Assessment Report Applied Psychology Program 2011-2012 The Department of Humanities and Social Sciences added the Bachelor of Science in Applied Psychology in 1997. The program

More information

MALONE UNIVERSITY ASSESSMENT ANNUAL REPORT CARD. Counseling and Human Development Counselor Education

MALONE UNIVERSITY ASSESSMENT ANNUAL REPORT CARD. Counseling and Human Development Counselor Education Program Name: Counselor Education Assessed by: Dr. Susan Steiner Director, Department of Counseling and Human Development Date/Cycle of Assessment: Reporting cycle of Summer 2013 through Summer 2014 Mission

More information

Bibliografia. - Anastasi, A. (1976). Psychological Testing, 4th ed., MacMillan, New York (tr. it.: I test psicologici. Franco Angeli, Milano, 2002).

Bibliografia. - Anastasi, A. (1976). Psychological Testing, 4th ed., MacMillan, New York (tr. it.: I test psicologici. Franco Angeli, Milano, 2002). Bibliografia - American Psychiatric Association (2000). DSM-IV-TR. Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision. Washington D.C. (Tr. it.: DSM-IV-TR. Manuale diagnostico

More information

Rutgers University Graduate School of Applied and Professional Psychology Learning and Academic Interventions: Research to Practice Fall 2015

Rutgers University Graduate School of Applied and Professional Psychology Learning and Academic Interventions: Research to Practice Fall 2015 Rutgers University Graduate School of Applied and Professional Psychology Learning and Academic Interventions: Research to Practice Fall 2015 Professor: Timothy Cleary, Ph.D. Meeting Time: Wednesday 2:00pm-4:45pm

More information

CLINICAL PSYCHOLOGY PSYC 450-001 (3 credit hours) Fall 2015

CLINICAL PSYCHOLOGY PSYC 450-001 (3 credit hours) Fall 2015 CLINICAL PSYCHOLOGY PSYC 450-001 (3 credit hours) Fall 2015 Instructor: Dr. Jason Murphy Office: Alumni Hall 0123 Office Hours: Mondays, 2:00-3:00 p.m., 4:15-6:00 p.m.; Wednesdays, 1:00-3:00 p.m. Office

More information

Ann Gordon, PhD. Psychotherapy and Consultation License Number PSY22302 Fed. Tax ID 94-3251100 NPI 1659709228

Ann Gordon, PhD. Psychotherapy and Consultation License Number PSY22302 Fed. Tax ID 94-3251100 NPI 1659709228 Ann Gordon, PhD. Psychotherapy and Consultation License Number PSY22302 Fed. Tax ID 94-3251100 NPI 1659709228 203 Grand Avenue, Ste 201 1330 Lincoln Avenue, Ste 102B Oakland, California 94610 San Rafael,

More information

COURSE SYLLABUS SOUTHEAST MISSOURI STATE UNIVERSITY

COURSE SYLLABUS SOUTHEAST MISSOURI STATE UNIVERSITY COURSE SYLLABUS SOUTHEAST MISSOURI STATE UNIVERSITY Department of Educational Leadership and Counseling Course No: CP-733 New: 12/13/90 Revision: Spring 2012 Title of Course: Advanced Educational Processes

More information

Seattle University College Of Education SCHOOL PSYCHOLOGY PRACTICUM HANDBOOK

Seattle University College Of Education SCHOOL PSYCHOLOGY PRACTICUM HANDBOOK Seattle University College Of Education SCHOOL PSYCHOLOGY PRACTICUM HANDBOOK 2013 2014 1 Table of Contents Document Name Introduction to Practicum Sequence: Foreword Prerequisite Checklist NASP Training

More information

Guidelines for Documentation of a Learning Disability (LD) in Gallaudet University Students

Guidelines for Documentation of a Learning Disability (LD) in Gallaudet University Students Guidelines for Documentation of a Learning Disability (LD) in Gallaudet University Students Gallaudet University Office for Students with Disabilities Washington, D.C. 20002 2 Guidelines for Documentation

More information

PSYC 614-001 - Research Methods and Applications

PSYC 614-001 - Research Methods and Applications Course Syllabus PSYC 614-001 - Research Methods and Applications Winthrop University Dr. Joe Prus Spring 2014 Office: 110A Kinard T 12:30-3:45 Phone: 323-2630 Room: Kinard 016 Office Hours: T 11:00-12:00

More information

Estimate a WAIS Full Scale IQ with a score on the International Contest 2009

Estimate a WAIS Full Scale IQ with a score on the International Contest 2009 Estimate a WAIS Full Scale IQ with a score on the International Contest 2009 Xavier Jouve The Cerebrals Society CognIQBlog Although the 2009 Edition of the Cerebrals Society Contest was not intended to

More information

How To: Take Effective Class Notes: Strategic Note-Taking

How To: Take Effective Class Notes: Strategic Note-Taking 1 How To: Take Effective Class Notes: Strategic Note-Taking Students who lack an efficient strategy for note-taking can miss important lecture information, fail to make meaningful connections between facts

More information

THE UNIVERSITY OF TENNESSEE AT MARTIN DEPARTMENT OF EDUCATIONAL STUDIES COUN 730 CAREER COUNSELING COURSE SYLLABUS SPRING 2010

THE UNIVERSITY OF TENNESSEE AT MARTIN DEPARTMENT OF EDUCATIONAL STUDIES COUN 730 CAREER COUNSELING COURSE SYLLABUS SPRING 2010 THE UNIVERSITY OF TENNESSEE AT MARTIN DEPARTMENT OF EDUCATIONAL STUDIES COUN 730 CAREER COUNSELING COURSE SYLLABUS SPRING 2010 Instructor: E-Mail: Dr. David Dietrich ddietrich@utm.edu I. COURSE TITLE AND

More information