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

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1 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. Lynette Eulette Office: PAS 3016 PAS addresses: Winter Term: Instructor(s): Dr. Nilsen Dr. Lynette Eulette Office: PAS 3011 PAS addresses: TAs: Jenna Dawson Supervisor for 720A/B: Dr. Pamela Seeds Ami Rints PAS 3034 Derrick Valadao 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 adults and children. 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: This course balances didactic instruction with experiential learning. Students participate in weekly lectures, training with teaching assistants, and are involved in assessment cases as part of a clinical team. The various activities serve to meet objectives associated with three overarching components of the course: 1. Background to Assessment: To acquire knowledge about the basic theory and methodological issues in psychological assessment and to be able to apply that knowledge in the practice of assessment (e.g., purpose of assessment, scale construction and evaluation, psychometric properties of tests) 2. Content of Assessment: To acquire knowledge of the different content areas of assessment (e.g., intelligence, academic skills, memory, etc.) and to acquire skills associated with assessment including interviewing skills, test administration and scoring, and observation methods.

2 3. To acquire knowledge of and experience in the Process of Assessment, including areas such as: a. professional issues relevant to the assessment of individuals, including ethical considerations, cultural and ethnic sensitivity, and other professional aspects of the assessment process b. decision-making approaches to assessment, planning an assessment strategy based on referral question(s) c. case conceptualization, integration of findings from all relevant sources of data d. written/oral communication of findings, case consultation Psychological Assessment Team (PAT) Objectives: In addition to weekly lectures, students take part in assessments through the CMHR. The objectives associated with these experiences are: 1. 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. 2. Knowledge acquisition will be through: a. Observation of a more senior student engaging in the assessment process (Fall term) b. Brief assessment of a referred client (Winter term) c. Weekly group supervision sessions (small team meetings and PAT meetings) d. Training and evaluation of core areas (i.e., proficiency examinations) Integrity and Security of Test Materials: Your TA will provide you with information regarding procedures for obtaining access to assessment materials. Responsible professional conduct dictates that you exercise careful control over the integrity and security of any test materials made available to you. Required Textbook and Readings Urbina, S. (2014) Essentials of Psychological Testing, Second Edition. John Wiley & Sons, Inc. Flanagan, D.P., Ortiz, S.O., Alfonso, V.C. (2013) Essentials of Cross-Battery Assessment, Third Edition. John Wiley &Sons, Inc. Specific journal articles and book chapters will be assigned each week. Course Requirements and Evaluation Fall term: 1. Discussion questions (/10): Students are asked to submit discussion questions, based on the assigned readings, to the instructor by 9AM the day before the class.

3 2. Interview proficiency (/25): After practice interviews, students conduct a one-hour interview with an undergraduate volunteer. 3. WAIS video review (/10): Students are asked to watch a video of a WAIS administration and indicate where errors are made. 4. WAIS proficiency (/25): After practice WAIS administrations, students conduct a standardized administration with an undergraduate volunteer. 5. Handout test review (/15): Students will be assigned an assessment tool to review. A handout of the review will be provided to classmates and discussed in class. 6. Class and PAT participation (/15): o Lecture: Course readings are provided weekly; Discussion in class is expected. o Assessment team: participation in the small assessment teams and larger group meetings is expected. The nature of participation in small groups is dictated by level of training. o Professional and ethical behaviour is required 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. Winter term: 7. Discussion questions (/10): Students are asked to submit discussion questions, based on the assigned readings, to the instructor by 9AM the day before the class. 8. Summary of behavioural observation in preschool (/5): Students will conduct an observation of a child and generate a short summary of the child s behaviour, highlighting the competencies/difficulties shown during the observation period. 9. Student presentation: Individual differences in assessment (/25): Students present at 30 minute presentation on individual characteristics that can influence an assessment. 10. WISC proficiency (/25): After practice WISC administrations, students conduct a standardized administration with an undergraduate volunteer 11. Case presentation in PAT (/20): Students will provide a summary/case conceptualization of their Brief assessment in the larger PAT meeting. 12. Class participation (/15): same as Fall term

4 Overview of course (note that the dates refer to the lecture material, the evaluation and TA work may occur at different dates) Fall term Date Lecture material Instructor Evaluation TA work PAT September 11 Overview / What is Assessment? Lynette TAs collectively supervise 5 teams CHILD Case (2 nd year students) September 18 Overview B: discuss referral questions, brainstorm approaches to assessment September 25 Interviewing A: theory Pamela Generate discussion point / October 2 Interviewing B: role play interviews in class, micro skills of interviewing Tara Interview proficiency (/25) TAs watch one practice interview per student (total = 6) October 9 Intelligence A: theory and introduction of Wechsler scales October 16 Intelligence B: WAIS administration Lynette Evaluation of WAIS video (/10) WAIS proficiency (/25) October 23 Psychometrics A & B Lynette October 30 Neuropsychology A Tara Generate discussion point / November 6 Neuropsychology B Tara November 13 Integration / Clinical Decisionmaking Lynette Written assignment test review (/15) November 20 Consultation / feedback A Tara Generate discussion point / November 27 Consultation / feedback B: role play feedback from WAIS client Tara TAs watch one practice administration per student (total = 6)

5 Winter term Date Lecture material Instructor Evaluation TA work PAT January 8 Observation A & B Generate discussion point / January 15 Student presentation: Individual differences in assessment (i.e., factors that influence the assessment process, e.g., hearing/sight impairments, motor difficulties, culture, psychopathology) Summary of behavioural observation (/5) Student presentation and handout (/25) January 22 Student presentation Lynette Student presentation and handout (/25) January 29 WISC A&B February 5 Achievement A: Overview, Content Areas February 12 Achievement B: Review Tests and Profiles (LD) TAs walk students through procedures for starting an assessment file TAs collectively supervise 6 teams Lynette WISC proficiency (25) Students work in groups of three (observer/administrat or/child) ADULT brief case (1 st year students) February 19 Reading break February 26 Socio-emotional Assessment / Adaptive functioning A: Goals Generate discussion point / /content areas / methods March 5 Socio-emotional Assessment B: discuss tests and case conceptualizations (ADHD / ASD) March 12 Report-writing A&B: Goals of report-writing / styles / review of previous reports March 19 Oral/written language A March 26 Oral/written language B Lynette April 3 Recommendations A&B: Overview of recommendations, generate ideas based on their assessment cases (and other profiles) Within PAT: presentation on case (/20) TAs watch one practice WISC administration (total = 6)

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