Psychology 371: Child and Adolescent Psychological Assessment Syllabus Spring 2005

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1 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 232 Contact Information: phone: Office Hours: Monday 2-3 p.m. or by appointment T.A. Amit Bernstein Contact Information: Course Objectives This course is designed for graduate students in clinical psychology to (1) provide didactic material necessary for understanding psychological testing of children and adolescents, and (2) provide practical experience in conducting psychological evaluations of children and adolescents from a developmental perspective. Accordingly, in addition to teaching practical skills in intellectual and behavioral assessment, the course will present a general model of assessment. The relationship of theory in development and psychopathology to assessment practices will be discussed. The importance of psychometric properties (reliability, validity, normative data, generalizability) of assessment instruments and techniques will also be discussed. A goal of this course is for students to become competent in the critical evaluation of assessment instruments and procedures based on a variety of criteria. Therefore, the course will emphasize both how to assess child and adolescent problems and disorders, and why particular methods or measures are especially well-suited to specific tasks in assessment. The noted objectives will be met through lecture, discussion, and practical instruction in designing, administering, interpreting, and writing comprehensive psychological evaluations for youth. Course Requirements 1. Attendance to all class meetings is required and students are required to have read all assigned readings PRIOR to the class period during which the topic will be discussed. 2. Each student is required to complete two supervised comprehensive evaluations of children or adolescents and make formal case presentations of both cases. (Additional information on this requirement is provided below.) 3. Students are required to turn in an 8-10 page critique of an assessment instrument used to test children s and/or adolescents emotions, behavior, personality, intelligence, or achievement (Additional information on this requirement is provided below.) Evaluation Course grades will be based on: (a) 2 evaluations 50% (see attached description for more specificity) (b) Class participation, including evidence of completion of readings and other assignments, answers to study questions and sample problems 25% (d) Critique of assessment instrument/procedure 25%

2 2 Required Material Kamphaus, R., & Frick, P.J. (2002) Clinical assessment of child and adolescent personality and behavior, 2 nd Edition. Boston: Allyn & Bacon. Sattler, J.M. & Dumont, R. (2004). Assessment of Children: WISC-IV and WPPSI-III Supplement: La Mesa, CA: Jerome M. Sattler, Publisher, Inc. Additional required readings are available for copying. Recommended Supplementary Readings Garb, H. (1998). Studying the clinician: Judgment research and psychological assessment. Washington, DC: American Psychological Association. American Educational Research Association (1999). Standards for educational and psychological testing. Washington, D.C. American Psychological Association. American Psychiatric Association (2000). Diagnostic and statistical manual of mental disorders, 4 th edition test revision. Washington, DC: Author. Date Topic Readings 1/24 Introduction I: A scientific approach to clinical assessment Dawes, R.M., Faust, D. & Meehl, P.E. (1989). Clinical versus actuarial judgment. Science, 243, /31 Introduction II: Development and Psychopathology: Implications for Assessment Introduction III: Legal, Ethical, and Cultural Issues 2/7 Introduction IV: Basic Psychometric Considerations Kamphaus & Frick: Chapter 3 Kamphaus & Frick: Chapter 4 Kamphaus: Chapter 6 Kamphaus & Frick: Chapter 2 Kamphaus: Chapter 5 Forer, B.R. (1949). The fallacy of personal validation: A classroom demonstration of gullibility. Journal of Abnormal and social Psychology, 44, Chapman, L.J., Chapman, J.P. (1969). Illusory correlation as an obstacle to the use of valid psychodiagnostic signs. Journal of Abnormal Psychology, 74,

3 3 2/14 President s Day Holiday No Class 2/21 Introduction V: Rapport Building with Children, Adolescents, & Parents Clinical Interviews I: Overview of Structured and Unstructured Interviews 2/28 DSM Diagnosis Clinical Interviews II: The ADIS 3/7 Assessment of Children s Mental Abilities: The Wechsler Intelligence Scale for Children- Fourth Edition (WISC-IV) 3/14 WISC-IV Scoring, Interpretation, Report Writing Assessment of Children s Mental Abilities Achievement Testing Kamphaus & Frick: Chapter 5 Kamphaus & Frick: Chapters 12 & 14 Reiger, D.A., Kaelber, C.T., Rae, D.S., Farmer, M.E., Knauper, B., Kessler, R.C., & Norquist, G.S. (1998). Limitations of diagnostic criteria and assessment instruments for mental disorders. Archives of General Psychiatry, 55, Read also the two commentaries attached (Allen Frances, and then Robert Spitzer). Clark, L.A., Watson, D., & Reynolds, S. (1995). Diagnosis and classification of psychopathology: Challenges to the current system and future directions. Annual Review of Psychology, 46, ADIS Manual Administer Practice ADIS Go over WISC-IV Manual Sattler & Dumont: Chapters 1 & 2 Kamphaus: Chapters 2 & 3 (available from TS) Administer Practice WISC unobserved Sattler & Dumont: Chapters 3 & 4 Kamphaus: Chapter 4 Administer Practice WISC observed Turkheimer, E., Haley, A., Waldron, M., D Onofrio, B., & Gottesman. I.I. (2003). Socioeconomic status modifies heritability of IQ in young children. Psychological Science, 14, /21 Spring Break: No Class 3/28 Behavior Rating Scales The CBCL Connor s Rating Scales Behavioral Observation Kamphaus & Frick: Chapters 7 & 8 Kamphaus & Frick: Chapter 9

4 4 4/4 More on Clinical Judgment and Diagnosis Garb: Chapters 1-3 4/11 Case Presentations 4/18 Assessment of Family context Assessment of disruptive behavior disorders: Conduct Disorder and Oppositional Defiant Disorder, ADHD 4/25 Assessment of Internalizing Problems: Depression and Anxiety Issues in Assessment 5/2 Open for catch-up and special topics. Possible topics: (1) Developmental Disorders & Mental Retardation; (2) More on interpretation and report writing; (3) combining information from different sources; (4) behavioral observation Kamphaus & Frick: Chapters 13 &18 Kamphaus & Frick: Chapter 19 Lilienfeld, S.O., Wood, J.M., & Garb, H.N. (2000). The scientific status of projective techniques. Psychological Science in the Public Interest, 1, Paper Due 5/10 Case Presentations

5 5 Comprehensive Evaluations General Requirements: Each student is required to conduct comprehensive psychological evaluations of two children or adolescents and to provide feedback to the child and parent(s) with recommendations for treatment, under the supervision of the instructor or teaching assistant. This aspect of the course is designed to provide practical experience in conduction psychological evaluations, with a particular emphasis on integrating information from a number of areas of function into a clear report with feasible recommendations for treatment that are based on this information. The student must also present the case in a formal case presentation during class. Each evaluation must be planned with the instructor or teaching assistant using the following guidelines. 1. All evaluations must be comprehensive, which means they must include a thorough history, a psycho-educational assessment, a behavioral/emotional assessment, assessment of family context, and assessment of peer functioning. 2. Across the two evaluations, each major type of assessment instrument covered in this class must be used at least once (e.g., rating scales, behavioral observation, diagnostic interview, with IQ and achievement tests being used for both). 3. The instructor and teaching assistant will attempt to assign cases to match with each student s particular interests. Variety (e.g., age of youth, type of problem) in cases is encouraged, however. Grading. Performance on these evaluations will be graded based on the following criteria: 1. Preparation for the evaluation 20% 2. Proficiency in administration 15% 3. Professionalism (e.g., punctuality, respect for client, timeliness in completing evaluation, maintenance of confidentiality) 4. Accuracy and readability of the report 20% 15% 5. Interpretive Interview 15% 6. Case Presentation 15%

6 6 Critique of Assessment Instrument (additional information) A major goal of this course is to help students learn to critically evaluate assessment instruments for children and adolescents, such that students can use existing instruments appropriately, and can confidently and accurately evaluate new instruments as they become available. To aid in accomplishing these goals, each student is required to select a specific assessment instrument and critique it. This critique should be designed to guide a practicing psychologist in determining the most appropriate use(s) of the instrument, especially focusing on developmental issues in its use. The critique should be comprehensive but concise (no more than 10 typed, double-spaced pages including references). The instrument must be pre-approved by the instructor and completed by May 2 nd. The following is a guide for the critique. I. Overview and Description (e.g., theoretical rationale for the test and test items, test format, number and description of items and scales, appropriate age range II. III. IV. Administration and Scoring (e.g., qualification of users, ease of administration and scoring, adequacy of manual) Psychometric Properties (reliability, validity, norms, generalizability) Summary and Recommendations for Appropriate Use

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