1Psychology 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: email: [email protected], phone: 656-3842 Office Hours: Monday 2-3 p.m. or by appointment T.A. Amit Bernstein Contact Information: email: [email protected] 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%2Required Material Kamphaus, R., & Frick, P.J. (2002) Clinical assessment of child and adolescent personality and behavior, 2nd 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, 4th 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, 1668-1674. 1/31 Introduction II: Development and Psychopathology: Implications for Assessment Introduction III: Legal, Ethical, and Cultural Issues Kamphaus & Frick: Chapter 3 Kamphaus & Frick: Chapter 4 Kamphaus: Chapter 6 2/7 Introduction IV: Basic Psychometric Considerations 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, 118-123. Chapman, L.J., Chapman, J.P. (1969). Illusory correlation as an obstacle to the use of valid psychodiagnostic signs. Journal of Abnormal Psychology, 74, 271-280.32/14 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 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, 109-115. Read also the two commentaries attached (Allen Frances, and then Robert Spitzer). 2/28 DSM Diagnosis Clinical Interviews II: The ADIS 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, 121-153. ADIS Manual Administer Practice ADIS 3/7 Assessment of Children’s Mental Abilities: The Wechsler Intelligence Scale for Children- Fourth Edition (WISC-IV) Go over WISC-IV Manual Sattler & Dumont: Chapters 1 & 2 Kamphaus: Chapters 2 & 3 (available from TS) Administer Practice WISC – unobserved 3/14 WISC-IV Scoring, Interpretation, Report Writing Assessment of Children’s Mental Abilities – Achievement Testing 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, 623-628. 3/21 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 944/4 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 Kamphaus & Frick: Chapters 13 &18 4/25 Assessment of Internalizing