COURSE SYLLABUS OUTLINECNS 690 Advanced Intelligence TestingSpring 2011(For School Psychology and IIA Students only)Department: Educational Studies, Leadership and CounselingCredit Hours: 3 hoursInstructor: Mardis Dunham, Ph.D.Office: 270-809-6466 3217 Alexander hallE-mail: ([email protected])Class time: 5:00 - 8:00 Thursday 2109 Alexander HallOffice Hours: All day Monday, Tuesday, Wednesday, ThursdayBefore and after class as needed, or by appointmentI. Titl e: CNS 690 Advanced Intelligence TestingII. C a tal o g D e s c riptio n : Supervised practice in the administration of a variety of children, adolescent, and adult intellectual assessment instruments. Prerequisite: CNS 683; CNS 689;consent of instructor.III. P u r pose: The purpose of this course is to provide theoretical knowledge and advanced skills in evaluating the intellectual, adaptive, and behavioral functioning of children and adolescents for school purposes. This course is also designed to provide students with the expertise needed to analyze psychometric and informal data, design interventions based upontest data, and present their impressions orally and in writing.IV. Course Obj e c t i v e s (NASP domains are in parentheses. New counselor standards are inbrackets. EPSB standards are in italics. Experienced Teachers Standards are underlined). Students will gain knowledge of:1. Individual testing, measurement concepts, and appraisal principles (1)[3,7,C] Diversity2. Strengths and limitations of intellectual assessment (1,10) Diversity3. Critical issues related to cultural biases of testing (1,5)[D] Diversity, Ethics4. Ethical standards for assessment (1,10) Diversity, Ethics5. Report writing and parent feedback (1,3,4,6,10) Leadership 1,6,86. Basic assessment principles of rapport and managing the client (5,10)7. Kentucky’s special educational referral process (1,3,6,8)[7] Diversity8. Exceptional populations (e.g., learning disabilities, mental retardation) and how to assessthem (1,3,5)[2,3] Literacy 6The COE Conceptual Framework and the Theme of the Educator as a Reflective DecisionMaker are addressed in this course by urging students to carefully review written feedbackfrom the instructor on their written reports and test records and to set goals for improvedperformance.The Theme of Diversity is explored in this course through lecture, selected readings, andreview of the ethical code. The assessment of persons from diverse populations is a veryimportant issue in assessment—students learn to recognize and appreciate individual differences, plan appropriately sensitive assessments, and provide feedback to parents in accordance with their understanding of the ethical code and readings/lecture from class.Technology is addressed through the provision of current web resources related to assessment/evaluation and the use of computer scoring/interpretation programs throughoutthe course.Note: This course addresses Section III (Applied Psychological Foundations) and Section V (Ethical and Legal Issues) on the School Psychology Praxis Examination(#0400)PT-This course provides students with professional training.V. Content Outl i ne : See attachedVI. I nstru c t i on a l A c t i vi t ies: A. Lecture, class participation, and discussionB. Test administration and interpretation with written reports and feedbackVII. F i e ld, C l i nic a l / L a b o r a to r y E x p e ri e n c e :A. Students will practice administering and scoring the WISC-IV, KABC-II, UNIT, SIB-R, BASC & WAIS-IIIB. Students will practice integrating and interpreting information from allied procedures (e.g.,interviews, behavior observations).C. Students will practice written and oral interpretation of test results.VIII. R e sou r ce s :Text: Sattler, Jerome (2001) Ass e ss m e nt of c hi l d r e n: Be h a vior a l and c l i nic a l applic a t i on s ,Fourth EditionIX. G ra di n g P r o ce du r es Listed below are the grading requirements for this class. An incomplete (INC) will be given only in extremely unusual circumstances. You may administer/interpret/write additional tests should the need arise (as indicated by the instructor) to meet the competencies this course is designed to teach. Students enrolled in this course are encouraged to reflect upon the social and ethical responsibility they are assuming in undertaking this area of professional development. This course requires a significant amount of time (approximately 6 hours per assignment) and effort to master the course objectives. Students are encouraged to read the assigned materials, examine test materials, and read the manuals for each test as soon as possible. Students are also expected to participate in class discussions and assigned activities.Grades will be earned using the following guideline.1 Exam 100 points3 KABC protocols 10 pts each1 KABC Video Scored pass/fail3 WISC-IV protocols 10 pts each2 UNIT protocols 10 pts each3 SIB-R protocols 10 pts each8 Reports 20 pts eachParent/teacher feedback audio 20 pts390 pts t otal“A” = 351 pts“B” = 312 ptsP roto c ol and R e port S c o r i ng Crite r ia : Each error in scoring and technical administration is counted as one-half error. Age and score conversion errors will count one point. Scoring errors requiring fine distinctions in judgment will not be penalized but will be corrected anddiscussed. Reports will be graded using the attached Checklist for Rating Psychological Reports form.Not e : This is a competency-based course. Grades below “B” are unacceptable for theschool psychology or IIA endorsement programs. Failed videos will be reassigned.X. Attend a n c e P ol ic y This course adheres to the policy published in the MSU Graduate Bulletin.XI. A c a d e m i c Ho n e s t y P ol ic y :(Adopted by Board of Regents, February 14, 1975)Cheating, plagiarism (submitting another person’s materials as one’s own), or doing work foranother person which will receive academic credit are all impermissible. This includes the use of unauthorized