DEPARTMENT OF COUNSELOR EDUCATION AND COUNSELING PSYCHOLOGY
COURSE OUTLINE
Course Number and Title:
CECP 6500, Intellectual Assessment, 3 credit hours
Instructor:
Mary Z. Anderson, Ph.D.
387-5113, mary.anderson@wmich.edu
Office Hours: a By appointment (phone 387-5100): Tuesdays
10:00 a.m. - Noon
Wednesdays 1:00 p.m. - 3:00 p.m.
Thursdays
9:30 a.m. - 11:30 a.m.
Walk/phone in:
Mondays
2:00 p.m. - 3:00 p.m.
Tuesdays
9:30 a.m. - 10:00 a.m.
Wednesdays 12:30 p.m. - 1:00 p.m.
Course Prerequisites: CECP 603, Tests and Measurement (or equivalent)
Required Texts and Materials:
Flanagan, D. P, & Kaufman, A. S. (2004). Essentials of WISC-IV Assessment. Hoboken, NJ: J. Wiley
& Sons.
Kaufman, A. S. & Lichtenberger, E. (1999). Essentials of WAIS-III Assessment. New York: J. Wiley
& Sons.
4 WAIS-III Record Forms and 4 WAIS-III Response Booklets
4 WISC-IV Record Forms, 4 WISC-IV Response Booklets 1, and 4 WISC-IV Response Booklets 2
E-Reserve Readingsb and Stopwatch
Testing Materials supplied by Department c:
Wechsler, D. (1997). Wechsler Adult Intelligence Scale - Third Edition Administration and Scoring
Manual. San Antonio, TX: The Psychological Corporation.
Wechsler, D. (2003). Wechsler Intelligence Scale for Children – Fourth Edition Administration and
Scoring Manual. San Antonio, TX: The Psychological Corporation.
Additional Recommended Texts for Extending Knowledge
Sattler, J. S. (2008). Assessment of children: Cognitive foundations, (5th Ed.) La Mesa, CA: Jerome
Sattler Publisher.
Kaufman, A. S. & Lichtenberger, E. (2006). Assessing adolescent and adult intelligence (3rd Ed.),
New York: J Wiley & Sons.
____________________________________________________________________________________
a
If you are unable to travel to the WMU-Kalamazoo campus during regular office hours you can make
an appointment to speak with me on the phone. If you are unable to make either a phone or in person
appointment during regular office hours, contact me by email to set up an alternative time. b E-Reserve
Readings are listed immediately prior to the Tentative Schedule of Class Topics. c These test materials
will be included in test kits checked out through the CECP department.
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Course Description:
This course provides instruction and practice in clinical assessment of intellectual functioning,
with primary emphasis on individually administered intelligence tests. Emphasis is placed on
accuracy of administration, scoring, and interpretation of the WISC-IV and WAIS-III, but
additional tests, theories of intellectual development, current issues in intellectual assessment,
cultural concerns and procedures for non-biased assessment are also covered.
Objectives:
1) To develop proficiency in administering, scoring, interpreting and reporting the results from
the WISC-IV and WAIS-III.
2) To learn about the uses and limitations of intelligence test results within the context of current
theories of intelligence and the history of intellectual assessment.
3) To develop skills in clinical assessment with a focus on intellectual assessment.
4) To develop a professional perspective on the nature of intelligence and best practices in
intelligence testing.
Modes of Instruction:
The discussion/seminar format will be followed. Class sessions will focus on administering,
scoring and interpreting intellectual assessment instruments, and discussing readings. Students
will be required to bring completed test administrations to class for discussion, to assist in
demonstration and critique of test administrations, and to participate in/lead discussions of test
interpretations and selected reading assignments.
Academic Honesty Students are responsible for making themselves aware of and understanding
the policies and procedures in the Graduate Catalog that pertain to Academic Honesty. These
policies include cheating, fabrication, falsification and forgery, multiple submission, plagiarism,
complicity and computer misuse. If there is reason to believe a student has been involved in
academic dishonesty, the student will be referred to the Office of Student Conduct. Referred
students will be given the opportunity to review the charge(s). If the student believes s/he is not
responsible, s/he will have the opportunity for a hearing. Students should consult with me if they
are uncertain about an issue of academic honesty prior to the submission of an assignment or
test.
University policies pertaining to academic honesty can be found at http://catalog.wmich.edu
under Academic Policies, Student Rights and Responsibilities. Please also visit
http://osc.wmich.edu and www.wmich.edu/registrar to access the Code of Honor and general
academic policies on such issues as diversity, religious observance, student disabilities, etc.
Academic Accommodations for Persons with Disabilities:
All students requesting accommodations are encouraged to contact the professor to schedule an
appointment within the first two weeks of the semester. Students with disabilities are required to present
documentation of disability with a letter indicating required accommodations from Disabled Student
Resources & Services to the professor at the time of the scheduled appointment. Disabled Student
Resources and Services can be contacted through Ms. Beth DenHartigh at 387-2116 or
beth.denhartigh@wmich.edu. I look forward to working with all students with disabilities to make this
class an enjoyable learning experience
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Course Requirements:
1) Score one WISC-IV and one WAIS-III administration (8% Course Grade). This will be the
first assignment for each test. Record forms for previously administered tests will be provided in
class one week prior to due dates. Detailed grading criteria are provided below.
2) Administer and Score a total of 8 additional individualized intelligence tests (32% Course
Grade): 4 WISC-IV administrations; 4 WAIS-III administrations. Detailed grading criteria are
provided below. Students who have difficulty mastering administration and scoring may elect to
complete additional assessments in order to improve their skills and their course grade.
3) Summary of WISC-IV Administration Errors and Plan for Correction (8% Course Grade).
After receiving feedback on the WISC-IV scoring practice and the first two WISC-IV
administrations, students will prepare a written summary of their administration errors. Students
who are having significant difficulty mastering administration and scoring (i.e. three
grades less than 16) should request the opportunity to meet individually with the instructor
to review this summary and develop an individualized plan for minimizing related errors
on future administrations.
4) Complete a total of 6 Interpretive Reports (42% Course Grade): 3 WISC-IV reports; 3 WAISIII reports. Content and organization of interpretive reports will be discussed in class. Checklist
for grading interpretive reports is provided below. Students MUST turn in scored record forms
or a copy of the summary pages from the report forms with interpretive reports. Reports turned
in without record forms or copies of summary pages will be returned without being graded.
5) Class Participation (10% Course Grade): Students are expected to participate fully in class
activities. Significant class time will be spent on learning to correctly administer and score the
WISC-IV and the WAIS-III. Students are expected to bring scoring dilemmas to class for
discussion and to assist fellow students in thinking through scoring issues. Students will also be
called upon to demonstrate administration and scoring of individual WISC-IV subtests; students
not engaged in demonstration will observe and provide feedback. Demonstrations of test
administration will occur on October 20, 2008. Students are expected to complete reading
assignments prior to class and to be prepared to engage in thoughtful critical discussion of
readings. Students will be assigned credit or no credit for participation at the end of each class
period. Credit will be awarded for making a substantive contribution to class discussions.
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Grading Criteria for Test Administration and Scoring:
Grades for Test Administrations will be based on a possible total of 20 points total (A > 18,
B=16, C=14). For those assignments where students are required to administer either the WISCIV or the WAIS-III, a minimum grade of ‘C’ (14 points) will be awarded for completing a full
administration.
In order to earn this minimum grade, students will be asked to return to their examinee
and correct MAJOR administration errors, such as:
a. not starting on early enough items or not applying reversal rule
b. discontinuing too soon
c. consistently not querying on required items (for example on the comprehension items
that require two responses)
d. omission of a subtest or administration of incorrect subtest (e.g. Coding A vs. B)
The following criteria will be used to further evaluate the accuracy of test administration and
scoring. These criteria will also be used to evaluate the WAIS-III and WISC-IV scoring-only
assignments; for the scoring only assignments there is no minimum grade assigned.
1) Major errors:
a. incorrect addition of scaled or raw scores
b. incorrect computation of chronological age
c. omission of Question/Query (Q) or Example when required by manual
d. incorrect transformation of raw score to scaled score
e. incorrect transformation of scaled score to IQ/Index score
f. gave incorrect credit for a response clearly listed in the manual
2) Minor errors:
a. incorrect scoring for responses not listed in manual, but easily inferred.
b. questioned/queried and didn't need to because original response was scorable
c. omission of Question/Query (Q) when not required, but needed to score response
d. omission of Y's and N's or other indicators of pass/fail for items (e.g., Block Design)
e. omission of time (e.g., Picture Arrangement, Block Design, Picture Completion)
f. order not recorded on record form (e.g., Picture Arrangement, Digit Span, LetterNumber Sequencing)
Major errors cost 1 point each. Three minor errors equal 1 major error.
Please note that most people do poorly on their first WAIS-III and WISC-IV
administrations. Students who receive poor grades (i.e., < 16 pts.) on three or more
administrations for either test should contact the instructor for additional
assistance.
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Checklist for Rating Interpretive Reports
EXAMINER _________________________________ DATE _____________________
EXAMINEE _________________________________ TEST _____________________
********************************************************************************************
Background Information and
20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
Behavioral Observations
(e.g., clear, relevant, complete)
Results (e.g., clearly explained
and presented)
20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
Interpretations & Recommendations
(e.g., reasonable and accurate,
sources, answers referral questions)
20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
**********************************************************************************************
Grade (A > 18, B=16, C=14, D=12, E < 10) 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
NOTE: Style of communication (e.g., proper spelling and grammar, cliches or jargon absent, no inconsistencies, test
data clearly differentiated from other data) will be evaluated within each area noted above.
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E-Reserve Required Readings: Grouped by topic
Overview of IQ Testing
Neisser, U., Boodoo, G., Bouchard, T. J., Jr., Boykin, A. W., Brody, N., Ceci, S. J., Halpern, D. F.,
Loehlin, J. C., Perloff, R., Sternberg, R. J., & Urbina, S. (1996). Intelligence: Knowns and Unknowns.
American Psychologist, 51 (2), 77-101.
Sternberg, R. J. (2000). The Concept of Intelligence. In R. J. Sternberg (Ed.) Handbook of Intelligence
(pp. 3 -15). New York, NY: Cambridge University Press.
Introduction to the WISC-IV
Maller, S. J. (2005). Review of the Wechsler Intelligence Scale for Children – Fourth Edition. In R. A.
Spies & B. S. Plake (Eds.) The Sixteenth Mental Measurements Yearbook. Lincoln, NE: The Buros
Institute of Mental Measurements.
Interpretation & Report Writing
Kamphaus, R. W., Petoskey, M. D., & Morgan, A. W. (1997). A History of Intelligence Test
Interpretation. In D. P. Flanagan, J. L. Genshaft, and P. L. Harrison (Eds.) Contemporary
Intellectual Assessment: Theories, Tests, and Issues (pp. 32-51). New York: Guilford Press.
Maloney, M. P., & Ward, M. P. (1976). Psychological assessment: Chapter 5 The Psychological Report.
New York: Oxford University Press.
Sattler, J. M. (2001). Assessment of Children: Cognitive Applications: Chapter 21 Principles of Report
Writing (4th Ed., pp. 676-736). La Mesa, CA: Jerome M. Sattler.
Introduction to Intellectual Theory
Brody, N. (2000). History of Theories and Measurement of Intelligence. In R. J. Sternberg (Ed.)
Handbook of Intelligence (pp. 16-33). New York, NY: Cambridge University Press.
Davidson, J. E. & Downing, C. L. (2000). Contemporary Models of Intelligence. In R. J. Sternberg (Ed.)
Handbook of Intelligence (pp. 34 -49). New York, NY: Cambridge University Press.
McGrew, K. S. (2005). The Cattell-Horn-Carroll Theory of Cognitive Abilities: Past, Present, and Future.
In D. P. Flanagan, & P. L. Harrison (Eds) Contemporary Intellectual
Assessment: Theories, Tests, and
Issues, (pp. 136-181). New York: Guilford Press.
Naglieri, J. A. & Das, J. P. (2005). Planning, Attention, Simultaneous, Successive (PASS) Theory: A Revision
of the Concept of Intelligence. In D. P. Flanagan, & P. L. Harrison (Eds) Contemporary Intellectual
Assessment: Theories, Tests, and Issues, (pp. 120-135). New York: Guilford Press.
6
Developing Multiculturally Competent Assessment Skills
Frisby, C. L. (1998). Culture and cultural differences. In J. Sandoval, C. L. Frisby, K. F. Geisinger,
J. D. Scheuneman, and J. R. Grenier (Eds.) Test Interpretation and Diversity: Achieving Equity in
Assessment (Chapter 4, pp. 51-73).
Ogbu, J. U. (2002). Cultural amplifiers of intelligence: IQ and minority status in cross-cultural
perspective. In J. M. Fish (Ed.) Race and Intelligence: Separating Science from Myth
(pp. 241-278). Mawah, NJ: Lawrence Erlbaum.
Ortiz, S. O. (2002). Best practices in nondiscriminatory assessment. In A. Thomas and J. Grimes (Eds.)
Best Practices in School Psychology IV: Volume 2 (pp. 1321-1336). Bethesda, MA: NASP.
Sandoval, J. (1998). Critical thinking in test interpretation. In J. Sandoval, C. L. Frisby, K. F. Geisinger,
J. D. Scheuneman, and J. R. Grenier (Eds.) Test Interpretation and Diversity: Achieving Equity in
Assessment (Chapter 3, pp. 31-49).
Fair Testing Practices (RECOMMENDED)
Code of Fair Testing Practices in Education . (2004). Washington, DC: Joint Committee on Testing
Practices.
Code of Professional Responsibilities in Educational Measurement (1995). Washington, DC: National
Council on Measurement in Education.
Introduction to the WAIS-III
Hess, A. K. (2001). Review of the Wechsler Adult Intelligence Scale – Third Edition. In B. S. Plake & J.
C. Impara, J. C. (Eds.) The Fourteenth Mental Measurements Yearbook (pp. 368-370). Lincoln,
NE: The Buros Institute of Mental Measurements.
Rogers, B. G. (2001). Review of the Wechsler Adult Intelligence Scale – Third Edition. In B. S. Plake &
J. C. Impara, J. C. (Eds.) The Fourteenth Mental Measurements Yearbook (pp. 368-370). Lincoln,
NE: The Buros Institute of Mental Measurements.
Alternatives to Wechsler Scales - Other Measures of Intelligence (note -- continues on next page)
Johnson, J. A. & D’Amato, R. C. (2005). Review of the Stanford-Binet Intelligence Scales (5th Edition).
In R. A. Spies & B. S. Plake (Eds.) The Sixteenth Mental Measurements Yearbook. Lincoln, NE: The
Buros Institute of Mental Measurements.
Kush, J. C. (2005). Review of the Stanford-Binet Intelligence Scales (5th Edition). In R. A. Spies & B. S.
Plake (Eds.) The Sixteenth Mental Measurements Yearbook. Lincoln, NE: The Buros Institute of
Mental Measurements.
7
Alternatives to Wechsler Scales - Other Measures of Intelligence (continued)
Braden, J. P., & Ouzts, S. M. (2005). Review of the Kaufman Battery for Children (2nd Edition). In R. A.
Spies & B. S. Plake (Eds.) The Sixteenth Mental Measurements Yearbook. Lincoln, NE: The Buros
Institute of Mental Measurements.
Thorndike, R. M. (2005). Review of the Kaufman Battery for Children (2nd Edition). In R. A. Spies & B.
S. Plake (Eds.) The Sixteenth Mental Measurements Yearbook. Lincoln, NE: The Buros Institute
of Mental Measurements.
Meikamp, J. (2001). Review of the Das-Naglieri Cognitive Assessment System. In B. S. Plake & J. C.
Impara, J. C. (Eds.) The Fourteenth Mental Measurements Yearbook (pp. 366-368). Lincoln, NE: The
Buros Institute of Mental Measurements.
Thompson, D. (2001). Review of the Das-Naglieri Cognitive Assessment System. In B. S. Plake & J. C.
Impara, J. C. (Eds.) The Fourteenth Mental Measurements Yearbook (pp. 368-370). Lincoln, NE: The
Buros Institute of Mental Measurements.
Alternatives to Wechsler Scales - Measures of Achievement
Cizek, G. J. (2003). Review of the Woodcock-Johnson-III. In B. S. Plake, J. C. Impara & R. A. Spies
(Eds.) The Fifteenth Mental Measurements Yearbook. Lincoln, NE: The Buros Institute of Mental
Measurements.
Sandoval, J. (2003). Review of the Woodcock-Johnson-III. In B. S. Plake, J. C.
Impara & R. A. Spies (Eds.) The Fifteenth Mental Measurements Yearbook. Lincoln, NE: The
Buros Institute of Mental Measurements.
Doll, B. J. (2003). Review of the Wechsler Individual Achievement Test-Second Edition. In B. S. Plake,
J. C. Impara & R. A. Spies (Eds.) The Fifteenth Mental Measurements Yearbook. Lincoln, NE:
The Buros Institute of Mental Measurements.
Tindal, G., & Nutter, M. (2003). Review of the Wechsler Individual Achievement Test-Second Edition. In
B. S. Plake, J. C. Impara & R. A. Spies (Eds.) The Fifteenth Mental Measurements Yearbook.
Lincoln, NE: The Buros Institute of Mental Measurements.
Shapiro, E. S., & Elliot, S. N. (1999). Curriculum-Based Assessment and Other Performance-Based
Assessment Strategies. In C. R. Reynolds and T. B. Gutkin (Eds.) The Handbook of School Psychology
(3rd ed., pp. 383-408). New York: Wiley & Sons.
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Tentative Schedule of Class Topics
CECP 650, Intellectual Assessment, Fall 2008
Week
Sep
08
Topics
Overview of IQ Testing
DISTRIBUTE WISC-IV KITS
Readings
Neisser, et al. (1996);
Sternberg (2000)
Sep
15
Introduction to the WISC-IV
WISC-IV Administration
Maller (2005)
WISC-IV Test Administration
Manual: Chs 1-3
Sep
22
WISC-IV Scoring
Review WISC Test Administration
Manual pgs. 40-56; Flanagan &
Kaufman (2004): Chs. 2-3
Sep
29
WISC-IV Interpretation
DUE: WISC-IV Scoring Assignment
Flanagan & Kaufman (2004):
Ch. 4 and Appendix E; Kamphaus,
Petoskey, & Morgan (1997)
Oct
06
WISC-IV Interpretation
Report Writing
DUE: 1st WISC-IV Administration
Flanagan & Kaufman (2004):
Ch. 8 and Appendix A;
Sattler (2001); Ch 21; Maloney &
Ward (1976)
Oct
13
Introduction to Intellectual Theory
DUE: 2nd WISC-IV Administration
1st WISC-IV Interpretation
Brody (2000); Davidson &
Downing (2000); McGrew (2005).
Naglieri, & Das (2005)
Oct
20
Review WISC-IV Administration
DUE: Summary of Admin Errors
3rd WISC-IV Administration
Review WISC Administration
and Scoring Materials
Oct
27
Developing Multiculturally Competent
Assessment Skills; Fair Testing Practices
DUE: 4th WISC-IV Administration
2nd WISC-IV Interpretation
TURN IN WISC-IV KITS
DISTRIBUTE WAIS-III KITS
Frisby (1998); Ogbu (2002);
Ortiz (2002); Sandoval (1998)
Recommended: Code of Professional
Responsibility; Code Fair Testing
9
Tentative Schedule of Class Topics
CECP 650, Intellectual Assessment, Fall 2008
Week
Nov 03
Topics
WAIS-III Administration and Scoring
DUE: 3rd WISC-IV Interpretation
Readings
WAIS-III Manual: Chs.1-4.
Kaufman & Lichtenberger (1999):
Chs. 2-3.
Nov
10
WAIS-III Interpretation
DUE:WAIS-III Scoring Assignment
FINAL DATE FOR ACCEPTING
WISC ADMINISTRATIONS
Kaufman & Lichtenberger (1999):
Chs. 4 & 7; Hess (2001); Rogers
(2001)
Nov
17
Clinical Application of the
Wechsler Scales
DUE: 1st WAIS-III Administration
FINAL DATE FOR ACCEPTING
WISC INTERPRETATIONS
Flanagan & Kaufman (WISC; 2004):
Chs. 6-7; Kaufman & Lichtenberger
(WAIS; 1999): Ch. 6
Nov
24
Alternatives to the Wechsler Scales:
Other Measures of Intelligence –
Stanford-Binet, K-ABC-II, Cognitive
Assessment System
DUE: 2nd WAIS-III Administration
1st WAIS-III Interpretation
Johnson & D’Amato (2005); Kush
(2005); Meikamp (2001); Thompson
(2001); Braden & Ouzts (2005);
Thorndike (2005)
Dec
01
Alternatives to the Wechsler Scales:
Measures of Achievement –
Woodcock-Johnson, WIAT-II,
Curriculum Based Assessment
DUE: 3rd WAIS-III Administration
2nd WAIS-III Interpretation
Cizek (2003); Sandoval (2003);
Doll (2003); Tindal & Nutter (2003);
Shapiro & Elliot (1999)
Dec
08
Finals Week – No Class
Turn in all test kits and all remaining assignments
to instructor or graduate assistant (3110 Sangren Hall)
between 5:00 and 6:00 p.m.
DUE: 4th WAIS-III Administration
3rd WAIS-III Interpretation
10
TURN IN WAIS-III KITS
11