Psychology 852
Cognitive and Neuropsychological Assessment
Fall 2015
Fridays, 9:10-12:00
153 Psychology Building
PROFESSOR INFORMATION
Katy Thakkar
Office: 110C Psychology
E-mail: kthakkar@msu.edu
Phone: (517) 884-8489
Office hours: by appointment
TA INFORMATION
Cait Listro
Office: 40A
E-mail: listroca@msu.edu
Office hours: by appointment
COURSE OVERVIEW
PSY 852 is a critical foundational course for the practice of clinical psychology. Its primary focus is on providing you with
the academic and practical background needed to begin the supervised practice of ethical, technically competent,
culturally competent, and empirically supported cognitive and neuropsychological assessment. This course will be
separated into 3 main parts, which are outlined below. In addition, we will consider issues of ethics and diversity
throughout the course. In particular, we will discuss how culture and language shape our cognitive processing and
influence test scores as well as cultural biases in standardized testing. You will learn how to be sensitive to these issues
as clinical neuropsychologists.
Part 1: History and theoretical background
We will start by reviewing the history of cognitive and neuropsychological development and considering the different
contemporary approaches to the assessment of cognitive functioning and academic achievement. In addition, we will
address psychometric concepts that are necessary for appropriately choosing and interpreting test results.
Part 2: Understanding and assessing different domains of academic, cognitive, and emotional functioning.
We will go through each of the major testing domains and define what these concepts are, how functioning in these
domains develops over the lifespan, and, when relevant, what we know about the specific brain regions that support these
functions. Then we will discuss tests available to measure functioning in each of these domains and learn how to
administer, score, and interpret the most commonly used of these tests. We will also discuss how to conduct an intake
interview, how to integrate background information, clinical observations, and test scores, and how to write an
assessment report. You should consider the material in this section, which will comprise the bulk of the course, as your
toolbox.
You will need to recruit volunteers and work together to practice administration of the various instruments covered. You
will be administering the various test instruments to adult and child subjects. A task that students have historically found
challenging is recruiting child volunteers for testing. I suggest you start early and ask anyone you can think of for the
availability of child subjects. In the past students have recruited from faculty, fellow students, family members and
members in a variety of community settings.
Part 3: Syndromes, disorders, and diseases
In the last segment of this course, we will discuss developmental, acquired, and neurological syndromes, disorders, and
diseases that are associated with cognitive and/or academic difficulties. For each of these diagnoses, we will discuss
diagnostic criteria, cognitive and developmental profiles, differential diagnoses, associated neuropathology, and clinical
recommendations.
COURSE OBJECTIVES
After successfully completing this course, you will be able to:
1. Administer the following tests, following all standardization procedures and criteria identified for competent
administration:
a. Wechsler Intelligence Scale for Children-4th edition
b.
c.
d.
e.
f.
Wechsler Adult Intelligence Scale-4th edition
Woodcock Johnson Tests of Acheivement-3rd edition
Wechsler Individual Achievement Test-3rd edition
Delis Kaplan Tests of Executive Functions
Wechsler Memory Scale
2. Apply your understanding of the science and practice of assessment to administer, score, interpret, and
critique other measures of cognitive functioning, including:
a. WPPSI-IV
b. WRAT-4
c. WTAR
d. WIAT-III
e. Vineland Adaptive Behavior Scale
f. CPT-II
g. Wisconsin Card Sorting Test
h. CVLT-II
i. Rey-Osterrieth Compex Figure Task
j. Boston Naming Test
k. Finger Tapping
l. Grooved Pegboard
m. Rating Scales: Young Adult Behavior Checklist, Child Behavior Checklist, Conners 3, Beck
Depression and Anxiety Inventories
n. Personality measures: MMPI, PAI
3. Summarize behavioral observations from test administrations and integrate these with test findings.
4. Describe important considerations for best practices in conducting intellectual and neuropsychological
assessments, including consideration of developmental, social, ethical, and legal issues, and diversity (from
ethnic/racial, cultural, and socioeconomic backgrounds).
5. Understand the historical roots of intellectual and neuropsychological testing and their role in the profession of
clinical psychology.
6. Understand test terminology, psychometric properties, development and standardization of tests, and
appropriate use of cognitive ability measures.
7. Develop recommendations and interventions based on assessment findings.
8. Demonstrate effective communication in report writing.
MATERIALS
Equipment
Clipboard
Stopwatch (preferably with no sound)
Required Texts
Readings from the following books will be covered in this course. Each of these will be an important part of your own
reference library, so I recommend you purchase these. All remaining books are optional purchases.
1. Sattler, J.M. (2008). Assessment of Children: Cognitive Foundations (5th edition). La Mesa, CA. Jerome M. Sattler,
Publisher, Inc.
2. Lezak, M.D., Howieson, D.B, Bigler, E. D. & Tranel, D. (2012). Neuropsychological assessment (5th Ed). New York:
Oxford University Press.
3. Sattler, J.M. & Ryan, J.J. (2009). Assessment with the WAIS-IV. La Mesa, CA. Jerome M. Sattler, Publisher, Inc.
Optional Texts
You will be asked to read from the following texts. These readings will be made available to you. Although they are not
strictly required for this course, the first four will serve as great future assessment resources, depending on your area and
level of interest. Note, the first two books will be required in later courses, so might be advantageous to just purchase
them now.
1. Postal, K.S. & Armstrong, K. (2013) Feedback that Sticks: The Art of Effectively Communicating Neuropsychological
Assessment Results. Oxford University Press: Oxford.
2. Pennington, B.F. (2009) Diagnosing Learning Disorders, Second Edition: A neuropsychological framework. Guilford
Press: NY.
3. Grant, I. & Adams, K. (2009) Neuropsychological Assessment of Neuropsychiatric and Neuromedical Disorders.
Oxford University Press: Oxford.
4. Semrud-Clikeman, M., & Ellison, P.A.T. (2009). Child neuropsychology: Assessment and interventions for
neurodevelopmental disorders (2nd Ed). New York: Springer.
5. Banich, M. (2004) Cognitive Neuroscience and Neuropsychology (2nd Ed). Boston: Houghton Mifflin Company.
ASSIGNMENTS AND EVALUATION
Your grade for this course will be determined by your performance in the following domains: (1) performance in class
discussions, which are based on assigned readings and material from previous classes; (2) practice test administration;
(3) interpretation of test results; (4) report writing; and (5) test battery development. A total of 300 points is possible for this
course.
Attendance and Participation (75 points)
Class attendance is extremely important. Because of the applied nature of the lectures, it will be difficult to catch up on
missed material. When possible, please let the instructor know in advance if you anticipate missing a class. In lieu of
written midterm and final exams, there will be questions posed at the beginning of each class about assigned readings
and class material from previous weeks. Making a satisfactory contribution to at least one discussion point will earn you
full points for that day. You can make up for missed points in future sessions.
Practice test administration, scoring, interpretation, and report writing (170 points)
You will complete several assignments designed to help you become proficient in administering and scoring several of the
most frequently used cognitive and neuropsychological tests. You will sometimes videotape these evaluations for the
purposes of review by and feedback from the instructor, TA, and peers. When you are serving as a volunteer for one of
your classmates to practice the tests, please do not give your best performance. Rather, for the adult measures, try to
respond as you imagine the average 30-year old high school graduate would respond. For the child measures, try and
respond as if you are an 8-year-old typically developing child, for your gender and ethnicity, fully acclimated to
mainstream US culture.
Note that one of your assignments asks you to conduct an evaluation on a child volunteer. Please start early to find such
a volunteer through friends, colleagues, community members, MSU faculty, etc. If you cannot find a volunteer, please
contact me well before the evaluation must be completed, and I can try to help you out. Under no circumstances will
the test scores be shared with parents or subject volunteers. All volunteers must sign, or have a parent sign, a
written consent form. Consents forms must be attached to reports.
Specific assignments are outlined below.
(1) Administer the WAIS-IV to a classmate and score by hand. Please videotape the evaluation for the purposes of
peer review and turn in the scored protocols during class. (5 points)
(2) Administer the WISC-IV to a classmate and score by hand. Please videotape the evaluation for the purpose of
review and turn in the scored protocols during class. (5 points)
(3) Review the videotape of either the WAIS-IV (Assignment 1) or WISC-IV (Assignment 2) administration from one
of your classmates. Use the checklist for general test administration practices checklist in the main Sattler text
(WISC-IV) or supplemental (WAIS-IV) Sattler and Ryan text. Please turn in the completed checklist during class.
(6 points)
(4) Administer the WIAT-III to a classmate and score by hand or using the computer program. Please turn in the
scored protocol during class. (10 points).
(5) Administer the Woodcock-Johnson III Tests of Achievement to a classmate. Score by hand or using the
computer program and please turn in the scored protocol during class. (4 points).
(6) Child evaluation-Administer a WISC-IV and WJ-III Tests of Achievement to an age-appropriate volunteer and
score (either by hand or with the computer). Please videotape this assessment and write a report that includes
only the table of test scores, behavioral observations, results, and summary. You must have your pseudo-client
complete the assent form provided and have the parent/guardian completed the consent form provided
by the instructors. (60 points)
(7) Administer the D-KEFS to a classmate and score by hand. Please turn in the scored protocol during class. (10
points)
(8) Administer the WMS-III to a classmate and score by hand. Please turn in the scored protocol during class. (10
points)
(9) Adult evaluation-Perform an intake evaluation and administer a cognitive test battery that includes WAIS-IV,
WIAT-III, WMS-IV, D-KEFS, WMS-IV, BAI, and BDI. Please videotape this assessment and write a full report,
excluding recommendations. Your volunteer likely does not have any presenting problems—in which case, you
can make up a reason for assessment. You must get a signed release (provided by your instructor) for this
practice assessment and for video recording from your practice pseudo-client. (60 points)
Developing a test battery (15 points)
The following assignment is designed to help you think about choosing an appropriate test battery given information
provided by the referring provider and acquired during the intake interview.
(10) You will be given a set of clinical vignettes describing a client’s reason for referral and relevant background and
asked to devise a battery based on the presenting problems and history.
Instructor observed test administration (40 points)
(11) You must schedule a 30-minute block with me during finals week (December 14-18). During that time, you will be
asked to administer 5 segments from any of the measures learned in class. You will be evaluated on the
accuracy of the directions, as well as your administration and scoring.
GRADING
A total of 300 points is possible for this course. You must receive a 3.0 or higher to pass the course.
4.0
3.5
3.0
2.5
2.0
1.5
1.0
0.0
92-100%
84-91%
76-83%
71-75%
66-70%
61-65%
56-60%
< 56%
276-300 points
252-275 points
228-251 points
213-227 points
198-212 points
183-197 points
168-182 points
< 167 points
ETHICAL ISSUES
Confidentiality
Although the individuals you will be testing are volunteers, rather than treatment-seeking clients, confidentiality is still very
important. Do not record real names on any testing data. Instead, use some kind of anonymized code or pseudonym.
Please do not share the results of testing with people other than your instructor or classmates, for the purposes of
consultation.
Test security
It is very important to respect test security. Releasing the specific details of psychological tests to non-professionals
compromises the validity of their use.
ADMINISTRATIVE DETAILS
Inclement weather
Assume that if the University is open, we will have class
Accommodation for persons with disabilities
Students with disabilities that affect their ability to participate fully in class or meeting course requirements are encouraged
to bring this to my attention as soon as possible. Given documentation of your disability from the Resource Center for
Persons with Disabilities (https://www.rcpd.msu.edu/), I will happily work with you to make appropriate accommodations. I
will attempt to maintain the confidentiality of such information to the best of my ability.
Academic integrity
The Department of Psychology adheres to the policies on academic honesty as specified in General Student Regulations
1.0, Protection of Scholarship and Grades; the university-wide policy of Integrity of Scholarship and Grades; and
Ordinance 17.00, Examinations. For more information, see Spartan Life: Student Handbook and Resource Guide at
http://splife.studentlife.msu.edu.
Unless you are authorized by me, you are expected to complete all assignments without assistance from any source.
Students who violate MSU rules may receive a penalty grade including but not limited to a failing grade on the assignment
or in the course. Students are encouraged to reference the website prepared by the University Ombudsman at
http://www.msu.edu/unit/ombud, especially the section on Academic Honesty.
Observing religious holidays
Students may make up coursework missed to observe a major religious holiday only if they make arrangements in
advance with the instructor.
Late assignments
15% will be deducted from your grade for late assignments, for each day they are late.
Schedule of class meetings, topics, and assignments:
Class
Date
1
9/4/15
2
9/11/15
3
TBD
Topic
Introduction to assessment
History of cognitive and
neuropsychological assessment
Theoretical orientations
Essential psychometrics
The assessment process
Intake interviews
Behavioral observations
General testing guidelines
Effort testing
Intelligence: construct and historical
context
WAIS-IV
-See reading list
-See reading list
-See reading list
-Schedule WAIS-IV administration with
classmate
9/25/15
WISC-IV
Weschler interpretation
Tests of premorbid and nonverbal
intelligence (TONI and WTAR)
-See reading list
-Turn in scored WAIS-IV protocols
-Schedule WISC-V administration with classmate
10/2/15
Ethical, professional and cultural issues
Achievement
WIAT-III
-See reading list
-Turn in scored WISC-V protocol
-Schedule WIAT-III Tests of Achievement
administration with classmate
10/9/15
WJ-III
Adaptive functioning (Vineland Adaptive
Behavior Scale)
Syndromes: Intellectual disability and
learning disorders
-See reading list
-Turn in scored WIAT-III Tests of Achievement
protocol
-Turn in administration practices checklist
conducted during test observation
-Schedule WJ-III administration with classmate
4
5
6
10/16/15
NO CLASS—will reschedule
10/23/15
-See reading list
-Turn in scored WIAT-III protocol
-Have child evaluation conducted and scored by
this point
-Schedule time with instructor/TA to give
feedback on video sometime before 11/6
10/30/15
-See reading list
-Turn in scored DKEFS protocol
-Turn in child evaluation protocol,
results+interpretation, and videos
-Schedule time with instructor/TA to give
feedback on administration and report before
11/13
-Schedule WMS-IV administration with classmate
7
Report writing and feedback
Brief introduction to functional
neuroanatomy
Attention, Concentration, and working
memory: construct, neuronal mechanisms,
and tests
8
9
Assignment due on this date
11/6/15
Executive functioning: construct, neural
mechanisms, and tests
Language: construct, neural mechanisms,
and tests
10
Memory: construct, neural mechanisms,
and tests (WMS)
11/13/15
11
11/20/15
12
11/27/15
13
12/4/15
-See reading list
Visuospatial abilities: construct, neural
mechanisms, and tests
Processing speed: construct, neural
mechanisms and tests
Sensorimotor/Psychomotor functioning:
construct, neural mechanisms and tests
Psychological/Emotional/Behavioral
functioning
Thanksgiving: no class
Syndromes: ADHD, autism spectrum
disorders, and other congenital/genetic
conditions
14
12/11/15
15
-See reading list
-Turn in scored WMS-IV protocol
TBD
Head injury, cortical dementias
Seizures, stroke, other progressive CNS
disorders, cancer
-See reading list
-Have adult evaluation conducted and scored by
this point
-Schedule time with instructor/TA to give
feedback on administration and report before
12/11
-See reading list
-Turn in full adult report, scored protocol, and
video
-See reading list
-Turn in test battery development
-Schedule time with instructor for test
administration
-See reading list
Reading List (**Priority)
9/4/2015
**Lezak textbook, Chapter 1
**Sattler textbook, Chapters 2 (until page 38) & Chapter 4
**Meyer, G.J., Finn, S.E., Eyde, L.D., Kay, G.G., Moreland, K.L., Dies, R.R., Eisman, E.J., Kubiszyn, T.W., & Reed, G.M.
(2001). Psychological testing and psychological assessment: A review of evidence and issues. American Psychologist,
56, 128-165.
9/11/2015
**Sattler textbook, Chapters 1 and 6, Chapter 2 (p. 38-end)
Lezak Chapter 5
Lezak Chapter 20, pp. 830-836
9/18/2015 (this class date will be rescheduled)
**Sattler textbook, Chapter 7
**Nisbett, R.E., Aronson, J., Blair, C., Dickens, W., Flynn, J., Halpern, D.F., Turkheimer, E. (2012) Intelligence: New
findings and theoretical developments, 67: 130-159.
**Sattler and Ryan, Chapters 2-3 (skim)
Sattler textbook, Chaper 8
9/25/2015
**Sattler textbook, Chapters 9-10
Pick one of the following:
**Sattler and Ryan, Chapter 4 (WAIS-IV interpretation)
**Sattler, Ch. 11 (WISC-IV interpretation)
10/2/2015
**Sattler Ch. 3
**Sattler Ch. 5
10/9/2015
**Pennington book, Ch. 1,6,10, 13
Sattler resource guide, Appendix H (skim)
Pennington book, Ch. 3, 5
10/23/2015
**Sattler Chapter 19
**Postal and Armstrong book, Chapters 1-4
10/30/2015
**Semrud-Clikeman textbook, Chapter 2
**Royall, D.R., Lauterbach, E.C., Cummings, J.L., Reeve, A., Rummans, T.A., Kaufer, D.I., LaFrance, W.C., Coffey, C.E.
(2002) Executive Control Function: A Review of Its Promise and Challenges for Clinical Research. J Neuropsychiatry Clin
Neurosci, 14: 377-405.
11/6/2015
Banich textbook, Chapter 9
11/13/2015
Banich textbook, Chapter 10
11/20/2015
**Sweet, J.J., Newman, P., Bell, B. (1992) Significance of depression in clinical neuropsychological assessment. Clinical
Psychology Review, 12:21-45.
12/4/2015
**Pennington book, Ch. 8-9
12/11/2015
**Lezak Chapter 7, pp. 180-228
**Grant and Adams, Chapter 8
TBD (make up class from 10/16)
**Grant and Adams, Ch. 12
Lezak Chapter 7 (pp. 249-304)