docx - University of Colorado Boulder

Psyc 7683, AY 2014 – 2015
Professor: Emily D. Richardson, Ph.D.
Office: Muenzinger D 232A
Voice/Email: (73)5-1130 [email protected]
Office Hours: By appointment
Lecture: Mon 9:00 – 11:30
Muenzinger D 418
[NOTE: This is a year-long practicum. We will meet at this time throughout the
year. Please arrange your schedule accordingly. Lab will only meet in the Fall]
TA: Rachel Thayer
Office: D218B
Readings: Required Text, Sattler & Ryan (2009). Assessment with the WAIS-IV. San
Diego: J.M. Sattler Publisher.
Other readings can be downloaded from course wiki at:
Username: 7683richardson
Password: sattler
Practicum Objective: This practicum is restricted to clinical psychology graduate students in
their second and advanced years of training. It will include an overview of adult cognitive
assessment with intellectual and neuropsychological tests, followed by training on the Wechsler
scale, achievement and NP tests with undergraduate volunteers and BBC clinic cases. The format
of the course will include didactics as well as practical hands-on training and supervision in the
administration and interpretation of tests. This is a 4 credit hour practicum when taken with lab in
the first semester, a 3 credit hour practicum in the second semester, and a variable credit
practicum (1-2 hr) when taken for additional practicum experience in subsequent years. By the
end of this academic year you should be able to administer and interpret cognitive tests with a
minimum level of competency. Competency is assessed through checklists of performances,
including Sattler’s WAIS-IV item-by-item checklist.
Practicum Requirements and Evaluation:
1. Supervised administration of the WAIS-IV to undergraduate volunteers until a minimum level
of technical competency is achieved (1 to 2 administrations), and administration of NP tests (e.g.,
CVLT-II, WCST, WMS-IV) and achievement tests (e.g., WJ-IV select subtests). These
administrations will be conducted on student volunteers from the department experiment pool,
and will be used to provide you experience with the technical aspects of administration as well as
detailed feedback. Technical competency must be achieved prior to administration on clinic
cases, and must be completed in the fall semester according to the lab syllabus.
2. Assessment of understanding and application of ethical guidelines governing test selection,
administration, scoring and interpretation.
3. Supervised administrations of several tests (WAIS-IV, NP tests, Vineland, WJ-IV) conducted
in the context of evaluations with BBC clients, and completion of integrative interpretative
reports. Each report must include relevant clinical observations and interpretation of test data.
These administrations will occur upon achieving technical mastery with tests in #1 above, and
will continue through the Spring semester and summer. Requirements for client interview, test
administration, and report writing include meeting competency requirements based on APA
approved competency ratings.
4. NOTE: When this practicum is taken for variable credit (without lab) in subsequent years, the
student and practicum instructor will set requirements for clinical evaluations based on the
number of credit hours.
5. Grading: A separate grade is given for the lab and for the practicum. The lab grade will be
based on timely completion of the requirements, active participation in the lab, technical mastery
of the test (administration and scoring), and responsiveness to feedback. The practicum grade will
be issued upon completion of the requirements at the end of each semester. Grades will be based
on timely completion of the requirements (including turnaround time for reports), technical
mastery of the test battery, quality of the intake interviews, responsiveness to feedback,
assignment completions, ethics quiz and exam scores, class attendance and participation.
Practicum Readings
I. History of Assessment, Concept of Intelligence, Cultural Issues, Bias
II. Basic Concepts in Norm-referenced Testing
Sattler, Ch. 4
III. Practical Administration of Wechsler Batteries
A. Wechsler Adult Intelligence Scale: Description and Administration
-IV manual
IV. Interpretation, Report Writing, and Communication of Findings
V. Ethics and Responsible Test Use
– cultural issues in testing.
and Psychological Testing
ng on the Internet, New Problems, Old Issues:
The Report of the Task Force on Psychological Testing on the Internet
VI. Neuropsychological Testing
– Executive Dysfunction
a (2003a). memory chapter
– Memory and H.M.
– Aphasias
VII. Achievement & Functional Testing
er, Ch. 17
AERA, APA, & NCME (1999). Standards for educational and psychological testing. Washington,
APA (2000). Report of the task force on test user qualifications.
APA (2002, 2010). Ethical Principles of Psychologist and Code of Conduct. Retrieved August 28,
APA (2000). Psychological Testing on the Internet, New Problems, Old Issues: The Report of the
Task Force on Psychological Testing on the Internet.
Code of Fair Testing Practices in Education (Revised). (2005). Educational Measurement: Issues
Practice, 24, 23-26.
Cohen, R.J. & Swerdlik, M. (2005). Intelligence and its measurement. Chapter 8. Psychological
and Assessment, 5th Edition, (pp. 232-263). New York: McGraw-Hill.
Cummings, J.L., & Mega, M.S. (2003a). Memory disorders (Ch. 7). Neuropsychiatry and
Neuroscience, (pp. 97-113). New York: Oxford.
Cummings, J.L., & Mega, M.S. (2003b). Disorders of speech and language (Ch. 6).
Neuropsychiatry and
Behavioral Neuroscience, (pp. 70-96). New York: Oxford.
Cummings, J.L., & Mega, M.S. (2003c). Dementia (Ch. 10), Delirium (Ch. 11). Neuropsychiatry
Behavioral Neuroscience. New York: Oxford.
Lezak, M.D., Howieson, D.B., Bigler, E.D., & Tranel, D. (2012). Chapters 1-2.
Assessment. New York: Oxford.
Malloy, P.F., & Richardson, E.D. (2001). Assessment of frontal lobe functions. In S. Salloway,
Malloy, & J.D. Duffy (Eds.), The frontal lobes and neuropsychiatric illness (pp. 125-137).
Washington, D.C.: American Psychiatric Press, Inc.
Neisser, U., Boodoo, G., Bouchard, T.J., Boykin, A.W., Brody, N., Ceci, S.J., Halpern, D.F.,
J.C., Perloff, R., Sternberg, R.J., Urbina, S. (1996). Intelligence: Knowns and unknowns.
American Psychologist, 51, 77-101.
Oakland, T., Mpofu, E., Glasgow, K., & Jumel, B. (2003). Diagnosis and administrative
interventions for
students with mental retardation in Australia, France, United States, Zimbabwe 98 years after
Binet’s first intelligence test. International Journal of Testing, 3, 59-75.
Ogden JA. (2005). Marooned in the moment: H.M., a case of global amnesia. In Fractured minds:
case-study approach to clinical neuropsychology, 2nd edition. (pp. 46-63). New York: Oxford.
Ogden, J.A. (2005). The breakdown of language: Case studies of aphasia. In Fractured minds: A
approach to clinical neuropsychology, 2nd edition. (pp. 83-98). New York: Oxford.
Ogden, J.A. (2005). The impaired executive: A case of frontal-lobe dysfunction. In Fractured
minds: A
case-study approach to clinical neuropsychology, 2nd edition. (pp. 158-170). New York: Oxford.
Pope, K.S. (1992). Responsibilities in providing psychological test feedback to clients.
Assessment, 4, 268-271.
Sattler, J.M. (2008). Assessment of Children: Cognitive Foundations. San Diego: J.M. Sattler
Sattler, J.M. & Ryan, J.J. (2009). Assessment with the WAIS-IV. San Diego: J.M. Sattler
Sternberg (2000). The concept of intelligence. In R.J. Sternberg (Ed.), Handbook of Intelligence
(pp. 315). New York: Cambridge University Press.
1. Disability Accommodations : If you qualify for accommodations because of a disability, please submit
to Dr.
Richardson a letter from Disability Services in a timely manner (for exam accommodations provide your
letter at
least one week prior to the exam) so that your needs can be addressed. Disability Services determines
accommodations based on documented disabilities Contact Disability Services at 303-492-8671 or by email at
[email protected] ).
If you have a temporary medical condition or injury, see Temporary Injuries under Quick Links at
Services website ( ) and discuss your needs with your professor.
2. Accommodations for Religious Observances : Campus policy regarding religious observances requires
faculty make every effort to reasonably and fairly deal with all students who, because of religious
obligations, have
conflicts with scheduled exams, assignments or required attendance. In this class, if you have a conflict
with a
scheduled exam based on religious observances, please see me to discuss the conflict and to schedule a presession
exam. If a religious observance conflicts with a scheduled assignment deadline, you can turn in the
early. The CU policy can be reviewed at .
3. Classroom Behavior and Student Honor Code: Students and faculty each have responsibility for
an appropriate learning environment. Those who fail to adhere to such behavioral standards may be subject
discipline. Professional courtesy and sensitivity are especially important with respect to individuals and
dealing with differences of race, color, culture, religion, creed, politics, veteran’s status, sexual orientation,
gender identity and gender expression, age, disability, and nationalities. Class rosters are provided to the
with the student's legal name. I will gladly honor your request to address you by an alternate name or
pronoun. Please advise me of this preference early in the semester so that I may make appropriate changes
to my
records. See polices at and at
All students of the University of Colorado at Boulder are responsible for knowing and adhering to the
academic integrity policy of this institution. Violations of this policy may include: cheating, plagiarism, aid
academic dishonesty, fabrication, lying, bribery, and threatening behavior. All incidents of academic
shall be reported to the Honor Code Council ([email protected] ; 303-735-2273). Students who are
found to be in
violation of the academic integrity policy will be subject to both academic sanctions from the faculty
member and
non-academic sanctions (including but not limited to university probation, suspension, or expulsion).
information on the Honor Code can be found at and at
4. Discrimination and Harassment Policy: The University of Colorado Boulder (CU-Boulder) is
committed to
maintaining a positive learning, working, and living environment. The University of Colorado does not
on the basis of race, color, national origin, sex, age, disability, creed, religion, sexual orientation, or veteran
status in
admission and access to, and treatment and employment in, its educational programs and activities. (Regent
Article 10, amended 11/8/2001). CU-Boulder will not tolerate acts of discrimination or harassment based
Protected Classes or related retaliation against or by any employee or student. For purposes of this CUBoulder
policy, "Protected Classes" refers to race, color, national origin, sex, pregnancy, age, disability, creed,
sexual orientation, gender identity, gender expression, or veteran status. Individuals who believe they have
discriminated against should contact the Office of Discrimination and Harassment (ODH) at 303-492-2127
or the
Office of Student Conduct (OSC) at 303-492-5550. Information about the ODH, the above referenced
policies, and
the campus resources available to assist individuals regarding discrimination or harassment can be obtained