Psychology 852
Cognitive and Neuropsychological Assessment - Fall 2012
Professors Goth-Owens and O’Connor
Thursdays 9:10 am – 12:00 pm
153 Psychology Building
Professor Information
Instructor: Tim Goth-Owens (primary instructor – weeks 1-7)
Office: 110D Psychology Building
Office Hours: by arrangement
Email addresses: gothowen@msu.edu
Phone: 517-337-2900
Instructor: Leigh W. O’Connor (primary instructor – weeks 8-15)
Office: 110D Psychology Building
Office Hours: Thursdays 12-1
Email addresses: leighwoconnor@gmail.com
Phone: 616-723-3604
Course Overview
PSY 852 is a critical foundational course for the practice of clinical psychology. Its primary focus is on
providing students 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.
Part I: Cognitive assessment. The first half of the course focuses on intellectual assessment. It addresses the
historical, theoretical, and psychometric background of contemporary approaches to the assessment of cognitive
abilities, academic achievement, and learning disorders. The primary goal of the first half of this class is for
students to develop the ability administer, score, and interpret standardized measures of cognitive ability and
academic achievement. Students will receive direct instruction and supervised practice on the following
measures of cognitive functioning and academic achievement:
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The Wechsler Intelligence Scale for Children - 4th edition (WISC-IV)
Wechsler Adult Intelligence Scale – 4th edition (WAIS-IV)
Stanford Binet Intelligence Scale – 5th edition V (SB-V)
Woodcock –Johnson Cognitive Ability and Achievement – 3rd edition (WJ-III)
Wechsler Individual Achievement Test – 3rd edition (WIAT-III)
Part II: Neuropsychological assessment. The primary goal of the second portion of the class is for students to
develop the ability to administer, score, interpret and utilize standardized measures of neuropsychological
functioning. There will be emphasis placed on various neurological anomalies and disorders and application of
standardized tools for measurement of functioning. Students will receive direct instruction and supervised
practice on the following measures
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Brief Review of Rating Scales: Adult Behavior Checklist, Child Behavior Checklist, Gilliam Asperger’s
Disorder Scale, Conners Self-Report, Beck Depression and Anxiety Inventories
TOVA
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Cognitive and Neuropsychological Assessment
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Delis Kaplan Tests of Executive Functions
Wisconsin Card Sort
California Verbal Learning Test- II
Rey- Osterreith Complex Figure Test
Wechsler Memory Scale
Boston Naming Test
Finger Tapping Test
The neuropsychological portion of the course will also address neuroanatomy, issues in neuropsychological
assessment, neuropsychological conditions leading to the call for assessment, methods of neuropsychological
examination, how to utilize neuropsychological assessment for differential diagnosis questions, report-writing,
assessment administration skills and controversies and ethical issues in testing. You will learn the fundamentals
of testing and why and when to choose certain testing instruments as well as how to administer and score the
tests. Students will develop a working understanding of basic domains of cognitive functioning (attention,
memory, learning, memory etc) and how clinical neuropsychologists measure these functions.
You will be asked to do a considerable amount of reading and practice for this course. 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. We 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. It is important to understand that it is your
responsibility to find these subjects and we suggest you not wait until the last minute.
Course Objectives
At the completion of this course, students will be able to:
 Administer all of the above tests following all standardization procedures and criteria identified for
competent administration.
 Apply cognitive and neuropsychological assessment skills to administer, score, interpret, and critique
other measures of cognitive functioning.
 Summarize behavioral observations from test administrations.
 Describe important considerations for best practice in conducting intellectual and neuropsychological
assessments.
 Describe developmental issues that can affect testing across the lifespan
 Understand the historical underpinnings of intelligence and neuropsychological testing and our
conceptualization of the term
 Describe various social, ethical, and legal issues concerning the use of standardized measures of
intelligence.
 Demonstrate an understanding of alternative theories of intelligence.
 Understand test terminology, sources of error in tests, psychometric properties, development and
standardization of tests, and appropriate uses of cognitive ability measures.
 Apply best practices in testing persons from diverse ethnic, cultural, and socioeconomic backgrounds.
 Develop appropriate interventions
As specific outcomes of the neuropsychology assessment part of this course, it is expected that each student will
be able to demonstrate mastery level understanding of each of the following:
Fall, 2012
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Cognitive and Neuropsychological Assessment
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Core knowledge of human brain structures with attention to function and relationship to behavior and
cognition
Current knowledge base regarding links between brain function and specific disorders,
neuropsychological conditions and/or disabilities.
Summarize self-report measures in the context of larger evaluation findings.
Develop appropriate interventions based on assessment findings.
Basic report writing skills for neuropsychological assessments. The ability to write a comprehensive
neuropsychological report.
Considerations for neuropsychological assessment in working with diverse populations.
Ethical and legal considerations in neuropsychological assessment
Required Equipment
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Stop Watch (no beeps or clicks preferable)
Clipboard
A note on required and recommended texts for PSY 852
The combined price of the required texts listed below may be as high as $310.00. If you purchase all of the
additional recommended texts the total for those is an additional $220.00. We realize that the reading for this
course can be a significant expense. As you plan for your purchase or rental of these texts please be aware that
the books chosen would become an important part of one’s personal reference library for anyone who conducts
psychological or neuropsychological assessments and, as such, a useful investment. However, you may wish to
delay your purchase of some of these books or to share them. At least three of the recommended books are
available to you through the clinic library (three of the four that are part of Wiley’s Essentials of … series) and
we may be able to add others at a later date. In the assignments below we will indicate which readings are
absolute requirements for the course, which are strongly recommended (but not required), When you begin
conducting assessments through the Psychological Clinic in September, 2013, we will expect you to have
access to the full range of information contained in all of the assigned and recommended reading for this course.
Required Texts
Lezak, M.D., Howieson, D.B, Bigler, E. D. & Tranel, D. (2012). Neuropsychological assessment (5th Ed). New
York: Oxford University Press. (≈ $104 @ Amazon)
Sattler, J. M. (2008). Assessment of children: Cognitive foundations (5th edition). La Mesa, CA: Jerome M.
Sattler, Publisher, Inc. ($90 when purchases separately from the publisher
http://www.sattlerpublisher.com )
Sattler, J.M. & Ryan, J.J. (2009). Assessment with the WAIS™ -IV. La Mesa, CA: Jerome M. Sattler,
Publisher, Inc. ($50 when purchased separately from the publisher http://www.sattlerpublisher.com)
When purchased together directly from the publisher the price for the two Sattler books is $125.
Semrud-Clikeman, M., & Ellison, P.A.T. (2009). Child neuropsychology: Assessment and interventions for
neurodevelopmental disorders (2nd Ed). New York: Springer. (≈ $80 @ Amazon)
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Cognitive and Neuropsychological Assessment
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Additional Recommended Texts for PSY 852, Fall, 2012
Flanagan, D. P., & Harrison, P. L. (Eds.). (2012). Contemporary intellectual assessment: Theories, tests, &
issues, 3rd Edition. New York: Guilford. (≈ $76 @ Amazon) (There are 160 pages of required reading
from this 926 page book).
Hebben, N. & Milberg. (2009). Essentials of neuropsychological assessment (2nd Ed.). John Wiley & Sons, Inc.
(≈ $35 @ Amazon)
Kolb, B. & Wishaw, I.Q. (2008). Fundamentals of human neuropsychology (6th Ed.).New York: Worth
Publishers. (≈ $115 @ Amazon)
Lichtenberger, E. O. & Breaux, K.C. (2010). Essentials of WIAT®-III and KTEA-II assessment. New York:
Wiley. (≈$35 at Amazon) (Available in the clinic library)
Mather, N., Wendling, B.J., & Woodcock, R.W. (2001). Essentials of WJ III™ tests of achievement assessment.
New York: Wiley. (≈ $30 at Amazon) (Available in the clinic library)
Schrank, F.A., Miller, D.C., Wendling, B.J., & Woodcock, R.W. (2010). Essentials of WJ III™ cognitive ability
assessment (2nd edition). New York: Wiley. (≈ $30 at Amazon) (Available in the clinic library)
Assignments and Evaluation
Attendance and Participation:
Class attendance is extremely important and is required for success in this class. You are adults and there is not
a mandatory attendance policy, however missing class will impact your participation and thus your grade.
Please e-mail the instructor for that day’s session before the class if you anticipate missing. If you anticipate
missing several classes you must carefully consider the consequences; due to the content and format of the class
it will be nearly impossible to fully grasp material following a missed class.
Students will demonstrate their achievement of the course objectives by completing the following eleven
assignments.
1. Practice cognitive ability test administration I: (0/260 course points – this assignment does not
contribute to your course grade but completion is required in order to pass the course)
You will administer a WAIS-IV to one fellow student in the course and a WISC-IV to a second student in the
course. You will make a video recording of these administrations. A fellow student, other than the student you
tested, will complete the checklist designed to assess effective administration of these test provided in Sattler &
Ryan (WAIS-IV) or WISC-IV (Sattler Appendix). You will hand in the scored testing protocol from the
administration and the checklist completed by your fellow student. These protocols must be hand- (not
computer-) scored.
In addition, you are required to complete one practice administration to fellow students or community
volunteers of the SB-5 core battery, WJ-III core cognitive and core achievement batteries, the WIAT-III core
achievement battery. (You can administer any or all of these tests to the same individual.) These practice
administration protocols must be completed and turned in to Professor Goth-Owens prior to your individually
scheduled cognitive practical exam (see below). These tests may be computer-scored.
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Cognitive and Neuropsychological Assessment
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2. WAIS-IV and WISC-IV observation and review: (0/260 course points – this assignment does not
contribute to your course grade but completion is required in order to pass the course)
A. You will serve as a practice test subject for two of your classmates. Please do not attempt to give
your best performance on these tests. Rather, for the WAIS-IV, try to respond as you imagine a 30
year-old high school graduate, of your gender and ethnicity, fully acclimated to mainstream U.S.
culture, and of average cognitive ability might respond to this test. For the WISC-IV, try to respond
as you imagine an 8-year-old typically developing child, of your gender and ethnicity, fully
acclimated to mainstream U.S. culture, might respond to this test.
B. You will review a recording of another student’s practice administration of the WAIS-IV and the
WISC-IV (not the administrations in which you participated) and complete the checklist designed to
assess effective administration of this test provided in Sattler & Ryan (WAIS-IV) or Sattler
Appendix (WISC-IV) and give that feedback to your fellow student. S/he will hand in your
completed checklist with his/her completed test protocol.
3. Cognitive ability test administration II: (0/260 course points – this assignment does not contribute to
your course grade but mastery is required in order to pass the course)
You will administer: a) a WAIS-IV or a WISC-IV as age appropriate to a volunteer whom you have recruited
for this purpose. You will elicit a signed release (provided by your instructors) for this practice assessment and
for video recording from your practice pseudo-client. If the pseudo-client is under the age of 18 you will have
him/her complete the assent form provided and have the parent/guardian completed the consent form provided.
You will hand in both protocols to the instructor along with whatever is needed in order for the instructor to
access your recording of this administration in the Psychological Clinic system. These administrations will be
reviewed by your instructor and you will receive feedback about the degree to which you have achieved
mastery of these administrations. In some circumstances you may be asked to repeat one or both measure with
an additional pseudo-client.
Under no circumstances with 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.
WAIS-IV and WISC-IV protocols must be completely hand-scored. WJ-III, SB-5, and WIAT-III may be
computer scored.
4. Cognitive case study report: (20/260 course points)
You will be given scores for a hypothetical WAIS-IV or WISC-IV administration. You will be required to write
the section of a psychological assessment report in which you report these scores and interpret them in relation
to each other and in relation to the normative population for the instrument. The details of this type of
interpretation will be addressed in the assigned reading and the in-class activities for Week 4 (9/20/12).
5. Cognitive test case report: (40/260 course points)
You will write a partial psychological assessment report based on the pseudo-client to whom you administered a
WAIS-IV or WISC-IV. You will write the behavioral observations section of a report and the section of a
psychological assessment report in which you report on the Wechsler scores and interpret them as you did in the
hypothetical cognitive case study report.
6. Cognitive written examination: (20/260 course points)
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At the end of the Week 2 class session a “take-home” exam will become available to you on ANGEL. It is due
at 9:10 am on the Thursday of Week in the ANGEL drop box set up for that purpose. This is a short answer test
that covers basic psychometrics and the history and theories of intelligence (basically, the assigned reading and
course content from Week 2).
7. Cognitive practical exam: (40/260 course points)
Your mid-term exam will be a practical exam where you are asked to demonstrate competency on any of the
cognitive or achievement measures presented in the first half of the semester. You will schedule a thirty minute
time block with Dr. Goth-Owens during week 7 or 8 of the course and will be asked to administer five segments
from the measures learned in class. You will be evaluated on the accuracy of the directions as well as your
administration and scoring of the instrument. You must be prepared to administer core components of the
WAIS-IV, WISC-IV, SB-5, WJ-III cognitive and achievement, and WIAT-III.
__________________________________________________________________________________________
8. Neuropsychology case study report: (40/260 course points)
Part I: For the neuropsychological assessment portion of this course you will be asked to complete one
additional case study report. You will first be provided with some brief introductory information regarding your
“client”. You will be asked to design an appropriate testing battery to adequately address the issue(s) and
outline some specific questions you would ask during the interviewing of your “client”
Part II: Following your presentation of the battery and needed interview information you will be provided with
“results” of your proposed battery and asked to write a summary of the findings. This case study will be largely
focused on answering questions regarding differential diagnosis of a client.
9. Neuropsychology test case report: (40/260 course points)
Neuropsychology Battery
You will be asked to administer a full neuropsychological battery to one child/adolescent/adult (over the age of
nine please) including an IQ test. You can use an individual to whom you have previously administered an IQ
test. Protocols and report will be required.
For children, in addition to the WISC-IV, the following measures must be included:
 Delis-Kaplan Tests of Executive Functions
 California Verbal Learning Test- Children’s version
 Rey-Osterreith Complex Figure Test
 Purdue and Grooved Pegboards
 Child Behavior Checklist (self-report)
 Behavior Rating Inventory of Executive Functions (self-report)
 Continuous Performance Test or TOVA
For adults, in addition to the WAIS-IV, the following measures must be included:
 Delis-Kaplan Tests of Executive Functions
 Wechsler Memory Scale-IV
 California Verbal Learning Test- II
 Rey-Osterreith Complex Figure Test
 Purdue and Grooved Pegboards
 Adult Behavior Checklist (self-report)
 Behavior Rating Inventory of Executive Functions (self-report)
 Continuous Performance Test or TOVA
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Cognitive and Neuropsychological Assessment
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Notes regarding test case assignments:
Under no circumstances with 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.
10. Neuropsychology practical exam: (40/260 course points)
Your final exam will be a practical exam where you are asked to demonstrate competency on any of the
neuropsychological measures discussed (a list will be provided prior to the practical exam). You will schedule a
thirty minute time block with me during our final exam period and will be asked to administer approximately
five of the measures at random. You will be evaluated on the accuracy of the directions as well as your
administration of the instrument
11. Neuropsychology written examination: (20/260 course points)
For the neuropsychology portion of this course there will be one written examination which follows the
neuroanatomy and basics of neuropsychology sections on the syllabus. The information needed for this
examination will be discussed in class.
Confidentiality
Although you will be testing volunteer and thus fake patients they are real people. Do not record real names on
any testing data, use a pseudonym. Please do not share the results of the testing with people other than your
instructor or classmates (for consultation purposes only)
Test Security
It is important that you respect test security. You cannot disclose to non-professionals the specifics of any test
you use or learn about in this course.
Grading
A total of 260 points is possible for this course. A grade of 3.0 is the minimum required to pass this course. The
grading scale is:
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%
239 – 260 points
218 – 238 points
197 – 217 points
184 – 196 points
171 – 183 points
158 – 170 points
145 – 157 points
<145 points
Additional Notes
1. Inclement Weather:
Assume that if the University is open we will be having class
2. Accommodations for Persons with Disabilities:
Students with disabilities that affect their ability to participate fully in class or to meet all course requirements
are encouraged to bring this to the attention of the instructor as soon as possible. Given documentation of your
disability via the Resource Center for Persons with Disabilities (ph. 353-9642), we will be very willing to work
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Cognitive and Neuropsychological Assessment
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with you to make appropriate accommodations. We will attempt to maintain the confidentiality of such
information to the best of my ability.
3. 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 all university policy of Integrity of Scholarship and
Grades; and Ordinance 17.00. Examinations (see Spartan Life: Student Handbook and Resource Guide
http://www/vps.msu.edu?SpLife/index.htm) and/or the MSU website: http://www.msu.edu.
Unless authorized by your instructor, 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 web site prepared by the University
Ombudsman at http://ww.msu.edu/unit/ombud, especially the section on Academic Honesty.
4. Observing a Major Religious Holiday
Students may make up course work missed to observe a major religious holiday only if they make arrangements
in advance with the instructor
5. Participation in a Required Activity
To make up course work missed to participate in a required activity for another course or a universitysanctioned event, students must provide the instructor with adequate advanced notice and a written
authorization from the faculty member of the other course or from a university administrator.
Schedule of Events, Assignments, and Topics
Please note due dates for assignments. All assignments and required readings are in bold. Recommended
readings are in italics. The readings are to be done prior to the class period.
1
Date
8/30
Topic
Course introduction
The assessment process
Behavioral observation
Clinical interview
Essential psychometrics
Intelligence/cognitive abilities
2
9/6
3
9/13
WISC-IV and WAIS-IV
4
9/20
Wechsler interpretation
Report writing
5
9/27
SB5 and WJ-III cognitive
Meyer, et al (2001)
Sattler (2008), ch. 1, 2
Sattler & Ryan (2009),
ch. 1
Sattler, ch. 4, 7, 8
Neisser, et al (1996)
Schneider & McGrew
(2012)
Cronbach & Meehl
(1955)
Wasserman (2012)
Sattler, ch. 9, 10,
Appendix A, Table 15;
Sattler & Ryan ch. 2,3,
Appendix B, Table 12;
WISC-IV & WAIS- IV
manuals
Sattler, ch. 11,
Appendix D, Table 3;
Sattler & Ryan ch. 4;
Kamphaus et al (2012)
Sattler, Ch. 16, 18,
Appendix E, Tables
Assignment Due at 9:10 am
Today’s readings are to be completed prior to
the first class meeting.
1. Identify volunteers and schedule WAIS-IV
and WISC-IV administration I
2. Schedule observation of fellow student’s
recorded WAIS-IV and WAIS-IV
administrations.
3. Take-home exam available on ANGEL at
12:15 pm – covering essential psychometrics
and intelligence/cognitive abilities
1. Take-home exam due by 9:10 am in
ANGEL drop box.
2. Identify volunteer and schedule cognitive
ability test II administrations
1.Complete WAIS-IV and WISC-IV
administration I and observation, hand in
completed protocol and observer checklist of
administration
2. Cognitive case study data distributed
1.Cognitive case study report due
Fall, 2012
Cognitive and Neuropsychological Assessment
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1and 5;
Schrank & Wendling,
2012; SB-5 and WJ-III
(cognitive) manuals
Schrank, et al (2010)
6
10/4
Learning disabilities, WIAT-III
WJR-III Achievement
Gray Oral Reading Test -5th ed. (GORT-5)
Nelson-Denny Reading Test
7
10/11
Ethical and legal issues
Cultural competence
Developing recommendations
8
10/18
Lezak, Ch. 1, 4, 5
9
10/25
Fundamentals of Neuropsychological
Assessment
Neuropsychology basics
10
11/1
ADHD/Autism/Asperger’s
 Rating Scales: ABCL, CBCL,
GADS, Connors, Beck
Depression and Anxiety (brief
review)
 CPT
 TOVA
Lezak, Ch. 17, 18;
Semrud-Clikeman,
Ch. 9, 11;
Pritchard, et al (2012);
Sugalski, et al (2008)
Examination for Neuroanatomy and
Fundamentals of Neuropsychological
Assessment will take place for the first 40
minutes of class on this day
11
11/8
Genetics/Stroke/ Seizure
 DKEFS
 Pegboards (Purdue and Grooved
Pegboards)
Lezak, Ch. 13-14;
Semrud-Clikeman Ch.
13;
Guimaraes et al
(2008);
Homack et al (2005)
Case Studies Assigned
12
11/15
TBI/Concussion
 DKEFS (continued)
 Wisconsin Card Sort
 CVLT-2
 Rey
Lezak, Ch. 16;
Semrud-Clikeman,
Ch. 14;
Lange, et al (2010);
Meehan & Bachur
(2009);
Smits, et al (2010)
13
14
11/22
11/29
Holiday
Dementia
Flanagan, et al (2012);
Sattler, ch. 19;
Sattler & Ryan, ch. 5,
Appendix B, Table 7;
Mather & Wendling
(2012);
WIAT-III and WJRIII assessment
manuals;
Mather, et al (2001)
Lichtenberger &
Breaux (2010) – WIAT
III section;
Fletcher, et al (2005);
Vellutino, et al (2004)
Sattler, Ch. 2, 3, & 5;
Ortiz, et al (2012)
1. Complete cognitive ability test
administration II and hand in completed
protocols.
1. Cognitive test case report due
2. Schedule practical exam with TGO
3. Protocols for practice administrations of
SB-5, WJR-III achievement and cognitive,
and WIAT-III must be submitted prior to
your cognitive practical exam.
Lezak Ch. 2, 6, 7
Semrud-Clikeman Ch.
4;
Lezak, Ch. 11,12;
Final Case Study Report Due
Fall, 2012
Cognitive and Neuropsychological Assessment
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15
WMS
Boston Naming
12/6
Cancer, Prosopagnosia, Odds and Ends
 Finger Tapping
 Inclusion of Psychological
Testing MMPI-2, MCMI-3
(brief review)
12/13
Finals
Rasmussen & Bisanz
(2009);
Salmon & Bondi,
(2009).
Lezak, Ch.19;
Semrud-Clikeman,
Ch. 15
Page 10 of 15
Final Test Case Report Due
Practical Exams: Scheduled every thirty
minutes
*Unless otherwise specified all assignments are due at 9:10 am on their due date.
Readings (unless otherwise noted, journal articles are available through the MSU Library’s electronic
resources.) Copies of chapters from Flanagan and Harrison (2012) will be made available for check out through
the Psychological Clinic receptionist.
Cronbach, L. J. & Meehl, P.E. (1955). Construct validity in psychological tests. Psychological Bulletin, 52 (4),
281-302.
Flanagan, D.P., Alfonso, V.C., Mascolo, J.T., & Sotelo-Dynega, M. (2012). Use of ability tests in the
identification of specific learning disabilities within the context of an operational definition. In D.P.
Flanagan and P.L. Harrison (Eds.) Contemporary intellectual assessment: Theories, tests, and issues
(3rd ed., pp. 643-669). New York: Guilford
Fletcher, J.M., Francis, D.J., Morris, R.D., & Lyon, G. R. (2005). Evidence-based assessment of learning
disabilities in children and adolescents. Journal of Clinical Child and Adolescent Psychology, 34 (3),
506-522.
Flanagan, D. P., & Harrison, P. L. (Eds.). (2012). Contemporary intellectual assessment: Theories, tests, &
issues, 3rd Edition. New York: Guilford.
Guimaraes, C.A., Li, L.M., Rzezak, P., Fuentes, D., Franzon, R.C., Montenegro, M.A., Cendes, F., ThomeSouza, S., Valente, K., Guerreiro, M.M. (2007). Temporal lobe epilepsy in childhood: comprehensive
neuropsychological assessment. Journal of Child Neurology, 22 (7). 836-840.
Hebben, N. & Milberg. (2009). Essentials of Neuropsychological Assessment (2nd Ed.). John Wiley & Sons, Inc.
Homack, S. Donghyung, L. & Riccio, C.A. (2005). Test review: Delis-Kaplan Executive Function System.
Journal of Clinical and Experimental Neuropsychology, 27. 599-609
Kamphaus, R.W., Winsor, A.P., Rowe, E.W., & Kim, S. (2012). A history of intelligence test interpretation.
In D.P. Flanagan and P.L. Harrison (Eds.) Contemporary intellectual assessment: Theories, tests, and
issues (3rd ed., pp.56-72). New York: Guilford.
Kolb, B. & Wishaw, I.Q. (2008). Fundamentals of Human Neuropsychology (6th Ed.).New York: Worth
Publishers.
Fall, 2012
Cognitive and Neuropsychological Assessment
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Lange, R.T., Iverson, G.L. & Rose, A. (2010). Post-concussion symptom reporting and the “good old days” bias
following mild traumatic brain injury. Archives of Clinical Neuropsychology, 25. 442-450.
Lezak, M.D., Howieson, D.B, Bigler, E. D. & Tranel, D. (2012). Neuropsychological Assessment (5th Ed). New
York: Oxford University Press.
Meehan III, W.P., Bachur, R.G. (2009). Sport related concussion. Pediatrics, 123(1), 114-123.
Lichtenberger, E. O. & Breaux, K.C. (2010). Essentials of WIAT®-III and KTEA-II assessment. New York:
Wiley. (Available in the clinic library)
Mather, N. & Wendling, B.J. (2012). Linking cognitive abilities to academic interventions for students with
specific learning disabilities. In D.P. Flanagan and P.L. Harrison (Eds.) Contemporary intellectual
assessment: Theories, tests, and issues (3rd ed., pp. 553-584). New York: Guilford
Mather, N., Wendling, B.J., & Woodcock, R.W. (2001). Essentials of WJ III™ tests of achievement assessment.
New York: Wiley. (Available in the clinic library)
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Consent for Practice Administration of Cognitive Assessment Measures
Dear Parents,
I am taking a course titled Cognitive and Neuropsychological Assessment at Michigan State University. This
course is being taught by Timothy Goth-Owens, PhD, and Leigh O’Connor, PhD., who can be reached at 517355-9564 if you have any questions about this form or about the assessment procedures. The class is made up of
graduate students who are interested in and have worked with children and adolescents. We are required to
administer a variety of individual cognitive ability and neuropsychological tests to children. I would like your
permission to administer one or more tests to your child. At least one test will be a measure of cognitive ability.
I will also administer several other brief tests involving different types of problem-solving. The total
administration should require two separate two-hour session which will take place at a time that is most
convenient for you and your child. I would also like your permission to video tape this administration, as my
performance is repeatedly evaluated throughout the semester by Dr. Goth-Owens or Dr. O’Connor.
At the completion of this course students should be able to select appropriate assessment instruments and
correctly administer and score the instruments and write clear and concise reports. However, at this time I will
just be learning to administer the test instruments and the results I obtain may not be reliable or valid.
Therefore, it would be inappropriate to discuss the results with you. Most children find the activities
administered to be interesting and fun. By allowing your child to participate, you will also enable me to gain
valuable practice. I appreciate your consideration of this request.
 I do consent to let my child be given a practice administration of an individual measure of
cognitive ability and I understand that I will not be given specific information about my child’s
performance. I understand that my rights and my child’s right to privacy and confidentiality will
be respected and while the information gained may be discussed in Dr. Goth-Owens and
O’Connor’s class, no identifying information will be shared. I also understand that a video may
be made of the testing session.
 I do not consent.
Child's Name:______________________
Date of Birth: ____________________
Parent's Signature:_________________________________
Date:____________
Adolescent Signature (13 and older): _______________________________________
Fall, 2012
Cognitive and Neuropsychological Assessment
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Consent for Practice Administration of Cognitive Assessment Measure(s)
I am taking a course titled Cognitive and Neuropsychological Assessment at Michigan State University. This
course is being taught by Timothy Goth-Owens, PhD, and Leigh O’Connor, PhD., who can be reached at 517355-9564 if you have any questions about this form or about the assessment procedures. The class is made up of
graduate students who are interested in and have worked with other adults in the past. We are required to
administer a variety of individual cognitive ability tests with persons of varying ages. I would like your
permission to administer one or more tests to you. At least one test will be a measure of cognitive ability, and
several other brief tests involving different types of problem solving. The total administration of should take no
more than two two-hour sessions and will take place at a time that is most convenient for you. I would also like
your permission to video tape my administration(s), as my performance is repeatedly evaluated throughout the
semester by Drs. O’Connor and Goth-Owens.
At the completion of this course students should be able to select appropriate assessment instruments and
correctly administer and score the instruments and write clear and concise reports. However, at this time I will
just be learning to administer the test instruments and the results I obtain may not be reliable or valid.
Therefore, it would be inappropriate to discuss the results with you. I understand that my rights to privacy and
confidentiality will be respected and while the information gained will be discussed in Goth-Owens and
O’Connor’s class, no identifying information will be shared.
 I do consent to be given a practice administration of an individual measure of cognitive ability
and I understand that I will not be given specific information about my performance due to the
learning nature of this activity. I also understand that a video may be made of the testing session.
 I do not consent.
Name: ______________________________________
Signature:_______________________
Date of Birth:____________
Date: __________________
Fall, 2012
Cognitive and Neuropsychological Assessment
Page 15 of 15
Assent for Practice Administration of Cognitive Assessment Measure(s)
I am learning how to work with children to find out how they learn. If you sign this paper, it means that you
agree to let me work with you. It will take us about 2 hours. During this time, I will ask you to do many things,
including tell me about things you know, make drawings, remember things, and solve puzzles. If you want to
stop at any time, you may.
By allowing me to work with you, you will be helping me to learn. I may need to make a video of our work
together.
Name: ________________________________________
Date of Birth: ____________
Signature:______________________________
.
Date: ___________