1
PP 7370
Cognitive Assessment
Summer 2008
INSTRUCTOR:
Carol L. Oster, Psy.D.
PHONE:
847-962-7706
EMAIL:
coster@argosy.edu
FAX:
312-777-7748
REQUIRED TEXTS:
Title
Author(s)
Copyright
Publisher
ISBN
Edition
Assessment of Children: Cognitive Foundations,
Sattler, J.M.
2008
Jerome M. Sattler Publisher
978-0-9702671-6-0.
5th
Three each of record forms for WAIS-III and WISC-IV.
Test kits for WAIS-III and WISC-IV available from library after first class
session.
Required online resources:
American Psychological Association, Practice and Science Directorates (2000). Report of the
Task Force on Test User Qualifications. Available online at http://www.apa.org/science/tuq.pdf.
American Psychological Association (1998). Rights and Responsibilities of Test Takers:
Guidelines and Expectations. Washington, D.C.: APA. Available online at
http://www.apa.org/science/ttrr.html.
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Oser, G., Johnson, C.W., Abedor, A.J. (1997). Biostatistics for the Clinician. Huston, TX:
University of Texas. Online Psychometrics Tutorial available online at
http://www.uth.tmc.edu/uth_orgs/educ_dev/oser/OSERTOC.HTM
Oster, C., (2008). Cognitive Assessment Syllabus and Handouts. (I.e., this syllabus and related
web pages, available at www.osterpro.homestead.com)
RECOMMENDED READINGS
Title
Author(s)
Copyright
Publisher
ISBN
Edition
Multicultural Assessment Perspectives for Professional Psychology
Dana, R.H. (Ed.)
2000
Lawrence Earlbaum Associates, Inc.
0805827897
Title
Author(s)
Copyright
Publisher
ISBN
Edition
Psychological Testing of Hispanics
Geisinger, K.F.
1998
APA
1-55798-538-3
Title
Author(s)
Copyright
Publisher
ISBN
Edition
Standards of Educational Psychological Testing
AEFA, APA, NCME
2000
American Educational Research Association
0935302255
This Course Requires the Purchase of a Course Packet:
NO
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Argosy University, Chicago
American School of Professional Psychology
COURSE SYLLABUS
PP7370
Cognitive Assessment
Faculty Information
Faculty Name: Carol L. Oster, Psy.D.
Phone:
312-777-7706
Email:
coster@argosy.edu
Website:
www.osterpro.homestead.com
Online Psychometrics Tutorial:
http://www.uth.tmc.edu/uth_orgs/educ_dev/oser/L1_TOC.HTM#TOC
Course Length: 8 weeks
Contact Hours: 45
Credit Value: 3.0
Course Description:
This course introduces the student to the major approaches and techniques for intellectual
assessment in children and adults. It covers principles of test construction and psychometrics,
the history of intellectual assessment, theories of intelligence, and methods of intellectual
assessment. Particular attention is given to the administration and interpretation of the Wechsler
intelligence tests. Alternative methods of intellectual assessment are also considered.
Students will administer, score, and interpret Wechsler scales and will begin psychological report
writing. Assessment theory, theories of intelligence, assessment of learning disabilities, diversity
issues in assessment, and ethical guidelines for users of psychological tests are also discussed.
Course Objective
Correctly administer and score
Wechsler intelligence tests and the
Bender Gestalt.
Interpret and apply test results, and
state inferences and conclusions in
plain language.
Formulate diagnoses, descriptions, and
conclusions based on test results, and
report the diagnosis in DSM-IV
terminology, using the five axis system.
Program Goal
Method of Assessment
(See Evaluation Form* at end)
Goal 1 -Assessment
Direct observation; completed
test records
Goal 1 –Assessment;
Goal 3 - Diversity
Test reports.
Goal 1 –Assessment;
Goal 4 –Scientific
Foundations
Test reports.
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Conduct testing in compliance with
APA ethical guidelines for users of
psychological tests and with course
guidelines.
Produce well-written, professional
psychological reports.
Understand and apply nomothetic and
idiographic methods of assessment.
Compare and contrast various cognitive
measures.
Goal 1 –Assessment;
Goal 3 –Diversity;
Goal 4 – Scientific
Foundations
Goal 1 –Assessment;
Goal 2 –Intervention;
Goal 4 – Scientific
Foundations
Goal 1 – Assessment;
Goal 3 –Diversity;
Goal 4 – Scientific
Foundations
Goal 1 –Assessment;
Goal 4 – Scientific
Foundations;
Goal 5 -Scholarship
Test reports; consent forms;
compliance with exclusionary
criteria for volunteer subjects.
Test reports.
Test reports.
Discussion; essay.
Successful completion of
online tutorial; application of
psychometrics in test reports.
* Note: Evaluation form at end of syllabus is for WAIS-III. A similar evaluation form is
used to assess competence with the WISC-IV and is handed out in class when we turn our
attention to that instrument.
Understand and apply psychometric
aspects of ability tests.
Goal 1 -Assessment
Program Outcomes: The Doctoral program in Clinical Psychology at Argosy University,
Chicago Campus is an APA accredited program (APA, 750 First St. NE, Washington, DC
20002, 202-336-5500). This program is designed to educate and train students so that they may
eventually be able to function effectively as clinical psychologists. To ensure that students are
prepared adequately, the curriculum provides for the meaningful integration of theory, training
and practice. The Clinical Psychology program at Argosy University Chicago Campus
emphasizes the development of attitudes, knowledge, and skills essential in the formation of
professional psychologists who are committed to the ethical provision of quality services.
Specific objectives of the program include the following:
 Goal 1: Prepare professional psychologists to accurately, effectively, and ethically select,
administer, score, interpret, and communicate findings of appropriate assessment
methods informed by accepted psychometric standards and sensitive to the diverse
characteristics and needs of clients.
o Objective 1a: Accurately and ethically administer and score various
psychodiagnostic instruments.
o Objective 1b: Accurately interpret and synthesize assessment data in the context
of diversity factors, referral questions, and specific objectives of the assessment,
and organize and communicate results in writing and orally.
o Objective 1c: Examine psychometric properties of psychological assessment
instruments, and use that knowledge to evaluate, select, administer, and interpret
psychological tests and measures appropriate for the client, the referral question,
and the objectives of the assessment.
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Goal 2: Prepare professional psychologists to select, implement, and evaluate
psychological interventions consistent with current ethical, evidence-based, and
professional standards, within a theoretical framework, and with sensitivity to the
interpersonal processes of the therapeutic relationship and the diverse characteristics and
needs of clients.
o Objective 2a: Synthesize the foundations of clinical psychology, including
psychopathology, human development, diagnosis, diversity, ethics, and various
therapeutic models in clinical applications.
o Objective 2b: Select, plan, and implement ethical and evidence-based
interventions with sensitivity to the diverse characteristics and needs of clients.
o Objective 2c: Demonstrate knowledge, skills, and attitudes to effectively
implement and participate in psychological consultation and supervision.
o Objective 2d: Demonstrate personal development and self-reflective capacity,
including growth of interpersonal skills, and therapeutic relationships.
Goal 3: Prepare professional psychologists to analyze the complexity and
multidimensionality of human diversity, and demonstrate the knowledge, skills, and
attitudes necessary to understand diverse worldviews and the potential meaning of social,
cultural, and individual differences for professional psychological services.
Goal 4: Prepare professional psychologists to examine the historical context and the
current body of knowledge of biological, cognitive, affective, developmental, and social
bases of human functioning.
Goal 5: Prepare professional psychologists to critically evaluate the current and evolving
body of scholarly literature in psychology to inform professional practice.
Instructional Format:
The course will consist of lecture, discussion, demonstration, and practice. Students must
administer tests to six subjects for practice and experience in test administration, scoring, and
interpretation, and produce reports based on each of those administrations.
Content Sequence:
Content sequence is approximate, and will be adjusted for the experience base of the class; group
progress in acquisition of skills, knowledge, and values; and the natural flow of inquiry in the
course. The instructor reserves the right to alter sequence and time spent on individual topics.
 Theories of intelligence
 Assessment theory
o What assessment is, the special case of testing as one aspect of assessment
o History of intellectual and cognitive assessment
o Psychometric aspects of ability and achievement tests
o Reliability and validity – types, methods and evidence
 Ethical guidelines for users of psychological tests
 Wechsler Scales and their psychometric properties
o Demonstration of WAIS-III & practice
o Scoring and Interpretation of the WAIS-III
 Understanding IQ, Index and scaled scores
 Percentile equivalents of IQ, Index, and scaled scores
 Understanding and applying the normal curve
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Understanding and applying SEm, confidence intervals, and base rates
o Demonstration, Scoring & Interpretation of WISC-IV
o Behavioral Observations in Cognitive Assessment
Bender Gestalt Test
o Demonstration and practice
o Interpretation from a cognitive processing perspective (non-projective
interpretation of Bender-Gestalt results)
Interpretation and Report-Writing
o Establishing validity of results – psychometric indications and external validation
– empirical validation
o Normative interpretation – what the numbers mean psychometrically
o Idiographic interpretation – what the numbers mean about this person
o Explaining results in client-friendly language – explaining what it means to
parents, clients, and referral sources. (You don’t really understand it until you can
explain it in plain language!)
o Implications of test results – making useful, applicable, clear, and specific
recommendations based on the assessment
Individual and cultural differences and cognitive assessment
Other Cognitive Measures
o The Stanford-Binet
o Raven’s Progressive Matrices
o Woodcock-Johnson-Cognitive and Achievement Measures
o Wide Range Achievement Test
o Other Wechsler Instruments
 Wechsler Assessment of Memory & Learning
 WPPSI
o Evidence of intellectual, cognitive, or neurological functioning in other tests or
assessment methods
Diagnosis of learning disabilities: criteria, methods, examples, empirical support and
cautions from the literature
Continued practice and discussion, emphasizing interpretation and integration of results,
along with implications for recommendations.
Required Texts and Materials:
1. Sattler, J.M. (2008). Assessment of Children: Cognitive Foundations, Fifth Edition. San
Diego: Jerome M. Sattler, Publisher. ISBN - 978-0-9702671-6-0.
2. Oster, C., (2006). Cognitive Assessment Syllabus and Handouts. (I.e., this syllabus and
related web pages, available at www.osterpro.homestead.com)
3. WAIS-III and WISC-IV test kit. Kits may be checked out from the ISPP library at
break on the first day of class, or you may have full access to the kits at your workplace.
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4. Three (3) each of WAIS-III and WISC-IV record forms and 3 each of the
corresponding response sheets/booklets. There are TWO response booklets for the
WISC-IV. Be sure to get both.
If you have full access to the WAIS-III or WISC-IV through your worksite, you do not need to
borrow the kits from the library. However, you MUST use original record and response forms
(i.e., not photocopies, which would be a violation of copyright law). You may not substitute any
earlier version of the tests.
Suggested Supplemental Texts:
Dana, R.H. (ed.) (2000). Multicultural Assessment Perspectives for Professional
Psychology. Mahwah, NJ: Lawrence Earlbaum Associates, Inc.
ISBN: 0805827897
Geisinger, K.F. (Ed.) (1998). Psychological Testing of Hispanics. Washington: APA.
ISBN: 1-55798-538-3.
AERA, APA, NCME (2000). Standards for Educational and Psychological Testing.
Washington, D.C., American Educational Research Assn. Publications.
Additional readings – both required and supplemental - are listed on the course web site. See the
link at the top of the syllabus.
Requirements:
1. Attend and actively participate in all class sessions. Be prepared with appropriate
materials, between class reading of the test manual and textbooks, and downloads and
readings from the course website.
2. Attend an individual assessment and tutorial session (TBA), focusing on the WAIS-III,
and an individual final assessment session focusing on the WISC-IV.
3. Complete 3 administrations of each Wechsler test (3 adult, 3 children), score the tests,
interpret them, and write reports based on them. Submit all raw data and notes along
with the reports.
4. Satisfactorily complete an online tutorial on psychometric theory and applications.
5. Comply with exclusionary criteria.
Grading:
Your grade is based on attendance and participation; progress in administration, scoring,
interpretation, and reports on the initial test administrations you perform; and the quality and
accuracy of the administration, scoring, interpretation, and report on your final administration of
each test. You will receive in-person, detailed feedback on one test administration of the first
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three you complete. This feedback will help you to develop skills, and does not indicate
expected course grade. That is, it is formative feedback not used in grading, except that
completion according to instructions, effort, and improvement in terms of clear reliance on the
Wechsler and WRAT manuals for administration and scoring are expected.
Your final grade in this course will depend on the quality of your course attendance and
participation (15%), completion of each assignment – online tutorial and 6 test administrations
and report (25%), and the quality of your last test administration and report on each intelligence
test (your last adult test and report (25%) and your last child test and report (35%))
administration. The primary considerations in determining your final grade are your competency
at administering and scoring a Wechsler intelligence test and produce a professional-sounding
report at the end of the term. However, completion of all course assignments is required to pass
the course. To earn a grade of A, you must:
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Satisfactorily complete the online psychometrics tutorial.
Comply with exclusionary criteria for all tests administered.
Participate actively in class discussions.
Complete all assignments on time. (Assignments MUST be completed to pass the
course. They must be completed and turned in ON TIME for an A.)
Improve on administration, scoring, interpretation and report writing from first through
last tests administered, demonstrating improved attention to detail and consideration of
any feedback received.
Correctly administer your last WAIS-III and your last WISC-IV.
Record all answers VERBATIM for ALL subtests. No summary, no paraphrasing, no
shortening other than what is described as acceptable in class. This includes Digit Span
and Letter-Number Sequencing.
Score the last of each test correctly according to the manual, with no more than 3 errors
in assigning points to 2-point items and no errors on answers clearly indicated in the
manual, and no errors in assigning points to 1-point items. That is, your scoring must
indicate you have absolutely relied on the manual for scoring guidance.
All calculations on your final submission of each test (adding points to arrive at correct
totals) must be exactly correct.
All conversions from raw scores to subtest, index, and IQ scores must be exactly correct.
Descriptions of all scores (average, low average, high average, superior, etc.) must be
correct according to the Wechsler record form.
All numbers required in the final written reports must be precisely correct.
All reports after the first one for each test must follow the report template available
online at the course website.
You must have edited your reports to remove spelling and grammar errors. If English is
not your first language, be sure to have a native speaker of the language review your
report for correct English usage.
You will not receive feedback on every assignment you complete. However, the only way to
develop skills in assessment and to become adequately comfortable with administration,
scoring, and report writing is through repetition. Research indicates that it takes
approximately 100 administrations of each test to build mastery such that you could
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consider yourself an expert practitioner. All assignments are required, and failure to
complete any assignment or turning in assignments late will affect your final grade.
Attendance Policy:
This is an intensive, skill-building course. Full attendance assures you the maximum
opportunity to learn essential skills, knowledge, and values of psychologists. Your presence also
allows you to contribute to the learning of your peers, and to learn from them in return. Missing
even one day of the course represents a substantial loss of learning opportunity. Attendance
between 80% and 99% may affect your grade in a course. Attendance of less than 80% of the
course will result in a failing grade or no credit. Please make full attendance a priority. In
addition, both your peers and I are concerned about the safety and well being of members of the
class. If you are going to be late or absent, the courtesy of a phone call before the start of class is
expected.
You will need to arrange to meet with me following submission of your first or second adult test
for a tutorial and feedback session. You MAY arrange to meet with me following your first or
second child test. This is at your discretion. If you feel confused or need reassurance about
whether you are meeting course competencies during the second half of the course, it is up to
you to arrange a private meeting with me. If convenient, you may schedule your individual
sessions at my office in Deerfield.
Caveat:
The following list is of EXPRESSLY FORBIDDEN subjects:
1. Anyone currently or previously under psychiatric, psychological, or social-work
care;
2. Anyone whom you think has "something wrong with them, and really should be
tested";
3. Anyone with whom you have a professional relationship in which you are the
"authority" (e.g., a client in a practicum, at your work site, or in your own practice;
a person you supervise at work);
4. Anyone who is, or who may foreseeably be, involved in any litigation, including, but
not limited to, divorce, custody battles, driving under the influence, personal injury,
embezzlement, domestic violence, and so forth.
5. Your spouse, partner, love interest, date, and your own child, regardless of the
child’s age.
If you have questions regarding the appropriateness of testing a given volunteer, ask the
instructor. Do not test a volunteer about whom you are unsure unless you have checked it
out!
Failure to comply with exclusionary criteria will result minimally in having to repeat an
assignment with a more appropriate volunteer. Other consequences, including a lower
final grade, failure of the course, and/or referral to the ethics committee, may also apply.
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There are legal and ethical reasons for these restrictions, and we will discuss them in class.
Technology: Pentium III CPU/ Windows 98; 128MB RAM printer; Microsoft Office: Acrobat
(full version); Microsoft Internet Explorer 5.5 (PC), 5.0 (MAC), or Netscape Navigator 4.08;
Norton Antivirus.
You may not use any computer-based scoring program for this course. Performing all
calculations and comparisons by hand helps you to better understand the tests. In actual practice,
though, it is more efficient to use computers to perform calculations and comparisons. I will
demonstrate one such computer scoring program.
You are encouraged to bring your laptop to class.
You may not tape record the class without prior approval.
Internet, E-mail, Websites, etc.:
Feel free to email me with questions, observations, stories, suggested links for the course
website, or other major or minor issues at: mailto:coster@argosy.edu.
I encourage you to put your heads together to figure things out between classes. Try doing this
by email. Putting your question into words clarifies your thinking. Having a response in black
and white gives you something to refer back to and creates a “knowledge base” for the class.
The website for this course is at www.osterpro.homestead.com .
Library Resources
Argosy University’s core online collection features more than 21,000 full-text journals, 23,000
electronic books and other content covering all academic subject areas including Business &
Economics, Career & General Education, Computers, Engineering & Applied Science,
Humanities, Science, Medicine & Allied Health, and Social & Behavior Sciences. All electronic
resources can be accessed through the library’s website at www.auchicagolib.org. User IDs and
passwords are distributed during orientation, but can also be obtained at the circulation desk,
calling 312-777-7653, or by e-mail at auchilibrary@argosy.edu.
In addition to online resources, Argosy University’s onsite collections contain a wealth of
subject-specific research materials searchable in the Library Online Catalog. Catalog searching
is easily limited to individual campus collections. Alternatively, students can search combined
collections of all Argosy University Libraries. Students are encouraged to seek research and
reference assistance from campus librarians.
Information Literacy: Argosy University’s Information Literacy Tutorial was developed to teach
fundamental and transferable research skills, including selecting sources appropriate for
academic-level research, searching periodical indexes and search engines, and evaluating and
citing information. In the tutorial, students study concepts and practice them through
interactions. At the conclusion of each module, they can test their comprehension and receive
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immediate feedback. Each module takes less than 20 minutes to complete. Please view the
tutorial at http://library.argosyu.edu/infolit/
Academic Policies
Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity during
the learning process, Argosy University requires that the submission of all course assignments
represent the original work produced by that student. All sources must be documented through
normal scholarly references/citations and all work must be submitted using the Publication
Manual of the American Psychological Association, 5th Edition (2001). Washington DC:
American Psychological Association (APA) format. Please refer to Appendix A in the
Publication Manual of the American Psychological Association, 5th Edition for thesis and paper
format. Students are encouraged to purchase this manual (required in some courses) and become
familiar with its content as well as consult the Argosy University catalog for further information
regarding academic dishonesty and plagiarism.
In Assessment courses, it is permissible to discuss test results with peers to get consultation on
scoring and interpretation. It is not permissible to share reports with peers to “template” them
or use each other’s wording, other than those templates provided by instructors.
It is not permissible to copy paragraphs from sample reports on the website, other than those
paragraphs that are in the report templates for that purpose.
It is never permissible to copy interpretive statements from scoring and interpretation software,
or descriptive or interpretive statements from test manuals or other texts except where the author
has given explicit permission to do so.
It is never permissible to photocopy test materials, including stimuli, manuals, and record forms
for your use. (Instructors may provide copied forms for instructional purposes if the word
“Sample” is overlaid or watermarked on the form, or if they present subject responses for
discussion, scoring by students, or other instructional purposes. Students must purchase and use
original record forms for class assignments.)
Scholarly writing: The faculty at Argosy University is dedicated to providing a learning
environment that supports scholarly and ethical writing, free from academic dishonesty and
plagiarism. This includes the proper and appropriate referencing of all sources. You may be
asked to submit your course assignments through “Turnitin,” (www.turnitin.com), an online
resource established to help educators develop writing/research skills and detect potential cases
of academic dishonesty. Turnitin compares submitted papers to billions of pages of content and
provides a comparison report to your instructor. This comparison detects papers that share
common information and duplicative language.
In assessment courses, “scholarly writing” means logical, clear, data-based, but jargon-free
writing. Write for the general population, not for other psychologists. Your writing must
 be grammatically correct,
 be free of spelling errors,
 use full sentences,
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follow “main idea, supporting details” paragraph construction,
be accurate – including accurate reporting of numbers and their psychometric meanings,
follow accepted standards for psychological reports,
guard the confidentiality of volunteers or clients,
follow the instructor’s requirements for reports, including use of required report
templates,
use only the allowed paragraphs and phrasing from report templates, and
be the student’s sole, original work.
Americans with Disabilities Act Policy
It is the policy of Argosy University to make reasonable accommodations for qualified students
with disabilities, in accordance with the Americans with Disabilities Act (ADA). If a student
with disabilities needs accommodations, the student must notify the Director of Student Services.
Procedures for documenting student disability and the development of reasonable
accommodations will be provided to the student upon request.
Students will be notified by the Director of Student Services when each request for
accommodation is approved or denied in writing via a designated form. To receive
accommodation in class, it is the student’s responsibility to present the form (at his or her
discretion) to the instructor. In an effort to protect student privacy, the Department of Student
Services will not discuss the accommodation needs of any student with instructors. Faculty may
not make accommodations for individuals who have not been approved in this manner.
The Argosy University Statement Regarding Diversity
Argosy University prepares students to serve populations with diverse social, ethnic, economic,
and educational experiences. Both the academic and training curricula are designed to provide an
environment in which students can develop the skills and attitudes essential to working with
people from a wide range of backgrounds.
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Class
Date
1
May 5
Class Activity
Psychometric Concepts Covered or Used
Introductions; syllabus
review;
acquiring test kits;
Defining intelligence;
Theories of intelligence;
Ethical guidelines
Defining a construct
Domain sampling
Adaptive testing
Scales of measurement
Reliability – test-retest
Validity – Construct, criterion-related,
concurrent, predictive, content
Factor analysis
Normal curve
Mean, median, mode, standard
deviation, percent of the population under
areas of the normal curve
Test construction, item selection, item
response theory, item response curves,
Rasch modeling
Reliability: examiner, alternate form,
interrater
Normal curve, continued
Factor analysis
Factor loadings
Norm-referenced measurement
Norm development, standardization
procedures
Standardization samples
Ratio IQ
Deviation IQ
Stability and change measurement
Heritability estimates
Flynn effect
Practice responses for
homework
due next week will be
handed
out.
2
May 7
Clarification and
demonstration of
WAIS-III
administration.
History of intelligence
testing.
Readings
Due
Assignments Due
WAIS-III
Manual, in
totality,
including
Forward,
up to page
178.
Inventory WAIS-III kit and
practice administering the test to
an inanimate object or in front of
a mirror.
Sattler:
Glossary of
Measurement
Terms;
Abbreviations &
Acronyms
Complete the online
psychometrics tutorial. Print off
the last page of each section as
you do it, to document your
completion. Turn those in today.
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Class
Date
Class Activity
Clarification of scoring
responses; Calculations
and WAIS-III Manual
appendices;
Introduction to
interpretation.
3
May12
Continued interpretation.
Introduction to reportwriting.
4
May
14
5
May
19
Continued interpretation;
Clarification of
administration &
scoring;
Mental Status Exam
Psychometric Concepts Covered or Used Readings
Due
Normal curve continued
WAIS-III
Correlation
Manual,
Standard scores, standard deviation,
Appendices
standard error of the measure;
Statistical significance
Sattler
Clinical utility
Chapters 1, 4,
Probability and p value
7, 8
Confidence intervals
Age-based norms
Percentiles
Base rates and cumulative percents
Reliability: internal consistency
Validity: predictive
As in session 3 plus:
Sattler
Examiner effects on validity, reliability
Chapters 14,
Setting effects
15,
Factor analysis and factor loadings
Appendices
Correlation does not equal causation
C6, C16, C22
Communicating psychometric concepts to & D1, D3
the general public
Report
template
online at
www.osterpro
.homestead.co
m
As in session 4
Assignments Due
Practice scoring of WAIS-III
responses
1st WAIS-III report
Administer WAIS-III. Bring
in completed record forms.
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Class
Date
6
May
21
7&8
Class Activity
Continued interpretation
Raven’s Progressive
Matrices
Cross-battery indicators
of ability and
neurological functioning
Bender-Gestalt
Continued interpretation
Cultural issues in testing
Introduction to WISC-IV
May
26 &
28
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June 2
Demonstration of WISCIV
Practice assignment for
scoring WISC-IV will be
handed out today
Psychometric Concepts Covered or
Used
As above, plus:
z-scores, z-score conversion
concurrent validity
reliability caps validity
Readings
Due
Sattler
Chapters 21,
16, 18
(Ravens, p
687)
Appendices
D5, D6, D8
Sattler
Chapters 2, 6,
9, 5
As above, plus:
Age-equivalents
Grade-equivalents
Stability and change in IQ
Flynn effect and need for updating
WISC-IV
norms
Manual in its
Rationale for updating items
entirety
Revisiting factor analytic studies of IQ
Increasing reliability of ability
estimates with child’s age – why this
happens
Floor and ceiling effects
“Reaction range” for heritable
characteristics
As above, plus
Communicating psychometric
concepts to parents
Assignments Due
2nd WAIS-III administration
and report
First Individual Meeting
3rd WAIS-III administration
and report
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Class
Date
Class Activity
Review of WISC-IV
administration and
scoring
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Psychometric Concepts Covered or
Used
As above
June 4
Readings
Due
Sattler
Chapters 10,
11
Appendix
A4, A5,
Assignments Due
Practice scoring of WISC-IV
Child report
template
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June 9
12
June
11
13
June
16
14
June
18
Interpretation of WISCIV
Activities of Daily
Living
Continued scoring and
interpretation of WISCIV
Stanford Binet - IV
As above
Sattler
Appendix
A14, 15
1st WISC-IV report
Concurrent validity
SD, SEm
z-score conversion
More normal curve
Sattler
Chapters 16,
17, Appendix
D4, D5, D6,
D7
Administer WISC-IV, bring in
completed record form
Continued interpretation
of WISC-IV
The Global Ability Index
As above
Significance and clinical differences
Decision rules
Technical
Report 4 –
online;
Sattler A13,
2nd WISC-IV administration and
report
Assessment of learning
disabilities
Correlation is not causation
Use of Z-scores
Cut scores
Reliability and validity in LD
assessment
Sattler
Chapters 18,
G1, G2, G7,
H (all),
Glossary of
3rd WISC-IV administration and
report due at final individual
meetings which will take place
during the last 2 weeks of the term
17
15
June
23
Course wrap-up:
professional issues in
psychological assessment
Practice effects
Legal Terms
Communicating results to parents
Ability-achievement comparison
Response-to-Intervention approach
APA, Practice and Science Directorates (2000). Report of the Task Force on Test User
Qualifications. Available online at http://www.apa.org/science/tuq.pdf.
APA (1998). Rights and Responsibilities of Test Takers: Guidelines and Expectations.
Washington, D.C.: APA. Available online at http://www.apa.org/science/ttrr.html.
WAIS-III Administration and Scoring Evaluation
Student Name: _____________________________
Picture Completion
Begins with item 6
Allows a max of 20 seconds
Records responses verbatim
Prompts “Yes, but what’s missing?”
1x if needed
Prompts “S/t is missing in the
picture. What is it that is missing?”
1 time if needed
Prompts “Yes, but what is most imp.
part missing?” 1 time if needed
Administers items in reverse order if
client scores 0 on item 6 or 7
Credits items not administered
preceding 2 consecutive successes
with /# in score column
Awards 1 point per correct response
No credit for responses after 20”
Gives correct score for items
Discontinues after 5 fails in a row
Adds points correctly
Vocabulary
Begins with item 4
Records responses verbatim
Queries each response followed in
manual by a Q, even if a 0 pt.
response
Queries vague responses
Prompts for guess on “IDK”
Inquires about vague responses,
idiom or slang responses
Credits items not administered
preceding 2 consecutive successes
with /# in score column
Admin items in reverse order if 0 or
1 point responses to items 4 or 5
Does not credit un-scorable queries
Credits 0, 1 or 2 as appropriate
Adds points correctly
Yes No
18
Administration/Report Number_________
Digit Symbol – Coding
Client uses #2 pencil
Allows 120 seconds (2 minutes)
Records time to completion
Uses scoring template to score
Does not credit sample items
Does not credit incorrect items
Records correct number of items
Marks progress at 120” and
allows additional time for client
to complete 4th row
Completes incidental learning
Records correct scores for
incidental learning paired recall
Records correct score for
incidental learning free recall
Administers Digit Symbol Copy
task
Similarities
Begins with item 6
Gives example of 2 point answer
if client gives 0 or 1 pt response
to item 6
Administers items 1-5 in reverse
order if client scores 0 or 1 on
item 6 or 7
Records responses verbatim
Queries every response followed
by a Q in manual, even if a 0 pt
response
Queries vague responses
Asks “which one is it” if client
gives both correct and incorrect
response
Prompts for guess on “IDK”
Credits items not administered
preceding 2 consecutive
successes with /# in score
column
Assigns 1 pt for each correct
response to items 1- 5
Assigns 1 or 2 pts correctly to
correct responses from 6 to 19
Does not credit an un-scorable
query
Discontinues after 4 fails in a
row
Adds points correctly
Yes
No
WAIS-III Administration and Scoring Evaluation
Student Name: _____________________________
19
Administration/Report Number_________
Adds points correctly
Block Design
Begins with item 5
Administers items in reverse order if
score of 0 or 1 on items 5 or 6
Credits items not administered if
preceding 2 perfect scores
Records exact amount of time on
task per item
Uses correct time limits
Allows client to continue working
past the time limit when client nears
completion of item at time up
Gives second try on items 1-6 if
client fails first try
Records behavioral observations
Credits items not administered
preceding 2 consecutive successes
with /# in score column
Assigns 2 pts when client gets items
5 and 6 right on first try
Assigns 1 pt when client gets items
5 and 6 right on second try
Assigns correct number of pts for
items 7 – 14
Assigns no credit for items
completed after time limit
Circles Y or N for each item
Discontinues after 3 fails in a row
Adds points correctly
Arithmetic
Begins with item 5
Administers items 1-4 in reverse
order if item 5 or 6 failed
Disallows pencil and paper
Records exact time on task per item
Indicates if problem repeated
Repeats each item only 1x if asked
Credits items not administered
preceding 2 consecutive successes
with /# in score column
Does not credit answers after time.
Assigns 1 point for correct response
w/in time limit for items 1-18
Assigns 2 pts for ea correct response
w/in 10 seconds on items 19-20
Credits spontaneously corrected
responses
Assigns correct scores
Discontinues after 4 fails
Records responses
Matrix Reasoning
Begins with samples A, B, C
Proceeds to item 4
Credits items 1-3 if correct on 4+5
Administers 1-3 in reverse order if 4
or 5 failed
Circles client’s response on form
Indicates changed responses
Credits spontaneously corrected
responses
Records behavioral observations
Discontinues after 4 fails in a row or
4 fails in 5 tries
Adds points correctly
Prompts for guess on “IDK”
Digit Span
Begins with item 1
Administers both trials per item
Discontinues after failure of both
trials of any item
Assigns 1 point per trial correct
Records responses
Indicates “chunking”
Adds points correctly
Records LDF and LDB correctly
Yes
No
Information
Begins with item 5
Administers items 1-4 if 5 or 6 fail
Asks “What scale?” if needed on 21
Prompts for guess on “IDK”
Queries unclear responses
Credits correct responses after query
Credits items not administered when
followed by 2 correct items
Credits correct responses
Records 0 or 1 point per item
Discontinues after 6 fails in a row
Records responses
Adds points correctly
Yes
No
WAIS-III Administration and Scoring Evaluation
Student Name: _____________________________
Picture Arrangement
Begins with item 1
Gives second trial when first trial
failed on first item
Records time on task per item
Records order of client’s response
Uses correct time limits
Records behavioral observations
Assigns 2 points for correct response
on trial 1 of item 1
Assigns 1 point for correct response
on trial 2 of item 1 if needed
Allows client to continue on task if
near completion; records total time
on task
Correctly credits each item
Discontinues after 4 fails in a row
Adds points correctly
Letter-Number Sequencing
Administers practice items
Begins with item 1
Records responses
Gives three trials per item
Assigns one pt per correct trial
Credits when letters are given first if
both letters and numbers are in
correct order
Discontinues after failure on all 3
trials of any item
Adds points correctly
Object Assembly
Begins with item 1
Administers all items
Records time on task
Allows client to continue working
after time limit if near completion
Records behavioral observations
Credits number of junctures
complete at time limit
Does not credit junctures completed
after time limit
Records points correctly
Assigns proper time bonus
Adds points correctly
Comprehension
Begins with item 4
Credits items 1-3 with /6 in score
column if full credit on items 4 and
5
Administers 1-3 in reverse order if
client scores 0 or 1 on item 4 or 5
Prompts if client responds “IDK”
Queries each response followed by
Q in manual
Queries vague responses
Prompts for guess on “IDK”
Does not credit un-scorable queries
Prompts for second response on
items 5, 6, 7, 10, 13 when 1st
response is correct
Assigns correct score
Discontinues after 4 fails in a row
Records responses verbatim
Adds points correctly
Symbol Search
Uses pencil
Discontinues after 120” (2 minutes)
Records behavioral observations
Uses template to score
Records # correct and # incorrect
Subtracts # incorrect from # correct
20
Administration/Report Number_________
Yes
No
WAIS-III Administration and Scoring Evaluation
Student Name: _____________________________
Demographics Page
Correctly calculates age, assuming
30 days in all months for purposes
of calculating age; does calculation
Uses alias for classroom purposes
Score Conversion Page
Transfers raw scores correctly
Converts raw scores to scaled scores
correctly
Adds scaled scores for VIQ and PIQ
correctly
Adds VIQ and PIQ sums of scaled
scores for FSIQ sum of scaled
scores
Adds scaled scores for indexes
correctly
Adds scores in parentheses to obtain
total for verbal and performance to
calculate mean scores
Uses correct mean scores to identify
strengths and weaknesses
Identifies + and - when difference
from mean exceeds critical value
Completes optional procedures box
correctly
Profile Page
Transfers sums of scaled scores
correctly
Converts sums of scaled scores to
IQ and index scores correctly
Enters percentiles and confidence
intervals correctly
Completes subtest graph correctly
Completes IQ and Index Score
graph correctly
Discrepancy Analysis Page
Enters IQ and Index scores correctly
Calculates difference scores
correctly
Enters significance level of .05
Enters correct significance cutoffs
Correctly identifies significant
differences
Enters frequency of difference for
each significant discrepancy only
Enters longest digits forward and
backward correctly
Calculates difference correctly
Correctly identifies base level
21
Administration/Report Number_________
Report
Format
Uses required template
Demographics are aligned correctly
Reports correct dates
Spells names of months
Single spaces report
Uses section headers with double
space between paragraphs
Does not indent paragraphs
Gives referral q; c/b “volunteer”
Lists procedures in order
administered
Yes
No
Background and Observations
Provides relevant background
Observations limited to general
Observations “what a camera sees”,
not interpretation or judgment
Observations NOT client’s response
to stimuli (That goes in “results”.)
Validity statement is given
Data Presentation
Lists results in tabular format
Transfers IQ and Index scores
correctly (not sums of scaled scores)
Transfers percentiles and ranges
correctly
Transfers scaled scores for subtests
correctly (not raw scores)
Correctly identifies range of scores
(average, superior, etc.)
Nomothetic Interpretation
Lists FSIQ in narrative correctly
Percentile is explained
Range of normal scores is given
Confidence interval is explained
Indexes are described
Skills are accurately described as
average, or strengths or weaknesses
Author differentiates absolute vs.
relative strengths/ weaknesses
WAIS-III Administration and Scoring Evaluation
Student Name: _____________________________
Idiographic Interpretation
Interpretations are based on the data
Interpretations are integrated with
client’s history and life situation
Report describes the person, not the
test
Description rather than personal
judgment dominates
Minimal numbers or statistical
concepts are used in the narrative
Behavioral observations are used to
clarify interpretation
Summary
Summary is short
Summary introduces no new material
Summary uses main ideas from
report
Diagnosis
5-axis diagnosis given
Diagnosis fits data
Diagnosis fits history
Diagnosis supported in narrative
Axis 3 source of data given
Axis 5 not over/under-inflated
Recommendations
Recommendations are clear and
specific
Recommendations fit the data
Recommendations relate to referral
question
Signature Block
Signature of examiner included
Examiner title appropriate
Signature block of supervisor
included
Supervisor title given
Spelling and Grammar
Free of spelling errors
Free of grammar errors
Language is specific, descriptive,
definitive rather than vague, general,
abstract
Full sentences are used
Subject and verb agree in number
Index and subtest names if used, are
capitalized in the narrative
22
Administration/Report Number_________
Professional Writing Style
Minimum redundancies are present
Irrelevant or minor issues are
avoided
Pronouns are connected to
precedents
Active voice predominates
Language is formal with no
colloquialisms
No contractions are used except in
direct quotes
Client’s name used rather than
“client” or “examinee”
Items from test are not reported in
report
Ethics
Volunteer does not meet
exclusionary criteria
Confidentiality follows HIPAA