PSYCH 805/SSLS 750
Summer 2009
DEPARTMENT OF PSYCHOLOGY
and
DEPARTMENT OF SPECIAL SERVICES
AND LEADERSHIP STUDIES
COLLEGE OF EDUCATION
PITTSBURG STATE UNIVERSITY
Course Number/Title:
PSYCH 805-20 Psychoeducational Assessment
Credit Hours: 3
SSLS 750-35 Assessment in Special Education
Course Time: 8:00-10:20 M-TH
Instructors: Dr. Rick Lindskog; Dr. Marti York
Office: 208D Whitesitt (Dr. Lindskog) clindskog@pittstate.edu
210 Hughes Hall (Dr. York) myork@pittstate.edu
Office Phone: 620-235-4532 (Dr. Lindskog)
620-235-4965 (Dr. York)
Office Hours:
Dr. York-M-TH: 10:30-12:00 and by appointment
Dr. Lindskog- M-TH: 10:30-12 and by appointment
I.
COURSE DESCRIPTION
This course will focus upon the administration and interpretation of test instruments that
assess academic achievement, developmental skills, behavior, and adaptive behavior. The
instruments used will include norm-referenced formal test, criterion-referenced test, and
informal tests.
II.
PURPOSE OF THE COURSE
The course content is built upon the state standards and outcome and reflects best practices
as found in current literature and research. Building the course on this foundation should
enable students to develop skills such as independent thinking, effective communication
(both oral and written), and making relevant judgments. Professional collaboration will be
required, as it is necessary when conducting assessments as part of a team process.
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PSYCH 805/SSLS 750
III.
Summer 2009
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COURSE OBJECTIVES
Upon successful completion of this course, the student should be able to:
1. Understand basic statistical concepts as they relate to the interpretation of test scores;
2. Define the terms standard score, percentile rank, age equivalent score, and grade
equivalent score;
3. Describe the cautions and considerations in interpreting test results and be aware of
limitations of standardized and criterion-referenced tests;
4. Interpret reliability, validity, and normative data of tests to determine if the test can be
appropriately administered to a child;
5. Explain procedures used to screen and diagnose children and youth with disabilities.
6. Select and use formal and informal measurement instruments commensurate with a
pupil’s developmental level.
7. Properly administer, score, and interpret selected norm-referenced and criterion
referenced tests of development, academic achievement, and adaptive behavior.
8. Compile assessment information gathered from various sources and present a report of
assessment results.
9. Compile the assessment information using a collaborative, problem-solving model.
10. Interpret and communicate evaluation results to administrators, other teachers, parents,
members of the community, and other professionals.
11. Give examples of behavioral performance profiles characteristics of various
exceptionalities.
12. Describe professional ethical considerations which relate to the administration and
interpretation of assessment results.
13. Provide a pupil with information about performance results for the purpose of enhancing
continued progress and the development of self-evaluation skills.
PSYCH 805/SSLS 750
IV.
Summer 2009
INSTRUCTIONAL RESOURCES
Required text;
School Psychology Students only:
Sattler, J.M. (2008). Assessment of Children/Cognitive Foundations (5th Edition),
San Diego: Jerome M. Sattler Publisher.
Special Education Students only:
Salvia, J. & Ysseldyke, J. (2007). Assessment in special and inclusive education. Boston:
Houghton Mifflin Company.
School Psychology and Special Education Students:
Journal Articles and other handouts.
Test materials available at Special Education test library in the Hughes Hall Annex, test
library in Whitesitt Hall, Axe Library, and the PSU Testing Center.
V.
TEACHING STRATEGIES
Lecture, class discussions, demonstrations, small group collaboration, student presentations,
class participation, exercises, handouts, and audio/visual presentations.
VI.
COURSE CONTENT
The course will be organized into the following three units of study:
Unit One: Foundations of Tests and Measurement
(Special Education students/Dr. Lindskog)
Foundations of Instruction/Curriculum that Drive Assessment
(School Psychology/Dr. York)
Unit Two: Assessment Components
1. Assessment Question
2. Interviews
Teacher/Parent/Child
3. Observations
4. Formal Assessment
Standardized, Norm-Referenced
5. Criterion-Referenced and Diagnostic Assessment tools for Reading, Math and
Written Language
6. Informal Assessment tools for Reading, Math, and Written language
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PSYCH 805/SSLS 750
Summer 2009
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7. Functional Assessment
8. Curriculum-Based Measurement/Progress Monitoring
9. Reporting Data/Multidisciplinary Team Process
Unit Three: Case Study
1. Students will conduct a case study as a part of the course requirements. Groups of
students will conduct a comprehensive evaluation of a child and interpret the results as a
team as outlined elsewhere in this syllabus.
VII.
COURSE REQUIREMENTS
1. Attendance and participation in class discussion, exercises, and presentations is
expected.
2. Active participation in the following group projects:
a. Case Studies- School Psych and Special Education Students will work
collaboratively to complete a comprehensive evaluation of a pupil who
demonstrates educational deficit. The case study will be in written form, and
simulate a multidisciplinary team meeting.
This presentation will integrate both formal and informal data, which are
integrated into intervention recommendations.
The critical aspects of this exercise will be the diagnostic conclusions, and of
course intervention recommendations, along with suggestions for progress
monitoring. The Team, accompanied by an Instructor, will meet with the
Parents to discuss the results and recommendations.
This case will be presented to the class during the last week of the session.
The will be presented in PowerPoint or similar format, and should summarize
every aspect of the case from social history to recommendations.
3. Practice administration of a minimum of one instrument from each category
listed below with a brief narrative concerning results of the practice test.
a. Formal, norm-referenced instrument to assess academic achievement. (WJIII)
b. Criterion-referenced, Diagnostic, or Informal Assessment instruments. These
usually apply to reading or Math diagnostics.
c. Adaptive Behavior Measurement
d. Behavioral Scale
VIII.
COURSE EVALUATION
Group presentation of case study
Report for practice tests
*50 points (35 for content, 15 for delivery)
School psych students 20 points
Special Ed students 30 points
PSYCH 805/SSLS 750
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Summer 2009
Instructors will assign scores reflecting the quality of each student’s level of group
participation, as noted in Section VII 2 (a). Both Dr. Lindskog and Dr. York will
evaluate students from both classes. Each team member will rate other team members’
participation.
Attendance is expected. Anyone absent in excess of the guidelines specified in the PSU
Catalog will be dropped from the course for non-attendance.
Grades
93 to 100% A
85 to 92%
B
76 to 84%
C
70 to 75%
D
BELOW 70% F
CLASS SCHEDULE
Week 1:
Monday
Introduction (Dr. Lindskog/Dr. York)
Tuesday
Foundations (Dr. Lindskog/Dr. York)
Foundations of Tests and Measurements
Foundations in Public Education
Assessment
NCLB
IDEA ‘04
Legal/Ethical Issues
Wednesday
Special Education Students (Dr. York)
Tests of Achievement—in Hughes Hall
School Psychology Students (Dr. Lindskog)
K-ABC II
Thursday:
SPECIAL EDUCATION IDENTIFICATION PROCESSES (DR. YORK)
Week 2:
Monday
Functional Behavioral Assessment (Dr. Lindskog)
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PSYCH 805/SSLS 750
Summer 2009
Tuesday
Interviewing (Dr. Lindskog)
* Small group interactions
Wednesday:
Conducting Feedback Sessions (Dr. Lindskog)
* Small Group Interactions
Thursday:
Multidisciplinary Team meetings/ Behavioral Rating Scales/ Behavioral
Observations (Dr. Lindskog)
* Small group interactions
Week 3:
Monday:
RTI Reading (meet in Hughes Hall computer lab)
(Dr. York)
RTI Math (meet in Hughes Hall computer Lab)
(Dr. York)
Tuesday
Consultation, Group Process, Problem-Solving (Dr. Lindskog)
Developing Assessment Question
* Small group interactions
Wednesday:
What teachers need to know about research-based assessment. (Dr.
Lindskog)
What teachers need to know about research-based interventions. (Dr.
Lindskog)
Thursday:
Groups meet to prepare for parent feedback sessions and case presentations
Week 4:
Monday
Web-based assessment of phonemic processing (Drs. York/ Lindskog)
Tuesday-Thursday
Presentation of case studies
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PSYCH 805/SSLS 750
Summer 2009
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REFERENCES
Cooper, L. J., Peck, S., Wacker, D.P., & Millard, T. (Spring, 1993). Functional Assessment
for a student with a mild mental disability and persistent behavior problems. Teaching Exceptional
Children. 56-57.
Dadson, S., & Horner, R.H. (Spring, 1993) Manipulating setting events to decrease problem
behavior: A case study. Teaching Exceptional Children. 53 – 55.
Demchak, M. (1993). Functional assessment of Problem Behaviors in Applied settings.
Intervention in School and Clinic, 29. (2), 89 –95.
Foster-Johnson, L., & Dunlap, G. (Spring, 1993). Using Functional Assessment to Develop
Effective, Individualized Interventions for Challenging Behaviors. Teaching Exceptional Children.
44 – 55.
Lawry, J.R., & Danko C. D. (1993) Analyzing Problem Behaviors in the Classroom: A case
study of functional analysis. Intervention in School and Clinic. 29(2), 96 – 102.
Lipson, M. & Wixson, K. (1997). Assessment & Instruction of Reading and Writing
Disability: an Interactive Approach. (Second edition) New York, NY: Longman.
National Association of School Psychologists. (1989). The Early Childhood Identification
process: A Manual for Screening and Assessment. Washington, D.C.: NASP Publication Office.
Redmond, N.B., Bennett, C., Wiggert, J., & McLean, B. (Spring 1993). Using functional
assessment to support a student with severe disabilities in the community. Teaching Exceptional
Children. 51 – 52.
Salvia, J. & Ysseldyke J. (2007). Assessment. (Tenth Edition) Boston, MA.: Houghton Mifflin
Company.
Sattler, Jerome M. (1998) Clinical and Forensic Interviewing of Children and Families. San
Diego: Jerome M. Sattler Publisher.
Shinn, M (1989). Curriculum-Based Measurement: Assessing Special Children. New York:
The Guilford School Practitioner Series.
Thomas, A. & Grimes, J. (2007). Best Practices in School Psychology V. Washington,
D.C.: The National Association of School Psychologists.