Theory and Practice of Cognitive Assessment and Practice of Cognitive Assessment Fall 2016 Syllabus...

8/24/2016 Theory and Practice of Cognitive Assessment (PSY 432)

http://my.ilstu.edu/~wjschne/PD1/PD1SyllabusFA2016.html 1/22

Psychology 432

Theory and Practice of CognitiveAssessment

Fall 2016 Syllabus

Instructor: W. Joel Schneider

Office: DeGarmo 456

E-mail: [email protected]

Phone: (309) 438‒8410

Office hours: Mondays 2–3pmTuesdays 11am–12 noonand by appointment

NASP Standards addressed

STANDARD 1: Data-Based Decision Making & AccountabilitySTANDARD 2: Consultation & CollaborationSTANDARD 3: Learning & InstructionSTANDARD 4: Socialization & Development of Life SkillSTANDARD 5: Student Diversity In Development & LearningSTANDARD 6: School & Systems Organization, PolicyDevelopment, & ClimateSTANDARD 8: Home/School/Community CollaborationsSTANDARD 9: Research and Program EvaluationSTANDARD 11: Technology Standards

http://www.ilstu.edu/~wjschne/

mailto:[email protected]

tel:309-438-8410



Course Topics

1. Theories of intelligence2. Theories and statistics of measurement3. Multi-cultural & ESL issues in assessment4. Assessment of Severe & Profound/Low incidence students5. Administration, scoring, and interpretation of the WJ IV Cognitive,

WISC–V, SB5, & KABC–II, as well as exposure to other tests.6. Obtaining data from interviews, record review, learning

environments, and observations7. Ethical/legal issues regarding cognitive assessment8. Writing cognitive assessment reports9. Developing an assessment plan based on referral

10. Making treatment recommendations based on data11. Integrating data from multiple sources12. Collaborative problem-solving with other professionals13. Special education process and paperwork14. Future directions in assessment15. Psychometric and statistical principles associated with the

assessment of individuals.

Required Materials:

Media for video storage (e.g., USB drive) and a stopwatch

Books

Note: All books and book chapters are available at Milner Library as e-books.

Flanagan, D. & Harrison, P. (2012). Contemporary intellectual assessment:Theories, tests, and issues (3rd ed., pp. 99-144). New York: Guilford.

Flanagan, D., Ortiz, S., & Alfonso, V. (2013). Essentials of cross-batteryassessment (3rd ed.). Hoboken, NJ: Wiley.



Kaufman, A. S. (2009). IQ Testing 101. New York: Springer.

Kranzler, J. H. & Floyd, R. G. (2013). Assessing intelligence in children andadolescents: A practical guide. New York: Guilford.

Mather, N., & Jaffe, L. E. (2010). Comprehensive evaluations: case reportsfor psychologists, diagnosticians, and special educators. Hoboken, NJ: JohnWiley & Sons.

Miller, D. C. (Ed.). (2010). Best practices in school neuropsycholo .Hoboken, NJ: Wiley.

Articles

Note: All articles are available as .pdf files via Milner Library or via linksprovided on this syllabus.

Cronbach L. J. & Meehl, P.E. (1955). Construct validity in psychologicaltests, Psychological Bulletin, 52, 281–302.

Deary, I. J., Penke, L., & Johnson, W. (2010). The neuroscience ofhuman intelligence differences. Nature Reviews Neuroscience, 11, 201–211.

Donders, J. (1999). Pediatric Neuropsychological Reports: Do TheyReally Have To Be So Long?. Child Neuropsycholo , 5(1), 70-78.

Goldstein, S., & Naglieri, J. A. (2008). The school neuropsychology ofADHD: Theory, assessment, and intervention. Psycholo in theSchools, 45(9), 859-874.

Gottfredson, L. (1997). Why g matters: The complexity of everyday life.Intelligence, 24, 79–132.

Gottfredson, L. & Saklofske, D. (2009). Intelligence: Foundations andissues in assessment. Canadian Psycholo , 50, 13–195.



Grove, W. M. & Meehl, P. E. (1996). Comparative Efficiency of Informal(Subjective, Impressionistic) and Formal (Mechanical, Algorithmic)Prediction Procedures: The Clinical–Statistical Controversy.Psycholo , Public Policy, and Law, 2, 293–323.

Koziol, L. F., & Stevens, M. C. (2012). Neuropsychological assessmentand the paradox of ADHD. Applied Neuropsycholo : Child, 1(2), 79-89.

Lohman, D. F. (2006). Beliefs about differences between ability andaccomplishment: From folk theories to cognitive science. RoeperReview, 29, 32–40.

McKenzie R.G. (2009). Obscuring vital distinctions: Theoversimplification of learning disabilities within RTI. LearningDisability Quarterly, 24, 203–215.

Nisbett, R. E., Aronson, J., Blair, C., Dickens, W., Flynn, J., Halpern, D.F., & Turkheimer, E. (2012). Intelligence: new findings and theoreticaldevelopments. American psychologist, 67(2), 130–159.

Reis, S. M. & Renzulli, J. S. (2011). Intellectual giftedness. In R. J.Sternberg & S. B. Kaufman (Eds.), Cambridge handbook of intelligence(pp.235–252). Cambridge: Cambridge University Press.

Schneider, W. J. (2016). Why Are WJ IV Cluster Scores More Extreme Thanthe Average of Their Parts? A Gentle Explanation of the Composite ScoreExtremity Effect (Woodcock-Johnson IV Assessment Service BulletinNo. 7). Itasca, IL: Houghton Mifflin Harcourt.

Schneider, W. J., Mayer, J. D., & Newman, D. A. (2016). Integrating Hotand Cool Intelligences: Thinking Broadly about Broad Abilities.Journal of Intelligence, 4(1), 1:1–25.

Schneider, W. J. & McGrew, K. S. (2013). Cognitive performancemodels: Individual differences in the ability to process information. InS. Ortiz & D. Flanagan (Sec. Eds.), Section 9: Assessment Theory, inB. Irby, G. Brown, & R. Laro-Alecio & S. Jackson (Vol Eds.), Handbookof educational theories (pp. 767–782). Charlotte, NC: Information AgePublishing.

http://www.hmhco.com/~/media/sites/home/hmh-assessments/clinical/woodcock-johnson/pdf/wjiv/wjiv_asb_7.pdf

http://dx.doi.org/10.3390/jintelligence4010001



Swets, J. A., Dawes, R. M., & Monahan, J. (2000). Psychological sciencecan improve diagnostic decisions. Psychological science in the publicinterest, 1(1), 1–26.

Evaluation

Class Participation

You are expected to attend every lecture. You must make arrangementsto make up for any excused absences. Excessive absences may result in afailure to complete the course. More than 2 absences is excessive.

You are expected to practice assessment skills in role-playing exercises. Ifnecessary, you are expected to consult with me to overcome anyobstacles such as shyness and performance anxiety that might preventyou from participating fully.

Readings/Videos

All university courses should be challenging and exciting. Classdiscussions should be relevant, spirited, and intellectually serious. At thegraduate level, much of the responsibility for making the classdiscussions lively and interesting shifts from the instructor to theparticipants. For graduate students, the expectations for academic rigorduring discussions are also higher than they are for undergraduates. Forexample, graduate students are expected to base their arguments ontheory and empirical data rather than solely on intuition and personalexperience. Unfortunately, many students cannot engage in informeddiscussions very often because they have not completed their assignedreadings. The following policies and procedures were developed topromote an atmosphere of intellectual rigor, competence, andenthusiasm in the course:

Throughout the course you will be assigned readings/videos. You areexpected to have read/watched the assignments prior to the class period.



Reaction Papers

Write up a short reaction to each of the assigned readings/videos. Yourreaction should include the main point(s) of the readings/videos, usefulknowledge you extracted from the reading/videos, and a critical appraisalof the readings/videos.

Class Discussion of Readings

In each class period, the assigned readings/videos will be discussed andthe instructor will present new material. The intent of these discussionsis to integrate new concepts with your current understanding. You areexpected to come prepared to demonstrate a basic understanding of themain ideas of each assignment.

During discussion, you are encouraged to use the readings and yournotes but you must be able to make your points succinctly and withoutexcessive delay. If, for whatever reason, you have not completed thereading, you are expected to say so when called upon. Please note thatexcessive memorization of the readings is not necessary to answer thetypes of questions that are likely to be asked. I simply wish to ensure thatyou grasp the main ideas and have thought about the topics withsufficient depth.

Assessment Skills

There are certain skills that assessment professionals should have. Youwill find that if you have these skills, life will be easier for you and youwill stand out as especially competent among other practitioners. Thereare a number of skills that I have identified as important. In order to passthe class, you will need to demonstrate on at least two occasions that youcan perform these skills flawlessly. This list may grow as the semesterprogresses.

Convert scores from any standard score metric to any other standardscore metric. Okay to use calculator. No notes.



Convert standard scores to percentiles and vice versa. Okay to usesoftware (e.g., Excel). No notes.Memorize this chart and so that the benchmarks can be recalledquickly and fluidly.In brief role-playing exercises with hypothetical parents or teachers,be able to explain with confidence, ease, and authority the followingconcepts:

General intelligence (g)Fluid intelligence (Gf )Visual-Spatial Processing (Gv)Auditory Processing (Ga)Processing Speed (Gs)Working Memory Capacity (Gwm)Long-Term Memory (Glr)

Learning Efficiency (Gl)Memory Retrieval Fluency (Gr)

IQExecutive FunctionsAttentionIntellectual DisabilityLearning Disorder

DyslexiaDyscalculiaDysgraphia

Standard ScoresT-scoresScaled scoresIndex scores

Percentile RankConfidence IntervalRPIStandard Error

Quizzes

A professional has to be able to distinguish between information thatmust be mastered and committed to memory and information that, while

http://my.ilstu.edu/~wjschne/PD1/percentiles.html



perhaps interesting, can be looked up again when needed. From time totime, I will notify you in class or by email which aspects of previouslectures and readings you are expected to remember without the aid ofyour notes. At any time during the semester, I will ask you todemonstrate your knowledge in a quiz. To prevent unnecessary anxiety,the types of information you will need to know will be given to you inadvance.

After you have been notified that I expect you to know something, youcan be quizzed on it at any time.

Test Administration & Scoring

Practice administrations with peers

You will be assigned different partners with whom to practiceadministering various tests. It is important to keep in mind that you arenot evaluating each other’s cognitive abilities. Thus, when being given atest, you are encouraged to pretend to be a well-behaved child or low-functioning adult, depending on the test (i.e., do not try to get all thequestions correct). You are also encouraged to give your partner answersthat are neither extremely difficult nor extremely easy to score. Becourteous, professional and reliable in all your dealings with yourassigned partners. You are required to practice giving 1 full protocol ofeach of the following tests: WJ IV cognitive, WISC–V, SB5, and theKABC–II. Completing these 4 practice administrations will require alarge time commitment. Do not procrastinate. You should score allpractice protocols and submit them to be graded. All tests will be gradedon a pass/fail basis.You must receive a passing grade (<20 error points)on all 4 tests in order to pass the course.

Live administration of the the WISC–V with the GAs.

You must give a perfect admininstration of each subtest in a role playwith the GAs. Once a subtest has been passed, it does not need to berepeated.



Video administration a with real child

You will demonstrate competency in the administration of the WISC–Vwith a child or adolescent. The administration must be recorded byvideo. The GAs will review your video for adminstration accuracy. If youdo not display mastery on the administrations, you will be required toresubmit another video administration. You are strongly encouraged toview and critique your video performance before turning it in to beevaluated. Detailed checklists are available to guide your critique. If youcatch your own mistakes, you will only lose half as much credit. You willcomplete a protocol for each of these administrations. The protocols willbe graded by the GAs. Each protocol will be evaluated for the accuracy ofscoring judgments as well as clerical calculations. Errors on any of thefollowing will result in deduction of points:

Standard procedures followed (basal & ceilings, discontinuations,etc.)Responses recorded verbatim and scored accuratelyFront page of protocol complete & accurate clericallyCalculations, transfer of scores, and tables read correctlyScoring judgments match standards and criteria in manual

Each minor error will be worth 1 to 4 points Each major error will beworth 5 to 20 points You must pass at least with no more than 10 errorpoints. It usually takes people 2 to 3 attempts so plan ahead. It is yourresponsibility to find participants for your administrations. You willnot be sharing official test results with the volunteers you test unlessgranted permission from the instructor. Do not offer feedback as anincentive for volunteering. The criterion for success is to be able tocomplete an administration from start to finish with minimal errors.Thus, your videos should be one continuous take. You may not restartthe assessment process once you have begun with a child. You may notedit your video in any way to make it appear that you made fewermistakes than you made.

Note on administrations



For the practice administrations, live administrations, and the videoadministrations, you must meet with the instructor if you fail to pass anassignment twice in a row. No assignment may be submitted more than 6times. Failure to pass after the 6th attempt will result in having to repeatthe course. Before the 6th and final attempt, you must meet with theinstructor.

Test Interpretation and Report Writing

1. Teams of 3–4 students will be given a hypothetical case history of aperson referred to you. You must decide which tests you would giveto answer the referral questions. You will email your initial list oftests that you would give. I will send back some hypothetical scores.You will then email me back which tests you would give, if any, tofollow up on any new questions you might want to answer. We willexchange back and forth until you believe that you have a good caseconceptualization. You will submit a brief (1 page or less)conceptualization. After the conceptualization is deemedsatisfactory, you will make an appointment for a 2-hour meeting withme to write up the report together. The team will present the reportin class for discussion. This assignment will be graded on a pass/failbasis.

2. Individually, you will be given a hypothetical case. We will emailtests and scores back and forth as described above until you believethat you can write up the report (to be completed independently).The reports will be graded on the soundness of your reasoning andthe quality (clarity, grammar, etc.) of your writing. The reports willbe graded during a 1 hour appointment you will make with me.

Grading Procedure

All pass/fail assignments must be passed to receive a grade in the course.With instructor permission, failed assignments may be attempted again.

Assignment Points Criteria

Practice administrations Pass/Fail Must pass all with ≤ 20



with peers points to pass the course

Live administration of theWJ IV with the GAs

Pass/Fail Must administer eachsubtest without error

Videotaped administrationa with real child

Pass/Fail Must pass with ≤ 10 pointsto pass the course

Team Report Pass/Fail Must give good faith effortto participate fully in one'sgroup

Reaction Papers Pass/Fail Must complete and pass allreaction papers.

Assessment Skills Pass/Fail Must pass all skills

Class Discussion 100 points If you do not talk allsemester, it will beimpossible for you to get anA.

Individual Report 400 points Must earn B or better topass the course

Quizzes 300 points

Final Exam 200 points

Therefore 1000 points are possible. However, all Pass/Fail assignmentsmust be passed to receive a B or better.

Performance Grade

900–1000 A

800–899 B

700–799 C

600–699 D

000–599 F



Special Accommodations

Any student needing to arrange a reasonable accommodation for adocumented disability should contact Student Access & AccommodationServices at 350 Fell Hall, 438‒5853 (voice), 438‒8620 (TTY).

Academic Integrity

Plagiarizing and cheating on exams and other assignments are nottolerated. Any student exhibiting academic dishonesty will receive an Fin the course and will be referred for disciplinary action.

Communication

I have an Open-Door Policiy. If you see that my office door is open, feelfree to ask a question.

Another way to reach me is by email or in person, before or after class. Ido not check my office telephone messages nearly as often as I check myemail. I may, from time to time, email you about various matters.

Additional information

Work is due at the beginning of the period on the date noted in thesyllabus.Late work will only be accepted if approved by the instructor, andthen at a 10% penalty per day.

Tentative Course Schedule

8/22

8/24

http://studentaccess.illinoisstate.edu/

tel:309-438-5853

tel:309-438-8620



AssessingPsyche William Stern (1871–1938): The IndividualBehind the Intelligence Quotient

Cronbach & Meehl(1955)

Construct validity in psychological tests

8/29

Kaufman (2009) IQ Testing 101: Chapters 1–3

Schneider (2014) What do IQ tests test?

AssessingPsyche Variables and Measurement Scales

AssessingPsyche Frequency Distributions

8/31


AssessingPsyche Probability Density Functions

AssessingPsyche Expected Value: What Does the Mean Mean?

9/7


AssessingPsyche Expected Value and Variance: Take a Moment orTwo to Find Out How the Mean and VarianceAre Alike

AssessingPsyche Skewness: Lopsided Variability

9/12

Grove & Meehl(1996)

Comparative Efficiency of Informal (Subjective,Impressionistic) and Formal (Mechanical,Algorithmic) Prediction Procedures: TheClinical–Statistical Controversy

Swets, Dawes, &Monahan (2000)

Psychological science can improve diagnosticdecisions

AssessingPsyche The Normal Distribution and the Central LimitTheorem: Sum of the Many Reasons Variables

http://wp.me/p177GY-ks

http://blogs.scientificamerican.com/beautiful-minds/2014/02/03/what-do-iq-tests-test-interview-with-psychologist-w-joel-schneider/

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http://wp.me/p177GY-h

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Are Normally Normal

9/14

Gottfredson (1997) Why g matters: The complexity of everyday life

AssessingPsyche “Strawman Spearman” vs. Charles Spearman

AssessingPsyche Cattell’s thoughts about Spearman

AssessingPsyche Charles Spearman Reading Recommendations

AssessingPsyche Is g an ability?

AssessingPsyche The rise and fall of g and the end of bigotry

AssessingPsyche Two Kinds of Hierarchies in Cognitive AbilityModels

9/19

Nisbett et al. (2012) Intelligence: New Findings and TheoreticalDevelopments

Gottfredson &Saklofske (2009)

Intelligence: Foundations and issues inassessment

AssessingPsyche Kurtosis: Beyond Peakedness

9/21

AssessingPsyche The impractical, intangible, invaluableconsolations of studying old, outmoded theories

ContemporaryIntellectualAssessment

1. A History of Intelligence Assessment: TheUnfinished Tapestry, John D. Wasserman


2. A History of Intelligence Test Interpretation,Randy W. Kamphaus, Anne Pierce Winsor, EllenW. Rowe, and Sangwon Kim

AssessingPsyche Our debt to Francis Galton is great…andembarrassing

AssessingPsyche Galton’s “ridiculous” intelligence tests

http://wp.me/p177GY-W

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http://wp.me/p177GY-hg

http://wp.me/p177GY-km

http://wp.me/p177GY-2s

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http://assessingpsyche.wordpress.com/2011/06/02/two-kinds-of-hierarchies-in-cognitive-ability-models/

http://wp.me/p177GY-5a

http://assessingpsyche.wordpress.com/2014/02/03/the-impractical-intangible-invaluable-consolations-of-studying-old-out-moded-theories/

http://wp.me/p177GY-jZ

http://wp.me/p177GY-jV



AssessingPsyche Francis Galton Reading Recommendations

AssessingPsyche Leta Stetter Hollingworth (1886–1939) and sexdifferences in cognitive variability

AssessingPsyche Standard Scores and Why We Need Them

9/26

AssessingPsyche A Gentle, Non-Technical Introduction to FactorAnalysis

AssessingPsyche Cronbach: Factor analysis is more likephotography than chemistry

AssessingPsyche Fun quote from Raymond Cattell on theimportance of taxonomies


3. Foundations for Better Understanding ofCognitive Abilities, John L. Horn and NayenaBlankson

AssessingPsyche Extended Gf-Gc Theory, Visualized

AssessingPsyche Fluid and crystallized intelligence in theclassroom and on the job

AssessingPsyche After money, comfort, and love, Raymond Cattellhad to make one more sacrifice…


Appendix. The Three-Stratum Theory ofCognitive Abilities, John B. Carroll

AssessingPsyche Carroll’s Three Stratum Theory of CognitiveAbilities, Re-Visualized

AssessingPsyche Covariance

9/28


4. The Cattell–Horn–Carroll (CHC) Model ofIntelligence, W. Joel Schneider and Kevin S.McGrew

http://wp.me/p177GY-kh

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http://wp.me/p177GY-fo

http://wp.me/p177GY-fw

http://assessingpsyche.wordpress.com/2014/04/07/after-money-comfort-and-love-raymond-cattell-had-to-make-one-more-sacrifice/

http://wp.me/p177GY-jg

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Schneider &McGrew, (2013)

Individual Differences in the Ability to ProcessInformation

AssessingPsyche CHC Theory Slides

AssessingPsyche Cattell-Horn-Carroll (CHC) Theory of CognitiveAbilities in 3D?

10/3

Schneider (2013) Principles of Assessment of Aptitude andAchievement

Lohman (2006) Beliefs about differences between ability andaccomplishment: From folk theories to cognitivescience

AssessingPsyche A Taxonomy of Influences on Ability Tests

10/5

Essentials of Cross-Battery Assessment

Chapters 1 & 2

AssessingPsyche Within-Composite Differences: Why Measuresof the Same Ability Differ

10/10


Chapters 3 & 4

Schneider (2016) Why Are WJ IV Cluster Scores More Extreme Thanthe Average of Their Parts? A Gentle Explanation ofthe Composite Score Extremity Effect

AssessingPsyche Do Large Subtest Differences InvalidateComposite Scores?

10/12

Kranzler & Floyd(2013)

Chapter 4: The Assessment Process withChildren and Adolescents

Canivez (2013) Psychometric Versus Actuarial Interpretation of

http://www.iapsych.com/articles/schneider2013.pdf

http://my.ilstu.edu/~wjschne/AssessingPsyche/CHCTheory101.pptx

http://wp.me/p177GY-8G

http://faculty.education.uiowa.edu/docs/default-source/dlohman/beliefs-about-differences-between-ability-and-accomplishment-from-folk-theories-to-cognitive-science.pdf?sfvrsn=0

http://assessingpsyche.wordpress.com/2011/05/25/a-taxonomy-of-influences-on-ability-tests/

http://assessingpsyche.wordpress.com/2011/07/07/within-composite-differences-why-measures-of-the-same-ability-differ/

http://www.hmhco.com/~/media/sites/home/hmh-assessments/clinical/woodcock-johnson/pdf/wjiv/wjiv_asb_7.pdf

http://assessingpsyche.wordpress.com/2011/07/15/do-large-subtest-score-differences-invalidate-composite-scores/

http://ux1.eiu.edu/~glcanivez/Adobe%20pdf/Publications-Papers/Canivez%20%282013%29%20IQ%20Interpretation%20Chapter.pdf



Intelligence and Related Aptitude Batteries

AssessingPsyche Why Specific Cognitive Processing WeaknessesAre Typically Only Partial Explanations forAcademic Deficits

10/17

Kranzler & Floyd(2013)

Chapter 3: Ethics in Assessment

Michaels (2006) Ethical considerations in writing psychologicalassessment reports.

AssessingPsyche Cognitive Profiles are Rarely Flat.

10/19


22. Testing with Culturally and LinguisticallyDiverse Populations: Moving beyond the Verbal–Performance Dichotomy into Evidence-BasedPractice, Samuel O. Ortiz, Salvador HectorOchoa, and Agnieszka M. Dynda


Chapter 5

AssessingPsyche Misunderstanding Regression to the Mean

10/24


23. Linking Cognitive Abilities to AcademicInterventions for Students with Specific LearningDisabilities (SLD), Nancy Mather and Barbara J.Wendling

Best practices inschool

neuropsychology

Chapter 19: Assessing and Intervening withChildren with Reading Disorders

AssessingPsyche Conditional normal distributions provide usefulinformation in psychological assessment.

10/26

http://ux1.eiu.edu/~glcanivez/Adobe%20pdf/Publications-Papers/Canivez%20%282013%29%20IQ%20Interpretation%20Chapter.pdf

http://assessingpsyche.wordpress.com/2012/07/08/why-specific-cognitive-processing-weaknesses-are-typically-only-partial-explanations-for-academic-deficits/

http://assessingpsyche.wordpress.com/2014/07/17/cognitive-profiles-are-rarely-flat/

http://assessingpsyche.wordpress.com/2013/12/16/video-tutorial-misunderstanding-regression-to-the-mean/

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neuropsychology

Chapter 20: Assessing and Intervening withChildren with Written Language Disorders


neuropsychology

Chapter 21: Assessing and Intervening withChildren with Math Disorders

AssessingPsyche What if We Took Our Models Seriously?Estimating Latent Scores in Individuals

10/31


neuropsychology

Chapter 22: Assessing and Intervening withChildren with Speech and Language Disorders


neuropsychology

Chapter 23: Assessing and Intervening withChildren with Nonverbal Learning Disabilities

11/2


neuropsychology

Chapter 25: Assessing and Intervening withChildren with Memory and Learning Disorders


neuropsychology

Chapter 26: Assessing and Intervening withChildren with Sensory-Motor Impairment

11/7


7. Planning, Attention, Simultaneous, Successive(PASS): A Cognitive Processing–Based Theoryof Intelligence, Jack A. Naglieri, J. P. Das, andSam Goldstein

AssessingPsyche Do CAS Planning Subtests Measure Planning orProcessing Speed?

Koziel & Stevens(2012)

Neuropsychological Assessment and TheParadox of ADHD

http://assessingpsyche.wordpress.com/2013/05/07/estimating-latent-scores-in-individuals/

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AssessingPsyche What role should cognitive tests of attention playin ADHD diagnosis?

AssessingPsyche Attention Tests and ADHD: A modest proposal

Goldstein, S., &Naglieri, J. A.

(2008)

The school neuropsychology of ADHD: Theory,assessment, and intervention

11/9


30. Use of Intelligence Tests in the Identificationof Children with Intellectual and DevelopmentalDisabilities, Kathleen Armstrong, JasonHangauer, & Joshua Nadeau


24. Cognitive Assessment in Early Childhood:Theoretical and Practical Perspectives, LaurieFord, Michelle L. Kozey, and Juliana Negreiros

11/14

Donders (1999) Pediatric Neuropsychological Reports: Do TheyReally Have To Be So Long?

AssessingPsyche Advice for psychological evaluation reports:Make every sentence worth reading.

AssessingPsyche My Template for Psychological EvaluationReports

AssessingPsyche TableMaker: A program for making tables inpsychological reports

ComprehensiveEvaluations

Foreward by Willis (2011)


Case 5


Case 6

Comprehensive Case 7

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Evaluations


Case 8

11/16

McKenzie (2009) Obscuring vital distinctions: Theoversimplification of learning disabilities withinRTI.

AssessingPsyche Communicate with percentile ranks…but thinkand reason with standard scores


Case 9


Case 10


Case 12


Case 13


Case 14

11/28

Reis & Renzulli(2011)

Intellectual giftedness


Case 16


Case 17


Case 21


Case 22

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Case 23

11/30


36. Intellectual, Cognitive, andNeuropsychological Assessment in Three-TierService Delivery Practices in Schools, GeorgeMcCloskey, James Whitaker, Ryan Murphy, andJane Rogers


Case 24


Case 27


Case 29


Case 30


Case 33

12/5


5. Assessment of Intellectual Profile: APerspective from Multiple-Intelligences Theory,Jie-Qi Chen and Howard Gardner

AssessingPsyche Where does Emotional Intelligence fit into CHCTheory?


Case 35


Case 37


Case 38

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Case 42


Case 44

12/7


6. The Triarchic Theory of SuccessfulIntelligence, Robert J. Sternberg


Case 45


Case 46


Case 53


Case 55


Case 58

Final Exam: TBA in DEG 404

Theory and Practice of Cognitive Assessment and Practice of Cognitive Assessment Fall 2016 Syllabus...

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