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					                                                                            REH 6190 Syllabus      1

               REH 6190: Vocational Assessment for Persons with Disabilities
                               Thursday, 5:00pm-6:45pm
                                       HSRC 105

CRCC Knowledge Subdomains Addressed                                                 Rank
Tests and evaluation techniques available for assessing client’s needs              1
Interpretation of assessment results for rehabilitation planning purposes           2
Vocational implications of functional limitations associated with disabilities      3
The ethical standards for rehabilitation counselors                                 4
Internet resources for rehabilitation counseling                                    5
The legislation or laws affecting individuals with disabilities                     6
The psychosocial and cultural impact of disability on the individual                7
Transferable skills analysis                                                        8
Gender issues                                                                       9

                                Michael J. Millington Ph.D., CRC
                               025 Human Service Research Center
                                         (435) 797 3488
                                  Office Hours by appointment

                                      Required Readings
       Bolton, B.F. & Parker. R.M. (2008). Handbook of Measurement and Evaluation in
Rehabilitation 4th ed.). Austin, TX: PRO-ED.

                                         Course Objectives
Upon completion of this course, the successful student will possess foundational knowledge of
the philosophy, science and practice of testing and measurement; and the specialized knowledge
of the issues and use of testing within the context of vocational assessment of people with
disabilities. The successful student will be able to:
     Critique available assessment instruments in terms of reliability, validity, and utility for
        clients of VR in general and in the specific individual case.
     Understand the basic mechanics of test development from statistical, theoretical, and
        philosophical perspectives
     Describe and apply a scientist-practitioner approach to the development, implementation,
        and documentation of an evaluation plan.
     Utilize O*Net resources to develop employment options for VR clients.
     Identify ethical and legal issues that arise in the use of tests in vocational assessment with
        people with disabilities.
     Understand the role of testing, assessment & evaluation in the development of evidence-
        based practice.
                                   Course Structure & Process
The class convenes on Thursdays from 5:00pm to 6:45 pm.
                                                                           REH 6190 Syllabus      2

   Housekeeping (5 minutes): Check-in for all present, instructor news of interest, student
    addressing procedural issues etc.
   Readings Discussion (40 minutes): Readings discussion will come from the Bolton & Parker
    text. The instructor will direct class discussion through the daily reading, heading by heading.
    Students are expected to be able to summarize sections at will, provide critical analysis of the
    content, ask informed questions, and engage in respectful debate. I suggest that you outline
    chapters prior to class and prepare notes for discussion.
   Workshop (40 minutes): Students will participate in a variety of learning activities including
    guided test construction exercises, experiential work with the O*Net, and community
    building activities on the NCRTM website. Class time will be used to demonstrate new
    techniques, review what has gone before, and plan for future work. Students will be assigned
    homework tasks that generate product outside of class. These products will be collected for
    grading at the end of the semester.
   Lecture (20 minutes): Topics will complement the readings and be accompanied by a
    Powerpoint presentation.

                                     Course Schedule
1. (Aug. 27) Orientation & Introduction
     Readings: Syllabus
     Workshop: The NCRTM website project.
     Lecture: The Philosophy of Vocational Assessment

                                                    Part I: Fundamentals of Measurement
2. (Sept. 3) Fundamentals of Measurement: Scores & Norms
     Readings: Chapter 1 (Bolton, Parker, & Brookings)
     Workshop: Measures of Central Tendency and Variation
     Lecture: Theories of Vocational Evaluation (Choice vs Developmental; VDARE; HR)

3. (Sept. 10) Reliability & Validity
     Readings: Chapter 2 (Thorndike & Thorndike-Christ); Chapter 3 (Betz & Weiss)
     Workshop: Standard Scores
     Lecture: Reliability and Confidence Intervals

                                             QUIZ 1
                                                                 Part II: Reviews of Instruments

4. (Sept. 17) Intelligence & Aptitude Testing
     Readings: Chapter 4 (Lichtenberger, Kaufman, & Kaufman); Chapter 5 (Parker)
     Workshop: Standard Error of Measure
     Lecture: Multitrait-multimethod Matrix (Validation)

5. (Sept. 24) Assessment of Personality & Psychopathology
     Readings: Chapter 6 (Krug); Chapter 7 (Lowman & Richardson)
     Workshop: Factor Analysis
     Lecture: The Big Five from Vocational Choice to Adjustment
                                                                     REH 6190 Syllabus    3

6. (Oct. 1) Vocational Inventories
     Readings: Chapter 8 (Fouad, Smothers, Kantamneni, & Guillen)
     Workshop: Item Analysis
     Lecture: Interest & Motivation

                                          QUIZ 2

                                                    Part III: Applications in Rehabilitation

7. (Oct. 8) Assessment Interviewing & Independence
     Readings: Chapter 9 (Berven); Chapter 10 (Crewe & Groomes)
     Workshop: WIKI
     Lecture: Interface of Counseling and Assessment/Independent Living and

8. (Oct. 15) Neuropsychological Assessment
     Readings: Chapter 11 (Ruff & Schraa)
     Workshop: WIKI
     Lecture: Screening for Brain Impairment

9. (Oct. 22) Assessing Work Behavior, Career Development & Career Maturity
     Readings: Chapter 12 (Patterson); Chapter 15 (Blackwell, Leierer, & Strohmer)
     Workshop: WIKI
     Lecture: Applied Career Development Theory

                                          QUIZ 3

10. (Oct. 29) O*NET Occupational Information Systems
     Readings: Chapter 13 (Hanson, Matheson, & Borman)
     Workshop: O*Net/Case Study
     Lecture: Job Analysis & Transferable Skills

11. (Nov. 5) Measurement of Client Outcomes in Rehabilitation
     Readings: Chapter 14 (Walls)
     Workshop: O*Net
     Lecture: Organizational and Professional Accountability

12. (Nov. 12) Assessment of Individuals with Visual Impairments & Deaf or Hard of
     Readings: Chapter 16 (Gallagher & Wiener); Chapter 17 (Saladin)
     Workshop: O*Net
     Lecture: Accommodations

                                          QUIZ 4
                                                                          REH 6190 Syllabus     4

13. (Nov. 19) Assessment of Adults with Mental Retardation
     Readings: Chapter 18 (Hansmann & Zimmerman)
     Workshop: WIKI
     Lecture: Work Samples

14. (Nov. 26) Assessment in Psychiatric Rehabilitation
     Readings: Chapter 19 (McDonald-Wilson & Nemec)
     Workshop: WIKI
     Lecture: Vocational Assessment in a Recovery Model

15. (Dec. 3) Multicultural Issues, Ethics, & the Law
     Readings: Chapter 20 (Dana)
     Workshop: WIKI
     Lecture: Ethical Code and the ADA

                                            QUIZ 5

16. (Dec. 10) Final Exam: VE Jeopardy!
All workshop product material due.
                                    Course Grades

Class Participation (20%)
        Students are expected to be present and productively engaged in all aspects of the class.
Class participation reflects the student’s verbal contributions to the learning community. There
are two venues for class participation”
        (1) In-class discussion. The procedure is as follows: Student contributions to class
discussion will ranked according to complexity and thoughtfulness. Simple statements of fact are
awarded 1 point. Questions that advance the discussion, summaries, and informed opinion are
awarded 2 points. Synthesis, allegory, and any response relating topic to personal experience or
application is worth 3 points. Participation scores are based on the students accumulated points
in each class period. It is possible to be assessed penalty points if it becomes obvious that you
have not read the material.
        (2) Class forum. We are collaborating with other assessment classes around the US on a
website dedicated to the topic of assessment. On that page, we have a forum where I will post
discussion topics. Similar to the exercise above, scoring will depend upon the content of the
student post.
        Z scores will be computed from student raw scores. Grade equivalent scores will be
generated for each topic or class and averaged at the end of the course for your class
participation grade.

Quizzes (50%)
       Students are expected to master the content of reading assignments. Quiz content will be
derived strictly from the required readings. The number of items in each quiz will vary, based on
the amount of information covered. Quizzes are available on-line for two weeks, although you
are expected to complete the quizzes prior to the next class meeting. You may use the textbook.
                                                                             REH 6190 Syllabus       5

You will have a 3 hour time limit. Collaboration of any kind is strictly forbidden. You will not
get credit for any quiz that you do not attempt within the two week window.

Workshop Products (30%)
        The assignments that are developed and executed during the Workshop portion of the
class will be due at the end of the regularly scheduled class period during finals week. Products
will include statistics exercises and WIKI entries on the Clearinghouse website, primarily. But
whatever we work through during the workshop portion of the class may be collected as a
product. Scoring for the statistical exercises is based on a percentage of correct answers and
correct work. Scoring for WIKI entries will be based on (a) clarity, (b) content, (c) links and
references, (d) overall improvement to the WIKI entry. The number of WIKI entries one can
submit is open-ended. You can continue to earn points for your work until 100% of the points
available in this category have been secured.

Weighted scores for class participation, quizzes, and work products are combined in a scale from
0 to 100. Such that:

A > 90; B > 80; C >70; D > 60; F > 50.

In coordination with the Disability Resource Center, reasonable accommodation will be provided
for qualified students with disabilities. Please meet with the instructor during the first day of
class to make arrangements. Accommodations and alternative format print materials (large print,
audio, diskette or Braille) are available through the Disability Resource Center, located in the
Taggart Student Center room 104, phone number (435) 797-2444.

USU Policy on Incomplete Grade (I)
Students are required to complete all courses for which they are registered by the end of the
semester. In some cases, a student may be unable to complete all of the work in a course due to
extenuating circumstances, but not due to poor performance. The term “extenuating
circumstances” includes: (a) incapacitating illness which prevents a student from attending
classes for a period of at least two weeks, (b) a death in the immediate family, (c) financial
responsibilities requiring a student to alter course schedule to secure employment, (d) change in
work schedule as required by employer, or (d) other emergencies of this nature.
Documentation of the circumstances cited to justify an incomplete grade is required. Such a
student may petition the instructor of the course for time beyond the end of the semester to finish
the work. If the instructor agrees, two grades will be placed on the final grade list for the student:
an I and a letter grade for the course computed as if the missing work were zero. The student is
then required to complete the work by the time agreed upon, or not longer than 12 months. If no
change of grade has been submitted by the instructor within the prescribed period, the I grade
will be removed and the letter grade originally submitted with the I will remain as the permanent
grade for the course.
                                                                           REH 6190 Syllabus      6

                                  Notice of Academic Dishonesty
The University expects that students and faculty alike maintain the highest standards of academic
honesty. For the benefit of students who may not be aware of specific standards of the University
concerning academic honest, the following information is quoted from the code of Polices and
Procedure for Students at Utah State University, Article V, Section 3; Violations of University
Standards, Acts of Academic Dishonesty:
        A. Cheating includes intentionally: Using or attempting to use or providing others with
any unauthorized assistance in taking quizzes, tests, examinations, or in any other academic
exercise or activity;
Depending upon the aid of sources beyond those authorized by the instructor in writing papers,
preparing reports, solving problems, or carrying out other assignments;
Substituting for another student, or permitting another student to substitute for oneself, in taking
an examination or preparing academic work;
Acquiring tests or other academic material belonging to a faculty member, staff member, or
another student without express permission; and
Engaging in any form of research fraud.
        B. Falsification includes the intentional and unauthorized altering or inventing of any
information or citation in an academic exercise or activity.
        C. Plagiarism includes knowingly representing, by paraphrase or direct quotation, the
published or unpublished work of another person as one's own in any academic exercise or
activity without full and clear acknowledgement. It also includes the unacknowledged use of
materials prepared by another person or agency engaged in the selling of term papers or other
academic materials.
        Violations of the above policy will subject the offender to the University discipline
procedures as outlined in Article VI, Section 1 of the Handbook. Those procedures may lead to:
(a) a reprimand; (b) a grade adjustment; (c) being placed on warning or probation; (d) suspension
from the University; or (e) expulsion from the University.

                                     Alignment with CORE

This course meets the following competencies and objectives for accreditation:

C.1.1      practice rehabilitation counseling in a legal and ethical manner, adhering to the Code
           of Professional Ethics and Scope of Practice for the profession;
C.1.4      apply in one’s practice, the laws and ethical standards affecting rehabilitation
           counseling in problem-solving and ethical decision-making;
C.1.6      create a partnership between consumer and counselor by collaborating in informed
           consumer review, choice, and personal responsibility in the rehabilitation process;
C.1.7      apply in one’s practice, the principles of disability-related legislation including the
           rights of persons with disabilities to independence, inclusion, choice and self-
           determination, empowerment, access, and respect for individual differences;
C.2.3      articulate an understanding of the dynamics, issues, and trends of the social system in
           which the individual lives;
C.2.4      practice in a manner that shows an understanding of the environmental and attitudinal
           barriers to individuals with disabilities;
                                                                          REH 6190 Syllabus      7

C.2.5    understand individuals’ cultural, gender, sexual orientation, aging, and disability
         differences and integrate this knowledge into practice;
C.2.7    apply psychological and social theory to develop strategies for rehabilitation
C.2.9    articulate an understanding of the role of ethnic/racial and other diversity
         characteristics such as spiritually and religion, age, gender, sexual orientation, and
         socio-economic status in groups, family, and society;
C.3.1    articulate a working knowledge of social, psychological, spiritual, and learning
         needs of individuals at all developmental levels;
C.3.2    understand the concepts related to learning and personality development, gender and
         sexual identity, addictive behavior and psychopathology, and the application of these
         concepts in rehabilitation counseling practice;
C.4.1    articulate and apply career development theories and the importance of work to
         consumers with whom one works;
C.4.3    utilize career/occupational materials and labor market information with the consumer
         to accomplish vocational planning;
C.4.5    explore occupational alternatives and develop career plans in collaboration with the
C.5.7    explain the implications of assessment/evaluation results on planning and decision-
C.5.8    demonstrate consultation and supervisory skills on behalf of and with the consumer;
C.5.10   adjust counseling approaches or styles to meet the needs of individual consumers;
C.5.12   recognize consumers who demonstrate psychological problems (e.g., depression,
         suicidal ideation) and refer when appropriate;
C.5.13   interpret diagnostic information (e.g., vocational and educational tests, records and
         medical data) to the consumer;
C.7.1    determine an individual’s eligibility for rehabilitation services and/or programs;
C.7.2    facilitate consumer involvement in evaluating the feasibility of rehabilitation or
         independent living objectives;
C.7.3    utilize assessment information to determine appropriate services;
C.7.4    assess the unique strengths, resources, and experiences of an individual including
         career knowledge and interests;
C.7.5    evaluate the individual’s capabilities to engage in informed choice and to make
C.7.6    assess an individual’s vocational or independent living skills, aptitudes, interests, and
C.7.7    assess an individual’s need for rehabilitation engineering/technology services
         throughout the rehabilitation process;
C.7.8    assess the environment and make modifications for reasonable accommodations;
C.7.9    use behavioral observations to make inferences about work personality,
         characteristics, and adjustment;
C.7.10   integrate assessment data to describe consumers’ assets, limitations, and preferences
         for rehabilitation planning purposes;
C.7.11   interpret test and ecological assessment outcomes to consumers and others; and
C.7.12   objectively evaluate the effectiveness of rehabilitation services and outcomes.
C.8.1    articulate current knowledge of the field;
                                                                          REH 6190 Syllabus       8

C.8.7    apply knowledge or ethical, legal, and cultural issues in research and evaluation.
C.10.1   provide the information, education, training, equipment, counseling, and supports that
         people with disabilities need in order to make effective employment and life-related
C.10.2   evaluate the adequacy of existing information for rehabilitation planning;
C.10.3   integrate cultural, social, economic, disability-related, and environmental factors in
         rehabilitation planning;
C.10.4   plan and implement a comprehensive assessment including individual, ecological,
         and environmental issues (e.g., personality, interest, interpersonal skills, intelligence,
         and related functional capabilities, educational achievements, work experiences,
         vocational aptitudes, personal and social adjustment, transferable skills, employment
         opportunities, physical barriers, ergonomic evaluation, attitudinal factors);

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