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Ed.Psy. 564 - 1 EDPSY 564 Practicum in Psychological Assessment

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Ed.Psy. 564 - 1 EDPSY 564 Practicum in Psychological Assessment Powered By Docstoc
					                                                                                       Ed.Psy. 564 - 1


EDPSY 564: Practicum in Psychological Assessment and School Consultation Winter
2003
M & W: 9:00 - 12:30             Professor: Scott Stage
Office Hours: By appointment    email: sstage@u.washington.edu
Teaching Assistant: Julie Busse email: busse@u.washington.edu

Course Requirements: For each of your three cases, you will observe the child in the school
setting (i.e., using a valid time-sampling procedure), interview the teacher, review chart information
(i.e., information from parents, teachers, physicians, prior evaluations, school enrollment history,
grades, report cards, and group administered standardized tests), interview the parent(s), assess the
child using individually administered standardized instruments, interview the child, provide oral
feedback to the parent, prepare a written psychological report, and provide consultation to the
school. In addition, your report needs to address the Essential Academic Learning Requirements.
You will also need to purchase batteries for the tape recorder used in your behavioral observation
unless you use our own recorder, as well as construct a 10 second time sampling tape for
observations (see B.O.S. S. handout or the Stage observational technique). You will have several
assigned readings dealing with assessment.

Readings: The assigned readings will be available in a course reader to be discussed at the
beginning of the quarter. Please thoroughly read each assignment so that you are prepared to
discuss the material in a thoughtful way prior to class.

       For Wednesday, January 8 read McConaughy, S. H. & Achenbach, T. M. (1994).
Manual for the Semistructured Clinical Interview for Children and Adolescents. Burlington, VT:
University of Vermont Department of Psychiatry.

       For Monday, January 13 read Shaprio, E. S. (1996). Step 1. Assessing the Academic
Environment (pp.s 1-45). Academic Skills Problems Workbook. NY: Guilford Press. Read Stage's
(2001) Behavioral Observation Coding System.

Grading Policy:

        Grades reflect the degree to which you develop the ability to function independently under
supervision at this level of your professional development (see grading summary below). Three
copies of the report (with the supervisor's signature) and all testing protocols must be filed in the
Clinic Training Laboratory before a course grade will be given.

        4.0 Corresponds to an A+ (100%). This means that the student performed above what
would normally be expected for a school psychologist’s initial attempts at doing a complete
assessment with feedback to parents, student, and school personnel. Initial reports needed little
grammatical or organizational correction. Interviewing of parents, student, and teachers was
exceptional. Rapport was established and all pertinent learning and emotional/behavioral issues
were fully examined. Testing was error free. Protocols were all correctly scored. Feedback sessions
were conducted with clarity and provided insight into possible remedial or other interventions for
the client based on results of information collected. In sum, this grade is earned with a performance
indicating that the practicum student performed independently (This does not mean without
supervision) in managing the various aspects of the case.

        3.9-3.7 Corresponds to an A (98%-93%). These grades reflect a similar performance as
described above with the exception that the practicum student required additional supervision to
shape behaviors that were not initially conducted in the most professional or technical level
required. For example, some difficulty in writing grammatically correct sentences and well
organized reports. Or, the practicum student had some difficulty maintaining an accurate test
                                                                                      Ed.Psy. 564 - 2


administration or interviews conducted. This would include testing with a lack of fluency so that
rapport and the student's resulting test performance suffered. Certain assessment items were not
completed. Feedback sessions to parents, student, and school personnel required the practicum
supervisor to help clarify information during the session.

        3.6-3.5 Corresponds to a B+ (90%-88%). These grades reflect a performance that was
good overall, but additional feedback was required to maintain the professional and technical
aspects required for a thorough administration of assessment instruments, written report, and
interpersonal feedback. Assessment administration suffered due to a lack of fluency such that
several subtests were invalidated. There was continued difficulty writing the psychological report
with repeated written feedback. Several errors were noted in test administration or scoring of test
response booklets. Interviews did not address all the pertinent information required in the case.
Feedback sessions required the supervisor to make additional comments due to the lack of
information given to the parents or others.

         3.4-3.2 Corresponds to a B (85%-80%). These grades reflect that the practicum student’s
performance was somewhat marginal in a given area to cause concern. For example, invalidation of
tests, inability to finish the written reports in a timely fashion reflects a lack of integration of
professional behavior. Reports were missing behavioral observations or other important
assessments discussed with the supervisor. In any case where the student is required to perform a
portion of the course over in order to ensure an adequate degree of mastery before going on
internship the following academic year, the commensurate grade will not be above 3.4.

        3.1-3.0 A very marginal performance is indicated. Additional cases or consultation towards
exiting the program are discussed with the professor.

       > 3.0 This grade is not passing.

 M-Jan. 6                          Assignment of clients and discussion of the clinic
 9:00 - 12:30.                     training laboratory logistics. Discussion of readings
                                   regarding cultural influences on family functioning.
 W-Jan. 8                          Discussion of readings regarding the Semistructured
 9:00 - 12:30.                     Clinical Interview for Children and Adolescents.
 M-Jan. 13                         Discussion of Shapiro's and Stage's direct assessment
 9:00 - 12:30.                     and behavioral observation techniques.
 Jan. 14 through Jan. 19.          Perform behavioral observations, teacher interviews, and
                                   student record review.
 W-Jan. 22                         Conduct parent interviews in the Clinical Training
 9:00 - 12:30.                     Laboratory. Case 1 9:00-10:00; Case 2 10:15-11:15; Case
                                   3 11:30-12:30.
 M-Jan. 27                         Conduct standardized cognitive and academic
 9:00 - 12:30.                     assessment plus a student interview for Case 1 (e.g.,
                                   WISC-III & WJ-III).
 W-Jan. 29                         Conduct standardized cognitive and academic
 9:00 - 12:30.                     assessment plus a student interview for Case 2 (e.g.,
                                   WISC-III & WJ-III).
 M-Feb. 3                          Conduct standardized cognitive and academic
 9:00 - 12:30.                     assessment plus a student interview for Case 3 (e.g.,
                                   WISC-III & WJ-III).
 W-Feb. 5                          Present each case and submit a first draft (See attached
 9:00 - 12:30.                     grading and template). Each student will present each of their
                                   cases and offer potential hypotheses. 20 minutes will be given
                                   to each case so please be focused and concise about the
                                   information you present.
                                                                                     Ed.Psy. 564 - 3


                                  information you present.
 M-Feb. 10                        Continuation of case presentations.
 9:00 - 12:30.

 W-Feb. 12                        Follow-up assessment for all. Case 1 9:00-12:30.
 9:00 - 12:30.
 W-Feb. 19                        Follow-up assessment for all. Case 2 9:00-12:30.
 9:00 - 12:30.
 M-Feb. 24                        Follow-up assessment for all. Case 3 9:00-12:30.
 9:00 - 12:30.
 W-Feb. 26                        Parent feedback for Case 1. 9:00-10:00; 10:00-11:00; 11:00-
 8:00 - 12:30.                    12:00.Report due for Case 1.
 M-March 3                        Parent feedback for Case 2. 9:00-10:00; 10:00-11:00; 11:00-
 8:00 - 12:30.                    12:00.Report due for Case 2.
 W-March 5                        Parent feedback for Case 3. 9:00-10:00; 10:00-11:00; 11:00-
 8:00 - 12:30.                    12:00.Report due for Case 3.
 Mar. 10 - Mar. 21.               Schedule teacher consultations. Final reports for each case
                                  must be ready to mail by Wednesday, March 13.


Descriptions of Practicum Assignments

       Parent interviews, W-Jan. 22

       Students should establish good rapport with the parent(s) and obtain the necessary
information provided in the PARENT INTERVIEW hand-out.


       Initial Testing Sessions, M-Jan. 27 through M-Feb. 3

        Students should establish good rapport with the student and administer a valid
administration of the tests selected. This includes a student interview. Optimal performance would
cover a cognitive measure, achievement measure, and interview at the completion of this session.

       First draft due and oral presentation W-Feb. 5 & M-Feb. 7

         The first written assignment contains the teacher interview, behavioral observation, and
student record review. This should include all pertinent identifying data as well. Center
Psychological Assessment at the top of the initial page. In bold letters the heading also includes
that this is a CONFIDENTIAL report. Note the other identifying information: name, date of birth,
age, grade, school, school system, parent(s) name, address, phone, and date of evaluation are
provided.(See attached template.)

        Next, Reason for Referral. Under this heading write two to three sentences that explicitly
state why the student was referred. This does not include background information about the
etiology of the student’s problem but concise wording as to why he or she has become of concern.
For instance, “Wyatt was referred because his parents are concerned about his teacher’s report that
he is making poor progress in learning to read. They wish to obtain diagnostic information about
his reading skills.”

       The next heading is Background Information, which is written flush to the left margin.
Under this heading are four subheadings that are indented: Developmental history, Educational
history, Teacher interview, and Parent interview. Refer to the parent interview format for
                                                                                       Ed.Psy. 564 - 4


information required to complete the developmental and educational history. In addition include
standardized test results such as the CTBS, grades, and attendance. Report teachers’ narrative
reports of academic or behavioral concerns taken from the student’s report cards.

       The write-up of the interview should be done under the heading Teacher interview. This
information should include information gleaned from questions taken from the Teacher Interview
Form for Academic Problems (Shapiro, 1996; pp. 8-14) and the Academic Performance
Rating Scale (Shapiro, 1996; pp. 20-21). Include in your discussion with the teacher the
Benchmarks relevant to the Essential Academic Learning Requirements.

        Under the heading Behavioral Observations which is written flush to the left the margin
are two subheadings which are indented: School observations and Clinic observations. Write-
up the results of your Behavioral Observation of Students in Schools (B.O.S.S., Shapiro,
1996; pp. 29-47) or the Classroom Behavioral Observation section by Stage (See the attached
template).


        You should also have informal observations provided by your testing and interview of the
student to provide data for the Clinic observations/Student interview. The write-up of
Semistructured Clinical Interview for Children and Adolescents should be presented using general
terms that do not report standard scores or percentile ranks.

       Provide data for the Tests Administered and Tests Results sections. The Test
Interpretation should include the subsections Intellectual functioning, Academic
achievement (Reading, Mathematics, and Written language), as well as Social/emotional
functioning. Include pertinent information in regards to the Essential Academic Learning
Requirements . Also include a Summary and Recommendation sections.

        The practicum student’s oral presentation of the first draft should provide a complete case
study. Please provide the most necessary information about each case and whether the referral
question has been answered to your satisfaction.

        Follow-up Testing Sessions, W-Feb. 12 through M-Feb. 24

       Students should establish good rapport with the student and administer a valid
administration of the tests selected to answer the evaluation questions remaining.

        Parent feedback Sessions, W-Feb. 26 through W-March 5

         By this time you should be well practiced in providing the important information for each of
your cases. In your feedback session, provide the necessary data and interpretation to answer the
referral question. Do not overload parents with too many test scores because they cannot fathom it
at one time. Your report should culminate with applied recommendations that the parent can use.
Also ask whether they would like the report mailed to others, and if so, obtain a signed release with
the appropriate information completed.

                                    Final Reports, W-March 13

        Final reports are due March 13, 2002. This means that the reports have been reviewed
previously by the supervisor and that his/her signature is on the report so it can be mailed to the
parents and school (if desired by the parent). If the report is to be mailed to the school, we need a
release of information on file.
                                                                      Ed.Psy. 564 - 5


CONFIDENTTIAL                    Psychological Assessment

Name:                                         School:
Date of Birth:                                School System:
Date of Evaluation:                           Grade:
Age:
Parent(s):
Address:
Phone:
Date of Report:

Reason for Referral


Background Information

        Developmental history
        Educational history
        Teacher interview
        Parent interview

Behavioral Observations

        School observations
        Clinic observations/Student interview

Tests Administered

Test Results

Test Interpretation

        Intellectual functioning
        Academic achievement
               Reading
               Mathematics
               Written language
        Social/emotional functioning

Summary

Recommendations

Jane Doe                                      Scott A. Stage, Ph.D.
School Psychologist in Training               Supervisor


                                 Parent Interview

1. Developmental History

Is this your biological child?

Any Problems with pregnancy?
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With labor and delivery?

Were developmental milestones attained at an average rate?

        Motor (rolling over, crawling, walking, riding a bicycle)

        Speech/language (speaking single words, talking in sentences)

How would you describe your child's temperament (personality and disposition)? Is it the same or
different form other family members?

2. Educational History

Did your child attend any formal preschool or daycare program? How did they perform in that
setting pre-academically? Socially?

At what age did your child enter kindergarten?

How did your child perform in first grade? Reading? Writing? Math? Social Skills? Behavioral
issues? (Also refer to first grade progress report). Did your child receive Chapter 1 or services (e.g.,
PT, OT, and SLP)? Was your child tested for Sp.Ed. Services? Does your child have an IEP?

REVIEW ABOVE INFORMATION FOR EACH GIVEN GRADE LEVEL AS APPLICABLE.

3. Medical History

Does your child have any chronic medical conditions that could affect their development or
learning? Any conditions requiring medication? (e.g., asthma).

Has your child had any serious medical illnesses? (e.g., requiring hospitalization)

Has your child had any serious injuries? Any concussions or losses of consciousness?

Does your child have a history of ear infections? Were tubes placed in his/her ears?

Does your child have any known allergies?

Is your child currently taking any medication., including over-the-counter medications?

Does your child have a history of enuresis or encopresis?

When was your child's last medical examination? Has his/her hearing and vision been checked?

4. Family History

Mother's name:
History of learning, attention, or emotional difficulties?
Mother's highest level of education
Mother's current occupation

Father's name:
History of learning, attention, or emotional difficulties?
Father's highest level of education
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Father's current occupation

Siblings’ names and ages

Sibling history of learning, attention, or emotional difficulties?

Other family member's history of learning, attention, or emotional difficulties?

5. Social/Emotional Issues

Do you have any concerns about your child's emotional functioning at present? Does your child
seem unusually sad, lethargic, angry, active, aggressive, withdrawn, etc?

How does your child get along with other members of the family?

How does your child get along with other children outside the home?

Are there any stresses or losses in the family right now?

How do you discipline your child? What methods are most effective? What methods are least
effective?

6. Summary

What do you see as your child's primary difficulties at this time?

What do you hope to gain through this evaluation?

Is there anything else that you would like to tell me about your child?

				
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