South 622 Fall syllabus

					                                      Cognitive Assessment

Psychology 622
Th 1:30-4:00
154 TLRB
Fall 2009

Instructor:     Mikle South, Ph.D.
Office/Lab:     245 TLRB/169 TLRB
Phone:          801.422.4058/422.2183
Cell:           801.669.2866 (feel free to use when I’m not in the building)
E-mail: - usually the best way to get me
Office Hours:   Wednesdays 11:00-11:50 and by appointment

Graduate TA: Julia Hubbard
Phone:       801.232.2870

Texts and Supplemental Reading Materials:

    Essentials of WISC-IV Assessment (Essentials of Psychological Assessment) by Dawn P.
       Flanagan and Alan S. Kaufman
    Essentials of WAIS-IV Assessment (Essentials of Psychological Assessment) by
       Elizabeth O. Lichtenberger and Alan S. Kaufman
    Essentials of WJ III Tests of Achievement Assessment by Nancy Mather, Barbara J.
       Wendling, and Richard W. Woodcock
    Essentials of Assessment Report Writing (Essentials of Psychological Assessment) by
       Elizabeth O. Lichtenberger, Nancy Mather, Nadeen L. Kaufman, and Alan S. Kaufman

Course Description:

The purpose of this course is to provide graduate students in clinical psychology with direct
instruction and supervised practice in the administration, scoring, and interpretation of major
standardized measures of intelligence for adults and children. The primary emphasis of the
course will be on practical aspects of the assessment process; however, these skills will be
developed in the context of important theoretical and professional issues in intelligence testing.
Students in this course are expected to develop a foundation of expertise at three distinct levels:
1) theoretical and professional issues (history and conceptualizations of intelligence, concepts in
measurement and psychometrics, ethical standards in assessment, etc.), 2) skill development
(practical skills in test administration, rapport building, communication of results, etc.) and 3) the
process of learning to be proficient with a psychological test (understanding the purpose of a
test, recognizing its strengths and limitations, making interpretations that are consistent with
observed data, etc).

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Special note: The workload for this course is substantial. Learning to administer the tests is
challenging enough, but useless unless you can accurately interpret and communicate results and
you understand the constructs upon which the tests are based. As is typical in graduate school
you cover what is needed in an area for your total preparation as a psychologist rather than just
what fits into a given number of credit hours. Proficiency in these tasks will serve as a critical
foundation for future professional development in assessment, specifically, and clinical
psychology, generally.

Intended Learning Outcomes:

It is expected that through this course students will be able to:

       Identify and discuss relevant theories of intelligence, as well as the psychometric and
        empirical foundation for the process of cognitive assessment.
       Identify and articulate pertinent professional and ethical issues related to cognitive
       Reliably demonstrate competence in the administration, scoring, and interpretation of the
        most widely used measures of cognitive ability, including the WAIS-IV and WISC-IV.
       Demonstrate familiarity with other important measures of cognitive ability or academic
       Effectively communicate, orally and in writing, the results of an cognitive evaluation.
       Use research and theory to interpret test scores within the constraints of the existing
        scientific literature.
       Demonstrate acceptable interpersonal skills when evaluating clients and adhere to
        generally accepted practice and ethical standards.

Learning Activities and Course Requirements:

Depending on the week, most class periods will consist of four to five parts: 1) a brief reading
quiz-as long as it works, you can take the quiz in random groups of 3 students; 2) a
lecture/discussion period facilitated by the instructor, usually highlighting key aspects of the
required readings, 3) a class discussion period led by two students on the supplementary reading
for that class period (if applicable); 4) a presentation by one student on an additional, widely-
used test; and 5) a lab session where students practice different aspects of test administration,
scoring, interpretation, etc.

Assignments are as follows:
    Each student will be required to write final 12-15 page paper. This paper will focus on a
      theoretical and professional issue of interest to the individual student, perhaps taken from
      discussion of the chapters and supplemental reading or else from another
      assessment/intelligence related topic.
    Students will also complete a series of assignments demonstrating their competence in
      test administration and scoring test protocols. Three reports will be required over the
      course of the semester, which will require students to present and interpret results
      according to professional standards.

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       Students in groups of two, will each present a summary, along with any practical helps,
        from a total of two of the supplemental readings listed at the end of this syllabus. You’ll
        do one article earlier in the semester and another later in the semester.
       Each student will be randomly assigned an additional cognitive or other relevant test or
        set of tests to summarize for the class, in about 15-20 minutes. One presentation per class
        period. This will make you familiar with a variety of other commonly-used tests other
        than the ones covered here and in the Personality Assessment component.

Equipment and Student Computer Lab:

The computer laboratory is only for students in assessment classes, practicum, and assessment
research. Consequently, the laboratory is usually available. The computers contain a variety of
assessment programs, as well as word processor and statistical programs. The computers are for
your use (but please don’t save your work to the hard drives; they are periodically erased).
These are older computers that work fine for most of the assessment applications, although they
are somewhat slow.

Test kits are checked out from the Materials/Records Center in the Taylor Building. When you
are done with a kit please check it back in so that is available to others. Except for this class,
remember the rule that testing materials of any kind are to be checked out for a maximum of one
week. Therapy rooms can be used for testing if you wish to do assessments on campus, but you
must schedule them.

Additional Course Information:

You are responsible to obtain test subjects for practice administrations and assignments.
For those who recently arrived from out of town, you may have trouble obtaining children for
testing, so if other students can help that would be ideal. I will help where I can to find children
for testing.

Because you are only now learning these tests, your results are of questionable validity. You are
not to share results with those you test or with others outside of this class. Before testing
someone you must obtain permission on a “statement of informed consent,” which also explains
that you will not be giving feedback. A sample consent form will be provided with this syllabus.
I will regard sharing of results as unethical, so don’t fall into this trap. Do not test real clients for
anyone to meet course requirements; the program does not yet certify you as ready to provide
clinical services. Also, always remember to use pseudonyms in your reports and practice

For all test administrations turn in a completed test protocol consisting of the test booklet with
raw data, all scoring and results, and any supplementary forms used.

Flu policy
As are all large communities, BYU is preparing for the potential of the H1N1 influenza virus to
spread rapidly throughout the campus during the coming winter. Details of BYU’s preparation,
and advice on what you can do to prepare, can be found at Please read it! In order to

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contain any possible infection, the administration has advised course instructors to ask any
student who is feeling sick with flu-like symptoms (fever with either sore throat or cough) to
remain home, away from class and away from all large gatherings. Sick students should remain
at home until at least 24 hours after the fever has gone away. Students should also call their
doctor or the student health center for advice as soon as possible.

The administration has asked course instructors to provide adequate make-up opportunities for
all work missed during a flu-like illness. Accordingly, I will allow all time as needed to miss
class during an illness and to make up work at a reasonable time afterward. ALL students who
feel sick with fever and sore throat or cough should call the doctor and visit if so advised. If
advised to visit the doctor, please obtain a note whether or not you are diagnosed with the flu!
When you are ill please call or email your TA or the instructor as soon as possible, and continue
to communicate with us until you are well. You should also be in contact as much as possible
with one or two class members, in order to keep up on what you miss. We will try to facilitate
class communication from the beginning of the semester.

For your protection, your instructors will follow the same rules! If your instructor is sick he or
she will try to find a replacement to carry the class forward, else will notify students as soon as
possible about a class cancellation.

BYU Policies:

Honor Code Standards

BYU students should seek to be totally honest in their dealings with others. They should
complete their own work and be evaluated based upon that work. They should avoid academic
dishonesty and misconduct in all its forms, including plagiarism, fabrication or falsification,
cheating, and other academic misconduct. Students are responsible not only to adhere to the
Honor Code requirement to be honest but also to assist other students in fulfilling their
commitment to be honest. (complete version of the Academic Honesty Policy available at

While all students sign the honor code, there are still specific skills most students need to master
over time in order to correctly cite sources, especially in this new age of the internet; as well as
deal with the stress and strain of college life without resorting to cheating. Please know that as
your professor I will notice instances of cheating on exams or plagiarizing on papers. See for specific examples of intentional, inadvertent plagiarism, and
fabrication, falsification.


It is an act of plagiarism to "borrow" ideas or quotes from former students' old papers and from
the papers of students presently taking the course with you. Plagiarism also includes quoting or
paraphrasing passages from any of your references without giving proper credit to the real
authors (i.e., an APA-style citation), because doing so implies that this information came from

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you. Presenting the ideas of others as one's own is called plagiarism. Plagiarism, as defined by
the BYU Honor Code, is a form of intellectual theft. It is an act of fraud; it is dishonest,
deceitful, unethical, and can lead to serious and lasting negative consequences for your academic
and professional career. For this reason, please follow the course guidelines for when and when
not to read other 378 students’ papers (including those from other sections) or have them read
yours. In addition, please use only those sources that meet the course criteria for acceptable
reference materials.

Students are also expected to adhere to the Dress and Grooming Standards. Adherence
demonstrates respect for yourself and others and ensures an effective learning and working
environment. It is the university’s expectation, and my own expectation in class, that each
student will abide by all Honor Code standards. Please call the Honor Code Office at 422-2847
if you have questions about those standards.

Preventing Sexual Discrimination or Harassment

Sexual discrimination or harassment (including student-to-student harassment) is prohibited both
by the law and by Brigham Young University policy. If you feel you are being subjected to
sexual discrimination or harassment, please bring your concerns to the professor. Alternatively,
you may lodge a complaint with the Equal Employment Office (D-240C ASB) or with the Honor
Code Office (4440).

Students with Disabilities

Brigham Young University is committed to providing a working and learning atmosphere that
reasonably accommodates qualified persons with disabilities. If you have any disability that may
impair your ability to complete this course successfully, please contact the University
Accessibility Center located in 2170 WSC (801-422-2767). Reasonable academic
accommodations are reviewed for all students who have qualified documented disabilities.
Services are coordinated with the student and instructor by the SSD office. If you need
assistance or if you feel you have been unlawfully discriminated against on the basis of
disability, you may seek resolution through established grievance policy and procedures. You
should contact the Equal Opportunity Office at 422-5895, D-282 ASB.

Student Learning Outcomes

Each program at BYU has developed a set of expected student learning outcomes. These will
help you understand the objectives of the curriculum in the program, including this class. To
learn the expected student outcomes for the programs in this department and college go to
<> and click on the College of Family, Home and Social
Sciences and then this department. We welcome feedback on the expected student learning
outcomes. Any comments or suggestions you have can be sent to <>.

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Assignment Due Dates and Grading:

Weekly quizzes:                   5% of grade + special prizes for the semester top scores!
Supplemental reading summaries:   10% of grade
Supplemental test presentation:   5% of grade

                                  Due Date                      Percent of Total Grade

WISC-IV scored sample protocol    9/24                                 5%

WISC-IV administration            10/1                                 10%
(including videotape and
scored protocol)

WISC-IV report                    10/8                                 10%

Revised WISC-IV report            2 weeks after report                  5%
                                  is returned

WAIS-IV administration            10/30                                 10%
(scored protocol and audio
or videotape)

WAIS-IV report                    11/6                                 10%

Revised WAIS-IV report            2 weeks after report      optional learning activity
                                  is returned

Achievement test protocol         11/20                                10%
(and brief interpretation)

“Comprehensive” assessment        12/11                                10%

Final Paper Due                   12/18                                10%

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Tentative Class Schedule
subject to change; readings indicate what should be read for that day

Sep 3          Topics:Introduction and overview of class
               Lab:          WISC-IV introduction and demonstration

Sep 10         By today:      Practice all the WISC-IV subtests in a “ghost administration”
               Topics:Historical foundations; WISC-IV administration
               Readings:      Essentials WISC-IV Chapters 1-2 (skim first half of Ch. 1)
                              Skim WISC-IV manual (similar to Ch. 2)
                              Essentials Report Writing Chapter 1
               Lab:           WISC-IV practice administration

Sep 17         By today:      Have completed at least one WISC-IV with a real person
               Topics:Intelligence theory and research; Practical considerations;
               WISC-IV scoring
               Readings:      Essentials WISC-IV Chapter 3
                              Essentials Report Writing Chapters 2-3
               Lab:           WISC-IV scoring

Sep 24         Due:         WISC-IV scored sample protocol
               By today:    Have finished second practice administration with a real person;
                            schedule administration with child volunteer
               Topics:Psychometric issues; WISC-IV interpretation
               Readings:    Essentials WISC-IV Chapters 4-5
                            Essentials Report Writing Chapter 4-5
               Lab:         WISC-IV interpretation; computer scoring

Oct 1          Due:           WISC-IV administration (videotaped with scored protocol)
                              Topic for Midterm Assessment Due
               Topics:Interviewing basics; writing psychological reports
               Readings:      Essentials WISC-IV Chapter 9
                              Essentials Report Writing Chapter 6-8
               Lab:           WISC-IV interpretation; report writing

Oct 8          Due:           WISC-IV report
               Topics:Ethical issues in assessment; Culture;
                              WAIS-IV introduction
               Readings:      Essentials WAIS-IV Chapter 2
               Lab:           WAIS-IV introduction

Oct 15         By today:   WAIS-IV “ghost administration”
               Topics:WAIS-IV administration, scoring, and interpretation
               Readings:   Essentials WAIS-IV Chapter 4; look through Chapter 5
               Lab:        WAIS-IV practice administration

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Oct 22      By today:     Have completed at least one WAIS-IV with a real person;
                          Schedule WAIS-IV administration with adult volunteer
            Readings:     Essentials WAIS-IV Chapter 9
            Lab:          TBD

Oct 29      Due:          WAIS-IV admin (scored protocol and audio or videotape)
            Readings:     Essentials WAIS-IV Chapter 10
            Lab:          TBD

Nov 5       Due:         WAIS-IV report
            Topics:Achievement testing, WJ-III
            Readings:    Essential of WJ III, Chapters 1-2
            Lab:         Achievement test demonstration and practice

Nov 12      By today:    Have completed one practice achievement test;
                         Schedule achievement test administration with volunteer
            Topics:Achievement testing (cont.)
            Readings:    Essential of WJ III, Chapters 3-4
            Lab:         Achievement test practice

Nov 19      Due:         Achievement test protocol (and brief write-up)
            Topics:Comprehensive assessment
            Readings:    Essential of WJ III, Chapters 6-7
            Lab:         TBD

Nov 26      Thanksgiving Holiday

Dec 3       Topics:Assessment of autism
            Readings:    TBA
            Lab:         Autism Assessment

Dec 10      Due:          “Comprehensive” assessment report
            Topics:Special topics; synthesis and review
            Readings:     TBA

FINAL Paper Due: Friday, December 18, 5 p.m.

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Supplemental Reading List: To be Summarized By Class Members

   1. Fancher, R.E. (2009). Scientific cousins: The relationship between Charles Darwin and
      Francis Galton. American Psychologist, 64, 84-92.

   2. Neisser, U., Boodoo, G., Bouchard, T. J., Boykin, A. W., Brody, N., Ceci, S. J., et al.
      (1996). Intelligence: Knowns and unknowns. American Psychologist, 51, 77-101.

   3. Emmons, R. A. (2000). Is spirituality an intelligence? Motivation, cognition, and the
      psychology of ultimate concern. International Journal for the Psychology of Religion, 10,

   4. Essentials of WISC-IV, Chapter 6

   5. Essentials of WISC-IV, Chapter 7

   6. Fairness and Race: A Hearty Discussion
         a. Helms, J.E. (2006). Fairness is not validity or cultural bias in racial-group
             assessment: A quantitative perspective. American Psychologist, 61, 845-859.
         b. Griffore, R.J. (2007). Speaking of fairness in testing. American Psychologist, 62,
         c. Newman, D.A., Hanges, P.J., & Outtz, J.L. (2007). Racial groups and test
             fairness, considering history and construct validity. American Psychologist, 62,
         d. Helms, J.E. (2007). Implementing fairness in racial-group assessment requires
             assessment of individuals. American Psychologist, 62, 1083-1085.

   7. Mayer, J.D., Salovey, P., & Caruso, D.R. Emotional intelligence: New ability or eclectic
      traits? American Psychologist, 63, 503-517.

   8. Essentials of WAIS-IV, Chapter 6

   9. Essentials of WAIS-IV, Chapter 7

   10. Gould, S. J. (1996). The mismeasure of man. New York: Norton. (pp. 365-390).

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