Home > Colleges of Education > Department of Psychology > M.S. Program in Clinical-Counseling Psychology > Program of Study > PSYC7100
PSYC7100
COLLEGE OF EDUCATION
VALDOSTA STATE UNIVERSITY
DEPT. OF PSYCHOLOGY AND COUNSELING
FALL SEMESTER 2005
PSYC 7100 Section A
INTELLECTUAL ASSESSMENT
4 CREDIT HOURS
COURSE DESCRIPTION
<>This course is designed to provide training on the major intellectual assessment tools used by psychologists in a variety of settings with an emphasis on the assessment of children and adolescents in the schools. The course will focus on the administration, scoring and interpretation of the Wechsler Scales and the Woodcock Johnson III Cognitive Tests of Abilities. Additional training will be provided on other commonly used measures of intelligence as well as the assessment of special populations including the neurologically impaired and mentally handicapped. Strategies for conducting the clinical interview, report writing, and providing oral feedback on testing results to clients will also be presented. Prerequisite: approval of Instructor and Head of Department. <>REQUIRED TEXTBOOKS & MATERIALS
Sattler, J.M. (2001). Assessment of children: Cognitive applications. San Diego, Ca:
Jerome M. Sattler, Publisher, Inc. NJ: Prentice-Hall.
<>Sattler, J.M. & Dumont, R. (2004). Assessment of children: WISC IV and WPPSI-III
supplement. San Diego, Ca: Jerome M. Sattler, Publisher, Inc. NJ: Prentice-Hall.
Materials:
- Packet of protocols (available for purchase through Department Secretary, Ms. Terrie Adrian)
- 1 Stopwatch or wristwatch with timer (no audible beeps)
- You will need a portable cassette recorder- can be a small “boom box” (Instructor has a few loaners, but not many)
Additional Required Readings (Textbook and articles on reserve at P & C Office):
Kamphaus, Randy W. (2001). Clinical assessment of child and adolescent intelligence
(2nd ed.). Needham Heights, MA: Allen and Bacon.
<>Kaufman, Alan S. & Lichtenberger, Elizabeth O. (2002). Assessing adolescent and adult
intelligence (2nd ed.). Boston, MA: Allyn & Bacon.
Loaned from Department of Psychology & Counseling: (free of charge)
<>The Psychological Corporation. (1993). Wechsler Intelligence Scale for Children(4th ed.). Atlanta: Harcourt Brace Jovanovich, Inc.
The Psychological Corporation. (1998). Wechsler Adult Intelligence Scale
(3rd ed.). Atlanta:Harcourt Brace Jovanovich, Inc.
<>Woodcock, R. Mather, N., McGrew, K.(2001). Woodcock-Johnson III Tests of CognitiveAbilities. Itasca, Il: Riverside Publishing.
<> Naglieri, J. A. (1997). Naglieri Nonverbal Ability Test. San Antonio: Psychological Corp.SUGGESTED READINGS (OPTIONAL TEXTS on reserve at the library)
<>American Psychological Association. (1985). Standards for educational and psychological testing. Washington, DC: Author. <>American Psychological Association. (1986).Guidelines for computer-based tests and interpretations. Washington, DC: Author.<>
COURSE EDUCATIONAL OUTCOMES:
<>General provision of intensive experience, under supervision, in a school or child clinical setting should result in demonstrated knowledge of various categories of students with a wide variety of behavioral and learning difficulties. It is expected that proficiency in intellectual assessment will be reached only through a wide range of training experiences including this course, additional supervised practica in assessment, clinical/school psychology internship and clinical residency. After gaining a broad background in psychological and educational issues, students should complete the following educational outcomes relevant to the clinical counseling and the school psychology program at Valdosta State University (please see the listing below):Master of Science Clinical/Counseling Psychology Outcomes
<> Students will demonstrate: <>1. Competence in appropriate assessment practices and issues
3. Knowledge of DSM diagnostic criteria skill as it relates to intellectual assessment
7. Integration of information from several sources (e.g., testing, interviews,
observations, etc.) in the writing of assessment reports
10. Knowledge and awareness of the needs of a culturally diverse clientele
11. Understanding of ethical issues and resolution of moral dilemmas
<>School Psychology Outcomes
Students will demonstrate:
<> 2.1 Knowledge of varied models and methods of assessment that yield information useful in identifying strengths and needs, in understanding problems, and in measuring needs and accomplishments. School psychologists use such models and methods as part of a systematic process to collect data and other information, translate assessment results into empirically based decisions about service delivery, and evaluate the outcomes of services. Data based decision-making permeates every aspect of professional practice.2.2 Knowledge of behavioral, mental health, collaborative, and/or other consultation models and methods and of their application to particular situations. School psychologists collaborate effectively with others in planning and decision-making processes at the individual, group, and system levels.
2.3 Knowledge of human learning processes, techniques to asses these processes, and direct and indirect services applicable to the development of cognitive and academic skills. School psychologists, in collaboration with others, develop appropriate cognitive and academic goals for students with different abilities, disabilities, strengths, and needs; implement interventions to achieve those goals; and evaluate the effectiveness of interventions. Such interventions include, but are not limited to, instructional interventions and consultation.
2.4 Knowledge of human development processes, techniques to assess these processes, and direct and indirect services applicable to the development of behavioral, affective, adaptive, and social skills. School psychologists, in collaboration with others, develop appropriate behavioral, affective, adaptive, and social goals for students of varying abilities, disabilities, strengths, and needs; implement interventions to achieve those goals; and evaluate the effectiveness of interventions. Such interventions include, but are not limited to, consultation, behavioral assessment/intervention, and counseling.
2.5 Knowledge of individual differences, abilities, and disabilities and of the potential influence of biological, social, cultural, ethic, experiential, socioeconomic, gender-related, and linguistic factors in development and learning. School psychologists demonstrate the sensitivity and skills needed to work with individuals of diverse characteristics and to implement strategies selected and/or adapted based on individual characteristics, strengths, and needs.
<>COURSE OBJECTIVES:
<>In addition to those objectives related to general background information, the student will develop the necessary skills to administer, score, and interpret selected tests and to report findings and conclusions in written and oral form. More specifically, upon successful completion of this course each student should be able to:
- Administer and score the Wechsler Scales following standardized procedures
- Administer and score the Woodcock-Johnson III Tests of Cognitive Abilities following standardized procedures
- Demonstrate familiarization with alternative cognitive measures such as the KAIT, Stanford-Binet-V and the Naglieri Nonverbal Ability Test.
- Demonstrate and be able to describe the interpretive approaches used in class and outlined in the textbook.
- Describe various approaches to intellectual assessment and theories of intelligence
- Understand various statistical concepts related to intellectual assessment (examples, reliability, validity, T scores, etc..)
- Understand the differences between norm referenced and criterion referenced testing
- Identify the major strengths and weaknesses of tests taught in class
- Accurately and concisely present results in both written and oral forms for various audiences (i.e. other professionals, parents, clients)
COURSE EVALUATION:
<> The following minimum assignments must be met: <>Tests Administrations and Protocol Submissions: <>
Students will be required to administer four WISC-IVs, four WAIS-IIIs, and two WJ III Tests of Cognitive Abilities (one of which will include extended battery subtests). Examinees must be volunteers (details provided below) and there must be at least one elementary school age child (grades K-5) and one adult (over 30) included in the sample. For each test, there will be a required practice administration and protocol submission which will not be graded. This makes a total of five WISC-IVs, five WAIS-IIIs, three WJ IIIs. (13 administrations total). In addition, for two of the volunteers (nonpractice cases) ages 17 or under, the NNAT will be administered along with the other cognitive measure. Completed protocols should be void of all identifying information related to the examinee and turned in to the instructor according to the attached schedule. Protocols will be graded according to the forms provided. A procedure for turning in protocols will be outlined during the first class session. If this procedure is not followed, students may be dismissed from the course. Each completed formal administration and protocol is worth 15 points. Administrations/protocols for NNAT are worth 10 points each. <>
Of the formal administrations of the WISC-IV, the WAIS-III and the WJ III, one WISC-IV and one WAIS-III must be videotaped (preferably the last). In addition, the student must complete three assessment reports (one each: WISC IV, WAIS III, WJ III). One oral case presentation must also be conducted in class on a case involving the WJ III. Requirements for each of these tasks will be presented below.
Mid Term
The in class midterm may consist of multiple choice/true false and short answer test (worth 40 points) as well as one protocol completion exercise (open manual). The total points possible on the midterm will be 80 points.
Final Exam
The final exam will include multiple choice/true false, short answer items as well as 1 to 2 essay questions which may involve a brief test critique, article review or a contrasting of theories on intellectual assessment. It will be open book and take home, due during finals week according to the VSU final exam schedule. It will be worth 80 points.
Written Reports
<>The reports will be structured according to more detailed guidelines provided at a later date. The instructor will give written feedback on the first completed report and the student will have the opportunity to make corrections and resubmit the report for a grade. The second and third reports will be graded as is with no allowance for corrections. Each report will be worth 45 points.Oral Presentations
<> Each student will deliver one 30-minute class presentation of a selected case during the last regular class period. For the first 15 minutes, the student will present the case as if the audience was primarily other professionals. For the second 15 minutes, the student will present as if the audience was the client or caregiver. Details on these presentations will be made available at a later date. The presentation is worth 35 points.Videotaped administration
<>One video recording of each of the WISC-IV and WAIS-III administrations is required. The student is to complete and submit the videos by the dates listed in the class schedule. Video tapes must be in 1/2-inch VHS format. The permission form and accompanying protocol for the video must be submitted with the video tape to the course instructor. Identifying information should not be listed anywhere on the protocol or found on the video or audio tape recordings. Each video is worth 50 points. <>Grading Scale:
Administrations/Protocols (10 @ 15 points each) 2 NNATs (10 points each) |
150 20 |
Videos (2 @ 50 points) |
100 |
Reports (3 @ 45 points each) |
135 |
Oral Presentations (1 @ 35 points) |
35
|
Midterm exam |
80 |
Final exam |
80 |
TOTAL POINTS POSSIBLE |
600 |
Grades
540 - 600 A
480 - 539 B
420 - 479 C
360 - 419 D
418 and below F
COURSE GUIDELINES FOR TESTING AND SECURING VOLUNTEERS:
- You are responsible for securing all test subjects. Attempts by the student examiner to administer tests to children and adults of varying ages. The student should also try to have an equal number of males and females and there should be at least one elementary aged child (K-5) and one adult over 30 in the sample.
- Try not to test pupils at a school where you teach, your own children, or the children of close friends or relatives. However, your own children or the children of close friends can be tested by other class members and an exchange system set up.
- You MUST use the video recording permission form provided in class prior to the video administration and submit it with the protocol. All examinees must be volunteers. You must have specific permission from the instructor to test in a school, clinic, hospital, or institution. For testing and video taping children, parental permission MUST be secured using copies of the permission form attached to this syllabus.
- You are not authorized to present yourself as a representative of Valdosta State University or the Department of Psychology and Counseling. You may state your student status.
- NO PERSONS, except you and the course instructors, are to know the score of any examinee unless permission is given by the course instructor. On test booklets, designate examinees by their first names and first initial of last name only. For the purposes of this course, NEVER place any other identifying information on the test booklet.
- You are to make no recommendations for psychological or medical treatment to the examinee or parents on the basis of your evaluation. Parents must be told beforehand that the test scores will not be disclosed to them. Tell the parent and/or examinee that you are learning how to administer the test and are not sure how reliable and valid the results will be. You can emphasize, in recruiting examinees, that the session will be interesting and challenging.
- For record forms, copies will NOT be accepted. Test protocols are copyrighted material and therefore can not be reproduced without the publisher's permission.
- Writing on protocols must be legible to allow accurate scoring by the course assistant. If writing is illegible, you will be asked to copy the information to another protocol. Examinee responses are exactly recorded.
- Test materials you have signed out must be returned on or before the exam date scheduled during the standard final exam date. Missing materials will be replaced at your expense. Final grades will not be released until materials are returned or reimbursement is made. All testing kits will be loaned to students through the course instructor. Protocols for the course are prepackaged and available through the P & C Dept. Secretary, Ms. Terri Adrian.
COURSE GUIDELINES FOR VIDEOTAPED ADMINISTRATIONS:
Videos should be a record of competent administration of any instrument done for class credit. Intense practice by the student before this point is expected. The instructor will provide information on taping procedures. If you decide to tape in-house, you must abide by the rules of the VSU library's media services. Tapes of administrations should be erased after review.
<>NOTE: Please remember, the material that you obtain from your examinee is confidential. You are expected to treat it as such. NEVER discuss the examinee or any of the test results outside class. Please remember that disclosure by student examiners to others may result in your dismissal from the Graduate Program.
COURSE GUIDELINES FOR REPORTS:
1. All reports must be typewritten and double spaced in 10- or 12-point font.
2. Follow the outline provided by the instructor.
3. All protocol materials must accompany reports.
5. Carefully proofread (and correct) each report before submittal.
ATTENDANCE AND OTHER CLASS POLICIES
- Classes will consist of lectures, case presentations, demonstrations, video, overhead and PowerPoint presentations, and cooperative learning exercises. Pre-exam review activities may be scheduled prior to each exam.
- Students are expected to attend class on time. Attendance in class is necessary for successful learning and completion of assignments
- Students will be expected to complete readings and assignments prior to the specified class meetings. Five points will be subtracted for each day late an assignment is submitted.
- Untyped assignments will not be accepted. Grammar, spelling, formatting, and professional presentation style will be factored into the grading of all written work.
- Students are encouraged to periodically meet with instructors to obtain feedback regarding progress.
- Withdrawals from class can be made at a passing level prior to midterm. Afterwards, incomplete work will receive a grade of 0, and grades will be determined based on full semester criteria.
PLAGIARISM AND CHEATING POLICY:
The full text of this policy is available in the College of Education Dean’s Office, EC room 227. The following penalties will be enforced, as stated in the Policy:
FIRST OFFENSE: The student will earn a “0” on the assignment, test, project, etc. <>
SECOND OFFENSE: The student will earn the letter grade “F” for the course.
THIRD OFFENSE: The student will earn the letter grade “F” for the course, and further action involving referral of the matter (with documentation) to the appropriate college (university) officials within the administrative structure will be taken. (Please see page 39 of the VSU Student Handbook.)
SPECIAL NEEDS STATEMENT:
Valdosta State University is an equal opportunity educational institution. It is not the intent of the institution to discriminate against any applicant for admission or any student or employee of the institution based on the sex, race, religion, color, national origin, handicap, veteran status, or sexual orientation of the individual. It is the intent of the institution to comply with Title VI of the Civil Rights Act of 1964 and subsequent Executive Orders as well as Title IX and Section 504 of the Rehabilitation Act of 1973.
http://www.valdosta.edu/catalog/0506/ugrad/ungrad_whole_catalog.pdf
<>Students requesting classroom accommodations or modifications because of a documented disability must contact the Access Office for Students with Disabilities (http://www.valdosta.edu/ssp/) in 1115 Nevins Hall, 229.245.2498 (voice) and 229.219.1348 (tty).INSTRUCTOR
<>Dr. Paula WolfteichDept. Of Psychology and Counseling
1500 N. Patterson St, Valdosta
Continuing Education Building Rm 308
Phone: (229) 333-5979
Office hours: Tues. 1-3 pm
Wed. 3 -5 pm
Thurs. 11-2pm
E-mail: pwolftei@valdosta.edu
PSYC 7100 Section A
TENTATIVE COURSE OUTLINE:
DATE |
TOPIC |
CHAPTER |
8/17 |
Overview of syllabus History/Theories of Intelligence Testing Protocol /Test Kit procedures |
Sattler Ch.1,2,5 |
8/24 |
Statistics and Measurement General testing guidelines Overview of WAIS-III Lab: Test evaluation |
Sattler Ch. 4, 12 Read WAIS-III manual |
8/31 |
Ethics WAIS-III demonstration and subtest review Lab: Practice WAIS-III subtests |
Sattler Ch. 3 |
9/7 |
Draw numbers to demonstrate subtests Lab: Scoring and Interpretation of WAIS-III |
Practice WAIS-III (WA) protocol due Sattler Ch. 13
|
9/14 |
Report Writing · Background information · Behavioral Observations · Test Results and Interpretation · Recommendations Lab: Report critique assignment |
Sattler Ch 21 Kamphaus Ch. 18 WA1 due |
9/21 |
Overview of WISC IV WISC-IV Subtest review Lab: Brief review for test (Ch 1-5, 12,13) |
Sattler Ch 7 Sattler & Dumont Ch. 1-3 WA2 due
|
9/28 |
MIDTERM Switch test kits |
WA3 due
|
10/5 |
Scoring and Interpretation of WISC-IV Lab: Practice WISC-IV subtests Draw numbers to demonstrate subtests |
WA4 due Read WISC manual Sattler & Dumont Ch. 4 |
DATE |
TOPIC |
CHAPTER |
10/12 |
Overview and demonstration of WJ III (standard battery) Lab: Review of fine motor skills assessment (VMI, DAP, Bender); Overview and use of Vineland |
Practice WISC IV (WI) protocol due Kaufman & Lichtenberger Ch. 14 Read WJ III Cognitive Tests of Abilities manual
|
10/19 |
WJ III standard battery subtest review Lab: Practice WJ III standard subtests |
WI 1 due Video of WAIS-III due |
10/26 |
Draw numbers to demonstrate subtests WJ III: Extended battery subtests Lab: Overview and demonstration of NNAT Practice NNAT |
Read NNAT ManualPractice WJ III due WI2 due |
11/2 |
Scoring and Interpretation of WJ III Lab: Report Writing-WJ III |
WI3 dueNNAT 1 due WJ1 due
|
11/9 |
Alternative cognitive tests: SB IV, DAS, KAITLab: Practice alternative tests |
WI4 due WAIS Report due Sattler Ch. 16 |
11/16 |
Cultural issues in Testing Special Populations Lab: Feedback on WAIS Report given for corrections |
Rushton & Jensen (2005) article Sattler Ch 19, 20 Kamphaus Ch 19, 20 WJ2 due NNAT 2 dueVideo of WISC IV due
|
11/23: THANKSGIVING BREAK- NO CLASS |
||
11/30 |
Oral presentations Lab: Giving diagnostic and testing feedback Final Take-home exam given |
Final version of WAIS Report dueWISC Report due |
12/7 |
Final due by 5 pm |
WJ Report due by 5 pm |
Program |
Course |
Program Outcome |
Activity |
Assessment |
M.S. Clinical-Counseling Psychology Degree |
Intellectual Assessment(PSYC 7100) |
1. Competence in appropriate assessment practices and issues
|
Lecture, discussion, assigned text readings, videotape training, lab practice activities, scoring and administration assignments |
Exams, evaluation of videotapes, reports and protocols. The instructor uses appropriate grading criteria to evaluate students’ work. |
3. Knowledge of DSM diagnostic criteria skill
|
Lecture, discussion, assigned text readings, Class case conceptualization activities, written reports |
Exams, evaluation of reports. The instructor uses appropriate grading criteria to evaluate students’ work. |
||
7. Integration of information from several sources (e.g., testing, interviews, observations, etc.) in the writing of assessment reports |
Lecture, discussion, assigned text readings, lab activities related to report writing, reports, oral presentations |
Exams, evaluation of reports, oral presentations and other assignments. The instructor uses appropriate grading criteria to evaluate students’ work. |
||
10. Knowledge and awareness of the needs of a culturally diverse clientele |
Lecture, discussion, assigned text readings, videotape trainings |
Exams, evaluation of reports and case conceptualizations, The instructor uses appropriate grading criteria to evaluate students’ work. |
||
11. Understanding of ethical issues and resolution of moral dilemmas |
Lecture, discussion, assigned text readings |
Exams and assignments. The instructor uses appropriate grading criteria to evaluate students’ work |
||
Program |
Course |
Program Outcome |
Activity |
Assessment |
2.2 School psychologists have knowledge of behavioral, mental health, collaborative, and/or other consultation models and methods and of their application to particular situations. School psychologists collaborate effectively with others in planning and decision-making processes at the individual, group, and system levels. |
Lecture, discussion, assigned text readings, lab activities, oral presentations |
Exams, evaluation of reports, oral presentations and other and assignments. The instructor uses appropriate grading criteria to evaluate students’ work. |
||
2.3 School psychologists have knowledge of human learning processes, techniques to asses these processes, and direct and indirect services applicable to the development of cognitive and academic skills. School psychologists, in collaboration with others, develop appropriate cognitive and academic goals for students with different abilities, disabilities, strengths, and needs; implement interventions to achieve those goals; and evaluate the effectiveness of interventions. Such interventions include, but are not limited to, instructional interventions and consultation. |
Lecture, discussion, assigned text readings, lab activities, oral presentations, report writing |
Exams, evaluation of reports and presentations. The instructor uses appropriate grading criteria to evaluate students’ work. |
||
Program |
Course |
Program Outcome |
Activity |
Assessment |
2.5 School psychologists have knowledge of individual differences, abilities, and disabilities and of the potential influence of biological, social, cultural, ethic, experiential, socioeconomic, gender-related, and linguistic factors in development and learning. School psychologists demonstrate the sensitivity and skills needed to work with individuals of diverse characteristics and to implement strategies selected and/or adapted based on individual characteristics, strengths, and needs. |
Lecture, discussion, assigned text readings, videotape trainings |
Exams, evaluation of reports and case conceptualizations, The instructor uses appropriate grading criteria to evaluate students’ work. |
Outcomes -- M.S. Clinical/Counseling Program
Upon successful completion of the program, students will demonstrate:
1. competence in appropriate assessment practices and issues.
2. the use of technology in assessment and knowledge about its limitations.
3. knowledge of DSM diagnostic criteria, skill at applying diagnostic techniques appropriately, and awareness of issues relevant to specific diagnostic categories.
4. the ability to prevent psychological problems through alteration of pathological environments and early intervention.
5. appropriate use of interventions at the individual and systems levels
6. skill in conducting interviews in several formats including intake, diagnostic, crisis, and termination.
7. the integration of information from several sources (e.g., testing, interviews, etc.) in the writing of assessment reports and intervention notes and plans.
8. active and skillful consultation with other professionals and consumers.
9. knowledge and awareness of current issues in the field of psychology and mental health (e.g., neuropsychological assessment, substance abuse treatment, managed care practice, health psychology, and other relevant issues).
10. awareness of the needs of a culturally diverse clientele.
11. ethical decision-making and resolution of moral dilemmas.
12. articulation of the scientific method and knowledge of research and statistical terminology, and the ability to critically evaluate research based on methodology used and conclusions drawn.
Goals and Objectives reordered with NASP Standards by Course for Program Evaluation Process (2003-2005 Student Handbook Revisions )
Program Objectives (NASP 2000 area)
2.1 School psychologists have knowledge of varied models and methods of assessment that yield information useful in identifying strengths and needs, in understanding problems, and in measuring needs and accomplishments. School psychologists use such models and methods as part of a systematic process to collect data and other information, translate assessment results into empirically based decisions about service delivery, and evaluate the outcomes of services. Data based decision-making permeates every aspect of professional practice.
2.2 School psychologists have knowledge of behavioral, mental health, collaborative, and/or other consultation models and methods and of their application to particular situations. School psychologists collaborate effectively with others in planning and decision-making processes at the individual, group, and system levels.
2.3 School psychologists have knowledge of human learning processes, techniques to asses these processes, and direct and indirect services applicable to the development of cognitive and academic skills. School psychologists, in collaboration with others, develop appropriate cognitive and academic goals for students with different abilities, disabilities, strengths, and needs; implement interventions to achieve those goals; and evaluate the effectiveness of interventions. Such interventions include, but are not limited to, instructional interventions and consultation.
2.4 School psychologists have knowledge of human development processes, techniques to assess these processes, and direct and indirect services applicable to the development of behavioral, affective, adaptive, and social skills. School psychologists, in collaboration with others, develop appropriate behavioral, affective, adaptive, and social goals for students of varying abilities, disabilities, strengths, and needs; implement interventions to achieve those goals; and evaluate the effectiveness of interventions. Such interventions include, but are not limited to, consultation, behavioral assessment/intervention, and counseling.
2.5 School psychologists have knowledge of individual differences, abilities, and disabilities and of the potential influence of biological, social, cultural, ethic, experiential, socioeconomic, gender-related, and linguistic factors in development and learning. School psychologists demonstrate the sensitivity and skills needed to work with individuals of diverse characteristics and to implement strategies selected and/or adapted based on individual characteristics, strengths, and needs.
2.6 School psychologists have knowledge of general education, special education and related services. They understand schools and other settings as systems. School psychologists work with individuals and groups to facilitate policies and practices that create and maintain safe, supportive, and effective learning environments for children and others.
2.7 School psychologists have knowledge of human development and psychopathology and of associated biological, cultural, and social influences on human behavior. School psychologists provide or contribute to prevention and intervention programs that promote the mental health and physical well-being of students.
2.8 School psychologists have knowledge of family systems, including family strengths and influences on student development, learning, and behavior, and of methods to involve families in education and service delivery. School psychologists work effectively with families, educators, and others in the community to promote and provide comprehensive services to children and families.
2.9 School psychologists have knowledge of research, statistics, and evaluation methods. School psychologists evaluate research, translate research into practice, and understand research design and statistics in sufficient depth to plan and conduct investigations and program evaluations for improvement of services.
2.10 School psychologists have knowledge of the history and foundations of their profession; of various service models and methods; of public policy development applicable to services to children and families; and of ethical, professional, and legal standards. School psychologists practice in ways that are consistent with applicable standards, are involved in their profession, and have the knowledge and skills needed to acquire career-long professional development .
2.11 School psychologists have knowledge of information sources and technology relevant to their work. School psychologists access, evaluate, and utilize information sources and technology in ways that safeguard or enhance the quality of services.
Informed Consent
for Assessment of Child/Adolescent
I, ________________________________, do hereby give the student examiner
(Parent/Legal Guardian if examinee is a minor)
(named below) permission to assess the examinee listed below (said minor). I understand that I will not be informed of assessment results. The test administrator is a student in a graduate psychology program at Valdosta State University and is in the process of learning to administer this test; therefore test results may not be reliable or valid. I do hereby release and discharge Valdosta State University, faculty and staff members of Valdosta State University and the undersigned student examiner from all claims, demands and causes of action, either legal or equitable, which may hereafter arise as a results of or in relation to testing, psychological assessment or reports thereof with the examinee whose name appears above. In addition, by signing this document I hereby testify that I have read and understand the above information.
Examinee’s/Child’s Signature Date
Examinee’s Printed Name
Parent/Legal Guardian Date
Parent’s/Legal Guardian’s Printed Name
Student Examiner Date
Informed Consent
for Assessment
and Videotaping of Test Session
Child/Adolescent
I, ________________________________, do hereby give the student examiner
(Parent/Legal Guardian if examinee is a minor)
(named below) permission to assess the examinee listed below (said minor). I understand that I will not be informed of assessment results. The test administrator is a student in a graduate psychology program at Valdosta State University and is in the process of learning to administer this test; therefore test results may not be reliable or valid. In addition, I grant permission to have the testing session videotaped and understand that the tape will only be viewed by the student examiner and the course instructor, Dr. Paula Wolfteich. I do hereby release and discharge Valdosta State University, faculty and staff members of Valdosta State University and the undersigned student examiner from all claims, demands and causes of action, either legal or equitable, which may hereafter arise as a results of or in relation to videotaping, testing, psychological assessment or reports thereof with the examinee whose name appears above. In addition, by signing this document I hereby testify that I have read and understand the above information.
Examinee’s/Child’s Signature Date
Examinee’s Printed Name
Parent/Legal Guardian Date
Parent’s/Legal Guardian’s Printed Name
Student Examiner Date
Informed Consent
for Assessment of Adult
I, ________________________________, as the individual whose signature appears below, do hereby agree to participate as a practice examinee for the student examiner (named below). I understand that I will not be informed of assessment results. The test administrator is a student in a graduate psychology program at Valdosta State University and is in the process of learning to administer this test; therefore test results may not be reliable or valid. I do hereby release and discharge Valdosta State University, faculty and staff members of Valdosta State University and the undersigned student examiner from all claims, demands and causes of action, either legal or equitable, which may hereafter arise as a results of or in relation to testing, psychological assessment or reports thereof with the examinee whose name appears above. In addition, by signing this document I hereby testify that I have read and understand the above information.
Examinee’s Signature Date
Examinee’s Printed Name
Student Examiner Signature Date
Informed Consent
for Assessment
and Videotaping of Test Session
Adult
I, ________________________________, as the individual whose signature appears below, do hereby agree to participate as a practice examinee for the student examiner (named below). I understand that I will not be informed of assessment results. The test administrator is a student in a graduate psychology program at Valdosta State University and is in the process of learning to administer this test; therefore test results may not be reliable or valid. In addition, I grant permission to have the testing session videotaped and understand that the tape will only be viewed by the student examiner and the course instructor, Dr. Paula Wolfteich. I do hereby release and discharge Valdosta State University, faculty and staff members of Valdosta State University and the undersigned student examiner from all claims, demands and causes of action, either legal or equitable, which may hereafter arise as a results of or in relation to videotaping, testing, psychological assessment or reports thereof with the examinee whose name appears above. In addition, by signing this document I hereby testify that I have read and understand the above information.
Examinee’s Signature Date
Examinee’s Printed Name
Student Examiner Date