apce 673-700 appr. & assess. in counseling (3)...
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An Interactive Syllabus for
APCE 673-700 Appr. & Assess. in Counseling (3)
CRN: 40679
Location: Denver, CO (Lowry)
Dates: July 8-10 & 22-24
Fri: 4-10, Sat: 8-5, Sun: 8-4
3.0 Credit Hours
Instructor: Dr. Brian D. Johnson e-mail: [email protected]
Phone: (970) 351-2209/Cell (970) 371-7822
(970) 351-2625 (fax)
Required Text:
Whiston, S. C. (2013). Principles and applications of assessment in counseling (4th ed.).
Belmont, CA: Brooks/Cole.
PLEASE NOTE: A 5th Edition of the Whiston text is scheduled to be published in 2016; Either
edition will be acceptable.
Instructor Course Pack. The course pack will be made available on Blackboard for this
course prior to the first day of class. This course pack is intended to be a supplement to my
lecture notes and does not need to be read before class.
Required Readings:
Readings will be posted on Blackboard and you will have access 4 weeks prior to class. (See
Required Reading List on last page).
Catalog Description:
This course features an overview of individual and group approaches to assessment used by
professional counselors. Course participants evaluate instruments, interpret results, and
demonstrate knowledge of psychometric properties.
Course Objectives: The purpose of this course is to provide students with the knowledge and
skills to perform and evaluate psychological assessment (defined broadly) based upon theoretical,
empirical, and practical considerations in a multicultural society. The objectives of the course
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include the below knowledge and skill outcomes.
Knowledge and Skill Outcomes: Upon successful completion of this course students will:
1. Understand historical perspectives concerning the nature and meaning of assessment
(CACREP II.G.7.a).
2. Know basic concepts of standardized and nonstandardized testing and other assessment
techniques, including norm-referenced and criterion-referenced assessment, environmental
assessment, performance assessment, individual and group test and inventory methods,
psychological testing, and behavioral observations (CACREP II.G.7.b).
3. Understand statistical concepts, including scales of measurement, measures of central
tendency, indices of variability, shapes and types of distributions, and correlations
(CACREP II.G.7.c).
4. Understand reliability (i.e., theory of measurement error, models of reliability, and the use
of reliability information) (CACREP II.G.7.d).
5. Understand validity (i.e., evidence of validity, types of validity, and the relationship
between reliability and validity) (CACREP II.G.7.e).
6. Understand social and cultural factors related to the assessment and evaluation of
individuals, groups, and specific populations (CACREP II.G.7.f).
7. Understand ethical strategies for selecting, administering, and interpreting assessment and
evaluation instruments and techniques in counseling (CACREP II.G.7.g).
8. Understand the importance of research in advancing the counseling profession (CACREP
II.G.8.a).
9. Understand statistical methods used in conducting research and program evaluation
(CACREP II.G.8.c).
Course Content: This course is designed to meet the CACREP 2009 Standards for Assessment
(Section II.G.7). Course content includes the history of assessment procedures, types of
assessment, technological applications of assessment, culturally appropriate/sensitive assessment,
basic statistical procedures, appropriate assessment selection, types of psychological tests (i.e.
intellectual, academic, achievement, personality, behavior rating scales, adaptive behavior
scales), diagnostic interview techniques, and responsible and ethical use of assessments.
Methods: Methods of instruction include, but are not limited to the following: readings, lectures,
classroom discussions, exams, paper/report, presentations, role plays, and classroom activities.
Course Components:
1. Description of the measurement and interpretive characteristics of major intelligence
and personality assessment instruments.
2. Interpretation of each test and integration of test findings including implications for
treatment/interventions.
3. Definition of current controversies and issues in psychological testing.
4. Awareness of alternate tests and assessment techniques and sources of information
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about tests and testing.
5. Practice writing reports using observations and social history data
Course Requirements:
Class Presentation (25 points):
Students will select a testing instrument to present in class. Presentations will be
approximately 30 minutes in length. Prior to your presentation, you will administer,
score and interpret your test. You should then incorporate what you learned into your
presentation (see Guidelines for Test Presentation and Test Presentation Scoring Rubric).
This instrument will be used in the psychological report write up below.
A very useful link is this assignment is the Mental Measurement Yearbooks from the Buros
Institute. You can get free reviews from the Mental Measurement Yearbook by going
through the UNC Library. http://library.unco.edu/dbasesalph.htm#m
Psychological Report Write-up (20 points):
Students will write a brief (3-5 page) psychological report consisting of Identifying
Information, Reason for Referral, Background History, Behavioral Observations (including
Mental Status Examination), Tests Administered, Test Results, Summary, Diagnostic
Impressions, and Recommendations. The assessment results to be reported will be the same
as the the assessment presented on for your class presentation (Worth 20 points).
Quizzes (25 points each/50 points total):
There will be 2 quizzes assessing information from the readings and lectures. Quizzes will
be in a short-answer and multiple-choice format. They will assess both factual and applied
knowledge.
Take Home Portion of Final Quiz (worth 10 of 25 points):
Write a reflection paper (2-3 pages) where each student will reflect/consider the
following: 1) what is the role of assessments in the lives of counselors; 2) what
considerations are there for using various assessments in counseling (i.e., statistically,
culturally, and in regards to treatment planning)? This is to be typed and handed in the
day of the final exam. This paper will be included in documentation for your Student
Learning Outcomes.
Class Participation: Class participation will be determined by your punctual attendance, level
of preparation before class sessions, questions you ask during student class presentations
(Worth 5 points).
PLEASE NOTE: I will assume that everyone has completed the assigned readings before class. I
am updating my instructor Course Pack which will serve as a reference and outline for some of my
lectures. It will be sent out over the student list serve prior to our first class meeting. Your
Interactive Syllabus also has many links to assessment related websites. You will want to familiarize
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yourself with all this material as well.
Policy on Plagiarism
Plagiarism is the act of appropriating the written, artistic, or musical composition of another, or
portions thereof; or the ideas, language, or symbols of same and passing them off as the product of
one's own mind. Plagiarism includes not only the exact duplication of another's work but also the
lifting of a substantial or essential portion thereof (This is the UNC definition). With regard to
written work, statements that paraphrase or summarize the work of another, along with other
information that is not considered common knowledge, must be properly cited in the text of a
document, and the source included in the reference list at the end. If a direct quotation, the citation in
the text must include the exact page numbers from the original source. The original source must also
be listed at the end of work. Quotation marks or a proper form of indentation shall be used to
indicate all direct quotes. All referencing is done, of course, according to APA Style. Regarding class
projects, you are not to use as the bulk of your presentation the completed works of faculty members,
imported documents from other authors, or works from websites, or any other body of work in which
you are not the author. Of course, with proper referencing, you can import portions of such works
and websites to enhance and illustrate your presentation, and you can provide references to these
other works for students who have an interest in pursuing a topic further. Students who have engaged
in the act of plagiarism will be given in an “F” in that course. The matter will then be taken up by the
School’s Review and Retention Committee. The decision of the Committee with regard to plagiarism
includes the possibility that the student be dismissed from his or her respective program and from
UNC.
Accommodations Statement
Students who believe that they may need accommodations in this class are encouraged to
contact the Disability Support Services, voice/TTY (970) 351-2289, or fax (970) 351-4166, or visit
www.unco.edu/dss as soon as possible to ensure that accommodations are implemented in a timely
fashion.
Inclusivity Statement
The College of Education and Behavioral Sciences (CEBS) supports an inclusive learning
environment where diversity and individual differences are understood, respected, appreciated, and
recognized as a source of strength. We expect that students, faculty, administrators and staff within
CEBS will respect differences and demonstrate diligence in understanding how other peoples’
perspectives, behaviors, and worldviews may be different from their own.
Sexual Misconduct/Title IX Statement
The University of Northern Colorado prohibits and will not tolerate sexual misconduct or
gender-based discrimination of any kind. UNC is legally obligated to investigate sexual misconduct
(including, but not limited to sexual assault, sexual harassment, stalking, and intimate partner
violence). If you disclose an incident of sexual misconduct to a faculty member, they have an
obligation to report it to UNC’s Title IX Coordinator. “Disclosure” may include communication in-
person, via email/phone/text message, or through in/out of class assignments. If you wish to speak
confidentially about an incident of sexual misconduct, please contact the UNC Counseling Center
(970-351-2496) or the Assault Survivors Advocacy Program (970-351-4040). If you would like to
learn more about sexual misconduct or report an incident, please visit
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www.unco.edu/sexualmisconduct.
Portable Electronic Devices
Please extend courtesy to your instructor and fellow students by turning off your portable
electronic devises such as: cell phones, pagers, and IPods. Also, please avoid text-messaging
during class. Your personal electronic devices should not be on your desks. If you know that
you may need to accept an emergency phone call during class or if you have children in
childcare or school, please let the instructor know. If you need to take a phone call during class,
please step out of the classroom. Thank you.
Missing or Being Late for Class (or Returning Late from Class Breaks)
Missing class without getting prior approval will result in an unexcused absence. Each
unexcused absence will result in a one letter grade deduction from your final grade. Being tardy for
class (more than 10 minutes late) three or more times will be counted as one unexcused absence.
Grading
A 93% to 100% C 73% to 76%
A- 90% to 92% C- 70% to 72%
B+ 87% to 89% D+ 67% to 69%
B 83% to 86% D 63% to 66%
B- 80% to 82% D- 60% to 62%
C+ 77% to 79% F Below 60%
Course Calendar:
Date
Topic
Readings
Assignment Due 1st Friday
Principles of Assessment
Assessment in counseling
Basic Assessment Principles
Reliability
Validity & Item Analysis
Chapters 1,2,3 & 4
Assignment of tests to be
presented for In Class
Presentations.
1st Saturday
Selecting, Administering, Scoring
and Communicating Assessment
Results
Initial Assessment in Counseling
Behavioral Assessment
Psychological Reports
Chapters 5 & 6
Time to review your test
1st Sunday
Intellignece & General Ability
Testing. (Weschler Intelligence
Scales, Academic Achievement
Testing, Wechsler Memory Scale)
Chapters 7 & 8
Quiz 1: Covering Readings
& Lectures
Background Information/
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Behavioral Observation
Report are due by Noon
on Monday 2nd Friday
Appraisal of Personality (MMPI-II,
MCMI-III, PAI).
Projective Tests (TAT, Rorschach)
Class Presentations
Chapters 10 & 12
2nd Saturday
Ethics in Testing
Assessment with Diverse Populations
Testing Bias
Contemporary Issues in Testing
Neuropsychological Testing
Class Presentations
Chapters 14 & 15
2nd Sunday
Using Assessment in Counseling
Psychological Assessment and
Treatment Planning
Assessment in Marriage and Family
Counseling
Class Presentations
Course Wrap-Up
Chapters 13 & 11
Quiz 2: Covering Readings
& Lectures
PLEASE NOTE: Course Calendar is subject to change at the instructor’s discretion.
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Tests to be Discussed
Intelligence
Wechsler Adult Intelligence Scale – 4th Edition (WAIS-IV)
Wechsler Intelligence Scale for Children – 5th Edition (WISC-V)
Academic Achievement
Wechsler Individual Achievement Test – 3rd Edition (WIAT-III)
Wide Range Achievement Test 4 (WRAT-4)
Objective Tests of Personality
Minnesota Multiphasic Personality Inventory - 2nd Edition (MMPI-II)
Minnesota Multiphasic Personality Inventory - Adolescent (MMPI-A)
Millon Clinical Multiaxial Inventory (MCMI-III)
Personality Assessment Inventory (PAI)
Behavior Checklists
Child Behavior Checklist (CBCL)
Parenting Stress Inventory 4th Edition (PSI-4)
Behavioral Assessment System for Children 3rd Edition (BASC-3)
Conner’s Scales
Projective Tests Projective Drawings
Rorschach Draw-A-Person Test (DAP)
Thematic Apperception Test (TAT) House-Tree-Person Test
Children’s Apperception Test (CAT) Draw-A-Family Test
Kinetic Family Drawing
Neuropsychological Testing
Memory Functioning:
Wechsler Memory Scale-4th Edition (WMS-IV)
Language Functioning:
Peabody Picture Vocabulary Tests-4th edition (PPVT-IV)
Attention/Concentration Testing:
Continuous Performance Tests 3rd Edition (CPT-3)
Stroop Color and Word Test
Emotional Functioning:
Beck Depression Scale, Anxiety Scale and Hopelessness Scale
Outcome Questionnaire
Adaptive Behavior Testing-2nd Edition
Vineland Adaptive Behavior Survey
Cognitive Malingering
Validity Indicator Profile (VIP)
Test of Memory and Malingering (TOMM)
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Guidelines for Test Presentation 1. Description of the Instrument
Stated purpose of the instrument
Population for whom the test is intended (e.g., age range, specific concerns).
Number and nature of items, subtests, scales
Physical description of instrument (e.g., size, types of pieces, etc.)
Types of scores provided (e.g., standard scores, percentiles, age-equiv.).
2. Theoretical Orientation
Provide a theoretical orientation for the instrument.
How well does the instrument assess the author’s theoretical orientation?
3. Standardization
Describe the standardization process
How was the normative sample selected?
Was there adequate representation from people for whom the test was intended?
4. Psychometric Properties
Describe the reliability estimates for your instrument
Describe the validity evidence for your instrument
Is the psychometric data sufficient so support the use of your instrument?
What does the MMYB say?
5. Administration
Describe and critique the administration process.
What are the necessary examiner qualifications?
Administration time.
Ease of administration for examiner and/or examinee.
Are administration procedures clear and easily understood?
Are test items worded appropriately for the intended population?
6. Miscellaneous
How interesting are the test items?
How useful is the information derived?
If the opportunity arose, would you use this instrument in the future? Why or why
not?
NAME _____________________________________
Test Presentation Scoring Criteria
Presentation should be 25-30 minutes long
Administer, score and interpret your test and incorporate what you learned into your discussion.
Provide a handout for the class which summarizes your findings.
1. Description of Instrument
Purpose of Instrument? Intended Population? #/nature of items/scales? Physical Description? Types of Scores?
____/5 2. Theoretical Orientation
Theoretical Orientation? Measure theory?
____/1
3. Standardization
Standardization process? Select Norm Sample? Representation?
____/5
4. Psychometric Properties
Reliability (type)? Validity (type)? Adequacy? MMYB?
____/6
5. Administration
Process? Qualifications? Time? Ease? Understandability? Appropriate?
____/6
6. Miscellaneous
Interesting? Usefulness? Use again?
____/2
TOTAL SCORE
____/25
Comments:
Background Information/Behavioral Observation Report Evaluation Form
Name:____________________________ Demographic Information:
Name, Age, DOB, Education, Date of
Report, Evaluator, Parents/Address
0 1
Reason For Referral:
Stated Reason for Evaluation
0 1 Background Information:
Statement regarding where info came
from
0 1
Information relevant to Reason for
Referral (e.g., Developmental History,
Family History, Academic History,
Psychiatric History, Occupational
History, etc.) As collected on the UNC
intake form.
0 1 2 3 4
Behavioral Observations:
Description of client’s behavior
DURING intake/testing testing
procedures (clear & relevant).
0 1 2
Tests Administered:
List the assessments you gave in order
in which they appear in the results
sections.
0 1
Test Results:
Provide the results from the assessment
and discuss what the results mean.
0 1 2 3
Summary:
Provide a concise summary of the
information reported. No new
information should be found.
0 1 2
Diagnostic Impressions:
Provide a DSM-V diagnosis.
0 1
Recommendations:
Recommendations written in the format
of 1) what was found, 2) what is being
recommended, and 3) how the
recommendation can be carried out.
0 1 2
Writing and Style:
Grammar/Spelling, concise, absence of
colloquial expressions, inconsistencies,
and excessive jargon.
0 1 2
Total Rating: 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Additional Readings
Ægisdóttir, S., Spengler, P. M., & White, M. J. (2006). Should I pack my umbrella? Clinical
versus statistical prediction of mental health decisions. The Counseling Psychologist, 34, 410-419.
American Psychological Association (2012). Guidelines for assessment of and intervention with persons with
disabilities. American Psychologist, 67, 43-62. doi: 10.1037/a0025892.
Bethune, M. & Johnson, B.D. (2013). Predicting counselor's academic and internship outcomes: Evidence for the
incremental validity of the MMPI-2. Training & Education in Professional Psychology, 7, 257-266.
doi:10.1037/a0033025
Jobes, D. A., & Drozd, J. F. (2004). The CAMS approach to working with suicidal patients.
Journal of Contemporary Psychotherapy, 34, 73-85.
Kirk, R.E. (2001). Promoting good statistical practices: Some suggestions. Educational and Psychological
Measurement, 61, 213-218. doi: 10.1177/00131640121971185
Polanski, P. J., & Hinkle, J. S. (2000). The mental status examination: Its use by professional
counselors. Journal of Counseling & Development, 78, 357-364.
Spengler, P. M., White, M. J., Ægisdóttir, S., Maugherman, A. S., Anderson, L. A., Cook, R. S.,
et al. (2009). The meta-analysis of clinical judgment project: Effects of experience on judgment accuracy. The
Counseling Psychologist, 37, 350-399.