SUBJECT

Assessing Cognitive Abilities

practical

master

Faculty of Education and Psychology

5

Semester 3

Autumn semester

Aim of the course:

The course covers theoretical and practical aspects of assessing cognitive abilities in order to enable students successfully completing course requirements to develop skills to plan assessment, select tests fitting assessment goals/questions and needs, administer tests in a professional manner, utilize CHC theory in interpreting test result and reporting them identifying possible  main points of intervention.

Learning outcome, competences

knowledge:

• Knows those quantitative and qualitative methods that can be used to examine and interpret a variety of psychological and cultural phenomena.
• Has acquired the specialized knowledgeof developmental and clinical child psychology at a high level.

attitude:

• Takes into account historical, culturaland social determinants in the course of professional work.
• Is open to an interdiscipinary approach in the area of expertise.
• eeks to adhere to professional standards in communication.

skills:

• Is able to formlate questions to addressto assess the necessary and relevant phenomena of psychological issuesand phenomena – process and analyze resulting data in accordance with the standards of the profession.
• Is able to interpret results with professional relevance.
• Is able to analyze the data and find new relationships.
• Can work independently in the area of developmental and clinical child psychology, and perform multi-faceted and critical analysis.

Content of the course

Topics of the course

• An overview of the development of theories of intelligence and its psychometric approach; The evolution of CHC theory; An overview of broad and narrow abilities and tests in the test batteries
• gap between theory-and practice, comparing and contrasting Carroll’s and Cattell /Horn’s theory, broad vs. narrow abilities, stratum
• Administering standard end extended tests of WJ IV Cognitive Abilities
• basic rules of test administration, administration, scoring and their adaptation to special needs; description of broad and narrow abilities in the specific tests; considerations and performance implications, consequences for instruction
• Scores available for tests and clusters; Levels of and steps interpretation in WJ IV; Using WJ IV Online Scoring & Reporting; Interpretation of results for WJ IV and writing a report
• raw-scores, age vs grade-equivalent norms with and without confidence bands, Rasch scores and W difference, Percentile Ranks with and without confidence bands, Relative Proficiency Indexes, Standard Scores with and without confidence bands, Normal Curve Equivalents, Stanines, Standard T-Scores, z-scores, W Scores, and W difference scores; descriptive results: Cognitive Academic Language Proficiency [CALP], Proficiency, Developmental Zones, composite scores; main parts of a report; matching length and language to the purpose of the report, discrepancy procedures
• Further psychometric tests operationalizing the CHC theory; Interpreting results of WISC IV
• DAS II,CAS II, Binet V, WJ IV Oral Language, ECAP, Tests of Achievement, WISC IV and interpreting results utilizing CHC theory; levels of interpretation, index scores: Verbal Comprehension Index, Perceptual Reasoning Index, Working Memory Index, Processing Speed Index, General Ability Index, Cognitive Proficiency Index, Full Scale Intellectual Abilities, interpreting according to CHC theory
• Selection of tests for complex assessment; Utilizing the RTI framework Theory and practice of cross-battery assessment; Special populations and WJ IV and WISC IV
• points to consider: basic reliability, within battery and cross-battery g loading and specificity, test floor and -ceiling; item grading and Gf-Gc classifications; giftedness, intellectual disability, specific learning disability, autism, ADHD, language disabilities

Learning activities, learning methods

• small-group work, group-work, pair-work, student presentation,whole-group discussions

Evaluation of outcomes

Learning requirements, mode of evaluation, criteria of evaluation:

requirements

• Attendance complying to ELTE Study and Exam Guide requirements (max 3. missed classes). Please be aware that this is a relatively smaller class, thus active student participation is necessary for mutual success – especially in instances of pair-work (see detailed syllabus).
• Presentation in the last month of the semester on assessment issues regarding a chosen special population (in pairs) ( max. 10 points)
• Administer the WJIV General Intellectual Ability to three subjects and submit the test records for evaluation (3 x 10 points) – to be handed in by the last week of November in paper-based form
• Write a report from one of the test-records previously handed-in (max. 30 points) ­– Handed in via e-learning by the end of the study period of the semester
• successfully complete (min 60%) a mid-term written exam on CHC theory – max. 30 points

mode of evaluation: grades on 1-5

Overall practical mark for course:

0-60 points – 1 (fail); 61-70 points – 2 (pass); 71-80 points – 3 (satisfactory); 81-90 points – 4 (good); 91-100 points – 5 (excellent)

criteria of evaluation:

• Mid-term test on CHC theory (max 30 points) – 1 point for each correct answer
• Presentation (max 30 points)key-points regarding test-administrationto the given special population are covered (10 points); important special considerations mentioned and relevant literature mentioned (10 points); presentation activates audience (5 points); presentation easy to follow (5 points)
• Test records (max. 3x10 points): 1 point deduction for every mistake that violates administration and/or scoring procedures
• Report (max. 30 points): contains all components of a psychological report (10 points), reports test results in a professional manner, adhering to conventions and utilizes different levels of interpretation of scores (5 points) interprets the meaning of different types of scores precisely, linking it to and reflecting on the initial questions to be answered by the assessment (10 points), links interpretation tolinks recommendations to interpretation of results reflecting on the original question(s) to be answered by the assessment (5 points) .

Compulsory reading list

• Flanagan, D.P.& Alfonso, V.C. (2016). WJ IV Clinical Use and Interpretation: Scientist-Practitioner Perspectives London: Elselvier. ISBN13: 9780128021101
• Flanagan, D.P. & Harrison, P.L. (Eds.) (2012) Contemporary intellectual assessment: Theories, tests, and issues (3rd Edition). New York, NY: Guilford Press.
• Weiner, I.B., Graham, J.R., & Naglieri, J.A. (2003). Handbook of Psychology (Volume 10) Assessment Psychology. (Chapters 1-9. pp. 1-218) London: John Wiley and Sons. ISBN-13: 978-0470891278
• Prifitera, A., Saklofske, D. H., & Weiss, L. G. (2008).WISC-IV clinical assessment and intervention. London: Elsevier.  ISBN-9780123736260 

Recommended reading list

• McGrew, K. S., LaForte, E. M., & Schrank, F. A. (2014). Appendix A: Cattell-Horn-Carroll Theory of Cognitive Abilities Definitions. Technical Manual. Woodcock- Johnson IV. (p. 243-252) Rolling Meadows, IL: Riverside.
• McGrew, K. S. (2009). CHC theory and the human cognitive abilities project: Standing on the shoulders of the giants of psychometric intelligence research. Intelligence, 37(1), 1-10.
• Mather, N., & Wendling, B. J. (2014). Examiner’s manual: Woodcock-Johnson IV Tests of Cognitive Abilities. Rolling Meadows, IL: Riverside.
• Mather, N., & Wendling, B. J. (2014). Examiner’s manual: Woodcock-Johnson IV Tests of Cognitive Abilities. Rolling Meadows, IL: Riverside.
• Dumont, R. Willis, J.O. and Walrath, R. (2016) Clinical Interpretation of the Woodcock–Johnson IV Tests of Cognitive Abilities, Academic Achievement, and Oral Language. In D.P.Flanagan & V.C. Alfonso (Eds.). WJ IV Clinical Use and Interpretation: Scientist-Practitioner Perspectives (38-71.pp.) London: Elsevier
• Mather, N., & Wendling, B. J. (2014). Examiner’s manual: Woodcock-Johnson IV Tests of Oral Language. Rolling Meadows, IL: Riverside.
• Chen, H., Keith, T., Chen, Y., & Chang, B. (2009). What does the WISC-IV measure? Validation of the scoring and CHC-based interpretative approaches. Journal of Research in Education Sciences, 54(3), 85-108.
• Keith, T. Z., Fine, J. G., Taub, G. E., Reynolds, M. R., & Kranzler, J. H. (2006). Higher order, multisample, confirmatory factor analysis of the Wechsler Intelligence Scale for Children: What does it measure? School Psychology Review, 35(1).
• Flanagan, D. P., Ortiz, S. O., & Alfonso, V. C. (2007). Overview. In Essentials of cross-battery assessment (2nd ed. 1-37 pp.). Hoboken, NJ: John Wiley & Sons.
• Flanagan, D. P., Ortiz, S. O., & Alfonso, V. C. (2007). How to interpret test data. In Essentials of cross-battery assessment (2nd ed. 76-110 pp.). Hoboken, NJ: John Wiley & Sons.
• Flanagan, D. P., Alfonso, V. C., & Dixon, S. G. (2014). Cross-Battery Approach to the Assessment of Executive Functions. In Handbook of Executive Functioning (pp. 379-409). Springer New York.
• Kranzler, J. H., Flores, C. G., & Coady, M. (2010). Examination of the cross-battery approach for the cognitive assessment of children and youth from diverse linguistic and cultural backgrounds. School Psychology Review, 39(3), 431.
• Flanagan, D. P., Ortiz, S. O., Alfonso, V. C., & Dynda, A. M. (2006). Integration of response to intervention and norm‐referenced tests in learning disability identification: Learning from the Tower of Babel. Psychology in the Schools, 43(7), 807-825.

Readings on specific populations

Giftedness

• Pfeiffer, S.I. and Yarnell, J.B. (2016) Use of the Woodcock–Johnson IV Tests of Cognitive Abilities and Achievement in the Assessment for Giftedness. In D.P. Flanagan & V.C. Alfonso (Eds.).  WJ IV Clinical Use and Interpretation: Scientist-Practitioner Perspectives (297-322.pp.) London: Elsevier
• Newman, T.M. Sara S. Sparrow, S.S. and Pfeiffer, S.I. (2008) The Use of the WISC-IV in Assessment and Intervention Planning for Children Who are Gifted. In A. Prifitera, D.H. Saklofske & L.G. Weiss (Eds.) WISC-IV Clinical assessment and Intervention. (217-272.pp. 2nd Ed.) San Diego, CA: Academic Press

Intellectual disability

• Floyd, R.G., Woods, I,L., Singh, L.J. and Hawkins, H.K. (2016) Use of the Woodcock–Johnson IV Tests of Cognitive Abilities in the Diagnosis of Intellectual Disability. In D.P. Flanagan & V.C. Alfonso (Eds.).  WJ IV Clinical Use and Interpretation: Scientist-Practitioner Perspectives (278-296.pp.) London: Elsevier
• Spruill, J. and Harrison, P.L. (2008) Assessment of Mental Retardation/Intellectual Disability with the WISC-IV. In A. Prifitera, D.H. Saklofske & L.G. Weiss (Eds.) WISC-IV Clinical assessment and Intervention. (273-299.pp. 2nd Ed.) San Diego, CA: Academic Press

Specific learning disabilities

• Flanagan, D. P., Fiorello, C. A., & Ortiz, S. O. (2010). Enhancing practice through application of Cattell–Horn–Carroll theory and research: A “third method” approach to specific learning disability identification. Psychology in the Schools, 47(7), 739-760.
• McDonough, E.M. and Flanagan, D.P. (2016) Use of the Woodcock–Johnson IV in the Identification of Specific Learning Disabilities in School-age Children. In D.P.Flanagan & V.C. Alfonso (Eds.).  WJ IV Clinical Use and Interpretation: Scientist-Practitioner Perspectives (218-259.pp.) London: Elselvier
• Lovett, B.J. and Spenceley, L.M. Use of the Woodcock–Johnson IV in the Identification of Specific Learning Disabilities in Adulthood. In D.P.Flanagan & V.C. Alfonso (Eds.).  WJ IV Clinical Use and Interpretation: Scientist-Practitioner Perspectives (260-277.pp.) London: Elselvier
• Hale, J.B., Catherine A. Fiorello, C.A., Miller, J.A., Wenrich, K., Teodori, A.and Henzel, J.N.(2008) WISC-IV Interpretation for Specific Learning Disabilities Identification and Intervention: A Cognitive Hypothesis Testing Approach. In A.Prifitera, D.H. Saklofske & L.G. Weiss (Eds.) WISC-IV Clinical assessment and Intervention. (109-172.pp. 2nd Ed.) San Diego, CA: Academic Press

Autism

• Grofer Klinger, L., O’Kelley,S.E.,Mussey,J.L., SGoldstein,S. and DeVries,M. (2012) Assessment of Intellectual Functioning in Autism Spectrum Disorder. In D.P Flanagan, & P.L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (3rd Edition p.670-687). New York, NY: Guilford Press.
• Montgomery, J.M., Dyke, D.I. and Schwean, V.L. (2008) Autism Spectrum Disorders: WISC-IV Applications for Clinical Assessment and Intervention. In A.Prifitera, D.H. Saklofske & L.G. Weiss (Eds.) WISC-IV Clinical assessment and Intervention. (300-338.pp. 2nd Ed.) San Diego, CA: Academic Press

AD/HD

• Schwean, V.L. and McCrimmon, A. (2008) Attention-Deficit/Hyperactivity Disorder: Using the WISC-IV to Inform Intervention Planning. In A. Prifitera, D.H. Saklofske & L.G. Weiss (Eds.) WISC-IV Clinical assessment and Intervention. (193-216.pp. 2nd Ed.) San Diego, CA: Academic Press
• Hale, J.B.,Yim, M., Schneider, A.N., Wilcox, G.,Henzel, J.N. and Dixon, S.G. (2012) Cognitive and Neuropsychological Assessment of Attention-Deficit/ Hyperactivity Disorder: Redefining a Disruptive Behavior Disorder. In D.P Flanagan, & P.L .Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (3rd Edition p.687-707). New York, NY: Guilford Press.

Hard of hearing/Language disabilities

• Miller, B. D. (2008). Cattell-Horn-Carroll (CHC) theory-based assessment with deaf and hard of hearing children in the school setting.American annals of the deaf,152(5), 459-466.
• Wiig, E.H. (2008) Language Disabilities. In A. Prifitera, D.H. Saklofske & L.G. Weiss (Eds.) WISC-IV Clinical assessment and Intervention. (173-192.pp. 2nd Ed.) San Diego, CA: Academic Press