MASTER SYLLABUS PSDL-603

CARLOS ALBIZU UNIVERSITY SAN JUAN CAMPUS PSDL-603: ASSESSMENT OF INTELLIGENCE - LABORATORY PROFESSOR: ACADEMIC SESSION: SECTION: CREDITS: CONTACT HOURS: OFFICE: Mara C. Vlez Pastrana, Ph.D. Fall 2011 4L (Mon. 5:00-7:20) 0 45 301-H 787 725-6500 ext. 1136 mvelez@sju.albizu.edu Office Hours: Wed. 4:00-5:00 or by appointment

CAUS MISSION Carlos Albizu University is an institution of higher education dedicated to academic excellence and research from a pluralistic and multidimensional perspective. We educate students able to serve a highly complex and diverse society, with sensitivity to those most in need. We contribute to the improvement of the quality of life in our communities by training professionals with multicultural competencies. We distinguish ourselves through an educational philosophy based on a commitment to social responsibility, characteristic of all our programs and services. CAUS VISION Carlos Albizu University will be a leader in higher education seeking to transform our evolving society. We will be a model institution that will contribute to improve the decision-making process at local, national and international levels, in multicultural environments, thus contributing to the growth of human knowledge and the promotion of social justice and a culture of peace. COURSE OBJECTIVES PH.D. PROGRAM OBJECTIVES: 2.2 Use oral & written communication to express ideas effectively 2.3 Application of ethical principles to the clinical & research practice 2.4 Acquire comprehensive assessment & evaluation skills 3.1 Demonstrate sensitivity to cultural & individual differences PSY.D. PROGRAM OBJECTIVES: 1. Integration of theory and practice in their chosen field of study 2: Develop comprehensive clinical assessment skills. 3: Develop comprehensive skills in clinical intervention. 4: Develop a thorough knowledge of and ability to apply ethical principles to clinical practice. 5: Understand the issues related to cultural sensitivity and individual differences as they affect the clinical practice. 7: Develop a sense of social commitment within the community. 8: Develop the skills to be discerning consumers of scholarly works and research, including studies of empirically based treatment methodology.

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INSTITUTIONAL AND PROGRAM COMPETENCIES 1. 2. 3. 4. MASTERY OF THEORY AND PRACTICE IN THEIR CHOSEN FIELD OF STUDY MASTERY OF CLINICAL/PROFESSIONAL COMPETENCIES SENSITIVITY TO THE CULTURAL REALITIES OF DIVERSE SOCIAL GROUPS UNDERSTANDING, APPRECIATION AND APPLICATION OF ETHICAL PRINCIPLES AND PROFESSIONAL
STANDARDS

5. INFORMATION LITERACY 6. Communication/Interpersonal Skills 7. LIFE-LONG LEARNING COURSE DESCRIPTION This is a required course. The student will have the opportunity to acquire skills in the administration, scoring, clinical interpretation and report writing of standardized intelligence tests, visual motor coordination tests, and adaptive behavior tests. The tests that will be studied are: the Wechsler Intelligence Scales (children and adults), The Stanford-Binet Intelligence Scale, the Kaufman Assessment Battery for Children-II, the Colored and Standard Progressive Matrices, as well as other tests of visual-motor coordination. PRE-REQUISITES PSYF-540, PSYF-568 and PSYF-588. Also, this laboratory course must be taken in conjunction with the course PSAC-603. SPECIFIC COURSE TASKS/ACTIVITIES The principal objective of this laboratory course is the application of theory and research to the measurement of intelligence. Within completion of this course, the student will master the following skills: 1. Behavior observation in the client. 2. Administration of tests. 3. Scoring of quantitative results. 4. Interpretation of the results. 5. Ability to form clinical opinions. 6. Report writing. 7. Ability to present specific recommendations according to the needs of the client. 8. Address multicultural issues in assessment. REQUIRED TEXT BOOKS Sattler, J. (2008). Assessment of Children: Cognitive Foundations. San Diego, CA Jerome M. Sattler Publisher, Inc. ISBN 97 80970 26714 6. www.sattlerpublisher.com Sattler, J. (2001). Assessment of Children: Cognitive Applications. San Diego, CA Jerome M. Sattler Publisher. Inc. ISBN: 0-96182-09-7-7 www.sattlerpublisher.com Sattler, J. (2006). Assessment of Children: Behavioral and Clinical Applications. San Diego, CA: Jerome M. Sattler Publisher, Inc. ISBN 0 9702671 3 4,. www.sattlerpublisher.com

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Additional required readings Herrans, L. (2000). Psicologa y medicin: El desarrollo de pruebas psicolgicas en Puerto Rico. Segunda edicin. Mjico: Limusa. ISBN: -970-10-2716-7 The Psychological Corporation. (1997). Technical manual for the Wechsler Adult Intelligence Scale-Third Edition (WAIS-III). San Antonio, TX: Author. Wechsler, D. (1997). Administration and scoring for the Wechsler Adult Intelligence Scale-Third Edition (WAIS-III). San Antonio, TX: The Psychological Corporation. Kaufman, A.S., Lichtenberger, E.O., Fletcher-Janzen, E., Kaufman, N.L. (2004). Essentials of KABC-II Assessment. New York: Wiley. Rights and Responsibilities of Test Takers: Guidelines and Expectations (1998). American Psychological Association. Geisinger, K. (Ed.) (1992) Psychological Testing of Hispanics. Washington, DC: American Psychological Association. Supplemental Reading Olmedo, E. (1981). Testing linguistic minorities. American Psychological Association, 36, (10), 1078-1085. Paniagua, F. (1998). Assessing and treating culturally diverse clients: A Practical Guide. Thousand Oaks, CA: Sage Publications. Rodrguez, V.L. & Prewitt-Daz, J.O. (1990). Correlations among GPA and Scores on the Spanish Version of the WISC-R and the Woodcock-Johnson Achievement subtests for 10 to 12 year old Puerto Rican children. Psychological Reports, 66, 563-566. Samuda, R.J., Feuerstein, R., Kaufman, A.S. Lewis, J.E., Sternberg, R.J. & Assoc. (1998). Advances in Cross-Cultural Assessment. Thousand Oaks, CA: Sage Publications. Samuda, R.J. (1998). Psychological Testing of American Minorities. Thousand Oaks, CA: Sage Publications. ITINERARY OF CLASS UNITS Unit 1: Introduction to the course (objectives and requirements). Psychological testing in a scientific and cultural context. Ethical and legal principles in the measurement of intelligence. Informed consent. Behavior observation. Administration, scoring and interpretation of the Colored and Standard Progressive Matrices (Raven).

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Unit 2: Unit 3: Unit 4: Unit 5: Unit 6: Unit 7: Unit 8: Unit 9: Unit 10: Unit 11 Unit 12: Administration and scoring of the Bender-Gestalt I Administration and scoring of the Bender-Gestalt II, Administration and scoring of the Wechsler Intelligence Scale for Children Revised for Puerto Rico (EIWN-R-PR). Interpretation of the Wechsler Intelligence Scale for Children Revised for Puerto Rico (EIWN-R-PR). Identification of intellectual strengths and weaknesses in the client Administration and scoring of the Draw-a-Person Tests Important elements in the written report Administration and scoring of the VMI-Beery Buktenica Administration and scoring of the Stanford-Binet Intelligence Scale. Interpretation of the Stanford-Binet Intelligence Scale Administration and scoring of the Wechsler Adult Intelligence Scale, Spanish Version (EIWA-III) Interpretation of the Wechsler Adult Intelligence Scale, Spanish Version (EIWA-III) Administration, scoring and interpretation of the Kaufman Assessment Battery for Children (K-ABC) Administration and interpretation of the Vineland Adaptive Behavior Scale and its relationship to the identification of mental retardation. Presentation of the WISC IV and WPPSI. Final Session

Unit 13: Unit 14: Unit 15:

COURSE CONTACT HOURS Professors who teach the course must divide the contact hours the following way: 1. Face-to-face time in the classroom must not be less than 35.0 hours (14 classes, 2.5 hours each class). 2. For the remaining hours ( 10.0 hours), students will conduct assign homework outside the classroom. These projects or homework will include, but are not limited to, administering, scoring, interpreting and write assessment report. METHODOLOGY The professor who offers the course will select the specific methodology. For this course the methodologies often used are: conferences, demonstration of administration procedures by the professor, role-playing and group discussions.

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EDUCATIONAL TECHNIQUES The professor who offers the course will select the specific educational techniques. The techniques could include, but are not limited to: practical demonstrations, simulations, videos, audio recording and forums. EVALUATION The professor who offers the course will select the specific evaluation criteria. During the academic session, the student will administer at least: 1 Stanford-Binet 1 K-ABC 3 WISC-R-PR 2 WAIS (Spanish Version EIWA III) 4 RAVEN 2 Bender-Gestalt I 2 Bender Gestalt !! 3 DAP 1 Vineland Out of the total of 19 administered tests, the student will hand in 5 written reports, which should be integrated in the following manner: EIWNR PR+ + Bender II+RAVEN (ages 12-14 years) EIWNR PR +DAP+ RAVEN + Bender I + (ages 6-11 years) Stanford- Binet + VMI Beery (ages 2 - 5 years) Kaufman +VMI Beery(ages 4-5 years) +Vineland II EIWA III +RAVEN The administration of these tests reports must be recorded at least in audiocassettes . The 20 administration and 5 written reports are the minimum the student is required to hand in. In some cases, the professor will assign more assessments to students when deemed necessary to test development of competencies. CLINICAL COMPETENCIES FOR PSY.D. STUDENTS Analysis of the strengths and limitations of the Intelligence tests discussed in the course in terms of clinical and educational applications. Application of Intelligence tests with different populations and different clinical and educational scenarios. Review of the clinical competencies in the application of intelligence tests and their impact in client-evaluator relationship, and test results and interpretations.

PH.D. PROGRAM COMPETENCIES 2.2.1.Communicate effectively clinical and non-clinical information from a psychological

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perspective in a style appropriate to a variety of audiences and modes of communication 2.3.1. Apply the ethical principles and state law governing psychology practice 2.4.1. Select, administer and analyze a variety of assessment tests to facilitate problem understanding and recommendations. 3.1.1. Apply culturally appropriate and competent skills to clinical practice with diverse populations 3.1.2. Apply and develop culture-sensitive instrumentation for use with Puerto Rican/Hispanic populations

These competencies will be taught and measured through specific projects including individual and group work, literature review, report writing and group discussions. ATTENDANCE POLICY Class attendance is mandatory for all students. After two unexcused absences, the student will be dropped from the class, unless the professor recommends otherwise. When a student misses a class, he/she is responsible for the material presented in class. AMERICANS WITH DISABILITIES ACT (ADA) Students that need special accommodations should request them directly to the professor, in writing, during the first week of class. COURSE UNITS UNIT 1 Introduction to the course (objectives and requirements).Psychological testing in a scientific and cultural context. Ethical and legal principles in the measurement of intelligence. Informed consent, behavior observation. Administration, scoring and interpretation of the Colored and Standard Progressive Matrices (Raven). Upon successful completion of this unit, students would have an overview of the principles and history of the psychological testing, the influence of cultural factors, and the ethical principles that govern the practice of psychological evaluation and testing. LEARNING OBJECTIVES: Upon completion of this unit, students should be able to: 1. Review the principles and history of psychological testing. 2. Review some of the major uses of psychological tests today. 3. Review the ethical principles and code of conduct put forth by the American Psychological Association, the Puerto Rico Psychological Association, and the Commonwealth of Puerto Rico Licensing Board. 4. Review the standards for educational and psychological testing put forth by the American Psychological Association, the Puerto Rico Psychological Association, and the Commonwealth of Puerto Rico Licensing Board. 5. Discuss the focus of an interview and complete the clinical history needed for the interpretation of test results and written report. 6. Discuss the focus of a general and specific behavioral observation during the evaluation process. 7. Administer and score the Colored Form of the Progressive Matrices.

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8. Administer and score the Standard Form of the Progressive Matrices. 9. Master the interpretation of the Colored and Standard Form of the Progressive Matrices. 10. Understand and master the classification, ranking and percentile concepts in the interpretation of the Progressive Matrices. ASSIGNED READINGS: American Psychological Association, (1992) American Psychological Association, (2000) Puerto Rico Psychological Association, (1991) Examining Board for Psychologists of Puerto Rico, (1988) UNIT 2: Administration and scoring of the Bender-Gestalt I Upon successful completion of this unit, students should acquire the skills in the administration, observation during administration, and scoring of the Bender-Gestalt Test I. LEARNING OBJECTIVES: Upon successful completion of this unit, students should be able to: 1. Administer and score the Bender-Gestalt Test. ASSIGNED READINGS: Bender Gestalt I Manual UNIT 3: Administration and scoring of the Bender-Gestalt II Upon successful completion of this unit, students should acquire the skills in the administration and scoring of the Administration and scoring of the Bender-Gestalt II, VMI-Beery . LEARNING OBJECTIVES: Upon successful completion of this unit, students should be able to: 1. Administer and score the Bender-Gestalt Test II. ASSIGNED READINGS: Bender Gestalt II Manual UNIT 4: Administration and scoring of the Wechsler Intelligence Scale for Children Revised for Puerto Rico (EIWN-R-PR). Upon successful completion of this unit, students should acquire the skills in the administration and scoring of the EIWN-R-PR. LEARNING OBJECTIVES: Upon successful completion of this unit, students should be able to: 1. Administer the EIWN-R-PR following the standardization procedure and instructions in the tests Manual precisely and accurately. 2. Score the EIWN-R-PR following instructions precisely and accurately. 3. Obtain the subtests scaled scores and IQs.

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4. Compare each subtests scaled score with the mean subtest scaled score based on all subtests administered. ASSIGNED READINGS: EIWN-R PR Manual UNIT 5: Interpretation of the Wechsler Intelligence Scale for Children Revised for Puerto Rico (EIWN-R-PR). Identification of intellectual strengths and weaknesses in the client Upon successful completion of this unit, students should acquire the necessary skills for the interpretation of the EIWN-R-PR. LEARNING OBJECTIVES: Upon successful completion of this unit, students should be able to: 1. Identify the individual and normative strengths and weaknesses with the EIWN-R-PR. 2. Compare the Verbal and Performance Scale IQs and the statistically significant differences. 3. Offer specific recommendations to strengthen the weaknesses identified. ASSIGNED READINGS: EIWN-R PR Manual UNIT: 6 Administration and scoring of the Draw-a-Person Tests Upon completion of this unit, students should acquire the skills in the clinical interpretation of the Drawa-Person Tests (Goodenough Methods). LEARNING OBJECTIVES: Upon successful completion of this unit, the students should be able to: 1. Administer and score the Draw a Person Test. UNIT 7: Important elements in the written report Upon successful completion of this unit, students should acquire the skills for write a report. LEARNING OBJECTIVES: Upon successful completion of this unit, students should be able to: 1. Understand the basic organization of the written report 2. Obtain the basic knowledge of the format and content required in the written report UNIT: 8 Administration and scoring of the VMI- Beery Bucktenica Upon successful completion of this unit, students should acquire the skills in the administration and scoring of the Administration and scoring of the VMI- Beery Bucktenica . LEARNING OBJECTIVES: Upon successful completion of this unit, students should be able to: 1. Administer and score the VMI- Beery Bucktenica.

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ASSIGNED READINGS: VMI- Beery Bucktenica Manual UNIT 9: Administration and scoring of the Stanford-Binet Intelligence Scale. Interpretation of the Stanford-Binet Intelligence Scale LEARNING OBJECTIVES: Upon successful completion of this unit, students should be able to: 1. Administer the Stanford-Binet. 2. Score the Stanford-Binet and obtain the basal and the ceiling levels. 3. Obtain the Mental Age and Test-Age equivalents. ASSIGNED READINGS: Escala de Inteligencia Stanford-Binet (1981), and Manual . UNIT 10: ADMINISTRATION AND SCORING OF THE WECHSLER ADULT INTELLIGENCE SCALE, SPANISH VERSION (EIWA-III) Upon successful completion of this unit, students should acquire the skills for the administration and scoring of the EIWA III. LEARNING OBJECTIVES: Upon successful completion of this unit, students should be able to: 1. Administer the EIWA following the instructions in the tests Manual precisely and accurately. 2. Score the EIWA following instructions and standardization procedures precisely and accurately. 3. Obtain the subtests scaled scores and IQs. 4. Compare each subtests scaled score with the mean subtest scaled scored based on all subtests administered. ASSIGNED READINGS: EIWA III Manual UNIT 11: INTERPRETATION OF THE WECHSLER INTELLIGENCE SCALE FOR ADULTS, SPANISH VERSION (EIWA-III) Upon successful completion of this unit, students should acquire the skills in the interpretation of the EIWA-III. LEARNING OBJECTIVES: Upon successful completion of this unit, students should be able to: 1. 2. 3. 4. 5. Identify the individual and normative strengths and weaknesses. Compare the Verbal and Performance Scale IQs and the statistically significant differences. Offer specific recommendations to strengthen the weaknesses identified. Write reports of the applications of the EIWA III Understand de Interpretation of the four index/factors.

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ASSIGNED READINGS: . EIWA III Manual UNIT 12: Administration, scoring and interpretation of the Kaufman Assessment Battery for Children (K-ABC) Upon successful completion of this unit students should acquire the necessary skills for the identification of emotional indicators in the interpretation of the EIWN-R-PR and the WAIS. LEARNING OBJECTIVES: Upon successful completion of this unit students should be able to: 1. Administration the Kaufman Assessment Battery for Children (K-ABC). 2. Scoring the Kaufman Assessment Battery for Children (K-ABC). 3. interpretation of the Kaufman Assessment Battery for Children (K-ABC). ASSIGNED READINGS: K-ABC Manual UNIT 13: Administration and interpretation of the Vineland Adaptive Behavior Scale and its relationship to the identification of mental retardation Upon successful completion of this unit, students will acquire skills in the identification of adaptive behaviors, and its relationship to the identification of mentally retarded children. LEARNING OBJECTIVES: Upon successful completion of this unit, students should be able to: 1. Administer, score and interpret the Vineland Adaptive Behavior Scale. 2. Identify childrens profile of adaptive behaviors. ASSIGNED READINGS: Vineland II Manual UNIT 14: Presentation of the WISC IV and WPPSI Upon successful completion of this unit, students will be familiarized with the basic component of the Wechsler Intelligence Scale form Children IV Spanish Version and the Wechsler Intelligence Scale for Pre Schoolers LEARNING OBJECTIVES: Upon successful completion of this unit, students should be able to: Familiarized with the basic procedures of the WISC IV and WPPSI. ASSIGNED READINGS: Wechsler Intelligence Scale form Children IV Spanish Version Manual Wechsler Intelligence Scale for Pre Schoolers Manual UNIT 15: Final Session and Students Feedback

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REFERENCES American Bar Association. (1986). ABA Criminal Justice Mental Health Standards. Washington, DC: author. American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (1999). Standards for educational and psychological testing. Washington, DC: American Educational Research Association. American Psychological Association (2002). Ethical principles of psychologists and code of conduct. American Psychologist, 57(12), 1060-1073. Anastasi, A. (1982). Psychological testing. New York: MacMillan. Asociacin de Psiclogos de Puerto Rico. (1991). Guas Profesionales para la Evaluacin Psicolgica. San Juan, PR: autor. Barret G. & Roberto Depinet. (1991) A reconsideration of testing for competence rather than for intelligence. American Psychologist, 46, (10), 1012-1024. Canter, M.B., Bennett, B.E., Jones, S.E. y Nagy, T.F. (1996). Ethics for Psychologists. American Psychological Association. Washington, D.C. Goodenough F. & Harris D. (1963). Goodenough-Harris Drawing Test. USA: Harcout Brace Jovanovich. Herrans, L. & Rodrguez, J. (1993). Uso, Valorizacin e Interpretacin de la EIWN-R de Puerto Rico. Autor. Herrans, L. & Rodrguez, M. (1989). Dos Modelos Psicomtricos para el Diagnstico Diferencial. Mxico: Limusa. Herrans, L. (2000). Psicologa y Medicin: El Desarrollo de Pruebas Psicolgicas en Puerto Rico. (2da Edicin). Mxico: McGraw Hill (pp. 201-236). Junta Examinadora de Psiclogos de Puerto Rico. (1991). Guas Profesionales para la Evaluacin Psicolgica. San Juan, PR: autor. Koppitz, E. M. (1968). Psychological Evaluation of Childrens Figure Drawings. NY: Grune & Straton. Llanos, A. B. (1993). Deberes ticos dentro del proceso evaluativo: La aportacin del EWIN-R-PR. Presentado en la Conferencia magistral sobre las implicaciones ticas, legales y prestacin de servicios de la EIWN-R-PR, San Juan, Puerto Rico. Matarazzo, J.D. (1972). Wechsler Measurement and Appraisal of Adult Intelligence. Oxford University Press, New York. Ogdon, J (1974). Indicadores emocionales del DAP & Bender. Western Psychological: Phoenix, Arizona

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Raven, J.C. (1960). Guide to the Standard Progressive Matrices. Dumfries, Scotland: Grune Printers. Ribera, J.C. & Romey, C. (1988). Issues ticos y legales en la medicin psicolgica. Presentado en el Simposio sobre Medicin Psicolgica en Puerto Rico, San Juan, P.R. Sattler, J.M. (2001). Assessment of children: Cognitive Applications. Fourth Edition. Jerome M. Sattler, Publisher, San Diego. Sattler, J.M. & Hoge, R.D. (2006). Assessment of children: Behavioral, social, and clinical foundations (5th ed.). San Diego: Sattler. Spies, R.A. & Plake, B.S. (2005). The sixteenth mental measurements yearbook. Lincoln, NE: University of Nebraska Press. Revised by: Maribella Gonzlez Viruet, Ph.D. (July, 2008) Maria C. Velez Pastrana, Ph.D. (August, 2011)

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