Adult Cognitive Assessment
Content
Adult Cognitive Assessment Rehabilitation Psychology and Special Education 980 Fall Semester 2009-10
Professor: Office: Phone: Fax: E-Mail: Office Hours:
Ruth Torkelson Lynch, Ph.D., Professor 432 East Campus Mall, Room 409 (608) 263-7785 (608) 262-8108 [email protected] By appointment Nick McLain, M.S., CRC, LPC Dissertator, Rehabilitation Psychology Ph.D. program [email protected]
Teaching Assistant: E-mail:
Class Time: 9:00 a.m. – 11:45 a.m. Wednesdays Class Location: Room 323 Educational Sciences Lab: Education and Psychological Training Clinic/Center (EPTC), Room 316 Educational Sciences Learn@UW course page available through MyUW. Course Description: The primary goals of this course are as follows: to explore the concepts of intelligence and cognition in adults; to analyze critical issues related to assessment of intellectual and cognitive functioning; to develop competency in the administration, scoring, and interpretation of the WAIS IV; to become familiar with other cognitive assessment approaches (e.g., neuropsychological assessment, memory assessment); and to consider clinical practice and rehabilitation applications for cognitive assessment. The course has two parts: a didactic component involving lecture, presentations, and discussion; and a competency-based laboratory component for administration, scoring, and interpretation of the WAIS-IV. "I wish to fully include persons with disabilities in this course. Please let me know if you need any special accommodations in the curriculum, instruction, or assessments of this course to enable you to fully participate. I recognize the confidentiality of the information you share with me."
Course Objectives
This course will focus on cognitive assessment of adults within the rehabilitation process. The specific course objectives are to develop knowledge and skills as follows:
a) determine what type of cognitive assessment information would be useful for rehabilitation and life planning
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b) identify appropriate assessment tools to gather the information c) understand the core methodology of assessment procedures (e.g., reliability, validity, standardization) d) understand the process involved to administer, score, and interpret results of assessment procedures with particular emphasis on the WAIS-IV (and familiarity with the WAIS-III for settings that still use the earlier version) e) develop skills related to report writing of assessment results f) utilize the implications of client assessment for rehabilitation and vocational/life planning with the client g) develop an awareness of limits and ethical issues relevant to cognitive assessment h) develop awareness of cognitive assessment considerations relevant to individual differences such as gender, racial and ethnic background, and disability i) understand the applications of cognitive assessment in a variety of rehabilitation, school and work settings
Course Reading Materials
Required Texts:
(Note: The Kaufman & Lichtenberger (2009) is available at the University Bookstore; WAIS-IV manuals are available to borrow with the WAIS-IV kits)
Lichtenberger, E. O & Kaufman, A. S. (2009). Essentials of WAIS-IV assessment. John Wiley & Sons: New York. NCS Pearson. (2008). WAIS-IV administration and scoring manual. Author: San Antonio, Texas. NCS Pearson. (2008). WAIS-IV technical and interpretive manual. Author: San Antonio, Texas.
Other Required Readings – available at Learn@UW course website:
Gardner, H. (2003). Three distinct meanings of intelligence. In R. J. Sternberg, J. Lautrye, & T. I. Lubart (Eds.), Models of intelligence: International perspectives (pp. 43-54). Washington, D. C.: American Psychological Association.
Greenspan, S., and Driscoll, J. (1997). The role of intelligence in a broad model of personal competence. In D.P. Flanagan, J.L. Genshaft, et al. (eds.),
194-980 Fall 2009-10 Page 3
Contemporary intellectual assessment: Theories, tests, and issues (pp. 131-150). New York: Guilford Press. Hebben, N. & Milberg, W. (2009). Introduction to neuropsychological assessment. In Essentials of neuropsychological assessment (2nd ed., pp. 1-25). New York: Wiley. Hebben N. & Milberg, W. (2009). Essentials of the interview and clinical history. In Essentials of neuropsychological assessment. New York: Wiley. Kaplan, R. M. & Saccuzzo, D. P. (2005). Test bias. In Psychological testing: Principles, applications, and issues (6th, ed., pp. 538-572). Belmont, CA: Thomson Wadsworth. Kaufman, A. S. & Lichtenberger, E. O. (Eds.). (2006). Individual differences for adolescents and adults on gender, ethnicity, urban-rural residence, and socioeconomic status. In Assessing adolescent and adult intelligence (3rd ed., pp. 96-126). Hoboken, NJ: Wiley. Kaufman, A. S. & Lichtenberger, E. O. (Eds.). (2006). IQ tests: Their history, use, validity, and intelligent interpretation. In Assessing Adolescent and adult intelligence (3rd ed., pp.1-23). Hoboken, NJ: Wiley. Lee, G. P. (2004). Differential diagnosis in epilepsy. In J. H. Ricker (Ed.) Differential diagnosis in adult neuropsychological assessment (pp. 108-178). New York: Springer. Lichtenberger, E. O., Mather, N., Kaufman, N. L., & Kaufman, A. S. (Eds.). (2004). Behavioral observations. In Essentials of assessment report writing (pp. 55-81). Hoboken, NJ: Wiley. Lichtenberger, E. O., Mather, N., Kaufman, N. L., & Kaufman, A. S. (Eds.). (2004). Test results and interpretation. In Essentials of assessment report writing (pp. 82-104). Hoboken, NJ: Wiley. Lopez, S. J., Snyder, C. R. & Rasmussen, H. N. (2003). Striking a vital balance: Developing a complementary focus on human weakness and strength through positive psychological assessment. In S. J. Lopez & C. R. Snyder (Eds.), Positive psychological assessment: A handbook of models and measures (pp. 3-20). Washington, D.C.: American Psychological Association. Mapou, R. L. (2004). Assessment of learning disabilities. In J. H. Ricker (Ed.) Differential diagnosis in adult neuropsychological assessment (pp.370-420). New York: Springer. Snyder, C. R., Lopez, S. J., Edwards, L. M., Teramoto Pedrotti, J. Prosser, E. C., LaRue Walton, S., Vehige Spalitto, S. & Ulven, J. C. (2003). Measuring and labeling the positive and negative. In S. J. Lopez & C. R. Snyder (Eds.), Positive
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psychological assessment: A handbook of models and measures (pp. 21-39). Washington, D.C.: American Psychological Association. Solson, R. L., MacLin, M. K., & MacLin, O. H. (Eds.). (2005). Introduction to cognitive psychology. In Cognitive psychology (7th ed., pp. 1-32). Boston, MA: Allyn & Bacon. Twamley, E. W., & Bondi, M. W. (2004). The differential diagnosis of dementia. In J. H. Ricker (Ed.) Differential diagnosis in adult neuropsychological assessment (pp. 276-326). New York: Springer. Williams, J. M. (2008). Brief and extended neuropsychological assessment of aging and dementia (pp. 315-332). In R. C. D’Amato & L. C. Hartlage (Eds.)., Essentials of neuropsychological assessment: Treatment planning for rehabilitation. New York: Springer.
Required Testing Materials:
• • WAIS-IV Kit (available for check-out from RPSE or EPTC: includes WAIS-IV Administration and Scoring Manual and WAIS-IV Technical and Interpretive Manual.) WAIS-IV Record Forms, WAIS-IV Response Booklets, (details will be discussed in class)
Course Requirements:
1) Discussion and class participation (20 points) Didactic Component 2) Online quizzes related to the required readings to be submitted to the course Learn@UW page prior to class (due by 9 a.m. Wednesday from September 9 - October 21, November 4) (5 points per week for 8 weeks = 40 points) 3) Overview of a cognitive assessment test (or tests): presentation and demonstration with outlines/handouts (40 points) - select an instrument(s) with approval of the instructor; each student will present a different instrument(s) (due to brevity of some instruments, some students will present more than one instrument; for WMS-IV and Woodcock Johnson III Tests of Cognitive Abilities, two students can present as a team)
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Sample list of assessment tools (available for checkout from the department assessment library) Didactic Component, ctd. NOTE: * are priorities ** can be team presentation (2 students) Assessment of adaptive and functional cognitive behavior Adaptive Behavior Assessment System (ABAS) AAMR Adaptive Behavior Scales Scales of Independent Behavior—Revised Nonverbal assessment tools Bender Gestalt II—Bender Visual-Motor Gestalt, 2nd edition Beta Examination—Revised, 2nd edition (BETA-III) Booklet Category Test Comprehensive Test of Non-Verbal Intelligence (CTONI) Raven's Progressive Matrices Stroop Color and Word Test Trail Making Test for Adults Test of Nonverbal Intelligence--Third Edition (TONI-3) Wisconsin Card Sorting Test Brief cognitive assessment tools Brief Neuropsychological Cognitive Examination (BNCE) Cognistat, Cognitive Behavior Rating Scales, and Cognitive Symptom Checklists Kaufman Brief Intelligence Test (K-BIT) Kaufman Short Neuropsychological Assessment Procedure (K-SNAP) Neurobehavioral Functioning Inventory (NFI) Quick Neurological Screening Test, 2nd rev. edition (QNST-II) Repeatable Battery for the Assessment of Neuropsychological Status (RBANKS) Wechsler Abbreviated Scale of Intelligence* Wechsler Memory Scale—III Abbreviated* Assessment of specialized cognitive abilities California Verbal Learning Test (CVLT) Cambridge Prospective Memory Test Memory Assessment Scales Comprehensive cognitive assessment batteries Stanford Binet Intelligence Scales (SB5), Fifth edition *, ** Wechsler Memory Scale-IV*, ** Woodcock-Johnson III Tests of Cognitive Abilities*, **
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Laboratory Component
Competency-based training in the administration, scoring, and interpretation of the WAIS-IV will be the focus of the laboratory component of the course. Students will be expected to demonstrate competency using a formal mastery model. The process will be accomplished through a series of steps: 1) demonstration 2) practice with test materials 3) scoring a sample WAIS-IV 4) trial administrations with volunteers (some with interpretive reports) 5) a final recorded administration (videotape or DVD) with report
This component of the course stresses competency in the reliable and accurate administration, scoring and interpretation of the WAIS-IV. The following are the specific administration requirements for the WAIS-IV: 1 scoring of a sample WAIS-IV 5 administrations of the WAIS-IV 2 with scoring/record form 2 with scoring/record form, WAIS-IV Interpretive Worksheet (appendix A.1, Lichtenberger & Kaufman CD-ROM) and summary report 1 recorded administration (DVD or videotape) with scoring/record form, videotape, WAIS-IV Interpretive Worksheet (appendix A.1, Lichtenberger & Kaufman CD-ROM), and summary report WAIS-IV kits will be available for you to check out during the course. Specific arrangements for forms, kits, and observation will be discussed in class. Students will be expected to ask each testing subject to read and sign a consent form for each test administered (see attached form). All test protocols should be kept confidential. You will be expected to adhere to the schedule deadlines for WAIS-IV test administrations as specified in the course outline. This will assist you in learning since you will get feedback for future administrations and reports. You will also get scoring and interpretation experience by discussing scoring issues in class. The facilities and equipment of the Education and Psychological Training Clinic/Center (EPTC) (316 Educational Sciences Building) are available for use by students in this class. Students can use testing observation rooms (with videotaping capability). To reserve space and/or materials, call 265-6120; EPTC hours are 8:30-4:00 p.m. Monday through Friday. Digital camcorders are available for students to check out from the CIMC (Center for Instructional Materials and Computing); call the CIMC circulation desk at 608-263-4750 to reserve a camcorder.
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Scoring Format Class participation and discussion Online quizzes Class Presentation and resource guide handout on a cognitive assessment test Test Scoring and Administration 1 sample WAIS-IV for scoring practice @ 5 points 2 WAIS-IV test administrations with scoring/record @ 20 pts. each = 40 points 2 WAIS-IV test administrations with scoring/record forms and summary report @ 30 pts. each = 60 points 1 WAIS-IV recorded test administration with scoring/record form, videotape/DVD with self-evaluation form, and summary report = 45 pts. 20 points 40 points
40 points 150 points
Grade Assignments
A AB B BC C D F
= = = = = = =
230-250 points (92 - 100% of possible points) 213-229 points (85 - 91% " ) 195-212 points (78 - 84% " ) 183-194 points (73 - 77% " ) 168-182 points (67 - 72% " ) 152-167 points (61 - 66% " ) 151 points or less (60% or less " )
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Course Outline 9/2/09
Topic: Course introduction and review of syllabus Foundations of cognitive assessment
9/9/09
Topics: Historical perspectives on assessment of cognition and intelligence Contemporary and emerging theoretical perspectives on cognition, intelligence, and personal competence
Required Readings: Readings at Learn@UW: 1) Gardner 2) Greenspan & Driscoll 3) Kaufman, Lichtenberger: IQ tests. 4) Solson et al.
9/16/09
Topics: Positive psychology and cognitive assessment WAIS-IV Introduction: Test development, structure & content
Required Readings: Textbook(s): 1) Lichtenberger & Kaufman: Chapter 1 2) WAIS-IV Administration & Scoring Manual: Chapter 1 3) WAIS-IV Technical & Interpretive Manual: Chapters 1& 2
Readings at Learn@UW:
1) Lopez, Snyder et al. 2) Snyder, Lopez et al.
9/23/09
Topics: Brief review of measurement (including reliability and validity) WAIS-IV Standardization, norms development, reliability and validity WAIS-IV: General testing considerations
Required Readings: Textbook(s): 1) WAIS-IV Technical & Interpretive Manual: Chapters 3, 4, 5 2) WAIS-IV Administration & Scoring Manual: Chapter 2 (pp. 21-26) 3) Lichtenberger & Kaufman: Chapter 2 (pp. 41-46)
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9/30/09
Topic: WAIS-IV: Administration and scoring guidelines
Required Readings: Textbook(s): 1) Lichtenberger & Kaufman: Chapter 2 (pp. 46-84), Chapter 3 2) WAIS-IV Administration & Scoring Manual: Chapter 2 (pp. 26-61), Chapter 3
Completed SAMPLE WAIS-IV record form 10/7/09
Topics: WAIS-IV: Interpretation
Required Readings: Textbook(s): 1) Lichtenberger & Kaufman: Chapters 4 & 5; Appendix A.1 2) WAIS-IV Technical and Interpretive Manual: Chapter 6
WAIS-IV Test Administration #1 (record form) 10/14/09
Topics: Essentials of the interview and clinical history Contextual issues and ecological validity Neuropsychological assessment approaches and principles
Required Readings: Readings at Learn@UW: 1) Allen: Psychosocial factors in differential diagnosis 2) Hebben & Milberg: Intro to neuropsych assessment 3) Hebben & Milberg: Essentials of the interview
10/21/09
Topics: Case conceptualization, report writing and communicating results Case studies Strengths and weaknesses of the WAIS-IV
Required Readings: Textbook(s): Readings at Learn@UW: 1) Lichtenberger & Kaufman: Chapters 9 &10 1) Lichtenberger et al.: Behavioral observations 2) Lichtenberger et al: Tests results and interpretation
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10/21/09, ctd. WAIS-IV Test Administration #2 (record form) 10/28/09
Topics: Supplemental resources for assessment of intelligence and cognition: student presentations
11/4/09
Topic: Topics: Individual differences and IQ (e.g., gender, aging, socioeconomic status, education, occupation) - Test bias or detection of differences? Special considerations: Accommodations, partial administrations, practice effects, and estimation of pre-morbid abilities
Required Readings: Textbook(s): Readings at Learn@UW: 1) Lichtenberger & Kaufman: Chapters 7 & 8 1) Kaplan & Saccuzzo 2) Kaufman & Lichtenberger: Individual differences
WAIS-IV Test Administration #3 (record form & report) 11/11/09
Topic: Supplemental resources for assessment of intelligence and cognition: student presentations
11/18/09
Topic: Applications of adult cognitive assessment: Aging and dementia Guest speaker: Carey Gleason, Ph.D., Research Scientist Department of Medicine Section of Geriatrics and Gerontology; University of Wisconsin School of Medicine and Public Health; William S. Middleton Memorial Veterans Hospital, Madison Required Readings: Readings at Learn@UW: 1) Williams 2) Twamley & Bondi
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11/18/09, ctd. WAIS-IV Test Administration #4 (record form & report)
11/25/09
Topic: “LAB WEEK” to complete recorded WAIS-IV administration
12/2/09
Topic: Applications of adult cognitive assessment: Epilepsy Guest speaker: Jana Jones, Ph.D., Assistant Professor, Neuropsychology, UW-Madison Department of Neurology; University of Wisconsin School of Medicine and Public Health Required Readings: Readings at Learn@UW: 1) Lee
12/9/09
Topic: Applications of adult cognitive assessment: Learning disabilities
Required Readings: Textbook(s): 1) Lichtenberger & Kaufman: Chapter 6
Readings at Learn@UW: 1) Mapou
WAIS-IV Test Administration #5 (record form, report, videotape/DVD, self-evaluation form)
Revised September 2009
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Consent for Practice Test Administration
I grant permission for ,a graduate student enrolled in a Cognitive Assessment course at the University of Wisconsin-Madison, to administer an individual test to me. I understand that the purpose of this practice administration is to provide the student with necessary experience in test administration, and that currently, the student is not qualified to report test findings or interpret test results.
Signature
Date
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SCORING GRID FOR WAIS-IV ASSESSMENTS (Administrations 1-2) Adult Cognitive Assessment 980 Student______________
Test Administration and Scoring Administration (6 points) ____
Scoring of individual subtests
(7 points)
____
Calculation of scores
(7 points)
____
TOTAL points for Administrations 1 and 2 (20 possible)
________
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SCORING GRID FOR WAIS-IV ASSESSMENTS (Administrations 3-4) Adult Cognitive Assessment 980
Test Administration and Scoring Administration (6 points) ____
Scoring of individual subtests
(7 points)
____
Calculation of scores
(7 points)
____
Summary Report Demographics and Referral Question(s) (1 point) ____
Background information and history
(1 point)
____
Behavioral observations
(1 point)
____
Test results
(2 points)
____
Interpretation of findings
(3 points)
____
Recommendations
(2 point)
____
TOTAL POINTS for Administrations #3-4 (30 possible)
__________
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SCORING GRID FOR WAIS-IV ASSESSMENTS (Administration 5) Adult Cognitive Assessment 980 Test Administration and Scoring Administration Scoring of individual subtests Calculation of scores Summary Report Demographics and Referral Question(s) (1 point) ____ (6 points) (7 points) (7 points) ____ ____ ____
Background information and history
(1 point)
____
Behavioral observations
(1 point)
____
Test results
(2 points)
____
Interpretation of findings
(3 points)
____
Recommendations
(2 point)
____
Video/DVD with self-evaluation form Video/DVD Self-evaluation form (8 points) (7 points) ____ ____
TOTAL POINTS for Administration # 5
(45 possible)
__________
Professor: Office: Phone: Fax: E-Mail: Office Hours:
Ruth Torkelson Lynch, Ph.D., Professor 432 East Campus Mall, Room 409 (608) 263-7785 (608) 262-8108 [email protected] By appointment Nick McLain, M.S., CRC, LPC Dissertator, Rehabilitation Psychology Ph.D. program [email protected]
Teaching Assistant: E-mail:
Class Time: 9:00 a.m. – 11:45 a.m. Wednesdays Class Location: Room 323 Educational Sciences Lab: Education and Psychological Training Clinic/Center (EPTC), Room 316 Educational Sciences Learn@UW course page available through MyUW. Course Description: The primary goals of this course are as follows: to explore the concepts of intelligence and cognition in adults; to analyze critical issues related to assessment of intellectual and cognitive functioning; to develop competency in the administration, scoring, and interpretation of the WAIS IV; to become familiar with other cognitive assessment approaches (e.g., neuropsychological assessment, memory assessment); and to consider clinical practice and rehabilitation applications for cognitive assessment. The course has two parts: a didactic component involving lecture, presentations, and discussion; and a competency-based laboratory component for administration, scoring, and interpretation of the WAIS-IV. "I wish to fully include persons with disabilities in this course. Please let me know if you need any special accommodations in the curriculum, instruction, or assessments of this course to enable you to fully participate. I recognize the confidentiality of the information you share with me."
Course Objectives
This course will focus on cognitive assessment of adults within the rehabilitation process. The specific course objectives are to develop knowledge and skills as follows:
a) determine what type of cognitive assessment information would be useful for rehabilitation and life planning
194-980 Fall 2009-10 Page 2
b) identify appropriate assessment tools to gather the information c) understand the core methodology of assessment procedures (e.g., reliability, validity, standardization) d) understand the process involved to administer, score, and interpret results of assessment procedures with particular emphasis on the WAIS-IV (and familiarity with the WAIS-III for settings that still use the earlier version) e) develop skills related to report writing of assessment results f) utilize the implications of client assessment for rehabilitation and vocational/life planning with the client g) develop an awareness of limits and ethical issues relevant to cognitive assessment h) develop awareness of cognitive assessment considerations relevant to individual differences such as gender, racial and ethnic background, and disability i) understand the applications of cognitive assessment in a variety of rehabilitation, school and work settings
Course Reading Materials
Required Texts:
(Note: The Kaufman & Lichtenberger (2009) is available at the University Bookstore; WAIS-IV manuals are available to borrow with the WAIS-IV kits)
Lichtenberger, E. O & Kaufman, A. S. (2009). Essentials of WAIS-IV assessment. John Wiley & Sons: New York. NCS Pearson. (2008). WAIS-IV administration and scoring manual. Author: San Antonio, Texas. NCS Pearson. (2008). WAIS-IV technical and interpretive manual. Author: San Antonio, Texas.
Other Required Readings – available at Learn@UW course website:
Gardner, H. (2003). Three distinct meanings of intelligence. In R. J. Sternberg, J. Lautrye, & T. I. Lubart (Eds.), Models of intelligence: International perspectives (pp. 43-54). Washington, D. C.: American Psychological Association.
Greenspan, S., and Driscoll, J. (1997). The role of intelligence in a broad model of personal competence. In D.P. Flanagan, J.L. Genshaft, et al. (eds.),
194-980 Fall 2009-10 Page 3
Contemporary intellectual assessment: Theories, tests, and issues (pp. 131-150). New York: Guilford Press. Hebben, N. & Milberg, W. (2009). Introduction to neuropsychological assessment. In Essentials of neuropsychological assessment (2nd ed., pp. 1-25). New York: Wiley. Hebben N. & Milberg, W. (2009). Essentials of the interview and clinical history. In Essentials of neuropsychological assessment. New York: Wiley. Kaplan, R. M. & Saccuzzo, D. P. (2005). Test bias. In Psychological testing: Principles, applications, and issues (6th, ed., pp. 538-572). Belmont, CA: Thomson Wadsworth. Kaufman, A. S. & Lichtenberger, E. O. (Eds.). (2006). Individual differences for adolescents and adults on gender, ethnicity, urban-rural residence, and socioeconomic status. In Assessing adolescent and adult intelligence (3rd ed., pp. 96-126). Hoboken, NJ: Wiley. Kaufman, A. S. & Lichtenberger, E. O. (Eds.). (2006). IQ tests: Their history, use, validity, and intelligent interpretation. In Assessing Adolescent and adult intelligence (3rd ed., pp.1-23). Hoboken, NJ: Wiley. Lee, G. P. (2004). Differential diagnosis in epilepsy. In J. H. Ricker (Ed.) Differential diagnosis in adult neuropsychological assessment (pp. 108-178). New York: Springer. Lichtenberger, E. O., Mather, N., Kaufman, N. L., & Kaufman, A. S. (Eds.). (2004). Behavioral observations. In Essentials of assessment report writing (pp. 55-81). Hoboken, NJ: Wiley. Lichtenberger, E. O., Mather, N., Kaufman, N. L., & Kaufman, A. S. (Eds.). (2004). Test results and interpretation. In Essentials of assessment report writing (pp. 82-104). Hoboken, NJ: Wiley. Lopez, S. J., Snyder, C. R. & Rasmussen, H. N. (2003). Striking a vital balance: Developing a complementary focus on human weakness and strength through positive psychological assessment. In S. J. Lopez & C. R. Snyder (Eds.), Positive psychological assessment: A handbook of models and measures (pp. 3-20). Washington, D.C.: American Psychological Association. Mapou, R. L. (2004). Assessment of learning disabilities. In J. H. Ricker (Ed.) Differential diagnosis in adult neuropsychological assessment (pp.370-420). New York: Springer. Snyder, C. R., Lopez, S. J., Edwards, L. M., Teramoto Pedrotti, J. Prosser, E. C., LaRue Walton, S., Vehige Spalitto, S. & Ulven, J. C. (2003). Measuring and labeling the positive and negative. In S. J. Lopez & C. R. Snyder (Eds.), Positive
194-980 Fall 2009-10 Page 4
psychological assessment: A handbook of models and measures (pp. 21-39). Washington, D.C.: American Psychological Association. Solson, R. L., MacLin, M. K., & MacLin, O. H. (Eds.). (2005). Introduction to cognitive psychology. In Cognitive psychology (7th ed., pp. 1-32). Boston, MA: Allyn & Bacon. Twamley, E. W., & Bondi, M. W. (2004). The differential diagnosis of dementia. In J. H. Ricker (Ed.) Differential diagnosis in adult neuropsychological assessment (pp. 276-326). New York: Springer. Williams, J. M. (2008). Brief and extended neuropsychological assessment of aging and dementia (pp. 315-332). In R. C. D’Amato & L. C. Hartlage (Eds.)., Essentials of neuropsychological assessment: Treatment planning for rehabilitation. New York: Springer.
Required Testing Materials:
• • WAIS-IV Kit (available for check-out from RPSE or EPTC: includes WAIS-IV Administration and Scoring Manual and WAIS-IV Technical and Interpretive Manual.) WAIS-IV Record Forms, WAIS-IV Response Booklets, (details will be discussed in class)
Course Requirements:
1) Discussion and class participation (20 points) Didactic Component 2) Online quizzes related to the required readings to be submitted to the course Learn@UW page prior to class (due by 9 a.m. Wednesday from September 9 - October 21, November 4) (5 points per week for 8 weeks = 40 points) 3) Overview of a cognitive assessment test (or tests): presentation and demonstration with outlines/handouts (40 points) - select an instrument(s) with approval of the instructor; each student will present a different instrument(s) (due to brevity of some instruments, some students will present more than one instrument; for WMS-IV and Woodcock Johnson III Tests of Cognitive Abilities, two students can present as a team)
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Sample list of assessment tools (available for checkout from the department assessment library) Didactic Component, ctd. NOTE: * are priorities ** can be team presentation (2 students) Assessment of adaptive and functional cognitive behavior Adaptive Behavior Assessment System (ABAS) AAMR Adaptive Behavior Scales Scales of Independent Behavior—Revised Nonverbal assessment tools Bender Gestalt II—Bender Visual-Motor Gestalt, 2nd edition Beta Examination—Revised, 2nd edition (BETA-III) Booklet Category Test Comprehensive Test of Non-Verbal Intelligence (CTONI) Raven's Progressive Matrices Stroop Color and Word Test Trail Making Test for Adults Test of Nonverbal Intelligence--Third Edition (TONI-3) Wisconsin Card Sorting Test Brief cognitive assessment tools Brief Neuropsychological Cognitive Examination (BNCE) Cognistat, Cognitive Behavior Rating Scales, and Cognitive Symptom Checklists Kaufman Brief Intelligence Test (K-BIT) Kaufman Short Neuropsychological Assessment Procedure (K-SNAP) Neurobehavioral Functioning Inventory (NFI) Quick Neurological Screening Test, 2nd rev. edition (QNST-II) Repeatable Battery for the Assessment of Neuropsychological Status (RBANKS) Wechsler Abbreviated Scale of Intelligence* Wechsler Memory Scale—III Abbreviated* Assessment of specialized cognitive abilities California Verbal Learning Test (CVLT) Cambridge Prospective Memory Test Memory Assessment Scales Comprehensive cognitive assessment batteries Stanford Binet Intelligence Scales (SB5), Fifth edition *, ** Wechsler Memory Scale-IV*, ** Woodcock-Johnson III Tests of Cognitive Abilities*, **
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Laboratory Component
Competency-based training in the administration, scoring, and interpretation of the WAIS-IV will be the focus of the laboratory component of the course. Students will be expected to demonstrate competency using a formal mastery model. The process will be accomplished through a series of steps: 1) demonstration 2) practice with test materials 3) scoring a sample WAIS-IV 4) trial administrations with volunteers (some with interpretive reports) 5) a final recorded administration (videotape or DVD) with report
This component of the course stresses competency in the reliable and accurate administration, scoring and interpretation of the WAIS-IV. The following are the specific administration requirements for the WAIS-IV: 1 scoring of a sample WAIS-IV 5 administrations of the WAIS-IV 2 with scoring/record form 2 with scoring/record form, WAIS-IV Interpretive Worksheet (appendix A.1, Lichtenberger & Kaufman CD-ROM) and summary report 1 recorded administration (DVD or videotape) with scoring/record form, videotape, WAIS-IV Interpretive Worksheet (appendix A.1, Lichtenberger & Kaufman CD-ROM), and summary report WAIS-IV kits will be available for you to check out during the course. Specific arrangements for forms, kits, and observation will be discussed in class. Students will be expected to ask each testing subject to read and sign a consent form for each test administered (see attached form). All test protocols should be kept confidential. You will be expected to adhere to the schedule deadlines for WAIS-IV test administrations as specified in the course outline. This will assist you in learning since you will get feedback for future administrations and reports. You will also get scoring and interpretation experience by discussing scoring issues in class. The facilities and equipment of the Education and Psychological Training Clinic/Center (EPTC) (316 Educational Sciences Building) are available for use by students in this class. Students can use testing observation rooms (with videotaping capability). To reserve space and/or materials, call 265-6120; EPTC hours are 8:30-4:00 p.m. Monday through Friday. Digital camcorders are available for students to check out from the CIMC (Center for Instructional Materials and Computing); call the CIMC circulation desk at 608-263-4750 to reserve a camcorder.
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Scoring Format Class participation and discussion Online quizzes Class Presentation and resource guide handout on a cognitive assessment test Test Scoring and Administration 1 sample WAIS-IV for scoring practice @ 5 points 2 WAIS-IV test administrations with scoring/record @ 20 pts. each = 40 points 2 WAIS-IV test administrations with scoring/record forms and summary report @ 30 pts. each = 60 points 1 WAIS-IV recorded test administration with scoring/record form, videotape/DVD with self-evaluation form, and summary report = 45 pts. 20 points 40 points
40 points 150 points
Grade Assignments
A AB B BC C D F
= = = = = = =
230-250 points (92 - 100% of possible points) 213-229 points (85 - 91% " ) 195-212 points (78 - 84% " ) 183-194 points (73 - 77% " ) 168-182 points (67 - 72% " ) 152-167 points (61 - 66% " ) 151 points or less (60% or less " )
194-980 Fall 2009-10 Page 8
Course Outline 9/2/09
Topic: Course introduction and review of syllabus Foundations of cognitive assessment
9/9/09
Topics: Historical perspectives on assessment of cognition and intelligence Contemporary and emerging theoretical perspectives on cognition, intelligence, and personal competence
Required Readings: Readings at Learn@UW: 1) Gardner 2) Greenspan & Driscoll 3) Kaufman, Lichtenberger: IQ tests. 4) Solson et al.
9/16/09
Topics: Positive psychology and cognitive assessment WAIS-IV Introduction: Test development, structure & content
Required Readings: Textbook(s): 1) Lichtenberger & Kaufman: Chapter 1 2) WAIS-IV Administration & Scoring Manual: Chapter 1 3) WAIS-IV Technical & Interpretive Manual: Chapters 1& 2
Readings at Learn@UW:
1) Lopez, Snyder et al. 2) Snyder, Lopez et al.
9/23/09
Topics: Brief review of measurement (including reliability and validity) WAIS-IV Standardization, norms development, reliability and validity WAIS-IV: General testing considerations
Required Readings: Textbook(s): 1) WAIS-IV Technical & Interpretive Manual: Chapters 3, 4, 5 2) WAIS-IV Administration & Scoring Manual: Chapter 2 (pp. 21-26) 3) Lichtenberger & Kaufman: Chapter 2 (pp. 41-46)
194-980 Fall 2009-10 Page 9
9/30/09
Topic: WAIS-IV: Administration and scoring guidelines
Required Readings: Textbook(s): 1) Lichtenberger & Kaufman: Chapter 2 (pp. 46-84), Chapter 3 2) WAIS-IV Administration & Scoring Manual: Chapter 2 (pp. 26-61), Chapter 3
Completed SAMPLE WAIS-IV record form 10/7/09
Topics: WAIS-IV: Interpretation
Required Readings: Textbook(s): 1) Lichtenberger & Kaufman: Chapters 4 & 5; Appendix A.1 2) WAIS-IV Technical and Interpretive Manual: Chapter 6
WAIS-IV Test Administration #1 (record form) 10/14/09
Topics: Essentials of the interview and clinical history Contextual issues and ecological validity Neuropsychological assessment approaches and principles
Required Readings: Readings at Learn@UW: 1) Allen: Psychosocial factors in differential diagnosis 2) Hebben & Milberg: Intro to neuropsych assessment 3) Hebben & Milberg: Essentials of the interview
10/21/09
Topics: Case conceptualization, report writing and communicating results Case studies Strengths and weaknesses of the WAIS-IV
Required Readings: Textbook(s): Readings at Learn@UW: 1) Lichtenberger & Kaufman: Chapters 9 &10 1) Lichtenberger et al.: Behavioral observations 2) Lichtenberger et al: Tests results and interpretation
194-980 Fall 2009-10 Page 10
10/21/09, ctd. WAIS-IV Test Administration #2 (record form) 10/28/09
Topics: Supplemental resources for assessment of intelligence and cognition: student presentations
11/4/09
Topic: Topics: Individual differences and IQ (e.g., gender, aging, socioeconomic status, education, occupation) - Test bias or detection of differences? Special considerations: Accommodations, partial administrations, practice effects, and estimation of pre-morbid abilities
Required Readings: Textbook(s): Readings at Learn@UW: 1) Lichtenberger & Kaufman: Chapters 7 & 8 1) Kaplan & Saccuzzo 2) Kaufman & Lichtenberger: Individual differences
WAIS-IV Test Administration #3 (record form & report) 11/11/09
Topic: Supplemental resources for assessment of intelligence and cognition: student presentations
11/18/09
Topic: Applications of adult cognitive assessment: Aging and dementia Guest speaker: Carey Gleason, Ph.D., Research Scientist Department of Medicine Section of Geriatrics and Gerontology; University of Wisconsin School of Medicine and Public Health; William S. Middleton Memorial Veterans Hospital, Madison Required Readings: Readings at Learn@UW: 1) Williams 2) Twamley & Bondi
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11/18/09, ctd. WAIS-IV Test Administration #4 (record form & report)
11/25/09
Topic: “LAB WEEK” to complete recorded WAIS-IV administration
12/2/09
Topic: Applications of adult cognitive assessment: Epilepsy Guest speaker: Jana Jones, Ph.D., Assistant Professor, Neuropsychology, UW-Madison Department of Neurology; University of Wisconsin School of Medicine and Public Health Required Readings: Readings at Learn@UW: 1) Lee
12/9/09
Topic: Applications of adult cognitive assessment: Learning disabilities
Required Readings: Textbook(s): 1) Lichtenberger & Kaufman: Chapter 6
Readings at Learn@UW: 1) Mapou
WAIS-IV Test Administration #5 (record form, report, videotape/DVD, self-evaluation form)
Revised September 2009
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Consent for Practice Test Administration
I grant permission for ,a graduate student enrolled in a Cognitive Assessment course at the University of Wisconsin-Madison, to administer an individual test to me. I understand that the purpose of this practice administration is to provide the student with necessary experience in test administration, and that currently, the student is not qualified to report test findings or interpret test results.
Signature
Date
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SCORING GRID FOR WAIS-IV ASSESSMENTS (Administrations 1-2) Adult Cognitive Assessment 980 Student______________
Test Administration and Scoring Administration (6 points) ____
Scoring of individual subtests
(7 points)
____
Calculation of scores
(7 points)
____
TOTAL points for Administrations 1 and 2 (20 possible)
________
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SCORING GRID FOR WAIS-IV ASSESSMENTS (Administrations 3-4) Adult Cognitive Assessment 980
Test Administration and Scoring Administration (6 points) ____
Scoring of individual subtests
(7 points)
____
Calculation of scores
(7 points)
____
Summary Report Demographics and Referral Question(s) (1 point) ____
Background information and history
(1 point)
____
Behavioral observations
(1 point)
____
Test results
(2 points)
____
Interpretation of findings
(3 points)
____
Recommendations
(2 point)
____
TOTAL POINTS for Administrations #3-4 (30 possible)
__________
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SCORING GRID FOR WAIS-IV ASSESSMENTS (Administration 5) Adult Cognitive Assessment 980 Test Administration and Scoring Administration Scoring of individual subtests Calculation of scores Summary Report Demographics and Referral Question(s) (1 point) ____ (6 points) (7 points) (7 points) ____ ____ ____
Background information and history
(1 point)
____
Behavioral observations
(1 point)
____
Test results
(2 points)
____
Interpretation of findings
(3 points)
____
Recommendations
(2 point)
____
Video/DVD with self-evaluation form Video/DVD Self-evaluation form (8 points) (7 points) ____ ____
TOTAL POINTS for Administration # 5
(45 possible)
__________
