Education | Cognitive Assessment and Intervention
P591 | 6263 | Dr. Karen Gavin

School of Education 2001 – 2003 Academic Bulletin Course Description:
Historical and current theories of intellectual functioning.
Supervised practice in the use and interpretation of major
individually administered measures of cognitive behavior. Emphasis on
ethical test use in a diverse society and linking assessment results
to cognitive behavioral and self-monitoring interventions for
children and adolescents. (4 cr.)


1.Understand the history of intelligence and intelligence testing and
the practical uses of assessment;

2.To acquire knowledge and skill in the administration, scoring, and
interpretation of major the measures of intelligence including the
WISC4, WAIS3, and SB5;

3.To exhibit proficiency in the communication of assessment results
via oral and written reports;

4.To understand the ethical principles and code of conduct required
of school psychologists;

5.To recognize the diversity of children and the complex systems
within which assessment and intervention occur.


Sattler, J.M. (2001). Assessment of children: Cognitive Applications
(4th ed.). San Diego, CA: Jerome Sattler Press.

Thomas, A. & Grimes, J. (2002). Best practices in school psychology
IV (Vol. 2). Bethesda: NASP.

NOTE:  Additional readings can be accessed through the Education
Library’s Electronic Reserve System (E-Reserves), Oncourse, or they
will be disseminated in class.  If they are E-Reserve articles, you
will need to go to:

E-Reserves URL:
Password:       	cogasint

Oncourse website:


Kaufman, A. & Lichtenberger, E. (1999). Essentials of WAIS3
assessment. New York: Wiley.


1. Stopwatch  - Please try to find one that is quiet as well as easy
to use!

2. Large Manila envelope – Due to the confidential nature of your
assignments, it is necessary to turn in all protocols, consent forms,
reports and videotapes in an envelope to ensure confidentiality.  Put
your name, course number and instructor on the outside of the

3. 1 VHS Videotape


1. Each student is expected to attend all class sessions, complete
reading assignments in advance, and be prepared to participate in
class discussion and activities.  Supplemental readings or exercises
may be assigned during the semester to address specific issues as
they arise. Class participation grade will be based upon student
preparation for class, completion of in-class and take-home

2. Each student will complete an in-class midterm exam.

3. Each student will be responsible for completing an in-class
presentation with a classmate.  Each dyad will be responsible to
review, demonstrate, and present a cognitive measure of
intelligence.  The possible measures will be discussed in class.  For
the presentation, the dyad should include a brief overview of the
theoretical base and age of the test, identification of major
differences as compared to the four measures studied (WISC4, WAIS3,
SB5) in terms of administration or content, and highlight any
specific research findings/reviews that suggest the usefulness of the
measure.  The dyad should select 1-2 subtests of the measure to
demonstrate administration and allow 7-10 minutes for your colleagues
to practice the assessment.  Select subtests that are different from
others subtests demonstrated in this course.  Each dyad should
prepare a 2-3-page handout on the measure for distribution to
classmates.  The presentation should be between 30-35 minutes and you
must use Power Point computer software (or other presentation
software).  Topics for presentations must be submitted by October 23.
All presentations are scheduled for November 3 or 5.

4. Each student will conduct 9 practice administrations: 5 WISC4, 2
WAIS3, 1 Alternate (Bayley, DAS, SB5, or WJ3), 1 Screener (K-BIT,

5. Each student will submit a videotape for the 4th WISC
administration and for the Final Project. Videotapes will be
submitted to monitor adherence to standardized administrative
procedures and efficient test administration.  In addition, each
student will submit a report with the Final Project.
Failure to follow standardized administration procedures in the final
videotape or more than 1 major error on the protocol will result in
an Incomplete for the course.

8 Practice protocols 30
Midterm	20
Class participation 20
Group Presentation = 10 points
Class Participation & Assignments = 10 points
Final Project (Test #9 Protocol, report, and video) 30
100 points = 100%


Test Security and Responsibility
Testing materials in this course are “secure” tests – sharing the
tests or allowing others (e.g., friends, relatives, or coworkers who
are not in or have not taken this course) to look at, play with,
examine, and so on, test materials and manuals violates test security
and is a violation of ethical and professional practice! You will be
responsible for any damage, loss, or theft that occurs while a test
kit is signed out to you. Follow procedures for checking out test
kits from the clinic. Each time you check out a test kit, you should
ensure that all necessary items are present and intact! Please notify
Deborah Lane immediately if you find a problem with the test kit.
Failure to do so will result in your being charged for the missing
item or a new test kit.

You will need to locate your own subjects for testing. These cannot
be children/adults being evaluated for services. Possible sources for
subjects include friends, neighbors, university students, and
children of close friends. Do not test family members, research
subjects or students you work with. Before testing children, you must
secure permission of their parents or legal guardian. Failure to
secure consent will result in immediate failure of this course.  The
instructor will provide consent forms. Consent forms MUST be turned
in with your test protocol! Inform possible examinees that you are a
student at Indiana University. You would like them to volunteer to
help you learn how to administer tests. You are not authorized to
present yourself as a representative of the Indiana University, of
the Department of Counseling & Educational Psychology or of the
School Psychology Program. Do not go into a school system, training
institution, hospital, or any other organization without the course
instructor’s authorization.

Test Results
No person, except you and the course instructor, is to know the score
of any examinee. Parents must be told prior to testing that the test
results cannot be disclosed to them. General comments, such as “She’s
did well,” should not be made. Tell the parents (or the examinee, in
the case of a young adult or adult) that you are just learning how to
administer the test and your administration is not yet reliable or
valid. In recruiting examinees, you can emphasize that the session
will be interesting, challenging, and a learning experience. Parents
often appreciate the fact that the test will be a pleasant and
positive learning experience for their child.

Course Violations
As previously stated, you must obtain and turn in a consent form with
each of your test protocols. Tests administered within the context of
P591 may not be used for any purpose other than learning to
administer, score, and interpret the assessment instruments. You are
to make no recommendations for psychological or medical treatment to
the examinee or to the parents on the basis of your evaluation. You
may, of course, make such recommendations in your written report for
this course. If you have difficulty coping with an anxious parent or
examinee that is pressing you for advice, consult the instructor. Any
breach of these polices will result in immediate failure of this


Protocol Completion
Complete personal information section of the protocol. Please limit
identifying information such as name to the first name and last
initial or use a fictitious name when discussing cases in class. When
completing record forms, fill in the child’s /adult’s responses
verbatim or as close to verbatim as possible; indicate if you give a
prompt, question for elaboration or clarification, or give an example
as directed in the test manual. Everything you do must be noted on
the protocol. If you question a child on an item and the child gives
you a nonverbal (pointing) response that is correct, the protocol
needs to reflect the pointing response (e.g., car Q pt). You must
indicate that sample items have been administered if appropriate. If
you do not complete portions of the protocol or leave it blank, I
will assume that you did not question, prompt, or give an example and
will assign your grade accordingly.

The following grading criteria will be used for record forms:
Record forms will be marked with a “fraction” indicating major
errors/minor errors (e.g., 1/3 would indicate 1 Major error and 3
Minor errors and would be the equivalent to a C grade). Do not use
your own judgment when the response is in the manual – follow the
scoring guidelines exactly!

Majors Errors

1.Inappropriate basal or ceiling

2.Incorrect summation of scaled scores or raw scores

3.Incorrect computation of CA

4.Omission of Question (Q) when required by manual (Similarities,
Vocab., Comp.)

5.Omission of subtests

6.Transforming raw score to scale score incorrectly

7.Administering wrong subtest (Coding A/B)

8.Failure to give example or sample item where required
(administration of samples must be recorded on protocol)

9.Failure to appropriately record examinee’s responses

Minors Errors

1.Judgment, i.e., assignment of inappropriate credit or failure to
give appropriate credit on items (Similarities, Vocab., Comp.)

2.Omission of P (pass) and F (fails)  on SB5

3.Wrong starting level

4.Misreading chart in recording percentiles

5.Time not recorded when necessary

Note: If in reviewing your practice protocols you realize you made a
mistake, note the error in the margin of the protocol and it will not
be counted against you.

P591 Course Schedule
Fall 2003
(Subject to changes)

Course overview
Ethics and regulations: NASP and APA
Brief history of intelligence & intelligence testing cont.
Reading: Sattler:  1 & 5;

Psychometrics & assessment process
Reading: Sattler: 4 & 7; E-Res: Hershell, Greco, Flicheck & McNeil
Wechsler Intelligence Scale for Children – Fourth Edition (WISC4):
Overview, technical considerations, and administration
Reading:  WISC4 handout; Sattler: 9 (selected sections); WISC4 manual

WISC4: Administration cont.

WISC4:  Administration cont. & Interpretation
Reading:  WISC4 technical manual: 6;
E-Res: McDermott, Fantuzzo & Glutting (1990);

WISC IV Interpretation & Report Writing
Reading:  Sattler 21; E-Res: Zachery (1990)
WISC4 Protocol # 1 Due (Partner)
Report Writing & Developmental History
Wechsler Adult Intelligence Scale- Third Edition (WAIS3): Overview,
technical considerations, and administration.
Reading: Sattler: 12&  13; E-Res: Tulsky, Zhu & Prifitera
WISC4 Protocol # 2 due with Results section (Partner)
WAIS3: Administration &  Interpretation
Reading: WAIS3 manual
Screening & specialized instruments
Reading: Sattler: 16 (skim)
Screening instruments & specialized instruments cont.
WISC4 Protocol # 3 due with Background section (Child or Adolescent)

Indiana Association of School Psychologists Annual Conference in

Midterm Exam

Factors influencing cognitive performance
Reading: Sattler 6; E-Res: Ceci & Williams(1997); Polmin & DeFries
(1998); Sternberg (1999)

Stanford Binet Intelligence Scale: Fifth Edition (SB5): Overview and
Presenter: Gregory Eaken, Ph.D., Riverside Publishing at 6:00 – 7:30
PM in Room 2277
Reading: Readings will be disseminated by the Speaker; review the SB5
WISC4 Protocol #4 due
Assessment of culturally and linguistically diverse students
Reading: Best Practices 24;
E-Res: Frisby (1999: Part 1); MacMillian & Reschley (1998); Suzuki &
Valencia(1997); Kamphaus: 6
Full day visit to Indianapolis
•Indiana School for the Blind
•Indiana School for the Deaf

Assessment of children with hearing, visual or auditory impairments
Reading:  E-Res: Chaudry & Davidson (2001); Simeonsson & Rosenthal
WAIS3 Protocol # 5 due

11/5 –11/10	
Group presentation – Test Reviews

11/12 –11/17	
Assessment of infants, toddlers and preschoolers
Group review and administration
Reading: E-Res: Bracken: 2;  E-Res:Kamphaus: 15; Bracken: 4

Autism & Cognitive Processing (topic tentative)
Reading: Evaes & Awadh (1998); Marcus, Flagler & Robison (2001);
Rodier (2000)
WAIS3 Protocol # 6 Due

Assessment review session
Screener Protocol # 7 Due
Thanksgiving Break– No Class

Mental retardation & Giftedness
Reading: Detterman,Gabriel & Ruthsatz (2000); Winner (1997)
Alternate #8 Due

Communicating Results
Reading:  Shellenberger (2001)

Using Intelligence Tests for Treatment Planning
Reading:  E-Res: Kranzler (1997),  Gresham & Witt (1997), Best
Practices: 84

Final Project Due by 3pm: WISC4 protocol, videotape, report

Student Academic Conduct for P591

The university may discipline a student for academic misconduct,
which is defined as any activity that tends to undermine the academic
integrity of the institution. Academic misconduct includes, but is
not limited to, the following:

1. Cheating.

A student must not use or attempt to use unauthorized assistance,
information, or study aids in any academic exercise, including, but
not limited to, the

a. A student must not use external assistance on any "in-class"
or "take-home"
examination, unless the instructor specifically has authorized
external assistance. This
prohibition includes, but is not limited to, the use of tutors,
books, notes, and

b. A student must not use another person as a substitute in the
taking of an
examination or quiz.

c. A student must not steal examinations or other course materials.

d. A student must not allow others to conduct research or to prepare
work for him
or her without advance authorization from the instructor to whom the
work is being
submitted. Under this prohibition, a student must not make any
unauthorized use of
materials obtained from commercial term paper companies or from files
of papers
prepared by other persons.

e. A student must not collaborate with other persons on a particular
project and
submit a copy of a written report which is represented explicitly or
implicitly as the
student's individual work.

f. A student must not use any unauthorized assistance in a
laboratory, at a computer
terminal, or on fieldwork.

g. A student must not submit substantial portions of the same
academic work for
credit or honors more than once without permission of the instructor
to whom the
work is being submitted.

h. A student must not alter a grade or score in any way.

2. Fabrication.

A student must not falsify or invent any information or data in an
academic exercise
including, but not limited to, records or reports, laboratory
results, and citations to
the sources of information.

3. Plagiarism.

A student must not adopt or reproduce ideas, words, or statements of
person without appropriate acknowledgment. A student must give credit
to the
originality of others and acknowledge an indebtedness whenever he or
she does any
of the following:

a. Quotes another person's actual words, either oral or written;

b. Paraphrases another person's words, either oral or written;

c. Uses another person's idea, opinion, or theory; or

d. Borrows facts, statistics, or other illustrative material, unless
the information is
common knowledge.

4. Interference.

a. A student must not steal, change, destroy, or impede another
student's work.
Impeding another student's work includes, but is not limited to, the
theft, defacement,
or mutilation of resources so as to deprive others of the information
they contain.

b. A student must not give or offer a bribe, promise favors, or make
threats with the
intention of affecting a grade or the evaluation of academic

5. Violation of Course Rules.

A student must not violate course rules as contained in a course
syllabus which are
rationally related to the content of the course or to the enhancement
of the learning
process in the course.

6. Facilitating Academic Dishonesty.

A student must not intentionally or knowingly help or attempt to help
another student
to commit an act of academic misconduct.

Taken from The Code of Student Rights, Responsibilities, and Conduct.
Copyright 1998 The Trustees of Indiana University, p. 17-18.

I have read the above statement, I understand it and agree to abide
by it.

Name:________________________________  Date:__________________