Education | Academic Assessment and Intervention
P592 | 6009 | Dr. Rebecca Martinez

COURSE TEXTS:	Shinn, M. R., Walker, H. M., & Stoner, G. (Eds.).
(2002). Interventions for academic and behavior problems II:
Preventive and remedial approaches. Washington, DC: The National
Association of School Psychologists.

Thomas, A., & Grimes, J. (Eds.). (2002). Best Practices in School
Psychology-IV. Washington, DC: The National Association of School

READINGS: A packet of readings is available for purchase at Mr. Copy
(501 E 10th St; 334-2679).  Each student will need to go to Mr. Copy
and copy his or her own course packet (this is to save you money).
Recommended readings are available at  Password:


Major approaches and procedures for individual assessment and
intervention with students experiencing academic difficulties.
Supervised practice with curriculum-based and norm-referenced
instruments in general achievement areas, adaptive behavior, and
early childhood assessment. Emphasis placed on linking assessment and
classroom intervention for students with disabilities and culturally
diverse populations.


This course is designed to introduce major approaches and techniques
for individual assessment and intervention with students experiencing
academic difficulties. Emphasis will be placed on understanding
classroom instructional factors and conducting comprehensive
psychoeducational evaluations that are technically sound and lead to
effective intervention strategies. Course requirements focus on
practicing assessment procedures in the areas of general academic
achievement, reading, mathematics, written language, spelling, oral
language, listening comprehension and adaptive behavior, including
the use of these procedures with students from culturally diverse
backgrounds. The importance of assessing classroom ecology and
linking assessment and intervention will be stressed, along with ways
to effectively communicate results to parents, teachers, and other
professionals that lead to improved interventions and outcomes for


1.	Develop a comprehensive assessment plan that utilizes a
problem-solving approach to determine a student’s educational needs
which considers the interaction of student characteristics, classroom
variables, multiple sources of information, positive educational
outcomes, and research-based interventions.

2.	Critically evaluate the reliability, validity, norms and
standardization of current and newly-published assessment

3.	Administer, score, and interpret frequently used measures of
academic achievement in reading, mathematics, written language, oral
language, listening comprehension, and adaptive behavior.

4.	Identify the critical elements and procedures used in
curriculum-based assessment.

5.	Know the historical progression of the defining
characteristics of a learning disability, including the current
federal and state definitions and future state of the field.

6.	Identify pros and cons of the various methods and procedures
used to identify learning disabilities and how the procedures may or
may not address federal and state criteria.

7.	Recognize factors that affect the general school performance
and assessment procedures utilized with students from culturally
diverse backgrounds and with students who have sensory impairments
(vision, hearing).

8.	Identify and utilize curriculum and instructional adaptations
that meet the needs of students with diverse learning needs.

9.	Recognize and evaluate effective instructional variables in
classrooms that produce improved academic achievement outcomes for
students with diverse learning needs.

10.	Identify and plan initial stages of individual and group
interventions that are effective with students experiencing
difficulty with reading, math, written language, or other academic

11.	Utilize data collected during assessment to help teachers and
parents develop and monitor effective intervention plans.

12.	Effectively communicate the results of academic assessment
and intervention in oral and written form that is responsive to the
needs and understanding of parents and teachers.


Plagiarism and Academic Honesty
Plagiarism is a serious offense at IU, with very real consequences.
See the Student Code of Conduct for details: There is a very useful
interactive tutorial about what is and what is not plagiarism at

Students with Disabilities
Services for eligible students are based on individual need as
determined by a review of relevant documentation. Academic support
services and auxiliary aids are designed to offset the limitations of
disability and to lessen its impact within the academic environment.
If you have a disability, please go to for
more information on obtaining classroom accommodations/modifications.


Attendance and Communication
You are asked to notify me if you are unable to attend a class or
need to miss part of the class (arrive late or leave early).  E-mail
is appropriate, when used to schedule an appointment, notify me of an
absence or tardiness, or for short questions clarifying class
assignments or specific items from the lecture/discussion.

Advice to Students
Successful completion of this course requires that you invest
considerable time outside of class (1) practicing test administration
and (2) reading assigned materials.  Students who do not devote
necessary time practicing test administration and preparing for
classes by reading ahead of each class meeting will not pass the
course.  If you earn an “A” at the end of this course, I view you as
being capable of administering, scoring and interpreting standardized
achievement tests under minimal supervision.  If you earn a “B” in
this course, I view you as being qualified to use these tests, but
with additional supervision.  Students who earn grades of “C” or
lower are not considered qualified to use these tests without
additional training and close supervision.

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 violates test security and is a violation of
ethical and professional practice! You are 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.


Each student is expected to attend all class sessions, complete
reading assignments in advance and be prepared to participate in
class discussion and activities. Students are assigned
articles/readings to discuss for designated class sessions throughout
the semester (see Course Outline). Supplemental readings may be
assigned during the semester to address specific issues as they arise
within the course.

Each student will conduct practice administrations of three selected
assessment instruments and procedures (for a total of six assessments
and six accompanying reports). One will be a Vineland, two each of a
WIAT-II and WJ-III and one additional administration of your choice
(WIAT-II, WJ-III, or Vineland).  A 2-page report will be turned in
with EACH of the protocols presenting background information (i.e.,
school history, records review), test behavior, description of
instrument/tasks, test scores, interpretation of results, and
appropriate interventions. Each practice administration is worth 10
points and each report is worth 10 points. See Handout #1 for
detailed instructions. Due dates: 2/9, 2/23, 3/8, 3/22, 4/5,

120 Points

As part of the practicum component of this course, each student will
complete two full psychoeducational cases (i.e., assessments and
accompanying reports). These will be supervised by me, the practicum
supervisor (Dr. Cummings) and the site supervisor.  Please see your
P595 syllabus for details on the information that must be included in
these reports.  Each assessment battery (i.e., all protocols that you
administer) and report is worth 15 points each.  You may not count
any of the practice administrations in either of your
psychoeducational cases.  Due 3/29 and 4/21.

60 Points
Make one videotape of yourself administering a practice WIAT-II or WJ-
III.  Complete a two-page evaluation of yourself and your
administration of the test.  The video will be graded on rapport with
the child and your adherence to the test administration procedures.
The self-evaluation will be graded on your ability to reflect on the
assessment and identify strengths, weaknesses and errors in
administration.  Due on 3/8.

5 Points

You will present one of the two full psychoeducational cases that you
will complete as a joint requirement for this course and the
practicum.  This presentation should include (1) background
information about the child, (2) test results, (3) interpretation of
test data and (4) educational recommendations.  We will place great
emphasis on the latter piece (educational recommendations). The
presentation should last 15-20 minutes and should be accompanied by
handouts.  The case presentation will be graded on thoroughness of
information presented, level of interpretation, ability to integrate
assessment data clearly and quality of the recommendations.
Presentation dates: 4/26 and 4/28.
10 Points

You will be given one take-home exam on 2/4 that covers WIAT-II & WJ-
III background, administration, scoring and interpretation.
Specifically, you will receive a case study consisting of test scores
and background information.  For this exam, you will generate a
complete report, including recommendations.  The report/exam will be
graded on thoroughness and accuracy of information presented, level
of interpretation, clarity and writing style.  Due on 2/9.
10 Points

Each of you will be responsible for leading two class discussions.
You will be graded partly on your organization, partly on your
presentation of the material and in your ability to lead discussion.
You are responsible for presenting the information in some form to
your classmates. You may include a handout for your classmates and
have a group discussion. The class will evaluate each discussion
leader once. If needed, I will help you prepare your discussion.
However, you should view this as an opportunity to be creative. At
the very least, you should prepare an outline of how and where you
want the discussion to proceed as well as a list of issues or
questions you want the class to

5 Points


	Your grade will be based on the following:

	Assignment		Points		Due Dates	
6 test administrations		80 points	2/9, 2/23, 3/8, 3/22,
4/5, 4/19
6 reports			80 points	Same as above
Exam				10 points	2/9
Video and self-reflection	5 points	3/8
Psychoeducational cases	        60 points	3/29, 4/21
Case presentation		10 points	4/26, 4/28
Discussion leader/moderator	5 points	Will vary for each

Grade	Percentages	Points
A	94-100	187-200
A-	90-93	179-186
B+	87-89	173-178
B	83-86	165-172
B-	80-82	159-164
C+	77-79	153-158
C	73-76	145-152
C-	70-72	139-144

Course Outline

Class 1
Jan 12	
Overview of course content and requirements
Class 2
Jan 14	Introduction to Academic Assessment
READING: NASP Codes of Ethics (BP Appendix I); Jacob (2002 – BP5);
Power (Interventions II: Ch. 38)
Jan 19	MLK Day-No class
RECOMMENDED: Berninger (2002 – BP54); Guy & Norcross (1998)
Class 3
Jan 21	Background, Administration and Scoring: Wechsler Individual
Achievement Test – 2nd Edition (WIAT-II)
READING: WIAT-II Examiner’s Manual, Ch. 1-6 (skim and take notes)
Class 4
Jan 26	Interpretation: WIAT-II
READING: WIAT-II Examiner’s Manual, Ch. 7
Class 5
Jan 28	Background, Administration and Scoring: Woodcock-Johnson
Tests of Achievement – 3rd Edition (WJ-III)
READING: WJ-III Examiner’s Manual,  Ch. 1-4 (skim and take notes); WJ-
III Examiner Training Workbook (read all)
Class 6
Feb 2	Interpretation: WJ-III
READING: WJ-III Examiner’s Manual,  Ch. 5
Class 7
Feb 4	Report Writing
READING: Sattler (Ch. 21)
•	Receive take home exam over administration, scoring and
interpretation of WJ-III and WIAT-II
Class 8
Feb 9	Written and Oral Communication of Results and
Recommendations; Collaborating with Parents
READING: Fish (2002 – BP26);
	Protocol and Report # 1 Due
	Take home exam due
Class 9
Feb 11	Current Conceptualizations of LD
READING: Fuchs, et al (2003); Speece et al (2003); Fuchs & Fuchs
RECOMMENDED: Sattler & Weyandt (Ch. 12)
Class 10
Feb 16	Current Conceptualizations of MR/Cognitive Disability;
READING: Mulhern (2003); Sattler (Ch. 13-14)
Class 11
Feb 18	Assessing Adaptive Behavior
READING: Harrison & Boney (2002 – BP73); Vineland Adaptive Behavior
Scales Examiner’s Manual; Adaptive Behavior Assessment System (ABAS)
Examiner’s Manual (tentative).

Class 12
Feb 23	Reading Instruction, Assessment & Intervention
READING: Simmons et al (Interventions II: Ch. 20); Vaughn, et al
RECOMMENDED: Foorman (1995)
	Protocol and Report # 2 Due
Class 13
Feb 25	Mathematics Instruction, Assessment, & Interventions
READING: Browder (2001) Functional Math; Harris, Stein, & Carnine
(Interventions II: Ch. 21); Kroesbergen & Van Luit (2003)
RECOMMENDED: Miller & Mercer (1997)
Class 14
Mar 1	Assessing Reading Skills: Norm-Referenced Measures, CBA and
READING: Browder (2001) Functional Reading; Gravois & Gickling (2002 –
BP56); Howell et al. (2002 – BP48); Shinn et al. (Interventions II:
Ch. 6)
RECOMMENDED: Scott & Weishaar (2003)
Class 15
Mar 3	Written Language/Spelling Instruction, Assessment, &
READING: Baker & Hubbard (2002 – BP55); Graham & Harris
(Interventions II: Ch. 22)
RECOMMENDED: Edwards (2003); Keller (2002)
Class 16
Mar 8	Reading Interventions: Early Literacy & Phonological Awareness
READING: Joseph (2002 – BP51); Sindelar et al. (Interventions II: Ch.
RECOMMENDED: Silva & Martins (2003)
	Protocol and Report # 3 Due
	Video and self-reflection due
Class 17
Mar 10	Reading Interventions: Comprehension and Fluency
READING: Baker et al.(Interventions II: Ch. 27); Chard, Vaughn, &
Tyler (2002); Mastropieri, Scruggs, & Graetz (2003)
RECOMMENDED: Jenkins, et al (2003)
Mar 15/17	Spring Break—No classes

Class 18
Mar 22	Adapting Assessment to Accommodate Disabilities; Assistive
READING: Fuchs (2002 – BP57); McGivern & McKevitt (2002 – BP97)
RECOMMENDED: Long, et al (2003)
	Protocol and Report # 4 Due
Class 19
Mar 24	Grading & Homework Practices, Study Skills; Test Anxiety
READING: Gleason, Archer, & Colvin (Interventions II: Ch. 24); Harvey
(2002 – BP53); Keith & DeGraff (1997)
RECOMMENDED: Strein (1997)
Class 20
Mar 29	Grade Retention; High Stakes Testing; School Drop-Out
READING: Braden (2002 – BP22); Rafoth (2002 – BP50); Vess (2002 –
o	First psychoeducational case assessment and report due
Mar 31	NASP Convention-No class
Class 21
Apr 5	Peer Tutoring; Assessing Classroom Ecology
READING: Greenwood, Maheady, & Delquadri (Interventions II: Ch. 23);
RECOMMENDED: Fulk & King (2001)
	Protocol and Report # 5 Due
Class 22
Apr 7	Language Minority Children & Special Education
READING: Gersten & Woodward (1994); Gopaul-McNicol & Thomas-Presswood
(1998); RECOMMENDED: Sattler (Ch. 20)
Class 23
Apr 12	Autism
READING: Hintze (Interventions II: Ch. 34); Ikeda (2002 – BP94);
Olley (1999); Sattler (Ch. 17)
RECOMMENDED: Fogt, Miller, & Zirkel (2003)
Class 24
Apr 14	Emotional Disturbance
READING: Mooney, et al (2003); Popkin & Skinner (2003)
Class 25
Apr 19	Vision and Hearing Impairments
READING: Bradley-Johnson & Morgan (2002 – BP87); López (2002 – BP88);
Lukomski (2002 – BP86)
RECOMMENDED: Ertmer, Strong, & Sadagopan (2003)
	Protocol and Report # 6 Due
Class 26
Apr 21	ADHD, Physical Disability, and Traumatic Brain Injury
READING: Barry, et al (2002); DuPaul & Stoner (Interventions II: Ch.
RECOMMENDED: HaileMariam, Bradley-Johnson, & Johnson (2002)
o	Second psychoeducational case assessment and report due
Apr 26	Case Presentations
Apr 28	Case Presentations
May 1	End-of-course celebration cookout at Dr. Martinez’s house!


Assignment	Date	Possible Points	Actual Points
WIAT-II Administration #1		10	
WIAT-II Report #1		10	
WIAT-II Administration #2		10	
WIAT-II Report #2		10	
WJ-III Administration #3		10	
WJ-III Report #3		10	
WJ-III Administration #4		10	
WJ-III Report #4		10	
Vineland Administration #5		10	
Vineland Report #5		10	
Free choice Administration #6		10	
Report #6		10	
Psychoeducational Case #1	3/29	30	
Psychoeducational Case #2	4/21	30	
Video and Self-Reflection	3/8	5	
Case Presentation	4/26 or 4/28	10	
Exam	2/9	10	
Discussion Leader (two times)		5	
TOTAL:		200	


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underachievement and attention-deficit/hyperactivity disorder: The
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Chard, D. J., Vaughn, S., & Tyler, B. (2002). A synthesis of research
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