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An Interactive Syllabus for

APCE 673-700 Appr. & Assess. in Counseling (3)

CRN: 40679

Location: Denver, CO (Lowry)

Dates: July 8-10 & 22-24

Fri: 4-10, Sat: 8-5, Sun: 8-4

3.0 Credit Hours

Instructor: Dr. Brian D. Johnson e-mail: brian.johnson@unco.edu

Phone: (970) 351-2209/Cell (970) 371-7822

(970) 351-2625 (fax)

Required Text:

Whiston, S. C. (2013). Principles and applications of assessment in counseling (4th ed.).

Belmont, CA: Brooks/Cole.

PLEASE NOTE: A 5th Edition of the Whiston text is scheduled to be published in 2016; Either

edition will be acceptable.

Instructor Course Pack. The course pack will be made available on Blackboard for this

course prior to the first day of class. This course pack is intended to be a supplement to my

lecture notes and does not need to be read before class.

Required Readings:

Readings will be posted on Blackboard and you will have access 4 weeks prior to class. (See

Required Reading List on last page).

Catalog Description:

This course features an overview of individual and group approaches to assessment used by

professional counselors. Course participants evaluate instruments, interpret results, and

demonstrate knowledge of psychometric properties.

Course Objectives: The purpose of this course is to provide students with the knowledge and

skills to perform and evaluate psychological assessment (defined broadly) based upon theoretical,

empirical, and practical considerations in a multicultural society. The objectives of the course

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include the below knowledge and skill outcomes.

Knowledge and Skill Outcomes: Upon successful completion of this course students will:

1. Understand historical perspectives concerning the nature and meaning of assessment

(CACREP II.G.7.a).

2. Know basic concepts of standardized and nonstandardized testing and other assessment

techniques, including norm-referenced and criterion-referenced assessment, environmental

assessment, performance assessment, individual and group test and inventory methods,

psychological testing, and behavioral observations (CACREP II.G.7.b).

3. Understand statistical concepts, including scales of measurement, measures of central

tendency, indices of variability, shapes and types of distributions, and correlations

(CACREP II.G.7.c).

4. Understand reliability (i.e., theory of measurement error, models of reliability, and the use

of reliability information) (CACREP II.G.7.d).

5. Understand validity (i.e., evidence of validity, types of validity, and the relationship

between reliability and validity) (CACREP II.G.7.e).

6. Understand social and cultural factors related to the assessment and evaluation of

individuals, groups, and specific populations (CACREP II.G.7.f).

7. Understand ethical strategies for selecting, administering, and interpreting assessment and

evaluation instruments and techniques in counseling (CACREP II.G.7.g).

8. Understand the importance of research in advancing the counseling profession (CACREP

II.G.8.a).

9. Understand statistical methods used in conducting research and program evaluation

(CACREP II.G.8.c).

Course Content: This course is designed to meet the CACREP 2009 Standards for Assessment

(Section II.G.7). Course content includes the history of assessment procedures, types of

assessment, technological applications of assessment, culturally appropriate/sensitive assessment,

basic statistical procedures, appropriate assessment selection, types of psychological tests (i.e.

intellectual, academic, achievement, personality, behavior rating scales, adaptive behavior

scales), diagnostic interview techniques, and responsible and ethical use of assessments.

Methods: Methods of instruction include, but are not limited to the following: readings, lectures,

classroom discussions, exams, paper/report, presentations, role plays, and classroom activities.

Course Components:

1. Description of the measurement and interpretive characteristics of major intelligence

and personality assessment instruments.

2. Interpretation of each test and integration of test findings including implications for

treatment/interventions.

3. Definition of current controversies and issues in psychological testing.

4. Awareness of alternate tests and assessment techniques and sources of information

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about tests and testing.

5. Practice writing reports using observations and social history data

Course Requirements:

Class Presentation (25 points):

Students will select a testing instrument to present in class. Presentations will be

approximately 30 minutes in length. Prior to your presentation, you will administer,

score and interpret your test. You should then incorporate what you learned into your

presentation (see Guidelines for Test Presentation and Test Presentation Scoring Rubric).

This instrument will be used in the psychological report write up below.

A very useful link is this assignment is the Mental Measurement Yearbooks from the Buros

Institute. You can get free reviews from the Mental Measurement Yearbook by going

through the UNC Library. http://library.unco.edu/dbasesalph.htm#m

Psychological Report Write-up (20 points):

Students will write a brief (3-5 page) psychological report consisting of Identifying

Information, Reason for Referral, Background History, Behavioral Observations (including

Mental Status Examination), Tests Administered, Test Results, Summary, Diagnostic

Impressions, and Recommendations. The assessment results to be reported will be the same

as the the assessment presented on for your class presentation (Worth 20 points).

Quizzes (25 points each/50 points total):

There will be 2 quizzes assessing information from the readings and lectures. Quizzes will

be in a short-answer and multiple-choice format. They will assess both factual and applied

knowledge.

Take Home Portion of Final Quiz (worth 10 of 25 points):

Write a reflection paper (2-3 pages) where each student will reflect/consider the

following: 1) what is the role of assessments in the lives of counselors; 2) what

considerations are there for using various assessments in counseling (i.e., statistically,

culturally, and in regards to treatment planning)? This is to be typed and handed in the

day of the final exam. This paper will be included in documentation for your Student

Learning Outcomes.

Class Participation: Class participation will be determined by your punctual attendance, level

of preparation before class sessions, questions you ask during student class presentations

(Worth 5 points).

PLEASE NOTE: I will assume that everyone has completed the assigned readings before class. I

am updating my instructor Course Pack which will serve as a reference and outline for some of my

lectures. It will be sent out over the student list serve prior to our first class meeting. Your

Interactive Syllabus also has many links to assessment related websites. You will want to familiarize

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yourself with all this material as well.

Policy on Plagiarism

Plagiarism is the act of appropriating the written, artistic, or musical composition of another, or

portions thereof; or the ideas, language, or symbols of same and passing them off as the product of

one's own mind. Plagiarism includes not only the exact duplication of another's work but also the

lifting of a substantial or essential portion thereof (This is the UNC definition). With regard to

written work, statements that paraphrase or summarize the work of another, along with other

information that is not considered common knowledge, must be properly cited in the text of a

document, and the source included in the reference list at the end. If a direct quotation, the citation in

the text must include the exact page numbers from the original source. The original source must also

be listed at the end of work. Quotation marks or a proper form of indentation shall be used to

indicate all direct quotes. All referencing is done, of course, according to APA Style. Regarding class

projects, you are not to use as the bulk of your presentation the completed works of faculty members,

imported documents from other authors, or works from websites, or any other body of work in which

you are not the author. Of course, with proper referencing, you can import portions of such works

and websites to enhance and illustrate your presentation, and you can provide references to these

other works for students who have an interest in pursuing a topic further. Students who have engaged

in the act of plagiarism will be given in an “F” in that course. The matter will then be taken up by the

School’s Review and Retention Committee. The decision of the Committee with regard to plagiarism

includes the possibility that the student be dismissed from his or her respective program and from

UNC.

Accommodations Statement

Students who believe that they may need accommodations in this class are encouraged to

contact the Disability Support Services, voice/TTY (970) 351-2289, or fax (970) 351-4166, or visit

www.unco.edu/dss as soon as possible to ensure that accommodations are implemented in a timely

fashion.

Inclusivity Statement

The College of Education and Behavioral Sciences (CEBS) supports an inclusive learning

environment where diversity and individual differences are understood, respected, appreciated, and

recognized as a source of strength. We expect that students, faculty, administrators and staff within

CEBS will respect differences and demonstrate diligence in understanding how other peoples’

perspectives, behaviors, and worldviews may be different from their own.

Sexual Misconduct/Title IX Statement

The University of Northern Colorado prohibits and will not tolerate sexual misconduct or

gender-based discrimination of any kind. UNC is legally obligated to investigate sexual misconduct

(including, but not limited to sexual assault, sexual harassment, stalking, and intimate partner

violence). If you disclose an incident of sexual misconduct to a faculty member, they have an

obligation to report it to UNC’s Title IX Coordinator. “Disclosure” may include communication in-

person, via email/phone/text message, or through in/out of class assignments. If you wish to speak

confidentially about an incident of sexual misconduct, please contact the UNC Counseling Center

(970-351-2496) or the Assault Survivors Advocacy Program (970-351-4040). If you would like to

learn more about sexual misconduct or report an incident, please visit

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www.unco.edu/sexualmisconduct.

Portable Electronic Devices

Please extend courtesy to your instructor and fellow students by turning off your portable

electronic devises such as: cell phones, pagers, and IPods. Also, please avoid text-messaging

during class. Your personal electronic devices should not be on your desks. If you know that

you may need to accept an emergency phone call during class or if you have children in

childcare or school, please let the instructor know. If you need to take a phone call during class,

please step out of the classroom. Thank you.

Missing or Being Late for Class (or Returning Late from Class Breaks)

Missing class without getting prior approval will result in an unexcused absence. Each

unexcused absence will result in a one letter grade deduction from your final grade. Being tardy for

class (more than 10 minutes late) three or more times will be counted as one unexcused absence.

Grading

A 93% to 100% C 73% to 76%

A- 90% to 92% C- 70% to 72%

B+ 87% to 89% D+ 67% to 69%

B 83% to 86% D 63% to 66%

B- 80% to 82% D- 60% to 62%

C+ 77% to 79% F Below 60%

Course Calendar:

Date

Topic

Readings

Assignment Due 1st Friday

Principles of Assessment

Assessment in counseling

Basic Assessment Principles

Reliability

Validity & Item Analysis

Chapters 1,2,3 & 4

Assignment of tests to be

presented for In Class

Presentations.

1st Saturday

Selecting, Administering, Scoring

and Communicating Assessment

Results

Initial Assessment in Counseling

Behavioral Assessment

Psychological Reports

Chapters 5 & 6

Time to review your test

1st Sunday

Intellignece & General Ability

Testing. (Weschler Intelligence

Scales, Academic Achievement

Testing, Wechsler Memory Scale)

Chapters 7 & 8

Quiz 1: Covering Readings

& Lectures

Background Information/

6 Email Assignment to me @

brian.johnson@unco.edu

Behavioral Observation

Report are due by Noon

on Monday 2nd Friday

Appraisal of Personality (MMPI-II,

MCMI-III, PAI).

Projective Tests (TAT, Rorschach)

Class Presentations

Chapters 10 & 12

2nd Saturday

Ethics in Testing

Assessment with Diverse Populations

Testing Bias

Contemporary Issues in Testing

Neuropsychological Testing

Class Presentations

Chapters 14 & 15

2nd Sunday

Using Assessment in Counseling

Psychological Assessment and

Treatment Planning

Assessment in Marriage and Family

Counseling

Class Presentations

Course Wrap-Up

Chapters 13 & 11

Quiz 2: Covering Readings

& Lectures

PLEASE NOTE: Course Calendar is subject to change at the instructor’s discretion.

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Tests to be Discussed

Intelligence

Wechsler Adult Intelligence Scale – 4th Edition (WAIS-IV)

Wechsler Intelligence Scale for Children – 5th Edition (WISC-V)

Academic Achievement

Wechsler Individual Achievement Test – 3rd Edition (WIAT-III)

Wide Range Achievement Test 4 (WRAT-4)

Objective Tests of Personality

Minnesota Multiphasic Personality Inventory - 2nd Edition (MMPI-II)

Minnesota Multiphasic Personality Inventory - Adolescent (MMPI-A)

Millon Clinical Multiaxial Inventory (MCMI-III)

Personality Assessment Inventory (PAI)

Behavior Checklists

Child Behavior Checklist (CBCL)

Parenting Stress Inventory 4th Edition (PSI-4)

Behavioral Assessment System for Children 3rd Edition (BASC-3)

Conner’s Scales

Projective Tests Projective Drawings

Rorschach Draw-A-Person Test (DAP)

Thematic Apperception Test (TAT) House-Tree-Person Test

Children’s Apperception Test (CAT) Draw-A-Family Test

Kinetic Family Drawing

Neuropsychological Testing

Memory Functioning:

Wechsler Memory Scale-4th Edition (WMS-IV)

Language Functioning:

Peabody Picture Vocabulary Tests-4th edition (PPVT-IV)

Attention/Concentration Testing:

Continuous Performance Tests 3rd Edition (CPT-3)

Stroop Color and Word Test

Emotional Functioning:

Beck Depression Scale, Anxiety Scale and Hopelessness Scale

Outcome Questionnaire

Adaptive Behavior Testing-2nd Edition

Vineland Adaptive Behavior Survey

Cognitive Malingering

Validity Indicator Profile (VIP)

Test of Memory and Malingering (TOMM)

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Guidelines for Test Presentation 1. Description of the Instrument

Stated purpose of the instrument

Population for whom the test is intended (e.g., age range, specific concerns).

Number and nature of items, subtests, scales

Physical description of instrument (e.g., size, types of pieces, etc.)

Types of scores provided (e.g., standard scores, percentiles, age-equiv.).

2. Theoretical Orientation

Provide a theoretical orientation for the instrument.

How well does the instrument assess the author’s theoretical orientation?

3. Standardization

Describe the standardization process

How was the normative sample selected?

Was there adequate representation from people for whom the test was intended?

4. Psychometric Properties

Describe the reliability estimates for your instrument

Describe the validity evidence for your instrument

Is the psychometric data sufficient so support the use of your instrument?

What does the MMYB say?

5. Administration

Describe and critique the administration process.

What are the necessary examiner qualifications?

Administration time.

Ease of administration for examiner and/or examinee.

Are administration procedures clear and easily understood?

Are test items worded appropriately for the intended population?

6. Miscellaneous

How interesting are the test items?

How useful is the information derived?

If the opportunity arose, would you use this instrument in the future? Why or why

not?

NAME _____________________________________

Test Presentation Scoring Criteria

Presentation should be 25-30 minutes long

Administer, score and interpret your test and incorporate what you learned into your discussion.

Provide a handout for the class which summarizes your findings.

1. Description of Instrument

Purpose of Instrument? Intended Population? #/nature of items/scales? Physical Description? Types of Scores?

____/5 2. Theoretical Orientation

Theoretical Orientation? Measure theory?

____/1

3. Standardization

Standardization process? Select Norm Sample? Representation?

____/5

4. Psychometric Properties

Reliability (type)? Validity (type)? Adequacy? MMYB?

____/6

5. Administration

Process? Qualifications? Time? Ease? Understandability? Appropriate?

____/6

6. Miscellaneous

Interesting? Usefulness? Use again?

____/2

TOTAL SCORE

____/25

Comments:

Background Information/Behavioral Observation Report Evaluation Form

Name:____________________________ Demographic Information:

Name, Age, DOB, Education, Date of

Report, Evaluator, Parents/Address

0 1

Reason For Referral:

Stated Reason for Evaluation

0 1 Background Information:

Statement regarding where info came

from

0 1

Information relevant to Reason for

Referral (e.g., Developmental History,

Family History, Academic History,

Psychiatric History, Occupational

History, etc.) As collected on the UNC

intake form.

0 1 2 3 4

Behavioral Observations:

Description of client’s behavior

DURING intake/testing testing

procedures (clear & relevant).

0 1 2

Tests Administered:

List the assessments you gave in order

in which they appear in the results

sections.

0 1

Test Results:

Provide the results from the assessment

and discuss what the results mean.

0 1 2 3

Summary:

Provide a concise summary of the

information reported. No new

information should be found.

0 1 2

Diagnostic Impressions:

Provide a DSM-V diagnosis.

0 1

Recommendations:

Recommendations written in the format

of 1) what was found, 2) what is being

recommended, and 3) how the

recommendation can be carried out.

0 1 2

Writing and Style:

Grammar/Spelling, concise, absence of

colloquial expressions, inconsistencies,

and excessive jargon.

0 1 2

Total Rating: 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Additional Readings

Ægisdóttir, S., Spengler, P. M., & White, M. J. (2006). Should I pack my umbrella? Clinical

versus statistical prediction of mental health decisions. The Counseling Psychologist, 34, 410-419.

American Psychological Association (2012). Guidelines for assessment of and intervention with persons with

disabilities. American Psychologist, 67, 43-62. doi: 10.1037/a0025892.

Bethune, M. & Johnson, B.D. (2013). Predicting counselor's academic and internship outcomes: Evidence for the

incremental validity of the MMPI-2. Training & Education in Professional Psychology, 7, 257-266.

doi:10.1037/a0033025

Jobes, D. A., & Drozd, J. F. (2004). The CAMS approach to working with suicidal patients.

Journal of Contemporary Psychotherapy, 34, 73-85.

Kirk, R.E. (2001). Promoting good statistical practices: Some suggestions. Educational and Psychological

Measurement, 61, 213-218. doi: 10.1177/00131640121971185

Polanski, P. J., & Hinkle, J. S. (2000). The mental status examination: Its use by professional

counselors. Journal of Counseling & Development, 78, 357-364.

Spengler, P. M., White, M. J., Ægisdóttir, S., Maugherman, A. S., Anderson, L. A., Cook, R. S.,

et al. (2009). The meta-analysis of clinical judgment project: Effects of experience on judgment accuracy. The

Counseling Psychologist, 37, 350-399.