Psychological Assessment of Preschool and School-Aged Children

Catalog description

Study of cognitive/affective tests; use of systems (analytic, multivariate statistical, actuarial methods of data combination) in decision-making processes. Studies indicate that a major job function of school psychologists is the evaluation and classification of children who are thought to be exceptional. Diagnosis of learning and personal/ social problems of children is complex and highly dependent upon assessment strategies. Although individual-level diagnostic tools are still a hallmark of school psychological practice, up-and-coming professionals also need to be prepared to think through universal screening, progress monitoring, program implementation, and systems-change to support children with social-emotional problems as part of three-tiered service delivery models such as School-Wide Positive Behavior Intervention and Supports, school-based mental health, and Response to Intervention frameworks. Within this overall "blueprint" the course will focus on six critical areas: 1. The evaluation of specific assessment techniques in relation to acceptable psychometric standards to include a review of universal screening, progress monitoring, and individual-level/ targeted techniques (to include lethality risk assessment including risk for harm to self or others). 2. The statistical selection, use, and adaptation of diagnostic batteries. 3. The use and interpretation of computer output in the evaluation of predictive validity, clinical utility, bias, and clustering of both psychological variables and children. 4. Comprehensive case planning for social-emotional assessment in school settings and carrying out mock evaluations that emphasize social-emotional concerns for students. 5. The use of diagnostic reports as vehicles for facilitating instructional and social-emotional goal planning for children. 6. The reporting of results of screening and diagnostic results to parents and teachers to facilitate shared understanding.