Faculty Contact Information:
1. Telephone: 0033-(0)3-88-22-21-10. I live in France and the first two numbers indicate the country code and the following 0 is only used when calling within France. Otherwise, drop the first 0 when dialing. I have an answering machine and will be able to contact you within 24 hours within the week.
2. Email: My email address is: priceb@faculty.ed.umuc.edu. With the number of students in class writing to me about various issues, it may be helpful to include a summary of any previous correspondence to help my memory.
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Consultation:
Consultation is available by either email or telephone, although email is probably more reliable as I will also be commuting a lot.
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Required Texts and Readings:
| Kaufman, A.S., and Lichtenberger, E.O. (2001). Assessing Adolescent and Adult Intelligence (2nd Ed). Boston: Pearson Allyn and Bacon. | |
Supplementary Readings:
All graduate students should be prepared to utilize the UMUC online library. The library contains a large number of full text academic journals that are free of charge and immediately available. The library homepage also contains a number of links related to improving students’ research and writing skills.
Much of the material used during the early part of the term will come from handouts. One good website for starting a review of a test is the Buros Institute at: http://buros.unl.edu/buros/jsp/search.jsp. | |
Recommended Journals:
| A variety of full-text, online, free-of-charge and pay-per-view academic journals are listed on the Counseling Webboard at http://www.ed.umuc.edu/graduate/webboards/ | |
Course Description:
The course emphasizes the administration, scoring, and interpretation of infant, child, and adult intelligence tests, emphasizing the Stanford-Binet, WPPSI, WISC-R, and WAIS. Included will be a survey of the development of IQ tests, theories of intelligence and current trends and developments in intellectual assessment.
Prerequisites: 15 hours of graduate psychology or counseling courses, including GUCO 510. | |
Course Goals:
| This course is designed to enable students to become familiar with intelligence testing, including validity, reliability and other measures. The cross-cultural aspects of intelligence, as well as the influence of heredity and environment on IQ, will also be stressed, so that students can continue the process of developing an effective counseling approach. | |
Course Objectives:
At the conclusion of the course, the student will be able to:
1. Understand the administration, scoring and interpretation of a specific test battery, such as the WAIS,-III, WAIS-R, WISC-III, or WISC-R.
2. Draw appropriate conclusions from the administration, scoring, and interpretation of a specific test battery.
3. Demonstrate an enhanced appreciation of the historical context in which contemporary testing instruments are imbedded.
4. Understand the importance of the concepts of intelligence and intelligence testing.
5. Demonstrate a knowledge and understanding of societal, cultural/racial influences in intelligence. | |
Grading Information:
| Student Evaluation: Students’ performance will be graded based upon a percentage of a total points obtained during the course. In general, it will be necessary to obtain a minimum of 90% of the course points to achieve an A, at least 80% of the points for a B, at least 70% of the points for a C, and anything below 70% is a F. | |
Course Requirements:
The following course tasks will include:
Exams (2 total; 40% of total points).
Appraisal Reports (3 total; 30% of total points).
Final Project: Mock Testing Service Proposal (30% of total).
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Description of Course Requirements:
Exams (2 total; 40% of total points). There will be a midterm and a non-comprehensive final exam that will each cover roughly one-half of the course and lecture materials, respectively. The first exam will contain fifty multiple-choice items and will address equally the information presented in lectures and in the assigned readings. The instructor retains the privilege of reviewing the test items’ discrimination and difficulty indices to determine whether or not they should be retained and students’ test scores will be raised by the number of items not retained. The final will be an open-book exam of short answers and essays that involves the review and commentary of the data and results of testing case material.
Appraisal Reports (3 total; 30% of total points). Students will prepare two appraisal reports that include the purpose of the appraisal, the type of formal and informal information sought, the summary and interpretation of the result, and recommendations based upon the finding.
Final Project: Mock Testing Service Proposal (30% of total). This project requires that you imagine that you have just found your first counseling job after obtaining your degree from BSU (congratulations!). Your supervisor decides that it would be helpful for your new work setting to have a testing service. You are asked to prepare a 15-20 page proposal that would describe how you would establish such a service for the purpose of persuading the appropriate funding authorities. Your proposal should begin with the description of the setting that includes the type of services provided, the population served, including relevant cultural and socio-demographic factors, and the type of appraisals required. You must include instruments from cognitive and intellectual domains of formal assessment instruments that we cover in this course with a detailed review for each instrument with a rationale for their inclusion. One of your test reviews must be at least 8 typewritten pages and includes a minimum of six published references, formatted according to the APA Publication Manual, 5th edition. The following are some guidelines that you should consider when writing your report. Please note that not all categories will apply to each instrument, but note whether or not the information is unavailable or not applicable.
1. Exact title of appraisal instrument
2. Author
3. Publisher
4. Copyright date(s)
a. date first published
b. date(s) of revision(s)
c. date of version being reviewed
5. Description of stated purpose and use
6. Appropriate respondent characteristics (e.g., age, grade, reading level, mental abilities, or physical characteristics)
7. Available forms
8. Current cost information
9. Content
a. categories assessed/measured
b. types of items used
c. type(s) of responses required
10. Administration procedures and requirements
11. Time factors and considerations
12. Administrator qualifications
13. Interpreter/user qualifications
14. Scoring options and procedures
15. Type(s) of scores derived/reported
16. Normative data
17. Validity information
18. Reliability information
19. Statistical information other than validity or reliability
20. Miscellaneous information
21. Your personal evaluation
a. advantages for use in counseling or student development
b. disadvantages for use in counseling or student development
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Course Schedule:
Weekend One
-----Topic 1. Course overview. Nature and uses of appraisal
------------handouts
-----Topic 2. Legal and ethical issues. Report writing
------------handouts
-----Topic 3. Classical Testing Theory
------------handouts
-----Topic 4. Basic statistics for appraisal
------------Handouts
Weekend Two
-----Topic 5. Reliability & Validity
------------handouts
-----Topic 6. Intelligence Theory
------------K&L ch. 1
-----Topic 7. Weschler Adult Intelligence Scale III
------------K&L ch. 6 & 7
------------Midterm
Weekend Three
-----Topic 8. Differences among populations on Intelligence Measures
------------K&L ch. 4
-----Topic 9. Appraisal of Aptitudes & Achievement
------------K&L ch. 6
-----Topic 10. WAIS Profile Interpretation:
------------K&L ch. 10, 11, 12
------------Appraisal reports due
Weekend Four
-----Topic 11. Other Intelligence Scales: Kaufman Adult & Adolescent Intelligence Test
------------K&L ch. 13
-----Topic 12. Other Intelligence Scales: Woodcock Johnson Battery & Brief Tests
------------K&L ch. 14, 15
-----Topic 13. Other Measures of Cognitive Functioning
handouts
------------Final exam
------------Final project due
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Academic Policies:
| Please refer to the UMUC – Europe Graduate Catalog, available online at http://www.ed.umuc.edu/general_info/publications/catalogs/ or from your local Education Center, for information on the following: Academic Integrity Course Load Exception to Policy Grade Appeal Process Make-up Examinations Nondiscrimination Students with Disabilities | |
Faculty Bio:
| For those of you curious about my professional background, I am a Collegiate Professor, teaching both undergraduate psychology and graduate counseling classes for Maryland. I grew up in the Ozarks of Missouri and have all my degrees from Midwestern institutions (Central Missouri State, University of Kansas, and Iowa State University). This is my fifth year teaching for UMUC in the overseas division, having first taught in Okinawa, then transferring to England where I was the Resident Graduate Professor (a.k.a. faculty advisor) for the Counseling Program until moving to France. Prior to joining Maryland, I was a licensed psychologist providing outpatient counseling and supervising a community mental health services’ program within a medium-sized detention center. My two major professional interests include the interface between mental health policy and law and cross-cultural issues in counseling and psychology. I consider my most significant early adulthood experience being a two-year service in the Peace Corps in the Central African Republic, where I opened the gates to my wanderlust that has not yet retreated. | |