THE FLORIDA STATE UNIVERSITY
College of Education
SPS 5192 Psychoeducational Assessment and Intervention
( 4 Credits)
Course Prerequisite
One course in the assessment of intelligence. Students are also expected to be familiar with issues and terminology related to psychological measurement. Chapters 1-8 in Psychological Testing (6th ed.) by Anastasi is a helpful text for those students needing a refresher in measurement and evaluation.
Course Objectives
1. To provide an overview of issues related to the assessment of educational achievement, learning and development, and psychoeducational diagnosis. Coverage will include standardized, criterion, and non-standardized approaches to educational assessment, assessment of preschool and special populations, and development of assessment-based educational plans. [inquiry]
2. To provide experience in administering, scoring, interpreting, and the reporting of educa-tional diagnostics and assessments. Activities will include practice test administration, the review of school records, behavioral observations, report writing, parent/teacher conferencing. [professional connections]
3. To review various instructional theories, use of pre-referral interventions, and techniques for assessment for interventions. [inquiry]
Required Texts
Rosenfield, S. A. (1987). Instructional Consultation. Hillsdale, NJ: Lawrence Erlbaum.
Sattler, J. M. (1992). Assessment of Children (Revised and Updated 3rd ed.) San Diego: Jerome M. Sattler, Publisher.
Topical Course Outline
Overview of Educational Assessment and Diagnosis [inquiry]
Readings: Sattler Chapters 18
Identification and Application of Criteria for the Classification of Exceptional Students
Readings: Sattler, Chapters 20, 21.
Behavioral Observations, Obtaining a Developmental Social History, Use of School/
Community Records
Readings: Sattler, Chapters 16, 17
Assessment of General Achievement, Reading, Mathematics, Written Expression, and
Language Development
Readings: Sattler, Chapter 13
Psychoeducational Report Writing and Conferencing with Parents and Teachers
Readings: Sattler, Chapter 23
Infant and Early Childhood Assessment
Readings: Sattler, Chapter 12
Vocational Assessment
Readings: (Class Lecture)
Criterion-Referenced Testing
Readings: (Class Lecture)
Procedures for the Development and Implementation of an Individual
Educational Plan (I.E.P.) [inquiry]
Readings: (Class Lecture)
Assessment of Visual-Motor Perception, Auditory Perception, Motor Proficiency,
and Instruments to Assess Psychological Processes
Readings: Sattler, Chapter 14
Curriculum Based Assessment, Teacher Collaboration, and Pre-Referral Interventions
Readings: Rosenfield, Chapters 1-6
Alternative Educational Models and Interventions for Remediation
Readings: Rosenfield, Chapters 6-10.
Grading Criteria and Types of Assessment Measures
1. Students will be required to write two brief position/review papers on the following topics:
a) Many systems of diagnosing learning disabilities require the establishment of a "processing " deficit as a factor in the individual's learning difficulties. First offer an operational definition of "processing" as it relates to learning problems, including some theoretical or research literature to support its relevance in human learning. Second, using your definition describe how that would convert to assessment procedures and practices and to the development of interventions or remedial programs or strategies.
b) Standardized norm-referenced, test-based assessment represents the primary mode of assessing academic problems. Others propose the alternative of behavioral assessment of academic skills, criterion-referenced assessment, curriculum-based assessment, or assessment for interventions as more relevant to meeting the student's educational needs. Compare and contrast one of these alternative approaches with standardized assessment. Discuss how this alternative approach could be used in conjunction with standardized assessment or as an alternative.
2. Two complete psychoeducational reports that include measures of intelligence, general achievement, mathematics, reading, and written language, visual-motor ability, memory/ attention, psychological processes, and fine/gross motor functioning. The assessment should also include a behavioral observation, use of school records, and an interview with the student's teacher and parents. One of the two assessments must include a curriculum based measurement. [professional connections]
3. One final exam covering the assigned readings and lectures.
Course grade will be determined as follows:
Psychological Reports 100 pts.
Term Papers 100 pts.
Final Exam 100 pts.
Total 300 pts.
Students with any type of disability that may interfere with learning in this class should negotiate a reasonable accommodation with the instructor early in the semester.
SM/bw/SPS-5192.doc/ncate/Sp’96