CSG 624 3 credit(s)
Students learn about the administration, scoring and interpretation of intelligence and achievement tests with assistance from the online library. Test reliability, validity, standard deviations, scaled scores, percentiles and the interpretation of significant differences are taught, and assessment information is analyzed in a manner that produces valid inferences when evaluating the needs of individual clients and evaluating the effectiveness of educational programs. Use of alternative, non-language based tests to intelligence and state of the art diagnostic instruments are also discussed. Achievement testing and the use of the standardized achievement tests as part of a test battery are utilized. Achievement-ability discrepancy analysis is included in the understanding of how a student qualifies for an IEP or 504. This class also explores the MCAS (Massachusetts Comprehensive Assessment System) or other state competency tests with regard to interpretation to students, teachers and parents, and factors related to school achievement and state-approved curriculum frameworks. Students develop an understanding of the importance of intelligence testing in a school/clinic setting and how it fits into a complete assessment including achievement and modality testing. Students learn about the influence of antecedent context (i.e. the influence of multiple factors such as abuse, violence, eating disorders, attention deficit hyperactivity disorder, and childhood depression) that may affect the personal, social, and academic functioning of students. The importance of assessing and interpreting clients' strengths and needs, and recognizing uniqueness in cultures, languages, values, backgrounds, and abilities as well as assessing barriers that impede clients' academic, career, and personal/social development are highlighted. Test instrument bias in relation to assessment of diverse cultures is also discussed. The referral process as it relates to professionals in guidance/school adjustment counseling, school psychologists and licensed psychologists is a focus of discussion. Students discuss the writing of referral questions in relation to the selection of appropriate assessment strategies that can be used to evaluate a client's academic, career, and personal/social development. This includes understanding of the diagnosis and treatment of learning and behavioral disorders, when to recommend an IEP, when a 504 is most appropriate, and when students do not qualify for services. Knowledge of IEP/special education time lines is conveyed. Includes the fundamental occupational tasks of assessment, case presentation, case collaboration, team membership and client interaction. This course addresses the following Massachusetts State Standards for School Adjustment Counselor/Social Worker: c: Learning disorders, including emotional issues affecting student achievement, and their treatment. e: Knowledge of state of the art diagnostic instruments; procedures for testing and interpreting results. This course addresses the following Massachusetts State Standards for School Guidance Counseling: b. Understanding and interpretation of Massachusetts Comprehensive Assessment System (MCAS) and other academic test results to students, teachers, and parents. d. Understanding of the diagnosis and treatment of learning and behavior disorders. j. Resources within the school system or the community for referral.