Identifying Challenges
As with any new skill, practice makes perfect. Some would even say that perfect practice makes perfect. Although you are still a few weeks away from the in-residence portion of this course, it is beneficial for you to identify challenging topics for you related to cognitive assessment. Anticipating these challenges will help you formulate a plan to address them before you are required to demonstrate your assessment skills in person.
To prepare for this Discussion, identify topics or skills from the Learning Resources this week and in other weeks that you found challenging. Think about why these topics are challenging for you. Then consider which topics you hope are covered in more depth in-residence.
Post by Day 4 a description of at least one topic, skill, or assessment from the required readings that you found challenging and explain why. Then, describe any other areas or topics that have been challenging in this course. Finally, explain what topics you hope are covered in more depth in-residence.
Read a selection of your colleagues’ postings.
Respond by Day 6 to at least one colleague’s post in one of the following ways:
- Share an insight from having read your colleague’s posting.
- Validate an idea with your own experience.
- Suggest an article or other resource on a topic that your colleague found challenging.
Readings for This Week
- NCS Pearson. (2008). WAIS-IV administration and scoring manual. San Antonio, TX: Author.
- Chapter 6
- Sattler, J. M. (2018). Assessment of children: Cognitive foundations and applications (6th ed.). La Mesa, CA: Jerome M. Sattler, Publisher, Inc.
- Chapter 11, “Interpreting the WISC-IV” (pp. 403-438)
Readings for In-Residence Prep
Review the following resources in preparation for the in-residence portion of the course beginning in Week 10.
- Flanagan, D. P., & Harrison, P. L. (2012). Contemporary intellectual assessment: Theories, tests, and issues (3rd ed.). New York, NY: Guilford Press.
- Chapter 4, “The Cattell–Horn–Carroll Model of Intelligence” (pp. 99–144)
- Clements, S., Christner, R. W., McLaughlin, A. L. & Bolton, J.B. (2011). Assessing student skills using process-oriented approaches. In T. M. Lionetti, E.P. Snyder, & R. W. Christner (Eds.), A practical guide to building professional competencies in school psychology (pp. 101–119). New York, NY: Springer.
Retrieved from the Walden Library databases. - Frisby, C. L. (1999). Straight talk about cognitive assessment and diversity. School Psychology Quarterly, 14(3). 195–207.
Retrieved from the Walden Library databases. - Pfeiffer, S. L., Reddy, L. A., Kletzel, J. E., Schmelzer, E. R., & Boyer, L. M. (2000). The practitioner’s view of IQ testing and profile analysis. School Psychology Quarterly, 15(4), 376–385.
Retrieved from the Walden Library databases.
Answer preview
In the course, learning about cognitive assessments has been enlightening, for I have acquired knowledge on how to conduct the evaluations and ethical factors to put in place. Further, the course has helped me understand the importance of evaluating people’s rationality, perception, and learning agility. Although diverse topics related to…
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