Units

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Sample subject outline - Semester 2 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

Educational and developmental psychologists often work with children, adolescents and adults who have learning difficulties. Consequently they need an understanding of learning processes and the nature of specific learning difficulties. This unit provides you with the opportunity for foundation study in the assessment of learning difficulties and methods of intervention.

Aims

The aim of this unit is to provide you with a sound knowledge of learning processes, and methods for assessing individuals with learning difficulties. You will be exposed to a range of assessment instruments and a variety of appropriate interventions for individuals with learning difficulties and associated impairments.

Objectives

On completion of this unit, you will be able to:

1. demonstrate an understanding of learning processes and the nature of specific learning difficulties;
2. express a clear understanding of associated impairments in areas such as memory and attention;
3. display knowledge of the assessment process including case formulation and hypothesis testing;
4. demonstrate an understanding of the range of instruments that are useful in the assessment of learning difficulties;
5. display competence in communicating results of assessments; and,
6. demonstrate knowledge of a range of appropriate responses and interventions for enhancing learning and other positive outcomes in persons with specific learning difficulties.

PROFESSIONAL ATTRIBUTES

Successful completion of this unit will enable you to meet the Queensland Psychologists Board requirement for demonstration of basic competence in:

1. knowledge of the discipline including the theoretical foundations and processes in assessment of learning difficulties; (Objectives 1-4 & 6)
2. psychological assessment including proficiency in test administration and knowledge of a wide range of instruments used in assessing individuals with learning difficulties and associated impairments; (Objectives 3 & 4)
3. capacity to evaluate research critically and communicate assessment information to others; (Objectives 1 & 5) and,
4. understanding of ethical, legal and professional issues that arise in relation to psychological assessment and intervention. (Objective 5 & 6)

GRADUATE CAPABILITIES

Successful completion of this unit will contribute to your ability to:

1. access and evaluate information relevant to psychological assessment; (Objectives 1 & 6)
2. use theoretical knowledge and research findings to understand assessment issues; (Objectives 1-6)
3. develop proficiency in assessment practices; (Objective 4 & 5) and,
4. communicate effectively in both written and oral form with a wide range of audiences. (Objectives 5 & 6)

Content

Building on the earlier foundation subject in educational and developmental assessment, this unit focuses on the process of assessing specific learning difficulties and selecting appropriate interventions. The unit commences by discussing learning processes and the nature of specific learning disabilities, including their neuropsychological bases. The emphasis is on further developing your understanding of the complex process of assessment: from the initial stages of case formulation, choice of assessment methods and hypothesis testing to the integration and interpretation of findings, their communication to a range of audiences, and linking to appropriate interventions. You are introduced to a range of standardised assessment instruments that are used in determining the nature and extent of learning difficulties and associated impairments. You will also explore a range of intervention approaches.

A high level of competence with the integration of information and communication of results will be expected.

Approaches to Teaching and Learning

The unit comprises weekly four-hour seminars which include lectures, practical demonstrations, workshop activities, discussions of case study material and student presentations.

Assessment

Assessment in this unit is both formative and summative. Formative assessment involves two tests and subesquent feedback and discussion. Summative assessment consists of a two class presentations and associated handouts. Specific criteria for each piece of assessment will be discussed in Week 1.

Formative Assessment
You will receive feedback from the lecturer immediately after each of the two tests and you will participate in class discussions on the topics that were assessed. In these ways, your skills will be developed progressively across the semester.

Summative Assessment

Assessment name: Seminar Presentation
Description: Seminar Presentation (Assessment)
Either individually, or within a small group (depending on class numbers), you will be allocated a test or set of tests that are relevant to assessing learning difficulties. You will prepare a class presentation reviewing each test's psychometric properties and clinical usefulness. You must administer each instrument on at least one occasion and be able to discuss administrative issues as well as theoretical aspects. A one-page summary should be prepared for distribution to class members. Other students will be asked to give feedback on your presentation and this will be considered when allocating final grades for the seminar.
Relates to objectives: 1, 2, 3, 4 & 5.
Weight: 25%
Internal or external: Internal
Group or individual: Group with Individual Component
Due date: Early-Semester

Assessment name: Seminar Presentation
Description: Seminar Presentation (Intervention)
You will each be assigned one intervention approach that has been used with individuals with learning difficulties. You are required to research this intervention and present a class seminar in which you describe the intervention and the evidence for its effectiveness. A one-page summary should be prepared for distribution to class members. Other students will be asked to give feedback on your presentation and this will be considered when allocating final grades for the seminar.
Relates to objectives: 1, 2, 3, 4 & 5.
Weight: 25%
Internal or external: Internal
Group or individual: Individual
Due date: Mid-Semester

Assessment name: Tests
Description: Across the semester, you will complete two written tests during class time. These tests will be based on the content of lectures and associated readings. They may include an assessment of your ability to formulate cases on the basis of information provided, and your ability to score a test protocol such as the WIAT-II or CMS.
Relates to objectives: 1, 2, 3, 4, 5, & 6.
Weight: 50%
Internal or external: Internal
Group or individual: Individual
Due date: Mid/End-Semester

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

Set text:

Sattler, J. M. (2008). Assessment of children: Cognitive applications, 5th ed. San Diego: Jerome M. Sattler.

Sattler, J. M. (2006). Assessment of children: Behavioral and clinical applications 5th ed. San Diego: Jerome M. Sattler.

Specific readings for weekly lecture topics will be recommended by the lecturers.

Risk assessment statement

You must obtain informed consent from the parents of children who are tested, using a permission form that will be provided. It is a requirement that identifying details, such as names, are concealed. You should consult with the lecturers if ethical issues arise during or following test administration.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 31-May-2012