School Psychology

Department of Teaching and Learning

Rural School Psychology Program

Instructor Office Communications Office Hours

Darian Crowley, Ed.S., Virtual Email: [email protected] Thursdays
NCSP Phone: 334-750-9498 5-6pm
By Appointment

CFSP 4323: Assessment III (Social-Emotional)

3 QTR Hours
Winter 2025
Section 1: Thursday, 6-8pm, Virtual (see Canvas for links)
TA: Graciela Urias

PROGRAM PREREQUISITES AND RESTRICTIONS

The Rural SP EdS is a three-year program that prepares professionals in all aspects of School Psychology services
for children and families from birth to age 21. It requires two in-person summer sessions, two academic years of
online coursework, and a third year 1200-hour full-time internship in their affiliated communities. All students
must be enrolled in the Rural SP program and must have successfully completed all previous coursework and
field placements. All successful graduates are eligible for the National Certificate in School Psychology and
Colorado Department of Education license in School Psychology. The EdS degree requires a minimum of 90
quarter hours, up to 15 credits of which can be transferred from another institution. Students are responsible
for meeting licensure coursework requirements outside of Colorado.

PROGRAM DESCRIPTION
The Rural SP EdS program is designed for students living in rural Colorado to pursue a graduate degree in School
Psychology while living and working in their communities. Graduates of the Rural EdS program will come directly
from sponsored rural communities and will have career opportunities across a broad range of educational and
treatment-oriented service systems that they will be able to bring back to their communities. In addition, EdS
students are prepared for administrative and supervisory positions in institutions and organizations of education
and mental health.
PROGRAM OBJECTIVES
Our goal is to prepare highly competent, collaborative, ethical, and self-reflective scientist-practitioners from
rural communities who can problem-solve and share decision-making with others to optimize social-emotional,
cognitive, academic, and behavioral outcomes for children and youth from their sponsored communities.
Ultimately, the Rural SP Program strives to produce professionals who are competent Consumers, Collaborators,
Interventionists, and Advocates:
 Consumers: able to apply, translate, and expand upon scientifically based pedagogy and professional
practice;
 Collaborators: able to collaborate in strengths-based, problem-solving, transdisciplinary teams with
families, teachers, administrators, and other school and community personnel, and to demonstrate
appropriate interpersonal relations and professional dispositions and work characteristics;
 Interventionists: able to employ data-based decision-making and systems-thinking that links assessment
outcomes to effective individual, family, and group change and to deliver preventative, remedial
strategic accommodations, intervention, and crisis services in a timely and professional manner;

CFSP 4323: Assessment III Page 1 of 18

  Advocates: able to advocate for the needs of children and families, to respect the dignity and worth of
all persons, to exhibit compassion and self-awareness, and to demonstrate strong listening, oral, and
written communication skills.
Graduates of the Rural SP program must demonstrate proficiency in multiple competencies and performance
objectives, which align with both the MCE mission and goals and overall field standards as articulated in
“Standards for Preparation of School Psychologists” (NASP, 2020) and “Professional Standards of Practice for the
Division of Early Childhood” (DEC, 2198). Each competency is also aligned with one of the four above objectives,
which are used to evaluate student progress.

STATE AND NATIONAL STANDARDS

The content of this course addresses the following NASP and CDE standards:
 The EdS program is fully accredited by the National Association of School Psychologists (NASP).
Graduates are assured licensure upon the successful completion of all Colorado Department of
Education (CDE) requirements. As part of the accreditation process, Rural EdS student interns must
complete two case studies, the data of which is shared with NASP. Therefore, they are eligible for the
National Certificate in School Psychology (NCSP), pending the successful completion of a NASP-approved
internship and the attainment of a passing score on the National School Psychology Examination (Praxis
II). For further information on NASP, please visit
http://www.nasponline.org/certification/NASPapproved.aspx.

For further details, refer to the CDE website: https://www.cde.state.co.us/sites/default/files/bdregs_301-37.pdf

COURSE DESCRIPTION

CFSP 4323 is a course in the assessment and diagnosis of social/emotional development and emotional/behavioral
dysfunction in children and adolescents. Assessment techniques presented include the use of clinical interview,
behavior observation, behavior rating scales and projective instruments. Issues in cross-cultural applications, family
context, ethics, and differential diagnosis of externalizing and internalizing disorders will also be covered.

The readings and the practical work assignments required to master the techniques covered in this course are time-
consuming and demanding. The student will be expected to learn the theory underlying the use of these techniques,
as well as the formal scoring systems used for each instrument. Emphasis will be placed on the integration and
interpretation of multi-method, multi-source and multi-setting data to improve diagnostic accuracy. And, the student
will begin to develop proficiency in the integration of social-emotional data into diagnostic reports, intervention
recommendations, and case presentations.

Students will be quizzed on assigned readings while class time will be used to supplement the information provided in
the text. A portion of the course will be conducted as a lab/practicum during which the student will demonstrate
scoring and interpretative proficiency using sample protocols.

COURSE OBJECTIVES
Graduate students successfully completing this course will be able to:

1. Understand the essential features and secondary characteristics of the most prevalent mood and behavior
disorders found in children and adolescent populations.
2. Understand the theoretical underpinning of instruments for assessing social-emotional status.
3. Understand the role of societal, cultural, biological, developmental, and environmental influences in the
social/emotional assessment process.
4. Demonstrate accuracy in administering, scoring, integrating, interpreting, and reporting various social
and emotional assessment instruments and information.

CFSP 4323: Assessment III Page 2 of 18

 5. Demonstrate rationalization of test batteries and school procedures based on the referral question.
6. Demonstrate the ability to gather assessment data, conceptualize a case, make evidence-based
recommendations for interventions, and present the results of the evaluation via professional verbal
and written format.
7. Demonstrate competence in the legal and ethical issues surrounding consent, competence, and
assessment, testing, and recommendations.
8. Demonstrate a problem solving, data-based decision-making approach to develop sound
recommendations or interventions tailored to the specific strengths and needs of the client based on
assessment data.
9. Demonstrate the sensitivity, respect and skills needed to work with individuals from diverse social,
linguistic, and cultural backgrounds.

COURSE READINGS AND RESOURCES

Required Texts
Wodrich, D. L. (n.d.). Social-Emotional assessment in schools: Concepts & cases. University of Arizona.
https://opentextbooks.library.arizona.edu/wodrichseas/

Required Readings (Articles and Chapters)

** Additional Readings will be posted to Canvas, and/or available through the DU Library.

Recommended Readings
Harrison, P., Proctor, S., & Thomas, A. (Eds.) (2023). Best practices in school psychology, 7th Edition. Bethesda, MD:
National Association of School Psychologists.

Whitcomb, S. (2017) Behavioral, social, and emotional assessment of children and adolescents, fifth edition. New York,
NY: Routledge. (W&M)

Youngstrum, E.A. et al. (2020). Assessment of disorders in childhood and adolescence, Fifth Edition. New York:
Guilford.

Hass, M., & Carriere, J. A. (2014). Writing useful, accessible, and legally defensible psychoeducational reports. John
Wiley & Sons.

Writing Resources
All assignments are expected to adhere to APA 7th edition. All scholarly papers and handouts, unless otherwise
specified, must be double spaced, Times New Roman 12 pt., with 1-inch margins on an 8.5” x 11” document.
See the following resources for explicit guidelines:
1. American Psychological Association. (2019). Publication manual of the American Psychological
Association, 7th Edition. Washington, D.C.: American Psychological Association.
** For more APA information also see: http://www.apastyle.org/faqs; the DOI handbook:
http://www.doi.org/hb; & Purdue OWL http://owl.english.purdue.edu/owl/resource/560/01
2. The University Writing Program - Shopneck Writing Center - Anderson Academic Commons 280
Email: [email protected] Phone: 303-871-7456
Website: www.du.edu/writing/writingcenter/
Hours: Mondays, Tuesdays, Wednesdays: 9am–8pm; Thursdays 9am–5pm; Fridays: 9am–4pm; Sundays:
12pm–8pm

Please call to make appointments (in-person or virtual) and specify you would like a graduate-level
consultant with knowledge of APA.

CFSP 4323: Assessment III Page 3 of 18

 UNIVERSITY ACADEMIC POLICIES
Academic Integrity
All students, staff, faculty, and administrators, as members of the DU community, are expected to assume and
uphold standards of conduct that embody the values of integrity, respect, and responsibility, defined as:
 Integrity: Acting in an honest and ethical manner;
 Respect: Honoring differences in people, ideas, and opinions;
 Responsibility: Accepting ownership for one’s own conduct.

Please review the DU Honor Code & Student Conduct Policies and Procedures which outline expectations and
measures associated with violations and misconduct at www.du.edu/honorcode. Specific prohibited behaviors
under Academic Misconduct in the Honor Code include: Plagiarism, Cheating, Double submission, and
Fabrication.

Dis/ability Access
The University of Denver is committed to equal access and participation for all persons, including those with
disabilities, in academic and other university sponsored programs. Students who have a disability/medical issue
protected under the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act and who
wish to request accommodations, please make an appointment with the Disability Services Program (DPS),
located on the 4th floor of Katheryn Ruffatto Hall, or call 303.871. 2372/ 2278/ 7432. Procedures for arranging
accommodations are included in the “Handbook for Students with Disabilities,” which is also available online at:
https://www.du.edu/studentlife/disability-services/media/documents/dsp_student_handbook.pdf and through
the Learning Effectiveness Program or the Office of the ADA Coordinator http://www.du.edu/hr/ada.html.

Family Educational Records Privacy Act (FERPA)

The University of Denver is committed to the safeguarding and accurate maintenance of student records as
outlined in The Family Educational Rights and Privacy Act (FERPA) of 1974. You have the right to view any
educational records regarding yourself; similarly, you have the right for the privacy of those records to be
respected. Assignments and comments are returned to you via your CFSP file folder. If you prefer another
method to return assignments, please let me know and we will make other arrangements. Occasionally,
students need to release part or all of their student record(s) to third parties such as attorneys or employers.
The University of Denver will not release student records without written consent. Please contact Office of the
Registrar at 303.871.4300 for more information and read Notification to Students of Educational Records and
Student Information Rights and Policies (http://www.du.edu/registrar/media/documents/ferpa_student.pdf).

PROFESSIONAL EXPECTATIONS
Culture of our College and Classroom
We would like to recognize that the University of Denver and the greater city of Denver reside within the
traditional territories of Hinonoeino (Arapaho), Tsitsista (Cheyenne), and Nunt'zi (Ute). We recognize the
descendant communities of the Northern Cheyenne Tribe of Montana, the Northern Arapaho Tribe of Wyoming,
the Southern Cheyenne and Arapaho Tribes of Oklahoma, the Southern Ute Indian Tribe, and the Ute Mountain
Ute Tribe. We also acknowledge that over 40 different Indigenous nations continue to be in relation with the
lands currently called Colorado.

Denver is home to many different citizens of Indigenous nations, and we recognize their enduring presence on
this land by paying respects to their elders, both past and present. Please take a moment to consider the legacies
of violence, displacement, migration, and resettlement that bring us together today and please join us in

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uncovering such truths at all public events. Now is the time to reflect upon and personally reconcile how the
genocidal acts against Indigenous communities intersect with our learning, collaboration, and sharing of
knowledge.
To learn more about DU’s recognition and reconciliation of their involvement in the Sand Creek Massacre,
please review the John Evan’s report at: https://portfolio.du.edu/evcomm/page/52699

At the Morgridge College of Education (MCE), inclusive excellence (IE) is at the core of our community,
academics, and student life. Like many programs at MCE, CFSP infuses social justice into our teaching and
practice. To ensure environments where people can share and discuss relevant professional information critical
to learning, CFSP has adopted the following MCE guidelines to be applied both in and out of class and in all
forms of interpersonal and social media communication:

- Community
o We make time to support our colleagues.
o We acknowledge our biases rather than pretending they do not affect us and work to grow past
them.
o We intervene and advocate if our colleagues are being marginalized.
- Curiosity
o We seek to understand others.
o We query prevailing assumptions inconsistent with our values and suggest alternative options.
o We listen to learn and presume positive intent before responding.
- Communication
o We share information proactively and freely express differing opinions.
o We respectfully address disagreements directly with one another.
o We embrace unique perspectives to make better decisions.
o We use both person-first and identify-first language depending on preference of the
student/client and recognize all individuals have rights and privileges
o Learn more about preferred terms: (a)
https://www.cdc.gov/healthcommunication/Preferred_Terms.html; (b)
https://www.aucd.org/template/page.cfm?id=605
- Collaboration
o We respect others' time and boundaries.
o We challenge the status quo, even when it is uncomfortable.
- Courage
o We take ownership of our actions, including our offenses.
o We take strategic risks and are open to possible failure.

Communication Policies and CANVAS

All course content (syllabus, readings, assignments, resources) can be located on Canvas. If you have technical
issues with the Canvas, you can click on the Help button at the top right corner of the page, or contact Canvas
technical support at 855.712.9770 or http://otl.du.edu/knowledgebase/canvas/. Before starting the course,
please make sure you have reviewed the Canvas Student Orientation (https://du.instructure.com/courses/190).
Students are responsible for checking their University of Denver email account as well as Canvas for
correspondence from the instructor.

For all personal inquiries, students can feel free to visit during virtual office hours, email, or text. If the question
or issue is of interest to all, please add a class-wide post to Canvas. If the matter is urgent, please feel free to call
the instructor and leave a message and the best method of contact. The instructor will do their best to reply to
all emails within 48 hours during weekdays. Emails sent after 5 PM on Fridays, on weekends, or on holidays will

CFSP 4323: Assessment III Page 5 of 18

not be addressed until the following workday. Please do not send duplicate “reminder” emails until 48 hours
have passed since your initial inquiry.

Class Engagement
Class engagement is essential for developing a professional identity and collaborative sense of responsibility
towards others. Active listening and personal participation during virtual classes and during group work are
extremely important to help integrate and understand different perspectives of the varied topics and sometime
controversial issues facing our field. Thus, it is expected that students will come to all classes and professional
commitments on time, prepared to discuss weekly readings and assignments, and ready to fully listen and
engage with peers.

Professional engagement during virtual classes also means that students are NOT multi-tasking or engaged in
personal texting, phoning, answering emails, surfing the web, nonrelated talking, or other distractions. Similarly,
proper etiquette is expected for online classes. For in person classes, a no-laptop policy is utilized, unless
otherwise instructed, in order to promote optimal student learning (Fried, 2008; Mueller & Oppenheimer, 2014;
Ravizza, Uitvlugt, & Fenn, 2017; Sana, Weston, & Cepeda, 2013).

Class Attendance
Class attendance is highly valued and a critical component of this course. Absences result in a reduction in
competence, since there is no way to recreate class lectures, discussions, group activities, and peer interactions.
Students are allowed one (1) excused absence from class. A second absence during a 10-week quarter, no
matter what the cause, will result in a 10% reduction of all possible course points. If students miss a third class,
they will receive a C+ or lower. There are no exceptions to this rule.

Missing 5 to 15 minutes of class is counted as a tardy; missing more than 15 minutes of class is considered an
absence. Two tardies will be counted as an absence. If a student has a prolonged illness that causes them to
miss more than two classes, they should have verified medical documentation. If more than two classes will be
missed, students must communicate with the instructor and their advisor to determine if a leave of absence is
warranted. If students have other commitments that will necessitate frequently missing classes or being tardy,
students may want to reconsider whether taking this class is the most appropriate decision at this time.

If a portion of or an entire class is missed, it is THE STUDENT’S responsibility to contact a classmate and gather
missed course content prior to the next class meeting. When classes are missed, students must contact the
instructor at least 24 hours prior to the class session. In the case of an emergency in which prior notification is
impossible, the student should contact the instructor as soon as possible via a text, phone call, or an email and
confirm communication receipt.

Online Learning Policy

Online courses will be offered both asynchronously or synchronously. During the synchronous class times,
students are expected to log into the class at the designated times and remain for the duration of the
synchronous period. Students are expected to have their videos turned on during the class and to remain visible.
Students should not be doing other activities outside of the course during this time. While the instructor is
speaking or another student is speaking, all other students are expected to keep their microphones muted so as
not to distract the audio of the speaker. It is the student’s responsibility to ensure all technology is working and
adequate for the synchronous portions. It is highly recommended that students check their technology prior to
the first class and before the other class times. Instructions for using Zoom via Canvas can be found at the
technology service desk website as well as instructions of testing your technology. Students are expected to be
able to have enough of a command of the technology being used to participate in the course and present when

CFSP 4323: Assessment III Page 6 of 18

necessary. It is recommended that students visit various tutorials online or contact the DU technology
department for guidance.

Discussion In & Out of Class: Self-disclosure & Confidentiality

Environments where people can share and discuss relevant personal and case information are critical to your
own and others learning.
1. Be Respectful. Classrooms that ‘feel good’ encourage open and honest dialogue to allow for the
broadest range of viewpoints to be heard. This means classmates treat each other with respect. Name-
calling, accusations, verbal attacks, sarcasm, or other negative exchanges are counter-productive to
successful teaching and learning.
2. Generate Greater Understanding. The purpose of class discussion is to generate a deeper understanding
and appreciation of unfamiliar topics; accomplished by integrating one’s own prior knowledge with
other’s viewpoints, including those dissimilar from your own. Learning is facilitated when classmates
first paraphrase what they think they heard a peer say before raising a question or making a new
comment. Follow-up or clarification questions are OK, as are ideas that expand upon a peer’s comments
in ways that promote insight as opposed to defensiveness. Always seek to understand each other’s ideas
first, direct your comments and/or questions to the entire class, and do not demean any opinions that
differ from one’s own.
3. Agree to Disagree. This does not mean everyone has to agree, but it does mean everyone has to agree it
is OK to disagree. The purpose of dialogue and discussion is not to always reach a consensus, nor to
convince each other of different viewpoints. Rather, the purpose of class dialogue is to reach higher
levels of learning by examining different viewpoints and opinions.
4. Foster Participation. Everyone has ideas they should feel comfortable sharing in class. Keep the focus on
the topic and issues under discussion and avoid always taking the floor to share just your own opinions
or experiences. Participation is enhanced when everyone is actively trying to truly understand the
message and content behind what is being communicated and when there is participation even from
peers who may not feel they have anything to offer. Also note, the role of the instructor is to make sure
that everyone’s voice is heard.

o Sharing feelings and opinions is a critical part of one’s professional growth but it is not
uncommon for people in our profession to feel uncomfortable with self-disclosure, even though
as school psychologists we ask others to do so all the time. Please know that students can
choose what to share and that they will never be graded on the level of self-disclosure. The
Student Outreach and Support (SOS)
(https://studentaffairs.du.edu/student-outreach-support/about-us/sos-referral-system) is an
additional resource to provide access to supportive counseling or access to other on campus
resources if needed during your program.

In addition, enrollment in this program carries with it the expected professional ethical responsibility to maintain
strict confidentiality of all shared peer, client, or school or community site information. Respecting
confidentiality is a critical aspect of becoming a professional in this field. In class or in any written assignment or
report, please use pseudo names and de-identify information about individual clients or settings. Out of class,
only discuss information with peers and others who have a need to know and only when confidentiality can be
maintained. Also, be assured confidential reports are only sent via a class designated secure website.

Social Media and Online Activities Policy

Students are entering a formal role as a representative of the University of Denver and the school psychology
profession, which relies on adherence to ethical standards such as confidentiality. Increasingly, one’s
professional, personal, and public personas may be indistinctly delineated online, and students are expected to

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carefully consider their use of social media in any context. Students must check privacy settings and online
presence and should avoid posting unhealthy or offensive behavior and speech, as future employers, colleagues,
or clients may access these posts. They are encouraged to review all content to ensure that it aligns with
expectations for professional and ethical conduct.

Students are prohibited from posting anything about clinic and fieldwork that gives any identifying information
or could in any way jeopardize anyone’s safety. They must likewise take care to safeguard digital client and
student information in accordance with state law, university clinic guidelines, and field training placement
policies. They are required to take precautions in the storage and transfer of both formal records and informal
communication. For more information, visit the Colorado Department of Education - Data Privacy and Security
and the Colorado Department of Healthcare Policy and Financing - HIPAA.
Students must take extra precautions to never identify client information, confidential data belonging to fellow
students and colleagues, and sensitive programmatic information (e.g. handbooks, assignments, and exams).
Instructor and course content is proprietary. Although we encourage students to advocate for and disseminate
information about the field, they must not share lecture slides and class materials beyond their fellow SP
students.

Failure to adhere to these guidelines is grounds for expulsion from the program. APA has established policies
about social media, which should be carefully reviewed by all students: APA Social Media Policy. Students are
also encouraged to review NASP standards, which include guidelines for professional online communication:
NASP Professional Ethics
COURSE ASSIGNMENTS
Case Reports 33 points x 3 = ~ 100 points
Report 1 = Jan 5 Report 2 = Feb 19th Report 3 = March 5th
th

Three case reports will be required (one for externalizing behaviors, one for internalizing behaviors, and one for
autism). Students will be provided with cases, including all the data they need and will not need to find
volunteers for this class. For the first two cases, students will complete an integrated, theme or question-based
social emotional report for the student. Themes and data integration will be developed in class for each case,
with increasing expectations for independence with each case report. The third case will be a traditional, test-
focused report. Report templates and appendices will be provided to help structure content. These reports are
intended for a general audience (parents, teachers, non-psychologist professionals), thus, technical jargon must
be kept to a minimum. However, students must demonstrate their mastery of the assessments via case
conceptualizations and data qualifiers and descriptions, as appropriate. The report should be no more than 8
pages single-space, Times New Roman 12-pt, with 1-inch margins, excluding appendices. Each report will be
accompanied by reflection questions. Reports should be uploaded to Canvas as a word document.

Protocols 10 points x 9 = 90 points

Round 1= Jan 22 ; Round 2 = Feb 12th; Round 3 = March 2nd
nd

Each student will independently score nine social emotional assessment instruments and submit completed
protocols (scanned and uploaded to Canvas) for review and feedback. The assessment administrations required
are as followed:
 Protocols (1): BASC-3 (Parent & Teacher Multi-Rater Form- Child), BRIEF-2 (Parent Form), Conners 4
(Self-Report Form)
o BASC-3: scored on Q-Global
o BRIEF-2: scored by hand.
o Conners 4: scored on Q-Global
 Protocols (2): MASC-2 (Parent Form), RCDS-2 (Self-Report), CDI-2 (Teacher Form)
o All three assessments are scored by hand.
 Protocols (3): ABAS-3 (Parent Form), ASRS-II (Teacher Form), SRS-2 (Parent Form)

CFSP 4323: Assessment III Page 8 of 18

 o All three assessment are scored by hand.


CFSP 4323: Assessment III Page 9 of 18

Protocol Reflections (as needed)
Round 1= Feb 5th; Round 2 = Feb 26th; Round 3 = March 12th
Protocols that receive a grade lower than 10/10 must complete a reflection of mistakes. Failure to submit a
reflection on Canvas will result in a 2-point reduction for that protocol. An incomplete reflection will result in a
1-point reduction for that protocol. For each error, include this content:

 Describe the error.

 Explain how to correct the error.
 Site resources used to correct the error (e.g., the test manual page number that helped you correct the
error, or any other tool that may help you to correct the error, such as a checklist, lecture slides, or
going to office hours)
 The impact this error would have on subsequent scores (i.e., cascade effect)

Professionalism 10 points
All students are expected to attend all class sessions, arrive on time, participate fully in class activities, and
engage in professional behaviors as outlined in the NASP Principles for Professional Ethics and APA Code of
Conduct. To be prepared to participate in class activities, students are expected to complete all readings and
assignments outlined on the attached weekly schedule prior to coming to class. Professional behaviors are
assessed via interpersonal interactions (e.g., conversations, discussions, emails), presentations, discussions, and
assignments. Professionalism is assessed throughout the course of the class. Points may be deducted if
professional behaviors are not observed.

CFSP 4323: Assessment III Page 10 of 18

 COURSE EVALUATION
All assignments and feedback will be submitted and reviewed on Canvas within two weeks after they are due,
unless otherwise noted by the instructor. Please be sure to regularly check the Canvas class site during the
quarter. For specific evaluation guidelines and criteria please see the associated scoring rubrics on Canvas.

Grading Scale
Your final grade for this class will be based on the percentage of total points received across assignments and
then assigned according to the following college-wide scale:
100-93 A 82-80 B- 69-67 D+
92-90 A- 79-77 C+ 66-63 D
89-87 B+ 76-73 C 62-60 D-
86-83 B 72-70 C- 59 and below F

Late Work
As a developing professional, no work should be submitted late. Please submit assignments by 11:59 pm on the
due date, unless otherwise indicated. All assignments not turned in on time, are subject to deduction of points
regarding professionalism. Any extenuating circumstances must be approved in writing by the instructor who
has the final say regarding acceptance of any late assignments.

Course Requirement Table

Assignment Total Points Possible Due Date

Discussion Posts (3) 5 points each Post 1 = Jan 12th
(2 x 5 = 10) Post 2 = Jan 15th
Post 3 = Feb 5th

Protocols (9) 10 points each Round 1 (BASC-2, BRIEF-2, Conners-4) = Jan 22nd
(9 x 10 = 90) Round 2 (MASC-2, RCDS-2, CDI-2) = Feb 12th
Round 3 (ABAS-3, SRS-2, ASRS-II) = March 2nd

Case Reports (3) 33 points each Report 1 = Feb 5th

(33 x 3 = ~100 points) Report 2 = Feb 19th
Report 3 = March 5th

Professionalism 10 points End of Quarter

TOTAL 210 points

* Students must earn a report average of 85 as a prerequisite for passing CFSP 4323. Students who earn less
than an average of 85 will receive an automatic C+ or lower and will have to repeat the course.

CFSP 4323: Assessment III Page 11 of 18

 COURSE SCHEDULE*
*Note: This syllabus provides a general plan for the course. Changes may be necessary.

Week Topic Reading Assignment

Week 1 – Virtual Synchronous

Class 1 Syllabus Review Read  Social
6-8pm SE Assessment Overview  Wodrich: Introduction & Chapter 1 Emotional
Theories and Models  Juggling personal life and Development
Protecting Confidentiality professionalism: Ethical implications for and Treatment
and Understanding Dual rural school psychologists (Osborn, 2012) Theory Reading
Relationships (Canvas) List and
Introduction to Case #1 Discussion Post
Review
Social Emotional Development and
Treatment Theory Readings/Resources
(Canvas)
Week 2 – Virtual Synchronous
Class 2 Assessment Planning Read  Executive
6-8pm Executive Functioning  Wodrich: Chapter 5 Functioning
Broad Band Measures Self-
BASC-3, BRIEF-2, Conners 4 Review Assessment
Administration and Scoring  Alexis Referral Information & Initial Case Questionnaire
Data (Add information to graphic Discussion Post
organizer) (Canvas)
Watch
 Introducing Conners 4th Edition
 What's New in the Behavior Rating
Inventory of Executive Function, 2nd Ed.
(BRIEF2)?

Optional:
 BASC-3 Overview Webinar

Week 3 - Virtual Synchronous

Class 3 Other Health Read  BASC-3, BRIEF-
6-8pm Impairment/ADHD  Wodrich: Chapter 8 & 12 2, Conners 4
Alexis Case Conceptualization  Guidance for Determining Eligibility for Protocols
Data integration Special Education Students with Other
Health Impairment (Canvas)
 DSM-V ADHD Criteria (pp. 59-65; Canvas)

Pick Two to Read or Watch:

 Racial Disparities in Diagnosis of
Attention-Deficit/Hyperactivity Disorder
in a US National Birth Cohort (Shi et al.,
2021). (Canvas)
 Females with ADHD: An expert consensus
statement taking a lifespan approach

CFSP 4323: Assessment III Page 12 of 18

 providing guidance for the identification
and treatment of attention-deficit/
hyperactivity disorder in girls and women
(Young et al., 2021) (Canvas)
 Is It ADHD or Child Traumatic Stress?
(NCTSN, 2016) (Canvas)
 Yes, Black women have ADHD too and
need your attention! | Abigail Agyei |
TEDxUniversityofEssex
 The ADHD Brain: A Model for the Future
| Rovena Caster | TEDxUAlberta
 ADHD sucks, but not really | Salif
Mahamane | TEDxUSU
Week 4 – Virtual Synchronous
Class 4 Social Emotional Assessment Read
6-8pm & Cultural Diversity  Wodrich: Chapter 14
Thematic Consumer  Testing and Assessment with Persons and
Responsive Report Writing Communities of Color (Leong & Park,
2016). (Canvas)
 Parent and teacher satisfaction with
school-based psychological reports
(Rahill, 2017). (Canvas)

Week 5 – Asynchronous (Instructor Out of Town)

Class 5 Externalizing Conditions WATCH & COMPLETE  BASC-3, BRIEF-
Asynchronous – SED  Pre-Recorded Lecture by Instructor 2, Conners 4
Complete Any Time Social Maladjustment  Discussion Post on Lecture Protocol
this Week Narrow-Band Measures Read Reflections
MASC-2, RCDS-2, CDI-2
 Wodrich: Chapter 10  Case Report 1
Introduction to Case #2
 Guidelines for Determining Eligibility (Alexis)
for Special Education for Students with  Discussion Post
Serious Emotional Disability (CDE, 2017). on Recorded
(Canvas) Lecture
 Social Maladjustment Brief (CDE, 2015).
(Canvas)

Review
 RZ SM vs. SED Case Study
 Anthony Case Study data

Optional Reading
 Social Maladjustment and Special
Education: State Regulations and
Continued Controversy (Cloth et al.,
2014). (Canvas)
Week 6 – Virtual Synchronous
Class 6 Brief Check-In on SED vs. SM Read  MASC-2, RCDS-2,
6-8pm Internalizing Conditions  Wodrich: Chapter 7 and 16 CDI-2 Protocols
Projective Measures

CFSP 4323: Assessment III Page 13 of 18

 Anthony Case
Conceptualization
Week 7 –Asynchronous (NASP Week)
Class 7 Adaptive and ASD Measures WATCH  Case Report 2
Asynchronous – ABAS-3, ASRS-II, SRS-2  Pre-Recorded Lecture by Instructor (Anthony)
Complete Any Time Autism Read
this Week Introduction to Case #3  Wodrich: Chapter 11
 Guidelines for the Educational Evaluation
of ASD (CDE, 2020) (Canvas)

Review
 Gerald Case Study data

Optional
 How to Enhance Your Adaptive Behavior
Evaluations

Week 8 – Virtual Synchronous

Class 8 Adaptive interviewing Read  ABAS-3, ASRS-II,
6-8pm Clinical Interviewing  Wodrich: Chapter 4 and 9 SRS-2 Protocols
Background  Using the Clinical Interview to Assess  MASC-2, RCDS-2,
Information/Developmental Children’s Interpersonal Reasoning and CDI-2 Protocol
History Reflections
Emotional Understanding (Welsh &
Gerald Case Conceptualization
Bierman, 2003) (Canvas)

Week 9 – Virtual Synchronous

Class 9 Discussing difficult results withRead  Case Report 3
6-8pm parents and students  Wodrich: Chapter 13 (Gerald)
Providing assessment results  Assessment feedback with parents and
and feedback preadolescent children: A collaborative
approach (Tharinger et al., 2008) (Canvas)

Week 10 – Virtual Synchronous

Class 10 Diagnostic Decision-Making, Read  ABAS-3, ASRS-II,
6-8pm Heuristic Errors, and  Wodrich: Chapter 2 & 15 SRS-2 Protocol
Differentiation Reflections
Finals

CFSP 4323: Assessment III Page 14 of 18

 Social Emotional Protocol Rubric

Date
Name: Assessment: Submitted:

Major Protocol Errors

Y N Correct calculation of chronological age

Y N Correct transfer of scores, values, etc.

Y N Correct conversion of scores (raw, scaled, standard)

Y N Less than 2 item and/or raw score errors

CFSP 4323: Assessment III Page 15 of 18

 Protocol Error Analysis

0 .5 Correct calculation of chronological age

0 .5 Complete identifying information (protocol)

0 .5 1 1.5 2 Accurate scoring of items (-.5 for every error)

0 .5 1 1.5 2 Correct calculation of raw scores (-.5 for every error)

0 .5 1 1.5 2 Correct transfer of score, values, etc. (-.5 for every error)
Accurate conversion of raw/scale/composite scores to
0 .5 1 1.5 2
scale/composite/global scores/t-scores, respectively (-.5 for every error)

Date Returned: Instructor Comments Below

/10

Social Emotional Case Report Rubric

Quant. Qual.

Technical Qualities (4 points)

Information is accurate

Free of spelling and grammatical errors

Clear and straightforward language (6th - 9th grade)

All abbreviations are explained

Identifying Data (1 point)

Examinee’s name, Date of birth, Chronological age, School, Grade, Date of

examination and Date of report, Examiner’s name and title ( , School
Psychologist in Training)
Reason for Referral (2 points)

Reason for referral presents a clear guide for the evaluation. Referral
questions offered.

Assessment Instruments (1 point)

CFSP 4323: Assessment III Page 16 of 18

 A list of assessment instruments with acronyms and definitions is provided

Results and Impressions (12 points)

Interpretations of data are reasonable and accurate and explain the

individual’s functioning.
Interpretations are realistic, yet strengths-based, and solutions-focused. The
child, rather than the testing process is highlighted.
Formal assessment results are integrated with interview and observation data.

Identification of most educationally relevant and impactful information

Summary (4points)

Child briefly reintroduced (referral, background)

Synthesis of data provides a clinical impression and judgment.

Conclusions provide the essential information regarding the student, avoids

introducing new data, and offers a summary of strengths and needs.

Referral questions are answered.

CFSP 4323: Assessment III Page 17 of 18

 Recommendations (3 points)

Report functions as a problem-solving assessment linking recommendations to

evaluation findings.
Recommendations are realistic and consistent with evaluation findings and
can be understood by the reader.
At least 3, and no more than 5 recommendations are provided.

Reflection (6 points)

Reflection questions are answered thoughtfully and thoroughly.

Total Points (33)

CFSP 4323: Assessment III Page 18 of 18

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