Course Code: EDUC533 Course ID: 2797 Credit Hours: 3 Level: Graduate
Assessment, Evaluation, and Testing II addresses assessment and intervention plans related to developmental, behavioral, and mental disorders. Candidates will explore mental health diagnosis using DSM-5 criteria, evaluate symptoms and review assessments used in the diagnostic process. Additional topics covered in the course include suicide assessment, addictions, abuse, trauma, eating disorders, and evidence-based treatments. Through case study activities, candidates will conceptualize clients, identify measurable treatment goals and design developmentally and culturally relevant counseling treatment and intervention plans appropriate to the counseling setting. This course also covers evidence-based prevention programs, Response to Intervention, Individuals with Disabilities Education Act (IDEA), Section 504, and initiating appropriate referrals. (Prerequisite: EDUC530)
After successfully completing this course, you will be able to:
- Apply a systems approach to conceptualizing clients (CACREP 5b; WVDE Standard 2E)
- Create developmentally relevant counseling treatment and intervention plans to address client needs (CACREP 5h; WVDE 2E, 2G)
- Generate goals with measurable outcomes for clients (CACREP 5i; CACREP 2D)
- Recommend assessments used for diagnostic and intervention planning (CACREP 7e; WVDE Standard 2B)
- Critique the nature and purpose of assessment and studies in psychopathology (CACREP 5-G 1e; WVDE Standard 2F)
- Diagnose developmental, behavioral, and mental disorders according to DSM criteria and assessment results (CACREP 7l; WVDE 2D) .
- Use assessments relevant to academic/educational, career, personal and social development to support client needs (CACREP 3e; CACREP 5-G 1e; WVDE Standard 2F)
- Weigh the major ethical and legal issues related to mental health assessment (CACREP 1i; CACREP 5-G 2m; WVDE Standard 5B)
- Explain characteristics, risk factors, and warning signs of students at risk for mental health and behavioral disorders within the school setting or and community agency setting (CACREP 5-G 2g; WVDE Standard 2E)
- Distinguish the professional roles and functions of counselors across specialty areas when serving clients diagnosed with major psychological disorders and the interagency and interorganizational collaboration and consultation (CACREP 1b; CACREP 5-G 2k; WVDE Standard 1D)
- Propose how school counselors may serve as advocates for those with special needs and assist in the development of policies that support motivation and development of all students (CACREP 1e and 5-G 2a; WVDE Standard 4A)
- Explain procedures for assessing risk of harm to self or others and reporting procedures (i.e., aggression, self-inflicted harm or suicide, abuse) (CACREP 7c, 7d; WVDE 2D)
- Examine suicide prevention models and strategies (CACREP 5l; WVDE Standard 2F)
- Explain theories and etiology of addictions and addictive behaviors (CACREP 3d)
- Apply understanding of differing abilities by developing strategies for differentiated interventions (CACREP 3h; WVDE 2F)
- Apply evidence-based counseling strategies and techniques for prevention and intervention (CACREP 5j; WVDE 2B)
- Critique system wide support systems, such as Response to Intervention to facilitate successful transitions and support (CACREP 5-G 1d; WVDE 2G)
Case Studies (2)
Throughout the term, the student will review two case studies as noted in the Weekly Assignment section and submit a 5-7 page response paper on each. Papers will be graded for accuracy of interpretation, rigor of argument, and clarity of expression. Use the assigned textbooks as references, along with any journal articles that may be applicable. Your central task in this paper is to:
- Conceptualize the case provided and discuss symptoms identified. (CACREP 5b)
- Discuss what assessments would be used in diagnosis and intervention planning (CACREP 7e)
- Evaluate developmental, behavioral, or mental health disorders based on assessment results (CACREP 7l)
- Discuss theoretical approaches and measurable goals for interventions (CACREP 5i)
- Make recommendations for evidence-based interventions for the school and agency settings. (CACREP 5j)
- Create recommendations for collaboration and consultation with parent/guardian and other stakeholders involved in treatment. (CACREP 5-G 1d)
Each case study should include the following headings: (a) Case Conceptualization, (b) Selection of Assessments (c) Diagnosis (d) Theoretical Approach and Measurable Outcome Goals, (e) Evidence-based Interventions, (f) Collaboration and Consultation, ) Parent/guardian recommendations. You will note that these headings are aligned with each of the central tasks above. References should be embedded into your paper and properly listed at the end of the paper in American Psychological Association (APA) format. (The APA Web site can be consulted for assistance.) Your paper should also include a title page, abstract, and reference page (these components are not included in the 5-7 page requirement). Case studies are due by 11:55PM, EST on Sunday of weeks two and four.
Response to Intervention Presentation
Response to Intervention is an approach used in the school setting to provide intervention/support to students on three tiers. When students are not responding to universal strategies, then targeted and even intensive interventions may be needed. In this Power Point presentation, use at least three research articles that address Response to Intervention and demonstrate your understanding of the process through use of original examples. The presentation should include:
- Overview of the Response to Intervention process – define each Tier with examples (CACREP 5-G 1d)
- Research related to effectiveness of Response to Intervention (CACREP 8b)
- Examples of interventions that would involve the school counselor on all Tiers (use the West Virginia Department of Education form attached in assignment to complete this section) (CACREP 5j)
- How to determine when a student should be referred for special education services (CACREP 2k)
- Assessment process for identification of students who qualify for special education services. (CACREP 7e)
- Reference page.
The Response to Intervention Presentation is due by 11:55PM, EST on Sunday of Week Five.
West Virginia Department of Education (2013). 3 Tier Model Assessment Tool. Retrieved from http://wvde.state.wv.us/counselors/WVSchoolCounselorPerformanceStandards.html
Each student will prepare a research paper that will explore a psychological diagnosis in depth. Topics will be chosen by the student from the Diagnostic and Statistical Manual of Mental Disorders, DSM-5. The paper should include the following headings:
- Possible causes of the disorder (include neurological information if applicable) (CACREP
- Prevalence (CACREP 3c)
- Differentiating criteria (CACREP 3c)
- Progression of the disorder (CACREP 3c)
- Developmental and cultural considerations (CACREP 5h; 3i)
- Assessment process (CACREP 7k)
- Treatment and intervention plan (CACREP 5j)
Regardless of the student preference, the professor must approve the disorder topic before week 5. The research paper should be 10-12 pages in length and include at least five bibliographic references in addition to the course texts. The paper should address an issue of your choice germane to the content of this course that can be gainfully explored within the research traditions of assessment and treatment. References should be embedded into your paper and properly listed at the end of the paper in American Psychological Association (APA) format. (The APA web site can be consulted for assistance.) Your paper should also include a title page, abstract, and reference page (these components are not included in the 10-12 page requirement). Research Paper is due by 11:55PM, EST on Thursday of the final week of class.
Darkness to Light Training
Instructions to complete this training and provided in Week 6 Lesson and Announcement. This is a non-graded assignment but required in order to complete the course. (CACREP 7d)
Forum Participation (8)
Please join the forums each week. Students must post a reply to both weekly forums and reply to at least 2 other students for each Forum. This means that each week you should have 2 initial posts and 4 responsive posts. Replies must be posted in the week due and replies after the end of the each week will not be graded. The Forums are for student interaction and input should be submitted before the week ends in order to fully participate in the discussions. Students should demonstrate their own knowledge in the forums and avoid copying and pasting from websites.
- Post the initial response to each forum by 11:55pm, ET, Wednesday.
- Initial responses should be no less than 300 words.
- Initial responses are to be original in content and demonstrate a thorough analysis of the topic.
- Reply to at least 2 of your classmates in each forum by 11:55pm, ET, Sunday.
- Replies to classmates should be no less than 150 words.
- Responses to classmates are significant to advance the forum.
- All forums can be accessed in the Forums section of the course.
Darkness to Light Training Online
- Go to the online training login screen - https://d2l.csod.com/selfreg/register.aspx?c=american%20public%20university%20system
- Enter all required fields and click “Login”.
- Ensure you enter your class ID in the “Class Section” field on the registration page.
- Once you have completed the registration process, a “Thank you” screen will appear. This screen will also instruct you to disable your pop-up blocker. If you need assistance with this, click the “click here” button for instructions. This can also be found by clicking the following link: https://host.softworks.ca/Agate3/blocker/disable-blockers.htm
- Now you are on your Personalized Training Center Dashboard.
Recommended Textbook for the degree program:
In addition to the required texts in this course, you are strongly encouraged to purchase the latest addition of the Publication manual of the American Psychological Association (Currently 6th Ed.) if you have not previously purchased this resource.
In addition to the required course texts, the following public domain web sites are useful. Please abide by the university’s academic honesty policy when using Internet sources as well. Note web site addresses are subject to change.
Web Site URL/Address
|Book Title:||Diagnostic and Statistical Manual of Mental Disorders, 5th ed (DSM-5)- available through the APUS Online Library|
|Publication Info:||American Psychiatric Association|
|Author:||American Psychiatric Association|
|Book Title:||Darkness to Light’s Stewards of Children Online Training-To access the instructions, visit http://apus.libanswers.com/coursematerials/faq/52777|
|Publication Info:||Darkness to Light|
|Electronic Unit Cost:||$10.00|
|Book Title:||Various resources from the APUS Library & the Open Web are used. Please visit http://apus.libguides.com/er.php to locate the course eReserve.*|
Not current for future courses.