The Course on Individual Cognitive Assessment

Abstract

Characteristics associated with the graduate level course on individual cognitive assessment—a course required by all accredited school psychology programs throughout the United States—are described. Characteristics include personnel, materials, course and time requirements, and featured topics and tests. Program requirements for preparing students to assess cognitive functioning also are discussed. The data were obtained through a national survey completed by 97 instructors of the course on cognitive assessment. The current study is based upon a previous study conducted more than 12 years ago (Oakland & Zimmerman, 1986) that used similar methodology. The current results are compared to those obtained in 1986. Comparisons indicate that although some changes have occurred, many characteristics of the course remain the same. Thus, school psychology programs are not preparing students in light of recent developments in cognitive theory, test development, and professional guidelines. This information can assist persons responsible for program development to review and modify the course as well as to acquire needed resources for it.

Additional information

Notes on contributors

Vincent C. Alfonso

Vincent C. Alfonso, PhD, is Assistant Professor in the School Psychology Program at Fordham University. He also is Executive Director of the School Consultation and Early Childhood Centers at Fordham. He is Associate Editor of The School Psychologist, Division 16's newsletter. Dr. Alfonso's research and practice interests include psychoeducational assessment, preschool psychology, early intervention, and psychometrics.

Regina LaRocca

Regina LaRocca, MA, is a doctoral candidate in the School Psychology Program at Fordham University in New York City. Her areas of professional interest include student self-efficacy, assessment, and consultation.

Thomas D. Oakland

Thomas D. Oakland, PhD, is Professor of Educational Psychology at the University of Florida. He is President of the International Foundation for Children's Education, President of the International Test Commission, and past-President of the International School Psychology Association. His scholarly contributions include 6 books, more than 30 chapters, and more than 150 articles. Dr. Oakland has worked in more than 30 countries on issues important to children and youth.

Alexandra Spanakos

Alexandra Spanakos, BA, received her degree in psychology from Yale University and is a doctoral candidate in the School Psychology Program at Fordham University. Her current research interests include eating disorders, art therapy, and creativity.