EDF5571 · Advanced psychological assessment and diagnosis

Overview

The focus of this unit is to develop advanced competencies in psychological assessment from an educational and developmental perspective. You will acquire an advanced knowledge of cognitive and educational assessment; specific learning disorders, learning processes, and the educational curriculum; and the assessment of behavioural disorders and neurodevelopmental disorders including autism spectrum disorder, attention-deficit/hyperactivity disorder, and communication disorders. A particular focus will be on differential diagnosis of neurodevelopmental and psychosocial disorders, and dual diagnosis, using the DSM-5 diagnostic framework. You will develop advanced skills in the use of standardised assessment tools and apply a psychometric approach to the identification of individual differences across the lifespan. You will critically debate and review the process of psychological assessment in learning and development, as well as ethical, cultural, and professional issues. This unit fits into the framework of the course as it assists with evidence-based psychological assessment, case conceptualisation, and intervention planning in an educational and developmental context.

Offerings

Assessment

The Handbook does not list a final examination among the assessment items. That is not a guarantee there is none.

Assessment details may change. Please refer to the assessment information in Moodle closer to the start of the teaching period.

Requisites

Learning outcomes

1. demonstrate advanced knowledge of psychological assessment for learning and development
2. demonstrate advanced knowledge of the professional ethical, cultural and psychometric issues that arise when assessing and reporting on the cognitive and academic abilities, and individual differences across the lifespan
3. demonstrate the ability to select appropriate and culturally sensitive means of assessment for individuals of different ages and deficits or strengths
4. demonstrate advanced skills in administration and scoring of intelligence tests, psychopathology and personality instruments, behavioural instruments, and tests of academic attainment suitable for use with individuals and groups across the lifespan, and diverse cultural groups, including Aboriginal and Torres Strait Islander peoples, including the administration and scoring of tests for individuals with sensory and neurological deficits
5. demonstrate advanced written and verbal communication skills in reporting the conclusions of testing for various purposes such as ascertainment for eligibility of funding, curriculum adjustment, or intervention planning and for different audiences such as parents, teachers and other professionals
6. demonstrate advanced reflective skills regarding their personal role, interpersonal skills, impact, collaboration skill, responsibilities and relationships as a clinician reporting psycho-educational assessments and recommendations.

Workload

The minimum total expected workload to achieve the learning outcomes for this unit is 144 hours per teaching period comprising a mixture of scheduled learning activities and independent study. Usually, you can expect to engage with: A. On campus enrolment • 24 hours of scheduled learning delivered on campus via weekly/regular directed learning activities; and • the remaining hours to be allocated towards self-directed/independent study B. Flexible enrolment • 12 hours (2 day intensive) of scheduled learning delivered on campus via directed learning activities; • 12 hours of scheduled learning delivered online via synchronous directed learning activities; and • the remaining hours to be allocated towards self-directed/independent study Scheduled learning activities may include a combination of teacher directed learning, peer directed learning and online engagement.

Student experience, not official rules. Nothing here changes what the Handbook says.