Psychological Testing for School Social Workers

Not currently open for registration.

DATES: Coming soon.

Delivery: Synchronous Virtual Classroom via Zoom

Note: This workshop is required of those enrolled in the School Social Worker and Home and School Visitor Certificate programs.

Required Reading: Farrall, M. L., Wright Darr, P., Wright, P.W.D.  (2014) All About Tests and Assessments. Hartfield, VA: Harbor House Law Press.

Day 1

Social workers can potentially play a key role in supporting students and their families throughout the process of a psychological evaluation, in making sense of reports, and in ensuring that students’ strengths and needs are understood. In this workshop, participants are introduced to issues in school-based psychological testing and learn how to assist families in understanding assessment results, with specific attention to the assessment of cognitive functioning and development in children and adolescents. The latest edition of the Wechsler Intelligence Scale for Children (WISC-V) is described and demonstrated, as are other commonly used cognitive measures. The historical context of psychological testing is also discussed.  

Upon completion of Part I of this course, participants will have learned: (1) the role of norm-referenced testing within the broader process of comprehensive, ecologically-based assessment (2) to define psychometric concepts as they apply directly to the use of major tests; and (3) to assist parents in understanding psychological test results. No prior experience in conducting psychological assessments or interpreting test data is required for this course. Students will complete in-class discussion exercises based on their integration of the assigned readings with the material presented. This two-part course is required for those in the Home and School Visitor.

Day 2

Drawing on the foundation provided in Part I of this course, Part II addresses issues in intelligence testing, including the major forms of test bias, and introduces participants to guidelines for culturally competent school-based consultation. Also explored are tests of information processing, academic achievement, and social/emotional functioning currently used in schools, as well as links between assessment and intervention in a school context. The impact of federal IDEA legislation on the identification of learning disabilities is discussed.

Upon completion of Part II of this course, participants: (1) understand the cultural issues and biases inherent in the use of standardized tests; (2) are familiar with issues in identification of students’ needs within public school systems; (3) continue to learn and practice how to speak with parents and students about the results and reports of psychological test findings. A brief quiz is administered during this session that covers previously assigned readings. Completion of Part I of this course is a prerequisite for enrollment in Part II. Both sessions are required for students in the Home and School Visitor Certificate program.

Schedule

Synchronous Virtual Classroom 9 a.m.-1 p.m. both dates (8 hours) ET
Asynchronous Learning - Assignments (2 hours)

•   Before Session 1, students are to read chapters 2 - 4 (see above for text book).
•   Between Session 1 and Session 2 students will be given a reading and writing assignment. 

While it is helpful to read the entire text, the class will focus primarily on information related to Chapters 2, 3, 4, and 5.

Presenter: Suzanne M. Nangle, Ph.D., is a Pennsylvania-certified school and licensed clinical psychologist in practice at the Center for Child Assessment and Therapy in Media, Pa. Dr. Nangle’s primary focus of practice is in both assessment and intervention planning, as well as therapeutic work with children, adolescents, and young adults.