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The cognitive assessment course: Two decades later
Author(s) -
Lockwood Adam B.,
Farmer Ryan L.
Publication year - 2020
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.22298
Subject(s) - psychology , cognition , multiculturalism , legislation , interpretation (philosophy) , cognitive assessment system , pedagogy , medical education , mathematics education , cognitive impairment , medicine , neuroscience , political science , computer science , law , programming language
Given significant changes to legislation, practice, research, and instrumentation, the purpose of this study was to examine the course on cognitive assessment in school psychology programs and to describe the (a) structure, (b) instructional strategies, (c) content, and (d) interpretative strategies taught to school psychology graduate students. One hundred and twenty‐seven instructors were surveyed, and results suggest that over the last 20 years support for teaching cognitive assessment has decreased while the content and instructional strategies have remained largely the same. Results of this study also indicate that the interpretation strategies taught to rely heavily on Cattell–Horn–Carroll theory and related interpretive frameworks (e.g., cross‐battery assessment). Additionally, instructors are placing greater emphasis on multicultural sensitivity/culturally and linguistically diverse assessment than in previous decades. Implications for future research, training, and practice are discussed.