Course Syllabus
RHAB 714 Rehabilitation Assessment
Fall 2006
Rehabilitation Counseling Program
School of Medicine

Course Description

This course explores the basics of individual and group assessment of personal characteristics (as might be performed in vocational evaluation) related to vocational decisions. These typically include characteristics such as aptitude, achievement, estimates of intelligence, personality, interest, and functional and physical capacity. Students will investigate the basics of test selection and administration, administer a variety of standardized assessments, score the tests, interpret the results in a written assessment report, and based on the report create a rehabilitation plan appropriate for use in settings in which rehabilitation counselors typically practice.


Assumptions and Expectations
All students enrolled in this course are adult learners with personal and experiential backgrounds relevant to the class.

Further, many students at the graduate level have prior career experience in fields related to rehabilitation and other counseling, or professional and/or personal experience with the populations discussed in this course. Also, each individual enrolled in this course has personal goals he/she would like to achieve and specific information which he/she would like to gather during the semester.

Therefore, each student is expected to be an active participant in all class projects and discussions, and a portion of the course grade will reflect the degree to which the student has actively participated in the course. Graduate-level performance is expected on all projects, as is graduate level initiative, curiosity, and personal responsibility. Coursework will be highly challenging but also highly applicable to each student’s personal situation.
Instructor assistance is available upon request. Students may schedule individual appointments at any time and can generally expect to find instructors available during posted office hours. To ensure instructor availability at a specific time, please make an appointment. A professional level of courtesy and mutual respect is expected from students and instructors at all times.


Academic Honesty

[The following in bold is taken verbatim from Carolina Community - Rule of Academic Responsibility, found online at http://www.sa.sc.edu/carolinacommunity/housing.htm#Academic%20Responsibility ]
Rule of Academic Responsibility
It is the responsibility of every student at the University of South Carolina Columbia to adhere steadfastly to truthfulness and to avoid dishonesty, fraud, or deceit of any type in connection with any academic program. Any student who violates this rule or who knowingly assists another to violate this rule shall be subject to discipline. …
The following sanctions may be imposed upon a student found to have violated the Rule of Academic Responsibility:
1. permanent expulsion from the University;
2. definite suspension from the University for a period of not less than one semester;
3. reprimand to be administered orally by the Chair of the College Committee to the student upon the exhaustion of any appeals, with a record of the reprimand to the maintained in the Office of Student Judicial Programs;
4. a Letter of Warning to be recorded in the Office of Student Judicial Programs (First Offense Only); and
5. a combination of the above sanctions.
[End of direct quotation.]

INSTRUCTOR’S NOTE: Copying from any source, including cutting and pasting from the internet, without appropriate attribution, is considered academic dishonesty. It is expected that NO material will be cut and pasted from web sites for any purpose as relates to this class without proper attribution of that source.
INSTRUCTOR’S NOTE: “Appropriate attribution” requires that you give credit for ideas taken from a source other than your own mind. If you use the exact words from another source, they must be within quotation marks, and the source must be cited. If the ideas come from another source but you do not use the exact words, you must still cite the source of those ideas.
INSTRUCTOR’S NOTE: Obtaining assignments or parts of assignments (e.g., a paper, part of a paper, take-home tests, etc.) from another source (e.g., another students, an internet source, etc.) and submitting it as your own work, is academic dishonesty and may result in a lowered grade, a grade of F, and/or expulsion from the university.
INSTRUCTOR’S NOTE: For instructions on the format of “appropriate attribution”, please see the section on APA Publication Manual, particularly p. 120-121, p. 207-214, and p. 292-293.


Course Objectives

1. Students will be able to demonstrate an understanding of basic principles of assessment and evaluation.

2. Students will be able to select assessment tools that will provide the professional with the breadth and depth of data necessary to construct vocational profiles of clients.

3. Students will be able to score and interpret selected assessment instruments.

4. Students will be able to produce thorough, professional-quality reports and plans based on the findings of a formal evaluation process.

5. Students will apply multicultural competencies and awareness in the selection, administration, and interpretation of standardized tests.


Textbook

Power, P. (2000). A guide to vocational assessment 3rd edition. Austin, Tx: Pro-ed


Assignments

RHAB 714 will have a significant “hands-on” component, in that we will start with a “client” at the beginning of the semester. You will “create” a hypothetical client early in the semester. That client will be the basis of your work in the course, and you will work with that client all the way through the semester, in the following steps:
• Creation of a hypothetical client
• an initial interview and case note (report)
• creation of an assessment plan
• carrying through with the assessment plan
• writing up the results of assessment
• writing a rehabilitation plan based on the assessments that you have done
• In the final class, tell the rest of us about your experience with your client


I. Creation of hypothetical client

In order to give assignments in this course an applied feel, each student will create a rehabilitation “client” (see Appendix B, Choosing the RHAB 714 “client”). All assignments throughout the semester will be conducted with this client.

The grade on this assignment will constitute 5% of the total grade for this course.


II. Initial interview case note

a. Each student will conduct an initial interview with the student’s selected “client” (see Assignment I)

b. Interview your “client” via role play (See Appendix B).

c. Use the interview format found on page 83-85 (summarized on p. 86) in the textbook. (It might work best to “set-up” the page in landscape format.)

d. Based on the information gathered in the interview, and following the format on page 83-86 in the text, the student will write a paper describing the personal characteristics of the interviewee as identified in the third column of the interview format:
- Use the headings in the left column (summarized on p. 86)
- Try to write primarily in sentence fragments, with “bullets”, rather than full sentences and paragraphs. The goal is to make the information as quickly accessible as possible, in a format that allows a busy professional to scan categories, stop at categories of interest, and quickly scan the information included in that category
- At the conclusion, ADD A SECTION called “Descriptive Narrative” in which, in 3-4 paragraphs, you summarize the MOST IMPORTANT aspects of the info you have already listed. Info is important if
• it describes very strong preferences of the client
• it describes serious deficiencies that will seriously impair the client’s ability to obtain/maintain employment
• it describes the most important of the client’s assets

The grade on this assignment will constitute 10% of the total grade for this course.

III. Assessment plan

On the basis of information gained in the initial interview, students will develop an evaluation plan based on questions that need to be answered in order for the client to reach the client’s goals (see Appendix C, Creating an Evaluation Plan).

The grade on this assignment will constitute 10% of the total grade for this course.


IV. Instrument Review

Based on the Assessment Plan (Assignment II), students will select three psychometric tests (available from the Rehabilitation Counseling Program, or, for students who have access to assessment instruments, from alternate sources, upon approval of the instructor) and, on each test, prepare a five-to-ten page paper addressing the following, using the following as paper headings:
A. What construct does the test measure?
B. What type of test (normed, criterion-referenced, etc?). Also, further describe the test
C. Implications for use in vocational rehabilitation:
• Why would this test be useful in the rehabilitation process?
• When in the rehabilitation process might this instrument be used?)
D. On what population was the test normed? How closely does the client match the norming population?
E. What is known of the test’s:
• Validity?
• Reliability ?
• Appropriateness for assessing the needs of the client represented in the selected case study?
F. If this test has limitations for use with specific populations

• what other instruments (1-3) might be used to measure a similar construct?
• what are their limitations
• what type of accommodations might you use?

G. What information about your client did you gain from the results of this test?


Students may use tests available at the Rehabilitation Counseling Program, or, upon approval of the instructor, may obtain tests through community resources. A listing of tests available at the Rehabilitation Counseling Program will be available at Distance Education Weekend (or earlier for students who want to get an earlier start).


The grade on this assignment will constitute 10% for each instrument review (30% of the total grade) for this course.


V. Assessment report

Each student will synthesize the results of the initial interview and the three tests administered to the “client” into a final assessment report, including:
a. the client’s goal
b. summarized information obtained in the initial interview
c. summarized results of the tests administered to the client
d. In a separate section, state the client’s (1) strengths, and the client’s (2) limitations.
e. Based on the preceding, the report will state the rehabilitation plan (that is to say, it will state the goal (specific job), and will state why the goal is appropriate, given the client’s, interests, temperaments, aptitudes and other strengths, and other pertinent characteristics.
f. For each limitation in item (d), the plan will state the intervention(s) necessary for the client to achieve the goal

Each report will include an individualized plan for helping the respective individuals become more proficient in their successful completion of the task.

The grade on this assignment will constitute 20% of the total grade for this course.


VI. Rehabilitation Plan

Based on the preceding, the report will state the rehabilitation plan (that is to say, it will state the goal (specific job), and will state why the goal is appropriate, given the client’s, interests, temperaments, aptitudes and other strengths, and other pertinent characteristics.

The grade on this assignment will constitute 10% of the total grade for this course.


VII. Presentation

On the final day of class, each student will report findings and other interesting and pertinent information to other members of the class.

The grade on this assignment will constitute 10 % of the total grade for this course.


In addition:

VIII. Laboratory and Seminars

Many standardized instruments will be discussed during class time. HOWEVER, to obtain a thorough understanding of standardized tests, it is essential to actually practice administration, scoring, and interpretation of standardized instruments, under supervision of the course instructor. The Rehabilitation Counseling and Assessment Lab has a variety of instruments useful in evaluating vocational aptitude, interests, and ability, and students are invited to visit the USC campus to use these tests. Alternatively, students who have access to standardized testing instruments in their communities (e.g., local school systems, post-secondary institutions, counseling evaluation centers, etc.) can avail themselves of becoming familiar with the assessment facilities and personnel in their communities, including researching and administering standardized tests.

1. Students are required to set up times outside of class when they (with a partner) can practice the administration, scoring, and interpretation of assessment instruments.
2. Students are invited to spend time with tests available at the Rehabilitation Counseling and Assessment Lab One during Distance Education Weekend, scheduled for Saturday and Sunday, February 25 and 26. “Down” time can be spent exploring the tests. With prior notice, students who wish to can spend time Friday evening, February 24, exploring the tests. Also, with prior notice, the department can be opened on selected Friday evenings, and on Saturdays and Sundays, for exploration of the tests.
3. A total of eight hours of practice are required, but students may spend more time if they desire.

This assignment is Pass/Fail. All students must complete this requirement in order to pass the course.


IX. Course meetings

The inperson class will meet Monday at 5:00. The online class will meet weekly online on Tuesdays from 7:30-9:30 p.m. In addition, online students will post impressions and exchange ideas weekly on the course web page; these exchanges will be supervised by the instructor. Students should spend a minimum of one-half hour weekly on these interactive activities. Attending and participating in class, and participating fully on the online course Discussion Board, will constitute 10% of the total grade for the course.

Students will also spend a minimum of 8 hours, under the supervision of the instructor, investigating, administering, and scoring standardized tests, as described in the Assignments section of this syllabus.

Students will also attend Distance Education Weekend, scheduled for Saturday and Sunday, February 25 and 26.


Grading Policies

In effect, each student “chooses” his/her grade, and expresses that choice through behaviors related to the course. All students choosing to complete all minimum requirements for the course, of an ACCEPTABLE (content, depth, breadth) quality, and in a timely manner, will receive a grade of “B +” for the course. Students who wish to may “choose” a grade of “A”; however, this grade is reserved for those students who submit EXCELLENT (content, depth, breadth) work showing initiative and interest, and demonstrating excellent understanding of the subject matter. Students who “choose” AVERAGE OR BELOW grades (below “B +”) will submit AVERAGE OR BELOW (content, depth, breadth) work, or will submit work after the deadlines, or will fail to submit one or more assignments (regardless of percentage of course grade).

Grades shall be determined by the number of points earned. Students may schedule a meeting with the instructor to discuss a point award on a particular project.

Students are encouraged to discuss their progress on their projects prior to submitting them for a grade. Students’ choices regarding availing themselves of this help would be expected to be reflected in their acquiring the grade they choose for the course.

Assignment
Points (percent of grade)
Creation of hypothetical client and Initial interview case note 10
Assessment plan 10
Instrument Review 30
Assessment report 20
Rehabilitation Plan 10
Presentation 10
Participation 10

Total
100




Appendix A

Rehab 714 Fall 2006 – Tentative schedule

1 Aug 28 Introduction and overview of syllabus
Multicultural Issues in Assessment
Validity in assessment

Sep 4 Labor Day – No class

2 Sep 11 Foundation in vocational assessment in Rehabilitation; Perspectives in vocational evaluation Ch 1, 2;
Hypothetical Client due

3 Sep 18 Assessment Interviewing;
Employment readiness Ch 4;
Appendix A, C;
Scan Ch. 3

4 Sep 25 Psychometric properties in vocational assessment Ch 5;
Initial interview report due

5 Oct 2 Assessment interpretation;
Rehabilitation Planning Ch 13, 16

Oct 6-8 Distance Ed Weekend

6 Oct 9 Interest assessment
Ch 6;
Assessment Plan due

7 Oct 16 Assignment – class does not meet

Environmental assessment; Assessments related to
supported employment Ch 12

8 Oct 23 Achievement and Aptitude assessment
Ch 9;
Instrument Report I due

9 Oct 26 Work Samples; Transferable Skills;
Situational Assessment Ch 10;
p. 264
Instrument Report II due

10 Nov 6 Intelligence and Personality assessment
Ch 7, 8;
Instrument Report III due

11 Nov 13 Assessment for Independent Living Appendix B


12 Nov 20 Computer Assisted Vocational Assessment
Ch 11;
Assessment Report Due

13 Nov 27 Assessments with Industrially Injured Workers
Ch 15

14 Dec 4 Final class
Final Presentation due






Appendix B
Choosing the RHAB 714 “client”

RHAB 714 will have a significant “hands-on” component, in that we will start with a “client” at the beginning of the semester and work with that client all the way through the semester, starting with an initial interview, creation of an assessment plan, carrying through with the assessment plan, writing up the results of assessment, and, finally, writing a rehabilitation plan based on the assessments that you have done.

You will “make up” a hypothetical client for the purposes of this course. Your hypothetical client should be from a population that you are interested in working with.

1. Create the bare bones of a hypothetical rehabilitation client. Create a person whom you would like to work with, based on age, disability, and/or other personal characteristics. Of course, your client MUST have a disability. The form provided below will help you to “create” your client.
2. Recruit a person (a classmate, friend, relative, etc.) to role-play your hypothetical client. Ideally, this person will role-play all of the activities (initial interview; three standardized tests) of this course. If you must use more than one person to play the role of your client, be sure to thoroughly brief the new person(s) so that you can obtain the greatest continuity and consistency possible in your assessment results.
3. You will continue to develop this “client” throughout the semester, and at the end of the semester report on the results of you work with the client.


[See next page]



Create a client (in writing) from a disability population that you are interested in. Use the following guideline, adjusting as is useful given the characteristics of your client/client population. Make your client rich in detail, so that the client is most apt to feel “real” to the person who will perform the role-play for you.

Please use the following numbering system and headings as you create your client:

1. Name – Make one up. Do NOT use the real name of a person you know.

2. Age and gender

3. Family background (parents, siblings, spouse, children, family dynamics, etc.)

4. Other factors related to social support system

5. Ethnic background – include implications (social, family, self-image, etc.)

6. Educational background.

Try to flesh this out quite thoroughly, including any difficulties in school due to behavioral factors, LD, dyslexia, or other neurological impediments to learning. Describe general school behaviors. Describe any training in addition to K-12/college (e.g., welding certificate).

7. Any other pertinent cognitive factors

8. Any other disability factors. (Please be sure to give your client some sort of disability.)

9. Economic factors (in addition to regular income and expenses factors, include things such as caring for children, parents, etc.)

10. Description of personality (e.g., extroverted vs. introverted, flexible vs. concrete, leadership characteristics, sense of self, etc.) Please try to flesh this out quite thoroughly.

11. (Briefly – will be fleshed out in interview) Vocational factors (e.g., job history, unpaid work experience, been fired? Etc.)

12. (Briefly – will be fleshed out in interview) Possible career interests and aptitudes, based on job history, hobbies, social activities, etc.

13. Other information pertinent to your client or client population


Appendix C

Creating an Evaluation Plan

Remember that evaluation is part of the overall counseling relationship between the counselor and the client. Briefly, it works like this:
• The counselor and the client develop a written description of what is known about the client in terms of interests, skills and other assets, disability and other limitations, current vocational goals (including a specific job), and so forth. The primary source of information is the initial interview. (You will have done this in the first assignment.)
• The counselor and the client review what is known, including the current vocational goal. Are there gaps in what is known that make it difficult to know whether the current vocational goal (a specific job) is valid? Examples of gaps are questions about the client’s interest in the vocational goal (specific job), gaps in the client’s knowledge of the goal (specific job), questions about the client’s ability to perform the job, about the training required to obtain the job, etc. etc. etc.
• Based on the gaps in what is known about/by the client, an evaluation plan should be devised. Please use the following table:

Evaluation plan for: William

Sub-goal Question How question will be answered
Obtain knowledge about welding What do welders do? Job shadow at ABC welding
Obtain training as a welder Does William have the ability to read, do math, etc. that is required of a welder Achievement testing
Obtain training as a welder Does William have the aptitudes that would indicate success as a welder Aptitude testing



• Tip: Be sure that the tests that you wish to review are included on your evaluation plan




Rehab 714 Fall 2006 – Tentative schedule

1 Aug 28 Introduction and overview of syllabus
Multicultural Issues in Assessment
Validity in assessment

Sep 4 Labor Day – No class

2 Sep 11 Foundation in vocational assessment in Rehabilitation; Perspectives in vocational evaluation Ch 1, 2;
Hypothetical Client due

3 Sep 18 Assessment Interviewing;
Employment readiness Ch 4;
Appendix A, C;
Scan Ch. 3

4 Sep 25 Psychometric properties in vocational assessment Ch 5;
Initial interview report due

5 Oct 2 Assessment interpretation;
Rehabilitation Planning Ch 13, 16

Oct 6-8 Distance Ed Weekend

6 Oct 9 Interest assessment
Ch 6;
Assessment Plan due

7 Oct 16 Assignment – class does not meet

Environmental assessment; Assessments related to
supported employment Ch 12

8 Oct 23 Achievement and Aptitude assessment
Ch 9;
Instrument Report I due

9 Oct 30 Work Samples; Transferable Skills;
Situational Assessment Ch 10;
p. 264
Instrument Report II due

10 Nov 6 Intelligence and Personality assessment
Ch 7, 8;
Instrument Report III due

11 Nov 13 Assessment for Independent Living Appendix B


12 Nov 20 Computer Assisted Vocational Assessment
Ch 11;
Assessment Report Due

13 Nov 27 Assessments with Industrially Injured Workers
Ch 15
Rehab Plan due

14 Dec 4 Final class
Final Presentation due