EdPsy 577 Educational Neuropsychology

Transcription

1 EdPsy 577 Educational Neuropsychology Spring 2014 Class times/location: Tuesday & Thursday 1:00-3:20 Miller 402P Office hours/location: By appointment (available any day of week can arrange for varied locations). Instructor: Raphael Bernier, Ph.D., Departments of Psychiatry School Psychology, Phone: ; Cell: ; Office: CHDD Bldg 314D TA: Elizabeth Holl. Overview: This course brings together our understing of neuropsychology specific behavioral learning problems to provide a foundation for practitioners to consider neuropsychological contributors to problems observed in clinical educational settings. Coursework will first introduce students to provide a foundational understing of neuroanatomy, neural architecture, brain development. Following the presentation of this foundational understing, coursework will focus on an examination of the neuropsychological contributions to a range of disorders that practitioners will likely face in clinical work. Readings will parallel class session content provide a background for the completion of assignments. Course assignments projects will provide opportunities for critical thinking the integration of the foundational neuropsychological understing with learning behavior to enhance the clinical relevance. Students should expect a fast paced, but basic introduction to neuroanatomy, neural architecture, brain development. Students should expect the focus of the course to switch to a clinically relevant, examination of learning behavior during the second half of the course. Structure of class sessions will primarily include lecture, with the inclusion of topic relevant activities. Students should expect to work hard be challenged by the s presented in class the course assignments. Students should also expect opportunities to provide feedback regarding the progress of the course effort by the professor to make feasible changes. Students should expect to spend time outside of the classroom completing reading assignments, preparing for class, completing writing assignments, preparing for the final project. Course Rationale: For years psychologists considered children only at a behavioral level failed to consider the neurological contributions to behavior learning. Increased understing awareness of the neuropsychological underpinnings of many childhood disorders has facilitated increased appreciation of education in neuropsychology. By understing of the basics of neuropsychological principles having the tools to evaluate the neuropsychological literature the clinician can be prepared to implement available procedures assessments improving differential diagnosis treatment planning. Who will be interested in this course? Graduate students who are interested in gaining a foundational understing of neuropsychology, who are interested in considering the neurological contributions to childhood disorders, who plan on professional work in a clinical or academic setting. Course Objectives Through this course it is hoped that students will: 1. Be able to identify the major structures organization of the brain. Page 1 of 6

2 2. Be able to outline the major processes functions of brain regions systems. 3. Be able to identify the neurological contributions to common childhood disorders that clinicians will face in professional work. 4. Acquire the critical thinking skills to link neurological function dysfunction to behavior. 5. Sharpen critical thinking professional communication skills through an evaluation of the neuroscience literature. Course Structure The course will be organized into two primary content areas: fundamentals of neuropsychology examination of neurological contributions to childhood disorders. The course will consist of classroom meetings twice weekly for 2.5 hours with a break halfway through each class. The course instructor will be available weekly during office hours by phone for consultation at any time during the workweek. The first four classes will be lecture based then will move to a more based format. Course Expectations, Requirements, Grading Required Texts: 1. Kolb, & Whishaw (2008). Fundamentals of human neuropsychology, 6th Edition. New York: Worth Publishers, Inc., ISBN13: Additional readings will be provided as pdfs at the instructor s course webpage: 3. Recommended text: Diamond, Scheibel, & Elson (1985). The Human Brain Coloring Book. New York: Harper Perennial, ISBN: Course Requirements 1. Participation. Attendance, participation preparedness for all classes is matory. Attendance, timeliness, participation consist of coming to class prepared, having completed any reading assignments, being ready for, active listening or participation in. Reading assignments are to be completed before class on the day they appear on the schedule. For each reading assignment, prepare one question/comment about how the reading relates to child development, learning, or psychopathology. These questions will serve as the foundation for class s. If you have markers/colored pencils/crayons bring along to class to share for activities. Course participation will be evaluated according to the rubric outlined on page 5 of this syllabus. 2. Mid-term, open-book quiz. The acquisition of new vocabulary concepts related to neuropsychology (e.g., nomenclature for naming brain regions; visual-spatial representations of neural architecture; general principles of the structural functional organization of the brain) is a course objective. The open-book, take home quiz will assess knowledge of brain geography (brain structures, locations, names), general principles of brain development, functional organization of the brain through direct questions regarding covered topics through analytic examination of clinical vignettes in a multiple choice type format. 3. Literature Evaluation Project: paper oral presentation. To demonstrate proficiency of critical thinking professional communication skills in relation to the neuroscience literature, choose five published, peer reviewed neuropsychological (e.g. neurophysiology, imaging, behavioral neuropsych) studies related to a disorder or topic of interest to you. Submit the topic area list of studies to the instructor for approval. Write a scholarly paper demonstrating your ability to apply knowledge learned in the course to describing, understing, critiquing the research articles (Paper length should be approximately 10 double spaced pages is due on June 5. Make a minute, communicative professional, yet entertaining, oral presentation on your evaluation of the studies to class (Presentations Page 2 of 6

3 will be on June 3 June 5). This can be done with a partner, but the study list, length of paper, presentation should be doubled in length. 4. Neuropsychological Report Commentary. To provide a clinically relevant opportunity for critical thinking regarding neuropsychological diagnostic reports that you are likely to encounter in your clinical educational setting, your evaluation commentary regarding the quality of two neuropsychological/diagnostic reports is required. Each report will have areas of strengths weaknesses. In the short commentary critique (between 1 2 pages double-spaced in length for each report) you are to identify critique the areas of weaknesses present in the sample reports, integrating knowledge gained over the course of the quarter regarding brain functioning psychological disorders. The commentary is due May Neuropsychological Assessment Interpretive Report. To provide an opportunity for clinical practice interpretation of integrated testing results, you will conduct an assessment of two domains of functioning in a child/young adult (this would be a volunteer; no feedback will be given; my daughter would be happy to help out) provide a brief integrated interpretation of the findings (1 page writeup, with an appendix with scores). Domains include working memory (e.g., spatial vs verbal; WRAML); memory (e.g., visual vs verbal; recognition vs recall; WRAML); learning (CVLT-C or CVLT-II); language (e.g., expressive vs receptive; pragmatic vs semantic; PPVT/EVT, CELF); exec functioning (e.g., visual vs verbal fluency; inhibition; planning; DKEFS; NEPSY); or motor functioning (e.g., fine vs gross; MVMT ABC; visual vs motor integration; VMI, WRAVMA). The aforementioned instruments are just possibilities. Other instruments are acceptable as well. The report is due May 29. Grading: This course is graded credit/no credit. Grading is based on the following requirements: (a) overall score on the in class exam which assesses factual knowledge inferential thinking (20% of grade); (b) quality of neuropsychological report commentary (20% of grade); (c) quality of written literature evaluation project paper oral presentation (20% of grade); (d) quality of integrated neuropsychological report; (e) attendance participation in class (20% of grade). Accommodations for Disability: If you would like to request academic accommodations due to a disability, please contact Disabled Students Services, 448 Schmitz Hall, (206) If you have a letter from Disabled Student Services indicating that you have a disability that requires accommodations, please meet with me to discuss the accommodation you might need for class. Plagiarism: Plagiarism, submitting someone else's words or ideas as your own work, is a serious academic offense. Cases of suspected plagiarism will be referred to the Associate Dean for Academic Programs for adjudication. Possible penalties range from disciplinary warnings to dismissal from the university. All students are expected to demonstrate academic integrity at all times, to learn what constitutes plagiarism. A useful definition of plagiarism can be found at: Schedule for Class Meetings Out of Class Assignments: Date & Class # Topic Reading Assignments Due Dates Tuesday, April 1 Course Overview Class #1 Thursday, April 3 Class #2 Gross Anatomy & CNS Organization; Chapter 3 (p51-81) Page 3 of 6

4 Tuesday, April 8 Class #3 Thursday, April 10 Class #4 Tuesday, April 15 Class #5 Thursday, April 17 Class #6 Tuesday, April 22 Class #7 Thursday, April 24 Class #8 Tuesday, April 29 Class #9 Thursday, May 1 Class #10 Tuesday, May 6 Class #11 Thursday, May 8 Class #12 Tuesday, May 13 Class #13 Thursday, May 15 Class #14 Tuesday, May 20 Class #15 Thursday, May 22 Class #16 Tuesday, May 27 Class #17 Thursday, May 29 Class #18 Neuronal structure communication Chapters 4-5 (p82-131) Cortical structure function Chapters (skim these) Cortical structure function Chapters (skim these) Higher Order Cortical functions Chapters (p ) Higher Order Cortical functions Chapters (p557- [Fast Feedback]; Distribute take home 621); Submit Lit Eval exam Paper topics High Order Cortical functions; Chapter 22 (p622- Quality of Neuropsychological Evals; 654); Hannay & Address feedback Lezak, 2004 (p ) Brain Development related disorders Take home exam due; Neuroimaging Techniques Chapter 23 (p , skim); Chapter 6 (skim) Drugs, hormones, psychopharmacology, Chapter 7 (p ); substance abuse Casey & Jones, 2010 Autism Spectrum Disorder Chevalier et al, 2012; Dawson & Bernier, 2007; Bernier et al, 2013; Neuropsy Eval Commentary Due Autism Spectrum Disorder continued Submit Literature Evaluation Study list NO CLASS; time allowed for conducting assessments NO CLASS; time allowed for conducting assessments Learning Disabilities/ADHD Learning Disabilities/ADHD continued [Fast Feedback] Tourette s; Anxiety & Mood Disorders; Follow-up; Respond to feedback Shaywitz & Shaywitz, 2008; Krafnick et al, 2010; Purper-Ouakil et al, 2011 Chapter 26 (p ); Worbe et al, 2010; Dunsmoor et al, 2011; Chapter 28 (p ) Neuropsychological Assessment Happe et al, 2006; Neuropsych Reports Due Page 4 of 6

5 Tuesday, June 3 Class #19 Thursday, June 5 Class #20 Student Presentations Student Presentations [Course Evaluations] Literature Evaluation Paper Due Additional Information: Lectures instructional activities will draw on these resources: 1. Siegel & Sapru (2011). Essential Neuroscience. 2 nd Edition. Lippincott Williams & Wilkins. 2. Kel, Schwartz, & Jessell (2000). Principles of neural science, 4 th Edition. McGraw- Hill. 3. Eliot (1999). What s Going On In There? How the Brain Mind Develop in the First Five Years of Life. Bantam Books. 4. Felten & Shetty (2010). Netter s Atlas of Neuroscience, 2 nd Edition. Saunders/Elsevier. 5. Sattler (2002). Assessment of Children: Behavioral Clinical Applications. Sattler Publishing. 6. Strauss, Sherman & Spreen (2006). A Compendium of Neuropsychological Tests, 3 rd Edition. Oxford University Press. 7. Lezak, Howieson & Loring (2004). Neuropsychological Assessment, 4 th Edition. Oxford University Press. Class Participation Rubric: A+ A B C D F Actively supports, engages listens to peers Arrives full prepared at every session Plays an active role in s Comments advance the level depth of the dialogue (consistently) are consistently better because of the Actively supports, engages listens to peers Arrives fully prepared at almost every session Plays an active role in s Comments occasionally advance the level depth of the dialogue are often better because of the Makes a sincere effort to interact with peers Arrives mostly, if not fully, prepared Participates constructively in s Makes relevant comments based on the assigned are occasionally better (never worse) because of the Limited interaction with peers Preparation, therefore participation, are both inconsistent When prepared, participates constructively in s makes relevant comments based on the assigned are not affected by the Page 5 of 6 Virtually no interaction with peers Rarely prepared Rarely participates Comments are generally vague or drawn from outside of the assigned Demonstrates a noticeable lack of interest (on occasion) are harmed by the No interaction with Peers Never prepared Never participates Demonstrates a noticeable lack of interest in the (on going) are significantly harmed by the

6 The above rubric provides the criteria for evaluation of course participation. From A Participation Rubric in The Teaching Professor (Adam Chapnick, 2009). Page 6 of 6