School of Education Department of Counseling, Psychology, & Special Education

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1 School of Education Department of Counseling, Psychology, & Special Education Course Syllabus (Spring, 2009) GPSY 695 Child Neuropsychology - 3 Credit Hours Wednesdays 6:00 p.m. to 8:40 p.m. in 628 Fisher Hall Professor: Jeffrey A. Miller, Ph.D., ABPP Office Phone: Office Hours: 1pm 2pm Monday - Thursday by appointment office hours are available The word "brain" is a collective noun that refers to a number of neural structures that collaborate in a meaningful way to enable and maintain human and animal behavior. The brain continues to change from the very onset of embryonic life up to and including old age. It starts as a uniform layer of ectodermal cells and becomes a highly differentiated and integrated system of neural structures. Byron P. Rourke, Child Neuropsychology. Pedagogical Philosophy: It is my job to provide you with state-of-the-art factual information, opinion supported by research, and experiences and procedures to meet the goals and objectives of the course in an organized and meaningful manner. Students then construct their own understanding through discussion, reading, completing assignments, participating in activities, preparing for exams, taking exams, and cogitating. Learning is a reciprocal arrangement between the student and the professor. Diversity Statement: All students are expected to demonstrate respect for individuals who are culturally diverse. This course attempts to address issues of diversity and individual differences through lectures, discussions, and assignments. Students are encouraged to raise questions or issues regarding diversity within class activities. Course Description: This course provides an in-depth study of the brain-behavior relationships in children and adolescents. Course content includes functional developmental neuroanatomy, neuropsychological assessment methods and tests, descriptions of specific brain-related disorders, and linking neuropsychological assessment with intervention and rehabilitation. This course does not cover adult neuropsychological functioning nor does it cover forensic neuropsychology.

2 Course Objectives: 1. Learn about basic functioning of neurons. 2. Develop an understanding of functional developmental neuroanatomy (how parts of the brain relate to functions). 3. Learn and practice the clinical interview with respect of neuropsychological evaluation. 4. Learn and practice using neuropsychological tests. 5. Learn to interpret findings from neuropsychological tests. 6. Learn and practice integrating neuropsychological findings with other forms of assessment data. 7. Learn neuropathological conditions that affect children and their functioning in schools. 8. Learn to link neuropsychological data with specific interventions. 9. Learn a variety of methods of rehabilitation for neuropathological conditions. 10. Learn and practice making relevant and applicable psychological report and IEP recommendations based on neuropsychological data for rehabilitation. Prerequisites: GPSY 512 Psychological Testing GPSY 692 Individual Testing Required Texts: Hale, J. B., & Fiorello, C. A. (2004). School neuropsychology: A practitioner's handbook. New York: The Guilford Press. Elias, L. J., & Saucier, D. M. (2006). Neuropsychology: Clinical and experimental foundations. Boston: Pearson Education. Optional Texts: Baron, I. S. (2004). Neuropsychological evaluation of the child. New York: Oxford University Press. Lezak, M. D., Howieson, D. B., & Loring, D. W. (Eds.). (2004). Neuropsychological assessment. New York: Oxford University Press. Mather, N., & Jaffe, L. E. (2002). Woodcock-Johnson III: Reports, recommendations, and strategies. New York: John Wiley & Sons. Woodcock, R. & Schrank, F. (2002). Essentials of WJ-III Cognitive Abilities Assessment. New York: John Wiley & Sons. 2

3 Course Content and Readings: Class 1: January 14 Homework: Introduction to Child Neuropsychology Introduction to WJ-III COG, Trails A & B and VMI Check out & read manuals of the TOMAL & WJ-III COG & ACH Check out and watch WJ-III COG & ACH Training Video Class 2: January 21 The Process of Child Neuropsychology Intelligence and Cognitive Functions Discuss psychometrics and administration of WJ-III Cog Introduction to the TOMAL Readings: Hale & Fiorello (2004) Chapter 1 Elias & Saucier (2006) Chapter 1, 15 Homework: Complete Scoring Exercises for TOMAL & WJ-III COG Class 3: January 28 Overview of Interpretation of TOMAL, WJ-III, Trails, &VMI Functional Developmental Neuroanatomy Readings: Hale & Fiorello (2004) Chapter 2, 3 Elias & Saucier (2006) Chapter 2, 3, 4 Homework: Administer TOMAL, WJ-III, Trails, & VMI to classmate, score, and prepare a written interpretation of results. Class 4: February 4 Functional Neuroanatomy (cont) Readings: Elias & Saucier (2006) Chapter 12, 13 Class 5: February 11 Clinical Interviewing and Testing in Child Neuropsychology Assessment interpretation Learning Disabilities Readings: Hale & Fiorello (2004) Chapter 4, 5 & 6 3

4 Class 6: February 18 Learning Disabilities Readings: Hale & Fiorello (2004) Chapter 7 Class 7: February 25 Neuropathology & Traumatic Brain Injury Readings: Hale & Fiorello (2004) Chapter 8 Elias & Saucier (2006) Chapter 14 Spring Break March 4 Class 8: March 11 Midterm Exam Class 9: March 18 Sensorimotor, Sensation & Perception Readings: Elias & Saucier (2006) Chapter 5, 6 Class 10: March 25 Attention & Executive Functions Readings: Elias & Saucier (2006) Chapter 11 Class 11: April 1 Memory Readings: Elias & Saucier (2006) Chapter 7 Due: First draft of research paper First Evaluation Report 4

5 Class 12: April 8 Language & Construction Readings: Elias & Saucier (2006) Chapter 8, 10 Class 13: April 15 Linking Neuropsychological Assessment with Intervention Readings: Elias & Saucier (2006) Chapter 16 Class 14: April 22 Linking Assessment with Rehabilitation in the Familial Context Readings: Elias & Saucier (2006) Chapter 16 Class 15: April 29 Comprehensive Final Exam Grading & Deadlines: Exams: 100 points for each midterm & 100 for final exam. Total 200 points. Reports: 50 points scoring exercises. 50 points for practice administration and interpretation. 100 points per practicum reports. Total 300 points. IST Cases: 50 points per IST case. Total 100 points. Research Paper: This class is a School Psychology Program writing intensive course. Write a 15 to 20 page research paper on some aspect of child neuropsychology. The paper can cover basic neuropsychology, applied neuropsychology (assessment or intervention), or syndrome/disorder based. Please have the topic of your paper approved by the professor. The paper must be written in APA style according to the most current APA manual. It will be graded based on the rubric found at The first draft will be worth 60 points and should be fairly complete in terms of sources and content. The Final paper will be worth and additional 60 points. Total 120 points. Participation & Professionalism: Your professor s subjective evaluation of your attendance, effort, and professional conduct. Total 60 points. Total Points: 780 5

6 Grade Scale Grade Description Quality Points Minimum Percentage A Superior A- Excellent B+ Very Good B Good B- Above Average C Average F Failure 0.0 <70 Academic Integrity Policy: Violations of academic integrity are subject to disciplinary action, including (but not limited to) lowering of grades, course failure, or suspension or dismissal from the class or from the University. Violations of academic integrity are delineated in the Duquesne University Code of Student Rights, Responsibilities and Conduct Article V, Section B. Accommodations for Special Students: Students with disabilities are entitled to reasonable accommodations, as determined by the institution, after proper documentation of the disability has been received. At Duquesne University, the Office of Freshman Development and Special Student Services, located in room 309 Duquesne Union ( ), is responsible for determining reasonable accommodations and for assisting students in communicating these to faculty. Students should notify the faculty member, at the beginning of the term, if any reasonable accommodations are needed. Students need to be registered with the Office of Freshman Development and Special Student Services. Before accommodations will be granted, the faculty member should receive a memo confirming the recommendations for reasonable accommodations from the Office of Freshman Development and Special Student Services. The purpose for implementing reasonable accommodations is to allow for equal opportunity for students with disabilities. It is the student s responsibility to demonstrate that the cognitive, behavioral and professional competencies have been acquired to a satisfactory degree in order for successful completion of the course. Attendance Policy: Students are expected to attend all scheduled class periods, complete all assignments and participate in all exams at the scheduled time. Any student unable to attend class should notify me in a timely manner. Students are responsible for all material covered in class, readings, and completion of projects despite being absent from class. Chronic attendance problems will be dealt with via the Participation and Professionalism points. Students engaged in a University Sponsored Activity shall be excused from class, but the student is required to follow the procedures described in the Duquesne University Code of Student Rights, Responsibilities and Conduct. 6

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