Eastern Washington University Post-Master s School Psychology Certificate Program PSYC 534 Human Neuropsychology Syllabus

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1 Eastern Washington University Post-Master s School Psychology Certificate Program PSYC 534 Human Neuropsychology Syllabus INSTRUCTOR: Jamie Chaffin, Ed.D., NCSP office cell CREDITS: 4 Quarter Credits COURSE DATES: March 31, 2014 June 13, 2014 LOCATIONS: This is an online course offered through the EWU s Canvas Learning System: https://canvas.ewu.edu OFFICE HOURS: By appointment. I am often online after 7pm PST and you can arrange to chat/meet me in a Collaborate session whenever you like. Feel free to me at any hour; I will get back to you ASAP. Overview: This course designed to introduce school psychology students to neuropsychology and the emerging specialization field of school neuropsychology. The course will provide you with an overview of the anatomy of the central nervous system and its relationship to human behavior. Emphasis will be placed on providing practical information about the brain and neuropsychological assessment. Students will learn of the integration of neuropsychological and educational principles to the assessment and intervention processes with school aged children in order to facilitate learning and behavior within the school and family systems based on brainbehavior principles and best practices. The course consists of lectures, individual projects, discussions, quizzes and learning activities to help students understand the neurobiological bases of childhood learning and behavioral disorders and the role of the school psychologist in the integration of brain-behavior instruction. This course specifically attends to the following National Association of School Psychologist s (NASP) Domains: Domain 2: Consultation and Collaboration School psychologists have knowledge of varied models and strategies of consultation, collaboration, and communication applicable to individuals, families, groups, and systems and methods to promote effective implementation of services. Domain 3: Interventions and Instructional Support to Develop Academic Skills School psychologists have knowledge of biological, cultural, and social influences on academic skills; human learning, cognitive, and developmental processes; and evidence-based curricula and instructional strategies. Domain 4: Interventions and Mental Health Services to Develop Social and Life Skills School psychologists have knowledge of biological, cultural, developmental, and social influences on behavior and mental health, behavioral and emotional impacts on learning and life skills, and evidence-based strategies to promote social emotional functioning and mental health. Page 1 of 6

2 Students will demonstrate knowledge of: Functional neuroanatomy and its relationship to neurodevelopmental disorders in school aged children The major neuropsychological theories and a process approach to assessment The process-oriented method for identifying children with learning disabilities The latest neuropsychological assessment instruments designed for school-aged populations such as NEPSY-II, WJIII, WISC-IV, D-KEFS, WRAML2, etc. Biological influences on cognitive and academic skills, human learning and developmental processes, behavior and mental health Strategies for consultation and collaboration with groups and throughout district systems Students will demonstrate skill application through: Applying the principles of the school neuropsychological assessment and intervention model to a selected case study Development of district-distributed best-practice intervention worksheets that includes explanation/interpretation of biologically-based influences on student learning, behavior and mental health Dissemination of learned content to local district personnel through a formal presentation Required Textbooks: Miller, D.C. (2010). Best Practices in School Neuropsychology: Guidelines for Effective Practice, Assessment, and Evidence-Based Intervention. Hoboken, New Jersey: John Wiley & Sons, Inc. ISBN: Miller, D.C. (2013). Essentials of School Neuropsychological Assessment, 2nd Edition. Hoboken, New Jersey: John Wiley & Sons, Inc. ISBN: Pinel, J.P.J. & Edwards, M. (2007). A Colorful Introduction to the Anatomy of the Human Brain: A Brain and Psychology Coloring Book (2nd Edition). Needham Heights, MA: Allyn & Bacon. ISBN: Optional Textbook: Carter, R. Aldridge, S., Page, M., Parker, S. & Frith, C. (2014). The Human Brain Book (2nd ed.). New York, New York: DK Publishing. ISBN: Additional reading requirements will be provided in Canvas. Page 2 of 6

3 Requirements Students are expected to complete the reading assignments in whole. Success in the course will partially depend on the student s ability to synthesize the reading material and show how they would apply it in a practical setting through discussion prompts and related assignments. Students are required to completely weekly assignments in a timely manner. Coursework Coursework is divided into 10 modules, each one corresponding to a week of the quarter. Modules open on Sunday and close Saturday at midnight. Coursework includes presentational videos and lectures, reading assignments, discussions and related assignments. The following only lists textbook reading materials. Additional lectures, presentations and supplemental materials are included in each module in Canvas. Virtual meetings will be facilitated through PSYC 695. Schedule Module Dates Focus Best- Practices Readings An Introduction to Human Neuroanatomy; Emerging 1 3/31-4/5 Specialization and Professional Credentialing in School Neuropsychology 2 4/6 4/12 An Integrated Model for School Neuropsychological Assessment and Intervention 3 4/13 4/19 School Neuropsychological Test Batteries for Children, School Neuropsychological Collaboration Essentials Readings Colorful Intro Readings Human Brain (Supplemental Readings) Ch pp Ch /20 4/26 Report Writing, Interpretation, Case Study Illustration Ch 6, 8-9 Assignments/ Quizzes Quiz #1 (Modules1-2) Ch 9 Ch Instrument Review Quiz #2 (Modules 3-4) Assessment and Intervention: Academic Disabilities 5 4/27 5/3 Reading, Writing & Math Disorders Ch pp , 248 Quiz #3 6 5/4 5/10 Speech/Language Disorders & Nonverbal Learning pp , (Modules 5-6) Ch Disabilities 247 Assessment and Intervention: Processing Deficits 7 5/11 5/17 Executive Function, Memory and Learning Disorders Ch pp Quiz #4 8 5/18 5/24 Sensory-Motor Disorders Ch pp (Modules 7-8) Assessment and Intervention: Special Populations 9 5/25 5/31 Children with ADHD Ch 11 p /1 6/7 Children with Externalizing & Internalizing Disorders Ch Final 6/8 6/12 Final Presentation & Intervention Handout 11.4, pp , Quiz #5 (Modules 9-10) Page 3 of 6

4 Assignments # of assignments Points per assignment Possible Points Online Discussions Instrument Review: School Neuropsychological Test Batteries for Children Quizzes Final Presentation & Intervention Handout Grading Scale -- Points A B C D F >611 A B C D B C D Online Discussions Each week you will be asked to participate in an online discussion around a weekly topic. I expect that you will have meaningful discussions and that you take time to consider and reflect on content as well as where you are with your personal learning process through these interactions with your classmates. There are three requirements for discussion postings: 1) Initial post content requirements: Each week you will participate in a discussion board that focuses on the content/prompt for the week. For each discussion I ask that you synthesize or analyze (please do not summarize) your current knowledge base on the topic - what you find interesting (or not interesting, bogus/irrelevant) based on your understanding, which will help familiarize your audience to your thought process and experience in relationship to the content. I expect that you will site your references/resources as well as explain your thinking around your conclusions. 2) Initial posts are due by Wednesday at midnight each week. 3) Response posts are due by Saturday at midnight each week. Respond thoughtfully to at least two of your classmates initial posts; offering your own thoughts and questions. Also, please remember to continue facilitating your own discussion thread throughout the week. Instrument Review: School Neuropsychological Test Batteries for Children Following the appropriate reading and presentations, you will complete a scholarly review of one of the latest neuropsychological assessment instruments designed for school aged children. Your selection must an instrument that you have either never given or are not very familiar with. It can be an instrument you have access to in your district, could borrow from a neighboring district, or you may review it online and with input from those who have used it. You may select from the following instruments for this assignment: NEPSY-II Delis-Kaplan Executive Function System (D-KEFS) Dean-Woodcock Neuropsychological Battery Differential Ability Scales-Second Edition (DAS-II) Cognitive Assessment System (CAS) Wide Range Assessment of Memory and Learning, Second Edition (WRAML-2) Your review needs to include the following: Name of assessment, year published, publisher, cost, age range, materials that come with kit Page 4 of 6

5 Succinct (one paragraph) summary of the purpose of the assessment and the data it produces, how that data can be used When norms were established, validity and reliability information Explain in which situations this instrument would be a good selection and in which situations this instrument would NOT be a recommended selection What you/colleagues prefer about this assessment and what you do not prefer (in use/presentation, etc.) Your review may be no longer that two pages and will be shared with your classmates through the discussion board. It should be presented in a user-friendly format with appropriate in-text references (APA 6 th ed.). Please use Times New Roman 12 pt. font, single spaces and appropriate headings. Quizzes Quizzes will focus on the instructional content from each module (two modules covered on each quiz) and will occur every two weeks. There will be 20 multiple-choice/matching/fill-in-the-blank/true-false questions included on each quiz. Final Presentation & Intervention Handout The final presentation requires that students select one disability/disorder covered in class and create a presentation per the criteria listed below. Students must utilize a case study for the purposes of this presentation. A current student in their school district (applying appropriate confidentiality measures) or a hypothetical student may be used. Your final presentation must be delivered to a group of educators in your local district and evaluated on a presentation evaluation form that you will create. The following is required for this presentation: Three stated objectives of what the presentation audience will learn as a product of this presentation A description of the nature of the disorder/problem/area of function o The etiology of the impairment (how it occurs/results) o Neuropsychological signs and symptoms o Specific brain structures and functions involved and impacted o Resulting cognitive (and behavioral) implications short and long-term Factors that mediate/exacerbate impairment and recovery of function o An Intervention Worksheet (handout) will be provided to audience that outlines explanations and interpretations, recommendations and instruction methods that have proven to be effective with the selected population Assessment tools used in diagnosis and/or monitoring of progress/deterioration Effective and/or frequently utilized treatment interventions/rehabilitative techniques An evaluation rubric (handout) that is provided to and completed by your audience. This evaluation will be submitted with your final PPT. It must include a rating scale that contains, at a minimum: o the stated objectives of the presentation o practical use of information in current position o overall presentation quality measure o room for notes/comments Page 5 of 6

6 Equal Opportunity: No person shall, on the basis of age, race, religion, color, gender, sexual orientation, gender identity, national origin or disability, be excluded from participation in, or be denied the benefits of, or be subjected to discrimination under any program or activity of Eastern Washington University. Affirmative Action: Eastern Washington University adheres to affirmative action policies to promote diversity and equal opportunity for all faculty and students. Americans with Disabilities Act (ADA): Eastern Washington University is committed to providing support for students with disabilities. If you are a student with physical, learning, emotional, or psychological disabilities needing an accommodation, you are encouraged to stop by Disability Support Services (DSS), TAW 124 and speak with Kevin Hills, the Manager of DSS or call Academic Integrity: Any question of Academic Integrity will be handled as stated in the EWU Academic Integrity Policy. This policy is on the EWU web site. Violations will result in a course grade of X.X. Page 6 of 6

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