LANGARA COLLEGE Department of Psychology PSYCHOLOGY 2318 PSYCHOLOGY OF THE EXCEPTIONAL CHILD. CRN: Instructor: J.W. Barton, Ph.D.

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1 Summer Session 2011 LANGARA COLLEGE Department of Psychology PSYCHOLOGY 2318 PSYCHOLOGY OF THE EXCEPTIONAL CHILD CRN: Instructor: J.W. Barton, Ph.D. Class Section: A01 Office: B252d Class Time: M T R 15:30-17:20 Telephone: Class Location: A136A jbarton@langara.bc.ca Prerequisite: PSYC 1115/1215 or ECE Course Description Psychology 2318 will survey the basic research findings and theory on the major forms of atypical development in children, including developmental and learning problems, disorders of behavior and emotion, as well as other problems related to mental health. We will explore the defining characteristics, associated features, possible causes and approaches to intervention and prevention with regard to a range of childhood disorders. The Biopsychosocial Model will form the bases for investigating the possible developmental course of each disorder. The class format will be predominantly lecture format, but will incorporate film, class discussion and group work where appropriate. Required Text Mash, E. J. & Wolfe, D. A. (2009). Abnormal Child Psychology (4th Ed.) Toronto, Ontario: Thomas Wadsworth Course Objectives: The primary objective is to encourage students to explore the world of the exceptional child and to understand how they cope with the challenges before them. Throughout, students should see these exceptionalities not purely as psychopathology, but to understand the brain s plasticity and the individuals capacity for remarkable adaptations. Thus, moving away from a disease model to gain appreciation of how children with exceptionalities create their unique organization tailored to their particular disposition. Upon successful completion of this course, students will be able to:. Synthesize information presented in both lecture and textbook.. Demonstrate understanding of the basic characteristics, determinants, and interventions for treatment of atypical forms of development in young children.. Develop critical thinking skills with regard to evaluating information about atypical child development.. Improve oral presentation skills communication tools vital to effective functioning in work settings and/or further education.. Work effectively in a group dynamic toward a common goal also crucial to the development of effective work functioning.

2 Course Requirements The course evaluation will be based on: A) Three Examinations B) One Class Group Research Presentation. A) Examinations Examination I (25%)Thursday, May 19, 2011 Examination II (25%)Thursday, June 2, 2011 Examination III (25%)Thursday, June 23, 2011 B) Class Group Research Presentation (25%) To Be Assigned A) EXAMINATIONS 1. Examinations will consist of objective questions covering both lecture and textbook content. The length of each examination will be 1.5 hours. 2. Each examination is exclusively based on the lecture content and assigned textbook readings - as outlined on page Examination results will be posted on Langara Blackboard. 4. Students will have an opportunity to review their examinations at the next class meeting following the scheduled examination (only). 5. Absence from a scheduled examination will result in a grade of zero. 6. Dishonest conduct at examinations including communication with other students, copying work, exposing information or removing examination questions papers from the classroom will result in disciplinary measures in accordance with the e Academic Dishonesty Policy accessible through the College website at 7. Students should be advised that this is a language intensive course requiring an adequate level of English proficiency as per the College Language Competency Policy. 8. Office hours are posted outside my office at Room B252d. 2

3 B) CLASS GROUP RESEARCH PRESENTATION (25%) 1. The presentation will be presented in groups of two. You may select a partner and then choose a research topic within the area of Child Psychopatholoy. 2. Select one research article from a refereed journal which investigates some aspect of your chosen topic, i.e. Topic: Anorexia Nervosa; Aspect: Body Image Distortion. 3. Prepare a 10-minute power point class presentation on one research articles. 4. Make a duplicate copy of the research article abstract for each member of the class (40 copies) which also will be critiqued by the class members collectively in a brief discussion following the presentation. 5. Use the following guidelines to critique research articles: a) Introduction: A general overview of the current state of the art. b) Research Source: What journal does your research come from? c) Research Hypothesis: What is the research question being postulated? d) Subjects: Describe the subjects used in the study and how they were selected. e) Variables: Describe the variables being manipulated, measured and controlled. f) Methodology: Outline how the experiment was conducted. g) Results: Briefly state the results of the study. h) Summary and Conclusions: What conclusions did the investigators draw from their study? i) Strengths and Weaknesses: Identity two or three strengths and weaknesses of the selected study. You might review the following page entitled: 25 Characteristics of Good Research which may serve to assist you in addressing this dimension. In addition, you should be prepared to conduct a short class discussion on your topic following your presentation. N.B. The time and date of class research presentations will be assigned by the instructor. 3

4 25 CHARACTERISTICS OF GOOD RESEARCH 1. Problem is clearly stated. 2. Hypotheses or expected outcomes are clearly stated. 3. Problem is significant. 4. Assumptions are clearly stated. 5. Limitations of the study are stated. 6. Important terms are defined. 7. Relationship of the problem to previous research is made clear. 8. Research design is described fully. 9. Research design is appropriate to the solution of the problem. 10. Research design is free of specific weaknesses. (internal validity) 11. Population and sample are described. 12. Method of sampling is appropriate. 13. Data gathering methods or procedures are described. 14. Data gathering methods or procedures are appropriate to the solution of the problem. 15. Data gathering methods or procedures are utilized correctly. 16. Validity and reliability of the evidence gathered are established. 17. Appropriate methods are selected to analyze the data. 18. Methods utilized in analyzing the data are applied correctly. 19. Results of the analysis are presented clearly. 20. Conclusions are clearly stated. 21. Conclusions are substantiated by the evidence presented. 22. Generalizations are confined to the population from which the sample was drawn. 23. Report is clearly written. 24. Report is logically organized. 25. Tone of the report displays an unbiased, impartial scientific attitude. Wandt, E. A Cross-Section of Education Research. New York: David McKay,

5 COURSE CONTENT Date General Topic Assigned Readings May 9 Course Content and Requirements May 10 Introduction Mash: Chapter 1 May 12 Theories and Causes Mash: Chapter 2 May 16 Research Methods Mash: Chapter 3 May 17 Assessment, Diagnosis, Treatment Mash: Chapter 4 May 19 Examination I (25%) Mash: Chapters 1,2,3,4 May 23 May 24 Victoria Day College Closed Attention Deficit/Hyperactivity Disorder (ADHD) Mash: Chapter 5 May 26 Conduct Disorder Mash: Chapter 6 May 30 Anxiety Disorders Mash: Chapter 7 May 31 Anxiety Disorders Mash: Chapter 7 June 2 Mood Disorders Mash: Chapter 8 June 6 Examination II (25%) Mash: Chapters 5, 6, 7, 8 June 7 Intellectual Disability Mash: Chapters 9 June 9 Autism and Childhood Schizophrenia Mash: Chapters 10 June 13 Communication and Learning Disorders Mash: Chapter 11 June 14 Substance Use Disorders Mash: Chapter 12 June 16 Eating Disorders Mash: Chapter 13 June 21 Review June 23 Examination III (25%) Mash: Chapters

6 Grading System: Grade Numerical Value Achievement Level Description A % and above A % and 94% Outstanding A % to 89% Achievement B % to 84% B % to 79% Good B % to 74% Achievement C % to 69% C % to 64% Satisfactory C % to 59% Achievement D % to 54% Marginal Achievement F % and below Unsatisfactory Achievement UN 0.00 Student completed less than 70% of the total evaluation of the course, including attendance and participation where these are course requirements. h:/barton.3304