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Psychology 678

PSYC 678: Child Neuropsychological Assessment and Intervention

Prerequisite: Graduate standing in psychology AND grade of “B” or better in PSYC 631 and PSYC 632; OR permission of instructor

Credit Hours: (3)
                                               
This course will emphasize the application of neuropsychological theory and principles to selection, administration, and interpretation of neuropsychological assessment batteries and techniques, with the goal of linking assessment to intervention. Associated multicultural, legal, and ethical issues will be examined, with an emphasis on practicing within the scope of one’s competency and the interface between school psychology and pediatric neuropsychology.
 

 

Detailed Description of Course

Content This course may include the following topics
Section I:  Neuropsychological Framework and Fundamentals
a.  Functional neuroanatomy and neurodevelopment
b.  Developmental neuropsychology theories and principles
c.  Pediatric pharmacology

Section II: Neuropsychological Assessment
I. Administration of contemporary pediatric neuropsychological batteries, techniques, and process approaches
II. Assessment of specific domains
     a. language/communication
     b. visuospatial/perceptual/motor, sensorimotor
     c. attention
     d. memory and learning
     e. executive function
III.  Neuropsychological assessment with exceptionalities and conditions (e.g., TBI, Chronic Illnesses, ADHD, LD, Autism, Seizure Disorders)
IV..  Neuropsychological assessment interpretation, integration, and report writing
V.   Multicultural and ethical factors in administration and interpretation
VI.  Current issues regarding training, licensure, and certification of clinical neuropsychologists, pediatric neuropsychologists, and school neuropsychologists
VII. Collaboration and consultation with community-based health professionals during the neuropsychological evaluation process

Section III. Neuropsychological Interventions
I. Pediatric pharmacological treatments
II. Cognitive rehabilitation and remediation
     a. language/communication
     b. visuospatial/perceptual/motor, sensorimotor
     c. attention
     d. memory and learning
     e. executive function
III. Neuropsychologically-based academic and instructional programming, accommodation, and remediation
IV. School reentry and programming following TBI
V. Neuropsychological interventions with exceptionalities and conditions (e.g., TBI, Chronic Illnesses, ADHD, LD, Autism, Seizure Disorders)
VI. Collaboration and consultation with school professionals, family, and community-based medical and mental heath professionals in designing, implementing, monitoring, and evaluating pharmacological, neurocognitive, neurobehavioral, and instructional intervention effectives.  

 

Detailed Description of Conduct of Course

This course will involve lecture, lab and in-class activities for skills practice, student presentations, and discussion of cases and issues.  Laboratory experience includes supervised neuropsychological administration, scoring, interpretation, report writing, and linking assessment to intervention

 

Goals and Objectives of the Course 

1.         To develop an understanding of functional developmental neuroanatomy and links
             between brain function and specific exceptionalities and conditions. (Domains 2.1,2.5,  
             2.7)
2.         To understand neurodevelopment, the variables which create individual differences in
             children, the interaction of neurodevelopment with familial and socio-environmental  
             issues, and the manner in which this interaction affects the child’s ability to negotiate the
             demands of his/her world. (Domains 2.4, 2.5)
3.         To develop entry level competence in multicultural, ethical, legal, and best practice  
             considerations for neuropsychological assessment and intervention. (Domains 2.5, 2.10)
4.         To understand diversity within the context of neurodevelopment and to recognize the
             manifestation of diverse characteristics as it relates to neuropsychological functioning.
            (Domain 2.7)
5.         To understand a developmental neuropsychological framework for assessment
             administration and interpretation. (Domains 2.4, 2.5, 2.7)
6.         To develop entry level skills in administration, scoring, interpretation, and report writing
             with contemporary pediatric neuropsychological instruments and techniques. (Domain        
             2.1)
7.         To develop knowledge of current issues regarding training, licensure, certification, and
             scope of practice of clinical neuropsychologists, pediatric neuropsychologists, school
             neuropsychologists, and school psychologists. (Domains 2.1, 2.8, 2.10)
8.         To develop knowledge of the role and function of pediatric neurologist, pediatric
             neuropsychologist, developmental pediatrician and how their evaluations and
             neurodiagnostic techniques (e.g. neurological exam, MRI) both differ and complement a
             neuropsychological evaluation. (Domains 2.1, 2.8)
9.         To develop an understanding of pharmacology and current pediatric pharmacological
             treatments for specific populations and conditions. (Domains 2.5, 2.7)
10.        To understand neurocognitive contributions to learning and learn a variety of
              remediation, accommodation, and rehabilitative methods for addressing cognitive and
              academic difficulties. (Domains 2.3).
11.        To develop entry level skills in designing, implementing, monitoring, and evaluating
             pharmacological, cognitive, academic, and instructional interventions. (Domains 2.1, 2.3,
             2.4)
12.        To develop a knowledge base in facilitating interagency collaboration regarding
              neuropsychological evaluations and interventions. (Domains 2.2., 2.6, 2.8)
13.        To develop entry level skills in providing relevant and meaningful written
             recommendations (e.g., psychological reports, IEP goals) based on neuropsychological
             data. (Domains 2.4., 2.5, 2.6, 2.7)

 

Assessment Measures 

Students will be assessed using a variety of measures, which may include a written exam, an oral exam, class and lab activities, supervised assessment case practice, case report writing, assessment and intervention presentations, intervention case study, projects, papers, and class participation.

 

Other Course Information 

none

 

Review and Approval

March 2007