Syllabus
(1-17-06)

Psy 539: Seminar and Practicum in Neuropsychological Assessment of Children

Spring 2006

Instructor: Alvin E. House, Ph.D.
Office ph.: 438-8508
Office hr.: 9 & 11 MW, 9 F, and by appointment

class: 519 DeG

textbooks:

Arciniegas, D.B. & Beresford, T.P. (2001). Neuropsychiatry: An introductory approach. Cambridge, United Kingdom: Cambridge University Press.

Bradshaw, J.L. (2001). Developmental Disorders of the Frontostriatal System: Neuropsychological , neuropsychiatic, and evolutionary perspectives. Philadelphia, PA: Psychology Press.

Hale, J.B. & Fiorello, C.A. (2004). School Neuropsychology: A practitioner's Handbook. New York: Guilford Press.

Vanderploeg, R.D. (Editor) (2000). Clinician's Guide to Neuropsychological Assessment, Second Edition. Mahwah, New Jersey: Lawrence Erlbaum Associates.

 supplemental reading:

Strub, R.L. & Black, F.W. (1989). Neurobehavioral Disorders: A clinical approach. Philadelphia: F.A. Davis.

Lezak, M.D. (2005). Neuropsychological Assessment, 4th Ed. New York: Oxford Press.

Course Description: This class provides a survey and critical appraisal of current approaches to the neuropsychological assessment of children. This will be based on a review of the current research and clinical literature on neuropsychological testing and evaluation of children and adolescents, as well as on practicum experiences in using selected neuropsychological tests and instruments with school aged children. Strengths and weaknesses of this subspecialty, current professional issues, the relationships between basic theory/research and applied/clinical activities, the major child batteries (and alternatives to batteries), the possible contribution of neuropsychological test data to treatment/education planning and consultation will be considered.

Course Objectives:

1. Demonstrate a clear understanding of the available empirical literature on neuropsychological assessment of children and adolescents.

2. Demonstrate an in-depth understanding of the major applied approaches to neuropsychological testing of children and adolescents.

3. Gain practical experience with integrating neuropsychological test data with other information in evaluating school aged-children.

Course Outline (approximate order of topics)

Wk 1 organization
Albert's Test
Wk 2 models
Aphasia Screening Test
Wk 3 functional neuroanatomy
MAE
Wk 4 TBI
praxis
Wk 5 TBI & school
learning & memory
Wk 6 infections & toxic
executive
Wk 7 vascular & neoplasms
integration
Wk 8 dementia & degenerative
LNNB
Wk 9 dev: LD
NEPSY
Wk 10 dev: NVLD
NEPSY
Wk 11 dev: ADHD
process approach
Wk 12 dev: OCD & Tourette’s
flexible assessments
Wk 13 dev: autism & psychoses
DK
Wk 14 forensic
Halstead-Reitan
Wk 15 other disciplines
the future

Final written assignment, due: Wednesday, May 10th, 2006, 1 p.m.
Compare perspectives, orientation, assumptions, and (inferred) biases of Arciniegas/Beresford, Vanderploeg, Bradshaw, and Hale/Fiorello.

Class Structure and Operation

Learning experiences will involve didactic instruction, assigned readings, discussion of course and case material, practicum experiences, and case presentations. All students will be expected to take and active and responsible role in using the opportunities for their own professional growth and development as fully as possible. Grades will be based on preparation and participation in classroom discussion and activities, written work, and utilization of feedback.

Ethical and Professional Expectations for Student

All students will be expected to behavior as responsible professional psychologists, adhering to the Ethical Principles of the American Psychological Association. The confidentiality of all case material will be safeguarded and properly handled and disposed of. Failure to behave in the best interests of clients would lead to a dismissal from class, a failing grade, and a letter to the student's professional program detailing the problems leading to this action.

Any student in need of a special accommodation should contact 438-5853 (voice), 438-8620 (TDD).