PSYC 678: Child Neuropsychological Assessment and Intervention
Prerequisite: Graduate standing in psychology AND grade of 鈥淏鈥� 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鈥檚 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鈥檚
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