COURSE NUMBER: PP8646
COURSE NAME: Introduction to Neuropsychological Assessment
TERM: Spring 2008
INSTRUCTOR:
John TiradoPHONE:
312-777-7698EMAIL:
FAX:
ALT PHONE:
REQUIRED TEXTS:
Title / Neuropsychological Assessment in Clinical Practice: AGuide to test interpretation and integration
Author(s) / Groth-Marnat, G., Editor
Copyright / 2000
Publisher / New York: Wiley and Sons
ISBN / 0-471-19325-9
Edition
Title / The Mental Status Examination in Neurology, 4th Edition.
Author(s) / Strub, F.W and Black, R.L.
Copyright / 2000
Publisher / Philadelphia: F.A. Davis.
ISBN / 0-8036-0427-0
Edition / Fourth Edition
This Course Requires the Purchase of a Course Packet: YES NO
Argosy University
American School of Professional Psychology – Chicago Campus
PP8646 Introduction to Neuropsychological Assessment
Spring 2008
Professor: John Tirado, Ph.D. Office Hrs: Tue 9:00 – 10:00; 12:00 -12:30
Telephone: 312-777-7698 Thu 3:30 – 4:30
E-Mail: Fri 10:00 – 12:00
CATALOGUE DESCRIPTION
The general purpose of this course is to enhance students’ level of competencies in the following areas: Students willgain factual and theoretical knowledge on the field of Neuropsychology, and will use this knowledge to enhance assessment abilities regarding brain-behavior correlates. In addition, this course will present and discuss issues involving diagnostician’s conduct and ethics, and the relationship between examiner and patient. The overall presentation and the course expectations will require of students to demonstrate an ability to evaluate and integrate relevant literature with course material and clinical findings.
PROGRAM OUTCOMES
The Doctoral program in Clinical Psychology at Argosy University Chicago Campus is an APA accredited program (APA, 750 First St. NE, Washington, DC 20002, 202-336-5500). This program is designed to educate and train students so that they may eventually be able to function effectively as clinical psychologists. To ensure that students are prepared adequately, the curriculum provides for the meaningful integration of theory, training and practice. The Clinical Psychology program at Argosy University Chicago Campus emphasizes the development of attitudes, knowledge, and skills essential in the formation of professional psychologists who are committed to the ethical provision of quality services. Specific objectives of the program include the following:
· Goal 1: Prepare professional psychologists to accurately, effectively, and ethically select, administer, score, interpret, and communicate findings of appropriate assessment methods informed by accepted psychometric standards and sensitive to the diverse characteristics and needs of clients.
o Objective 1a: Accurately and ethically administer and score various psychodiagnostic instruments.
o Objective 1b: Accurately interpret and synthesize assessment data in the context of diversity factors, referral questions, and specific objectives of the assessment, and organize and communicate results in writing and orally.
o Objective 1c: Examine psychometric properties of psychological assessment instruments, and use that knowledge to evaluate, select, administer, and interpret psychological tests and measures appropriate for the client, the referral question, and the objectives of the assessment.
· Goal 2: Prepare professional psychologists to select, implement, and evaluate psychological interventions consistent with current ethical, evidence-based, and professional standards, within a theoretical framework, and with sensitivity to the interpersonal processes of the therapeutic relationship and the diverse characteristics and needs of clients.
o Objective 2a: Synthesize the foundations of clinical psychology, including psychopathology, human development, diagnosis, diversity, ethics, and various therapeutic models in clinical applications.
o Objective 2b: Select, plan, and implement ethical and evidence-based interventions with sensitivity to the diverse characteristics and needs of clients.
o Objective 2c: Demonstrate knowledge, skills, and attitudes to effectively implement and participate in psychological consultation and supervision.
Objective 2d: Demonstrate personal development and self-reflective capacity, including growth of interpersonal skills, and therapeutic relationships.
· Goal 3: Prepare professional psychologists to analyze the complexity and multidimensionality of human diversity, and demonstrate the knowledge, skills, and attitudes necessary to understand diverse worldviews and the potential meaning of social, cultural, and individual differences for professional psychological services.
· Goal 4: Prepare professional psychologists to examine the historical context and the current body of knowledge of biological, cognitive, affective, developmental, and social bases of human functioning.
· Goal 5: Prepare professional psychologists to critically evaluate the current and evolving body of scholarly literature in psychology to inform professional practice.
COURSE OBJECTIVES
1. Introduce students to the functional mapping of the Central Nervous System.
2. Familiarize students with known syndromes of brain dysfunctions.
3. Introduce students to principles of neuropsychological assessment.
4. Familiarize students with frequently used neuropsychological teats and batteries.
5. Introduce students to the role and the contributions of the clinicalneuropsychologist to the field of mental health.
COURSE ASSESSMENT
Students are expected to attend all classes, read all designated chapters, and complete all assignments. Meaningful participation in classroom discussions is encouraged and expected. Students are invited to ask questions, express their thoughts regarding the material presented, and demonstrate respect and sensitivity to individual differences and opinions.
Individual meetings with the instructor are available during designated office hours and by appointment. A student who must miss a class or an assignment (regardless of the reason) hasto inform the instructor as early as possible.
Students’ class performance will be assessed in the following way:
·Class Participation - students will be evaluated by their attendance and their contributions to class discussions.
·Mid-term Examination – On the 7th week of the semester (March 9, 2007) students will be given an in-class examination. Specific instructions for this exam will be provided on the 6th week of the semester.
· Final Examination – On the last day of the class (April 21, 2007) students will be given an in-class exam. Specific instructions for this exam will be provided on the 13th week of the semester.
The mid-term and the final examinations will offer students the opportunity to demonstrate their mastery of theory and relevant knowledge (Objectives 1, 2, 3, and 4). Classroom discussions will be directed toward an exploration of clinically relevant topics (fundamentals of assessment; conduct and ethics; individual and multicultural differences; treatment planning, etc.) and overall contribution of the field of neuropsychology to mental health (Objectives 3, 4 and 5).
READINGS
The readings for each class are noted in the Reading outline included with the class syllabus. Students are expected to read the required assignments before coming to class and be prepared to fully participate in discussions.
LIBRARY
All resources in Argosy University’s online collection are available through the Internet. The campus librarian will provide students with links, user IDs, and passwords.
Library Resources: Argosy University’s core online collection features nearly 21,000 full-text journals and 23,000 electronic books and other content covering all academic subject areas including Business & Economics, Career & General Education, Computers, Engineering & Applied Science, Humanities, Science, Medicine & Allied Health, and Social & Behavior Sciences. Many titles are directly accessible through the Online Public Access Catalog at http://library.argosy.edu. Detailed descriptions of online resources are located at http://library.argosy.edu/misc/onlinedblist.html.
In addition to online resources, Argosy University’s onsite collections contain a wealth of subject-specific research materials searchable in the Online Public Access Catalog. Catalog searching is easily limited to individual campus collections. Alternatively, students can search combined collections of all Argosy University Libraries. Students are encouraged to seek research and reference assistance from campus librarians.
Information Literacy: Argosy University’s Information Literacy Tutorial was developed to teach students fundamental and transferable research skills. The tutorial consists of five modules where students learn to select sources appropriate for academic-level research, search periodical indexes and search engines, and evaluate and cite information. In the tutorial, students study concepts and practice them through interactions. At the conclusion of each module, they can test their comprehension and receive immediate feedback. Each module takes less than 20 minutes to complete. Please view the tutorial at http://library.argosy.edu/infolit/
ACADEMIC POLICIES
Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity during the learning process, Argosy University requires that the submission of all course assignments represent the original work produced by that student. All sources must be documented through normal scholarly references/citations and all work must be submitted using the Publication Manual of the American Psychological Association, 5th Edition (2001). Washington DC: American Psychological Association (APA) format. Please refer to Appendix A in the Publication Manual of the American Psychological Association, 5th Edition for thesis and paper format. Students are encouraged to purchase this manual (required in some courses) and become familiar with its content as well as consult the Argosy University catalog for further information regarding academic dishonesty and plagiarism.
Scholarly writing: The faculty at Argosy University is dedicated to providing a learning environment that supports scholarly and ethical writing, free from academic dishonesty and plagiarism. This includes the proper and appropriate referencing of all sources. You may be asked to submit your course assignments through “Turnitin,” (www.turnitin.com), an online resource established to help educators develop writing/research skills and detect potential cases of academic dishonesty. Turnitin compares submitted papers to billions of pages of content and provides a comparison report to your instructor. This comparison detects papers that share common information and duplicative language.
AMERICANS WITH DISABILITIES ACT POLICY
It is the policy of Argosy University to make reasonable accommodations for qualified students with disabilities, in accordance with the Americans with Disabilities Act (ADA). If a student with disabilities needs accommodations, the student must notify the Director of Student Services. Procedures for documenting student disability and the development of reasonable accommodations will be provided to the student upon request.
Students will be notified by the Director of Student Services when each request for accommodation is approved or denied in writing via a designated form. To receive accommodation in class, it is the student’s responsibility to present the form (at his or her discretion) to the instructor. In an effort to protect student privacy, the Department of Student Services will not discuss the accommodation needs of any student with instructors. Faculty may not make accommodations for individuals who have not been approved in this manner.
DIVERSITY
Argosy University prepares students to serve populations with diverse social, ethnic, economic, and educational experiences. Boththe academic and training curricula are designed to provide an environment in which students can develop the skills and attitudes essential to working with people from a wide range of backgrounds.
TECHNOLOGY IN THE CLASSROOM
Students may use computers, recording devices, internet access and any other technological device they may require provided that the use of these devices does not interrupt the class.
GRADING
The final grade for this course will be determinedby the total points (100) earned from all assignments as follows:
· Class Participation 10 points (10%)
· Midterm Examination 45 points (45%)
· Final Examination 45 points (45%)
FINAL GRADE
A final letter grade will be based on the following point values:
A (93 to 100 points)
A- (90 to 92points)
B+ (87 to 89 points)
B (83 to 86 points)
B- (80 to 82 points)
C (79 and below)
REQUIRED TEXTS
Groth-Marnat, G., Editor (2000) Neuropsychological Assessment in Clinical Practice: A
Guideto test interpretation and integration. New York: Wiley and Sons.
Strub, F.W and Black, R.L. (1998) The Mental Status Examination in Neurology, 4th Edition. Philadelphia: F.A. Davis.
RECOMMENDED READINGS
Armengol, C.G., Kaplan, E., & Moes, E.J. (2001) The Consumer-Oriented Neuropsychological Report. Lutz, Florida: Psychological Assessment Resources, Inc.
Dana, R.H. (1993) Multicultural Assessment Perspectives for Professional Psychology.
Boston: Allyn and Bacon.
Lezak, M. (2004) Neuropsychological Assessment, 4th Edition. New York: Oxford U. Press.
Luria, A.R. (1973) The Working Brain. New York: Basic Books.
Miller, L. (1993) Psychotherapy of the Brain-Injured Patient: Reclaiming the shattered self. New York: Norton.
Ogden, J.A. (2005) Fractured Minds: A Case Study Approach to Clinical Neuropsychology. 2nd Edition. New York: Oxford University Press
Pinel, J.P.J., Edwards, M. (1998) A Colorful Introduction to the Anatomy of the Human Brain
Massachusetts: Allyn & Bacon
Reitan, R.M. and Wolfson, D. (1993) The Halstead-Reitan Neuropsychological Test Battery:Theory and Clinical Interpretation, 2nd Edition.Tucson: Neuropsychological Press.
Verhoeven, L. and van Balkom, H., Eds. (2004) Classification of Developmental Language Disorders: Theoretical Issues and Clinical Implications.
Mahwah, New Jersey: Lawrence Erlbaum Associates. Publishers.
Vygotsky, L. (1988) Thought and Language, Edited by Alex Kozulin. Cambridge,Massachusetts: The MIT Press.
Yeates, K.O., Ris, M.D. and Taylor, H.G., Eds. (2000) Pediatric Neuropsychology: Research, Theory and Practice. New York: Guilford Press.
COURSE OUTLINE & READINGS
Part I INTRODUCTION & FUNDAMENTALS
Jan 11 Overview of Neurology; The functional organization of the CNS
Suggested Readings: Groth-Marnat, Chapters 1 & 2; Luria Part I
http://medlib.med.utah.edu/WebPath/HISTHTML/NEURANAT/NEURANCA.html
PartII NEUROPSYCHOLOGICAL PROCESSES & SYNDROMES
Jan 18 Attention and ADHD; Demonstration of specific tests
Suggested Readings: Groth-Marnat, Chapter 11
Jan 25 Language and Academic Disorders; Demonstration of specific tests
Suggested Readings: Groth-Marnat, Chapter 10
Feb 1 Learning and Memory; Demonstration of specific tests
Suggested Readings: Groth-Marnat, Chapter 9
Feb 8 Visuoconstuctive Abilities and Disorders; Demonstration of specific tests
Suggested Readings: Groth-Marnat, Chapter 12
Feb 15 HOLIDAY – PRESIDENTS DAY
Feb 22 Executive Functions and Insults to the Frontal Lobes; Demo specific tests
Suggested Readings: Groth-Marnat, Chapter 13
Feb 29 Sensory Motor Functioning; Demonstration of specific tests
Suggested Readings:Reitan-Wolfson, pp239-267
Midterm Examination
Part III NEUROPSYCHOLOGICAL ASSESSMENT
Mar 7 Elements of a Comprehensive Assessment
Suggested Readings: Groth-Marnat, Chapter 4
Mar 14 Clinical Interview and the MSE; The Neuropsychological Report
Suggested Readings: Strub and Black; Groth-Marnat, Chapter 16
Mar 21 HOLIDAY – GOOD FRIDAY
Mar 28 Test Batteries in Neuropsychology
Suggested Readings: Groth-Marnat, Chapters 5 to 8
Part IV SELECTED TOPICS
Apr 4 Pediatric Neuropsychology
Apr 11 Insights into Neuropsychological Disorders; Review for Final Examination
Apr 18 FINAL EXAMINATION