PP 8646

Intro to Neuropsychological Assessment

Spring 2009

INSTRUCTOR:

John Tirado

PHONE:

312-777-7698

EMAIL:


ALT PHONE:

REQUIRED TEXTS:

Title / Neuropsychological Assessment in Clinical Practice: A
Guide 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,.
Author(s) / Strub, F.W and Black, R.L.
Copyright / 1998
Publisher / Philadelphia: F.A. Davis
ISBN
Edition / 4th Edition
Title / The Working Brain – An Introduction to Neuropsychology
Author(s) / A.R. Luria
Copyright / 1973
Publisher / Basic Books
ISBN / ISBN: 0-465-09208-X
Edition

This Course Requires the Purchase of a Course Packet: YES NO

Argosy University

IllinoisSchool of Professional Psychology – Chicago Campus

PP8646 Introduction to Neuropsychological Assessment

Spring 2009

Professor:John Tirado, Ph.D.Office Hrs:Tue 9:00 – 10:00; 12:00 -12:30

Telephone:312-777-7698Thu 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.

MISSION STATEMENT OF THE DOCTORAL PROGRAM IN CLINICAL PSYCHOLOGY

The Doctoral program in Clinical Psychology at Argosy University/Illinois School of Professional Psychology-Chicago Campus is an APA accredited program (APA< 750 First St. NE, Washington, DC20002, 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/Illinois School of Professional Psychology/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:

The training of practitioners capable of delivering diagnostic and therapeutic services effectively to diverse populations of clients in need of such treatment

The development of mental health practitioners who understand the biological, psychological, and sociological bases of human functioning.

The training of practitioners who are capable of exercising leadership both in health care delivery system and in the training of mental health professionals

The preparation of mental health practitioners capable of expanding the role of psychologists within society

The education of psychologists capable of working with other disciplines as part of a professional team

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 8th week of the semester (March 6, 2009) 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 17, 2009) students will be given an in-class exam. Specific instructions for this exam will be provided on the 12th 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).

GRADING

The final grade for this course will be determinedby the total points (100) earned from all assignments as follows:

Class Participation10 points (10%)

Midterm Examination45 points (45%)

Final Examination45 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)

REASONABLE ACCOMMODATIONS

"It is the policy of the Illinois School of Professional Psychology/Chicago Campus to make reasonable accommodations for qualified students with disabilities, in accordance with the Americans with Disabilities Act (ADA).

If you are a student with a disability and need accommodations to complete your course work requirements, please make an appointment with the course instructor as soon as possible to discuss your request.

All information regarding the disability will be held in confidence by the professor.

If the student does not choose to disclose that s/he has a disability, then the student is taking full responsibility for any related consequences that may occur. Last minute special requests will be subject to the same assignment policy as other students."

ACADEMIC HONESTY

Any work submitted must represent an original work produced by the student.Sources cited in a work must be documentedthrough accepted scholarly references and citations. The resubmission of a work, whether in part or whole that is produced for another course is considered academic dishonesty. It is the student’s responsibility to seek clarification from the course instructor about how much help may be receivedin completing an assignment or exam or project and what sources may be used.

REQUIRED TEXTS

Groth-Marnat, G., Editor (2000)Neuropsychological Assessment in Clinical Practice: A guide

to 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.

Luria, A.R. (1973)The Working Brain.New York: Basic Books.

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: OxfordU. Press.

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: OxfordUniversity 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 (Fridays 12:30 – 3:30)

Part I INTRODUCTION & FUNDAMENTALS

Jan 16Overview of Neurology; The functional organization of the CNS

Suggested Readings Before Class:Groth-Marnat,Chap. 1 & 2; Luria Part I

PartIINEUROPSYCHOLOGICAL PROCESSES & SYNDROMES

Jan 23Attention and ADHD; Demonstration of specific tests

Suggested Readings:Groth-Marnat, Chapter 11

Jan 30Language and Academic Disorders; Demonstration of specific tests

Suggested Readings:Groth-Marnat, Chapter 10

Feb 6Learning and Memory; Demonstration of specific tests

Suggested Readings:Groth-Marnat, Chapter 9

Feb 13HOLIDAY – President’s Day

Feb 20Visuoconstuctive Abilities and Disorders; Demonstration of specific tests

Suggested Readings: Groth-Marnat, Chapter 12

Feb 27Executive Functions and Insults to the Frontal Lobes; Demo specific tests

Suggested Readings:Groth-Marnat, Chapter 13

Mar 6Sensory Motor Functioning; Demonstration of specific tests

Suggested Readings:Reitan-Wolfson, pp239-267

Midterm Examination

Part IIINEUROPSYCHOLOGICAL ASSESSMENT

Mar 13Elements of a Comprehensive Assessment

Suggested Readings:Groth-Marnat, Chapter 4

Mar 20Clinical Interview and the MSE; The Neuropsychological Report

Suggested Readings:Strub and Black; Groth-Marnat, Chapter 16

Mar27Test Batteries in Neuropsychology

Suggested Readings:Groth-Marnat, Chapters 5 to 8

Part IV SELECTED TOPICS

Apr 3Pediatric Neuropsychology

Apr 10HOLIDAY

Apr 17FINAL EXAMINATION