ArgosyUniversity
IllinoisSchool of Professional Psychology – Chicago Campus
PP8950 C3 – Attention Deficit Disorder and Nonverbal Learning Disability.
Summer of 2009
Eliezer Schwartz, Ph.D.
Office Tel. No.: 312/777-7696
Email:
Office Hours: Mondays 9:00am to 12:00am
Course Description:
The purpose of this course is to introduce students to mainstream theories and speculations regarding two specific syndromes, Attention Deficit Disorders and Nonverbal Learning Disabilities. This course will discuss “attention” as a cognitive/neuropsychological process and the possible etiological factors contributing toward ADHD. Nonverbal Learning Disability will be explored from a neuropsychological point of view by introducing research and theoretical speculations regarding its etiology and development. These syndromes and their educational and rehabilitation implications will be presented in both children and adults.
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 Street, 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 population 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 the 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
- Gain a basic understanding of Attention as a neuropsychological process.
- Understand the clinical syndrome of ADHD in both children and adults.
- Gain a solid understanding of the clinical syndrome of NVLD.
- Recognize the various possible etiological factors involved in each of these syndromes.
- Learn about the multi-disciplinary nature of remedial efforts involved in the education and the treatment of ADHD and NVLD.
- This course will explore specifically the roles of the clinical neuropsychologist as both a diagnostician and a consultant.
Course Assessment
- Students are expected to attend all classes. 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 opinions and differences.
- Individual meetings with the instructor will be available during designated office hours or by appointment. Students who must miss a class (regardless the reason) have to inform the instructor as early as possible.
- Final course project – Students will be responsible to complete a final course project in a timely fashion. (See Appendix A).
- The final project will provide the students with an 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 and IEPs) (Objectives 5 and 6).
- The final grade for this course will be determined by the total points (100) earned as following:
a. class participation10 points (10%)
b. final project90 points (90%)
- Grading will be based on the following values:
A= 93 to 100 pointsB = 83 to 86 points
A-= 90 to 92B-= 80 to 82
B+= 87 to 89C= 79 and below
Disability Statement
It is the policy of the ArgosyUniversity/ Chicago to make reasonable accommodations for qualified students with disability, in accordance with the Americans with Disabilities Act (ADA). If a student with disabilities needs accommodations to complete the instructor’s course requirements, the student must notify the Director of Student Services. Procedure for documenting student disability and the development of reasonable accommodation will be provided to students upon request.
Students will be notified by the Director of Student Services when each request for accommodation is approved or denied in writing via designated form. It is the student’s responsibility to present the form (at his or her discretion) to the instructor in order to receive the requested accommodation in class. In an effort to protect student privacy, Student Services will not discuss the accommodation needs of any student with the instructors.
Academic Dishonesty/Plagiarism Statement
The University seeks to foster a spirit of honesty and integrity. Any work submitted by a student must represent original work produced by that student. Any source used by the student must be documented through normal scholarly references and citations, and the extent to which any sources have been used must be apparent to the reader. The University further considers resubmission of a work produced for one course in a subsequent course or the submission of work done partially or entirely by another to be academic dishonesty. It is the student’s responsibility to seek clarification from the course instructor about how much help may be received in completing an assignment or exam or project and what sources may be used. Students found guilty of academic dishonesty or plagiarism shall be subject to disciplinary action up to and including dismissal from the University.
Course Outline, Readings and Assignments
Week 1:Two Syndromes: Attention Deficit (Hyperactivity) Disorder
May 14Nonverbal Learning Disability.
Week 2:Theories and Speculations: Developmental Neuropsychology
May 21 The Neuropsychology of Attention
Theories of Cerebral Lateralization.
Week 3:Principles of Neuropsychological Assessment.
May 28
Week 4:Clinical Neuropsychology:Assessment of ADHD
June 4 Assessment of NVLD
Week 5:Clinical Neuropsychology: The Diagnostician and the Consultant.
June 11
Week 6:Clinical Neuropsychology:Interventions in Developmental, Systemic and June 18 Educational Context; Clinical Cases
Week 7:Clinical cases; Final projects due
June 25
Recommended Readings:
Barkley, R.A. (2006). Attention Deficit Hyperactivity Disorder: A Handbook for
Diagnosis and Treatment, 3rd Edition. New-York: Guilford.
Barkley, R.A and Murphy, K.R. (2006). Attention Deficit Hyperactivity
Disorder: A Clinical Workbook, 2nd Ed. New-York: Guilford.
Bezchlibnyk-Butler, K.Z. and Vivani, A.S. (2005). Clinical Handbook for
Psychotropic Drugs for Children and Adolescents.
Cambridge: Hogrefe and Huber Publishers
Butler, K.G. & Silliman, E.R. (2002). Speaking, Reading, and Writing in Children with
Language Learning Disabilities. LawrenceErlbaum: Mahwah,
New Jersey.
Brown-Chidsey, R and Steege, M.W. (2005). Response to Intervention: Principles and
Strategies for Effective Practice. New York: Guilford.
Groth-Marnat, G. (Ed.) (2000). Neuropsychological Assessment in Clinical Practice:
A Guide to Test Interpretation and Integration.
New-York: Wiley.
Dowling, J.E. (2004). The Great Brain Debate. Joseph Henry Press: Washington, D.C.
Hale, J.B. and Fiorello, C.A. (2004). School Neuropsychology: A Practitioner’s
Handbook. New-York: Guilford.
Hallowell, E. (1996). When You Worry About the Child You Love.
New-York: Fireside.
Haber, J.S. (2003). ADHD: The Great Misdiagnosis (Revised Edition). Dallas:
Taylor-Trade Publishing.
Luria, A.R. (1970). The Working Brain. New-York: Basic Books.
Quinn, P.O. (1997). Attention Deficit Disorder: Diagnosis and Treatment from
Infancyto Adulthood. New-York: Brunner/Mazel.
McCauley, R.J. (2001). Assessment of Language Disorders in Children. Lawrence
Erlbaum: Mahvah, New Jersey.
Mamen, M. (2002) Nonverbal Learning Disabilities and their Clinical Subtypes:
Assessment, Diagnosis and Management, 4th Ed.
Ontarion, Canada: Centrepointe Professional Services.
Molenaar-Klumper, M. (2002). Non-Verbal Learning Disability: Characteristics,
Diagnosis, and Treatment within an Educational Setting.
London: Jessica Kingsley.
National Institute of Mental Health (1999). Attention Deficit Disorder.
Nelson, C.A., de Haan, M. and Thomas, K.M. (2006). Neuroscienceof Cognitive
Development: The role of experience and the developing brain.
New Jersey: Wiley.
Palombo, J. (2006). Nonverbal Learning Disabilities: A clinical perspective.
New York, NY: Norton
Preston, J., O’Neal, J.H. and Talaga, M.C. (2006). Child and Adolescent Clinical
Psychophramacology Made Simple.
Oakland, CA: New Harbinger
Resnick, R.J. (2000). The Hidden Disorder: A Clinician’s Guide to Attention Deficit
Hyperactivity Disorder in Adults. WashingtonD.C.: APA.
Rickel, A.U. and Brown, R.T. (2007). Attention Deficit/Hyperactivity Disorder in
Children and Adults. Cambridge, MA: Hogrefe
Romm, A. & Romm, T. (2000). ADHD Alternatives: A Natural Approach to Treating
Attention-Deficit Hyperactivity Disorder.
Pownal, Vermont: Schoolhouse Road.
Rourke, B.P. (1985). Neuropsychology of Learning Disabilities: Essentials of
Subtype Analysis. New-York: Guilford.
Rourke, B.P. (1989). Nonverbal Learning Disability: The Syndrome and the Model.
New-York: Guilford.
Rourke, B.P. (1995). Syndrome of Nonverbal Learning Disability:
Neurodevelopmental Manifestations. New-York: Guilford.
Rourke, B.P. & Fuerst, D.R. (1991). Learning Disabilities and Psychosocial
Functioning: A Neuropsychological Perspective.
New-York: Guilford.
Rourke, B.P., van der Vlugt, H. & Rourke, S.B. (2002). Practice of Child-Clinical
Neuropsychology: An Introduction. Lisse, Netherlands:
Swets and Zeitlinger Publishers.
Safren, S.A., Perlman, C.A., Sprich, S. and Otto, M.W. (2005). Mastering Your
Adult ADHD: A cognitive-behavioral treatment program;
Therapist Guide. New York: Oxford.
Safren, S.A., Perlman, C.A., Sprich, S. and Otto, M.W. (2005). Mastering Your
Adult ADHD: A cognitive-behavioral treatment program;
Client Workbook. New York: Oxford.
Sprean, O., Risse, A.H. & Edgell, D. (1995). Developmental Neuropsychology.
New-York: OxfordU. Press.
Tanguay, P.B. (2001). Nonverbal Learning Disability at Home: A Parent’s Guide.
London: Jessica Kingsley.
Tanguay, P.B. (2002). Nonverbal Learning Disability at School: Educating Students
With NLD, Asperger Syndrome, and Related Conditions.
London: Jessica Kingsley.
Teeter, P.A. (1998). Interventions for ADHD: Treatment in Developmental Context.
New-York: Guilford.
Thompson, S. (1997). The Source for Nonverbal Learning Disorders.
East Moline, Illinois: LinguiSystems
Weiss, G. & Hechtman, L.T. (1993). Hyperactive Children Grown Up, 2nd Edition.
New-York: Guilford.
Wender, P.H. (1995). Attention Deficit Hyperactivity Disorder in Adults.
New-York: OxfordU. Press.
Verhoeven, L. & van Balkom, H. (2004). Classification of Developmental Language
Disorders: Theoretical issues and clinical implications.
Lawrene Erlbaum: Mahvah, New Jersey.
Wodrich, D.L. (2000). Attention-Deficit/Hyperactivity Disorder: What Every Parent
Wants to Know, 2nd Edition, Baltimore: Paul H., Brooker.
Zager, D. (2005). Autism Spectrum Disorders. New-York: Guilford.
Extra Readings:
de Saint-Exupery, A. (1943). The Little Prince. Harcourt, Inc.: New York.
DiCamillo, K. (2003). The Tale of Despereaux. Candlewick Press: Cambridge, MA.
Nichols, M.P. (1995). The Lost Art of Listening. Guilford Press: New York, NY.
Appendix A. - Final Course Project.
- Choose a recent article on the topic of ADHD/ADD or NVLD (a relatively current research paper or theoretical presentation, from 2000 and to the present.
- Read critically this article and write an opinion/essay (6 to 7 pages) about the material presented. Your critical opinion needs to address the following:
- Identify the writer’s thesis or main objectives,
- Critically evaluate the content and the reliability of the article in its ability to address the thesis or the objectives intended by the author. For the purpose of this paper, ‘reliability’ is defined as the manner by which this author is quoting and using available literature. Therefore, you must choose and read three of the references utilized by this writer, and check the accuracy of their use and the relevance of the quoted material to your article.
- Offer an opinion about the article’s success in achieving its objective(s).
- Offer an opinion about the value of the material presented to the field (e.g. theory, research, clinical work, remedial work, etc.)
- Submit your final project in the last week of the course (last class meeting).
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