Developmental Neuropsychology

General data

Course ID:	2500-EN_S_49
Erasmus code / ISCED:	14.4 Kod klasyfikacyjny przedmiotu składa się z trzech do pięciu cyfr, przy czym trzy pierwsze oznaczają klasyfikację dziedziny wg. Listy kodów dziedzin obowiązującej w programie Socrates/Erasmus, czwarta (dotąd na ogół 0) – ewentualne uszczegółowienie informacji o dyscyplinie, piąta – stopień zaawansowania przedmiotu ustalony na podstawie roku studiów, dla którego przedmiot jest przeznaczony. / (0313) Psychology The ISCED (International Standard Classification of Education) code has been designed by UNESCO.
Course title:	Developmental Neuropsychology
Name in Polish:	Developmental Neuropsychology
Organizational unit:	Faculty of Psychology
Course groups:	specialization courses for 4 and 5 year
ECTS credit allocation (and other scores):	(not available) Basic information on ECTS credits allocation principles: the annual hourly workload of the student’s work required to achieve the expected learning outcomes for a given stage is 1500-1800h, corresponding to 60 ECTS; the student’s weekly hourly workload is 45 h; 1 ECTS point corresponds to 25-30 hours of student work needed to achieve the assumed learning outcomes; weekly student workload necessary to achieve the assumed learning outcomes allows to obtain 1.5 ECTS; work required to pass the course, which has been assigned 3 ECTS, constitutes 10% of the semester student load. view allocation of credits
Language:	English
Type of course:	elective courses
Short description:	This course is an basic lecture with the goal of introducing students to the theory and practice of Developmental Neuropsychology with some clinical aspects. This subfield of Neuropsychology aims to assess and interpret the relationship between nervous system function, cognition, emotion and behavior in developing brain and mind. Students will acquire knowledge and some skills in methods of development support through review of both research outcomes and typically developing and clinical cases.
Full description:	This course is an basic lecture with the goal of introducing students to the theory and practice of Developmental Neuropsychology. Child neuropsychology is the study of brain function and behavior in children and adolescents. Brain functioning has a direct impact on the behavioral, cognitive, and psychosocial adjustment of children and adolescents. The developing brain is highly vulnerable to numerous genetic and/or environmental conditions that can result in severe childhood disorders. The relationship between the development of the central nervous system (CNS) and mind will be discussed. The special focus will be put on motor and cognitive development – language, memory, executive functions, but also on emotional and social aspects of development (e.g. the attachment). Classes will also include subjects related to therapeutic methods used in developmental neuropsychology like: social skills training, sensory integration, communication training, and elements of applied behavior analysis. So, students will also gain some skills in methods of developmental support.
Bibliography:	Reading list 1. Siegel D. J. (1999). The Developing Mind. How Relationships and the Brain Interact to Shape Who We Are. Guilford Press: New York, London (Chapter 3). 2. Leonard, L. B. (2014). Children with specific language impairment. MIT press. 3. Spreckley, M., &Boyd, R. (2009). Efficacy of applied behavioral intervention in preschool children with autism for improving cognitive, language, and adaptive behavior: a systematic review and meta-analysis. The Journal of pediatrics, 154(3), 338-344. 4. Vargas, S., & Camilli, G. (1999). A meta-analysis of research on sensory integration treatment. American Journal of Occupational Therapy, 53(2), 189-198. 5. White, S. W., Keonig, K., &Scahill, L. (2007). Social skills development in children with autism spectrum disorders: A review of the intervention research. Journal of autism and developmental disorders, 37(10), 1858-1868. 6. Vuong, H.E., Hsiao, E.Y. (2017). Emerging Roles for the Gut Microbiome in Autism Spectrum Disorder. Biological Psychiatry, 81 (5), 411 – 423. 7. Fana,Y, Shi, F., Smith, J.K., Lin W., Gilmore J.H.,Shen D. (2011). Brain Anatomical Networks in Early Human Brain Development. Neuroimage. 54(3): 1862–1871. doi:10.1016/j.neuroimage.2010.07.025. 8. Uddin L. Q., Supekar K., Menon V. (2010). Typical and atypical development of functional human brain networks: insights from resting-state fMRI. Frontiers in Systems Neuroscience, 4, Article 21.
Learning outcomes:	Students will gain knowledge about typical brain development in childhood and some neuropsychological correlates of neurodevelopmental and acquired disorders in children and adolescents. Students will understand how methods of development support may enhance mind changes in children.
Assessment methods and assessment criteria:	Assessment methods and criteria Test at the end of the course. Students will need to prepare and present short presentations in Power Point on special topics. Attendance rules No more than one unexcused absence is allowed. A second absence must be justified with a formal excuse. Missing more than 2 classes results in not passing the course.

This course is not currently offered.

Course descriptions are protected by copyright.
Copyright by University of Warsaw.