Argosy University, Chicago s4

Argosy University, Chicago COURSE SYLLABUS PP8646 Introduction to Neuropsychology & Neuropsychological Assessment Fall 2011

Faculty Information Faculty Name: John Tirado, Ph.D. Campus: Chicago Contact Information: Office phone number : 312-777-7698 Email: [email protected] Office Hours: Tue 9:00-10:00 Thu 3:30-4:30 Fri 10:00-12:00

Course Catalogue Description: This course provides an introduction to the assessment of brain-behavior relationships. A variety of neuropsychological tests will be introduced, covering the major cognitive domains in neuropsychology, with an emphasis on the process by which such tests are interpreted in light of all of the data available, including historical, interview, observational, and test data.

Course Pre-requisites: P7370, PP7372, PP7050, PP7373, PP8645

Required Textbooks:

Lezak, M. (2004). Neuropsychological Assessment, 4 th Edition. New York: Oxford U. Press.

Ogden, J.A. (2005) Fractured Minds, 2 nd Edition. New York: Oxford U. Press

Technology: Pentium III CPU/ Windows 98; 128MB RAM printer; Microsoft Office: Acrobat (full version); Microsoft Internet Explorer 5.5 (PC), 5.0 (MAC), or Netscape Navigator 4.08; Norton Antivirus. 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.

Course length: 15 Weeks

Contact Hours: 45 Hours

Credit Value: 3.0

COURSE Objectives To prepare the student with the necessary knowledge, attitude and skills in basic neuropsychological assessment.

Course Objective Program Goal Method of Assessment

Internalize the values, attitudes and ethics Goal 2 – Class participation and associated with neuropsychological Intervention discussion; midterm and final assessment examinations Develop familiarity and basic Goal 2 - Class participation and understanding of known syndromes of Intervention discussion; midterm and final brain dysfunction examinations Develop knowledge and comprehension of Goal 1 - Midterm and final the principles of neuropsychological Assessment examination assessment Develop familiarity with the most Goal 1- Class participation and frequently used neuropsychological tests Assessment discussion; midterm and final and batteries and their appropriate examinations application Understand the applicability and conditions Goal 1- Class participation and for use of neuropsychological tests with Assessment discussion; midterm and final diverse groups Goal 3 - Diversity examinations Develop an appreciation of the Goal 4 – Scientific Class participation and contribution and role of the clinical Foundations discussion; midterm neuropsychologist to the field of mental health

Instructional Contact Hours/Credit Students can expect 15 hours of instructional engagement for every 1 semester credit hour of a course. Instructional engagement activities include lectures, presentations, discussions, group- work, and other activities that would normally occur during class time. Instructional engagement activities may occur in a face-to-face meeting, or in the eclassroom.

In addition to instructional engagement, students can expect to complete 30 hours of outside work for every 1 semester credit hour of a course. Outside work includes preparing for and completing readings and assignments. Such outside work includes, but is not limited to, all research associated with completing assignments, work with others to complete a group project, participation in tutorials, labs, simulations and other electronic activities that are not a part of the instructional engagement, as well as any activities related to preparation for instructional engagement.

At least an equivalent amount of work as required in paragraph above shall be applied for other academic activities as established by the institution, including laboratory work, internships, practica, studio work, and other academic work leading to the award of credit hours.

Course Requirements:

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) has to 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.

 Midterm Examination - student will be given an in-class midterm examination that covers material from the class reading assignment and lectures. Review of material for this examination will be conducted on the week prior to the examination.

 Final Examination – Student will be given an in-class final examination on the penultimate class day.

Course Format:

The format of the course is based on substantive, interactive class discussions of assigned text readings and practicum, psychological testing experiences of the students. In addition, students will participate in an examination of neuropsychological testing instruments and case examples presented in class.

Course Schedule: Class Topic Reading Assignments 1-Sept 8 Introduction to Chapters 1, 2, & 4 Practice of Neuropsychological Neuropsychological Assessment; Assessment Basic Concepts: Validity; Terminology; Cognitive Functions; Deficit Measurement; Neurobehavioral Variables

Chapter 8 pp 286-318 Neurobehavioral Variables & Diagnostic Issues 2-Sept 15 Neuropathology; Chapters 5, 6, & 7 Neuropsychological Neuropsychological Examination Examination Procedures & Interpretation; Procedures and Neuropathology for Interpretation Neuropsychologists 3-Sept 22 Orientation, Chapter 9 Orientation and Attention, & Attention; Attention, Concentration &

Concentration; Tracking: Important issues in Demonstration of assessing attention; aspects of specific tests attention; tests of aspects of attention

Chapter 10 (Ogden) pp 171-192 Beating the Odds 4-Sept 29 Verbal Functions & Chapter 13 Aphasia; Verbal Language Skills; Expression, Verbal Academic Skills: Demonstration of Language specific tests Chapter 5 (Ogden) pp 89-98. The Breakdown of Language: Case Study 5-Oct 6 Learning and Chapters 11 & 12 Memory Memory; (Verbal, Visual, Tactile):General Demonstration of Issues; Complex Figure Test; Rey specific tests Auditory Verbal Learning Test;

Chapter 3 (Ogden) Marooned in the Moment: HM, a case of global amnesia 6-Oct 13 Visuoconstructive Chapter 14 Construction: Abilities and Drawing, Assembling & Building Disorders; Demonstration of specific tests 7-Oct 20 Executive Functions Chapter 16 Executive Functions & Motor and Motor Performance: Components Performance: Demo of the Executive Functions of specific tests Chapter 9 (Ogden) 165-170 The Impaired Executive: Case Study 8-Oct 27 Midterm; Review Selected Tests MIDTERM MIDTERM EXAMINATION 9- Nov 3 Perception: Visual, Chapter 10 Perception: Visual Auditory, & Tactile: Perception; Auditory Perception; Demo of specific Tactile Perception tests 10-Nov10 Mental Status Chapter 18 Observational Methods, Examination; The Rating Scales, and Inventories Neuropsychological Report 11-Nov 17 Test Batteries in Chapters 17 & 20 Testing for Neuropsychology; Response Bias and Incomplete Effort; Malingering Neuropsychological Assessment Batteries

12-Nov 4 Response bias and Chapters 17 & 20 Testing for incomplete effort Response Bias and Incomplete Effort; Neuropsychological Assessment Batteries 14-Dec 1 FINAL EXAM FINAL EXAMINATION 15- Dec 8 Review of Course

Unless otherwise specified, all chapter readings are from Lezak, M. (2004) Neuropsychological Assessment, 4th Edition. New York: Oxford U. Press.

Recommended Textbooks:

Ardila, A., Rosselli, M. & Puente, A.E. (1994). Neuropsychological Evaluation of the Spanish Speaker: New York: Plenum Press

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.

Ferraro, F. R. (2002). Minority and Cross-Cultural Aspects of Neuropsychological Assessment: Lisse: Swets & Zeitlinger.

Groth-Marnat, G., Editor (2000). Neuropsychological Assessment in Clinical Practice: A Guide to test interpretation and integration. New York: Wiley and Sons.

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.

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, 2 nd Edition. Tucson: Neuropsychological Press.

Strub, F.W and Black, R.L. (1998). The Mental Status Examination in Neurology, 4 th Edition. Philadelphia: F.A. Davis.

Uzzell, B.P.,Ponton, M. & Ardila, A. (2007). International Handbook of Cross-Cultural Neuropsychology: New Jersey; Lawrence Erlbaum Associates, Inc.

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.

Grading Criteria:

Grading Scale Grading Requirements

A 100 – 93 Attendance/participation 10% A- 92 – 90 Midterm 45% B+ 89 – 88 Final Exam 45% B 87 – 83 100% B- 82 – 80 C+ 79 – 78 C 77 - 73 C- 72 – 70 F 69 and below

Library Resources

Argosy University’s core online collection features more than 21,000 full-text journals, 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. All electronic resources can be accessed through the library’s website at www.auchicagolib.org. User IDs and passwords are distributed during orientation, but can also be obtained at the circulation desk, calling 312-777-7653, or by e-mail at [email protected].

In addition to online resources, Argosy University’s onsite collections contain a wealth of subject-specific research materials searchable in the Library Online 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 fundamental and transferable research skills, including selecting sources appropriate for academic-level research, searching periodical indexes and search engines, and evaluating and citing 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.

The Argosy University Statement Regarding Diversity Argosy University prepares students to serve populations with diverse social, ethnic, economic, and educational experiences. Both the 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.