Intelligence: Theory and Assessment - Southern Illinois University

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neuropsychological assessment with the presumption that you have knowledge of the brain along with ... Lezak, M.D., Howieson, D.B., & Loring, D.W. (2012).

INTRODUCTION TO NEUROPSYCHOLOGICAL ASSESSMENT PSYC 545 KIBBY – SPRING SEMESTER, 2014 Thursdays, 1:00-4:00; LSII 295 Office: 222E Email: [email protected]; phone: X2872 Office hours: to be determined COURSE REQUIREMENTS: The prerequisites for this course are (540) Psychological Assessment and either Human Clinical Neuroanatomy (516) or Neurobiological Basis of Behavior (514). This course will discuss neuropsychological assessment with the presumption that you have knowledge of the brain along with knowledge of basic clinical assessment principles as well as the WISC/WAIS and WJ-III. COURSE DESCRIPTION: This course has several goals: (1) to introduce you to common approaches to neuropsychological assessment; (2) to introduce you to interpreting neuropsychological test data; (3) to introduce you to issues unique to the assessment of children and the elderly; (4) to illustrate how deficits common to a particular disorder may manifest on neuropsychological test data; and (5) to view disorders discussed in class from a developmental perspective where applicable. This course will provide you with an introduction to neuropsychological assessment. However, substantial coursework and supervised experience (including 40-50% neuropsych internship and a clinical neuropsych post-doc) is necessary to gain competency in clinical neuropsychology. We will discuss this further in class. Therefore, this course is not sufficient to allow anyone to practice clinical neuropsychology or call himself/herself a clinical “neuropsychologist”. Related to this, 545 is a survey course. Hence, we cannot go into great detail on any particular disorder. Instead, we will talk about the disorders most commonly seen in neuropsychology from an overview perspective. There always will be exceptions to the common deficits, as we deal with individuals even though research on disorders is conducted on a group basis. As this course is meant to focus on interpretation and case conceptualization, we will not focus on learning how to administer/score the tests. It is expected that you will learn that on your various practica and later training experiences. This course will emphasize both child and adult neuropsychological assessment. Even though some of you are pursuing careers with a pediatric or adult focus, you may be called upon to see children and/or adults on internship, post-doc or practica if you are in Clinical/Counseling. If you are in BCS, you never know where your research may lead… Hence, knowledge of both populations at this stage in your training is beneficial. GRADING: There will be two tests over the course of the semester. Your grade will be determined by your performance on the tests and on class participation. Each test will be worth 45% of your grade, and classroom participation will be worth 10%. REQUIRED TEXTS: Lezak, M.D., Howieson, D.B., & Loring, D.W. (2012). Neuropsychological Assessment (Fifth Edition). New York: Oxford University Press.

Reynolds, C.R. & Fletcher-Janzen Elaine (2009). Handbook of Clinical Child Neuropsychology (Third Edition). New York: Springer. The Handbook of Clinical Child Neuropsychology is available for free as an e-book through the library! *Supplemental readings will be provided for multiple topics beyond the texts below. They will be handed out in class or posted on D2L. RECOMMENDED TEXTS: Hebben, N. & Milberg, W. (2002). Essentials of Neuropsychological Assessment. New York: John Wiley and Sons. Riccio, C.A., Sullivan, J.R., & Cohen, M.J. (2010). Neuropsychological Assessment and Intervention for Childhood and Adolescent Disorders. Hoboken, NJ: John Wiley and Sons. Strauss, E., Sherman, E.; Spreen, O. (2006). A Compendium of Neuropsychological Tests (Third Edition). London: Oxford University Press. While not required, the Strauss text is considered by many to be a good source of norms for several neuropsychological measures used in clinical practice. Thus, it will be helpful for those pursuing careers in neuropsychology. The Riccio text is a helpful book for anyone interested in child/pediatric neuropsychology. It is an excellent text on common childhood/pediatric disorders and their assessment. The Hebben text is used for portions of the course, but it is not required. Much of the material from this text can be gleaned from class. EMERGENCY PROCEDURES: Southern Illinois University Carbondale is committed to providing a safe and healthy environment for study and work. Because some health and safety circumstances are beyond our control, we ask that you become familiar with the SIUC Emergency Response Plan and Building Emergency Response Team (BERT) program. Emergency response information is available on posters in buildings on campus, available on the BERT'S website at www.bert.siu.edu, Department of Public Safety's website www.d~s.siu.edu( disaster drop down) and in the Emergency Response Guidelines pamphlet. Know how to respond to each type of emergency. Instructors will provide guidance and direction to students in the classroom in the event of an emergency affecting your location. It is important that you follow these instructions and stay with your instructor during an evacuation or sheltering emergency. The Building Emergency Response Team will provide assistance to your instructor in evacuating the building or sheltering within the facility.

COURSE OUTLINE: The texts are not set up in a fashion similar to how the course is organized. The course is organized so that you will have a better understanding of the various disorders often seen in neuropsychology, not what tests measure which aspects of cognition. Therefore, your reading will jump around in the texts quite a bit. Please read ahead for understanding as many test questions will be essay in nature, and potential essay questions will be distributed in advance. The cases will not be distributed in advance. January 16: Class overview and Various Approaches to Neuropsychological Assessment Lezak: Chapters 4 and 17 Reynolds: Chapters 1, 10, 11, 12, and 15

January 23 & 30: Steps of a Neuropsychological Evaluation and Commonly-used Terminology Lezak: Chapters 2, 5 & 6; pgs. 301-319, 333-334; 2nd half of the text discusses what the tests assess Reynolds: Chapter 9 February 6 & 20: Psychiatric Factors; Child- and Aging-Specific Factors Lezak: 127-128, 294-301, 324-334 Reynolds: Chapters 2, 5, 16 (some of 10 will overlap) February 13: To be determined as the instructor will be at the annual INS conference February 27 & March 6: Focal Lesions Lezak: Chapter 3; pgs. 286-290; 294; selected portions from Chapters 9-16 Reynolds: some of 2 will overlap March 13: Spring Break March 20: Midterm exam March 27: TBI Lezak: pgs. 128-129, 158-194, 90-99, 290-294, 315-317, 333-334, 692-693; 718-734 Reynolds: Chapters 7, 20 and 30 April 3: Epilepsy Lezak: pgs. 319-324; 734-737; selected portions from Chapters 9-16 Reynolds: Chapter 21 April 10: Stroke and Dementia Lezak: pgs. 194-202, 206-244, 330-332, 688-692 Reynolds: pgs. 679-680 April 17: Other Neurological Conditions Lezak: pgs. 203-206, 244-257, 277-281 Reynolds: Chapters 6 and some of 27 (the neurological disorders) April 24: Chronic Medical Conditions and Toxins and Substances Lezak: pgs. 202-203, 257-277, 281-285, 686-688 Reynolds: Chapters 24, 26, and 27 (the non-neurological disorders) May 1: Course wrap-up/completion of topics Finals week: Final Exam, as scheduled by the Registrar (Friday, May 9 12:50 - 2:50p.m) unless determined otherwise by unanimous class vote.