EdPsy 577 Educational Neuropsychology
Spring 2013
Class times/Location: Tuesday & Thursday 1:00-3:20 Miller 402P
Office hours/Location: By appointment (available any day of week and can arrange for any location).
Instructor: Raphael Bernier, Ph.D., Departments of Psychiatry and Psychology,
Email: rab2@u.washington.edu; Phone: 206-685-7585; Cell: 206-850-5724; Office: CHDD Bldg 314D
Teaching Assistant: Jenna Elgin; Email: jennae2@uw.edu; Phone: 206-616-2889
Overview:
This course brings together our understanding of neuropsychology and specific behavioral and learning
problems to provide a foundation for practitioners to consider neuropsychological contributors to
problems observed in clinical and educational settings. Coursework will first introduce students to and
provide a foundational understanding of neuroanatomy, neural architecture, and brain development.
Following the presentation of this foundational understanding, coursework will focus on an
examination of the neuropsychological contributions to a range of disorders that practitioners will
likely face in clinical work. Readings will parallel class session content and provide a background for
the completion of assignments. Course assignments and projects will provide opportunities for critical
thinking and the integration of the foundational neuropsychological understanding with learning and
behavior to enhance the clinical relevance.
Students should expect a fast paced, but basic introduction to neuroanatomy, neural architecture, and
brain development. Students should expect the focus of the course to switch to a clinically relevant,
examination of learning and behavior during the second half of the course. Structure of class sessions
will primarily include lecture and discussion, with the inclusion of topic relevant activities. Students
should expect to work hard and be challenged by the materials presented in class and the course
assignments. Students should also expect opportunities to provide feedback regarding the progress of
the course and effort by the professor to make feasible changes. Students should expect to spend time
outside of the classroom completing reading assignments, preparing for class, completing writing
assignments, and preparing for the final project.
Course Rationale:
For years psychologists considered children only at a behavioral level and failed to consider the
neurological contributions to behavior and learning. Increased understanding and awareness of the
neuropsychological underpinnings of many childhood disorders has facilitated increased appreciation
of education in neuropsychology. By understanding of the basics of neuropsychological principles and
having the tools to evaluate the neuropsychological literature the clinician can be prepared to
implement available procedures and assessments improving differential diagnosis and treatment
planning.
Who will be interested in this course?
Graduate students who are interested in gaining a foundational understanding of neuropsychology,
who are interested in considering the neurological contributions to childhood disorders, and who plan
on professional work in a clinical or academic setting.
Course Objectives
Through this course it is hoped that students will:
1. Be able to identify the major structures and organization of the brain.
2. Be able to outline the major processes and functions of brain regions and systems.
Page 1 of 6
3. Be able to identify the neurological contributions to common childhood disorders that
clinicians will face in professional work.
4. Acquire the critical thinking skills to link neurological function and dysfunction to behavior.
5. Sharpen critical thinking and professional communication skills through an evaluation of the
neuroscience literature.
Course Structure
The course will be organized into two primary content areas: fundamentals of neuropsychology and
examination of neurological contributions to childhood disorders. The course will consist of classroom
meetings twice weekly for 2.5 hours with a break halfway through each class. The course instructor
will be available weekly during office hours and by email and phone for consultation at any time
during the workweek. The first four classes will be lecture based and then will move to a more
discussion based format.
Course Expectations, Requirements, and Grading
Required Texts:
1. Kolb, & Whishaw (2008). Fundamentals of human neuropsychology, 6th Edition.
New York: Worth Publishers, Inc., ISBN13: 9780716795865.
2. Additional readings will be provided as pdfs at the instructor’s course webpage:
http://faculty.washington.edu/rab2/EdPsy577.html.
3. Recommended text: Diamond, Scheibel, & Elson (1985). The Human Brain Coloring Book. New
York: Harper Perennial, ISBN:0064603067.
Course Requirements
1. Participation. Attendance, participation and preparedness for all classes is mandatory. Attendance,
timeliness, and participation consist of coming to class prepared, having completed any reading
assignments, being ready for discussion, and active listening or participation in discussion. Reading
assignments are to be completed before class on the day they appear on the schedule. For each reading
assignment, prepare one question/comment about how the reading relates to child development,
learning, or psychopathology. These questions will serve as the foundation for class discussions. If you
have markers/colored pencils/crayons bring along to class to share for activities. Course participation
will be evaluated according to the rubric outlined on page 5 of this syllabus.
2. Mid-term, open-book quiz. The acquisition of new vocabulary and concepts related to
neuropsychology (e.g., nomenclature for naming brain regions; visual-spatial representations of neural
architecture; and general principles of the structural and functional organization of the brain) is a
course objective. The open-book, take home quiz will assess knowledge of brain geography (brain
structures, locations, and names), general principles of brain development, and functional organization
of the brain through direct questions regarding covered topics and through analytic examination of
clinical vignettes in a multiple choice type format.
3. Literature Evaluation Project: paper and oral presentation. To demonstrate proficiency of critical
thinking and professional communication skills in relation to the neuroscience literature, choose five
published, peer reviewed neuropsychological (e.g. neurophysiology, imaging, behavioral neuropsych)
studies related to a disorder or topic of interest to you. Submit the topic area and list of studies to the
instructor for approval. Write a scholarly paper demonstrating your ability to apply knowledge learned
in the course to describing, understanding, and critiquing the research articles (Paper length should be
approximately 10 double spaced pages and is due on May 30. Make a 10-15 minute, communicative
and professional, yet entertaining, oral presentation on your evaluation of the studies to class
(Presentations will be on May 30 and June 6). This can be done with a partner, but the study list, length
of paper, and presentation should be doubled in length.
Page 2 of 6
4. Clinical Review Papers. To demonstrate critical thinking skills in integrating neurological function
and dysfunction to behavior the completion of two brief writing assignments is required. 1. For the
first, please describe the possible neurological contributions based on a clinical case presentation. See
attached clinical presentation. 2. For the second, describe the possible clinical presentation based on
the described neurological findings for a particular case. See attached clinical presentation. There are
no right and wrong answers for this assignment. The goal is to assess your ability to integrate the
foundational neuroscience knowledge and typical and atypical behavior. Both papers should be
between 1 and 2 pages double-spaced in length and are due June 6 or can be submitted any time prior.
5. Neuropsychological Report Commentary. To provide a clinically relevant opportunity for critical
thinking regarding neuropsychological and diagnostic reports that you are likely to encounter in your
clinical and educational setting, your evaluation and commentary regarding the quality of two
neuropsychological/diagnostic reports is required. Each report will have areas of strengths and
weaknesses. In the short commentary and critique (between 1 and 2 pages double-spaced in length for
each report) you are to identify and critique the areas of weaknesses present in the sample reports,
integrating knowledge gained over the course of the quarter regarding brain functioning and
psychological disorders. The commentary is due May 23.
Grading: This course is graded credit/no credit. Grading is based on the following requirements: (a)
overall score on the in class exam which assesses factual knowledge and inferential thinking (25% of
grade); (b) quality of clinical review papers translating knowledge into practice (20% of grade); (c)
quality of written literature evaluation project paper and oral presentation (20% of grade); (d)
attendance and participation in class (25% of grade); and (e) observation and commentary (10% of
grade).
Accommodations for Disability:
If you would like to request academic accommodations due to a disability, please contact Disabled
Students Services, 448 Schmitz Hall, (206) 543-8924. If you have a letter from Disabled Student
Services indicating that you have a disability that requires accommodations, please meet with me to
discuss the accommodation you might need for class.
Plagiarism:
Plagiarism, submitting someone else's words or ideas as your own work, is a serious academic offense.
Cases of suspected plagiarism will be referred to the Associate Dean for Academic Programs for
adjudication. Possible penalties range from disciplinary warnings to dismissal from the university. All
students are expected to demonstrate academic integrity at all times, and to learn what constitutes
plagiarism. A useful definition of plagiarism can be found at:
http://depts.washington.edu/grading/issue1/honesty.htm#plagiarism
Schedule for Class Meetings and Out of Class Assignments:
Date & Class #
Topic
Tuesday, April 2
Class #1
Thursday, April 4
Class #2
Tuesday, April 9
Class #3
Thursday, April 11
Class #4
Reading Assignments
and Due Dates
Course Overview
Gross Anatomy & CNS Organization;
Chapter 3 (p51-81)
Neuronal structure and communication
Chapters 4-5 (p82131)
Chapters 13-14 (skim
these)
Cortical structure and function
Page 3 of 6
Tuesday, April 16
Class #5
Thursday, April 18
Class #6
Tuesday, April 23
Class #7
Cortical structure and function
Thursday, April 25
Class #8
High Order Cortical functions;
Quality of Neuropsychological Evals;
Respond to feedback
Tuesday, April 30
Class #9
Brain Development and related disorders
Neuroimaging Techniques
Thursday, May 2
Class #10
Drugs, hormones, psychopharmacology,
substance abuse
Tuesday, May 7
Class #11
Autism Spectrum Disorder
Thursday, May 9
Class #12
Tuesday, May 14
Class #13
Autism Spectrum Disorder continued
Thursday, May 16
Class #14
Tuesday, May 21
Class #15
Learning Disabilities/ADHD continued
[Fast Feedback]
Tourette’s; Anxiety & Mood Disorders;
Follow-up; Respond to feedback
Thursday, May 23
Class #16
Neuropsychological Assessment
Tuesday, May 28
Class #17
Thursday, May 30
Class #18
Tuesday, June 4
Class #19
Thursday, June 6
Class #20
Neuropsychological Assessment
Higher Order Cortical functions
Higher Order Cortical functions
[Fast Feedback]
Learning Disabilities/ADHD
Student Presentations
Chapters 15-16 (skim
these)
Chapters 18-19
(p487-556)
Chapters 20-21
(p557-621); Submit
Lit Eval Paper topics
Chapter 22 (p622654); Hannay &
Lezak, 2004 (p133156)
Take home exam due;
Chapter 23 (p655689, skim); Chapter 6
(skim)
Chapter 7 (p163196); Casey & Jones,
2010
Chevalier et al, 2012;
Dawson & Bernier,
2007; Bernier et al,
2013
Submit Literature
Evaluation Study list
Shaywitz &
Shaywitz, 2008;
Krafnick et al, 2010;
Purper-Ouakil et al,
2011
Chapter 26 (p747774); Worbe et al,
2010; Dunsmoor et
al, 2011
Chapter 28 (p805818); Neuropsych
Eval Analysis Due
Happe et al, 2006
Literature Evaluation
Paper Due
NO CLASS
Student Presentations
[Course Evaluations]
Clinical Review
Papers Due
Page 4 of 6
Additional Information:
Lectures and instructional activities will draw on these resources:
1. Siegel & Sapru (2011). Essential Neuroscience. 2nd Edition. Lippincott Williams & Wilkins.
2. Kandel, Schwartz, & Jessell (2000). Principles of neural science, 4th Edition. McGrawHill.
3. Eliot (1999). What’s Going On In There? How the Brain and Mind Develop in the First Five Years
of Life. Bantam Books.
4. Felten & Shetty (2010). Netter’s Atlas of Neuroscience, 2nd Edition. Saunders/Elsevier.
5. Sattler (2002). Assessment of Children: Behavioral and Clinical Applications. Sattler Publishing.
6. Strauss, Sherman & Spreen (2006). A Compendium of Neuropsychological Tests, 3rd Edition.
Oxford University Press.
7. Lezak, Howieson & Loring (2004). Neuropsychological Assessment, 4th Edition. Oxford University
Press.
Class Participation Rubric:
A+
Actively
supports,
engages and
listens to
peers (ongoing)
Arrives full
prepared
at every session
Plays an active
role
in discussions
(ongoing)
Comments
advance
the level and
depth of
the dialogue
(consistently)
Group dynamic
and
level of
discussion are
consistently
better
because of the
student’s
presence
A
Actively
supports,
engages and
listens
to peers
(ongoing)
Arrives fully
prepared at
almost
every session
Plays an active
role
in discussions
(ongoing)
Comments
occasionally
advance the
level
and depth of the
dialogue
Group dynamic
and
level of
discussion
are often better
because of the
student’s
presence
B
C
Makes a sincere
effort to interact
with peers
(ongoing)
Arrives mostly,
if
not fully,
prepared
(ongoing)
Participates
constructively in
discussions
(ongoing)
Makes relevant
comments based
on the assigned
material
(ongoing)
Group dynamic
and level of
discussion are
occasionally
better
(never worse)
because of the
student’s
presence
D
F
Limited
interaction
with peers
Virtually no
interaction with
peers
No interaction
with
Peers
Preparation, and
therefore level of
participation, are
both inconsistent
Rarely prepared
Never prepared
Rarely
participates
Never
participates
When prepared,
participates
constructively in
discussions and
makes relevant
comments based
on
the assigned
material
Comments are
generally vague
or
drawn from
outside
of the assigned
material
Demonstrates a
noticeable lack
of
interest in the
material
(on going)
Group dynamic
and
level of
discussion
are not affected
by
the student’s
presence
Demonstrates a
noticeable lack
of
interest
(on occasion)
Group dynamic
and
level of
discussion
are harmed by
the
student’s
presence
Group dynamic
and
level of
discussion
are significantly
harmed by the
student’s
presence
The above rubric provides the criteria for evaluation of course participation. From A Participation
Rubric in The Teaching Professor (Adam Chapnick, 2009).
Page 5 of 6
Clinical Case Presentation for clinical paper #1
Please describe the possible neurological contributions to the behaviors described in the following
clinical case presentation:
Chuck is a 58-year-old chairman of a neurology department, who has always performed well
professionally and never had any significant health problems. In the past year or two, both his
colleagues and family have noticed that his behavior has changed. Although he was mildly impulsive
and prone to rage attacks at home in the past, recently, Chuck has begun to have more violent,
inappropriate rage attacks at work, as well. When a nurse was slow in passing him a reflex hammer
while examining a patient in his office, he threw it at her. When he believed that a colleague did not
produce a result quickly enough, he accused her of not trying hard enough, threw a floppy disc at her
and ordered her out of the hospital. Additionally, he was pursuing women inappropriately, even at
work, despite having a relatively stable marriage. One of his colleagues found him taking liberties with
his secretary, despite obvious protests on her part. He propositioned women in front of his wife, who
became so upset that she demanded that he either see a psychiatrist or she would divorce him.
However, 2 days prior to his appointment, Chuck had an episode characterized by a "funny smell" and
then stared motionless for approximately 2 minutes. While he was staring into space, his secretary
observed him chewing and smacking his lips. When she asked him if he was all right, he did not
answer. When he began to speak again, he simply said that he was tired and went to lie down. At this
point, his secretary became concerned, and she called a fellow neurologist, who examined him the
same day. On examination, there were no obvious abnormalities, with the exception of a visual field
deficit in the right upper quadrant of each eye. Smell and hearing were intact. All motor functions and
language function were also normal.
Neuropsychological Findings for clinical paper #2
Please describe the possible clinical presentation based on the described neuropsychological findings
for the following case:
Jacob, a 13-year old boy, had a PET scan, a sleep EEG, cognitive (WISC) and achievement (WIAT)
testing. The PET scan record indicated reduced blood flow to the prefrontal region of cortex. The EEG
was negative for seizure activity, but quantitative EEG indicated overall decreased delta power during
sleep. WISC subtest scores were mostly consistent with a FSIQ estimate of 85, except for a relative
weakness in processing speed.
Page 6 of 6