Psychology 7936 Child Psychopathology
Fall, 2014
Instructor: Mark D. Rapport, Ph.D.
Professor, Clinical Child Psychology
APA Fellow
Director, Children’s Learning Clinic-IV
Office hours: by appointment (note: I am usually in the CLC-IV, suite 140)
Meeting place/day/time: Psychology Building, room 301C; Wednesdays 9:00-11:50 a.m.
Cell Phone: (407) 587-5396 (call or text message)
e-mail: mdrapport@gmail.com
Required Readings:
Required readings for the class are comprised of the following: (a) an updated and advanced
textbook on child and adolescent psychopathology; (b) select journal articles for each of the
topics covered in the course; and (c) a special topic book written by a professor who provides a
vivid personal account of her life as she developed and coped with schizophrenia. Assigned
research papers provide updated, integrated coverage regarding the theoretical models,
epidemiology, genetics, primary/secondary symptoms, and assessment of the mostly widely
occurring clinical child disorders. Select papers concerning the primary treatment of particular
disorders will be assigned to the extent that they are relevant to understanding the disorder.
[Disclaimer: I do not typically require textbooks for doctoral level classes; however, many
students enrolled in the course have not completed an undergraduate course in child
psychopathology and requested that I include an advanced textbook on the topic to provide broad
background information about the multiple clinical child disorders].
Required Texts and Publications:
1. Title: Introduction to Abnormal Child and Adolescent Psychology, 2nd edition (2014)
Author: Robert Weis
Publisher: Sage Publications
ISBN: 9781452225258 (Hardcover) $135.00
or
eTextbook: Introduction to Abnormal Child and Adolescent Psychology, Second
Edition |
ISBN: 9781452225258
2. Diagnostic and Statistical Manual of Mental Disorders, 5th edition (DSM-5TM), 2013
Author: American Psychiatric Association
ISBN 978-0-89042-555-8 (991 pages, softcover)
(list price = $149.00; Amazon price for softcover = $106.06)
3. Title: The Center Cannot Hold
Author: Elyn R. Saks
Publisher: Hyperion
ISBN: 13: 978-0-7394-9774-6 [book can be ordered from Amazon.com]
4. Topical Journal articles [see weekly assignments, below]
Course Description:
This course will cover the major psychological disorders of childhood, including issues of
prevalence, classification, phenomenology, course, comorbidity, major etiological theories, and
assessment. Lectures and discussions will focus on examining the current state of research on
childhood psychopathology, and will highlight a developmental psychopathology perspective.
Course objectives include:
 Understanding diagnostic schemas including the DSM and alternative models of
psychopathology
 Understanding the etiology, correlates, comorbidities and developmental course of
childhood disorders
 Understanding the developmental trajectory and factors that influence the diagnosis and
behavioral manifestation of childhood disorders
 Understanding the neurobiological and environmental factors that impact the
development, maintenance and course of childhood disorders
Course Requirements:
 Class Attendance and Participation. Your [timely] attendance at each class meeting is
expected. Arriving after the class has begun is inappropriate and considered disrespectful
of other students in the class. Please turn off your cell phone and your computer during
active class time.
 Final Exam: (50% of grade): The exam will consist of short to mid-range essay questions,
short answer questions, theoretical diagrams of clinical disorders, and completion of
clinical disorder information sheets.
 In-class oral presentations (40% of grade): All students will select or be assigned two
DSM-5 disorder categories to evaluate and summarize for the class based on the newly
released DSM-5 (2013). These presentations will occur at the beginning of each class and
correspond with the clinical disorder(s) discussed during that particular class meeting.
The presentation will summarize current theoretical models associated with a particular
child clinical disorder, including a visual schematic of the DSM-IV implied clinical
model and an alternative model based on the empirical literature (see disorders marked
by an asterisk immediately below). Presentations should begin with a very brief review of
the core diagnostic and clinical features of the disorder (everyone will have already read
over these criteria), and succinctly review suspected genetic/neurobiological (e.g.,
structural abnormalities, neurotransmitter deficiencies/excesses) underpinnings of the
disorder, and how these factors interact with children’s behavior and/or cognitive
performance. The most critical issue to keep in mind is to ‘integrate’ rather than
departmentalize this information (e.g., genetic influences may contribute to a child’s

inattentiveness by several factors such as immature brain development coupled with
under aroused frontal/prefrontal regions, which in turn, contributes to a child’s ability to
sustain attention, learn, and interact with others successfully). Your power point
presentation should be formatted in the following manner:
o Succinct review of the DSM-5 symptoms and core features of the disorder using a
schematic diagram of the disorder and hypothesized mechanisms and processes
that may account for the symptoms (based on the DSM-5, not necessarily current
research findings). Be certain to include information pertaining to the typical
‘onset’, ‘course’, and ‘duration’ of the disorder.
o Succinct review of published meta-analytic reviews and/or seminal papers
regarding the genetic/neurobiological underpinnings of the disorder, the
contribution/explanation of how these mechanisms/processes influence behavior
and cognition, and in turn, how they may influence peripheral or secondary
symptoms of the disorder.
o Presentation of a schematic diagram based on the aforementioned information that
challenges the DSM-5 and differs from the initial schematic diagram of the
clinical disorder.
o Grading: [50 points possible for each presentation =100 total points toward grade]
 Clarity, organization, & succinctness of oral presentation = 15 points
 Systematic & comprehensive literature review = 20 points
 Schematic diagrams of the disorder x 2 = 10 points
 Appropriate formatting (bold font, dark colors, bullets) and appearance = 5
points
Weekly submitted questions for classroom discussion (5%) + The Center Cannot Hold
writing assignment (5% of grade). One typed, double-spaced question for two of the
assigned Journal articles must be submitted each week (i.e., maximum of 2 questions to
be submitted but no more than one per article). Each question will count for 5 points,
with scoring reflecting the thoughtfulness of the question (note: this is admittedly
subjective, however, I expect everyone to earn the maximum number of points each week
for coming up with interesting questions for possible in-class discussion). Total points for
questions at the end of the course (5%), coupled with the Center Cannot Hold assignment
(5%) will be transformed to reflect 10% of your grade.
Final Grade Calculation:
 Exam: .5 x 100 possible points = 50 points maximum toward final grade
 Presentations: .4 x 100 possible points = 40 point maximum toward final grade
 Weekly submitted questions + Center Cannot Hold written assignmebnt: .1 x total
possible points = 10 point maximum toward final grade
DSM-5 Childhood Disorders: [note: briefly review all disorders within the overall
category before proceeding to the specific disorder you are covering in your
presentation]
Clinical Disorders to be selected for Class Presentation
Neurodevelopmental Disorders
 Attention Deficit Hyperactivity Disorder (ADHD)** MDR will cover
 Autistic Spectrum Disorders
 Tourette’s Disorder (not available for presentation)
Schizophrenia Spectrum Disorders
Bipolar and Related Disorders
Depressive Disorders
 Disruptive Mood Dysregulation Disorder
 Major Depressive Disorder
 Dysthymia (not available for presentation)
Anxiety Disorders
 Separation Anxiety Disorder
 Selective Mutism (select this topic or the one below it—see new categorization)
 Social Anxiety Disorder
 Generalized Anxiety Disorder
 Specific Phobias
Obsessive-Compulsive and Related Disorders
Disruptive, Impulse Control and Conduct Disorders
 Oppositional Defiant Disorder (ODD)
 Conduct Disorder (CD)
Class Presentations and Dates:
Date/Topic
Student Name
Student Topic
Michael Gramlich
Emily Kitsmiller
Rosanna Scott
Christopher Spencer
Chelsea Wiener
michael.gramlich@knights.ucf.edu
emily.kitsmiller@knights.ucf.edu
rosanna.scott@knights.ucf.edu
cspencer@knights.ucf.edu
chwiener@knights.ucf.edu
Michael Gramlich
Emily Kitsmiller
Rosanna Scott
Christopher Spencer
Chelsea Wiener
michael.gramlich@knights.ucf.edu
emily.kitsmiller@knights.ucf.edu
rosanna.scott@knights.ucf.edu
cspencer@knights.ucf.edu
chwiener@knights.ucf.edu
DISCLAIMER. Elements of this syllabus are subject to change per the discretion of the
instructor due to the rapid publication of new studies in the field. Students will be notified
immediately of any changes made to the syllabus.
Academic Dishonesty: In accord with University Policy, academic dishonesty, including
cheating, plagiarism, misrepresentation, second-hand papers retrieved via internet or other
sources, or other dishonest practices will result in an “F” for the course.
Policy regarding attendance. Your timely attendance in class is expected unless you are ill.
Policy regarding missed exams and late assignments. Excused absences from exams may be
granted by the professor in cases of medical or other emergencies. Proper written documentation
will be necessary, and granting of make-up exams is solely at the discretion of the professor.
Late assignments will be penalized 20% for each day following the deadline (20% for 0-24 hours
after the deadline, 40% for 25-48 hours after the deadline, etc.).
Americans with Disabilities Act. I will make every effort to accommodate students who are
registered with the Disability Support Services (DSS) Office. It is incumbent upon the student to
request DSS to provide the necessary documentation no later than the end of the first week of
class.
COURSE SCHEDULE OVERVIEW
Aug 20th
Introduction to Child Psychopathology: Diagnosis and nosological classification
of childhood disorders, defining a clinical disorder, externalizing/internalizing
disorders, epidemiology, sensitivity/specificity/PPP/NPP, defining therapeutic
change, differential diagnosis, cultural/gender differences.
Assigned Readings:
Chapter 1: The Science and Practice of Abnormal Child Psychology
[Text: Introduction to Abnormal Child and Adolescent Psychology]
Coghill, D., & Sonuga-Barke, E.J.S. (2012; on-line, early release). Annual
Research Review: Categories versus dimensions in the classification and
conceptualization of child and adolescent mental disorders: implications of recent
empirical study. Journal of Child Psychology and Psychiatry, doi:10.1111/j.14697610.2011.02511.x
Kessler, R. C., Berglund, P., Demler, O., Jin, R., Merikangas, K. R., & Walters,
E. (2005). Lifetime prevalence and age-of-onset distributions of DSM-IV
disorders in the national comorbidity survey replication. Archives of General
Psychiatry, 62, 593-602.
Stein, D.J., Phillips, K.A., Bolton, D., Fulford, K.W., Sadler, J.D., & Kendler,
K.S. (2010). What is a Mental/Psychiatric Disorder? From DSM-IV to DSM-V.
Psychological Medicine, 40, 1759-1765.
Rapee, R.M., Bogels, S.M., van der Sluis, C., Craske, M.G., & Ollendick, T.
(2012). Annual Research Review: Conceptualizing functional impairment in
children and adolescents. Journal of Child Psychology and Psychiatry 53, 454–
468.
Aug 27th
Developmental psychopathology, mediators and moderators, equifinality and
multifinality, historical influences, assessment overview (including lab based
assessments), and standardized rating scales (use, advantages/disadvantages).
Assigned Readings:
Chapter 2: The Causes of Child Psychopathology
Chapter 3: Assessing and Diagnosing Children’s Problems
[Text: Introduction to Abnormal Child and Adolescent Psychology]
Truax, P., & Jacobson, N.S. (1991). Clinical significance: a statistic approach to
defining meaningful change in psychotherapy research. Journal of Consulting and
Clinical Psychology, 59, 12-19.
Roth, T.L., & Sweatt, J.D. (2011). Annual Research Review: Epigenetic
mechanisms and environmental shaping of the brain during sensitive periods of
development. Journal of Child Psychology and Psychiatry 52:4, pp 398–408
doi:10.1111/j.1469-7610.2010.02282.x
Miller, G.A., & Chapman, J. P. (2001). Misunderstanding analysis of covariance.
Journal of Abnormal Psychology, 110, 40-48.
Externalizing Disorders
Sept 3
rd
Attention-Deficit/Hyperactivity Disorder: ADHD [Part 1]
Assigned Readings:
Chapter 8: Attention-Deficit/Hyperactivity Disorder
[Text: Introduction to Abnormal Child and Adolescent Psychology]
DSM-5 ADHD section
Barkley, R. A. (1997). Behavioral inhibition, sustained attention, and executive
functions: Constructing a unifying theory of ADHD. Psychological Bulletin,
121(1), 65–94.
Rapport, M.D., Kofler, M., Alderson, M., & Raiker, J. (2008). AttentionDeficit/Hyperactivity Disorder. In M. Hersen & D. Reitman (Eds), Handbook of
Psychological Assessment, Case Conceptualization and Treatment, Volume 2:
Children and Adolescents. (pp. 349-404). NJ: Wiley & Sons.
Alderson, R.M., Rapport, M.D., & Kofler, M.J. (2007). Attention-Deficit/
Hyperactivity Disorder and behavioral inhibition: A meta-analytic review of the
Stop-signal paradigm. Journal of Abnormal Child Psychology, 35, 745-758
Sept 10th
ADHD [Part 2]
Assigned Readings:
Rapport, M.D. Scanlan, S.W. & Denney, C.B. (1999). Attentiondeficit/hyperactivity disorder and scholastic achievement: A model of dual
developmental pathways. Journal of Child Psychology and Psychiatry, 40, 11691183.
Rapport, M.D., Alderson, R.M., Kofler, M.J., Sarver, D.E., Bolden, J., & Sims, V.
(2008). Working memory deficit in boys with attention-deficit/hyperactivity
disorder (ADHD): The contribution of the central executive and subsystem
processes. Journal of Abnormal Child Psychology, 36, 825–837.
Rapport, M.D., Bolden, J., Kofler, M.J., Sarver, D.E., Raiker, J.S., Alderson,
R.M. (2009). Hyperactivity in Boys with Attention-Deficit/Hyperactivity Disorder
(ADHD): A Ubiquitous Core Symptom or Manifestation of Working Memory
Deficits? Journal of Abnormal Child Psychology, 37, 521-534.
Kofler, M.J., Rapport, M.D., Bolden, J., Sarver, D.E., & Raiker, J.S. (2010).
ADHD and Working Memory: The Impact of Central Executive Deficits and
Exceeding Storage/Rehearsal Capacity on Observed Inattentive Behavior. Journal
of Abnormal Child Psychology. 38, 149-161.
Sept 17th
Assigned Readings:
ODD and Conduct Disorder [Part 1]
Assigned Readings:
Chapter 9: Conduct Problems in Children and Adolescents
[Text: Introduction to Abnormal Child and Adolescent Psychology]
DSM-5: ODD and CD
Loeber, R., Burke, J., Lahey, B., Winters, A., & Zera, M. (2000). Oppositional
defiant and conduct disorder: A review of the past 10 years, Part 1. Journal of the
American Academy of Child and Adolescent Psychiatry, 39, 1468-1484.
Steiner, H., & Remsing, L, (2007). Practice parameters for the assessment and
treatment of children and adolescents with oppositional defiant disorder. Journal
of the American Academy of Child and Adolescent Psychiatry, 46, 126-141.
Sept 24th
ODD and Conduct Disorder [Part 2]
Assigned Readings:
Frick, P. (2012). Developmental Pathways to Conduct Disorder: Implications
for Future Directions in Research, Assessment, and Treatment. Journal of
Clinical Child & Adolescent Psychology, 41, 378–389.
Fontaine, N.MG., Rijsdijk, F.V., McCrory, E.J.P., & Viding, E. (2010). Etiology
of different developmental trajectories of callous-unemotional traits. Journal of
the American Academy of Child & Adolescent Psychiatry, 49, 656-664.
Rapport, M.D., LaFond, S.V., & Sivo, S.A. (2009). Unidimensionality and
Developmental Trajectory of Aggressive Behavior in Clinically-Referred Boys: A
Rasch Analysis. Journal of Psychopathology and Behavioral Assessment,31, 309319.
Internalizing Disorders
Oct 1st
Mood Disorders [Part 1]
Assigned Readings:
Chapter 11: Depressive Disorders in Children and Adolescents
[Text: Introduction to Abnormal Child and Adolescent Psychology]
DSM-5: Mood Disorders sections
Carlson, G.A., & Cantwell, D.P. (1980). Unmasking masked depression in
children and adolescents. American Journal of Psychiatry, 137, 445-449.
Cole, D.A., Peeke, L.G., Martin, J.M., Truglio, R., & Seroczynski, A.D. (1998). A
Longitudinal Look at the Relation Between Depression and Anxiety in Children
and Adolescents. Journal of Consulting and Clinical Psychology, 66, 451-460.
Practice Parameters for the assessment and treatment of children and adolescents
with depressive disorders, (2007). Journal of the American Academy of Child and
Adolescent Psychiatry, 46, 1503-1526.
Oct 8th
Mood Disorders [Part 2]
Assigned Readings:
Chapter 12: Bipolar Disorders in Children and Adolescents
[Text: Introduction to Abnormal Child and Adolescent Psychology]
DSM-5: Bipolar Disorder sections
Carlson, G.A., & Meyer, S.E. (2006). Phenomenology and diagnosis of bipolar
disorder in children, adolescents, and adults: Complexities and developmental
issues. Development and Psychopathology, 18, 939-969.
Baroni, A., Lunsford, J.R., Luckenbaugh, D.A., Towbin, K.E., & Leibenluft, E.
(2009). Practitioner Review: The assessment of bipolar disorder in children and
adolescents. Journal of Child Psychology and Psychiatry, 50, 203-215.
Youngstrom, E.A., & Duax, J. (2005). Evidence-Based Assessment of Pediatric
Bipolar Disorder, Part I: Base Rate and Family History. Journal of the American
Academy of Child and Adolescent Psychiatry, 44, 712-717.
Oct 15th
Anxiety Disorders [Part 1]
Assigned Readings:
Chapter 13: Anxiety Disorders in Children and Adolescents
[Text: Introduction to Abnormal Child and Adolescent Psychology]
DSM-5: Phobia, Social Phobia, Separation Anxiety, Generalized Anxiety
Disorder sections
Kagan, J., Reznick, J.S., and Snidman, N. (1987). The Physiology and
Psychology of Behavioral Inhibition in Children. Child Development, 58, 14591473.
Mineka, S., & Zinbarg, R. (2006). A Contemporary Learning Theory Perspective
on the Etiology of Anxiety Disorders: It’s Not What You Thought It Was.
American Psychologist, 51, 10-26.
Oct 22nd
Anxiety Disorders [Part 2]
Assigned Readings:
DSM-IV: Obsessive Compulsive Disorder, Tourette’s Disorder, Post Traumatic
Distress Disorder sections
Schwartz, C.E., Snidman, N., & Kagan, J. (1999). Adolescent Social Anxiety as
an Outcome of Inhibited Temperament in Childhood. Journal of the American
Academy of Child & Adolescent Psychiatry, 38, 1008-1015.
Hale, W.W., Raaijmakers, Q.A., Muris, P., van Hoof, A., Meeus, W.H.J. (2009).
One factor or two parallel processes? Comorbidity and development of adolescent
anxiety and depressive disorder symptoms. Journal of Child Psychology and
Psychiatry, 50, 1218-1226.
Miers, A.C., Blöte, A.W., de Rooij, M., Bokhorst, C.L., & Westenbert, P.M.
(2013). Trajectories of Social Anxiety during Adolescence and Relations with
Cognition, Social Competence, and Temperament. Journal of Abnormal Child
Psychology, 41, 97–110. DOI 10.1007/s10802-012-9651-6
Clauss, J.A., & Blackford, J.U. (2012). Behavioral Inhibition and Risk for
Developing Social Anxiety Disorder: A Meta-Analytic Study. Journal of the
American Academy of Child & Adolescent Psychiatry, 51, 1066-1075 (early
release).
Developmental Spectrum Disorders
Oct 29
th
Pervasive Developmental Disorders, Autism
Assigned Readings:
Chapter 6: Autism and Other Pervasive Developmental Disorders
[Text: Introduction to Abnormal Child and Adolescent Psychology]
DSM-5: Autism and Related Developmental Spectrum Disorders sections
Tanguay, P.E. (2000). Pervasive Developmental Disorders: A 10-Year Review.
Journal of the American Academy of Child & Adolescent Psychiatry, 39, 10791095.
Lord, C., & Jones, R.M. (2012). Annual research review: Re-thinking the
classification of autism spectrum disorders. Journal of Child Psychology and
Psychiatry, 53, 490-509.
Nov 5th
Early On-set Child Schizophrenia
Assigned Readings:
DSM-5: Schizophrenia Section
Asarnow, J.R., & Tompson, M.C. (1999). Childhood-onset Schizophrenia: A
follow-up study. European Child & Adolescent Psychiatry, 8, I09-I12.
Gilmore, J.H. (2010). Understanding what causes schizophrenia: A developmental
perspective. American Journal of Psychiatry, 167, 8-12.
Waters, F., Allen, P., Aleman, A., Fernyhough, C., Woodward,T.S., Badcock,
J.C., Barkus, E., Johns, L., Varese, F., Menon, M., Vercammen, A., & Larøi, F.
(2012). Auditory Hallucinations in Schizophrenia and Nonschizophrenia
Populations: A Review and Integrated Model of Cognitive Mechanisms.
Schizophrenia Bulletin, 38, 683–692.
Nov 12th
Elimination Disorders, Sleep Disorders, and Child Abuse/Neglect
Assigned Readings:
Chapter 15: Child Abuse and Neglect
[Text: Introduction to Abnormal Child and Adolescent Psychology]
DSM-5: Elimination disorder (enuresis, encopresis) and sleep disorder sections
Alfano, C.A., Zakem, A.H., Costa, N.M., Taylor, L.K., Weems, C.F. (2009).
Sleep problems and their relation to cognitive factors, anxiety, and depressive
symptoms in children and adolescents. Depression and Anxiety, 26, 503-512.
Nov 19th
Mental Retardation/Learning Disabilities/Academic Problems/
Elimination Disorders
Assigned Readings:
Chapter 5: Mental Retardation and Intellectual Disabilities
Chapter 7: Learning Disorders and Academic Problems
[Text: Introduction to Abnormal Child and Adolescent Psychology]
DSM-5: Intellectual Disabilities and Specific Learning Disorders sections
Stanovich, K.E. (1988). Explaining the differences between the dyslexic and the
garden-variety poor reader: The phonological-core variable-difference model.
Journal of Learning Disability, 21, 590-604.
Dekker, M.C., & Koot, H.M. (2003). DSM-IV Disorders in Children with
Borderline to Moderate Intellectual Disability. I: Prevalence and Impact. Journal
of the American Academy of Child & Adolescent Psychiatry, 42, 915-922.
Additional Updated Readings
Dec 3rd
Final Exam Week [scheduled by UCF for 7:00-9:50 a.m.]