CLP 4134-0001 Childhood Psychopathology
****No electronic recordings (includes snapshots) are permitted in class;
please turn off your cell phone when entering class****
Instructor: Mark D. Rapport, Ph.D.
Professor of 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)
Class Meets: Psychology Building, Room 105; Tuesdays & Thursdays, 9:00-10:15 a.m.
E-mail: mark.rapport@ucf.edu
Required Readings:
Course: Child Psychopathology CLP 4134-0001 (14071)
Text: Introduction to Abnormal Child and Adolescent Psychology, 2nd edition (2013)
Hardcover ISBN: 9781452225258
Author: Robert Weis
Publisher: Sage Publications, Inc.
Cost at publisher: $135 (hardcover)
****please note: the previous version of the above text cannot be used as a substitute for the
newer version due to the extensive revision of the text which now includes the newly released
DSM-5 diagnoses for children.
Additional readings (published journal articles) will be assigned and made available as pdfs on
the Children’s Learning Clinic-IV website (www.childrenslearningclinic.com) under the ‘Child
Psychopathology Undergraduate Class’ tab. After you open the tab, enter the word “class” when
prompted for the password. Assigned research articles are listed on a weekly basis (see Course
Schedule Overview, 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:
 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
Grading:
 Class grades are based on two, non-cumulative examinations – students can earn up to
100 points on each exam or 200 total class points during the semester.
 Your earned grade in the course will be calculated as follows:
o A = .90 x 200 possible points: 180 to 200 points
o B = .80 x 200 possible points: 160 to 179 points
o C = .70 x 200 possible points: 140 to 159 points
o D = .60 x 200 possible points: 120 to 139 points
o F=
119 or fewer points
 Note: There are no extra credit points for this class
DISCLAIMER. Elements of this syllabus are subject to change per the discretion of the
instructor. Any changes to this syllabus will be provided to the students.
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.
Several exam questions will cover information discussed in class and not covered in the assigned
readings. You will only be able to obtain this information by attending class or borrowing notes
from a fellow student (and hoping the information contained in the notes is accurate).
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 documentation will be
necessary, and granting of make-up exams is solely at the discretion of the professor.
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
provide the necessary documentation no later than the end of the first week of class.
COURSE SCHEDULE OVERVIEW
Jan 7th
Overview of Syllabus and general introduction to Child Psychopathology:
What is a clinical disorder? A brief review of the psychology major and graduate
school admission criteria.
Jan 9th
The Science and Practice of Abnormal Child Psychology
[Chapter 1: Introduction to Abnormal Child and Adolescent Psychology]
Diagnosis and nosological classification of childhood disorders, defining a
clinical disorder, externalizing/internalizing disorders, epidemiology.
Jan 14th
Causes of Child Psychopathology: Research Methods and Theories
[Chapter 2: Introduction to Abnormal Child and Adolescent Psychology]
Jan 16th
Assessing and Diagnosing Children’s Problems
[Chapter 3: Introduction to Abnormal Child and Adolescent Psychology]
Differential Diagnosis in Practice
Jan 21st
Assessing and Diagnosing Children’s Problems—continued
Positive/Negative Predictive Power (PPP/NPP) vs Sensitivity/Specificity
Assigned journal articles:
Milich, R., Widiger, T. A., & Landau, S. (1987). Differential diagnosis of
attention deficit and conduct disorders using conditional probabilities.
Journal of Consulting and Clinical Psychology, 55, 762-767.
doi: 10.1037/0022-006X.55.5.762
Halperin, J.M., Matier, K., Bedi, G., Sharma, V., & Newcorn, J.H. (1992).
Specificity of inattention, impulsivity, and hyperactivity to the diagnosis of
attention-deficit hyperactivity disorder. Journal of the American Academy of
Child and Adolescent Psychiatry, 31, 190–196.
Jan 23rd
Intellectual Disabilities
[Chapter 4: Introduction to Abnormal Child and Adolescent Psychology]
Expectations for the future; IQ tests and adaptive functioning criteria
Jan 28th
Learning Disabilities
[Chapter 7: Introduction to Abnormal Child and Adolescent Psychology]
Jan 30th
Autism Spectrum Disorder
[Chapter 6: Introduction to Abnormal Child and Adolescent Psychology]
DSM-5 changes: Autism Spectrum Disorder
Video (Autism: The Child Who Couldn’t Play)
Feb 4th
Autism Spectrum Disorder (continued)
[Chapter 6: Introduction to Abnormal Child and Adolescent Psychology]
Feb 6th
Autism and Other Pervasive Developmental Disorders—continued
Interventions: video highlights
Feb11th
Attention-Deficit/Hyperactivity Disorder (ADHD)
Historical Overview; DSM-5 changes; Intermediate & long-term outcomes
[Chapter 8: Introduction to Abnormal Child and Adolescent Psychology]
Additional Assigned Reading:
Dickstein, S.G., Castellanos, F.X., & Milham, M.P. (2006). The neural correlates
of attention deficit hyperactivity disorder: an ALE meta-analysis. Journal of Child
Psychology and Psychiatry 47, 1051–1062.
Feb 13th
Attention-Deficit/Hyperactivity Disorder (ADHD)—continued
Assigned Readings:
Rapport, M.D., Alderson, R.M., Kofler, M.J., Sarver, D.E., Bolden, J., & Sims, V.
(2008). Working Memory Deficits in Boys with Attention-deficit/Hyperactivity
Disorder (ADHD): The Contribution of Central Executive and Subsystem
Processes. Journal of Abnormal Child Psychology.
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.
PP presentation [Shaw et al., 2007]; video demonstration of ‘hyperactivity’
Feb 18th
Attention-Deficit/Hyperactivity Disorder (ADHD)—continued (treatments)
Assigned Readings:
Molina et al. [MTA study group] (2009). MTA at 8 Years: Prospective follow-up
of children treated for combined-type ADHD in a multisite study. Journal of
the American Academy of Child and Adolescent Psychiatry, 48, 484-500.
Rapport, M.D., Orban, S. A., Kofler,M.J., & Friedman, L. M. (2013). Do
programs designed to train working memory, other executive functions, and
attention benefit children with ADHD? A meta-analytic review of cognitive,
academic, and behavioral outcomes. Clinical Psychology Review, 33, 1237–1252.
Other Topics: psychostimulants and psychosocial treatment for ADHD
Feb 20th
Conduct Problems (and ODD) in Children and Adolescents
[Chapter 9: Introduction to Abnormal Child and Adolescent Psychology]
Feb 25th
Conduct Problems (and ODD) in Children and Adolescents—continued
Assigned Readings:
Kahn, R.E., Frick, P.J., Youngstrom, E., Findling, R.L., & Kogos, J. (2012). The
effects of including a callous–unemotional specifier for the diagnosis of conduct
disorder. Journal of Child Psychology and Psychiatry, 53, 271–282
Also: In-Class Review
Feb 27th
Examination 1
Mar 4th
Spring Break----Hurray!
Mar 11th
Depressive Disorders in Children and Adolescents
[Chapter 13: Introduction to Abnormal Child and Adolescent Psychology]
Mar 13th
Depressive Disorders in Children and Adolescents—continued
[Dysthymia + Mood Dysregulation Disorder]
Assigned Readings:
Zepf, F.D., & Holtmann, M. (2012). Disruptive mood dysregulation disorder. In
Rey JM (ed), IACAPAP e-Textbook of Child and Adolescent Mental Health.
Geneva: International Association for Child and Adolescent Psychiatry and Allied
Professions, 1-10. [note: this is an open access publication]
Mar 18th
Bipolar Disorders in Children and Adolescents
[Chapter 14: Introduction to Abnormal Child and Adolescent Psychology]
Assigned Readings:
Youngstrom, E. A., Arnold, L.E., & Frazier, T.W. (2010). Bipolar and ADHD
Comorbidity: Both Artifact and Outgrowth of Shared Mechanisms. Clinical
Psychology: Science and Practice, 17, 350-359.
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.
Mar 20th
Anxiety Disorders in Children and Adolescents [Introduction, Specific Phobias –
‘Dog Phobic Man’ video], Separation Anxiety Disorder; Generalized Anxiety
Disorder (GAD)
[Chapter 11: Introduction to Abnormal Child and Adolescent Psychology]
Broeren, S., Muris, P., Diamantopoulou, S., & Baker, J.R. (2013). The course of
childhood anxiety symptoms: Developmental trajectories and child-related factors
in normal children. Journal of Abnormal Child Psychology, 41, 81–95.
Mar 25th
Anxiety Disorders in Children and Adolescents: Obsessive Compulsive Disorder
[OCD] + Brief Video of OCD; Social Phobia Disorder and Selective Mutism
Mar 27th
Anxiety Disorders in Children and Adolescents—Panic Disorder, Agoraphobia,
PTSD [Chapter 12: Trauma-Related Disorders]
Apr 1st
Tourette’s Disorder (video: Tourette’s Doesn’t Have Me); Eating Disorders
in Adolescents [Chapter 14: Introduction to Abnormal Child and Adolescent `
Psychology]
Apr 3rd
Eating Disorders in Adolescents (continued) + Supersize Me Video
[Chapter 15: Introduction to Abnormal Child and Adolescent Psychology]
Apr 8th
Elimination Disorders (Enuresis and Encopresis)
[Chapter 16: Introduction to Abnormal Child and Adolescent Psychology]
Urine Alarm Training
Apr 10th
Childhood Sleep Disorders
[Chapter 16: Introduction to Abnormal Child and Adolescent Psychology]
Apr 15th
Early Onset Schizophrenia
[Chapter 14, beginning on p. 545: Introduction to Abnormal Child and Adolescent
Psychology]
Apr 17th
Special Topics: Rare albeit interesting disorders
Pica Disorder [p. 580 in Chapter 15]
Trichotillomania [p. 401 in Chapter 11]
Other Disorders
Apr 22nd
In-Class review
Apr 29th
Final Exam 7:00 a.m. to 9:50 a.m.