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: [email protected] 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.