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Central Connecticut State University
New Britain, CT.
Fall Semester, 2008
Psychology of the Exceptional Child
Psychology 365, Tuesday/Thursday 2:00-3:15 p.m., HB319
Instructor:
Carolyn R. Fallahi, Ph. D.
Office: Marcus White #208
Office Phone Number: 860-832-3114
Email address: Fallahic@ccsu.edu
Class web site: www.psychology.ccsu.edu/fallahic/
Office Hours:
Wednesday & Friday 1:30-3:30 p.m.
Monday 5:00-6:30 p.m.
Text (required):
Mash, E. J., & Wolfe, D. A. (2005). Abnormal Child
Psychology (3rd ed.). Belmont, CA: Wadsworth.
American Psychiatric Association (2000). Diagnostic
and Statistical Manual of Mental Disorders (4th ed.,
text revision). Arlington, VA: APA.
Course Overview:
This course is intended to be an introductory
undergraduate course focusing on the assessment,
classification, etiology, and treatment of child and
adolescent psychological disorders that are most
frequently encountered by professionals in mental
health and educational settings. The content of the
course will focus on developmental issues, etiological
factors, assessment and diagnostic classification, and
effective treatments.
Course Objective:
Upon successful completion of this course, the
student should be able to:
1. Understand the DSM-IV-TR in diagnosing childhood psychopathology.
2. Demonstrate competency in applying diagnostic criteria to relevant case
studies.
3. Understand the multi-axial classification of mental illness.
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4. Demonstrate an understanding of the developmental pathways of
psychiatric disorders and possible adult outcomes.
5. Understand childhood maltreatment and relationship-based disorders.
6. Understand research strategies related to the classification and
understanding of mental illness.
7. Be able to describe the major conceptual theories for thinking about,
diagnosing, and understanding evidence-based theories for the major
diagnostic categories.
8. Understand proven and practical methods of treatment for childhood and
adolescent disorders as well as prevention approaches.
9. Demonstrate professional communication through the use of clear,
professional language and APA style in a diagnostic paper assignment.
Instructional Methodology:
Class sessions will consist of lectures presented by the instructor. In
addition, there will be regular classes where we break up into smaller groups for
team-based activities. Students will be asked to engage in group activities and
discussions during class time.
Power point presentations will be available on the class website. Make it a
point to familiarize yourself with our website! Remember: the address is
www.psychology.ccsu.edu/fallahic. If you do not have access to the internet at
home, you can use the computer center in the basement of Marcus White. It is
your responsibility to check for updates, changes in the syllabus, and new
information provided to you on our class website.
Grading System: Vista Information: At any point, you can check your
grades via the Vista system. In order to do that, please go to www.ccsu.edu.
Click on the “central pipeline” option. The secure login for CCSU box will come
up. Put in your bluechip ID number & password. Click on the blackboard vista
hyperlink and choose our course. If you need assistance, please contact
our help desk at 860-832-1720.
Please note, I will only use Vista for secure feedback on grades and copies of
assigned journal articles. All of our class information will be posted on my
website at www.psychology.ccsu.edu/fallahic.
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Grades will be evaluated as follows for each semester hour of credit.
Grade
Percentage Points
A
AB+
B
BC+
C
CD+
D
DF
93 and above
90-92
87-89
83-86
80-82
77-79
73-76
70-72
67-69
63-66
60-62
59 or below
Description
Excellent
Excellent
Good
Good
Good
Average
Average
Below Average
Poor
Poor
Poor, lowest passing
Fail
Evaluation Criteria:
1. Examinations: There will be two in-class examinations during the
semester; a mid-term and a final exam. Exam make ups will only be
allowed with a valid excuse, e.g. doctor’s note. All make up examinations
will occur during finals week. Each examination will be worth 100 points.
2. Research Paper. In addition, there will be one research paper that is
required. Choose a childhood diagnosis and comprehensively examine
that diagnosis by developing a case example.
This paper must strictly adhere to APA format.
All students will provide a poster presentation of the paper. Handouts for
the instructor are required. Students will be asked to provide a 10 minute
presentation on their poster at the end of the semester.
The research paper will be worth 100 points; the outline 25 points; and
the poster 50 points.
3. Quizzes, in-class assignments, & homework: There will be several
assignments that will be graded throughout the semester. These may
consist of quizzes on the reading at the beginning of class, in-class
assignments, and/or homework. I will not allow make-ups for these
assignments, but you will have the option to drop your lowest grade.
Therefore, if you miss an assignment, you can have that count as your
lowest grade.
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4. Participation: Active participation is expected of all students in
this class. Ongoing dialogue, self-reflection and critical thinking will serve
as the foundation for the learning experience. Students are expected to
be on time for class having completed reading and other homework
assignments. Chronic tardiness disrupts the class and will result in points
being deducted from your final grade. Attendance will be taken at the
beginning of each class. It is up to you to sign the attendance sheet. If
you do not sign the attendance sheet, it will count as an absence.
Disability Statement: Any student who feels s/he may need an
accommodation based on the impact of a disability should contact Natalie
Stimpson-Byers, Coordinator for Student Disability Services at 241 Copernicus
Hall (860-832-1957). Ms. Stimpson-Byers will meet with you privately to discuss
your specific needs. She will need a copy of the accommodation letter from
Student Disability Services in order to arrange your class accommodations.
Contact Student Disability Services, room 241, Copernicus Hall, if you are not
already registered with them. Student Disability Services maintains the
confidential documentation of your disability and assists you in coordinating
reasonable accommodations with your faculty. Please note: If your
disability requires additional time, these arrangements must be made
by you with Natalie Stimpson-Byers. You can have your exam or quiz
proctored at Student Disability Services, but you need to make the
arrangements and let me know about the arrangements at least 4-5
working days prior to the assignment.
Withdrawal Policy: If you choose to withdraw from this course because you
feel that you are not doing as well as you would like, please speak with me prior
to completing the paperwork. If you decide to stop attending my class without
officially withdrawing, you will receive an automatic “F” on your report card.
Violations of Academic Integrity: Violations of academic integrity will be
seen as a serious matter resulting in disciplinary action by this university.
Violations of academic integrity include: cheating on exams; plagiarism;
unauthorized assistance from another, etc. Please familiarize yourself with
CCSU’s academic integrity policy and do not put yourself in the position to have
to deal with this.
Course Schedule: Note – this outline is subject to change, as necessary,
during the semester.
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Schedule
September 1
Labor Day – No classes
September 2
First day of class.
Review of syllabus and course expectations
September 4
Introduction to the study of abnormal child
psychology; normal versus abnormal behavior
– how do we make the distinction?
Chapter 1 Mash & Wolfe
September 2-9
Add/Drop period
September 9
Models of psychopathology – Who is at risk?
Chapter 2 Mash & Wolfe
September 11
Models of psychopathology – Who is at risk?
Chapter 2 Mash & Wolfe
September 16
Conducting research in childhood
psychopathology
Chapter 3 Mash & Wolfe
September 18
Ethical issues
Paper topic due
September 23
Assessment, classification, & treatment.
Chapter 4 Mash & Wolfe
Szasz article
Rosenhan article
Dictionary of a disorder
September 25
Behavioral disorders
ADHD, ODD, CD
Chapters 5 & 6 Mash & Wolfe
September 24October 28
September 30
Withdrawal from the full semester with a “W”
on your report card.
Behavioral disorders
ADHD, ODD, CD
Chapters 5 & 6 Mash & Wolfe
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October 2
Midterm Examination
October 7
Emotional Disorders
Anxiety disorders, SAD, GAD, Specific & social
Phobias, ODD, Panic disorder, PTSD, ASD
Chapter 7 Mash & Wolfe
October 9
Emotional Disorders
Anxiety disorders, SAD, GAD, Specific & social
Phobias, ODD, Panic disorder, PTSD, ASD
Chapter 7 Mash & Wolfe
October 14
Mood Disorders
Depressive disorders, MDD, DD, BP
Chapter 8 Mash & Wolfe
October 16
Mood Disorders
Depressive disorders, MDD, DD, BP
Chapter 8 Mash & Wolfe
Outline due for research paper
October 21
Mental Retardation; the gifted child
Chapter 9 Mash & Wolfe
October 23
Mental Retardation; the gifted child
Chapter 9 Mash & Wolfe
October 28
Autism and Child-onset Schizophrenia
Other PDD, Asperger’s Disorder, Rett’s
Disorder, Childhood Disintegrative disorder
Chapter 10 Mash & Wolfe
October 30
Autism and Child-onset Schizophrenia
Other PDD, Asperger’s Disorder, Rett’s
Disorder, Childhood Disintegrative disorder
Chapter 10 Mash & Wolfe
November 4
Communication and Learning disorders
Language development, Communication
Disorders, Expressive Language disorders,
Stuttering, Learning Disabilities
Chapter 11 Mash & Wolfe
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November 6
Communication and Learning disorders
Language development, Communication
Disorders, Expressive Language disorders,
Stuttering, Learning Disabilities
Chapter 11 Mash & Wolfe
November 11
Reactive Attachment Disorder
November 13
Reactive Attachment Disorder
November 18
Reactive Attachment Disorder
Research paper due at the beginning of class!
November 20
Substance Use disorders & Health-related
disorders
Chapter 12 Mash & Wolfe
November 25
Eating Disorders
Chapter 13 Mash & Wolfe
Crick article
November 26-30
Thanksgiving Recess – No classes.
December 2
Child maltreatment and trauma
Chapter 14 Mash & Wolfe
December 4
Child maltreatment and trauma
Chapter 14 Mash & Wolfe
December 9
Posters and presentations
December 11
Last day of class.
Posters and presentations
Cecember 12
Reading Day – no classes.
December 13-19
Final Exam week.
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Rubric – Research Paper
Research Paper: Write a 10 page (body of the paper) on 1
childhood/adolescent DSM-IV-TR diagnosis. This paper needs to include the
following:
1)
2)
3)
4)
5)
6)
Criteria for diagnosis of this disorder.
Invent a case study complete with symptoms to introduce the disorder.
Issues related to diagnosis.
Prevalence rates for this diagnosis.
Co-occurring disorders associated with this diagnosis.
What is the course of this diagnosis? E.g. progressive & irreversible? Age
of onset? Develops in response to a stressor?
7) Brief discussion of historical issues related to the diagnosis.
8) Literature review of best practices – therapy for this diagnosis.
This paper should include the following:
1) An introduction to the topic under study. In the introduction, you should
refer to the areas that will be covered in your paper. Give the reader a
preview of what you will talk about in your paper.
2) A backstory. What are the issues in the past that led us to the present
diagnosis & treatment? Was this diagnosis called something else in the
past? What were the issues related to how it evolved to the present
diagnosis? How did we treat this diagnosis in the past?
3) What is happening now with this diagnosis? Is there a lot of research
available? Who is doing research on this diagnosis & treatment?
4) In your literature review, use 10 peer-reviewed references. You can use
non-peer-reviewed references, e.g. scholarly books, but these will not
count toward your required peer-reviewed references. DO NOT USE
internet sources. When in doubt, please ask!
5) You must provide hard copies of all sources used. If you use a
book, copy the first page of the book (e.g. the information about the
book) and all pages used. If you do not turn this in, I will NOT read your
paper.
6) Please do not use any quotations within your paper. Everything
must be in your own words with the exception of the DSM-IV-TR
diagnostic criteria.
In addition: APA style & Clarity of Presentation. It is up to you to make sure
that your paper is edited, revised, and proofread. I have provided several
handouts in the syllabus to help you with this. Some things to keep in mind:
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1) One-inch margins on all four sides of the page; running head and page
numbers inside the top margin. 12 pt. font throughout, no changes in
font or font size.
2) References cited correctly in text either as paraphrases or direct quotes
with page numbers. Direct quotes are APA format. Credit is given where
credit is due (or else it is plagiarism).
3) Spelling, grammar, punctuation, noun-verb agreement all correctly
followed; obvious mistakes avoided (paper was proofread). Avoid being
colloquial (too informal); no contractions, no abbreviations unless APAapproved.
4) Transitions between sections should be smooth; avoid awkward sentence
constructions, write in complete sentences. Text looks good on paper;
black ink on bright white paper; no printer problems. APA Publication
Manual (5th ed.) followed. Stapled in upper left corner.
The Outline:
While there is no perfect outline, here are some suggestions (Dunn, 2004, p.63;
Rosnow & Rosnow, 2006, p.53; Scott, Koch, Scott, & Garrison, 2002, p. 24):
 Your outline should be fairly detailed.
 Think of the outline as a very detailed table to contents based on the
headings and subheadings you might want to use in a particular section of
your paper.
 Outlining can force you to gain a better understanding of your ideas by
arranging them according to their interrelationships.
 Before creating a structured outline, job down as many random ideas,
thoughts, and facts belonging in the eventual paper as you can. Once
you are done, rewrite this collection of phrases into complete sentences
for the outline.
 Make sure that all main points are summarized in no more than one or
two sentences. Supporting details can be added underneath these points
or saved for the actual paper.
 Determine the order of an outline’s main points, making sure they flow
logically from one another. Remove or relocate ideas that hinder this
flow.
 Each main point should eventually turn into a paragraph. If a main point
is too complex, revise it into more than one point (paragraph) within the
outline.
 Behavioral examples illustrating main ideas can appear in an outline.
 Key studies used to support your main points can also be included in the
outline. Write down the author names and publication dates in the
outline.
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The Poster presentation:
The goal of the poster presentation is to summarize the findings of your research
paper and clearly communicate them to the class (& the instructor). If you
would like tips on how to write a good poster, please go to the e-mail addresses
listed below for tips and organizational suggestions. Your grade will be based
on both the poster as well as the presentation itself. Remember to print out a
copy of the poster for the professor.
http://www.psichi.org/conventions/apa_tips.asp
http://www.psichi.org/conventions/presentation_tips.asp
http://www.psichi.org/conventions/samples.asp
Important Dates for the Research Paper
September 18: Topic due
October 16: Outline due
November 18: Research Paper due
December 9 & 11: Poster & presentation due
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Running Header: INSECURE ATTACHMENT & CONFLICT
The running header is an abbreviated version of your
title. It appears in capital letters. It should not be longer
than 50 characters and should be capitalized.
This is a deviation from
APA style – usually a short
title goes here. But I don’t
want to lose any of your
work! Page numbers appear
on every page, beginning
with page 1 on the title
page. In order to put in a
page number, go to Insert,
page numbers, then click on
“top of the page header” and
“right”.
The Relationship Between Insecure Attachment and Conflict in College Students
A Paper Presented to Carolyn R. Fallahi, Ph. D.
In Partial Fulfillment of the Requirements for Psychology (Course Number)
Your full name goes here
Central Connecticut State University
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Abstract
Page two is the Abstract for the paper. It is a brief (total of 500 words maximum;
although most journals like less than 120) comprehensive summary of the research paper.
The word “Abstract” is centered as the first line of type on this page. Type the abstract as
a single paragraph without indentation. Everything is double spaced.
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The Relationship Between Insecure Attachment and Conflict in College Students
Page three is the beginning of the body of the paper. The title of the paper
appears (centered) one double-space below the short title (or in our cases, your last
name). The first line of the body of the paper appears one double-space below the title.
For paragraphs, use a tab-indent of 5 to 7 spaces (about one-half inch). Please
note, everything is double-spaced. You should use one-inch margins for your paper.
Use of numbers in text: Use numbers in the following situations: a. when the
number is above 10. b. when the number precedes a measurement (e.g., 4 cm). c. when
the number represents: time, dates, ages, sample size, scores, points on a scale. Type out
the number world in the following situation: a. when the number is below 10 and does
not represent an exact measurement. B. when the number starts a sentence.
Stylistic Points: This is a formal document, so do not use contractions (e.g.,
don’t, can’t, won’t, it’s). All pages should be double-spaced, have 1: margins, and 12
point font (preferably in Times New Roman).
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References
Arnheim, R. (1971). Art and visual perception. Berkeley: University California
Press. [ Typical book entry – single author ]
Festinger, L., Riecken, H., & Schachter, s. (1956). When prophecy fails. Minneapolis:
University of Minnesota Press. [ Multiple authors ]
Institute of Psychiatry. (1982). Managing psychiatric illness. Chicago: Midwestern
University Press. [Corporate authorship ]
Experimental psychology. (1988). New York: Holt. [ No author identified ]
Rubenstein, J. P. (1967). The effect of television violence on small children. In B. F.
Kane (Ed.), Television and juvenile psychological development (pp. 112-134).
New York: American Psychological Society. [ Citing items in a chapter edited
Book ]
Passons, W. (1967). Predictive validities of the GREs and graduate school candidates.
Psychology of Testing, 28, 1143-1144. [ Journal ]
Monson, M. (1993, September 16). Urbana firm obstacle to psychiatric hospital. The
Urbana News Gazette, pp. A1, A8. [ Newspaper ]
Bush and war. (2004, September 16). The New York Times, p. B1. [ Newspaper and no
Author ]
Schneiderman, R. A. (1997). Librarians can make sense of the Net. San Antonio
Business Journal, 11, 58+. Retrieved January 27, 1999, from EBSCO Masterfile
Database. [Internet citing – full-text article ]
University of California, San Francisco, Institute for Health and Aging. (1996,
November). Chronic care in America: A 21st century challenge. Retrieved
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September 9, 2000, from the Robert Wood Foundation Web site: http://www.
Rwjf.org/library/chrcare [ Internet report ]
Greater Hattiesburg Civic Awareness Group, Task Force on Sheltered Programs (n. d.).
Fund-raising efforts. Retrieved November 10, 2001, from
http://www.hattiesburgcag.org. [ Internet private organization, no page numbers,
no date ]
Fallahi, Carolyn, personal communication, January 21, 1999 – Personal communications
which are not documented should not be included in the reference lists and cited within
the text only.
Please note: The reference list is alphabetized by author.
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