Download Child Psychpath Syllabus Fall 2016 Grad Final

CLP 7136-0002 Child Psychopathology
Fall, 2016
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: [email protected]
Required Readings:
Required readings for the class are comprised of the following: (a) an updated and advanced
textbook on child and adolescent psychopathology; and (b) select journal articles for each of the
topics covered in the course. Assigned research publications 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 etiological nature of the disorder. [Disclaimer: I do not
typically require textbooks for doctoral level classes; however, several students who enroll in the
course each year 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**[there should be ample ‘used’ copies
available from the more popular online companies at a significantly reduced cost…I just
located one for $58.00]
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***I found a used/new softcopy online for under $40.00)
3. 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
wherever appropriate.
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 during active class time and
use your computer only for taking notes (not checking messages). You will have
sufficient time to check messages during the break.
 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-V implied clinical model
and an alternative model based on the empirical literature reviewed (see disorders marked
by an asterisk immediately below). Presentations should begin with a very brief review of
core diagnostic and clinical features of the disorder (everyone will have already reviewed
these criteria—cover only the broad categories not the individual symptoms within the
categories—include the symptoms on the PP slides), 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 symptom categories (unless there are none) 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 as well as the estimated prevalence rate—the latter of which you may
need to obtain from a recently published prevalence rate study. The schematic
should be in drawn using dark colors (e.g., dark blue) and ‘bold’ font to facilitate
viewing from the overhead projector. Additional dark font colors can be added to
enhance viewing (e.g., dark red).
o DSM-5 Childhood Disorders: [note: briefly note all disorders within the
overall category before proceeding to the specific disorder you are covering
in your presentation]
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 ****Email me ([email protected]) 3 papers that you are recommending
everyone in the class read 1-week prior to your presentation…I will review the
papers and either approve them or offer additional recommendations. These
papers will subsequently be placed into a shared Google document so that all
class members can access them easily.
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. I will demonstrate an example of how the DSM-5 vs Evidencedbased schematic should look during one of our earlier class meetings.
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 (10% of grade). One typed,
double-spaced, Times New Roman 12-point font question for each journal article
assigned for the week…immediately below the question, type a brief answer to the
question. Each question will count for 5 points, with scoring reflecting the thoughtfulness
of the question (note: this is admittedly subjective; however, I expect nearly everyone to
earn the maximum number of points each week for coming up with interesting questions
and answers for in-class discussion). Total points for questions at the end of the course
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: .10 x total possible
points = 10 point maximum toward final grade
Clinical Disorders to be selected for Class Presentation
Neurodevelopmental Disorders
 Attention Deficit Hyperactivity Disorder (ADHD)**
 Autistic Spectrum Disorders (1)
 Tourette’s Disorder (2)
Schizophrenia Spectrum Disorders (3)
Bipolar and Related Disorders
Depressive Disorders
 Bipolar Disorder-early onset (4) and Disruptive Mood Dysregulation Disorder
(5)**DMDD & MDD present on same day**
 Major Depressive Disorder (6)**DMDD & MDD present on same day**
and Dysthymia (not available for presentation)
Anxiety Disorders
 Separation Anxiety Disorder (7)
 Selective Mutism (select this topic or the one below it—see new categorization)(8)
 Social Anxiety Disorder
 Generalized Anxiety Disorder (9)
 Specific Phobias (10)
Obsessive-Compulsive Disorder and Related Disorders (11)
Disruptive, Impulse Control and Conduct Disorders
 Oppositional Defiant Disorder (ODD) (12)**CD and ODD present on same day**
 Conduct Disorder (CD) (13)** CD and ODD present on same day**
Elimination Disorders-Diurnal & Nocturnal Enuresis (14)
Intellectual Disability and Learning Disabilities (15)
Reactive Attachment Disorder (16)
Class Presentation Topics and Dates:
Brittany
Matt Kramer
Brandon
John
Matt Cook
Brittany
Emy
Catrina
John
Matt Cook
Catrina
Date
Clinical Disorder
Sept 21st
Sept 28th
Oct 5th
Oct 12th
Oct 12th
Oct 19th
Oct 19th
Oct 26th
Oct 26th
Nov 2nd
Nov 2nd
Oppositional Defiant Disorder (ODD) (1)
Conduct Disorder (2)
Major Depression Disorder (3)
Bipolar Disorder (childhood onset) (4)
Disruptive Mood Dysregulation Disorder (5)
Separation Anxiety Disorder (6)
Selective Mutism (Social Anxiety Disorder) (7)
Specific Phobias (8)
Generalized Anxiety Disorder (GAD) (9)
Pervasive Developmental Disorders (10)
Obsessive Compulsive Disorder (OCD) (11)
Rachel
Rachel
Brandon
Matt Kramer
Emy
Nov 9th
Nov 9th
Nov 16th
Nov 23rd
Nov 23rd
Tourette’s & Related Childhood Disorders (12)
Reactive Attachment Disorder
Schizophrenia Spectrum Disorder (13)
Elimination Disorders (14)
Intellectual Disability and Learning Disorders (15)
Enrolled Students:
Rachel Bassett
Catrina Calub
Matthew Cook
Matthew Kramer
Brandon Matsumiya
John O’Donnell
Brittany Stevenson
Emy Willis
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 24th
Introduction to Child Psychopathology: Diagnosis and nosological classification
of childhood disorders, defining a clinical disorder, externalizing/internalizing
disorders, epidemiology, sensitivity/specificity/PPP/NPP, 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 31st
Developmental psychopathology, mediators and moderators, equifinality and
multifinality, differential diagnosis (including lab based assessments),
standardized rating scales (use, advantages/disadvantages), understanding metaanalytic review results.
Assigned Readings:
DSM-V: [read all relevant sections & be prepared to discuss them in class]
 P. 12: Dimensional approach to diagnosis
 P. 13: Development and lifespan considerations
 P. 14: Cultural Issues
 P. 15: Gender Differences sections
 P. 15: Use of other specific and unspecified disorders
 P. 16: The multiaxial system
 P. 19: Approach to clinical case formulation
 P. 20: Definition of a mental disorder
 P. 21: Criteria for clinical significance
 P. 21: Diagnostic criteria and descriptors/subtypes and specifiers
 P. 22-23: Principal and provisional diagnosis/coding & reporting criteria
Chapter 2: The Causes of Child Psychopathology
Chapter 3: Assessing and Diagnosing Children’s Problems
[Text: Introduction to Abnormal Child and Adolescent Psychology]
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 7
th
Attention-Deficit/Hyperactivity Disorder: ADHD [Part 1]
Assigned Readings:
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.
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
Castellanos FX, & Tannock R. (2002). Neuroscience of attention
deficit/hyperactivity disorder: the search for endophenotypes. Nature Review
Neuroscience 3: 617-628.
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.
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.
Linda J. Porrino, PhD; Judith L. Rapoport, MD; David Behar, MD;
Walter Sceery, MSW; Deborah R. Ismond, MA; William E. Bunney, Jr, MD
(1983). A Naturalistic Assessment of the Motor Activity of Hyperactive Boys I.
Comparison With Normal Controls. Archives of General Psychiatry, 40, 681-687.
Becker, S.P., Jarrett, M.S., Langberg, J.M., & McBurnett, K. (2016, online, early
release). The internal, external, and diagnostic validity of sluggish cognitive
tempo: A meta-analysis and critical review. Journal of the American Academy of
Child and Adolescent Psychiatry.
Sept 14th
ADHD [Part 2] Shaw et al., 2007, NIMH brain development video
Assigned Readings:
Shaw, P. Eckstrand, K. Sharp, W. Blumenthal, J. Lerch, J. Greenstein, D. Clasen,
L. Evans, A. Giedd, J. & Rapoport, J. L. (2007). Attention-deficit/ hyperactivity
disorder is characterized by a delay in cortical maturation, Proceedings of the
National Academy of Sciences of the United States of America (PNAS), 104,
(49), pp. 19649–19654.
Dickstein, S. G., Bannon, K., Castellanos, F. X., & Milham, M. P. (2006). The
neural correlates of attention deficit hyperactivity disorder. An ALE metaanalysis. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 47,
1051–1062. doi:10.1111/j.1469-7610.2006.01671.x.
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.
Sarver, D.E., Rapport, M.D., Kofler, M.J., Raiker, J.S., & Friedman, L.M. (2015early online release). Hyperactivity in Attention-Deficit/Hyperactivity Disorder
(ADHD): Impairing Deficit or Compensatory Behavior? Journal of Abnormal
Child Psychopathology.
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 21st
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.
Silberg, J.L., Maes, H., & Eaves, L.J. (2012). Unraveling the effect of genes and
environment in the transmission of parental antisocial behavior to children’s
conduct disturbance, depression and hyperactivity Journal of Child Psychology
and Psychiatry, 53 (6), 668–677.
Mills-Koonce, W.R., Wagner, N.J., Willoughby, M.T., Stifter, C., Blair, C.,
Granger, D.A., & The Family Life Project Key Investigators. (2014). Greater fear
reactivity and psychophysiological hyperactivity among infants with later conduct
problems and callous-unemotional traits. Journal of Child Psychology and
Pychiatry, doi:10.1111/jcpp.12289 (early online version).
Willoughby, M.T., & Mills-Koonce, W.R., Gottfredson, N.C., & Wagner, N.J.
(2014). Measuring Callous Unemotional Behaviors in Early Childhood: Factor
Structure and the Prediction of Stable Aggression in Middle Childhood. Journal
of Psychopathology and Behavioral Assessment, 36, 30-42. DOI 10.1007/s10862013-9379-9
Sept 28th
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 5th
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.
Luby, J.L., Belden, A.C., Jackson, J.J. et al. (2015). Early Childhood Depression
and Alterations in the Trajectory of Gray Matter Maturation in Middle Childhood
and Early Adolescence JAMA Psychiatry. doi:10.1001/jamapsychiatry.2015.2356
Published online December 16, 2015.
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 12th
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 19th
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 26th
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
nd
Nov 2
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 9th
Tourette’s and Related Childhood Disorders
DSM-5 Tourette’s section
[Additional required readings to be added]
Nov 16th
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 23rd
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 23rd
Intellectual Disability/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.
Friedman, L.M., Rapport, M.D., Raiker, J.S., Orban, S.A., & Eckrich, S.J. (2016early online release). Reading Comprehension in Boys with ADHD: The
Mediating Roles of Working Memory and Orthographic Conversion. Journal of
Abnormal Child Psychology, 44.
Nov 30th
In-class review and Discussion
Dec 7th
(Friday) Final Exam [scheduled by UCF for 7:00-9:50 a.m.]**we can discuss
whether the class would prefer sitting for the exam on Wednesday at 9:00 a.m. as
an alternative**