Developmental Disorders in Childhood and Adolescence

Recommended Prerequisites

Biology and Genetics; Developmental Psychology I and II; Psychopathology I and II; Neuropsychology; Psychological Assessment I and II; Special Educational Needs;

Teaching Methods

Lectures supported by audiovisual aids, case studies, training with assessment and intervention material; analysis and interpretation of assessment protocols, development of intervention programs.

Learning Outcomes

- Understand the diversity of different types of developmental problems in childhood and adolescence.

- Characterize specific developmental disorders in terms of symptoms, causes and prevalence.

- Know characteristics specific of developmental disorders from a life-span perspective.

- Participate in the screening and identification processes.

- Have access to assessment instruments oriented towards intervention purposes.

- Select and implement intervention and rehabilitation methods, including home and school based methods.

- Identify intervention methods adjusted to individual and contextual specificities.

Work Placement(s)

No

Syllabus

Module I - Intellectual Disabilities: Definition, identification, and classification. Etiological factors. Characterization of specific syndromes (Down Syndrome, Fragile X Syndrome, Williams Syndrome...). Family centered early intervention. Design of individualized educational programs. Teaching principles and methods. Transition from school to post-school life.

Module II - Autistic Spectrum Disorders: The autistic spectrum concept. Autistic Disorder and Asperger Syndrome. Identification. Etiological factors. Psychoeducational assessment. Intervention models. Specific educational strategies.

Module III - Attention Deficit and Hiperactivity Disorder: Definitions and characterization. Explicative models. Psychological assessment. Family and school intervention.

Module IV - Cerebral Palsies: Definition, classifications, and etiologies. Characterization. Psychological assessment. Intervention and rehabilitation strategies.

Head Lecturer(s)

Maria Cristina Petrucci Almeida Albuquerque

Assessment Methods

Assessment
Students may opt between a periodic assessment or a final assessment. The classification of the periodic assessment in this curricular unit corresponds to the average, rounded to one decimal place, of the sum of the exam grade (45%; Type A), of a periodic assessment test (25%; Type A - test) and of practical works presented and discussed in class (30%; Type C). : 100.0%

Bibliography

Barkley, A. R. (2006). Attention-Deficit Hyperactivity Disorder: A handbook for diagnosis and treatment (3^rd ed.). New York: Guilford Press.

Benson, J. B. & Haith, M. M. (Eds.) (2009). Diseases and disorders in infancy and early childhood. Amsterdam: Academic Press.

Brock, S. E., Jimerson, S. R., & Hansen, R. L. (2006). Identifying, assessing, and treating autism at school. New York: Springer.

Carr, A., Reilly, G. O’, Noonan Walsh, P., & McEvoy, J. (Eds.) (2007). The handbook of intellectual disability and clinical psychology practice. London: Routledge.

Lopes, J. A. (2004). A Hiperactividade. Coimbra: Quarteto.

Volkmar, F. R., & Wiesner, L. A. (2009). A practical guide to autism. What every parent, family member, and teacher needs to know. New Jersey: John Wiley & Sons.