Child development is highly heterogeneous, and can be characterised by differing developmental trajectories across emotional, social and cognitive domains. Notwithstanding these individual differences, at critical points in development, we as clinicians and academics determine that a child's development may not be in line with chronological age expectations or developmental milestones. At this point we may diagnose one of many neurodevelopmental conditions, and implement a variety of interventions to optimise outcomes.
In this module, we will explore three groups of neurodevelopmental conditions: intellectual disability, specific neurogenetic syndromes, and autism. We will consider how these diagnoses are made, how psychological models inform assessment and intervention, and the efficacy and ethics of such interventions.
The sessions in this module will cover a range of issues, including:
1. Context – history and aetiology. 2. Developmental diversity. 3. Psychological assessment and intervention in intellectual disability and co-occurring conditions (learning theory). 4. Gene-brain-behaviour relationships. 5. Psychological assessment and intervention in neurogenetic syndromes and co-occurring conditions. 6. Autism diagnostic criteria. 7. Psychological assessment and intervention in autism and co-occurring conditions. 8. Ethics and controversies.
Learning Outcomes
By the end of the module students should be able to:
Define intellectual disability, neurogenetic syndromes and autism and describe the main cognitive, behavioural and developmental characteristics.
Describe and critically evaluate the main psychological interventions that are employed to improve clinical outcomes in neurodevelopmental conditions, taking into account differing societal, familial, educational, and political viewpoints.
Develop a critical understanding of behavioural phenotypes and the utility of this concept in neurogenetic syndromes, specifically considering arguments for and against cross-syndrome versus syndrome-directed assessment and intervention.
Apply principles of psychological theories to the aetiology, assessment and interventions for neurodevelopmental conditions and co-occurring conditions, with a view towards evidence-based assessment, practices, and intervention.
Develop skills in clinical formulation of behaviours associated with neurodevelopmental conditions by collating and synthesising primary data from multiple sources and effectively communicating complex behavioural models in written and visual form.
Identify current debates and movements relating to developmental diversity that are emerging in the field adopting a sensitive and critical approach to the evaluation of multiple sources of data and information.
Assessment
39928-01 : Clinical Case Report : Coursework (50%)
39928-02 : Exam : Exam (Centrally Timetabled) - Open Book (50%)
