Clp 7136-0002 Child Psychopathology

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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)
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]


eTextbook: Introduction to Abnormal Child and Adolescent Psychology, Second Edition |

ISBN: 9781452225258

  1. 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:

    • 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).

    • 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]

    • 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.

    • ****Email me ( 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.

    • 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 Evidenced-based schematic should look during one of our earlier class meetings.

    • 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:

Date Clinical Disorder
Brittany Sept 21st Oppositional Defiant Disorder (ODD) (1)

Matt Kramer Sept 28th Conduct Disorder (2)

Brandon Oct 5th Major Depression Disorder (3)

John Oct 12th Bipolar Disorder (childhood onset) (4)

Matt Cook Oct 12th Disruptive Mood Dysregulation Disorder (5)

Brittany Oct 19th Separation Anxiety Disorder (6)

Emy Oct 19th Selective Mutism (Social Anxiety Disorder) (7)

Catrina Oct 26th Specific Phobias (8)

John Oct 26th Generalized Anxiety Disorder (GAD) (9)

Matt Cook Nov 2nd Pervasive Developmental Disorders (10)

Catrina Nov 2nd Obsessive Compulsive Disorder (OCD) (11)

Rachel Nov 9th Tourette’s & Related Childhood Disorders (12)

Rachel Nov 9th Reactive Attachment Disorder

Brandon Nov 16th Schizophrenia Spectrum Disorder (13)

Matt Kramer Nov 23rd Elimination Disorders (14)

Emy Nov 23rd 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.

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.1469-7610.2011.02511.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 meta-analytic 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 7th 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). Attention-Deficit/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). Attention-deficit/hyperactivity disorder and scholastic achievement: A model of dual developmental pathways.  Journal of Child Psychology and Psychiatry, 40, 1169-1183.
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 meta-analysis. 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. (2015-early 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/s10862-013-9379-9
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, 309-319.
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, 1459-

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


Developmental Spectrum Disorders

Nov 2nd 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, 1079-

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. (2016-early 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**

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