PSY40930 Neurodevelopmental Disorders

Academic Year 2023/2024

The aim of this module is to provide students with structured and updated information about Neurodevelopmental Disorders, for instance, epilepsy, intellectual disability, Attention-Deficit/Hyperactivity Disorder (ADHD), Developmental Dyslexia, Autism Spectrum Disorder, and Developmental Dyscalculia, among others. Lectures will delve into characteristics, such as epidemiology, core symptoms, diagnosis and comorbidities, potential biomarkers, and brain mechanisms of these neurodevelopmental conditions. The module emphasises the impact of these conditions on childhood development, with a focus on learning and well-being. The seminars should complement the lecture content by targeting Randomised Controlled Trials of psychological, cognitive, or behavioural interventions or experimental studies of innovative interventions (e.g., game-based learning, transcranial brain stimulation) regarding a given condition. The end of term assignment will complete the biopsychosocial perspective by the study of social barriers or social determinants which hamper general well-being (e.g., mental health issues, stigma, socioeconomic status, etc) in children with a given neurodevelopmental condition.

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Curricular information is subject to change

Learning Outcomes:

1) Identify the core characteristics of the most prevalent neurodevelopmental conditions.
2) Critically appraise the research literature on major neurodevelopmental conditions.
3) Understand the impact these neurodevelopmental conditions have on learning and well-being and explore the interventions available to attenuate their impact.

Indicative Module Content:

1- Brain Architecture & module details.
2- Introduction to Neurodevelopmental Disorders & group work
3- Intellectual Disability - Clinical Description*
4- Attention-Deficit/Hyperactivity Disorder (ADHD) - Clinical Description
5- Autism Spectrum Disorder - Clinical Description
6- Seminars related to classes 3, 4 and 5
7- Developmental Dyslexia - Clinical Description
8- Developmental Dyscalculia - Clinical Description
9- Seminars related to classes 7 and 8
10- Ethical Issues in Genomics Research & Wrap up

(*) Clinical Description includes: Definition, Symptoms, Aetiology, Diagnosis, & Treatment
Important: Neurodevelopmental Disorders selected may vary each year according to scientific updates.

Student Effort Hours: 
Student Effort Type Hours
Lectures

30
Specified Learning Activities

80
Autonomous Student Learning

140
Total

250
Approaches to Teaching and Learning:
The module will consist of lectures, student presentations and classroom discussions. Lectures will explore Neurodevelopmental disorders in general and present a clinical description of the most prevalent conditions, including Definition, Symptoms, Aetiology, Diagnosis, & Treatment. Two classes will be used for student presentation of brief seminars focused on interventions to improve learning experiences in these conditions. Five groups of 4/5 students will present one seminar per neurodevelopmental disorder, followed by a classroom discussion. In the last lecture, Ethical issues in Genomics Research will be presented. 
Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 
Assessment Strategy  
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade
Seminar: Students will present a seminar in small groups focused on Learning or Well-being. Each seminar will take 15–20 minutes in length plus 15–20 minutes of debate (weeks 6 and 9) Week 6 n/a Standard conversion grade scale 40% No

50
Essay: The essay must provide cohesive and evidence-based info, addressing social barriers or social determinants which hamper learning experiences or well-being in children with neurodevelopmental disorders Coursework (End of Trimester) n/a Standard conversion grade scale 40% Yes

50

Carry forward of passed components
Yes
 
Resit In Terminal Exam
Autumn No
Please see Student Jargon Buster for more information about remediation types and timing. 
Feedback Strategy/Strategies

• Feedback individually to students, post-assessment

How will my Feedback be Delivered?

As for the seminar, oral feedback will be provided in the classroom. Concerning the end of term assignment, written feedback will be offered. In both contexts, positive aspects and points for improvement will be highlighted. Rubrics will be explained before assessments.

Depending on previous knowledge, students may benefit from textbook consultation to support their learning process. Although a textbook is not required for this module, the UCD Library has an eBook full text online that can facilitate the assimilation of lectures’ content:

Gallagher, A. (2020). Neurocognitive development: Disorders and disabilities. Elsevier. https://go.exlibris.link/lyknPN5W

Introductory readings: Thapar, A., Cooper, M., & Rutter, M. (2017). Neurodevelopmental disorders. The Lancet. Psychiatry, 4(4), 339–346.
https://doi.org/10.1016/S2215-0366(16)30376-5.

Optional readings:
Bermúdez, J. L. (2020). Cognitive Science: An Introduction to the Science of the Mind (3rd ed.). Cambridge: Cambridge University Press.
Banich, M. T., & Compton, R. J. (2023). Cognitive Neuroscience (5th ed.). Cambridge: Cambridge University Press.

Other readings will be indicated prior to each class to support the learning experience.
Students will be expected to critically select the scientific articles for their respective seminars. However, article choice will be guided.
Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
 
Spring
      
Lecture Offering 1 Week(s) - 21, 23, 25, 33 Tues 14:00 - 16:50
Lecture Offering 1 Week(s) - 22, 24, 26 Tues 14:00 - 16:50
Lecture Offering 1 Week(s) - 29, 30, 32 Tues 14:00 - 16:50
Spring