NEURODEVELOPMENTAL DISORDERS - 2022/3

Module Overview

This module will cover a broad range of different neurodevelopmental disorders. Students will learn about associated behavioural, emotional and cognitive characteristics and related developmental trajectories. The impact on day to day experiences for individuals with neurodevelopmental disorders and their families will also be highlighted.

Module provider

Psychology

Module Leader

MOSS Joanna (Psychology)

Number of Credits: 15

ECTS Credits: 7.5

Framework: FHEQ Level 6

Module cap (Maximum number of students): N/A

Module Availability

Semester 1

Prerequisites / Co-requisites

BSc Psychology Levels 4 and 5 or equivalent

Module content

Indicative content includes:

Introduction to neurodevelopmental disorders

Genetic syndromes associated with intellectual disability  for example: Cornelia de Lange syndrome, Williams syndrome, Down syndrome, Fragile X syndrome, Prader Willi syndrome and Rett syndrome.

Typical and atypical developmental pathways.

Autism spectrum disorder

Attention deficit and hyperactivity disorder

Developmental Coordination Disorder

Research methods

Revision and consolidation

Assessment pattern

Alternative Assessment

Posters can be created and presented individually (30%). Students who take temporary suspension partway through this module may not be able to complete the remaining classes for this module on their return if it is not running in the following academic year. Such students will have the choice to take a replacement module, or, if they have already completed an assessment for the original module, to attend classes from a new optional module within the same stream (area of psychology) and complete an alternative assessment based on this content that meets the learning outcomes of the original module. The specific alternative assessment will be determined on a case-by-case basis.

Assessment Strategy

The assessment strategy is designed to provide students with the opportunity to demonstrate:

1. Knowledge of a range of neurodevelopmental disorders.


2. Insight into the biological and psychological mechanisms underlying the development of a range of neurodevelopmental disorders.


3. Understanding of the wider impact of neurodevelopmental disorders.


4. The ability to critically evaluate different methodological approaches used to study the behavioural and cognitive characteristics associated with neurodevelopmental disorders.


5. Present, summarise and discuss scientific reading on neurodevelopmental disorders.


6. Initiative and ability to conceptualize novel studies on neurodevelopmental disorders.


7. Design and present posters with scientific concepts.

Assessment outcomes 1-5 will be assessed by exam. Outcomes 5-7 will be assessed by poster presentation in week 7.

The summative assessment for this module consists of:

• An online open book exam during the formal exam period (four hour window for completion): students choose one question (70%)


• Poster presentation of a research study designed to evaluate a relevant research topic (for example: autism intervention in Fragile X syndrome, changes with age in Cornelia de Lange syndrome or early onset dementia in Down syndrome). Written feedback will be provided after the poster presentation session. (30%)

Formative assessment and formative feedback will be provided on research questions and study design contributing towards the poster presentation. Students will also receive formative feedback each week during their seminar sessions and will have the opportunity to receive group level written feedback on a lay summary of a research article which they will produce as part of one of their seminars. The module convenor will engage with the SurreyLearn discussion board and respond to queries or issues that arise there.

Module aims

• Provide in depth understanding of the cognitive and behavioural features associated with a range of neurodevelopmental disorders, with a focus on the lived experience of affected individuals and their families.
• Specific aims are: To provide an understanding of the psychological and biological basis of typical and atypical development
• Specific aims are: To develop a knowledge of a range of research methods employed in the field of neurodevelopmental disorder research.
• Specific aims are: To apply knowledge and understanding of a range of neurodevelopmental disorders in the context of the lived experience of affected individuals and their families.
• Specific aims are: To develop research ability through guided practical work designing a research study to address a key research question in the field of neurodevelopmental disorders and presentation of research ideas in the context of a mock academic conference.

Learning outcomes

Methods of Teaching / Learning

The learning and teaching strategy is designed to:

A - Substantiate knowledge on neurodevelopmental disorders

B - Develop a high-level understanding of the behavioural, cognitive and emotional characteristics of a range of neurodevelopmental disorders.

C – Develop an understanding of the impact of neurodevelopmental disorders on everyday life for affected individuals and their families.

D -Develop insight into how neurodevelopmental disorders can be evaluated through different methods of research.

E - Develop skills in critical scientific thinking

F - Develop skills in scientific discourse and communication

 

 

The learning and teaching methods include:

11 x 2-hour lectures/seminars including group discussion of topics, assignment introduction, poster presentation session and revision session.

11 x 1-hour captured content.

Formative assessments to develop an integrated body of knowledge

Problem-based learning activities

Group work activities which support the development of translational skills.

SurreyLearn resources repository including documentaries and links to websites and podcasts.

Critical discussion of research findings.

Guided learning activities on SurreyLearn.

Independent student reading.

Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.

Reading list

https://readinglists.surrey.ac.uk
Upon accessing the reading list, please search for the module using the module code: PSY3103

Programmes this module appears in

Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2022/3 academic year.