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HU Credits:
2
Degree/Cycle:
2nd degree (Master)
Responsible Department:
Early Childhood
Semester:
2nd Semester
Teaching Languages:
Hebrew
Campus:
Mt. Scopus
Course/Module Coordinator:
Prof. Itai Berger
Coordinator Office Hours:
Teaching Staff:
Prof Itai Berger
Course/Module description:
Updated scientific knowledge regarding ADHD (Attention Deficit Hyperactivity Disorder) &eq; neurobiology, diagnosis, imaging, treatment and understanding the disorder as a model for multidisciplinary team work.
Course/Module aims:
Learning outcomes - On successful completion of this module, students should be able to:
The students will be able to understand, inspect, research and communicate all relevant aspects of ADHD (from diagnosis to treatment) including all aspects of behavioural, educational, social and biological aspects.
The students will be able to explain, research and practice ADHD as a model of multidisciplinary team work.
Attendance requirements(%):
Teaching arrangement and method of instruction:
Course/Module Content:
1. Course Introduction
2. ADHD Neurobiology
3. CNS imaging in ADHD
4. Pre School ADHD
5. ADHD diagnosis
6. Comorbidity and Differential Diagnosis
7.Non Pharmacologic TX in ADHD
8. Pharmaco-Therapy in ADHD
9. ADHD and Psychiatry
10. ADHD and Autism
11. ADHD and Gender
12. ADHD and Toxic stress, Course summary
Required Reading:
1
American Psychiatric Association (2013).
Diagnostic and statistical manual of mental disorders
DSM-5), 5th edn. Washington, DC.
2
https://psychscenehub.com/psychinsights/neurobiology-of-adhd/
3
Castellanos FX1, Proal E. Large-scale brain systems in
ADHD: beyond the prefrontal-striatal model.
Trends Cogn Sci. 2012 Jan;16(1):17-26.
doi: 10.1016/j.tics.2011.11.007.
4 Berger I, Nevo Y. Early developmental cues for diagnosis of attention deficit/hyperactivity disorder in young children.
Dev Disabil Res Rev. 2011;17(2):170-9.
doi: 10.1002/ddrr.1111.
5 Wolraich ML, Hagan JF Jr, Allan C, Chan E, Davison D, Earls M, Evans SW, Flinn SK, Froehlich T, Frost J, Holbrook JR, Lehmann CU, Lessin HR, Okechukwu K, Pierce KL, Winner JD, Zurhellen W; SUBCOMMITTEE ON CHILDREN AND ADOLESCENTS WITH ATTENTION-DEFICIT/HYPERACTIVE DISORDER.
Clinical Practice Guideline for the Diagnosis, Evaluation, and Treatment of Attention-Deficit/Hyperactivity Disorder in Children and Adolescents. Pediatrics. 2019 Oct;144(4). pii: e20192528. doi: 10.1542/peds.2019-2528.
6 Obioha O, Adesman A. Pearls, perils, and pitfalls in the
assessment and treatment of attention-deficit/hyperactivity
disorder in adolescents.
Curr Opin Pediatr. 2014 Feb;26(1):119-29.
doi: 10.1097/MOP.0000000000000053.
7 Will be updated
8
Same as in lecture #5
9 Will be updated
10
Peled J, Cassuto H, Berger I.
Processing speed as a marker to stimulant effect in clinical sample of children with high functioning autism spectrum disorder. Nord J Psychiatry. 2019 Nov 5:1-5. doi: 10.1080/08039488.2019.1686063.
11
Haimov-Kochman R, Berger I. Cognitive functions of regularly cycling women may differ throughout the month, depending on sex hormone status; a possible explanation to conflicting results of studies of ADHD in females. Front Hum Neurosci. 2014 Apr 1;8:191. doi: 10.3389/fnhum.2014.00191. eCollection 2014.
12 https://www.youtube.com/watch?v&eq;rVwFkcOZHJw
Additional Reading Material:
Grading Scheme :
Additional information:
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