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| Last update 18-08-2023 |
HU Credits:
3
Degree/Cycle:
2nd degree (Master)
Responsible Department:
Education
Semester:
2nd Semester
Teaching Languages:
Hebrew
Campus:
Mt. Scopus
Course/Module Coordinator:
Yehuda Pollak
Coordinator Office Hours:
Tuesady 11-12
Teaching Staff:
Prof Yehuda Pollak
Course/Module description:
The course examines clinical and theoretical aspects of attention deficit/hyperactivity disorder (ADHD) and discusses functional impairment and compromised quality of life that are associated with ADHD and learning disabilities.
Course/Module aims:
To recognize the definition, clinical characteristics, and underlying mechanisms of ADHD, as well as the impact on quality of life of the child and her/his family
Learning outcomes - On successful completion of this module, students should be able to:
To identify ADHD characteristics
Critically evaluate different theories of ADHD
To recognize diagnostic and therapeutic tools for ADHD
To identify negative consequences of LDs and ADHD on the quality of life of the child and her/his family
To recognize factors moderating and mediating this link
To examine various conceptualizations regarding the relation between symptoms and functional impairment
To examine means for preventing and treating these consequences
Attendance requirements(%):
100
Teaching arrangement and method of instruction:
Lecture
Course/Module Content:
Phenomenology of ADHD: symptoms, co-morbidities, epidemiology and impact
Underlying genetic, neuroanatomical and neurochemical mechanisms of the disorder
Neuropsycholoigcal explanations of the disorder: "from single core deficits to multiple pathways"
Theoretical and practical issues in the diagnosis and therapy of ADHD
Defining quality of life and related concepts
Consequences of LDs and ADHD
Moderators and mediators
Coping with the negative consequences
Required Reading:
Faraone, S. V., Banaschewski, T., Coghill, D., Zheng, Y., Biederman, J., Bellgrove, M. A., . . . Wang, Y. (2021). The World Federation of ADHD International Consensus Statement: 208 Evidence-based Conclusions about the Disorder. Neurosci Biobehav Rev. https://doi.org/10.1016/j.neubiorev.2021.01.022
Additional Reading Material:
Barkley, R. A. (1997). Behavioral inhibition, sustained attention, and executive functions: constructing a unifying theory of ADHD. Psychol Bull, 121(1), 65-94. https://doi.org/10.1037/0033-2909.121.1.65
Cortese, S., Adamo, N., Mohr-Jensen, C., Hayes, A. J., Bhatti, S., Carucci, S., . . . (EAGG), E. A. G. G. (2017). Comparative efficacy and tolerability of pharmacological interventions for attention-deficit/hyperactivity disorder in children, adolescents and adults: protocol for a systematic review and network meta-analysis. BMJ Open, 7(1), e013967. https://doi.org/10.1136/bmjopen-2016-013967
Gnanavel, S., Sharma, P., Kaushal, P., & Hussain, S. (2019). Attention deficit hyperactivity disorder and comorbidity: A review of literature. World J Clin Cases, 7(17), 2420-2426. https://doi.org/10.12998/wjcc.v7.i17.2420
Hoogman, M., Muetzel, R., Guimaraes, J. P., Shumskaya, E., Mennes, M., Zwiers, M. P., . . . Franke, B. (2019). Brain Imaging of the Cortex in ADHD: A Coordinated Analysis of Large-Scale Clinical and Population-Based Samples. Am J Psychiatry, appiajp201918091033. https://doi.org/10.1176/appi.ajp.2019.18091033
Lawrence, D., Houghton, S., Dawson, V., Sawyer, M., & Carroll, A. (2020). Trajectories of academic achievement for students with attention-deficit/hyperactivity disorder. Br J Educ Psychol, e12392. https://doi.org/10.1111/bjep.12392
Pievsky, M. A., & McGrath, R. E. (2018). The Neurocognitive Profile of Attention-Deficit/Hyperactivity Disorder: A Review of Meta-Analyses. Arch Clin Neuropsychol, 33(2), 143-157. https://doi.org/10.1093/arclin/acx055
Retz, W., Ginsberg, Y., Turner, D., Barra, S., Retz-Junginger, P., Larsson, H., & Asherson, P. (2020). Attention-Deficit/Hyperactivity Disorder (ADHD), antisociality and delinquent behavior over the lifespan. Neurosci Biobehav Rev. https://doi.org/10.1016/j.neubiorev.2020.11.025
Sonuga-Barke, E. J., Sergeant, J. A., Nigg, J., & Willcutt, E. (2008). Executive dysfunction and delay aversion in attention deficit hyperactivity disorder: nosologic and diagnostic implications. Child Adolesc Psychiatr Clin N Am, 17(2), 367-384, ix. https://doi.org/10.1016/j.chc.2007.11.008
Wolraich, M. L., Chan, E., Froehlich, T., Lynch, R. L., Bax, A., Redwine, S. T., . . . Hagan, J. F., Jr. (2019). ADHD Diagnosis and Treatment Guidelines: A Historical Perspective. Pediatrics, 144(4). https://doi.org/10.1542/peds.2019-1682
Grading Scheme :
Written / Oral / Practical Exam 90 %
Submission assignments during the semester: Exercises / Essays / Audits / Reports / Forum / Simulation / others 10 %
Additional information:
N/A
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Students needing academic accommodations based on a disability should contact the Center for Diagnosis and Support of Students with Learning Disabilities, or the Office for Students with Disabilities, as early as possible, to discuss and coordinate accommodations, based on relevant documentation.
For further information, please visit the site of the Dean of Students Office.
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