Duration
15h Th, 15h Pr
Number of credits
Lecturer
Language(s) of instruction
French language
Organisation and examination
Teaching in the first semester, review in January
Schedule
Units courses prerequisite and corequisite
Prerequisite or corequisite units are presented within each program
Learning unit contents
This course focuses on the child neuropsychological assessment process and on the development of the clinical reasoning underpinning it. It covers the different stages of a neuropsychological assessment: analysing the referral question, gathering developmental and clinical history, formulating hypotheses, conducting a differential diagnosis, planning the assessment, selecting appropriate assessment tools, interpreting and integrating results, and formulating a clinical conclusion.
The course focuses more specifically on methods for assessing intellectual functioning, particularly in infants, young children, and children with language delay. It also addresses the assessment of attention and executive functions, memory abilities, praxis, and visuospatial functions.
Particular attention is paid to adapting the assessment process to the child's age, developmental level, difficulties, living context, and the nature of the referral question.
Learning outcomes of the learning unit
By the end of this learning unit, students will be able to:
- analyse a referral for a neuropsychological assessment and translate it into relevant clinical questions;
- collect and organise the necessary information through developmental and clinical history-taking adapted to the child and their context;
- formulate and prioritise clinical hypotheses as part of a differential diagnosis process;
- plan the assessment according to the child's age, developmental level, difficulties, and the nature of the referral question;
- select and justify the use of relevant tests, questionnaires, and other sources of information;
- administer selected test instructions and become familiar with the standardised administration conditions of the assessment tools covered in the course;
- interpret results by considering normative data and the child's overall profile
- integrate the information collected in order to formulate a coherent, evidence-based, and nuanced clinical conclusion.
Prerequisite knowledge and skills
Prerequisite and co-requisite units are presented within each program
This course supposes having basic knowledge in developmental cognitive psychology.
Planned learning activities and teaching methods
The learning unit combines online theoretical instruction, provided primarily through podcasts, with face-to-face learning activities.
The face-to-face sessions include practical classes and clinical reasoning sessions. Drawing on clinical situations and case studies, these sessions require students to analyse a referral question, formulate hypotheses, plan an assessment, select appropriate tools, interpret results, and develop a clinical conclusion.
Practical exercises, demonstrations, audiovisual materials, and group discussions also allow students to become familiar with the administration and interpretation of selected assessment tools.
This combination of theoretical learning and practical activities is intended to support the application of knowledge to situations closely reflecting clinical practice.
Mode of delivery (face to face, distance learning, hybrid learning)
Blended learning
Further information:
The course is organised according to a blended-learning format combining online activities and face-to-face sessions.
Theoretical content is primarily delivered online, particularly through podcasts available on eCampus. Practical classes and clinical reasoning sessions are held face-to-face.
Students are required to consult the theoretical resources beforehand in order to participate actively in the practical activities and case analyses conducted during the sessions.
Course materials and recommended or required readings
Platform(s) used for course materials:
- eCampus
Further information:
Course materials, podcasts, and resources required for the different learning activities are made available on eCampus, in the area dedicated to the learning unit.
Students are expected to consult these resources according to the schedule provided in order to prepare for the practical classes and clinical reasoning sessions.
Recommended reading:
Noël, M.-P. (2007). Bilan neuropsychologique de l'enfant. Mardaga.
Exam(s) in session
Any session
- In-person
oral exam
- Remote
oral exam
Further information:
Clinical reasoning learning sessions
Attendance at clinical reasoning learning sessions is mandatory. Any unexcused absence from PBL sessions will result in a 2-point penalty from the final grade.
In the event of any absence, students must complete an additional assignment related to the topic discussed during the missed session.
Practical sessions
Attendance at practical sessions is mandatory.
Each unexcused absence will result in a 1-point penalty per absence from the final grade
Work placement(s)
Organisational remarks and main changes to the course
This learning unit is not available to Erasmus students.
Contacts
Prof. L. Rousselle : laurence.rousselle@uliege.be
Assistants :
- Marie Ponthot : marie.ponthot@uliege.be
- Fanny Brévers: fanny.brevers@uliege.be
Association of one or more MOOCs
There is no MOOC associated with this course.
Additional information: