PL2D120 - Screening and Assessment of Developmental Disorders 01 Sep 2023 - 31 Aug 2027 | Version 4
Associated Module Information
| Module Code: | PL2D120 | ||
|---|---|---|---|
| Module Title: | Screening and Assessment of Developmental Disorders | ||
| Faculty: | Faculty of Life Sciences and Education | ||
| Faculty Group: | Psychology | ||
| Faculty Sub Group: | Youth and Community | ||
| Module Leader: | Rebecca Ward, | ||
| Module Team: | Sarah-Anne Evans, Alexis Jones, Kirsty Richards, Dan Bowers, Leigh Attwood | ||
| First Intended Intake: | SEP 2018 | Final Year of Intake: | 2023 |
| Date Closed: | |||
| Credit Value: | 40 | Credit Level: | 4 |
| Language: | English | ||
| Percentage of Module Taught in Welsh: | 0 | ||
| Equivalent Module: | |||
| HECOS codes: | 100497 - psychology | ||
| HECOS Code Weighting: | 100 | ||
Document Version Information
| Version | 4 |
|---|---|
| Valid From | 01 Sep 2023 |
| Valid To | 31 Aug 2027 |
Module Aims
To develop students' critical awareness of issues surrounding the screening and assessment of Developmental Disorders
To foster a critical appreciation of policy and practice issues in the assessment process of those with Developmental Disorders
To encourage students to consider contextual effects on development and the impact of these on screening and assessment
Content Summary
Students will be encouraged to take a critical perspective on the way that different Developmental Disorders are screened for and assessed. Additionally students will consider how different agencies and organisations work collaboratively to support the screening and assessment process of children and adults with Developmental Disorders. Further they will begin to critically appraise the effects of wider exceptional circumstances on development and practice. As in Year 1, a range of Developmental Disorders will be considered specifically, Attention Deficit Hyperactivity Disorder (ADHD) Autism Spectrum Conditions (ASC), Developmental Coordination Disorder (DCD), Dyscalculia, Dyslexia and Specific Language Impairment and students will be encouraged to contrast psychological, social policy and educational perspectives on the screening and assessment of these different conditions.
Learning and Teaching Methods
| Activity Type | Hours |
|---|---|
| Practical classes and workshops | 72 |
| Independent Study | 160 |
| Directed Study | 168 |
| Total Hours Selected | 400 |
Learning Outcomes
| # | Learning Outcome |
|---|---|
| LO1 | Critically evaluate the impact of contextual factors on typical and atypical development including how these relate to screening and assessment |
| LO2 | Appraise the effectiveness of existing policy and practice in screening and assessment |
| LO3 | Evaluate the methods used to screen and assess Developmental Disorders in children and adult |
Module Requisites
N/A
Assessment Criteria
| Assessment Category | Assessment Type | Description | Duration | Word Count | Weight (%) | Best of? | Pass Mark |
|---|---|---|---|---|---|---|---|
| Synchronous Online Oral Assessment | Presentation (Synchronous Online) 1 | A presentation of the student's solution to a problem based learning activity related to the assessment of an individual with a developmental disorder. | 15 | N/A | 25 | No | 40 |
| Asynchronous Assessment | Essay 1 | An essay covering key topics in the assessment of individuals with developmental disorders. | 0 | 2000 | 35 | No | 40 |
| Asynchronous Assessment | Case study 1 | An evaluation of a case study describing the assessment of an individual with a developmental disorder. | 0 | 2500 | 40 | No | 40 |
Assessment Matrix
| Assessment Type | Learning Outcomes | ||
|---|---|---|---|
| LO1 | LO2 | LO3 | |
| Presentation (Synchronous Online) 1 | ✔ | ✔ | ✔ |
| Essay 1 | ✔ | ✔ | ✔ |
| Case study 1 | ✔ | ✔ | ✔ |