Dementias and other Disorders: Neuropsychological Evaluation and Intervention

-Ability to administer, edit and interpret neuropsychological assessment instruments in the field of aging and dementia.
- Ability to write neuropsychological reports and to know the terminology to enable communication with other professionals.
- To understand and manage the main neuropsychological intervention techniques applicable to cognitive disorders associated with aging.
- To learn how to collect, sort and classify neuropsychological data (clinical history, questionnaires, evaluation results, etc.).

1. Characteristics of neuropsychological assessment in aging and dementias.
1.1 Concept, objectives and principles of Neuropsychological Assessment.
1.2 Selection and administration of tests,
2. Neuropsychological assessment tools in dementias and other disorders
2.1. Screening tests, neuropsychological batteries and specific function tests.
3. Interpretation of results and writing of the Neuropsychological Report.
4. Principles of Dementia Neuropsychological Rehabilitation
4.1 Concept, objectives and basic principles of neuropsychological rehabilitation
4.2 Neuropsychological rehabilitation approaches
5. Neuropsychological intervention in dementia and other disorders: objectives, strategies and techniques.

Basic bibliography:
Attix, D.K. & Welsh-Bohmer, K.A. (2006). Geriatric neuropsychology: assessment and intervention. New York: Guildord Press.
Bruna Rabassa, O., Signo Miguel, S. & Molins Sauri, M. (2018). Intervención neuropsicológica en los trastornos neurodegenerativos. Madrid: Síntesis.
Deus Yela, J., Deví Bastida, J & Saínz Pelayo, M.P (2018). Neuropsicología de la enfermedad de Alzheimer. Madrid:Síntesis
Green, J. (2000). Neuropsychological Evaluation of the older adult: clinician´s guidebook. San Diego: Academic Press.
Jurado Luque, M.A., Mataró Serrat, M., Pueyo Benito, R. (2013). Neuropsicología de las enfermedades neurodegenerativas. Madrid: Síntesis

Complementary bibliography:
Bruna Rabbasa, O., Roig Fusté, J. M., Puyuelo Sanclemente, M., Junqué Plaja, C., Ruano Hernández, A. (2011). Rehabilitación Neuropsicológica: Intervención y práctica clínica. Barcelona: Elsevier. (Parte 4, caps. 16 a 23)
Drake, M. A. (2006). Rehabilitación Neuropsicológica en la enfermedad de Alzheimer. En J. C. Arango Laprilla: Rehabilitación Neuropsicológica. México: Manual Moderno.
Gil, R. (2019) Neuropsicología (7ª ed.). Barcelona: Elsevier.
Lezak, M.D., Howieson, D.B y Loring, D.W. (2012). Neuropsychological Assessment. (5ª Ed). New York: Oxford University Press.
Mitrushina, M.N., Boone, K.B., Razani, J. y D’Elia, L.F. (2005) Handbook of normative data for neuropsychological assessment (2ª Ed). New York: Oxford University Press.
Morris, R. G. y Becker, J. T. (2005) Cognitive Neuropsychology of Alzheimer's Disease (2ª Ed). Oxford: Oxford University Press.
Muñoz, JM y Tirapu, J (2001). Rehabilitación neuropsicológica. Madrid: Síntesis.
Peña-Casanova,J., Gramunt Fombuena, N., y Gich Fullá, J. (2004). Test Neuropsicológicos: Fundamentos para una neuropsicología clínica basada en evidencias. Barcelona: Masson.
Peña-Casanova, J., Blesa, R., Aguilar, M., Gramunt-Fombuena, N., Gómez-Ansón, B., Oliva, R., ... & Sol, J. M. (2009). Spanish multicenter normative studies (NEURONORMA project): Methods and sample characteristics. Archives of Clinical Neuropsychology, 24(4), 307-319.
Pérez García, M. (2009). Manual de Neuropsicología Clínica. Madrid: Pirámide.
Ravdin, L. D. & Datzen, H. L. (2012). Handbook on the neuropsychology of aging and dementia. New York: Springer
Smith, G. E., & Bondi, M. W. (2013). Mild Cognitive Impairment and Dementia: Definitions, Diagnosis, and Treatment. Oxford University Press.
Strauss, E, Sherman, E.M.J. y Spreen, O. (2006). A compendium of neuropsychological tests. Administration, norms and comentary (3ª Ed.) New York: Oxord University Press.
Triviño, M., Arnedo, M., Bembibre, J. (coord.) (2021). Neuropsicología a través de casos clínicos. Evaluación y rehabilitación (2ª ed.). Madrid: Médica-Panamericana.
Wilson, B., Winegardner, J., van Heugten, C. & Ownsworth, T. (2017) Neuropsychological Rehabilitation: The International Handbook. London: Taylor and Francis

Specialized journals:
-Aging, Neuropsychology and Cognition:
http://www.tandfonline.com/toc/nanc20/current#.U2d05Ffd6MM
-Neuropsychological Rehabilitation: http://taylorandfrancis.metapress.com
- Neurorehabilitation: http://www.iospress.nl
-Archives of Clinical Neuropsychology: http://acn.oxfordjournals.org/content/by/year
-Clinical Neuropsychologist , The: http://www.tandf.co.uk/journals/titles/13854046.asp
-Journal of Clinical & Experimental Neuropsychology:
http://www.tandf.co.uk/journals/titles/13803395.asp
-Journal of the International Neuropsychological Society:
http://journals.cambridge.org/action/displayJournal?jid=INS
- Revista de Neurología: http://www.revneurol.com

Other resources with interesting information:
- APA División of Clinical Neuropsychology: http://www.div40.org/
- Guidelines for the Evaluation of Dementia and Age-Related Cognitive Decline
http://www.apa.org/practice/dementia.html
-Neuronorma: http://www.neuro-cog.com/neuro-cog/ciencia-y-bibliografia-neurocog/181-…

BASIC AND GENERIC COMPETENCIES:
CG2 - To know in detail the different models of assessment, diagnosis, intervention and treatment in the field of Psychogerontology and
the techniques and procedures derived from them.
CG3 – To plan, develop and oversee the process of psychogerontological assessment in different contexts and fields of action.
CG7 - To identify the ethical implications of their professional performance and meet the ethical obligations of Psychology and other
related professions, showing an ethical and professional commitment to civic, social and global responsibilities.
CB7 – That students can apply their knowledge and ability to solve problems in new or unfamiliar environments within broader (or
multidisciplinary) contexts related to their field of study
CB8 – That students should be able to integrate knowledge and handle complexity of formulating judgments based on information that,
being incomplete or limited, include thoughts on social and ethical responsibilities linked to the application of their knowledge and
judgments
CB9 - That students can communicate their conclusions and the knowledge and rationale underpinning these, to specialized and nonspecialized
audiences in a clear and unambiguous way
TRANSVERSE COMPETENCIES:
CT2 - To show a reasonable critical thinking, intellectual curiosity and capacity for argument about complex problems.
CT4- To develop the capacity for autonomous self-critical work.
CT5- To develop the capacity for teamwork and solving problems in a cooperative way.
SPECIFIC COMPETENCIES
CE2 - Being able to plan and develop an assessment using the most appropriate tools and techniques
CE3 - Being able to interpret the results of an assessment and make a diagnosis on individuals and / or situations evaluated.
CE4 - Learn to prepare reports and communicate the results of evaluations for different purposes and for different audiences
CE5 - Know how to plan and develop intervention programs by selecting the objectives, procedures and the most appropriate instruments,
depending on the nature of the problem and the context.
CE6 - To design and develop specific programs related to the most common psychological and social problems in older people.
CE7 - Learn advise and intervene in the family of the healthy and sick elderly
CE9 - Know the resources and organization of the social care system for the elderly.

The classes, 120 minutes long, consist of sessions for the presentation of the topics included in the program of contents and interactive
sessions, in parallel. For a better follow-up, the student will previously have the support material used in the classroom.
In the interactive sessions, students work through the use and handling of tests and tools from the field of neuropsychology, and the
study of cases. In them, the student will prepare a report on the contents in which they work.
In addition, in order to assess the evolution, degree of acquisition of knowledge and skills acquired by the students in the classes, they
must perform a Tutored Work, integrating the theoretical and practical content.
The class' training activities are complemented with the attendance at tutorials.

The evaluation of the knowledge acquired by the student, both in the theoretical and practical classes, will be made through an exam.
It will also be valued the accomplishment of a supervised work based on: the appropriateness of the proposal in relation to the objectives,
the ability to argue and answer the questions raised, the organization of information, expression and consistency of document
management and precision of scientific language, and the formal quality of the presentation written following the APA guidelines.
In addition, attendance and active participation, through the performance of the proposed tasks, in classes and tutorials will be
considered.
Evaluation criteria:
1 - Examination of the complete theoretical and practical program. Weighting: 50%. .
2- Report of individual works. Weighting: 30%
3- Attendance and active participation in classes and tutorials. Weighting: 20%
*In order for any of the elements on which the evaluation rests to add up to the final grade, a minimum level must be reached in each of
them that represents 35% of the maximum score

The whole Student´s Time of Study and Work to pass the course is 75 hours, distributed as follows:
- Expository Presence classes: 9 hours
- Interactive Presence classes: 12 hours
- Presence Tutorials: 3 hours
- Autonomous Work of the Student: 51 hours

- To attend both the lectures and interactive sessions
- Active participation and engage in sessions, by performing the proposed tasks.
- To complement class notes with the recommended lectures.
- To make questions to solve the doubts
- To attend tutorials.
- To carry out the works and submit them at the specified time.

On exposure of the subject it will be considered that students have formation to degree level on the biological bases of human behaviour, Behavioral and Cognitive Neuroscience, and Neuropsychology. Furthermore, according to a post-degree level, they are familiarized with the psychobiological bases and cognitive changes in normal and pathological aging