Developmental Disabilities Course Overview

Course Information

• Course Title: Developmental Disabilities
• Course Code: PSYC-3230-01
• Semester: Winter 2025
• Instructor: Dr. Philip W. R. Ricciardi
• Lecture Date: January 6, 2025

Acknowledgement of Land

• The lecture begins by acknowledging the Indigenous peoples who have inhabited the region for thousands of years.
• Agreements between Indigenous Nations and other groups are referenced.
• The instructor expresses a commitment to respecting Indigenous cultures and history.

Announcements

• Each set of lecture slides includes an announcement slide, usually the third slide.
• This slide provides course-related information, such as exam details, reading schedules (from Brightspace), and other relevant information.
• Students should consult this slide before emailing the instructor or teaching assistant (TA) about course-related questions.

Communication

• Email address for contact: [email protected]
• Response time: within 24 hours for inquiries.
• Working hours: 8:30 a.m. to 5:00 p.m., Monday to Thursday.
• No work on Fridays.
• Sessional instructor: Only available on campus for lectures and office hours.
• Emails regarding medical emergencies will be responded to on weekends.
• Emails sent to the GA should copy the instructor for accountability.
• GA response time: at least 24 hours.

Course Description

• The course provides an overview of theory and research related to the biological basis of childhood and adolescent disabilities.
• Topics include neurodevelopmental disorders.
• Previously used terms like "mental retardation" are now replaced by Intellectual Disability.
• Sensory and motor impairments, learning disabilities, and disorders with physical manifestations are included.
• Prerequisite courses: PSYC-2230 or PSYC-2240.

Learning Objectives

• Students will be able to define developmental disabilities and describe key features that distinguish them from other childhood disorders.
• Students will gain an understanding of the major prenatal, perinatal, and postnatal conditions associated with developmental disabilities.
• Students will describe the major features of common developmental disorders and their relationship to the ICF model (International Classification of Functioning, Disability and Health).
• Students will understand key concepts and theories relevant to developmental disabilities.
• Students will apply theoretical and empirical knowledge to identify and describe conditions likely to result in developmental disabilities.

Course Text

• Required textbook: Neurodevelopmental Disorders by Frank E. Vargo, Ed.D. (2015).
• Published by W. W. Norton & Company, Ltd.
• The textbook provides foundational information on neurodevelopmental conditions but is supplemented with in-class lectures, supplemental readings, videos, and case studies.

Additional Readings

• Additional readings are compulsory and posted on Brightspace.
• These readings will be part of the course evaluation for the two exams.
• Specific reading materials are detailed in the syllabus.

Assessments

• Midterm #1: 30%, Monday, February 3
• Midterm #2: 30%, Monday, March 10
• Final Exam: 40%, TBD (April 7-14)
• Alternative assignment (PSYCPOOL): Maximum 3%, Friday, March 4 (last day of class).

Psychology Participant Pool

• Information about a participation pool's YouTube recording is available on the Brightspace platform.
• Registration link for the pool: https://uwindsor.sona-systems.com/

Developmental Disabilities

• The term “developmental disabilities” has implications for misuse.
• It includes conditions of impaired functioning in aspects like physical, learning, language, or behavioral areas that start during the developmental period.
• It's widely recognized that these disabilities affect daily functioning and usually persist throughout a lifetime.
• Causes may be complex and include genetic factors, health conditions during pregnancy or early life, and exposure to toxins.

Neurodevelopmental Disorders

• The conditions are thought to be rooted in brain structure and function.
• Genetic causes and presence from early childhood are key aspects of neurodevelopmental disorders.

DSM-5 Intellectual Disability (319) Specifiers

• The use of specification is beneficial for clinical description.
• Specifiers include age of onset, severity ratings, associations, such as genetic conditions, seizure disorders, or environmental challenges

ICF (International Classification of Functioning, Disability and Health)

• ICF is a framework for understanding disabilities within an individual's context, including environmental factors.

ICD-11

• ICD-11 includes a classification of mental, behavioral, or neurodevelopmental disorders.
• It also references specific sections for neurodevelopmental disorders and disorders of intellectual development.

Types of Neurodevelopmental Disorders

• The course covers several neurodevelopmental disorders that are typically included within this category.
• These include intellectual disabilities, communication and language disorders, learning disorders, autism spectrum disorder, ADHD, nonverbal learning disability, coordination disorders, and others.

Relevant Acts

• The RHPA (Regulated Health Professions Act, 1991) provides a framework aimed at protecting the public interest, accountability, and quality of care within the regulated professions. This framework outlines scope of practice, controlled acts, health regulatory colleges, and regulatory roles for better public protection.

AAIDD Definition

• The AAIDD (American Association on Intellectual and Developmental Disabilities) considers intellectual disability based on a combination of intellectual and adaptive functioning deficits conceptual deficits, social and practical skills, and onset before the age of 18.