9-3 neuropsychology

Textbook: Physiology of Behavior, 

Physiology of Behavior Neil R. Carlson and Melissa A. Birkett Pearson Thirteenth Edition 2021

9-3 Final Project Submission

Submit your case application paper.

Submit your assignment here. Make sure you’ve included all the
required elements by reviewing the guidelines and rubric.

https://learn.snhu.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1679745&type=content&rcode=snhu-3224142

Final Project Guidelines and Rubric.html
PSY 634 Final Project Guidelines and Rubric

Overview

The final project for this course is the creation of a case application paper that includes an in-depth analysis of a selected case study. You will choose an individual such as a known historical figure, a celebrity, a fictional character, or an individual known personally to you (all identifying information must be eliminated from the paper for the last option). The selected individual must be a child or an adolescent with a cognitive disorder or a learning disability. Your analysis should meet the following critical elements:

Describe the psychological aspects of cognitive processes and rationale to support your thinking.

Describe the physiological aspects of cognitive processes and rationale to support your thinking.

Clarify the relationship between psychological and physiological aspects of cognitive processes.

Evaluate the negative effects of psychological and physiological dysfunction on daily functioning.

Analyze the impact of technological advancements in the field of neuropsychology in a well-supported manner.

Provide accurate characteristics of a normal functioning brain.

Provide accurate characteristics of common cognitive dysfunction.

Differentiate between normal brain function and cognitive dysfunction in a well-supported manner.

Provide appropriate neuropsychological methods for diagnosing and treating common cognitive dysfunction.

Adequately assess the role neuroimaging plays in the diagnosis and treatment of common cognitive dysfunction.

Adequately assess the role neuropsychological assessment plays in the diagnosis and treatment of common cognitive dysfunction.

Recommend coping mechanisms for children or adolescents who are at risk or experiencing cognitive issues.

Propose prevention strategies for children or adolescents who are at risk or experiencing cognitive issues.

Incorporate the principles of neuropsychology to recommend coping mechanisms and prevention strategies for children or adolescents who are at risk or experiencing cognitive issues.

The case application paper should be a 10- to 12-page Word document. The final product represents an authentic demonstration of competencies highlighted by the course outcomes because the paper requires students to 1) analyze brain areas associated with a disorder and corresponding behavioral deficits, 2) review existing research and apply the literature to a topic in cognitive neuropsychology, and 3) assess diagnostic techniques, summarize effective treatments, and analyze possible outcomes of those treatments. The project is divided into three milestones, which will be submitted throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules Three, Five, and Seven. The final product will be submitted in Module Nine.

This assessment will assess your mastery with respect to the following course outcomes:

Analyze the relationship between psychological and physiological aspects of cognitive processes

Analyze the impact that recent advancements in technology have had on the field of cognitive neuropsychology

Compare the neuropsychological functions of a normal functioning brain with those of individuals diagnosed with common cognitive dysfunctions

Assess the appropriateness of employing neuropsychological methods in the diagnosis and treatment of common cognitive dysfunctions
Note: Topics should include neuroimaging and neuropsychological assessment

Recommend possible coping mechanisms and prevention strategies for children and adolescents experiencing or who are at risk for common cognitive issues using the principles of cognitive neuropsychology

Prompt

Consider the following questions related to each critical element:

Cognitive Processes

What are some psychological aspects of cognitive processes?

What are some physiological aspects of cognitive processes?

What is the relationship between the psychological and physiological aspects of cognitive processes?

How does both psychological and physiological dysfunction negatively affect daily functioning?

Technological Advancements

How have recent technological advancements impacted the field of cognitive neuropsychology?

Neuropsychological Function

What are the neuropsychological characteristics of a normal functioning brain?

What neuropsychological disruptions occur in an individual diagnosed with the common cognitive dysfunction of the chosen child or adolescent?

What are the differences in the neuropsychological functioning between a normal functioning brain and the neuropsychological functioning of an individual diagnosed with the cognitive dysfunction of the chosen child or adolescent?

Diagnosis and Treatment

What neuropsychological methods would be appropriate in diagnosing and treating a common cognitive dysfunction?

Does neuroimaging play a role in diagnosing and treating common cognitive dysfunction? Explain.

What role does neuropsychological assessment play in diagnosing and treating common cognitive dysfunctions?

Coping Mechanisms and Prevention Strategies

What types of coping mechanisms would you recommend for a child or adolescent experiencing these cognitive issues?

What prevention strategies affect cognitive issues in children or adolescents who may be at elevated risk for developing dysfunction?

What role do the principles of neuropsychology play in developing coping mechanisms and prevention strategies for children and/or adolescents who are at risk or are experiencing these cognitive issues?

Milestones

Milestone One: Topic Submission
In Module Three, you will submit your topic choice for your case application paper. You will submit your case study choice and the reason why you have chosen this individual via the Discussion Topic. This milestone is graded with the Discussion Rubric.

Milestone Two: Annotated Bibliography
In Module Five, you will submit your annotated bibliography. The format should be a Word document listing at least eight resources you will use to support your case study and a paragraph explanation of how each resource will support your case application paper. This milestone is graded with the Milestone Two Rubric.

Milestone Three: Rough Draft
In Module Seven, you will submit a rough draft of your case application paper. The format should be a nearly complete draft of the final product and should be at least 8–10 pages in length. This milestone is graded with the Milestone Three Rubric.

Final Product: Final Project Submission: Case Application Paper
In Module Nine, you will submit your case application paper. It should be a complete, polished artifact containing all of the main elements of the final product. It should reflect the incorporation of feedback gained throughout the course. This milestone will be graded using the Final Product Rubric (below).

What to Submit

Written components of the project must follow these formatting guidelines when applicable: double spacing, 12-point Times New Roman font, 1-inch margins, and discipline-appropriate citations. Page length requirement: 10–12 pages, not including cover page and resources.

Final Project Rubric

Criteria
Exemplary (100%)
Proficient (90%)
Needs Improvement (70%)
Not Evident (0%)
Value

Cognitive Processes: Psychological Aspects
Meets “Proficient” criteria and the psychological aspects are supported using relevant examples
Describes psychological aspects of cognitive processes and provides rationale to support thinking
Describes the psychological aspects of cognitive processes, but the description lacks detail
The psychological aspects of cognitive processes are not evident
4.5

Cognitive Processes: Physiological Aspects
Meets “Proficient” criteria and the physiological aspects are supported using relevant examples
Describes physiological aspects of cognitive processes and provides rationale to support thinking
Describes the physiological aspects of cognitive processes, but the description lacks detail
The physiological aspects of cognitive processes are not evident
4.5

Cognitive Processes: Relationship
Meets “Proficient” criteria and uses appropriate scholarly resources for substantiation
Clarifies the relationship between psychological and physiological aspects of cognitive processes
Clarifies the relationship between psychological and physiological aspects of cognitive processes, but the relationship is loosely identified
The relationship between psychological and physiological aspects of cognitive processes is not evident
4.5

Cognitive Processes: Negative Effects on Daily Functioning
Meets “Proficient” criteria and includes insightful examples validated by research
Evaluates the negative effects of psychological and physiological dysfunction on daily functioning
Evaluates the negative effect of psychological and physiological dysfunction on daily functioning, but the evaluation is lacking in detail and/or accuracy
The negative effect of psychological and physiological dysfunction on daily functioning is not evident
4.5

Technological Advancements: Technological Impact
Meets “Proficient” criteria and uses relevant resource examples
Analyzes the impact of technological advancements in the field of neuropsychology in a well-supported manner
Analyzes the impact of technological advancements in the field of neuropsychology, but the analysis lacks breadth and depth
Does not analyze the impact of technological advancements in the field of neuropsychology
18

Neuropsychological Function: Characteristics of a Normal Functioning Brain
Meets “Proficient” criteria and substantiates ideas using scholarly resources
Provides accurate characteristics of a normal, functioning brain
Provides characteristics of a normal, functioning brain, but characteristics lack detail and/or accuracy
The characteristics of a normal functioning brain are not evident
6

Neuropsychological Function: Characteristics of Common Cognitive Dysfunction
Meets “Proficient” criteria and substantiates ideas using scholarly resources
Provides accurate characteristics of common cognitive dysfunction
Provides characteristics of common cognitive dysfunction, but the characteristics lack detail and/or accuracy
The characteristics of common cognitive dysfunction are not evident
6

Neuropsychological Function: Differences Between Normal Brain Function and Cognitive Dysfunction
Meets “Proficient” criteria and uses relevant research examples
Differentiates between normal brain function and cognitive dysfunction in a well-supported manner
Differentiates between normal brain function and cognitive dysfunction, but the differentiation lacks detail and/or is not substantiated
The differentiation between normal brain function and cognitive dysfunction is not evident
6

Diagnosis and Treatment: Neuropsychological Methods
Meets “Proficient” criteria and supports methods with scholarly research
Provides appropriate neuropsychological methods for diagnosing and treating common cognitive dysfunction
Provides neuropsychological methods for diagnosing and treating common cognitive dysfunction, but the methods are not solidly identified
The neuropsychological methods for diagnosing and treating common cognitive dysfunction are not evident
6

Diagnosis and Treatment: Neuroimaging
Meets “Proficient” criteria and includes insightful examples validated by research
Adequately assesses the role neuroimaging plays in diagnosis and treatment of common cognitive dysfunction
Minimally assesses the role of neuroimaging on diagnosis and treatment of common cognitive dysfunction
Does not assess the role of neuroimaging on the diagnosis and treatment of common cognitive dysfunction
6

Diagnosis and Treatment: Neuropsychological Assessment
Meets “Proficient” criteria and includes insightful examples validated by research
Adequately assesses the role neuropsychological assessment plays in diagnosis and treatment of common cognitive dysfunction
Minimally assesses the role that neuropsychological assessment plays on diagnosis and treatment of common cognitive dysfunction
Does not assess the role that neuropsychological assessment plays on diagnosis and treatment of common cognitive dysfunction
6

Coping Mechanisms and Prevention Strategies: Coping Mechanisms
Meets “Proficient” criteria and includes an explicit explanation of the rationale behind the recommended coping mechanism
Recommends coping mechanisms for children and/or adolescents who are at risk or experiencing cognitive issues
Recommends coping mechanisms for children and/or adolescents that are loosely aligned with the cognitive issue
Coping mechanisms for children and/or adolescents who are at risk or experiencing cognitive issues are not evident
6

Coping Mechanisms and Prevention Strategies: Prevention Strategies
Meets “Proficient” criteria and includes an explicit explanation of the rationale behind the recommended coping mechanism
Proposes prevention strategies for children and/or adolescents who are at risk or experiencing cognitive issues
Proposes prevention strategies for children and/or adolescents who are at risk or experiencing cognitive issues, but the strategies lack detail and/or are inappropriately aligned to the cognitive issue
Prevention strategies for children and/or adolescents who are at risk or experiencing cognitive issues are not evident
6

Coping Mechanisms and Prevention Strategies: Principles of Neuropsychology
Meets “Proficient” criteria and uses appropriate research for substantiation
Incorporates the principles of neuropsychology to recommend coping mechanisms and prevention strategies for children and/or adolescents who are at risk or experiencing cognitive issues
Incorporates the principles of neuropsychology to recommend coping mechanisms and prevention strategies for children and/or adolescents who are at risk or experiencing cognitive issues, but the recommendations are minimal
The principles of neuropsychology to recommend coping mechanisms and prevention strategies for children and/or adolescents who are at risk or experiencing cognitive issues are not evident
6

Articulation of Response
Submission is free of errors related to citations, grammar, spelling, syntax, and organization and is presented in a professional and easy-to-read format
Submission has no major errors related to citations, grammar, spelling, syntax, or organization
Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas
Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas
10

Total:
100%

2

3-1 Cognitive Neuropsychology

Student’s Name

Institution Affiliation

Date

3-1 Cognitive Neuropsychology

For my final course in Cognitive Neuropsychology, I intend to focus on the condition of dyslexia in children. Dyslexia is an explicit learning disability with difficulties resulting significantly from reading and language processing, even though the person may have average or above-average intelligence. Such malfunction includes problems of accurate and/or fluent word recognition, spelling, and decoding (Carlson, & Birkett, 2021).  Studying dyslexia is of key importance to get insight into the cognitive and neurological processes underlying reading difficulties. I try to explain what dyslexia is, how it acts in changing the brain’s ability to process written language, its impact on school achievement, and how different interventions designed for children who have the disorder work.

In the following discussion, I will review the cognitive and neurological underpinnings of dyslexia regarding its effects on brain functions concerned with reading processes and language processing. The review will further assess the effect of dyslexia on the learning process, self-esteem, and social relations in children. Evidence-based educational strategies and therapeutic interventions shall also be reviewed that assist children with dyslexia in improving their reading and writing skills.

In order to generalize this discussion, I will consider questions such as how other cognitive disorders compare with dyslexia in consequence for learning and development, what alternative perspectives or additional interventions may prove most useful for children with dyslexia, and in what ways the impact of dyslexia on academic performance and social development might differ across other educational settings or cultural contexts.

References

Carlson, N. R., & Birkett, M. A. (2021). 
Physiology of behavior. Pearson Higher Ed.

5

5-3 Final Project Milestone Two: Annotated Bibliography

Student Name

Institutional Affiliation

Professor Name

Course Title

Due Date

Annotated Bibliography

Dyslexia is a learning disability whereby a child has a weak reading ability accompanied by a language processing deficit that is not related to low IQ, and this hinders the child in his or her educational endeavors as well as social interactions. Its cognitive and neurological basis must be comprehensively elucidated if requisite interdisciplinary therapies are to be found. This last paper is supported by an annotated bibliography that includes important sources of information about the neurological structure of dyslexia, its effects on learning, and ways of helping children with this learning disability.

Two valuable articles by Shaywitz and Shaywitz dated 2020, provide an extensive description of dyslexia, generalized based on the cognition and neurology of the disorder that results in reading difficulties. Today they talk about the phonological model, which defines the disorder in terms of phonological processing problems. This resource has to be useful for my project since it offers an initial understanding of the presence of dyslexia and its impact on specific brain functions tied to reading.

(Gabrieli, 2016), explores how education and cognitive neuroscience complement each other in explaining dyslexia. The article also describes research papers that depict the neural differences in dyslexic persons through brain imaging techniques. This resource will be useful in explaining the neurological features of dyslexia and the implications for developing educational approaches.

 (Peterson and Pennington, 2015), discuss the developmental path of the condition with a focus on genetic and environmental causes of the disorder. They also reflect on its effects on students’ performance particularly in their academic endeavors in the long run. This is a very relevant source for my work since it provides detailed information on the development of dyslexia and its effects on children’s learning process and achievement.

(Snowling and Hulme, 2012) describe various intervention strategies to enhance language and maths in dyslexic children, and call for early identification of the children for effective instructional support. I will need this resource to talk about the best practices that may help us reduce the consequences of dyslexia in education-related interventions to be implemented in my project.

(Lyon, Shaywitz, and Shaywitz, 2003) describe dyslexia and its defining characteristics, which include phonological awareness, decoding, and spelling. This source will be quite useful in my project as it will define dyslexia, as well as describe how it affects children’s learning processes when it comes to written language.

 (Dyslexia Ramus, 2014) examines the part played by the parietal cortex in phonological processing and reading deficits comprising how impairments in this area of the brain affect the process of phonological processing and reading. This resource will be useful for the neurological analysis section of my project as it will give information about the brain areas most impacted by dyslexia.

The body of research on dyslexia is reviewed (Vellutino, 2004), and the authors present several critical findings regarding its cognitive, neurological, and educational profiles. Connecting to the proposed undertaking, this source is going to apply its strengths by offering historical background and a general preview of major discoveries made in the sphere of dyslexia identification, which will be useful to set a context for the subsequent reflection upon how the knowledge of this disorder has been developing.

(Nicolson and Fawcett, 2005) suggest that the impairment in timing and motor control traced in dyslexic patients may be attributed to cerebellar damage. What this article offers is a different view on the neurological basis of WD, where the authors concentrate on the role of the cerebellum instead of often referenced cortical regions. It will also help me with my project as I will be able to discuss how different neurological models can be used when one is designing interventions targeted at enhancing the motor skill development of kids with dyslexia.

References

Shaywitz, S. E., & Shaywitz, B. A. (2020). Dyslexia and Reading Disability: Overview and Current Issues. The Oxford Handbook of Reading. Oxford University Press.

Gabrieli, J. D. E. (2016). Dyslexia: A New Synergy between Education and Cognitive Neuroscience. Science, 352(6293), 118-122.

Peterson, R. L., & Pennington, B. F. (2015). Developmental Dyslexia. The Lancet, 379(9830), 1997-2007.

Snowling, M. J., & Hulme, C. (2012). Interventions for Children’s Language and Literacy Difficulties. International Journal of Language & Communication Disorders, 47(1), 27-34

Lyon, G. R., Shaywitz, S. E., & Shaywitz, B. A. (2003). A Definition of Dyslexia. Annals of Dyslexia, 53(1), 1-14.

Ramus, F. (2014). Neuroimaging and Dyslexia: The Role of the Parietal Cortex. The Neuroscientist, 20(5), 440-451.

Vellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, D. M. (2004). Specific Reading Disability (Dyslexia): What Have We Learned in the Past Four Decades? Journal of Child Psychology and Psychiatry, 45(1), 2-40.

Nicolson, R. I., & Fawcett, A. J. (2005). Development of Dyslexia: The Role of the Cerebellum. Dyslexia, 11(2), 77-98.

2

7-2 Final Project Milestone Three

Student’s Name

Institution Affiliation

Date

7-2 Final Project Milestone Three

Introduction

Dyslexia is a specific learning disability that includes problems with the skills that are part of reading, spelling, and writing. It is a neurodevelopmental disorder and is considered one of the most prevalent, affecting about 5-10% of the general population, although its extent may vary. Generally, persons with dyslexia possess average or above-average intelligence, but they do have serious problems with the processing of written language. These difficulties are not the result of any lack of motivation or educational opportunity; rather, they result from differences in how the brain processes language, particularly how sounds and letters are connected(Lyon, Shaywitz, & Shaywitz,2003).

Dyslexia, from a cognitive neuropsychological point of view, is a disorder that interferes with the normal development of language-related cognitive functions. More specifically, the problems dyslexic individuals have with phonological processing relate to the breakdown of the sounds of speech, phonemes and manipulation, and subsequently associating these phonemes with written symbols or graphemes. Such impairment can lead to problems in decoding words, a necessary skill for reading fluently. Dyslexia also influences automaticity in that it makes it difficult for a person to read at a good, easy pace; hence, labored strategies are often resorted to for the recognition and processing of words.

Neuroscientific research on dyslexia has revealed significant variations in the structure and functioning of the brain in dyslectics as compared to no dyslectics. Functional brain imaging has revealed that, in dyslexics, there is a tendency toward under-activation of the left hemisphere, especially the regions most implicated in word recognition, such as the occipitotemporal cortex, and phonological analysis. Overactivation may be observed for some dyslexics in compensatory parts of the right hemisphere as the brains try to adapt to such deficits.

Dyslexia has conventionally been categorized into two broad types: phonological dyslexia and surface dyslexia. In the former, there is impairment in the awareness and manipulation of phonemes, while in the latter, it is in whole-word recognition and irregular spelling patterns. Sometimes, dyslexia may co-occur with other cognitive disorders, such as attention-deficit/hyperactivity disorder, which complicates diagnosis and treatment even further.

Since dyslexia involves conditions wherein early identification and intervention are critically needed, there is a lifetime of educationally, socially, and psychically debilitating consequences if the problems in reading are not addressed. However, with appropriate support, including phonics-based instruction and multisensory learning techniques, accommodations including extra time on tests, individuals with dyslexia can learn to read and succeed academically.

Overall, the cognitive neuropsychology of dyslexia offers some very important insights into the relations of brain functioning, cognition, and language. Knowledge of the neurological and cognitive bases underpinning dyslexia is, on the one hand, a means to devise effective interventions that enhance reading ability and support afflicted individuals in overcoming the difficulties associated with the disorder.

1. Cognitive Processes
Psychological and Physiological Aspects of Dyslexia

Dyslexia emanates from both the psychological and physiological features of cognitive processing. In this view, the psychological features include difficulties in phonological processing, memory, and attention. Children with dyslexia often have difficulties in phonological awareness-the ability to identify and manipulate the sounds in words. This deficiency impacts further on their decoding skills and, consequently, affects reading comprehension. Moreover, a deficit in the capacity of working memory is a very frequent feature among dyslexic children that limits their ability to sustain and manipulate verbal information for reading and writing purposes.
Physiologically, it has been discovered that dyslexia is associated with abnormal functioning of the brain in language-processing areas(Shaywitz, & Shaywitz, 2020).Studies using fMRI have been able to show a global decrease in activity, particularly in the left hemisphere, especially in the inferior frontal gyrus, superior temporal gyrus, and the occipital-temporal area. These regions are implicated in phonological processing, word recognition, and the visual representation of letters and words. Dyslexia has also been related to disrupted connectivity between these regions, which in turn leads to reading and language impairments.

The Relationship Between Psychological and Physiological Aspects

Dyslexia, therefore, involves interlinked causes: both psychological and physiological. For instance, the phonological processing deficits seen in dyslexic persons form of psychological deficit represent the result of reduced activity in those parts of the brain responsible for phonological awareness and language processing-that is, for physiological reasons. In the same vein, deficits in working memory have been attributed to underactivity in brain areas that include the prefrontal cortex, implicated in executive functioning and maintenance of information. Understanding how these interact with the psychological and physiological factors is essential in formulating appropriate remedial approaches.

Other physiological constituents of dyslexia have also been suggested through research findings. For example, DTI studies have suggested that individuals with dyslexia also show atypical white matter development in those brain areas which are very critical to reading and phonological processes(Peterson, & Pennington, 2015). This white matter anomaly may impact the speed and accuracy at which the different brain regions communicate with one another to achieve proper reading. Further, this reinforces the relationship between cognitive impairments and their related structure. These findings facilitate the concept that dyslexia is a neurological-based learning disability whose influence extends beyond the simple challenges of reading and writing.

2. Impacts on Everyday Life

Dyslexia has a profound negative effect on day-to-day functioning, especially regarding academic and social matters. Children with dyslexia will struggle with reading comprehension, writing, and spelling in school; hence, the reason for poor performance and lower self-esteem. This mostly leads to frustration and evasion of reading-related tasks, therefore hindering academic growth. The emotional consequences of dyslexia may further lead to anxiety and depression if the condition goes undiagnosed or not well-treated.

Socially, children with dyslexia might feel inferior or embarrassed, more so if put side by side with their peers. The frustration of the learning difficulties may turn into behavioural problems, social withdrawal, or bullying, thus affecting further self-esteem and social relations. Certainly, early identification and supportive environments that emphasize a child’s strengths play a significant role in diminishing the emotional and social toll of dyslexia.

The impact of dyslexia can last longer than one’s childhood years. For example, a teenager who has dyslexia but has never received any treatment might find himself struggling to keep up in high school or college, where reading and writing are crucial for success in nearly every course taken. This will affect his professional prospects and generally reduce his options later on in life. Early intervention is crucial in avoiding potential long-term effects.

3. Technological Advances in Neuropsychology

Dyslexia is today more comprehended, diagnosed, and treated as a result of the technological advances in the field of neuropsychology. Neuroimaging technology, such as fMRI and PET, enters the brain and can show active parts, which allows various researchers and clinicians to pinpoint abnormalities in brain function. These technologies provide a much better understanding of the neural pathways and brain regions in dyslexia, thus enabling valuable insight into how the human brain processes languages and reading tasks(Nicolson, & Fawcett, 2005).

Other significant innovations involve specially designed computer-based interventions aimed at improving reading and language abilities in children with dyslexia. Programs such as Fast ForWord, Lexia Reading, and Read 180 have, at their foundation, principles of neuroplasticity that strengthen the neural pathways involved in phonological processing and reading fluency. Each one of these tools offers customized training adapted to the child’s particular needs for learning. Furthermore, progress in eye-tracking techniques has enabled us to underline certain visual processing deficiencies in dyslexic children; this allows more specific treatments against the lack of abilities in visual word recognition.

4. Diagnosis and Treatment
Techniques of Neuropsychological Diagnosis

Accurate diagnosis is an important determinant of dyslexia treatment. Neuropsychological assessment typically involves a set of tests targeted to evaluate phonological processing, reading fluency, working memory, and language comprehension. Standardized tests include the Comprehensive Test of Phonological Processing (CTOPP) and the Woodcock-Johnson IV Tests of Achievement(Snowling, & Hulme, 2012). These assessments would help in ascertaining specific deficits in reading and language skills that can be targeted by intervention. Besides these examinations, neuroimaging techniques give insight into brain functions and connectivity in dyslexia diagnosis. fMRI could outline abnormal activity of the left hemisphere, especially in portions associated with language processing, thereby providing objective evidence for dysfunction in dyslexia.
Newer approaches, including the realm of genetic testing, in diagnosing dyslexia also share the limelight. Studies have established that dyslexia generally exhibits a tendency to run in the family, and certain genetic markers could help in better understanding the disorder. It is not a mainstream method for diagnosing dyslexia, but research may spring surprises in uncovering its genetic causes.

Treatment Options

Treatment primarily involves dyslexia education combined with therapy. Evidence-based interventions include the Orton-Gillingham and Wilson Reading System, both of which emphasize multisensory instruction-engaging multiple senses in a reinforcing manner for reading skills: visual, auditory, and kinesthetic. Both programs are specifically designed to enhance phonological awareness, decoding, and reading fluency through structured and repetitive practice(Gabrieli, 2016).

Besides educational interventions, speech and language therapy will also help a child with dyslexia build better language-processing skills. The speech therapist works with the child on phonemic awareness, improving his vocabulary, and sentence structure important components in both reading comprehension and writing.
Some other behavioral therapies, such as cognitive-behavioral therapy, or CBT, are implemented to cope with dyslexia’s emotional and social repercussions. It allows children to enhance their self-esteem, decrease anxiety problems that may have also resulted from having a learning problem, and enable constructive coping behaviour.

Neuropsychological Testing for Treatment

Neuropsychological assessments show the progress of children with dyslexia and the changes that may be made to adjust to their needs. It is through frequent assessment that clinicians and educators can monitor the level of improvement in phonological processing and reading fluency skills to ensure the intervention does not become ineffective. Furthermore, such assessments can be used to determine the presence of any comorbidities, such as ADHD or anxiety, which might need support. Moreover, psychosocial support is considered necessary as many people suffering from dyslexia view it as a stigma.

5. Coping Mechanisms and Prevention Strategies
Mechanisms for Coping by Children with Dyslexia

Children with dyslexia may use many coping strategies to grapple with these academic and social challenges. First-line strategies would be accommodations at school: extended time on tests, audiobooks, access to assistive technology like text-to-speech software-that is, and ways a child can be allowed to work in a nontimed environment that reduces frustration during reading and writing tasks(Vellutino, Fletcher, Snowling, & Scanlon, 2004).

In addition to accommodations, children with dyslexia can become self-advocates who learn how to ask for help when they need it and take ownership of their learning. Teaching children to understand their learning differences and communicate those needs to teachers and peers can enhance their confidence and reduce feelings of isolation(Ramus, 2014). Parents and educators can further help children with dyslexia by creating a positive learning environment that promotes effort rather than perfection. Frequent praise of the effort and overall process rather than grades enables children to adopt a growth mindset and be resilient regarding academic failure.
Prevention Strategies

Early identification and intervention are the best ways to minimize the impact that dyslexia will have on the child’s academic and social development. Screening tools, such as the Predictive Assessment of Reading (PAR), have identified preschool and kindergarten children who might be at risk for dyslexia. Early intervention should prevent the emergence of more severe reading difficulties evident during later grades if targets are made on phonological awareness and language skills.

Along with early intervention, teacher training is the linchpin for effective prevention. Teachers who are trained in recognizing early signs of dyslexia and implementing evidence-based reading instruction can facilitate significantly better outcomes for children at risk of dyslexia.

Conclusion

Dyslexia is a complex learning disability that has far-reaching impacts on the cognitive, academic, and social development of a child. Further understanding of the psychological and physiological processes in dyslexia, combined with rapid development in technology, has opened more ways toward diagnosis and therapy. Certain interventions, coping mechanisms, and strategies for early prevention allow children with dyslexia to overcome reading and language difficulties, to be successful at school, and thus to develop a positive self-concept. It is also hoped that with further investigation into the field of neuropsychology, these children will be aided to their fullest extent.

References

Shaywitz, S. E., & Shaywitz, B. A. (2020). Dyslexia and Reading Disability: Overview and Current Issues. The Oxford Handbook of Reading. Oxford University Press.

Gabrieli, J. D. E. (2016). Dyslexia: A New Synergy between Education and Cognitive Neuroscience. Science, 352(6293), 118-122.

Peterson, R. L., & Pennington, B. F. (2015). Developmental Dyslexia. The Lancet, 379(9830), 1997-2007.

Snowling, M. J., & Hulme, C. (2012). Interventions for Children’s Language and Literacy Difficulties. International Journal of Language & Communication Disorders, 47(1), 27-34

Lyon, G. R., Shaywitz, S. E., & Shaywitz, B. A. (2003). A Definition of Dyslexia. Annals of Dyslexia, 53(1), 1-14.

Ramus, F. (2014). Neuroimaging and Dyslexia: The Role of the Parietal Cortex. The Neuroscientist, 20(5), 440-451.

Vellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, D. M. (2004). Specific Reading Disability (Dyslexia): What Have We Learned in the Past Four Decades? Journal of Child Psychology and Psychiatry, 45(1), 2-40.

Nicolson, R. I., & Fawcett, A. J. (2005). Development of Dyslexia: The Role of the Cerebellum. Dyslexia, 11(2), 77-98.

Discussion Rubric: Graduate
Activity: 3-1 Discussion: Final Project Milestone One: Topic Submission

Course: PSY-634-10852-M01 Cognitive Neuropsychology 2024 D-3 (Jul – Oct)

Name: Sule Umit

Critical Elements Exemplary Proficient Needs Improvement Not Evident Criterion Score

Comprehension 20 / 20

Criterion Feedback

Good work providing a thoughtful discussion of your final paper topic.

Timeliness 10 / 10

2

0 points

Develops an initial

post with an

organized, clear point

of

view or idea using

rich and significant

detail

18 points

Develops an initial

post with a point of

view or idea using

appropriate detail

14 points

Develops an initial

post with a point of

view or idea but with

some gaps in

organization and

detail

0 points

Does not develop an

initial post with an

organized point of

view or idea

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N/A

This level is not

applicable for

grading of this

criterion.

10 points

Submits initial post

on time

7 points

Submits initial post

one day late

0 points

Submits initial post

two or more days late

Critical Elements Exemplary Proficient Needs Improvement Not Evident Criterion Score

Criterion Feedback

Good work posting by due dates.

Engagement 20 / 20

Criterion Feedback

Good work providing reply posts.

Critical Thinking 30 / 30

Criterion Feedback

Good work providing support from references.

20 points

Provides relevant and

meaningful response

posts with clarifying

explanation and

detail

18 points

Provides relevant

response posts with

some explanation and

detail

14 points

Provides somewhat

relevant response

posts with some

explanation and

detail

0 points

Provides response

posts that are generic

with little explanation

or detail

30 points

Draws insightful

conclusions

that are

thoroughly defended

with evidence and

examples

27 points

Draws informed

conclusions that are

justified with

evidence

21 points

Draws logical

conclusions

0 points

Does not draw logical

conclusions

Total 100 / 100

Overall Score

Critical Elements Exemplary Proficient Needs Improvement Not Evident Criterion Score

Writing (Mechanics) 20 / 20

Criterion Feedback

Well-written overall.

20 points

Initial post and

responses are easily

understood, clear,

and concise using

proper citation

methods where

applicable with no

errors in

citations

18 points

Initial post and

responses are easily

understood using

proper citation

methods where

applicable with few

errors in citations

14 points

Initial post and

responses are

understandable using

proper citation

methods where

applicable with a

number of errors in

citations

0 points

Initial post and

responses are not

understandable and

do not use proper

citation methods

where applicable

Exemplary

Instructors should not modify this

row (it will automate from the

scores above). This score

represents the average evaluation

across all rubric criteria.

Proficient

Instructors should not modify this

row (it will automate from the

scores above). This score

represents the average evaluation

across all rubric criteria.

Needs Improvement

Instructors should not modify this

row (it will automate from the

scores above). This score

represents the average evaluation

across all rubric criteria.

Not Evident

Instructors should not modify this

row (it will automate from the

scores above). This score

represents the average evaluation

across all rubric criteria.

PSY 634 Milestone Two: Annotated Bibliography Guidelines and Rubric
Activity: 5-3 Final Project Milestone Two: Annotated Bibliography

Course: PSY-634-10852-M01 Cognitive Neuropsychology 2024 D-3 (Jul – Oct)

Name: Sule Umit

Critical Elements Exemplary Proficient Needs Improvement Not Evident Criterion Score

Annotation:

Conclusion

18 / 20

Criterion Feedback

Good work overall in this area just keep expanding your discussion.

Annotation:

Disorder/Disability

Information

18 / 20

Criterion Feedback

Good work overall in this area just keep expanding your discussion.

2

0 points

Meets “Proficient”

criteria and includes

clear and relevant

details in support of

the conclusions

18 points

Provides the main

conclusions of each

resource

14 points

Provides the main

conclusion, but it is

incomplete and

missing

important

information

0 points

Annotation does not

provide the main

conclusions of each

resource

20 points

Meets “Proficient”

criteria and provides

details to connect the

resources to the case

application

paper

18 points

Provides information

about the chosen

disorder/disability

14 points

Provides the chosen

disorder/disability,

but it is incomplete or

missing important

information

0 points

Annotation does not

provide information

about the chosen

disorder/disability

Critical Elements Exemplary Proficient Needs Improvement Not Evident Criterion Score

Annotation:

Treatment Options

18 / 20

Criterion Feedback

Good work overall in this area just keep expanding your discussion.

Annotation:

Usefulness

18 / 20

Criterion Feedback

Good work overall in this area just keep expanding your discussion.

20 points

Meets “Proficient”

criteria and includes

treatment options

supported through

research

18 points

Provides possible

treatment options

14 points

Provides treatment

options for the

disorder/disability,

but they are

incomplete or missing

important

information

0 points

Annotation does not

provide possible

treatment options

20 points

Meets “Proficient”

criteria and includes

specific details about

how the resource will

be

useful for the final

paper

18 points

Explains why the

resource will be

useful for the final

paper

14 points

Explains usefulness,

but the explanation is

incomplete or missing

important

information

0 points

Annotation does not

explain why the

resource will be

useful for the final

paper

Total 90 / 100

Overall Score

Critical Elements Exemplary Proficient Needs Improvement Not Evident Criterion Score

Articulation of

Response

18 / 20

Criterion Feedback

Keep working on APA style.

20 points

Submission is free of

errors related to

citations, grammar,

spelling, syntax, and

is presented in a

professional and

easy-to-read format

18 points

Submission has no

major errors related

to citations,

grammar, spelling, or

syntax

14 points

Submission has major

errors related to

citations, grammar,

spelling, or syntax

that negatively

impact readability

and articulation of

main

ideas

0 points

Submission has

critical errors related

to citations, grammar,

spelling, or syntax

that prevent

understanding of

ideas

Exemplary

Instructors should not modify this

row (it will automate from the

scores above). This score

represents the average evaluation

across all rubric criteria.

Proficient

Instructors should not modify this

row (it will automate from the

scores above). This score

represents the average evaluation

across all rubric criteria.

Needs Improvement

Instructors should not modify this

row (it will automate from the

scores above). This score

represents the average evaluation

across all rubric criteria.

Not Evident

Instructors should not modify this

row (it will automate from the

scores above). This score

represents the average evaluation

across all rubric criteria.

PSY 634 Milestone Three: Rough Draft Guidelines and Rubric
Activity: 7-2 Final Project Milestone Three: Rough Draft

Course: PSY-634-10852-M01 Cognitive Neuropsychology 2024 D-3 (Jul – Oct)

Name: Sule Umit

Critical Elements Exemplary Proficient Needs Improvement Not Evident Criterion Score

Cognitive

Processes:

Psychological and

Physiological

Aspects

10 / 10

Criterion Feedback

Good work providing a thoughtful discussion overall of this section with support from references.

1

0 points

Meets “Proficient”

criteria and supports

the

psychological and

physiological aspects

using relevant

examples

9 points

Describes

psychological and

physiological aspects

of

cognitive

processes and

provides a rationale

to support thinking

7 points

Describes the

psychological and

physiological aspects

of cognitive

processes, but the

description lacks

detail

0 points

The psychological

and

physiological

aspects of cognitive

processes are not

evident

Critical Elements Exemplary Proficient Needs Improvement Not Evident Criterion Score

Cognitive

Processes:

Relationship

10 / 10

Criterion Feedback

Good work providing a thoughtful discussion overall of this section with support from references.

Cognitive

Processes:

Negative Effects on

Daily Functioning

9 / 10

Criterion Feedback

Make a separate section with heading for this section to match the rubric here and expand on both discussions.

10 points

Meets “Proficient”

criteria and uses

appropriate scholarly

resources for

substantiation

9 points

Clarifies the

relationship

between

psychological and

physiological aspects

of cognitive

processes

7 points

Clarifies the

relationship between

psychological and

physiological aspects

of cognitive

processes, but the

relationship is loosely

identified

0 points

The relationship

between

psychological and

physiological aspects

of cognitive

processes is not

evident

10 points

Meets “Proficient”

criteria and includes

insightful examples

validated by research

9 points

Evaluates the

negative effects of

psychological and

physiological

dysfunction on daily

functioning

7 points

Evaluates the

negative effect of

psychological and

physiological

dysfunction on daily

functioning, but the

evaluation lacks detail

or accuracy

0 points

The negative effect

of psychological and

physiological

dysfunction on daily

functioning is not

evident

Critical Elements Exemplary Proficient Needs Improvement Not Evident Criterion Score

Technological

Advancements:

Technological

Impact

13.5 / 15

Criterion Feedback

Expand here for final paper.

Diagnosis and

Treatment:

Neuropsychological

Methods

15 / 15

Criterion Feedback

Good work providing a thoughtful discussion overall of this section with support from references.

15 points

Meets “Proficient”

criteria and uses

relevant resource

examples

13.5 points

Analyzes the impact

of

technological

advancements in the

field of

neuropsychology in a

well-supported

manner

10.5 points

Analyzes the impact

of technological

advancements in the

field of

neuropsychology, but

the analysis lacks

breadth and depth

0 points

Does not analyze the

impact of

technological

advancements in the

field of

neuropsychology

15 points

Meets “Proficient”

criteria and supports

methods with

scholarly research

13.5 points

Provides appropriate

neuropsychological

methods for

diagnosing and

treating common

cognitive

dysfunctions

10.5 points

Provides

neuropsychological

methods for

diagnosing and

treating common

cognitive

dysfunction, but the

methods are not

solidly identified

0 points

The

neuropsychological

methods for

diagnosing and

treating common

cognitive dysfunction

are

not evident

Critical Elements Exemplary Proficient Needs Improvement Not Evident Criterion Score

Diagnosis and

Treatment:

Neuropsychological

Assessment

13.5 / 15

Criterion Feedback

Make a separate section with heading for this section to match the rubric here and expand on both discussions.

Coping

Mechanisms and

Prevention

Strategies: Coping

Mechanisms

15 / 15

Criterion Feedback

Good discussion overall but be sure to expand and include references throughout this section for your final paper.

15 points

Meets “Proficient”

criteria and includes

insightful examples

validated by research

13.5 points

Adequately assesses

the role

neuropsychological

assessment plays in

diagnosing and

treating common

cognitive dysfunction

10.5 points

Minimally assesses

the

role that

neuropsychological

assessment plays in

diagnosing and

treating common

cognitive dysfunction

0 points

Does not assess the

role that

neuropsychological

assessment plays in

diagnosing and

treating common

cognitive dysfunction

15 points

Meets “Proficient”

criteria and includes

an explicit

explanation of the

rationale behind the

recommended coping

mechanism

13.5 points

Recommends coping

mechanisms for

children or

adolescents who are

at risk or

experiencing

cognitive issues

10.5 points

Recommends coping

mechanisms for

children or

adolescents that are

loosely aligned with

the cognitive issue

0 points

Coping mechanisms

for children or

adolescents who are

at risk or

experiencing

cognitive issues are

not evident

Total 93 / 100

Overall Score

Critical Elements Exemplary Proficient Needs Improvement Not Evident Criterion Score

Articulation of

Response

7 / 10

Criterion Feedback

APA style changes needed.

10 points

Submission is free of

errors related to

citations, grammar,

spelling, and syntax

and is presented in a

professional and

easy-to-read format

9 points

Submission has no

major errors related

to citations, grammar,

spelling, or syntax

7 points

Submission has major

errors related to

citations, grammar,

spelling, or syntax

that negatively

impact readability

and articulation of

main

ideas

0 points

Submission has

critical errors related

to citations, grammar,

spelling, or syntax

that prevent

understanding of

ideas

Exemplary

Instructors should not modify this

row (it will automate from the

scores above). This score

represents the average evaluation

across all rubric criteria.

Proficient

Instructors should not modify this

row (it will automate from the

scores above). This score

represents the average evaluation

across all rubric criteria.

Needs Improvement

Instructors should not modify this

row (it will automate from the

scores above). This score

represents the average evaluation

across all rubric criteria.

Not Evident

Instructors should not modify this

row (it will automate from the

scores above). This score

represents the average evaluation

across all rubric criteria.