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Assessment & Treatment of Developmental Disorders - PSY00070H

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  • Department: Psychology
  • Credit value: 20 credits
  • Credit level: H
  • Academic year of delivery: 2024-25
    • See module specification for other years: 2023-24

Module will run

Occurrence Teaching period
A Semester 2 2024-25

Module aims

This module will provide students with an understanding of, and experience in, the selection and use of tests for educational and clinical assessment and diagnosis. It will also provide a framework for planning educationally-appropriate interventions.

There are a multitude of educational and clinical interventions for children with developmental disorders. This module introduces the learner to a range of interventions for common disorders, such as dyslexia, dyscalculia, ADHD and ASD, and teaches the learner to critically appraise the theory and evidence underlying treatments and interventions. The student is encouraged to utilise their existing research and emerging clinical skills to create professional level outputs, such as handouts and remediation plans for parents, teachers and other professionals.

Module learning outcomes

  • Develop a comprehensive knowledge of a range of developmental difficulties commonly seen in children and young people, including those with co-morbid presentations.
  • Systematically explore the use of assessments to better understand a child or young person’s profile of strengths and needs, from global difficulties to more specific challenges.
  • Demonstrate a growing critical awareness and theoretical understanding of the range of psychometric tests, including knowledge of their principles and development.
  • Explore and discuss the strengths and challenges in both assessment and intervention processes within clinical and educational practice.
  • Illustrate developing professional competencies in interpreting assessment findings, producing specialist written reports, and enhancing effective endings of therapy for children and young people and their families.
  • Know how to identify and critically evaluate appropriate educational or clinical interventions for children with developmental disorders from a range of evidence-based approaches.

Module content

  • Assessment (1) Developmental, Psychometric and Psychiatric and the Role of Formulation
  • Treatment (1) Evidence Informed Practice including the role of CBT, Systemic and Psychodynamic Theories
  • General and Specific Learning Disabilities
  • Language Disorders
  • Reading Difficulties, Dyslexia and Dyscalculia
  • Psychometric Test Group Oral Presentations
  • Autism Spectrum Disorder (ASD)
  • Attention Deficit Hyperactivity Disorder (ADHD)
  • Developmental Coordination Disorder (DCD)
  • Assessment (2) Professional Reports and Letter Writing
  • Treatment (2) Managing the Review Process and Endings

Indicative assessment

Task % of module mark
Essay/coursework 50
Essay/coursework 50

Special assessment rules

None

Indicative reassessment

Task % of module mark
Essay/coursework 50
Essay/coursework 50

Module feedback

Marks will be available through e:vision.

Indicative reading

Special Educational Needs and Disabilities in Schools: A critical introduction. Janice Wearmouth. Bloomsbury

Making sense of interventions for children with developmental disorders: a guide for parents and professionals. Caroline Bowen.

Handbook of childhood psychopathology and developmental disabilities treatment. Johnny L Matson

How to enhance the mental health and emotional wellbeing of primary children with SEN. Melanie Forster. LDA Findel Press


The information on this page is indicative of the module that is currently on offer. The University constantly explores ways to enhance and improve its degree programmes and therefore reserves the right to make variations to the content and method of delivery of modules, and to discontinue modules, if such action is reasonably considered to be necessary. In some instances it may be appropriate for the University to notify and consult with affected students about module changes in accordance with the University's policy on the Approval of Modifications to Existing Taught Programmes of Study.