In-depth knowledge of Neuropsychology Research and its multiple implications, in a comprehensive program created to propel you to another professional level"

The work in neuropsychology is complex. It covers a broad spectrum of intervention that requires the professional to have very specific training in the various branches of brain development. This discipline, deeply linked to neurology and the physiological study of the brain, is affected by the changes that the evolution of knowledge in this scientific branch achieves. For professionals, this means an intense challenge of continuous updating that allows them to be at the forefront in terms of approach, intervention and monitoring of the cases that may arise in their practice. 

Throughout this course, the student will cover all the latest approaches in the field of neuropsychological research, from the basic starting points to the application of conclusions and the delivery of novel interventions. With a fundamentally practical approach, this Professional Master's Degree will allow you to develop your own project during the course, becoming an opportunity not only for study but also for experience acquisition. 

A high-level step that will become a route to improvement, not only on a professional level but also on a personal level. This challenge is one that TECH Global University takes on as a social commitment: to help prepare highly qualified professionals and develop their personal, social and professional skills throughout the course of their studies. 

Not only will the student be taken through the theoretical knowledge offered, but they will also be shown another way of studying and learning, one that is more organic, simpler and more efficient.
We will work to keep you motivated and to foster a passion for learning. We will encorauge you to think and develop critical thinking. 

An educational program created for professionals who aspire for excellence, and that will enable you to acquire new skills and strategies easily and effectively"

This Professional master’s degree in Neuropsychology Research contains the most complete and up-to-date educational program on the market. The most important features include:

• The latest technology in online teaching software
• A highly visual teaching system, supported by graphic and schematic contents that are easy to assimilate and understand
• Practical cases presented by practising experts
• State-of-the-art interactive video systems
• Teaching supported by telepractice
• Continuous updating and recycling systems
• Autonomous learning: full compatibility with other occupations
• Practical exercises for self-evaluation and learning verification
• Support groups and educational synergies: questions to the expert, debate and knowledge forums
• Communication with the teacher and individual reflection work
• Content that is accessible from any fixed or portable device with an Internet connection
• Supplementary documentation databases are permanently available, even after the program

A deep and comprehensive dive into strategies and approaches in Neuropsychology Research"

Our teaching staff is made up of working professionals. In this way TECH can provide the up-to-date professional development we are aiming for. A multidisciplinary team of trained and experienced physicians from different settings, who will cover the theoretical knowledge in an efficient manner, but above all, will put the practical knowledge derived from their own experience at the service of the program: one of the distinctive qualities of this Professional Master's Degree. 

This mastery of this subject is complemented by the effectiveness of the methodological design of this Professional master’s degree. Developed by a multidisciplinary team of e-Learning experts, it integrates the latest advances in educational technology. Students will be able to study with a range of convenient and versatile multimedia tools that will give them the operability they need while studying. 

The design of this program is based on Problem-Based Learning: an approach that views learning as a highly practical process. To achieve this remotely, telepractice will be used: with the help of an innovative system of interactive videos, and Learning From an Expert you will be able to acquire the knowledge as if you were facing the case you are learning at that moment. A concept that will allow students to integrate and memorize what they have learn in a more realistic and permanent way. 

Human sensory systems studied from the neuropsychologist's point of view, with focus on intervention and improvement"

The processes and developments of comprehensive Neuropsychology Research in an intensive and effective course"

The syllabus has been designed by a team of the best professionals in the field of Neuropsychology Research who are at the top of the most renowned and prestigious lists in the sector. They have more than 20 years wide-ranging experience, combining medical expertise with research work in different forums. 

Through comprehensive but very well compartmentalized professional development, you will be able to access the most advanced insights into Neuropsychology Research available”

Module 1. Basis of Neurosciences

1.1. The Nervous System and Neurons

1.1.1. Introduction
1.1.2. Developments and Latest Approaches

1.2. Basic Anatomy of Learning-Related Structures

1.2.1. Physiology of Learning

1.3. Psychological Processes Related to Learning

1.3.1. Emotions and Learning
1.3.2. Emotional Approaches

1.4. The Main Brain Structures Related to Motor Skills

1.4.1. Brain and Motor Development
1.4.2. Laterality and Development

1.5. The Plastic Brain and Neuroplasticity

1.5.1. Definition of Plasticity
1.5.2. Neuroplasticity and Education

1.6. Epigenetics

1.6.1. Definition and Origins

1.7. Effects of the Environment on Brain Development

1.7.1. Current Theories
1.7.2. The Influence of the Environment on Child Development

1.8. Changes in the Infant's Brain

1.8.1. Brain Development in Infancy
1.8.2. Features

1.9. Evolution of the Adolescent Brain

1.9.1. Brain Development in Adolescence
1.9.2. Features

1.10. The Adult Brain

1.10.1. Characteristics of the Adult Brain
1.10.2. The Adult Brain and Learning

Module 2. Neuroeducation

2.1. Introduction to Neuroeducation
2.2. Main Neuromyths
2.3. Attention
2.4. Emotion
2.5. Motivation
2.6. The Learning Process
2.7. Memory
2.8. Stimulation and Early Interventions
2.9. Importance of Creativity in Neuroeducation
2.10. Methodologies that allow the Transformation of Education in Neuroeducation

Module 3. Memory Processes, Skills and TICS

3.1. Conceptual Bases of Memory

3.1.1. Introduction and Objectives
3.1.2. Concept and Definition of Memory
3.1.3. Basic Processes of Memory
3.1.4. Initial Research on Memory
3.1.5. Classification of Memory
3.1.6. Memory During Development
3.1.7. General Strategies to Stimulate Memory
3.1.8. Bibliographical References

3.2. Sensory Memory

3.2.1. Introduction and Objectives
3.2.2. Concept and Definition
3.2.3. Neurobiological Foundations of Sensory Memory
3.2.4. Assessing Sensory Memory
3.2.5. Intervention in Educational Contexts of Sensory Memory
3.2.6. Family Activities for Students From Three to Five Years of Age
3.2.7. Sensory Memory Intervention Case Study
3.2.8. Bibliographical References

3.3. Short-Term Memory

3.3.1. Introduction and Objectives
3.3.2. Concept and Definition of Short-Term Memory and Working Memory
3.3.3. Neurobiological Bases of Short-Term and Working Memory
3.3.4. Assessment of Short-Term and Working Memory
3.3.5. Intervention in Educational Contexts of Short-Term Memory
3.3.6. Family Activities for Students From Six to Eleven Years of Age
3.3.7. Working Memory Intervention Case Study
3.3.8. Bibliographical References

3.4. Long-Term Memory

3.4.1. Introduction and Objectives
3.4.2. Concept and Definition
3.4.3. Neurobiological Bases of Long-Term Memory
3.4.4. Assessment of Long-Term Memory
3.4.5. Intervention in Educational Contexts of Long-Term Memory
3.4.6. Family Activities for Students From Twelve to Eighteen Years of Age
3.4.7. Long-Term Memory Intervention Case Study

3.5. Memory Disorders

3.5.1. Introduction and Objectives
3.5.2. Memory and Emotion
3.5.3. Forgetfulness Theories of Forgetfulness
3.5.4. Memory Distortions
3.5.5. Memory Alterations: Amnesias
3.5.6. Childhood Amnesia
3.5.7. Other Types of Memory Alteration
3.5.8. Programs to Improve Memory
3.5.9. Technological Programs to Improve Memory
3.5.10. Bibliographical References

3.6. Thinking Skills

3.6.1. Introduction and Objectives
3.6.2. Developing Thinking from Childhood to the Adult Age
3.6.3. Basic Thought Processes
3.6.4. Thinking Skills
3.6.5. Critical Thinking
3.6.6. Characteristics of Digital Natives
3.6.7. Bibliographical References

3.7. Neurobiology of Thinking

3.7.1. Introduction and Objectives
3.7.2. Neurobiological Foundations of Thinking
3.7.3. Cognitive distortions
3.7.4. Neuropsychological Assessment Instruments
3.7.5. Bibliographical References

3.8. Cognitive Intervention

3.8.1. Introduction and Objectives
3.8.2. Learning Strategies
3.8.3. Cognitive Stimulation Techniques in Educational Contexts
3.8.4. Methods for Studying at Home
3.8.5. Cognitive Stimulation Activities in the Family Environment
3.8.6. Learning Strategy Intervention Case Study
3.8.7. Bibliographical References

3.9. Cognitive Thought Theories

3.9.1. Introduction and Objectives
3.9.2. Significant Learning Theory
3.9.3. Information Processing Theory
3.9.4. Genetic Theory: Constructivism
3.9.5. Sociocultural Theory: Socioconstructivism
3.9.6. Theory of Connectivism
3.9.7. Metacognition: Learning to Think
3.9.8. Programs for the Acquisition of Thinking Skills
3.9.9. Technological Programs for the Improvement of Thinking Skills
3.9.10. Thinking Skill Intervention Case Study
3.9.11. Bibliographical References

Module 4. Visual and Auditory Functionality for Reading, Language, Languages and Learning

4.1. Vision: Functioning and Neuropsychological Bases

4.1.1. Introduction
4.1.2. Development of the Visual System at Birth
4.1.3. Risk Factors
4.1.4. Development of Other Sensory Systems During Infancy
4.1.5. Influence of Vision on the Visuomotor System and its Development
4.1.6. Normal and Binocular Vision
4.1.7. Anatomy of Human Eyes
4.1.8. Eye Functions
4.1.9. Other Functions
4.1.10. Visual Pathways to the Cerebral Cortex
4.1.11. Elements that Favor Visual Perception
4.1.12. Vision Diseases and Alterations
4.1.13. Most Common Eye Disorders or Diseases: Classroom Interventions
4.1.14. Computer Vision Syndrome (CVS)
4.1.15. Attitudinal Observation of the Student
4.1.16. Summary
4.1.17. Bibliographical References

4.2. Visual Perception, Assessment and Intervention Programs

4.2.1. Introduction
4.2.2. Human Development: Development of the Sensory Systems
4.2.3. Sensory Perception
4.2.4. Neurodevelopment
4.2.5. Description of the Perceptual Process
4.2.6. Color Perception
4.2.7. Perception and Visual Skills
4.2.8. Evaluation of Visual Perception
4.2.9. Intervention for the Improvement of Visual Perception
4.2.10. Summary
4.2.11. Bibliographical References

4.3. Tracking Eye Movements

4.3.1. Introduction
4.3.2. Eye Movements
4.3.3. Tracking Eye Movements
4.3.4. Ocular Motility Recording and Assessment
4.3.5. Ocular Motility-Related Disorders
4.3.6. The Visual System and Reading
4.3.7. Development of Skills in Learning to Read
4.3.8. Improvement and Training Programs and Activities
4.3.9. Summary
4.3.10. Bibliographical References

4.4. Saccadic Movements and Their Implication in Reading

4.4.1. Introduction
4.4.2. Models of the Reading Process
4.4.3. Saccadic Movements and Their Relation to Reading
4.4.4. How Saccadic Movements are Assessed
4.4.5. The Reading Process at the Visual Level
4.4.6. Visual Memory in the Reading Process
4.4.7. Investigations to Study the Relationship Between Visual Memory and Reading
4.4.8. Reading Difficulties
4.4.9. Specialized Teachers
4.4.10 Social Educators
4.4.11. Summary
4.4.12 Bibliographical References

4.5. Visual Accommodation and its Relation to Posture in the Classroom

4.5.1. Introduction
4.5.2. Mechanisms that Allow for Accommodation or Focus
4.5.3. How is Visual Accommodation Assessed?
4.5.4. Body Posture in the Classroom
4.5.5. Visual Accommodation Training Programs
4.5.6. Aids for Visually Impaired Students
4.5.7. Summary
4.5.8. Bibliographical References

4.6. Structure and Function of the Ear

4.6.1. Introduction
4.6.2. The World of Sound
4.6.3. Sound and its Propagation
4.6.4. The Auditory Receptors
4.6.5. Ear Structure
4.6.6. Development of the Hearing System at Birth
4.6.7. Development of Sensory Systems during Infancy
4.6.8. Influence of the Ear on Balance Development
4.6.9. Ear Diseases
4.6.10 Summary
4.6.11. Bibliographical References

4.7. Auditory Perception

4.7.1. Introduction
4.7.2. Guidelines for Detecting Auditory Perception Problems
4.7.3. The Perceptive Process
4.7.4. Role of the Auditory Pathways in Perceptual Processes
4.7.5. Children with Impaired Auditory Perception
4.7.6. Evaluation Tests
4.7.7. Summary
4.7.8. Bibliographical References

4.8. Evaluation of Hearing and its Alterations

4.8.1. Introduction
4.8.2. Evaluation of the External Auditory Canal
4.8.3. Otoscopy
4.8.4. Air Audiometry
4.8.5. Bone Conduction Hearing
4.8.6. Curve of the Pain Threshold
4.8.7. Tone Audiometry, Vocal Audiometry and Acoustic Audiometry
4.8.8. Hearing Impairment: Degrees and Types of Hearing Loss
4.8.9. Causes of Hearing Loss
4.8.10. Psychobiological Aspects of Hearing Impairment
4.8.11. Summary
4.8.12. Bibliographical References

4.9. Hearing and Learning Development

4.9.1. Introduction
4.9.2. Development of the Human Ear
4.9.3. Programs, Activities and Games for Auditory Development in Children
4.9.4. Berard Method
4.9.5. Tomatis Method
4.9.6. Visual and Hearing Health
4.9.7. Adaptations of Curricular Elements
4.9.8. Summary
4.9.9. Bibliographical References

4.10. Vision and Hearing Processes Involved in Reading

4.10.1. Introduction
4.10.2. Tracking Eye Movements
4.10.3. The Visual System and Reading
4.10.4. Dyslexia
4.10.5. Color-Based Therapies for Dyslexia
4.10.6. Visual Impairment Aids
4.10.7. Summary
4.10.8. Bibliographical References

4.11. Relationship Between Vision and Hearing in Language

4.11.1. Introduction
4.11.2. Relationship Between Vision and Hearing
4.11.3. Verbal, Auditory and Visual Information Processing
4.11.4. Intervention Programs for Hearing Disorders
4.11.5. Guidelines for Teachers
4.11.6. Summary
4.11.7. Bibliographical References

Module 5. Neurolinguistic Processes, Difficulties and Intervention Programs

5.1. Neurobiological Basis Involved in Language

5.1.1. Introduction
5.1.2. Language Definitions
5.1.3. Historical Background
5.1.4. Summary
5.1.5. Bibliographical References

5.2. Language Development

5.2.1. Introduction
5.2.2. Appearance of Language
5.2.3. Acquisition of Language
5.2.4. Summary
5.2.5. Bibliographical References

5.3. Neuropsychological Approaches to Language

5.3.1. Introduction
5.3.2. Brain Processes of Language
5.3.3. Brain Areas Involved
5.3.4. Neurolinguistic processes
5.3.5. Brain Centers Involved in Comprehension
5.3.6. Summary
5.3.7. Bibliographical References

5.4. Neuropsychology of Language Comprehension

5.4.1. Introduction
5.4.2. Brain Areas Involved in Comprehension
5.4.3. Sounds
5.4.4. Syntactic Structures for Linguistic Comprehension
5.4.5. Semantic Processes and Meaningful Learning
5.4.6. Reading Comprehension
5.4.7. Summary
5.4.8. Bibliographical References

5.5. Communication Through Language

5.5.1. Introduction
5.5.2. Language as a Tool for Communication
5.5.3. Evolution of Language
5.5.4. Social Communication
5.5.5. Summary
5.5.6. Bibliographical References

5.6. Language Disorders

5.6.1. Introduction
5.6.2. Speech and Language Disorders
5.6.3. Professionals Involved in the Treatment
5.6.4. Classroom Implications
5.6.5. Summary
5.6.6. Bibliographical References

5.7. Aphasia

5.7.1. Introduction
5.7.2. Types of Aphasia
5.7.3. Diagnosis
5.7.4. Assessment
5.7.5. Summary
5.7.6. Bibliographical References

5.8. Language Stimulation

5.8.1. Introduction
5.8.2. Importance of Language Stimulation
5.8.3. Phonetic-Phonological Stimulation
5.8.4. Lexicosemantic Stimulation
5.8.5. Morphosyntactic Stimulation
5.8.6. Pragmatic Stimulation
5.8.7. Summary
5.8.8. Bibliographical References

5.9. Reading and Writing Disorders

5.9.1. Introduction
5.9.2. Delayed Reading
5.9.3. Dyslexia
5.9.4. Dysorthographia
5.9.5. Dysgraphia
5.9.6. Treatment of Reading and Writing Disorders
5.9.7. Summary
5.9.8. Bibliographical References

5.10. Evaluation and Diagnosis of Language Difficulties

5.10.1. Introduction
5.10.2. Language Evaluation
5.10.3. Language Assessment Procedures
5.10.4. Psychological Tests for Assessing Language
5.10.5. Summary
5.10.6. Bibliographical References

5.11. Intervention in Language Disorders

5.11.1. Introduction
5.11.2. Implementation of Improvement Programs
5.11.3. Improvement Programs
5.11.4. Improvement Programs Using New Technologies
5.11.5. Summary
5.11.6. Bibliographical References

5.12. Incidence of Language Difficulties on Academic Performance

5.12.1. Introduction
5.12.2. Linguistic Processes
5.12.3. Incidence of Language Disorders
5.12.4. Relationship Between Hearing and Language
5.12.5. Summary
5.12.6. Bibliographical References

5.13. Guidance for Parents and Teachers

5.13.1. Introduction
5.13.2. Language Stimulation
5.13.3. Reading Stimulation
5.13.4. Summary
5.13.5. Bibliographical References

Module 6. Multiple Intelligences, Creativity, Talent and Higher Abilities

6.1. Theory of Multiple Intelligences

6.1.1. Introduction
6.1.2. Background
6.1.3. Conceptualization
6.1.4. Validation
6.1.5. Premises and Basic Principles of Theories
6.1.6. Neuropsychological and Cognitive Science
6.1.7. Classification of the Theories of Multiple Intelligences
6.1.8. Summary
6.1.9. Bibliographical References

6.2. Types of Multiple Intelligences

6.2.1. Introduction
6.2.2. Types of Intelligence
6.2.3. Summary
6.2.4. Bibliographical References

6.3. Assessment of Multiple Intelligences

6.3.1. Introduction
6.3.2. Background
6.3.3. Types of Assessments
6.3.4. Aspects to Consider in the Assessment
6.3.5. Summary
6.3.6. Bibliographical References

6.4. Creativity

6.4.1. Introduction
6.4.2. Concepts and Theories of Creativity
6.4.3. Approaches to the Study of Creativity
6.4.4. Characteristics of Creative Thinking
6.4.5. Types of Creativity
6 4.6. Summary
6.4.7. Bibliographical References

6.5. Neuropsychological Basis of Creativity

6.5.1. Introduction
6.5.2. Background
6.5.3. Characteristics of Creative People
6.5.4. Creative Products
6.5.5. Neuropsychological Bases of Creativity
6.5.6. Influence of the Environment and Context on Creativity
6.5.7. Summary
6.5.8. Bibliographical References

6.6. Creativity in the Educational Context

6.6.1. Introduction
6.6.2. Creativity in the Classroom
6.6.3. Stages of the Creative Process
6.6.4. How to Work on Creativity?
6.6.5. Connection Between Creativity and Thinking
6.6.6. Modification in the Educational Context
6.6.7. Summary
6.6.8. Bibliographical References 

6.7. Methodologies for Developing Creativity

6.7.1. Introduction
6.7.2. Programs for Developing Creativity
6.7.3. Projects for Developing Creativity
6.7.4. Promoting Creativity in the Family Context
6.7.5. Summary
6.7.6. Bibliographical References

6.8. Creativity Assessment and Guidance

6.8.1. Introduction
6.8.2. Considerations on Assessment
6.8.3. Evaluation Tests
6.8.4. Subjective Assessment Tests
6.8.5. Guidance on Assessment
6.8.6. Summary
6.8.7. Bibliographical References

6.9. High Capacities and Talents

6.9.1. Introduction
6.9.2. Relationship Between Giftedness and High Capacities
6.9.3. Connection Between Heredity and Environment
6.9.4. Neuropsychological Foundation
6.9.5. Models of Giftedness
6.9.6. Summary
6.9.7. Bibliographical References

6.10. Identification and Diagnosis of High Capacities

6.10.1. Introduction
6.10.2. Main Characteristics
6.10.3. How to Identify High Capacities?
6.10.4. Role the Involved Agents
6.10.5. Assessment Tests and Instruments
6.10.6. Intervention Programs
6.10.7. Summary
6.10.8. Bibliographical References

6.11. Problems and Difficulties

6.11.1. Introduction
6.11.2. Problems and Difficulties in the School Environment
6.11.3. Myths and Beliefs
6.11.4. Desynchronies
6.11.5. Differential Diagnosis
6.11.6. Differences Between Genders
6.11.7. Educational Needs
6.11.8. Summary
6.11.9. Bibliographical References

6.12. Connection Between Multiple Intelligences, High Capacities, Talent and Creativity

6.12.1. Introduction
6.12.2. Connection Between Multiple Intelligences and Creativity
6.12.3. Connection Between Multiple Intelligences, High Capacities and Talents
6.12.4. Differences Between Talent and High Capacities
6.12.5. Creativity, High Capacities and Talent
6.12.6. Summary
6.12.7. Bibliographical References

6.13. Guiding and Developing Multiple Intelligences

6.13.1. Introduction
6.13.2. Advising Teachers
6.13.3. Multidimensional Student Development
6.13.4. Curricular Enrichment
6.13.5. Strategies at Different Educational Levels
6.13.6. Summary
6.13.7. Bibliographical References

6.14. Creativity for Problem-Solving

6.14.1. Introduction
6.14.2. Models of the Creative Process for Problem Solving
6.14.3. Creative Project Development
6.14.4. Summary
6.14.5. Bibliographical References

6.15. Educational Process and Family Support

6.15.1. Introduction
6.15.2. Guidelines for Teachers
6.15.3. Educational Response in Children
6.15.4. Educational Response in Primary Education
6.15.5. Educational Response in Secondary Education
6.15.6. Coordination with Families
6.15.7. Program Implementation
6.15.8. Summary
6.15.9. Bibliographical References

Module 7. Dyslexia, Dyscalculia and Hyperactivity 

7.1. History of Learning Difficulties

7.1.1. Introduction
7.1.2. Definition of Learning Difficulties
7.1.3. Historical Development
7.1.4. Current Learning Difficulties
7.1.5. Neuropsychology of Learning Difficulties
7.1.6. Causes of Learning Difficulties
7.1.7. Classification of Learning Difficulties
7.1.8. Summary
7.1.9. Bibliographical References

7.2. Conceptualization of Dyslexia

7.2.1. Introduction
7.2.2. Definition
7.2.3. Neuropsychological Bases
7.2.4. Features
7.2.5. Subtypes
7.2.6. Summary
7.2.7. Bibliographical References

7.3. Neuropsychological Assessment of Dyslexia

7.3.1. Introduction
7.3.2. Diagnostic Criteria for Dyslexia
7.3.3. How to Assess it?
7.3.4. Interview with the Tutor
7.3.5. Reading and Writing
7.3.6. Neuropsychological Assessment
7.3.7. Assessment of Other Related Aspects
7.3.8. Summary
7.3.9. Bibliographical References

7.4. Neuropsychological Intervention of Dyslexia

7.4.1. Introduction
7.4.2. Variables Involved
7.4.3. Neuropsychological Field 
7.4.4. Intervention Programs 
7.4.5. Summary
7.4.6. Bibliographical References

7.5. Conceptualization of Dyscalculia

7.5.1. Introduction
7.5.2. Definition of Dyscalculia
7.5.3. Features
7.5.4. Neurophysiological Basis
7.5.5. Summary
7.5.6. Bibliographical References

7.6. Neuropsychological Assessment of Dyscalculia

7.6.1. Introduction
7.6.2. Assessment Objectives
7.6.3. How to Assess it?
7.6.4. Report
7.6.5. Diagnosis
7.6.6. Summary
7.6.7. Bibliographical References

7.7. Neuropsychological Interventions of Dyscalculia

7.7.1. Introduction
7.7.2. Variables Involved in the Treatment
7.7.3. Neuropsychological Rehabilitation
7.7.4. Intervention in Dyscalculia
7.7.5. Summary
7.7.6. Bibliographical References

7.8. Conceptualization of ADHD

7.8.1. Introduction
7.8.2. TDAH definition
7.8.3. Neuropsychological Bases
7.8.4. Characteristics of Children with ADHD
7.8.5. Subtypes
7.8.6. Summary
7.8.7. Bibliographical References

7.9. Neuropsychological Assessment of ADHD

7.9.1. Introduction
7.9.2. Assessment Objectives
7.9.3. How to Assess it?
7.9.4. Report
7.9.5. Diagnosis
7.9.6. Summary
7.9.7. Bibliographical References

7.10. Neuropsychological Interventions of ADHD

7.10.1. Introduction
7.10.2. Neuropsychological Field
7.10.3. Treatment of ADHD
7.10.4. Other Therapies
7.10.5. Intervention Programs
7.10.6. Summary
7.10.7. Bibliographical References

7.11. Comorbidity in Neurodevelopmental Disorders

7.11.1. Introduction
7.11.2. Neurodevelopment Disorders
7.11.3. Dyslexia and Dyscalculia
7.11.4. Dyslexia and ADHD
7.11.5. Dyscalculia and ADHD
7.11.6. Summary
7.11.7. Bibliographical References

7.12. Neurotechnology

7.12.1. Introduction
7.12.2. Applied to Dyslexia
7.12.3. Applied to Dyscalculia
7.12.4. Applied to ADHD
7.12.5. Summary
7.12.6. Bibliographical References

7.13. Guidance for Parents and Teachers

7.13.1. Introduction
7.13.2. Guidance on Dyslexia
7.13.3. Guidance on Dyscalculia
7.13.4. Guidance on ADHD
7.13.5. Summary
7.13.6. Bibliographical References

Module 8. Research Methodology I

8.1. Research Methodology

8.1.1. Introduction
8.1.2. The Importance of Research Methodology
8.1.3. Scientific Knowledge
8.1.4. Research Approaches
8.1.5. Summary
8.1.6. Bibliographical References

8.2. Choosing the Topic to Research

8.2.1. Introduction
8.2.2. The Issue of Research
8.2.3. Defining the Problem
8.2.4. Choice of the Research Question
8.2.5. Research Objectives
8.2.6. Variables: Types
8.2.7. Summary
8.2.8. Bibliographical References

8.3. Research Proposal

8.3.1. Introduction
8.3.2. Research Hypothesis
8.3.3. Feasibility of the Research Project
8.3.4. Introduction and Justification of the Research
8.3.5. Summary
8.3.6. Bibliographic References 

8.4. Theoretical Framework

8.4.1. Introduction
8.4.2. Elaboration of the Theoretical Framework
8.4.3. Resources Used
8.4.4. APA Standards
8.4.5. Summary
8.4.6. Bibliographical References

8.5. Bibliography

8.5.1. Introduction
8.5.2. Importance of Bibliographic References
8.5.3. How to Reference According to APA Standards
8.5.4. Format of Annexes: Tables and Figures
8.5.5. Bibliography Managers: What are They and How to Use Them?
8.5.6. Summary
8.5.7. Bibliographical References

8.6. Methodological Framework

8.6.1. Introduction
8.6.2. Roadmap
8.6.3. Sections to be Included in the Methodological Framework
8.6.4. The Population
8.6.5. The Sample
8.6.6. Variables
8.6.7. Instruments
8.6.8. Procedure
8.6.9. Summary
8.6.10. Bibliographical References 

8.7. Research Designs 

8.7.1. Introduction
8.7.2. Types of Designs
8.7.3. Characteristics of the Designs Used in Psychology
8.7.4. Research Designs Used in Education
8.7.5. Research Designs Used in Education Neuropsychology
8.7.6. Summary
8.7.7. Bibliographical References

8.8. Quantitative Research

8.8.1. Introduction
8.8.2. Designing Randomized Groups
8.8.3. Designing Randomized Groups with Blocks
8.8.4. Other Designs used in Psychology
8.8.5. Statistical Techniques in Quantitative Research
8.8.6. Summary
8.8.7. Bibliographical References

8.9. Quantitative Research II

8.9.1. Introduction
8.9.2. Unifactorial Intrasubject Designs
8.9.3. Techniques for Controlling the Effects of Intrasubject Designs
8.9.4. Statistical Techniques
8.9.5. Summary
8.9.6. Bibliographical References

8.10. Results

8.10.1 Introduction
8.10.2. How to Gather Data?
8.10.3. How to Analyze Data?
8.10.4. Statistical Programs
8.10.5. Summary
8.10.6. Bibliographical References

8.11. Descriptive Statistics

8.11.1. Introduction
8.11.2. Research Variables
8.11.3. Quantitative Analyses
8.11.4. Qualitative Analyses
8.11.5. Resources that Can Be Used
8.11.6. Summary
8.11.7. Bibliographical References

8.12. Hypothesis Contrast

8.12.1. Introduction
8.12.2. Statistical Hypotheses
8.12.3. How to Interpret Significance (P Value)
8.12.4. Criteria for Analyzing Parametric and Non-Parametric Tests
8.12.5. Summary
8.12.6. Bibliographical References

8.13. Correlational Statistics and Independence Analysis

8.13.1. Introduction
8.13.2. Pearson Correlation
8.13.3. Spearman's Correlation and Chi-Square
8.13.4. Results
8.13.5. Summary
8.13.6. Bibliographical References

8.14. Group Comparison Statistics

8.14.1. Introduction
8.14.2. Mann-Whitney T-Test and Mann-Whitney U-Test
8.14.3. T-Test Wilcoxon Signed Ranges
8.14.4. The Results
8.14.5. Summary
8.14.6. Bibliographical References

8.15. Discussion and Conclusions

8.15.1. Introduction
8.15.2. What is the Discussion?
8.15.3. Organization of the Discussion
8.15.4. Conclusions
8.15.5. Limitations and Outlook
8.15.6. Summary
8.15.7. Bibliographical References

8.16. Producing the Final Professional Master's Degree Dissertation

8.16.1. Introduction
8.16.2. Front Page and Contents
8.16.3. Introduction and Justification
8.16.4. Theoretical Framework
8.16.5. Methodological Framework
8.16.6. The Results
8.16.7.  Intervention Program
8.16.8. Discussion and Conclusions 
8.16.9. Summary
8.16.10. Bibliographical References

Module 9. Research Methodology II

9.1. Research in the Educational Environment

9.1.1. Introduction
9.1.2. Research Characteristics
9.1.3. Research in the Classroom
9.1.4. Keys Needed for Research
9.1.5. Examples:
9.1.6. Summary
9.1.7. Bibliographical References

9.2. Neuropsychological Research

9.2.1. Introduction
9.2.2. Educational Neuropsychological Research
9.2.3. Knowledge and the Scientific Method
9.2.4. Types of Approaches
9.2.5. Research Stages
9.2.6. Summary
9.2.7. Bibliographical References

9.3. Ethics of Research

9.3.1. Introduction
9.3.2. Informed Consent
9.3.3. Data Protection Law
9.3.4. Summary
9.3.5. Bibliographical References

9.4. Reliability and Validity

9.4.1. Introduction
9.4.2. Reliability and Validity in Research
9.4.3. Reliability and Validity in Assessment
9.4.4. Summary
9.4.5. Bibliographical References

9.5. Controlling Variables in Research

9.5.1. Introduction
9.5.2. Choosing Variables
9.5.3. Controlling Variables
9.5.4. Sample Selection
9.5.5. Summary
9.5.6. Bibliographical References

9.6. The Quantitative Research Approach

9.6.1. Introduction
9.6.2. Features
9.6.3. Stages
9.6.4. Evaluation Tools
9.6.5. Summary
9.6.6. Bibliographical References

9.7. Qualitative Research Approach I

9.7.1. Introduction
9.7.2. Systematic Observation
9.7.3. Research Stages
9.7.4. Sampling Techniques
9.7.5. Quality Control
9.7.6. Statistical Techniques
9.7.7. Summary
9.7.8. Bibliographical References

9.8. Qualitative Research Approach II

9.8.1. Introduction
9.8.2. The Survey
9.8.3. Sampling Techniques
9.8.4. Survey Stages
9.8.5. Research Designs
9.8.6. Statistical Techniques
9.8.7. Summary
9.8.8. Bibliographical References

9.9. Qualitative Research Approach III

9.9.1. Introduction
9.9.2. Types of Interviews and Characteristics
9.9.3. Preparing the Interview
9.9.4. Group Interviews
9.9.5. Statistical Techniques 
9.9.6. Summary
9.9.7. Bibliographical References

9.10. Single Case Designs

9.10.1. Introduction
9.10.2. Features
9.10.3. Types
9.10.4. Statistical Techniques
9.10.5. Summary
9.10.6. Bibliographical References 

9.11. Research-Action

9.11.1. Introduction
9.11.2. Objectives of Research-Action
9.11.3. Features
9.11.4. Phases
9.11.5. Myths
9.11.6. Examples
9.11.7. Summary
9.11.8. Bibliographical References

9.12. Gathering Information for Research

9.12.1. Introduction
9.12.2. Techniques for Gathering Information
9.12.3. Assessing Research
9.12.4. Assessment
9.12.5. Interpretation of Results
9.12.6. Summary
9.12.7. Bibliographical References

9.13. Data Management in Research

9.13.1. Introduction
9.13.2. Databases
9.13.3. Data in Excel
9.13.4. Data in SPSS
9.13.5. Summary
9.13.6. Bibliographical References

9.14. Spreading Results in Neuropsychology

9.14.1. Introduction
9.14.2. Publications
9.14.3. Specialized Journals
9.14.4. Summary
9.14.5. Bibliographical References

9.15. Scientific Journals

9.15.1. Introduction
9.15.2. Features
9.15.3. Types of Journals
9.15.4. Quality Indicators
9.15.5. Submitting Articles
9.15.6. Summary
9.15.7. Bibliographical References

9.16. The Scientific Article

9.16.1. Introduction
9.16.2. Types and Characteristics
9.16.3. Structure
9.16.4. Quality Indicator
9.16.5. Summary
9.16.6. Bibliographical References

9.17. Scientific Conferences

9.17.1. Introduction
9.17.2. The Importance of Conferences
9.17.3. Scientific Committees
9.17.4. Oral Communications
9.17.5. The Scientific Poster
9.17.6. Summary
9.17.7. Bibliographical References

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