With this fully online Master's Degree, you will design evidence-based neuropsychological strategies to address learning difficulties in the classroom. 

Understanding brain function and its direct influence on learning has opened new possibilities for tackling educational challenges from a scientific perspective. In this context, Neuropsychology emerges as a fundamental discipline to analyze, assess, and intervene in cognitive, linguistic, sensory, and emotional processes that affect academic development. Specialists in this field need to master the most sophisticated techniques to detect learning difficulties in the classroom. Only in this way can they adapt their teaching practices to meet the cognitive, emotional, and behavioral needs of students. 

In response to this, TECH Global University presents this innovative Master's Degree in Neuropsychology Research. The academic pathway will delve into the neuropsychological aspects of vision and hearing that are essential for language development, reading, and learning. Additionally, the syllabus will cover the fundamentals of sensory anatomy, offering numerous intervention strategies in the classroom to address visual and auditory dysfunctions. As a result, graduates will acquire the competencies needed to detect warning signs and create specific improvement programs that optimize the cognitive and communicative processes of students with difficulties. 

It is worth noting that this university qualification becomes even more dynamic thanks to the multimedia capsules and the wide variety of teaching resources provided by TECH (such as specialized readings, interactive summaries, and case studies). Additionally, TECH's Relearning methodology will allow professionals to experience natural and progressive learning. In this way, experts will not need to invest long hours in studying or rely on traditional methods like memorization. In this regard, they will only require an electronic device with internet access to access the Virtual Campus. 

You will acquire advanced skills to critically interpret Neuropsychology Research and evaluate its applicability in school settings” 

This Master's Degree in Neuropsychology Research contains the most complete and up-to-date university program on the market. Its most notable features are:

• The development of practical cases presented by experts in Neuropsychology Research 
• Graphic, schematic, and practical contents which provide scientific and practical information on the disciplines that are essential for professional practice 
• Practical exercises where the process of self-assessment can be used to improve learning 
• Its special emphasis on innovative methodologies in Neuropsychology Research 
• Theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments 
• Content that is accessible from any fixed or portable device with an Internet connection

You will delve into the application of evidence-based pedagogical strategies for the early detection of cases with specific support needs” 

The teaching staff includes professionals from the field of Neuropsychology Research, who bring their work experience to this program, along with recognized specialists from leading societies and prestigious universities.

The multimedia content, developed with the latest educational technology, will provide the professional with situated and contextual learning, i.e., a simulated environment that will provide an immersive learning experience designed to prepare for real-life situations. 

This program is designed around Problem-Based Learning, whereby the student must try to solve the different professional practice situations that arise throughout the program. For this purpose, the professional will be assisted by an innovative interactive video system created by renowned and experienced experts. 

You will understand the neuropsychological foundations that explain learning, attention, and language processes in educational contexts"

Take advantage of all the benefits of TECH's Relearning methodology, which will allow you to organize your time and study pace"

The content of this university program has been designed by specialists in Educational Neuropsychology. The syllabus delves into the cognitive, sensory, and motor development of children and adolescents, addressing difficulties such as dyslexia, dyscalculia, and ADHD. Additionally, it includes strategies for assessment, intervention, and the use of ICT in school settings. Through a practical and scientific approach, graduates will be able to design effective pedagogical actions, foster critical thinking, and address diversity from a Neuropsychological perspective, enhancing academic performance and the well-being of students with specific educational support needs. 

You will promote teaching practices grounded in neuroscientific, ethical, and methodologically sound principles” 

Module 1. Visual and Auditory Functionality for Reading, Language, Languages and Learning 

1.1. Vision: Functioning and Neuropsychological Bases 

1.1.1. Introduction 
1.1.2. Development of the Visual System at Birth 
1.1.3. Risk Factors 
1.1.4. Development of Other Sensory Systems During Infancy 
1.1.5. Influence of Vision on the Visuomotor System and its Development 
1.1.6. Normal and Binocular Vision 
1.1.7. Anatomy of Human Eyes 
1.1.8. Eye Functions 
1.1.9. Other Functions 
1.1.10. Visual Pathways to the Cerebral Cortex 
1.1.11. Elements that Favor Visual Perception 
1.1.12. Vision Diseases and Alterations 
1.1.13. Most Common Eye Disorders or Diseases: Classroom Interventions 
1.1.14. Computer Vision Syndrome (CVS) 
1.1.15. Attitudinal Observation of the Student 
1.1.16. Summary 
1.1.17. Bibliographic References 

1.2. Visual Perception, Assessment and Intervention Programs 

1.2.1. Introduction 
1.2.2. Human Development: Development of the Sensory Systems 
1.2.3. Sensory Perception 
1.2.4. Neurodevelopment 
1.2.5. Description of the Perceptual Process 
1.2.6. Color Perception 
1.2.7. Perception and Visual Skills 
1.2.8. Evaluation of Visual Perception 
1.2.9. Intervention for the Improvement of Visual Perception 
1.2.10. Summary 
1.2.11. Bibliographic References 

1.3. Tracking Eye Movements 

1.3.1. Introduction 
1.3.2. Eye Movements 
1.3.3. Tracking Eye Movements 
1.3.4. Ocular Motility Recording and Assessment 
1.3.5. Ocular Motility-Related Disorders 
1.3.6. The Visual System and Reading 
1.3.7. Development of Skills in Learning to Read 
1.3.8. Improvement and Training Programs and Activities 
1.3.9. Summary 
1.3.10. Bibliographic References 

1.4. Saccadic Movements and Their Implication in Reading 

1.4.1. Introduction 
1.4.2. Models of the Reading Process 
1.4.3. Saccadic Movements and Their Relation to Reading 
1.4.4. How Saccadic Movements are Assessed 
1.4.5. The Reading Process at the Visual Level 
1.4.6. Visual Memory in the Reading Process 
1.4.7. Investigations to Study the Relationship Between Visual Memory and Reading 
1.4.8. Reading Difficulties 
1.4.9. Specialized Teachers 
1.4.10Social Educators 
1.4.11Summary 
1.4.12Bibliographic References 

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

1.5.1. Introduction 
1.5.2. Mechanisms that Allow for Accommodation or Focus 
1.5.3. How is Visual Accommodation Assessed? 
1.5.4. Body Posture in the Classroom 
1.5.5. Visual Accommodation Training Programs 
1.5.6. Aids for Visually Impaired Students 
1.5.7. Summary 
1.5.8. Bibliographic References 

1.6. Structure and Function of the Ear 

1.6.1. Introduction 
1.6.2. The World of Sound 
1.6.3. Sound and its Propagation 
1.6.4. The Auditory Receptors 
1.6.5. Ear Structure 
1.6.6. Development of the Hearing System at Birth 
1.6.7. Development of Sensory Systems during Infancy 
1.6.8. Influence of the Ear on Balance Development 
1.6.9. Ear Diseases 
1.6.10Summary 
1.6.11Bibliographic References 

1.7. Auditory Perception 

1.1.1. Introduction 
1.1.2. Guidelines for Detecting Auditory Perception Problems 
1.1.3. The Perceptive Process 
1.1.4. Role of the Auditory Pathways in Perceptual Processes 
1.1.5. Children with Impaired Auditory Perception 
1.1.6. Evaluation Tests 
1.1.7. Summary 
1.1.8. Bibliographic References 

1.8. Evaluation of Hearing and its Alterations 

1.8.1. Introduction 
1.8.2. Evaluation of the External Auditory Canal 
1.8.3. Otoscopy 
1.8.4. Air Audiometry 
1.8.5. Bone Conduction Hearing 
1.8.6. Curve of the Pain Threshold 
1.8.7. Tone Audiometry, Vocal Audiometry and Acoustic Audiometry 
1.8.8. Hearing Impairment: Degrees and Types of Hearing Loss 
1.8.9. Causes of Hearing Loss 
1.8.10Psychobiological Aspects of Hearing Impairment 
1.8.11Summary 
1.8.12Bibliographic References 

1.9. Hearing and Learning Development 

1.9.1. Introduction 
1.9.2. Development of the Human Ear 
1.9.3. Programs, Activities and Games for Auditory Development in Children 
1.9.4. Berard Method 
1.9.5. Tomatis Method 
1.9.6. Visual and Hearing Health 
1.9.7. Adaptations of Curricular Elements 
1.9.8. Summary 
1.9.10Bibliographic References 

1.10. Vision and Hearing Processes Involved in Reading 

1.10.1. Introduction 
1.10.2. Tracking Eye Movements 
1.10.3. The Visual System and Reading 
1.10.4. Dyslexia 
1.10.5. Color-Based Therapies for Dyslexia 
1.10.6. Visual Impairment Aids 
1.10.7. Summary 
1.10.8. Bibliographic References 

1.11. Relationship Between Vision and Hearing in Language 

1.11.1. Introduction 
1.11.2. Relationship Between Vision and Hearing 
1.11.3. Verbal-Auditory and Visual Information Processing 
1.11.4. Intervention Programs for Hearing Disorders 
1.11.5. Guidelines for Teachers 
1.11.6. Summary 
1.11.7. Bibliographic References 

Module 2. Motor Skills, Laterality and Writing 

2.1. Neurodevelopment and Learning 

2.1.1. Introduction 
2.1.2. Perceptual Development 
2.1.3. Neuropsychological Basis of Motor Development 
2.1.4. Laterality Development 
2.1.5. Interhemispheric Communication through the Corpus Callosum 
2.1.6. Ambidextrousness 
2.1.7. Summary 
2.1.8. Bibliographic References 

2.2. Psychomotor Development 

2.2.1. Introduction 
2.2.2. Gross Psychomotricity 
2.2.3. General Dynamic Coordination: Basic Skills 
2.2.4. Fine Motor Skills and their Relationship with Writing 
2.2.5. Psychomotor Development Assessment 
2.2.6. Summary 
2.2.7. Bibliographic References 

2.3. Neuropsychology of Motor Development 

2.3.1. Introduction 
2.3.2. Relationship between Motor and Psychism 
2.3.3. Disorders of Motor Development 
2.3.4. Coordination Acquisition Disorders 
2.3.5. Vestibular System Disorders 
2.3.6. Writing 
2.3.7. Summary 
2.3.8. Bibliographic References 

2.4. Introduction to Laterality Development 

2.4.1. Introduction 
2.4.2. Laterality Tests 
2.4.3. Observation Guidelines for Teachers 
2.4.4. Crossed Laterality 
2.4.5. Types of Cross Laterality 
2.4.6. Relationship between Dyslexia and Laterality 
2.4.7. Relationship between Laterality and Attention, Memory and Hyperactivity Problems 
2.4.8. Summary 
2.4.9. Bibliographic References 

2.5. Development of Laterality at Different Ages 

2.5.1. Introduction 
2.5.2. Laterality Definition 
2.5.3. Types of Laterality 
2.5.4. Corpus Callosum 
2.5.5. Cerebral Hemispheres 
2.5.6. Development of the Prelateral, Contralateral and Lateral Stages 
2.5.7. Summary 
2.5.8. Bibliographic References 

2.6. Motor Disorders and Related Learning Difficulties 

2.6.1. Introduction 
2.6.2. Motor Disorders 
2.6.3. Learning Difficulties 
2.6.4. Summary 
2.6.5. Bibliographic References 

2.7. Writing Process and Acquisition 

2.7.1. Introduction 
2.7.2. Reading Difficulties 
2.7.3. Comprehension Problems that Students May Develop 
2.7.4. Evolutionary Development of Writing 
2.7.5. History of Writing 
2.7.6. Neuropsychological Basis of Writing 
2.7.7. Teaching Written Expression 
2.7.8. Methods of Teaching Writing 
2.7.9. Writing Workshops 
2.7.10Summary 
2.7.11Bibliographic References 

2.8. Dysgraphia 

2.8.1. Introduction 
2.8.2. Learning Styles 
2.8.3. Executive Functions Involved in Learning 
2.8.4. Definition of Dysgraphia and Types 
2.8.5. Common Indicators of Dysgraphia 
2.8.6. Classroom Aids for Students with Dysgraphia 
2.8.7. Individual Aids 
2.8.8. Summary 
2.8.9. Bibliographic References 

2.9. Contribution of Laterality to the Development of Reading and Writing 

2.9.1. Introduction 
2.9.2. Importance of Laterality in the Learning Process 
2.9.3. Laterality in the Reading and Writing Processes 
2.9.4. Laterality and Learning Difficulties 
2.9.5. Summary 
2.9.6. Bibliographic References 

2.10. Role of the School Psychologist and Guidance Counselors for Prevention, Development and Learning Difficulties 

2.10.1. Introduction 
2.10.2. The Guidance Department 
2.10.3. Intervention Programs 
2.10.4. Advances of Neuropsychology in Learning Difficulties 
2.10.5. Training the Teaching Staff 
2.10.6. Summary 
2.10.7. Bibliographic References 

2.11. Parent Orientation 

2.11.1. How to Inform Parents 
2.11.2. Activities to Improve Academic Performance 
2.11.3. Activities to Improve Lateral Development 
2.11.4. Problem-Solving Strategies 
2.11.5. Summary 
2.11.6. Bibliographic References 

2.12. Psychomotor Assessment and Intervention 

2.12.1. Introduction 
2.12.2. Psychomotor Development 
2.12.3. Psychomotor Assessment 
2.12.4. Psychomotor Intervention 
2.12.5. Summary 
2.12.6. Bibliographic References 

Module 3. Memory Processes, Skills, and ICT   

3.1. The Brain’s Involvement in Memory and Learning 

3.1.1. Introduction 
3.1.2. Research on the Brain 
3.1.3. Influence on Learning 
3.1.4. Early Cognitive Skills 
3.1.5. Environmental Enrichment 
3.1.6. ICT Resources for Learning 
3.1.7. Summary 
3.1.8. Bibliographic References 

3.2. Neurobiological Principles of Memory 

3.2.1. Introduction 
3.2.2. Concept of Memory 
3.2.3. Neuropsychology of Memory 
3.2.4. Research on Memory 
3.2.5. Summary 
3.2.6. Bibliographic References 

3.3. Basic Processes of Memory 

3.3.1. Encoding Processes 
3.3.2. Storage Processes 
3.3.3. Recovery Processes 
3.3.4. Levels of Processing 
3.3.5. Summary 
3.3.6. Bibliographic References 

3.4. Amnesias 

3.4.1. Classification 
3.4.2. Main Amnesic Syndromes 
3.4.3. Other Pathologies Associated with Amnesic Syndromes 
3.4.4. Amnesic Syndrome and Psychogenic Amnesia 
3.4.5. Summary 
3.4.6. Bibliographic References 

3.5. Cognitive Distortions and Alterations 

3.5.1. Cognitive Distortions 
3.5.2. Memory Distortions 
3.5.3. Alterations of Memory 
3.5.4. Summary 
3.5.5. Bibliographic References 

3.6. Learning Styles 

3.6.1. Introduction 
3.6.2. Information Processing 
3.6.3. Access to Knowledge 
3.6.4. Multiple Intelligences Models 
3.6.5. Bloom’s Taxonomy 
3.6.6. Summary 
3.6.7. Bibliographic References 

3.7. Skills and Strategies for Learning to Think 

3.7.1. Introduction 
3.7.2. Learn to Think Program 
3.7.3. Instrumental Enrichment Program 
3.7.4. Harvard Intelligence Program 
3.7.5. Technology-Based Programs 
3.7.6. Strategies for Cooperative Work 
3.7.7. Summary 
3.7.8. Bibliographic References 

3.8. Neurobiological Foundations Involved in Thinking 

3.8.1. Introduction 
3.8.2. Learning to Think 
3.8.3. Neuropsychology of Thinking and Learning 
3.8.4. Cognitive Theories of Thinking and Learning 
3.8.5. Cognition and Metacognition 
3.8.6. Summary 
3.8.7. Bibliographic References 

3.9. Intervention in Memory, Thinking Skills and Strategies 

3.9.1. Introduction 
3.9.2. Improvement Programs 
3.9.3. Programs for the Acquisition of Thinking Skills 
3.9.4. Technology Programs 
3.9.5. The Guidance Department 
3.9.6. Summary 
3.9.7. Bibliographic References 

3.10. Family Guidance 

3.10.1. Introduction 
3.10.2. Fostering Brain Development 
3.10.3. Early Use of Resources 
3.10.4. Study and Memory Guidance 
3.10.5. Summary 
3.10.6. Bibliographic References 

3.11. Technological Tools and Resources for Improving Thinking and Memory 

3.11.1. Introduction 
3.11.2. Use of Interactive Whiteboards (IWB) in the Classroom 
3.11.3. Use of Tablets in the Classroom 
3.11.4. Augmented Reality 
3.11.5. Robotics 
3.11.6. Summary 
3.11.7. Bibliographic References 

3.12. Educational Change as a Result of New Technologies 

3.12.1. Introduction 
3.12.2. Reasons for Change 
3.12.3. Key Elements of Change 
3.12.4. New Conceptions of Learning: Models 
3.12.5. Proposals for Change 
3.12.6. Summary 
3.12.7. Bibliographic References 

3.13. Study Methods for Efficient Learning with ICT 

3.13.1. Introduction 
3.13.2. Comprehensive Reading 
3.13.3. Strategies for Memory Improvement 
3.13.4. Benefits of Asking Questions 
3.13.5. Study Techniques and Methods 
3.13.6. Summary 
3.13.7. Bibliographic References 

Module 4. Research Methodology I  

4.1. Research Methodology 

4.1.1. Introduction 
4.1.2. The Importance of Research Methodology 
4.1.3. Scientific Knowledge 
4.1.4. Research Approaches 
4.1.5. Summary 
4.1.6. Bibliographic References 

4.2. Choosing the Topic to Research 

4.2.1. Introduction 
4.2.2. The Issue of Research 
4.2.3. Defining the Problem 
4.2.4. Choice of the Research Question 
4.2.5. Research Objectives 
4.2.6. Variables: Types 
4.2.7. Summary 
4.2.8. Bibliographic References 

4.3. Research Proposal 

4.3.1. Introduction 
4.3.2. Research Hypothesis 
4.3.3. Feasibility of the Research Project 
4.3.4. Introduction and Justification of the Research 
4.3.5. Summary 
4.3.6. Bibliographic References 

4.4. Theoretical Framework 

4.4.1. Introduction 
4.4.2. Elaboration of the Theoretical Framework 
4.4.3. Resources Used 
4.4.4. APA Standards 
4.4.5. Summary 
4.4.6. Bibliographic References 

4.5. Bibliography 

4.5.1. Introduction 
4.5.2. Importance of Bibliographic References 
4.5.3. How to Reference According to APA Standards 
4.5.4. Format of Annexes: Tables and Figures 
4.5.5. Bibliography Managers: What Are They and How to Use Them 
4.5.6. Summary 
4.5.7. Bibliographic References 

4.6. Methodological Framework 

4.6.1. Introduction 
4.6.2. Roadmap 
4.6.3. Sections to Be Included in the Methodological Framework 
4.6.4. The Population 
4.6.5. The Sample 
4.6.6. Variables 
4.6.7. Assessment Instruments 
4.6.8. Procedure 
4.6.9. Summary 
4.6.10Bibliographic References 

4.7. Research Designs 

4.7.1. Introduction 
4.7.2. Types of Designs 
4.7.3. Characteristics of the Designs Used in Psychology 
4.7.4. Research Designs Used in Education 
4.7.5. Research Designs Used in Education Neuropsychology 
4.7.6. Summary 
4.7.7. Bibliographic References 

4.8. Quantitative Research 

4.8.1. Introduction 
4.8.2. Designing Randomized Groups 
4.8.3. Designing Randomized Groups with Blocks 
4.8.4. Other Designs used in Psychology 
4.8.5. Statistical Techniques in Quantitative Research 
4.8.6. Summary 
4.8.7. Bibliographic References 

4.9. Quantitative Research 

4.9.1. Introduction 
4.9.2. Unifactorial Intrasubject Designs 
4.9.3. Techniques for Controlling the Effects of Intrasubject Designs 
4.9.4. Statistical Techniques 
4.9.5. Summary 
4.9.6. Bibliographic References 

4.10. Results 

4.10.1. Introduction 
4.10.2. How to Gather Data 
4.10.3. How to Analyze Data 
4.10.4. Statistical Programs 
4.10.5. Summary 
4.10.6. Bibliographic References 

4.11. Descriptive Statistics 

4.11.1. Introduction 
4.11.2. Research Variables 
4.11.3. Quantitative Analyses 
4.11.4. Qualitative Analyses 
4.11.5. Resources that Can Be Used 
4.11.6. Summary 
4.11.7. Bibliographic References 

4.12. Hypothesis Contrast 

4.12.1. Introduction 
4.12.2. Statistical Hypotheses 
4.12.3. How to Interpret Significance (p-value) 
4.12.4. Criteria for Analyzing Parametric and Non-Parametric Tests 
4.12.5. Summary 
4.12.6. Bibliographic References 

4.13. Correlational Statistics and Independence Analysis 

4.13.1. Introduction 
4.13.2. Pearson Correlation 
4.13.3. Spearman’s Correlation and Chi-Square 
4.13.4. Results 
4.13.5. Summary 
4.13.6. Bibliographic References 

4.14. Group Comparison Statistics 

4.14.1. Introduction 
4.14.2. Mann-Whitney T-Test and Mann-Whitney U-Test 
4.14.3. T-Test and Wilcoxon Signed Ranges 
4.14.4. The Results 
4.14.5. Summary 
4.14.6. Bibliographic References 

4.15. Discussion and Conclusions 

4.15.1. Introduction 
4.15.2. What is Discussion 
4.15.3. Organization of the Discussion 
4.15.4. Conclusions 
4.15.5. Limitations and Outlook 
4.15.6. Summary 
4.15.7. Bibliographic References 

4.16. Elaboration of the Professional Masters Degree Final Project 

4.16.1. Introduction 
4.16.2. Front Page and Contents 
4.16.3. Introduction and Justification 
4.16.4. Theoretical Framework 
4.16.5. Methodological Framework 
4.16.6. The Results 
4.16.7. Intervention Program 
4.16.8. Discussion and Conclusions 
4.16.9. Summary 
4.16.10. Bibliographic 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. Bibliographic 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. Bibliographic 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. Bibliographic 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. Bibliographic 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. Bibliographic 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. Bibliographic References 

5.7. Aphasia 

5.7.1. Introduction 
5.7.2. Types of Aphasia 
5.7.3. Diagnosis 
5.7.4. Evaluation 
5.7.5. Summary 
5.7.6. Bibliographic 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. Lexical-Semantic Stimulation 
5.8.5. Morphosyntactic Stimulation 
5.8.6. Pragmatic Stimulation 
5.8.7. Summary 
5.8.8. Bibliographic 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. Dyslalia 
5.9.7. Treatment of Reading and Writing Disorders 
5.9.8. Summary 
5.9.9. Bibliographic References 

5.10. Evaluation and Diagnosis of Language Difficulties 

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

Module 6. Research Methodology II 

6.1. Research in the Educational Environment 

6.1.1. Introduction 
6.1.2. Research Characteristics 
6.1.3. Research in the Classroom 
6.1.4. Keys Needed for Research 
6.1.5. Examples 
6.1.6. Summary 
6.1.7. Bibliographic References 

6.2. Neuropsychological Research 

6.2.1. Introduction 
6.2.2. Educational Neuropsychological Research 
6.2.3. Knowledge and the Scientific Method 
6.2.4. Types of Approaches 
6.2.5. Research Stages 
6.2.6. Summary 
6.2.7. Bibliographic References 

6.3. Reliability and Validity 

6.3.1. Introduction 
6.3.2. Reliability and Validity in Research 
6.3.3. Reliability and Validity in Assessment 
6.3.4. Summary 
6.3.5. Bibliographic References 

6.4. Controlling Variables in Research 

6.4.1. Introduction 
6.4.2. Choosing Variables 
6.4.3. Controlling Variables 
6.4.4. Sample Selection 
6.4.5. Summary 
6.4.6. Bibliographic References 

6.5. The Quantitative Research Approach 

6.5.1. Introduction 
6.5.2. Characteristics 
6.5.3. Stages 
6.5.4. Assessment Tools 
6.5.5. Summary 
6.5.6. Bibliographic References 

6.6. Qualitative Research Approach I 

6.6.1. Introduction 
6.6.2. Systematic Observation 
6.6.3. Research Stages 
6.6.4. Sampling Techniques 
6.6.5. Quality Control 
6.6.6. Statistical Techniques 
6.6.7. Summary 
6.6.8. Bibliographic References 

6.7. Qualitative Research Approach II 

6.7.1. Introduction 
6.7.2. The Survey 
6.7.3. Sampling Techniques 
6.7.4. Survey Stages 
6.7.5. Research Designs 
6.7.6. Statistical Techniques 
6.7.7. Summary 
6.7.8. Bibliographic References 

6.8. Qualitative Research Approach III 

6.8.1. Introduction 
6.8.2. Types of Interviews and Characteristics 
6.8.3. Preparing the Interview 
6.8.4. Group Interviews 
6.8.5. Statistical Techniques 
6.8.6. Summary 
6.8.7. Bibliographic References 

6.9. Single Case Designs 

6.9.1. Introduction 
6.9.2. Characteristics 
6.9.3. Types 
6.9.4. Statistical Techniques 
6.9.5. Summary 
6.9.6. Bibliographic References 

6.10. Research-Action 

6.10.1. Introduction 
6.10.2. Objectives of Research-Action 
6.10.3. Characteristics 
6.10.4. Phases 
6.10.5. Myths 
6.10.6. Examples 
6.10.7. Summary 
6.10.8. Bibliographic References 

6.11. Gathering Information for Research 

6.11.1. Introduction 
6.11.2. Information Collection Techniques 
6.11.3. Assessing Research 
6.11.4. Evaluation 
6.11.5. Result Interpretation 
6.11.6. Summary 
6.11.7. Bibliographic References 

6.12. Data Management in Research 

6.12.1. Introduction 
6.12.2. Databases 
6.12.3. Data in Excel 
6.12.4. Data in SPSS 
6.12.5. Summary 
6.12.6. Bibliographic References 

6.13. Spreading Results in Neuropsychology 

6.13.1. Introduction 
6.13.2. Publications 
6.13.3. Specialized Journals 
6.13.4. Summary 
6.13.5. Bibliographic References 

6.14. Scientific Journals 

6.14.1. Introduction 
6.14.2. Characteristics 
6.14.3. Types of Journals 
6.14.4. Quality Indicators 
6.14.5. Submitting Articles 
6.14.6. Summary 
6.14.7. Bibliographic References 

6.15. The Scientific Article 

6.15.1. Introduction 
6.15.2. Types and Characteristics 
6.15.3. Structure 
6.15.4. Quality Indicator 
6.15.5. Summary 
6.15.6. Bibliographic References 

6.16. Scientific Conferences 

6.16.1. Introduction 
6.16.2. The Importance of Conferences 
6.16.3. Scientific Committees 
6.16.4. Oral Communications 
6.16.5. The Scientific Poster 
6.16.6. Summary 
6.16.7. Bibliographic References 

Module 7. Multiple Intelligences, Creativity, Talent and High Abilities   

7.1. Theory of Multiple Intelligences 

7.1.1. Introduction 
7.1.2. Background 
7.1.3. Conceptualization 
7.1.4. Validation 
7.1.5. Premises and Basic Principles of Theories 
7.1.6. Neuropsychological and Cognitive Science 
7.1.7. Classification of the Theories of Multiple Intelligences 
7.1.8. Summary 
7.1.9. Bibliographic References 

7.2. Types of Multiple Intelligences 

7.2.1. Introduction 
7.2.2. Types of Intelligence 
7.2.3. Summary 
7.2.4. Bibliographic References 

7.3. Assessment of Multiple Intelligences 

7.3.1. Introduction 
7.3.2. Background 
7.3.3. Types of Assessments 
7.3.4. Aspects to Consider in the Assessment 
7.3.5. Summary 
7.3.6. Bibliographic References 

7.4. Creativity 

7.4.1. Introduction 
7.4.2. Concepts and Theories of Creativity 
7.4.3. Approaches to the Study of Creativity 
7.4.4. Characteristics of Creative Thinking 
7.4.5. Types of Creativity 
7.4.6. Summary 
7.4.7. Bibliographic References 

7.5. Neuropsychological Basis of Creativity 

7.5.1. Introduction 
7.5.2. Background 
7.5.3. Characteristics of Creative People 
7.5.4. Creative Products 
7.5.5. Neuropsychological Bases of Creativity 
7.5.6. Influence of the Environment and Context on Creativity 
7.5.7. Summary 
7.5.8. Bibliographic References 

7.6. Creativity in the Educational Context 

7.6.1. Introduction 
7.6.2. Creativity in the Classroom 
7.6.3. Stages of the Creative Process 
7.6.4. How to Work on Creativity 
7.6.5. Connection Between Creativity and Thinking 
7.6.6. Modification in the Educational Context 
7.6.7. Summary 
7.6.8. Bibliographic References 

7.7. Methodologies for Developing Creativity 

7.7.1. Introduction 
7.7.2. Programs for Developing Creativity 
7.7.3. Projects for Developing Creativity 
7.7.4. Promoting Creativity in the Family Context 
7.7.5. Summary 
7.7.6. Bibliographic References 

7.8. Creativity Assessment and Guidance 

7.8.1. Introduction 
7.8.2. Considerations on Assessment 
7.8.3. Evaluation Tests 
7.8.4. Subjective Assessment Tests 
7.8.5. Guidance on Assessment 
7.8.6. Summary 
7.8.7. Bibliographic References 

7.9. High Capacities and Talents 

7.9.1. Introduction 
7.9.2. Relationship Between Giftedness and High Capacities 
7.9.3. Connection Between Heredity and Environment 
7.9.4. Neuropsychological Foundation 
7.9.5. Models of Giftedness 
7.9.6. Summary 
7.9.7. Bibliographic References 

7.10. Identification and Diagnosis of High Capacities 

7.10.1. Introduction 
7.10.2. Main Characteristics 
7.10.3. How to Identify Far High-Capacity Individuals 
7.10.4. Role the Involved Agents 
7.10.5. Assessment Tests and Instruments 
7.10.6. Intervention Programs 
7.10.7. Summary 
7.10.8. Bibliographic References 

7.11. Problems and Difficulties 

7.11.1. Introduction 
7.11.2. Problems and Difficulties in the School Environment 
7.11.3. Myths and Beliefs 
7.11.4. Desynchronies 
7.11.5. Differential Diagnosis 
7.11.6. Gender Differences 
7.11.7. Educational Needs 
7.11.8. Summary 
7.11.9. Bibliographic References 

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

7.12.1. Introduction 
7.12.2. Connection Between Multiple Intelligences and Creativity 
7.12.3. Connection Between Multiple Intelligences, High Capacities and Talents 
7.12.4. Differences Between Talent and High Capacities 
7.12.5. Creativity, High Capacities and Talent 
7.12.6. Summary 
7.12.7. Bibliographic References 

7.13. Guiding and Developing Multiple Intelligences 

7.13.1. Introduction 
7.13.2. Advising Teachers 
7.13.3. Multidimensional Student Development 
7.13.4. Curricular Enrichment 
7.13.5. Strategies at Different Educational Levels 
7.13.6. Summary 
7.13.7. Bibliographic References 

7.14. Creativity for Problem-Solving 

7.14.1. Introduction 
7.14.2. Models of the Creative Process for Problem Solving 
7.14.3. Creative Project Development 
7.14.4. Summary 
7.14.5. Bibliographic References 

7.15. Educational Process and Family Support 

7.15.1. Introduction 
7.15.2. Guidelines for Teachers 
7.15.3. Educational Response in Children 
7.15.4. Educational Response in Primary Education 
7.15.5. Educational Response in Secondary Education 
7.15.6. Coordination with Families 
7.15.7. Program Implementation 
7.15.8. Summary 
7.15.9. Bibliographic References 

Module 8. Dyslexia, Dyscalculia and Hyperactivity   

8.1. History of Learning Difficulties 

8.1.1. Introduction 
8.1.2. Definition of Learning Difficulties 
8.1.3. Historical Development 
8.1.4. Current Learning Difficulties 
8.1.5. Neuropsychology of Learning Difficulties 
8.1.6. Causes of Learning Difficulties 
8.1.7. Classification of Learning Difficulties 
8.1.8. Summary 
8.1.9. Bibliographic References 

8.2. Conceptualization of Dyslexia 

8.2.1. Introduction 
8.2.2. Definition 
8.2.3. Neuropsychological Bases 
8.2.4. Characteristics 
8.2.5. Subtypes 
8.2.6. Summary 
8.2.7. Bibliographic References 

8.3. Neuropsychological Assessment of Dyslexia 

8.3.1. Introduction 
8.3.2. Diagnostic Criteria for Dyslexia 
8.3.3. How to Assess 
8.3.4. Interview with the Tutor 
8.3.5. Reading and Writing 
8.3.6. Neuropsychological Assessment 
8.3.7. Assessment of Other Related Aspects 
8.3.8. Summary 
8.3.9. Bibliographic References 

8.4. Neuropsychological Intervention of Dyslexia 

8.4.1. Introduction 
8.4.2. Variables Involved 
8.4.2. Neuropsychological Field 
8.4.3. Intervention Programs 
8.4.4. Summary 
8.4.5. Bibliographic References 

8.5. Conceptualization of Dyscalculia 

8.5.1. Introduction 
8.5.2. Definition of Dyscalculia 
8.5.3. Characteristics 
8.5.4. Neurophysiological Basis 
8.5.5. Summary 
8.5.6. Bibliographic References 

8.6. Neuropsychological Assessment of Dyscalculia 

8.6.1. Introduction 
8.6.2. Objectives of Evaluation 
8.6.3. How to Assess 
8.6.4. Report 
8.6.5. Diagnosis 
8.6.6. Summary 
8.6.7. Bibliographic References 

8.7. Neuropsychological Interventions of Dyscalculia 

8.7.1. Introduction 
8.7.2. Variables Involved in the Treatment 
8.7.3. Neuropsychological Rehabilitation 
8.7.4. Intervention in Dyscalculia 
8.7.5. Summary 
8.7.6. Bibliographic References 

8.8. Conceptualization of ADHD 

8.8.1. Introduction 
8.8.2. ADHD Definition 
8.8.3. Neuropsychological Bases 
8.8.4. Characteristics of Children with ADHD 
8.8.5. Subtypes 
8.8.6. Summary 
8.8.7. Bibliographic References 

8.9. Neuropsychological Assessment of ADHD 

8.9.1. Introduction 
8.9.2. Objectives of Evaluation 
8.9.3. How to Assess 
8.9.4. Report 
8.9.5. Diagnosis 
8.9.6. Summary 
8.9.7. Bibliographic References 

8.10. Neuropsychological Interventions of ADHD 

8.10.1. Introduction 
8.10.2. Neuropsychological Field 
8.10.3. Treatment of ADHD 
8.10.4. Other Therapies 
8.10.5. Intervention Programs 
8.10.6. Summary 
8.10.7. Bibliographic References 

8.11. Comorbidity in Neurodevelopmental Disorders 

8.11.1. Introduction 
8.11.2. Neurodevelopmental Disorders 
8.11.3. Dyslexia and Dyscalculia 
8.11.4. Dyslexia and ADHD 
8.11.5. Dyscalculia and ADHD 
8.11.6. Summary 
8.11.7. Bibliographic References 

8.12. Neurotechnology 

8.12.1. Introduction 
8.12.2. Applied to Dyslexia 
8.12.3. Applied to Dyscalculia 
8.12.4. Applied to ADHD 
8.12.5. Summary 
8.12.6. Bibliographic References 

8.13. Guidance for Parents and Teachers 

8.13.1. Introduction 
8.13.2. Guidance on Dyslexia 
8.13.3. Guidance on Dyscalculia 
8.13.4. Guidance on ADHD 
8.13.5. Summary 
8.13.6. Bibliographic References 

You will detect neuropsychological indicators associated with learning difficulties, neurodevelopmental disorders, and other conditions that impact academic performance”