Learning Objectives:
- Update the 2009 AACN consensus statement that addressed the need to proactively and thoroughly evaluate the validity of neuropsychological testing responses.
- Integrate the large and burgeoning scientific literature that provides guidance and supports the need to assess the validity of each test result in all clinical and forensic examinees.
(2021) American Academy of Clinical Neuropsychology (AACN) 2021 consensus statement on validity assessment: Update of the 2009 AACN consensus conference statement on neuropsychological assessment of effort, response bias, and malingering, The Clinical Neuropsychologist,35:6, 1053-1106, DOI: 10.1080/13854046.2021.1896036
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Learning Objectives:
- Describe the course of cognitive development in children with absence epilepsy (AE).
- Explain reliable change methodology.
(2019). Cognitive development in absence epilepsy during long-term follow-up, Child Neuropsychology, 25:8, 1003-1021, DOI: 10.1080/09297049.2019.1614156
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Learning Objectives:
- Describe how sustained auditory attention in pediatric leukemia survivors compares to what is known regarding sustained visual attention in this population.
- Explain various sociodemographic and treatment-related factors risk factors for difficulties with sustained auditory attention among pediatric leukemia survivors.
(2020) Auditory attention late effects in pediatric acute lymphoblastic leukemia, Child Neuropsychology, 26:7, 865-880, DOI: 10.1080/09297049.2020.1772738
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Learning Objectives:
- Compare and contrast the historical development of malingering and factitious disorder.
- Explain how the use of validity testing is important to the determination of factitious disorder.
(2019) The other face of illness-deception: Diagnostic criteria for factitious disorder with proposed standards for clinical practice and research, The Clinical Neuropsychologist,DOI: 10.1080/13854046.2019.1663265
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Learning Objectives:
- Describe how social and emotional cognition is a key predictor of adaptive functioning for children with Fetal Alcohol Spectrum Disorder (FASD).
- Illustrate the importance of the cultural context in neuropsychological assessment and research.
(2020) Cognitive and social/emotional influences on adaptive functioning in children with FASD: Clinical and cultural considerations, Child Neuropsychology, DOI: 10.1080/09297049.2020.1771296
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Learning Objectives:
- Describe the strengths and weaknesses of using Reliable Change Index (RCI) methodology in survivors of PBT.
- Discuss the challenges to application of the RCI methodology in survivors of PBT.
(2020) Reliable change in pediatric brain tumor: A preliminary investigation, Child Neuropsychology, 26:1, 15-26, DOI: 10.1080/09297049.2019.1620715
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Learning Objectives:
- Explain how positive and negative test results are used together to determine the probability of the condition of interest in medicine and psychology.
- Discuss that with malingering as the condition of interest, negative PVT results do not automatically lead to a conclusion of "good effort."
(2020) Deception is different: Negative validity test findings do not provide “evidence” for “good effort", The Clinical Neuropsychologist, DOI: 10.1080/13854046.2020.1840633
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Learning Objectives:
- Describe how executive functions may be disturbed after traumatic brain injury (TBI).
- Describe the process of recovery that may be experienced in adolescents at 24 months after TBI.
(2020). Executive dysfunction in children and adolescents with behavior disorders and traumatic brain injury, Child Neuropsychology, 26:1, 69-82, DOI: 10.1080/09297049.2019.1640868
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Learning Objectives:
- Describe the characteristics of non-syndromic cleft lip and palate.
- Identify the relationship between the anatomy of the brain and cognitive function of people with cleft lip and palate.
(2021). Neuropsychological functioning and its relationship with brain anatomical measures of children and adolescents with non-syndromic cleft lip and palate, Child Neuropsychology, 27:1, 2-16, DOI: 10.1080/09297049.2020.1776240
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