General

Learning Objectives:

  1. Update the 2009 AACN consensus statement that addressed the need to proactively and thoroughly evaluate the validity of neuropsychological testing responses.
  2. 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.

Jerry J. Sweet, Robert L. Heilbronner, Joel E. Morgan, Glenn J. Larrabee, Martin L. Rohling, Kyle B. Boone, Michael W. Kirkwood, Ryan W. Schroeder, Julie A. Suhr & Conference Participants (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:

  1. Explain the dimensional nature of cognitive flexibility and the importance of considering its different components during neuropsychological assessment and interventions.
  2. Describe how each flexibility component imposes different demands on executive functions and may differentially contribute to creativity and academic skills.

Vanessa Arán Filippetti & Gabriela Krumm (2020) A hierarchical model of cognitive flexibility in children: Extending the relationship between flexibility, creativity and academic achievement, Child Neuropsychology, DOI: 10.1080/09297049.2019.1711034

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Learning Objectives:

  1. Describe the reason for and benefits of visuoperceptual profiling in cerebral visual impairment.
  2. Apply knowledge on visuoperceptual profiling to interpret test results.

Nofar Ben Itzhak, Kathleen Vancleef, Inge Franki, Annouschka Laenen, Johan Wagemans & Els Ortibus (2021). Quantifying visuoperceptual profiles of children with cerebral visual impairment, Child Neuropsychology, 27:8, 995-1023, DOI: 10.1080/09297049.2021.1915265

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Learning Objectives:

  1. Assess parent and clinician perceived outcomes following pediatric neuropsychological assessments.
  2. Examine the impact of social risk factors on parent perception of a pediatric neuropsychological assessment.

Dragana Ostojic-Aitkens, Meghan K. Ford, Todd Cunningham, Anna Gold, Laura A. Janzen, Katia J. Sinopoli, Robyn Westmacott & Tricia S. Williams (2022). Examining parent and clinician views of a hospital-based pediatric neuropsychological service: a Canadian perspective, Child Neuropsychology, 28:1,61-81, DOI: 10.1080/09297049.2021.1945567

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Learning Objectives:

  1. Describe the relative strengths and weaknesses of retrospective memory abilities associated with Down syndrome.
  2. Define prospective memory and describe prospective memory abilities of youth with Down syndrome in comparison to their typically-developing peers.

Mary Godfrey & Nancy Raitano Lee (2020) A comprehensive examination of the memory profile of youth with Down syndrome in comparison to typically developing peers, Child Neuropsychology, DOI: 10.1080/09297049.2020.1721454

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Learning Objectives:

  1. Explain the construct of Sluggish Cognitive Tempo (SCT) and its specific contribution to processing speed outcomes in survivors of pediatric brain tumors.
  2. Describe the association between SCT symptoms and specific medical and demographic variables.

Rachel K. Peterson, Kelly Jones & Lisa A. Jacobson (2021). The contribution of sluggish cognitive tempo to processing speed in survivors of pediatric brain tumors, Child Neuropsychology, 27:7, 960-972, DOI: 10.1080/09297049.2021.1917529

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Learning Objectives:

  1. Identify the most common cognitive concerns in pediatric patients after anti-NMDA receptor encephalitis (ANMDARE).
  2. Describe the areas of a difficulty typically reported by the caregivers of pediatric patients after ANMDARE.

Alison Wilkinson-Smith, Laura S. Blackwell & Robyn A. Howarth (2022). Neuropsychological outcomes in children and adolescents following anti-NMDA receptor encephalitis, Child Neuropsychology, 28:2, 212-223, DOI: 10.1080/09297049.2021.1965110

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Learning Objectives:

  1. Explain the importance of comparing executive functioning of preschool children with cerebral palsy (CP) and typically developing (TD) children.
  2. Describe how inhibitory control may assist the development of drawing abilities in TD preschoolers.

Tania Cristina Freire & Ana Alexandra Caldas Osório (2019) Executive functions and drawing in young children with cerebral palsy: Comparisons with typical development, Child Neuropsychology, DOI: 10.1080/09297049.2019.1694648

 

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Learning Objectives:

  1. Identify constituent components and indicators of overall parent satisfaction with pediatric neuropsychological evaluations (NPEs).
  2. Identify variables that may either bolster or hinder the rate of recommendation implementation and appreciate their correlation with overall parent satisfaction.

Paul Spano, Nicole Katz, Tara DeLuco, Christina Octavia Martin, Helen Tam, Daniela Montalto & Cheryl R. Stein (2021). Parent perceptions of pediatric neuropsychological evaluations: a systematic review, Child Neuropsychology, 27:7, 922-948, DOI: 10.1080/09297049.2021.1908980

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