General

Learning Objectives:

  1. Describe how social and emotional cognition is a key predictor of adaptive functioning for children with Fetal Alcohol Spectrum Disorder (FASD).
  2. Illustrate the importance of the cultural context in neuropsychological assessment and research.

Andi Crawford, Laurie Te Hāpuku Te Nahu (Rongomaiwahine rāua ko Kahungunu), Elizabeth R. Peterson, Valerie McGinn, Kate Robertshaw & Lynette Tippett (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:

  1. Describe the strengths and weaknesses of using Reliable Change Index (RCI) methodology in survivors of PBT.
  2. Discuss the challenges to application of the RCI methodology in survivors of PBT.

Thomas A. Duda, M. Douglas Ris, Keith Owen Yeates, E. Mark Mahone, Jennifer S. Haut & Kimberly P. Raghubar (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:

  1. Explain how positive and negative test results are used together to determine the probability of the condition of interest in medicine and psychology.
  2. Discuss that with malingering as the condition of interest, negative PVT results do not automatically lead to a conclusion of "good effort."

Michael D. Chafetz (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:

  1. Describe how executive functions may be disturbed after traumatic brain injury (TBI).
  2. Describe the process of recovery that may be experienced in adolescents at 24 months after TBI.

Kelsey A. Maloney, Adam T. Schmidt, Gerri R. Hanten & Harvey S. Levin (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:

  1. Describe the characteristics of non-syndromic cleft lip and palate.
  2. Identify the relationship between the anatomy of the brain and cognitive function of people with cleft lip and palate.

Patrícia Soares Baltazar Bodoni, Renata Ferranti Leoni, Arthur Bernardi do Vale, Pedro Henrique Rodrigues da Silva, Silvio Garcia Meira Junior, Antonio Richieri Costa (in memorian) & Maria De Lourdes Merighi Tabaquim (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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Learning Objectives:

  1. Describe advantages of regression-based norm data compared to traditional norm calculations for neuropsychological tests.
  2. Explain the effect of varying demographic variables on the norm calculations for one computerized test, i.e., visual recognition- and short-term memory.

Annet Toornstra, Petra P. M. Hurks, Wim Van der Elst, Gerjo Kok & Leopold M. G. Curfs (2020). Measuring visual matching and short-term recognition memory with the CANTAB® Delayed Matching to Sample task in schoolchildren: Effects of demographic influences, multiple outcome measures and regression-based normative data, Child Neuropsychology, 26:2, 189-218, DOI: 10.1080/09297049.2019.1642316

 

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Learning Objectives:

  1. Explain how extreme prematurity may affect cognitive development generally and social cognitive functioning more specifically
  2. Describe the clinical and cognitive characteristics that need to be considered as potential contributors to social cognitive functioning after premature birth.

Isabelle Marleau, Mélissa Vona, Charlotte Gagner, Thuy Mai Luu & Miriam H. Beauchamp (2021) Social cognition, adaptive functioning, and behavior problems in preschoolers born extremely preterm, Child Neuropsychology, 27:1, 96-108, DOI: 10.1080/09297049.2020.1797656

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Learning Objectives:

  1. Summarize the considerations faced in choosing to adopt a particular system for labeling scores, as well as their implications.
  2. Describe the final recommendations for labeling scores that eventuated from the consensus conference and how they vary depending on the type of test used.

Thomas J. Guilmette, Jerry J. Sweet, Nancy Hebben, Deborah Koltai, E. Mark Mahone, Brenda J. Spiegler, Kirk Stucky, Michael Westerveld & Conference Participants (2020) American Academy of Clinical Neuropsychology consensus conference statement on uniform labeling of performance test scores, The Clinical Neuropsychologist, DOI: 10.1080/13854046.2020.1722244

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Learning Objectives:

  1. Discuss how understanding informant discrepancies of internalizing symptoms can contribute to better identifying pathways to recovery and appropriate treatment following pediatric mild traumatic brain injury.
  2. Explain how changes in family stress further complicate recovery from pediatric mild traumatic brain injury.

Samantha A. Murphy & Jonathan N. Dodd (2021) The role of family burden on informant discrepancies between parents and youths with protracted recovery from mild traumatic brain injury, Child Neuropsychology,27:2, 151-164, DOI: 10.1080/09297049.2020.1817354

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Learning Objectives:

  1. Explain how to evaluate results from a continuous performance test.
  2. Describe important aspects to consider when assessing neuropsychological functions.
Marizela Kljajić, Giovanni Maltese, Peter Tarnow, Peter Sand & Lars Kölby (2020). Sustained attention and vigilance of children treated for sagittal and metopic craniosynostosis, Child Neuropsychology, 26:4, 475-488, DOI: 10.1080/09297049.2019.1682130

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