General

Learning Objectives:

  1. Describe how neurocognitive functioning impacts overall academic and psychological domains in survivors of childhood cancer.
  2. Describe the contribution of identified risk factors (e.g., age at diagnosis, treatment) that predict neurocognitive subgroups of survivors of childhood cancer.

Cynthia W. Karlson, Dustin E. Sarver, Joseph S. Raiker, Flint M. Espil, Amanda D. Cox, T. David Elkin & Robert D. Annett (2020) The contribution of neurocognitive functions to academic and psychological outcomes in pediatric cancer: A latent profile analysis,Child Neuropsychology, 26:7, 881-899, DOI: 10.1080/09297049.2020.1734553

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Learning Objectives:

  1. Describe the course of cognitive development in children with absence epilepsy (AE).
  2. Explain reliable change methodology.

Eric L. A. Fonseca Wald, Sylvia Klinkenberg, Twan P. C. Voncken, Saskia C. M. Ebus, Albert P. Aldenkamp, Johan S. H. Vles, R. Jeroen Vermeulen, Jos G. M. Hendriksen & Mariette H. J. A. Debeij-Van Hall (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:

  1. Describe how sustained auditory attention in pediatric leukemia survivors compares to what is known regarding sustained visual attention in this population.
  2. Explain various sociodemographic and treatment-related factors risk factors for difficulties with sustained auditory attention among pediatric leukemia survivors.

Alice Ann Holland, Matthew A. Clem, Erin Lampson & Peter L. Stavinoha (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:

  1. Compare and contrast the historical development of malingering and factitious disorder.
  2. Explain how the use of validity testing is important to the determination of factitious disorder.

Michael D. Chafetz, Russell M. Bauer & Paige S. Haley (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:

  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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