General

Learning Objectives:

  1. Describe the association between isolated executive functions and adaptive behavior, across communication, daily living, and socialization domains, in adolescents with Down syndrome.
  2. Characterize how impairments in executive functions may hinder the development of adaptive behaviors and what facets of executive function may serve as targets for invention to improve adaptive outcomes in Down syndrome.

Elizabeth A. Will, Emily K. Schworer & Anna J. Esbensen (2021). The role of distinct executive functions on adaptive behavior in children and adolescents with Down syndrome, Child Neuropsychology, 27:8, 1054-1072, DOI: 10.1080/09297049.2021.1917531

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Learning Objectives:

  1. Identify benefits of using the dimensional approach in children with acquired brain injury.
  2. Distinguish environmental stressors that may disrupt the development of executive functions following acquired brain injury.

García, Roberto Gómez-Raygoza, Stephen J. C. Hearps & Vicki Anderson (2019). Parenting and the dysregulation profile predict executive functioning in children with acquired brain injury, Child Neuropsychology,25:8, 1125-1143, DOI: 10.1080/09297049.2019.1589442

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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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