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Learning Objectives:

1. Describe factors that may influence performance on self-administered digital cognitive measures in remote settings, including both digital-specific and traditional variables, and evaluate their implications for normative data development.

2. List potential applications of remote self-administered digital cognitive measures for neuropsychological assessment and describe how they can supplement in-person or telehealth evaluations.

Stricker, N. H., Frank, R. D., Boots, E. A., Fan, W. Z., Christianson, T. J., Kremers, W. K., … Petersen, R. C. (2025). Mayo Normative Studies: regression-based normative data for remote self-administration of the Stricker Learning Span, Symbols Test, and Mayo Test Drive Screening Battery Composite and validation in individuals with mild cognitive impairment and dementia. The Clinical Neuropsychologist, 1–30. https://doi.org/10.1080/13854046.2025.2469340

Learning Objectives:

1. Identify key cognitive disparities in Parkinson’s disease (PD) among Latinx patients compared to Latinx controls and white Non-Hispanic PD patients.

2. Evaluate the factors contributing to cognitive decline in Latinx patients with Parkinson’s disease and understand the limitations of current cognitive assessment tools in this population.

Anis, S., Chaparro-Solano, H. M., Peixoto Leal, T., Sperling, S. A., Sonneborn, C., … Callegari Piccinin, C. (2025). Differences and contributors to global cognitive performance in the underrepresented Latinx Parkinson’s disease population. The Clinical Neuropsychologist, 1–21. https://doi.org/10.1080/13854046.2025.2450020

Learning Objectives:

1. Recognize which neuropsychological tests are reliable in tele-neuropsychological (TNP) assessment for healthy older adults as well as for patients with Mild Cognitive Impairment (MCI) or Alzheimer’s type dementia (AD).

2. Understand that controlling and minimizing external distractions or technological limitations before a tele-neuropsychological assessment may be crucial for increasing the reliability of the assessment.

Yildirim, E., Soncu Buyukiscan, E., Akça Kalem, Ş., & Gürvit, H. (2025). Reliability of direct-to-home teleneuropsychological assessment: a within-subject design study. The Clinical Neuropsychologist, 1–22. https://doi.org/10.1080/13854046.2025.2451247

Learning Objectives:

1. Summarize the core neuropathological features of CTE.

2. Describe the clinical features and available biomarkers in those at risk for CTE.

Asken, B. M., Brett, B. L., Barr, W. B., Banks, S., Wethe, J. V., Dams-O’Connor, K., … Alosco, M. L. (2025). Chronic traumatic encephalopathy: State-of-the-science update and narrative review. The Clinical Neuropsychologist, 1–25. https://doi.org/10.1080/13854046.2025.2454047

Learning Objectives:

1. Understand how the accurate reporting of relevant records provides a foundation for expert opinion in a forensic case.

2. Appreciate how the review of records is tailored to meet legal standards in the jurisdiction in which the neuropsychologist is working.

Chafetz, M. D., Sweet, J. J., Boone, K. B., Cox, D., Hall, V., Kirkwood, M. W., … Oldenburg, C. (2025). Neuropsychological review of records in forensic cases: An AACN best practices paper with international perspectives. The Clinical Neuropsychologist, 1–31. https://doi.org/10.1080/13854046.2025.2461750

Learning Objectives:

1. Describe how the principles of the Zero Suicide (ZS) framework can enhance neuropsychological practice, including its role in improving assessment, intervention, and care transitions for patients at risk of suicide.

2. Plan how to incorporate suicide risk screening and brief, evidence-based interventions (e.g., Means Safety Counseling, Safety Planning) into neuropsychological assessments.

Calamia, M., Tucker, R., & Hill, R. (2024). Foundational skills in the assessment and management of suicide risk in neuropsychological practice. The Clinical Neuropsychologist, 1–19. https://doi.org/10.1080/13854046.2024.2435543