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Evaluating evidence for a neuropsychological toolkit to predict cognitive decline in PD: A systematic review

Learning Objectives:

1. Understand the purpose of a novel neuropsychological toolkit for people with Parkinson’s disease (PD).

2. Evaluate the evidence supporting the use of the toolkit in predicting cognitive decline in people with PD.

Pourzinal, D., King, J., Sivakumaran, K., Yang, J., McCann, E., Mitchell, L. K., … Dissanayaka, N. N. (2025). Evaluating evidence for a neuropsychological toolkit to predict cognitive decline in PD: A systematic review. The Clinical Neuropsychologist, 1–28. https://doi.org/10.1080/13854046.2025.2511966

Sensory processing, executive function, and behavior in children with ADHD

Learning Objectives:

1. Describe the relationship between sensory processing, executive function, and behavior in children with Attention-Deficit/Hyperactivity Disorder (ADHD).

2. Explore the mediating role of executive function in the relationship between sensory processing and behavioral problems in children with ADHD.

Owen, A., Cruz, S., Pozo-Rodriguez, M., Conde-Pumpido, S., Tubío-Fungueiriño, M., Sampaio, A., … Fernández-Prieto, M. (2024). Sensory processing, executive function, and behavior in children with ADHD. Child Neuropsychology, 31(4), 546–563. https://doi.org/10.1080/09297049.2024.2414875

Learning from those who thrive: protective factors and neuroimaging markers in adolescents with complex congenital heart disease and with a favorable neurodevelopmental profile

Learning Objectives:

1. Understand the neurodevelopmental outcomes and associated protective factors in children with complex congenital heart disease.

2. Identify the neuroimaging markers linked to positive neurodevelopmental profiles in this population.

Ehrler, M., O’Gorman, R., Wehrle, F. M., Speckert, A., Jakab, A., Kretschmar, O., & Latal, B. (2024). Learning from those who thrive: protective factors and neuroimaging markers in adolescents with complex congenital heart disease and with a favorable neurodevelopmental profile. Child Neuropsychology, 31(4), 613–634. https://doi.org/10.1080/09297049.2024.2419048

The mathematical word problem-solving performance gap between children with and without math difficulties: does working memory mediate and/or moderate treatment effects?

Learning Objectives:

1. Describe the extent to which working memory moderated and/or mediated strategy treatment outcomes for children with and without math disabilities.

2. Describe several different interpretations regarding the role of working memory on mathematical word problem performance.

Swanson, H. L., Orosco, M. J., & Reed, D. K. (2024). The mathematical word problem-solving performance gap between children with and without math difficulties: does working memory mediate and/or moderate treatment effects? Child Neuropsychology, 31(3), 391–427. https://doi.org/10.1080/09297049.2024.2382202

Cross-Cultural Tele-neuropsychology: The Use of Cultural Consultation and Interpretation Services to Improve Access for Patients and Trainees

Learning Objectives:

1. Understand how cultural consultation and interpretation services can improve tele-neuropsychological services for culturally and linguistically diverse patients.

2. Describe steps for conducting a tele-neuropsychological evaluation with a culturally diverse patient and important considerations at each step.

Lee, A. J., Lipio Brothers, S., Mesa, H., Judd, T., & Nguyen, C. M. (2025). Cross-cultural tele-neuropsychology: the use of cultural consultation and interpretation services to improve access for patients and trainees. The Clinical Neuropsychologist, 1–24. https://doi.org/10.1080/13854046.2025.2474274

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 MCI and dementia

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

Differences and Contributors to Global Cognitive Performance in the Underrepresented Latinx Parkinson’s Disease Population

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

Reliability of Direct-to-Home Teleneuropsychological Assessment: a Within-Subject Design Study

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

Which childhood predictive indices forecast reading and writing skills in school-age children: a systematic review

Learning Objectives:

1. Identify and describe the key predictive indices of reading and writing skills in school-age children, with particular focus on the distinction between proximal and distal predictors.

2. Compare and contrast the quantity and scope of research on predictors for reading versus writing skills, highlighting gaps in the literature related to writing.

Mercugliano, A., Bigozzi, L., De Cunto, A., Graziani, D., Pecini, C., Usai, M. C., … Ruffini, C. (2024). Which childhood predictive indices forecast reading and writing skills in school-age children: a systematic review. Child Neuropsychology, 31(1), 161–196. https://doi.org/10.1080/09297049.2024.2347381

A transdiagnostic examination of cognitive heterogeneity in children and adolescents with neurodevelopmental disorders

Learning Objectives:

1. Explain the use of unsupervised machine learning techniques in identifying cognitive profiles among children and adolescents with neurodevelopmental disorders.

2. Describe the implications of cognitive heterogeneity and how transdiagnostic approaches can provide better insights than traditional diagnostic systems.

Al-Saoud, S., Nichols, E. S., Brossard-Racine, M., Wild, C. J., Norton, L., & Duerden, E. G. (2024). A transdiagnostic examination of cognitive heterogeneity in children and adolescents with neurodevelopmental disorders. Child Neuropsychology, 31(2), 293–311. https://doi.org/10.1080/09297049.2024.2364957