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Learning Objectives:

1. Identify and compare the differential effects of four exercise modalities on the three core components of executive function in children and adolescents aged 4-18 years.

2. Explain the neurobiological mechanisms underlying exercise-induced improvements in executive function and the action-experience hypothesis in promoting cognitive development in youth.

Li, H., & Li, L. (2025). It’s not just what you do, but the way you do it: network meta-analysis of the effects of different exercise modalities on the executive function of children and adolescents. Child Neuropsychology, 1–33. https://doi.org/10.1080/09297049.2025.2517161

Learning Objectives:

1. Identify at least three cognitive domains commonly impaired in children with MOGAD.

2. Describe a hierarchical model for neuropsychological assessment and monitoring of pediatric MOGAD patients.

Rudebeck, S., Eyre, M., & Lim, M. (2025). Neuropsychological outcomes in pediatric MOGAD: clinical practice and future research. Child Neuropsychology, 1–15. https://doi.org/10.1080/09297049.2025.2489697

Learning Objectives:

1. Describe the key components of implementing a neuropsychology-led school reintegration consultation service for pediatric inpatients with acute neurological conditions.

2. Identify the common barriers to school reintegration for hospitalized children with new neurological conditions.

Leib, S. I., Cass, J., Chung, M. G., Bode, R. S., Perry, M. F., Rose, M., & Koterba, C. (2025). Novel neuropsychology school reintegration service for inpatients with neurological conditions: a quality improvement initiative. Child Neuropsychology, 1–13. https://doi.org/10.1080/09297049.2025.2503268

Learning Objectives:

1. Identify the relative contributions of medical factors and social determinants of health to neuropsychological outcomes in school-age children with critical congenital heart disease.

2. Distinguish between patterns of executive functioning deficits as measured by parent-report versus performance-based assessments in children with critical congenital heart disease.

Coulter, K. L., van Terheyden, S., Richie, R., Donofrio, M. T., & Sanz, J. (2025). Unraveling the impact of child opportunity and medical factors on neuropsychological outcomes in school-age patients with critical congenital heart disease. Child Neuropsychology, 1–24. https://doi.org/10.1080/09297049.2025.2500441

Learning Objectives:

1. Describe how alexithymia moderates the relationship between pre-injury trait anxiety and post-concussion symptoms in children with mild traumatic brain injury, including the specific conditions under which this moderation effect becomes statistically significant.

2. Explain the bidirectional relationship between children’s and parents’ posttraumatic stress symptoms following pediatric mild traumatic brain injury, and identify how children’s alexithymia levels influence parental stress responses during the acute recovery phase.

Aviv, I., Shorer, M., Fennig, S., Aviezer, H., Singer-Harel, D., Apter, A., & Pilowsky Peleg, T. (2025). The path from trait anxiety to post-concussion symptoms and posttraumatic stress symptoms in children with mTBI: the moderating role of alexithymia. Child Neuropsychology, 1–22. https://doi.org/10.1080/09297049.2025.2482826

Learning Objectives:

1. Identify and describe at least five different AI-based modalities used for ADHD diagnosis.

2. Evaluate the clinical challenges and limitations of implementing AI-based ADHD diagnostic tools in practice, including issues of algorithmic bias, data quality inconsistencies, the need for large diverse datasets, lack of standardized evaluation metrics, and the “black box” nature of deep learning models that affects clinical transparency and decision-making.

Zaheer, A., & Akhtar, A. (2025). Artificial intelligence as a support to diagnose ADHD: an insight of unorthodox approaches: a scoping review. Child Neuropsychology, 1–35. https://doi.org/10.1080/09297049.2025.2468411

Learning Objectives:

1. Identify and describe the three core components of executive function (inhibition, working memory, and shifting) and explain how each component was operationalized and measured across studies examining preterm-born children from infancy through early-to-middle childhood.

2. Discuss at least four methodological limitations that hinder definitive conclusions about the relationship between gestational age and executive function in preterm-born populations, including issues related to gestational age measurement and reporting, sample characteristics and confounding variables, study design limitations, and executive function assessment approaches.

Bhatoa, R. S., Nijjar, S., Bathelt, J., & de Haan, M. (2025). The impact of gestational age on executive function in infancy and early-to-middle childhood following preterm birth: a systematic review. Child Neuropsychology, 1–41. https://doi.org/10.1080/09297049.2025.2467950

Learning Objectives:

1. Distinguish between traditional accuracy-oriented and alternative strategy-oriented scoring methods for executive function tests.

2. Analyze the differential predictive value of combining traditional and alternative executive function scores for academic performance outcomes.

Hou, W., Resch, C., Möckel, R., Borghans, L., & Hurks, P. P. M. (2025). Traditional and alternative scores in performance tests to measure executive functions: differential associations with children’s academic performance. Child Neuropsychology, 1–33. https://doi.org/10.1080/09297049.2025.2462094