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Uncovering the relationships between fatigue, sleep, and cognition after an acquired brain injury: A systematic review

Learning Objectives:

  1. Describe the primary and secondary pathways of Ponsford et al.'s (2015) post-injury fatigue model and the cognitive domains most consistently associated with trait fatigue after acquired brain injury.
  2. Evaluate the key methodological limitations identified in this review and their implications for the neuropsychological assessment of fatigue, sleep, and cognition after acquired brain injury.

Lim, [First Initial(s)]. (2024). Uncovering the relationships between fatigue, sleep, and cognition after an acquired brain injury: A systematic review. [Journal name]. Advance online publication.

The Lawton and Brody a Half Century Later: A Case for Contemporary Revision

Learning Objectives:

  1. Describe trends over the past 50 years that may impact validity of common instrumental activities of daily living measurements.
  2. Understand limitations to the Lawton and Brody as an instrumental activity of daily living instrument in modern contexts.

Benge, J. F. (2024). The Lawton and Brody a half century later: A case for contemporary revision. The Clinical Neuropsychologist. Advance online publication.

Deep Brain Stimulation: A Multidisciplinary Guide to Assessment and Management

Learning Objectives:

1. Describe the neuropsychologist’s role within the interdisciplinary DBS team and apply the “window of opportunity” framework and risk-stratification system to guide presurgical candidacy recommendations.

2. Apply appropriate adaptations to standard neuropsychological assessment procedures when evaluating DBS candidates with movement disorder–related symptoms.

3. Identify neuropsychiatric symptoms that are relevant to DBS candidacy evaluation and that require targeted monitoring in the postsurgical period.

4. Explain common acute and long-term neuropsychological and psychiatric complications following DBS surgery, and describe evidence-based management strategies applicable to DBS patient populations.

Palmese, C. A., Wyman-Chick, K. A., & York, M. K. (2025). Deep brain stimulation: A multidisciplinary guide to assessment and management. Oxford University Press. https://doi.org/10.1093/9780197689264.001.0001

Large language models in neuropsychology: Emerging applications and ethical considerations

Learning Objectives:

  1. List at least 3 potential applications and 3 key risks of large language models (LLMs) in the context of neuropsychological evaluations.
  2. Apply the ethical principles and professional standards of the American Psychological Association to LLM applications in neuropsychological assessment, critically considering implications for informed consent, privacy, bias, oversight, and test security.

Kronenberger, O. R., Gottlieb, M. C., & Cullum, C. M. (2025). Large language models in neuropsychology: Emerging applications and ethical considerations. The Clinical Neuropsychologist, Advance online publication. https://doi.org/10.1080/13854046.2025.2604094

Digital neuropsychology in Latin America: A scoping review

Learning Objectives:

  1. Describe key trends and emerging opportunities in digital neuropsychology in Latin America, including the predominant technologies, cognitive domains, and populations studied, as well as the potential of digital tools to enhance accessibility, ecological validity, and scalability for the development of neuropsychology in the region.
  2. Identify key methodological, cultural, and ethical challenges in the development and implementation of digital neuropsychology in a diverse context like Latin America, and consider their implications for clinical practice and research using digital tools.

Martinez-Florez, J. F., Chica Tabares, I., Ocampo del Río, N. A., Racero Vélez, S., Sánchez Mejía, L., Trujillo-Orrego, N., & Sánchez Escudero, J. P. (2026). Digital neuropsychology in Latin America: A scoping review. The Clinical Neuropsychologist, 1–28. https://doi.org/10.1080/13854046.2026.2615104

Lecanemab for posterior cortical atrophy: Two contrasting cases

Learning Objectives:

1. Explain why global cognitive screening tools may underestimate disease severity in patients with posterior cortical atrophy (PCA).

2. Describe the essential components of a multimodal framework for monitoring disease progression in patients with PCA receiving anti-amyloid antibody treatment.

Katsuse, K., Kakinuma, K., Niimi, Y., Iseki, C., Kawakami, N., Ota, S., … Suzuki, K. (2025). Lecanemab for posterior cortical atrophy: Two contrasting cases. The Clinical Neuropsychologist, 1–23. https://doi.org/10.1080/13854046.2025.2590527

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

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

Neuropsychological outcomes in pediatric MOGAD: clinical practice and future research

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

Novel neuropsychology school reintegration service for inpatients with neurological conditions a quality improvement initiative

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

Unraveling the impact of child opportunity and medical factors on neuropsychological outcomes in school-age patients with critical congenital heart disease

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