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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

Learning Objectives:

1. Describe prevailing theories for concussion symptom reporting intent and behavior among adolescent athletes.

2. Explain the limitations of current theories and important future directions for concussion education program development.

Goodwin, G. J., Evangelista, N. D., Ozturk, E. D., Kaseda, E. T., & Merritt, V. C. (2024). Prevailing theories describing sports-related concussion symptom reporting intent and behavior among adolescent athletes: a scoping review. Child Neuropsychology, 31(6), 908–947. https://doi.org/10.1080/09297049.2024.2446291

Learning Objectives:

1. Evaluate the evidence for the validity and reliability of the NIH Toolbox Motor, Cognition, and Emotion Batteries in children aged 3-17 years.

2. Explain how socioeconomic status and age-related changes affect test-retest reliability and construct validity of NIH Toolbox assessments in children.

Wei, X., McKinlay, C. J. D., Harding, J. E., Wouldes, T. A., Rogers, J., Brown, G. T. L., & Franke, N. (2024). NIH Toolbox for assessment of neurocognitive, motor and emotional-behavioral function in childhood: a systematic review. Child Neuropsychology, 31(6), 948–983. https://doi.org/10.1080/09297049.2024.2447444

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