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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

Learning Objectives:

1. Describe the nature and clinical significance of cognitive dysfunction in people with functional seizures (FS).

2. Discuss clinical implications of the relationships between objective cognitive testing and mental health symptoms in people with FS.

Van Patten, R., Lu, M., Austin, T. A., Cotton, E., Chan, L., Bellone, J. A., … LaFrance, W. C., Jr. (2024). Associations of cognitive test performance with self-reported mental health, cognition, and quality of life in adults with functional seizures: A systematic review and meta-analysis. The Clinical Neuropsychologist, 1–26. https://doi.org/10.1080/13854046.2024.2440949

Learning Objectives:

1. Understand the interaction between cognitive reserve and depression and their effects on executive function in older adults over a 10-year period.

2. Identify the methodologies used in the study, including assessment tools for cognitive reserve, depression, and executive function, as well as the statistical analyses employed.

Frau, L., Jonaitis, E., Langhough, R. E., Zuelsdorff, M., Okonkwo, O., & Bruno, D. (2024). The role of cognitive reserve and depression on executive function in older adults: A 10-year study from the Wisconsin Registry for Alzheimer’s Prevention. The Clinical Neuropsychologist, 1–23. https://doi.org/10.1080/13854046.2024.2388904

Learning Objectives:

1. Describe how different neuropsychological tests and assessment practices may result in a biased evaluation when used with individuals from minoritized backgrounds.

2. Apply knowledge of culturally insensitive tests and assessment practices to guide test selection and advocate for changes to improve assessment experiences for culturally diverse individuals.

Wong, C. G., Arastu, S. F., & Ng, R. (2024). Identifying culturally insensitive tests, stimuli, and assessment practices in neuropsychology: A survey of professionals and trainees. The Clinical Neuropsychologist, 1–20. https://doi.org/10.1080/13854046.2024.2405064