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Behavioral attention and academic achievement: a comprehensive meta-analysis

Learning Objectives:

  1. Describe the overall strength and direction of the relationship between behavioral attention (ADHD symptomatology) and academic achievement, and explain how this relation is moderated by symptomatology type (inattention vs. hyperactivity/impulsivity) and rater type (teacher vs. parent), based on meta-analytic findings across 106 studies.
  2. Explain how ADHD symptomatology relates differentially to academic skills of varying complexity, recognizing that inattention is more strongly associated with academic achievement than hyperactivity/impulsivity, and that higher-complexity skills (e.g., reading comprehension, written expression, math word problems) show stronger associations with behavioral attention than lower-complexity skills (e.g., decoding, spelling, math computation).

Gioia, A. R., Miciak, J., Peng, P., Gallagher, M. W., Williams, M. W., Farrell, A., Salentine, C., Boada, C., Dragoi, I., Harmouch, S., Ortiz-Jimenez, A., & Cirino, P. T. (2026). Behavioral attention and academic achievement: a comprehensive meta-analysis. Child Neuropsychology. https://doi.org/10.1080/09297049.2026.2634751

Exploring the association between social skills, social intelligence, and executive dysfunction in adolescents with attention deficit hyperactivity disorder: a mediational analysis

Learning Objectives:

  1. Describe how adolescents with ADHD receiving methylphenidate treatment differ from healthy controls in social skills, social support, social intelligence, and peer relationships, including the finding that social impairments persisted despite ongoing pharmacological treatment.
  2. Explain the mediating role of social intelligence in the relationship between social skills and peer relationships in adolescents with ADHD, and describe how executive dysfunction and ADHD symptom severity relate to social functioning within the study's proposed conceptual model.

Suzer Gamli, I., & Arici Gurbuz, A. (2026). Exploring the association between social skills, social intelligence, and executive dysfunction in adolescents with attention deficit hyperactivity disorder: a mediational analysis. Child Neuropsychology. https://doi.org/10.1080/09297049.2026.2632136

Assessing executive attention in autistic children: strengths, weaknesses and individual differences

Learning Objectives:

  1. Describe how the Measures of Executive Attention (MEA) battery addresses the task impurity problem by controlling for collateral linguistic and fine-motor demands, and explain how accounting for these abilities altered between-group differences (autistic vs. neurotypical children) on tasks such as visual search and working memory capacity in familiar conditions.
  2. Identify the specific executive attention domains in which autistic children aged 8–14 showed weaknesses relative to neurotypical peers (cognitive flexibility and generative thinking in a graphical task; working memory capacity under novel, emotionally demanding conditions), and explain the relevance of task withdrawal patterns and emotion regulation to interpreting executive function performance in this population.

Anderle, F., Pasqualotto, A., Bentenuto, A., Venuti, P., & Benso, F. (2025). Assessing executive attention in autistic children: strengths, weaknesses and individual differences. Child Neuropsychology. https://doi.org/10.1080/09297049.2025.2600608

Sex differences in neurodevelopment trajectories over the first 3 years

Learning Objectives:

  1. Describe the sex-specific neurodevelopment trajectories identified in children aged 0–3 years using group-based trajectory modeling, including the differing number of trajectory classes for girls versus boys and the domains (adaptability in girls, language in boys) that primarily drive overall development.
  2. Identify the perinatal factors associated with low developmental trajectories in boys and girls, including the shared risk factors (maternal gravidity of two or more, non-breastfeeding) and the factor (preterm birth) uniquely associated with low trajectory in girls.

Zhang, Z., Sheng, L., Yue, C., Qiao, X., Yuan, M., Liu, X., & Chen, X. (2026). Sex differences in neurodevelopment trajectories over the first 3 years. Child Neuropsychology. https://doi.org/10.1080/09297049.2025.2599855

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