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Learning Objectives:

1. Discuss the complex symptomatology, diagnostic approach, potential cognitive and psychological impairments, and treatment and recovery trajectories of patients with NMDAR encephalitis.

2. Discuss the significant role that a neuropsychologist can play in case conceptualization and clinical care of patients with NMDAR encephalitis.

Loughan, A. R., Allen, A., Perna, R., & Malkin, M. G. (2016). Anti-N-Methyl-D-Aspartate Receptor Encephalitis: A Review and Neuropsychological Case Study. The Clinical Neuropsychologist, 30 (1), 150-163.

Learning Objectives:

1. Discuss the rationale behind validating an embedded screening measure for insufficient effort in neurocognitive evaluations where secondary gain can be a concern.

2. Describe the need for correct interpretation of the psychometric properties of effort screens and correct use of cut-off scores.

Zottoli, T. M., Hoover, S., & Barr, W. B. (2015). Utility of the Standardized Assessment of Concussion (STAC) to detect insufficient effort in independent medical examinations and civil litigation cases. The Clinical Neuropsychologist, 29(5), 678-688.

Learning Objectives:

1. Discuss why neuropsychologists should know the symptoms of impulse control disorders.
2. Discuss which medications place patients at risk for developing impulse control disorders.

Larson, E. R. (2015). Neuropsychological Findings in a Case of Punding Before and After Cessation of Pramipexole. The Clinical Neuropsychologist, 29(1), 166-178.

Learning Objectives:

1. Discuss appropriateness of SVT/effort in possible dementia populations.

2. Discuss role quantitative neuroimaging could play in integrated neuropsychological assessments.

Tanner, J. J., Mellott, E., Dunne, E. M., & Price, C. C. (2015). Integrating Neuropsychology and Brain Imaging for a Referral of Possible Pseudodementia: A Case Report. The Clinical Neuropsychologist, 29(2), 272-292.

Learning Objectives:

1. Discuss the distribution of neuropsychologists’ beliefs and practices within a variety of topics pertaining to validity testing.

2. Discuss how neuropsychologists’ validity testing beliefs and practices have changed over time, including which topics have become areas of general agreement and which topics are still prone to variable opinions.

Martin, P. K., Schroeder, R. W., & Odland, A. P. (2015). Neuropsychologists’ validity testing beliefs and practices: A survey of North American professionals. The Clinical Neuropsychologist, 29(6), 741-776.

Learning Objectives:

1. Identify the competencies related to clinical neuropsychology practicums.
2. Describe the optimal training parameters for clinical neuropsychology graduate students at practicum sites.

Nelson, A. P., Roper, B. L., Slomine, B. S., Morrison, C., Greher, M. R., Janusz, J., … & Whiteside, D. M. (2015). Official Position of the American Academy of Clinical Neuropsychology (AACN): Guidelines for Practicum Training in Clinical Neuropsychology. The Clinical Neuropsychologist, 29(7), 879-904.

Boone, K. B. (2009). The need for continuous and comprehensive sampling of effort/response bias during neuropsychological examinations. The Clinical Neuropsychologist, 23(4), 729-741.