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Neuropsychologists’ Validity Testing Beliefs and Practices: A Survey of North American Professionals

Learning Objectives:

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

Official Position of the American Academy of Clinical Neuropsychology (AACN): Guidelines for Practicum Training in Clinical Neuropsychology

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.

Performance on the Test of Memory Malingering in children with neurological conditions

Learning Objectives:

1. Explain the sensitivity of the Test of Memory Malingering as a performance validity test for children who have neurological disorders.

2. Discuss the cautions and limitations of using the Test of Memory Malingering with children who have neurological disorders.

Ploetz, D.M., Mazur-Mosiewicz, A., Kirkwood, M.W., Sherman, E.M.S., & Brooks, B.L. (2016).  Performance on the Test of Memory Malingering in children with neurological conditions.  Child Neuropsychology, 22, 133-142.

Exploring the dynamics of design fluency in children with and without ADHD using artificial neural networks

Learning Objectives:

  1. Discuss how global (i.e., endpoint) versus process (i.e., dynamic) measures of performance may help characterize children with and without ADHD.
  2. Discuss and exemplify the utility of the connectionist method in neuropsychology.

Gauthier, B., Parent, V., & Lageix, P. (2016). Exploring the dynamics of design fluency in children with and without ADHD using artificial neural networks. Child Neuropsychology, 22, 238-246.

Current knowledge on motor disorders in children with autism spectrum disorder (ASD)

Learning Objectives:

1. Discuss the importance of motor disorders in ASD, how they are highlighted, from which tools.
2. Discuss that motor skill assessment differs from the developmental assessment of neuro-psychomotor functions related to the central nervous system.

Paquet, A., Olliac, B., Golse, B., & Vaivre-Douret, L. (2016). Current knowledge on motor disorders in children with autism spectrum disorder (ASD). Child Neuropsychology, 22(7), 763-794.

Differences in memory functioning between children with attention-deficit/hyperactivity disorder and/or focal epilepsy

Learning Objectives

  1. Discuss common focused attention/concentration and memory problems in children/adolescents with ADHD or focal epilepsy.
  2. Discuss how comorbid ADHD and focal epilepsy may present on tests of working memory (WM), short term memory (STM), and long term memory (LTM).

Lee, S. E., Kibby, M. Y., Cohen, M. J., Stanford, L., Park, Y., & Strickland, S. (2016). Differences in memory functioning between children with attention-deficit/hyperactivity disorder and/or focal epilepsy. Child Neuropsychology, 22(8), 979-1000.

Interpreting change on the neurobehavioral symptom inventory and the PTSD checklist in military personnel

Learning Objectives:

1. Provide an estimate of the prevalence of “post concussion” and PTSD symptoms in a healthy sample.
2. Describe the difference between a statistically reliable change and a clinically meaningful change.

Belanger, H. G., Lange, R. T., Bailie, J., Iverson, G. L., Arrieux, J. P., Ivins, B. J., & Cole, W. R. (2016). Interpreting change on the neurobehavioral symptom inventory and the PTSD checklist in military personnel. The Clinical Neuropsychologist, 30(7), 1063-1073.

Naturalistic tasks performed in realistic environments: a review with implications for neuropsychological assessment

Learning Objectives:

  1. Learn how research examining naturalistic tasks (e.g., cooking) performed in realistic environments relates to cognition and everyday functioning.
  2. Discuss the advantages and challenges for using naturalistic tasks in neuropsychological assessment.

Robertson, K., & Schmitter-Edgecombe, M. (2017). Naturalistic tasks performed in realistic environments: a review with implications for neuropsychological assessment. The Clinical Neuropsychologist, 31(1), 16-42.

Parent-report and performance-based measures of executive function assess different constructs

Learning Objectives:

1. To understand the distinction between two different constructs of executive function: parent-reported executive function and performance-based executive function.
2. To understand how parent-report measures and performance-based measures of executive function are differently associated with children’s performance on measures of attention, reading, math, and motor skill.

Ten Eycke, K. D., & Dewey, D. (2016). Parent-report and performance-based measures of executive function assess different constructs. Child Neuropsychology, 22(8), 889-906.