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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.

Sad and happy emotion discrimination in music by children with cochlear implants

Learning Objectives:

1. Discuss the relative contributions of tempo and mode for judging emotion in music in children with normal hearing.
2. Discuss differences in how children using cochlear implants judge emotion in music compared to normal hearing peers.

Hopyan, T., Manno III, F. A., Papsin, B. C., & Gordon, K. A. (2016). Sad and happy emotion discrimination in music by children with cochlear implants. Child Neuropsychology, 22(3), 366-380.

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.

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.

Education, training and practice of clinical neuropsychologists in the United States of America

Learning Objectives:

1. Discuss the contributions of persons and guidelines important to the development of clinical neuropsychology.

2. Discuss mean levels of debt for psychology graduate students and clinical productivity for those working at academic medical centers.

Grote, C. L., Butts, A. M., & Bodin, D. (2016). Education, training and practice of clinical neuropsychologists in the United States of America. The Clinical Neuropsychologist, 30(8), 1356-1370.

Practice effects and longitudinal cognitive change in clinically normal older adults differ by Alzheimer imaging biomarker status

Learning Objectives:

  1. Describe the 30-month cognitive trajectories of cognitively normal individuals who are neurodegeneration negative.
  2. Describe the 30-month cognitive trajectories of cognitively normal individuals who are neurodegeneration positive.

Machulda, M. M., Hagen, C. E., Wiste, H. J., Mielke, M. M., Knopman, D. S., Roberts, R. O., … & Petersen, R. C. (2017). Practice effects and longitudinal cognitive change in clinically normal older adults differ by Alzheimer imaging biomarker status. The Clinical Neuropsychologist, 31(1), 99-117.

Associations among parent–child relationships and cognitive and language outcomes in a clinical sample of preschool children

Learning Objectives:

  1. Discuss the importance of assessing parent-child interactions and their influence on cognitive development in young children with early neurological disorders.
  2. Identify whether parent-child relationship characteristics, particularly quality of the relationship, have measureable effects on preschool cognition and language.

Leiser, K., Heffelfinger, A., & Kaugars, A. (2017). Associations among parent–child relationships and cognitive and language outcomes in a clinical sample of preschool children. The Clinical Neuropsychologist, 31(2), 423-437.

Assessing social cognition: Age-related changes in moral reasoning in childhood and adolescence

Learning Objectives:

1. Discuss the challenges of assessing MR in youth and how the So-Moral differs from previous MR tools.
2. Discuss the key concepts behind MR development in children and adolescents and its link with brain maturation.

Chiasson, V., Vera-Estay, E., Lalonde, G., Dooley, J. J., & Beauchamp, M. H. (2017). Assessing social cognition: age-related changes in moral reasoning in childhood and adolescence. The Clinical Neuropsychologist, 1-16.

Gestational age and gender influence on executive control and its related neural structures in preterm-born children at 6 years of age

Learning Objectives:

  1. Explain how gestational age and gender influence attentional abilities in children born preterm.
  2. Link prefrontal structures to attentional task performances in children born preterm.

Urben, S., Van Hanswijck De Jonge, L., Barisnikov, K., Pizzo, R., Monnier, M., Lazeyras, F., … & Hüppi, P. S. (2017). Gestational age and gender influence on executive control and its related neural structures in preterm-born children at 6 years of age. Child Neuropsychology, 23(2), 188-207.