Learning Objectives:
1. Describe the differences in developmental trajectory of the dorsal and ventral streams of visual processing.
2. Explain the impact of congenital hypothyroidism on both stream functions.
Simic, N., & Rovet, J. (2017). Dorsal and ventral visual streams: Typical and atypical development. Child Neuropsychology, 23(6), 678-691.
Learning Objectives:
1. Explain the possible influence of stereotype threat (ST) on neuropsychological assessment of older people.
2. Describe the purpose and the implications of moderation analyses.
Fresson, M., Dardenne, B., Geurten, M., & Meulemans, T. (2017). The effect of stereotype threat on older people’s clinical cognitive outcomes: investigating the moderating role of dementia worry. The Clinical Neuropsychologist, 1-23.
Learning Objectives:
1. Describe the importance of working memory in academic and social functioning during childhood, and the reasons why working memory is so vulnerable to the effects of early brain injury.
2. Explain how working memory is impacted after pediatric stroke, and specifically what factors contribute to heterogeneity in outcome across individuals.
Fuentes, A., Westmacott, R., Deotto, A., deVeber, G., & Desrocher, M. (2017). Working memory outcomes following unilateral arterial ischemic stroke in childhood. Child Neuropsychology, 23 (7), 803-821.
Learning Objectives:
1. Describe the impact of pediatric sickle cell disease on neurocognitive functioning.
2. Explain the influences of neurocognitive sequelae on health-related quality of life in children with sickle cell disease and identify relevant interventions.
Allen, T. M., Anderson, L. M., Rothman, J. A., & Bonner, M. J. (2017). Executive functioning and health-related quality of life in pediatric sickle cell disease. Child Neuropsychology, 23 (8), 889-906.
Learning Objectives:
1. Describe the degree to which parental ratings of daily functioning and children’s cognitive test performances measure overlapping versus distinct constructs after pediatric mild traumatic brain injury.
2. Explain how premorbid characteristics and injury-related factors differentially affect such parental ratings and children’s performances.
Donders, J., & DeWit, C. (2017). Parental ratings of daily behavior and child cognitive test performance after pediatric mild traumatic brain injury. Child Neuropsychology, 23(5), 554-570.
Learning Objectives:
1. Explain why critical appraisal of research methods and statistics is of importance for clinical neuropsychological practice.
2. Describe the current initiatives to solve the replication crisis and how to use them within your own research domain.
Gelman, A., & Geurts, H. M. (2017). The statistical crisis in science: how is it relevant to clinical neuropsychology? The Clinical Neuropsychologist, 1-15.
Learning Objectives:
1. Explain the rationale for using a p level of .20 when testing the significance of a below chance result on a forced choice performance validity test.
2. Discuss why raising the significance level from .05 to .20 is useful to practitioners/researchers.
Binder, L. M., & Chafetz, M. D. (2017). Determination of the smoking gun of intent: significance testing of forced choice results in social security claimants. The Clinical Neuropsychologist, 1-13.
Learning Objectives:
1. Describe the prevalence of symptoms of Attention Deficit / Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD) in children with 22q11.2 Deletion Syndrome (22q11.2DS).
2. Describe the relationship between executive functioning and severity of psychiatric symptoms of in children with 22q11.2DS.
de Sonneville, L. M., Hidding, E., van Engeland, H., Vorstman, J. A., Sijmens-Morcus, M. E., & Swaab, H. (2018). Executive functioning and its relation to ASD and ADHD symptomatology in 22q11.2 deletion syndrome. Child Neuropsychology, 24, 1-19.
Learning Objectives:
1. Describe the attention and executive functioning neuropsychological profile in children following perinatal arterial ischemic stroke (PAIS).
2. Explain the relative influences of age and gender on neuropsychological functioning after PAIS.
Bosenbark, D. D., Krivitzky, L., Ichord, R., Jastrzab, L., & Billinghurst, L. (2018). Attention and executive functioning profiles in children following perinatal arterial ischemic stroke. Child Neuropsychology, 24, 106-123.
Learning Objectives:
1. Explain the challenges of assessing children in low- and middle-income countries (LMIC).
2. Describe psychological measures that are most appropriate for the assessment of children in LMIC.
Semrud-Clikeman, M., Romero, R. A. A., Prado, E. L., Shapiro, E. G., Bangirana, P., & John, C. C. (2017). Selecting measures for the neurodevelopmental assessment of children in low-and middle-income countries. Child Neuropsychology, 23(7), 761-802.