Learning Objectives:
1. Explain the existence of a thought control mechanism critical for maintaining thought and behavior in phase with ongoing reality.
2. Describe the development of this mechanism in children in relation to explicit memory.
Liverani, M. C., Manuel, A. L., Nahum, L., Guardabassi, V., Tomasetto, C., & Schnider, A. (2017). Children’s sense of reality: The development of orbitofrontal reality filtering. Child Neuropsychology, 23(4), 408-421.
Learning Objectives:
1. Describe how Barkley’s (1997) and Rapport et al.’s (2008) competing models differ in their predictions of underlying neurocognitive/executive function deficits and the presentation of the ADHD phenotype.
2. Explain the complex relationship between ADHD-related working memory and behavioral inhibition deficits.
Alderson, R. M., Patros, C. H., Tarle, S. J., Hudec, K. L., Kasper, L. J., & Lea, S. E. (2017). Working memory and behavioral inhibition in boys with ADHD: An experimental examination of competing models. Child Neuropsychology, 23(3), 255-272.
Learning Objectives:
1. Explain the relation between measures of executive function assessed in different ways (cognitively, behaviorally) and their relative predictive utility for reading comprehension and mathematical calculations in 4th and 5th grade students.
2. Describe the role of different processes of executive function (working memory, inhibition, shifting, and planning) for reading comprehension and mathematical calculations in 4th and 5th grade students.
Gerst, E. H., Cirino, P. T., Fletcher, J. M., & Yoshida, H. (2017). Cognitive and behavioral rating measures of executive function as predictors of academic outcomes in children. Child Neuropsychology, 23(4), 381-407.
Learning Objectives:
1. Identify factors related to the higher prevalence of Fetal Alcohol Spectrum Disorder (FASD) among children in Aboriginal versus non-Aboriginal communities.
2. Describe salient research findings regarding the executive functioning abilities of children with FASD in general and Aboriginal children with FASD more specifically.
Rai, J. K., Abecassis, M., Casey, J. E., Flaro, L., Erdodi, L. A., & Roth, R. M. (2017). Parent rating of executive function in fetal alcohol spectrum disorder: A review of the literature and new data on Aboriginal Canadian children. Child Neuropsychology, 23(6), 713-732.
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 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. 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 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. 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.