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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. 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. 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 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. 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.