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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.

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.

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.

Children’s sense of reality: The development of orbitofrontal reality filtering

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.

Introducing a forced-choice recognition task to the California Verbal Learning Test – Children’s Version

Learning Objectives:

1. Analyze stand-alone performance validity tests (PVTs) and embedded validity indicators (EVIs) relative to each other in terms of their classification accuracy.
2. Describe factors in performance validity assessment that are different in children as compared to adults.

Lichtenstein, J. D., Erdodi, L. A., & Linnea, K. S. (2017). Introducing a forced-choice recognition task to the California Verbal Learning Test–Children’s Version. Child Neuropsychology, 23(3), 284-299.

Executive functions and social information processing in adolescents with severe behavior problems

Learning Objectives:

  1. Discuss how executive functions (EFs) are related to social information processing (SIP).
  2. Discuss how executive functions (EFs) operate together in affecting other cognitive functions.

Van Nieuwenhuijzen, M., Van Rest, M. M., Embregts, P. J. C. M., Vriens, A., Oostermeijer, S., Van Bokhoven, I., & Matthys, W. (2017). Executive functions and social information processing in adolescents with severe behavior problems. Child Neuropsychology, 23(2), 228-241.