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.
Learning Objectives:
1. Describe social perception abilities in children with Fetal Alcohol Spectrum Disorder (FASD).
2. Discuss and compare FASD subtypes on aspects of social perception.
Stevens, S. A., Clairman, H., Nash, K., & Rovet, J. (2017). Social perception in children with fetal alcohol spectrum disorder. Child Neuropsychology, 23 (8), 980-993.
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 why the term “postconcussion syndrome” often is not clinically useful.
2. Summarize long term cognitive outcome after concussion.
3. Discuss more specific neuropsychological and psychiatric diagnoses that can be applied more accurately to patients often diagnosed with postconcussion syndrome.
4. Describe management of symptoms attributed to concussion.
The source material for this CE quiz will become available on this page once you have purchased access to the quiz. Successful completion of this quiz (80% or higher) is worth two (2) continuing education credits.
Learning Objectives:
1. Describe some of the issues in using child-specific tasks to measure attention.
2. Outline the neurotransmitters and neural networks thought to underlie each attention system.
Lewis, F. C., Reeve, R. A., & Johnson, K. A. (2018). A longitudinal analysis of the attention networks in 6-to 11-year-old children. Child Neuropsychology, 24, 145-165.
Learning Objectives:
1. Differentiate between neuropsychological variables related to an FASD diagnosis and neuropsychological variables predictive of an FASD diagnosis.
2. Describe potential test batteries using the predictive neuropsychological variables to maximize diagnostic efficiency and accuracy of FASD among children exposed to alcohol prenatally.
Enns, L. N., & Taylor, N. M. (2018). Factors predictive of a fetal alcohol spectrum disorder: Neuropsychological assessment. Child Neuropsychology, 24, 203-225.
Learning Objectives:
1. Describe differences between conscious and unconscious symptom feigning.
2. List early developmental risk factors for somatization.
3. Discuss potential parental contributions to somatoform disorders.
4. Identify different forms of psychogenic nonepileptic seizures.
5. Summarize key components of neuropsychological evaluations on individuals with chronic pain.
6. Discuss important considerations in somatization among non-English speaking individuals.
7. Describe the potential impact of financial incentives on somatization.
Boone, K. B. (Ed.) (2017). Neuropsychological Evaluation of Somatoform and Other Functional Somatic Conditions: Assessment Primer. Routledge.
Learning Objectives:
1. Discuss the epidemiology, mechanisms, and pathophysiology of pediatric TBI.
2. Explain the process of assessing pediatric TBI from the acute through residual phases.
3. Describe evidence-based outcomes and their predictors following pediatric TBI.
4. Identify evidence-based strategies for managing and treating pediatric TBI.
Catroppa, C., Anderson, V., Beauchamp, M., & Yeates, K. (2016). New Frontiers in Pediatric Traumatic Brain Injury: An Evidence Base for Clinical Practice. Routledge.
Learning Objectives:
1. Describe important issues with regard to performance validity test selection, administration, interpretation, and feedback.
2. Explain the limitations of using performance validity tests with patients with dementia, patients with low intelligence, patients of minority cultures/who speak English as a second language, and patients with low education.
Lippa, S. M. (2017). Performance validity testing in neuropsychology: a clinical guide, critical review, and update on a rapidly evolving literature. The Clinical Neuropsychologist, 1-31.
Learning Objectives:
1. Explain the effect of tumor location on attentional outcomes in children with brain tumor.
2. Describe the relation between performance-based measures and parent ratings of attention in this population.
Raghubar, K. P., Mahone, E. M., Yeates, K. O., & Ris, M. D. (2017). Performance-based and parent ratings of attention in children treated for a brain tumor: The significance of radiation therapy and tumor location on outcome. Child Neuropsychology, 1-13.