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Neuropsychological Evaluation of Somatoform and Other Functional Somatic Conditions

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.

The Independent Neuropsychological Evaluation

Learning Objectives:

1. Describe the context for disability related claims, including policies, terminology, and claim evaluation process.
2. Explain how a determination for the need for an IME might arise.
3. Discuss how to position yourself to be a potential IME provider.
4. Describe how to structure an IME and address interpretation and follow-up issues.

Oakes, H. J., Lovejoy, D. W., & Bush, S. S. (2017). The Independent Neuropsychological Evaluation. Oxford University Press.

Performance-based and parent ratings of attention in children treated for a brain tumor: The significance of radiation therapy and tumor location on outcome

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.

Sensitivity of the Wisconsin Card Sorting Test (64-Card Version) versus the Tower of London (Drexel Version) for detecting executive dysfunction in children with epilepsy

Learning Objectives:
1. Explain the role of epilepsy specific variables as they contribute to executive dysfunction in children and adolescents with epilepsy.
2. Describe the limitations of the WCST-64 in the assessment of executive dysfunction in children and adolescents with epilepsy.

MacAllister, W. S., Maiman, M., Marsh, M., Whitman, L., Vasserman, M., Cohen, R. J., & Salinas, C. M. (2018). Sensitivity of the Wisconsin Card Sorting Test (64-Card Version) versus the Tower of London (Drexel Version) for detecting executive dysfunction in children with epilepsy. Child Neuropsychology, 24(3), 354-369.

Developing a cultural context for conducting a neuropsychological evaluation with a culturally diverse client: the ECLECTIC framework

Learning Objectives:

1. Explain how neuropsychological testing is a western technology that is congruent with the values, knowledge, and experiences of western society, and that these characteristics are not universal.
2. Discuss how specific aspects of culture can potentially impact fairness in neuropsychological testing.

Fujii, D. E. (2018). Developing a cultural context for conducting a neuropsychological evaluation with a culturally diverse client: the ECLECTIC framework. The Clinical Neuropsychologist, 1-37.

A Practical Guide to Geriatric Neuropsychology

Learning Objectives:

1. Describe the changes in perception and cognition associated with normal aging.
2. Identify screening tools for use in primary care.
3. Discuss the importance of assessing capacity and some methods for doing so.
4. Summarize some of the challenges faced by older workers.

McPherson, S., & Koltai, D. (2018). A Practical Guide to Geriatric Neuropsychology. Oxford University Press.

Cognitive outcomes of pediatric stroke

Learning Objectives:
1. Explain how stroke characteristics may differentially affect long-term cognitive outcomes following pediatric stroke.
2. Describe the cognitive domains that may be particularly vulnerable to long-term impairment following pediatric stroke.

Jacomb, I., Porter, M., Brunsdon, R., Mandalis, A., & Parry, L. (2018). Cognitive outcomes of pediatric stroke. Child Neuropsychology, 24(3), 287-303.

Clinical and functional correlates of processing speed in pediatric Attention-Deficit/Hyperactivity Disorder: A systematic review and meta-analysis

Learning Objectives:

1. Explain how processing speed difficulties might manifest in terms of functional outcomes in daily life for children and adolescents with attention-deficit/hyperactivity disorder (AD/HD).
2. Describe the potential clinical implications of slow processing speed among children and adolescents with AD/HD.

Cook, N. E., Braaten, E. B., & Surman, C. B. (2018). Clinical and functional correlates of processing speed in pediatric Attention-Deficit/Hyperactivity Disorder: A systematic review and meta-analysis. Child Neuropsychology, 24(5), 598-616.

An investigation of intra-individual variability in children with fetal alcohol spectrum disorder (FASD)

Learning Objectives:

1. Explain the concept of intra-individual variability, and its relevance in FASD.
2. Discuss the relationship between intra-individual variability, attention, and adaptive behaviour.

Ali, S., Kerns, K. A., Mulligan, B. P., Olson, H. C., & Astley, S. J. (2018). An investigation of intra-individual variability in children with fetal alcohol spectrum disorder (FASD). Child Neuropsychology, 24(5), 617-637.

Socialization of prosocial behavior: gender differences in the mediating role of child brain volume

Learning Objectives:

1. Describe the current knowledge base of research on parenting and child brain development.
2. Describe the methods and interpret the results and implications of results of this study.

Kok, R., Prinzie, P., Bakermans-Kranenburg, M. J., Verhulst, F. C., White, T., Tiemeier, H., & van IJzendoorn, M. H. (2018). Socialization of prosocial behavior: gender differences in the mediating role of child brain volume. Child Neuropsychology, 24(6), 723-733.