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Survey methods for neuropsychologists: A review of typical methodological pitfalls and suggested solutions

Learning Objectives:

  1. Describe the two most widely used frameworks for evaluating survey methods: the Tailored Design Method and the Total Survey Error framework.
  2. Explain best practices for minimizing the various types of survey error.

Thomas M. Guterbock & Bernice A. Marcopulos (2019) Survey methods for neuropsychologists: A review of typical methodological pitfalls and suggested solutions, The Clinical Neuropsychologist, DOI: 10.1080/13854046.2019.1590642

Parenting and the dysregulation profile predict executive functioning in children with acquired brain injury

Learning Objectives:

  1. Identify benefits of using the dimensional approach in children with acquired brain injury.
  2. Distinguish environmental stressors that may disrupt the development of executive functions following acquired brain injury.

García, Roberto Gómez-Raygoza, Stephen J. C. Hearps & Vicki Anderson (2019). Parenting and the dysregulation profile predict executive functioning in children with acquired brain injury, Child Neuropsychology,25:8, 1125-1143, DOI: 10.1080/09297049.2019.1589442

Targeting self-regulation and academic functioning among preschoolers with behavior problems: Are there incremental benefits to including cognitive training as part of a classroom curriculum?

Learning Objectives:

  1. Describe how interventions may demonstrate near- and far-transfer effects in preschoolers with behavior problems.
  2. Explain the incremental benefits of cognitive training to a comprehensive classroom curriculum.

Taylor D. Landis, Katie C. Hart & Paulo A. Graziano (2019) Targeting self-regulation and academic functioning among preschoolers with behavior problems: Are there incremental benefits to including cognitive training as part of a classroom curriculum?, Child Neuropsychology, 25:5, 688-704, DOI: 10.1080/09297049.2018.1526271

Comparisons of the BRIEF parental report and neuropsychological clinical tests of executive function in Fetal Alcohol Spectrum Disorders: Data from the UK national specialist clinic

Learning Objectives:

  1. Summarize correlations between neuropsychological data and parent ratings of executive functioning among children with fetal alcohol spectrum disorders.
  2. Describe how neuropsychological test data and parent ratings may complement one another in the assessment of children.

Zameer Mohamed, Alexandra C. S. Carlisle, Alexandra C. Livesey & Raja A. S. Mukherjee (2019) Comparisons of the BRIEF parental report and neuropsychological clinical tests of executive function in Fetal Alcohol Spectrum Disorders: data from the UK national specialist clinic, Child Neuropsychology, 25:5, 648-663, DOI: 10.1080/09297049.2018.1516202

Socio-economic status and the developing brain in adolescence: A systematic review

Learning Objectives:

  1. Describe the role SES may play in the relationship between neurological processing and social/emotional behaviors of adolescents.
  2. Explain the challenges in conceptualising and measuring SES in the context of adolescent neurological architecture and the relationship between neurological processing and social/emotional task performance.

Lisa Buckley, Melanie Broadley & Christopher N. Cascio (2019). Socio-economic status and the developing brain in adolescence: A systematic review, Child Neuropsychology, 25:7, 859-884, DOI: 10.1080/09297049.2018.1549209

The other face of illness-deception: Diagnostic criteria for factitious disorder with proposed standards for clinical practice and research

Learning Objectives:

  1. Compare and contrast the historical development of malingering and factitious disorder.
  2. Explain how the use of validity testing is important to the determination of factitious disorder.

Michael D. Chafetz, Russell M. Bauer & Paige S. Haley (2019) The other face of illness-deception: Diagnostic criteria for factitious disorder with proposed standards for clinical practice and research, The Clinical Neuropsychologist,DOI: 10.1080/13854046.2019.1663265

Reliable Change in Pediatric Brain Tumor: A Preliminary Investigation

Learning Objectives:

  1. Describe the strengths and weaknesses of using Reliable Change Index (RCI) methodology in survivors of PBT.
  2. Discuss the challenges to application of the RCI methodology in survivors of PBT.

Thomas A. Duda, M. Douglas Ris, Keith Owen Yeates, E. Mark Mahone, Jennifer S. Haut & Kimberly P. Raghubar (2020). Reliable change in pediatric brain tumor: A preliminary investigation, Child Neuropsychology, 26:1, 15-26, DOI: 10.1080/09297049.2019.1620715

Executive Dysfunction in Children and Adolescents with Behavior Disorders and Traumatic Brain Injury

Learning Objectives:

  1. Describe how executive functions may be disturbed after traumatic brain injury (TBI).
  2. Describe the process of recovery that may be experienced in adolescents at 24 months after TBI.

Kelsey A. Maloney, Adam T. Schmidt, Gerri R. Hanten & Harvey S. Levin (2020). Executive dysfunction in children and adolescents with behavior disorders and traumatic brain injury, Child Neuropsychology, 26:1, 69-82, DOI: 10.1080/09297049.2019.1640868

Cognitive development in absence epilepsy during long-term follow-up

Learning Objectives:

  1. Describe the course of cognitive development in children with absence epilepsy (AE).
  2. Explain reliable change methodology.

Eric L. A. Fonseca Wald, Sylvia Klinkenberg, Twan P. C. Voncken, Saskia C. M. Ebus, Albert P. Aldenkamp, Johan S. H. Vles, R. Jeroen Vermeulen, Jos G. M. Hendriksen & Mariette H. J. A. Debeij-Van Hall (2019). Cognitive development in absence epilepsy during long-term follow-up, Child Neuropsychology, 25:8, 1003-1021, DOI: 10.1080/09297049.2019.1614156

AACN Consensus Conference Statement on Uniform Labeling of Performance Test Scores

Learning Objectives:

  1. Summarize the considerations faced in choosing to adopt a particular system for labeling scores, as well as their implications.
  2. Describe the final recommendations for labeling scores that eventuated from the consensus conference and how they vary depending on the type of test used.

Thomas J. Guilmette, Jerry J. Sweet, Nancy Hebben, Deborah Koltai, E. Mark Mahone, Brenda J. Spiegler, Kirk Stucky, Michael Westerveld & Conference Participants (2020) American Academy of Clinical Neuropsychology consensus conference statement on uniform labeling of performance test scores, The Clinical Neuropsychologist, DOI: 10.1080/13854046.2020.1722244