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Limb apraxia profiles in different clinical samples

Learning Objectives:

  1. Describe the various ways in which limb apraxia can manifest itself as a motor cognitive disorder and develop an understanding of its impact.
  2. Explain how this motor-cognitive disorder can be tested and recognize the high prevalence of limb apraxia in certain clinical samples.

Ilka Buchmann, Mareike Dangel, Lisa Finkel, Rebecca Jung, Inara Makhkamova, Andreas Binder, Christian Dettmers, Laura Herrmann, Joachim Liepert, Jens Carsten Möller, Gabriel Richter, Tobias Vogler, Caroline Wolf & Jennifer Randerath (2019) Limb apraxia profiles in different clinical samples, The Clinical Neuropsychologist, DOI: 10.1080/13854046.2019.1585575

Factors predictive of a fetal alcohol spectrum disorder diagnosis: Parent and teacher ratings

Learning Objectives:

1. Identify the parent and teacher-rated behaviors that contribute most toward accurate diagnosis in Fetal Alcohol Spectrum Disorder (FASD).
2. Describe the limited rating scale battery model and its role in maximizing diagnostic efficiency and accuracy of FASD among children exposed to alcohol prenatally.

Taylor, N. M. & Enns, L. N. (2018). Factors predictive of a fetal alcohol spectrum disorder diagnosis: Parent and teacher ratings. Child Neuropsychology, 12, 1-21.

Initiation of joint attention and related visual attention processes in infants with autism spectrum disorder: Literature review

Learning Objectives:

  1. Describe the importance of measures of joint attention behavior in typical and atypical development.
  2. Explain how visual attention mechanisms in infancy can influence the later development of joint attention.

Franchini, M., Armstrong, V. L., Schaer, M., & Smith, I. M. (2019). Initiation of joint attention and related visual attention processes in infants with autism spectrum disorder: Literature review. Child Neuropsychology, 25, 287-317.

Wechsler Adult Intelligence Scale-Fourth Edition Digit Span Performance in Subjective Cognitive Complaints, Amnestic Mild Cognitive Impairment, and Probable Dementia of the Alzheimer Type

Learning Objectives:

  1. Describe how the Digit Span subtest of the WAIS-IV performs in patient groups drawn from a memory disorder clinic.
  2. Explain the influence of cross-task perseveration on Digit Span performance in these clinical groups.

Robert Ruchinskas (2019) Wechsler adult intelligence scale-4th edition digit span performance in subjective cognitive complaints, amnestic mild cognitive impairment, and probable dementia of the Alzheimer type, The Clinical Neuropsychologist, DOI: 10.1080/13854046.2019.1585574

Working memory and behavioral inhibition in children with attention-deficit/hyperactivity disorder (ADHD): an examination of varied central executive demands, construct overlap, and task impurity

Learning Objectives:

  1. Examine the unique contributions of inhibition and working memory processes to inattention and hyperactivity/impulsivity symptoms.
  2. Examine potential overlap in cognitive processes indexed by commonly used measures of inhibition and phonological working memory.

Stephanie J. Tarle, R. Matt Alderson, Connor H. G. Patros, Elaine F. Arrington & Delanie K. Roberts (2019) Working memory and behavioral inhibition in children with attention-deficit/hyperactivity disorder (ADHD): an examination of varied central executive demands, construct overlap, and task impurity, Child Neuropsychology, 25:5, 664-687,DOI: 10.1080/09297049.2018.1519068

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

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

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