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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

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

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

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

Risk Management for Teleneuropsychology

Note: This CE opportunity is free to current AACN members, but a special member discount code must be entered at checkout.

Abstract: In a period of unprecedented restriction of access to neuropsychological care during the COVID-19 pandemic, there has been an understandable focus on the logistics of and tools for conducting teleneuropsychology. This webinar assists practitioners in broadening their focus to include navigating the risk management and ethical issues specific to the practice of teleneuropsychology.

Presenters: Munro Cullum, PhD, ABPP, Russell Bauer, PhD, ABPP, Karen Postal, PhD, ABPP, & Daniel Taube, JD, PhD

Learning Objectives:

  1. Assess the progress and limitations of the current state of teleneuropsychology and analyze the reliability and validity of neuropsychological tests delivered via telehealth.
  2. Demonstrate a framework for considering the incremental validity of adding a test in the context of the broader construct of teleneuropsychological assessments.
  3. Apply strategies to engage in meaningful, clear consent conversations in the context of limitations of teleneuropsychological assessment.
  4. Recognize types of assessments that present particular risks when administered in a telehealth setting.

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

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

A hierarchical model of cognitive flexibility in children: Extending the relationship between flexibility, creativity and academic achievement

Learning Objectives:

  1. Explain the dimensional nature of cognitive flexibility and the importance of considering its different components during neuropsychological assessment and interventions.
  2. Describe how each flexibility component imposes different demands on executive functions and may differentially contribute to creativity and academic skills.

Vanessa Arán Filippetti & Gabriela Krumm (2020) A hierarchical model of cognitive flexibility in children: Extending the relationship between flexibility, creativity and academic achievement, Child Neuropsychology, DOI: 10.1080/09297049.2019.1711034