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Risk Management Considerations for Safely Reopening Neuropsychology Practice in the Era of COVID-19

Abstract: This webinar will focus on considerations related to resuming in-person neuropsychological (NP) practice in the era of COVID-19. First, it will describe the range of models for providing care to NP patients. In that context, we will discuss the situations in which different models may be more or less appropriate. Second, the webinar will address a risk and benefit analysis relevant to the determination of which model to use. Third, ethical, risk management and legal aspects of the decision-making process will be reviewed.

Continuing Education: 1 CE credit for completing the webinar and passing a quiz based on it.

Presenters: Margaret Lanca, PhD & Daniel Taube, JD, PhD

Materials: The recorded webinar and slides will appear on the page with the quiz once you have purchased it.

Learning Objectives:

  1. List three models of providing neuropsychological services;
  2. Describe four factors to consider in the process of deciding whether to return to in-person services;
  3. Identify three risk management strategies to minimize harm to patients and providers as in-person services resume.

InterOrganizational Practice Committee Recommendations/Guidance for Teleneuropsychology (TeleNP) in Response to the COVID-19 Pandemic

Learning Objectives:

  1. Articulate  resources and established guidelines for telepsychology and specific recommendations about how extensions of these practices may apply to TeleNP in the context of the COVID-19 pandemic.
  2. Explain the progress and limitations of the current state of the art in teleneuropsychology.

Robert M. Bilder, Karen S. Postal, Mark Barisa, Darrin M. Aase, C. Munro Cullum, Stephen R. Gillaspy, Lana Harder, Geoffrey Kanter, Margaret Lanca, David M. Lechuga, Jennifer M. Morgan, Randi Most, Antonio E. Puente, Christine M. Salinas & Jonathan Woodhouse (2020) InterOrganizational practice committee recommendations/guidance for teleneuropsychology (TeleNP) in response to the COVID-19 pandemic, The Clinical Neuropsychologist, DOI: 10.1080/13854046.2020.1767214

A comprehensive examination of the memory profile of youth with Down syndrome in comparison to typically developing peers

Learning Objectives:

  1. Describe the relative strengths and weaknesses of retrospective memory abilities associated with Down syndrome.
  2. Define prospective memory and describe prospective memory abilities of youth with Down syndrome in comparison to their typically-developing peers.

Mary Godfrey & Nancy Raitano Lee (2020) A comprehensive examination of the memory profile of youth with Down syndrome in comparison to typically developing peers, Child Neuropsychology, DOI: 10.1080/09297049.2020.1721454

The Contribution of Neurocognitive Functions to Academic and Psychological Outcomes in Pediatric Cancer: A Latent Profile Analysis

Learning Objectives:

  1. Describe how neurocognitive functioning impacts overall academic and psychological domains in survivors of childhood cancer.
  2. Describe the contribution of identified risk factors (e.g., age at diagnosis, treatment) that predict neurocognitive subgroups of survivors of childhood cancer.

Cynthia W. Karlson, Dustin E. Sarver, Joseph S. Raiker, Flint M. Espil, Amanda D. Cox, T. David Elkin & Robert D. Annett (2020) The contribution of neurocognitive functions to academic and psychological outcomes in pediatric cancer: A latent profile analysis. Child Neuropsychology, 26:7, 881-899, DOI: 10.1080/09297049.2020.1734553

Investigation of Children and Adolescents’ Mood and Self-Concept after Acquired Brain Injury

Learning Objectives:

  1. Explain the double hazard model and factors influencing children’s mental health and self-concept following pediatric brain injury.
  2. Discuss the association between child self-reported mood and self-concept and parents’ ratings of internalizing and externalizing problems.

Kathryn Hendry, Tamara Ownsworth, Allison M. Waters, Megan Jackson & Owen Lloyd (2020) Investigation of children and adolescents’ mood and self-concept after acquired brain injury, Child Neuropsychology, DOI: 10.1080/09297049.2020.1750577

Cognitive and social/emotional influences on adaptive functioning in children with FASD: Clinical and cultural considerations

Learning Objectives:

  1. Describe how social and emotional cognition is a key predictor of adaptive functioning for children with Fetal Alcohol Spectrum Disorder (FASD).
  2. Illustrate the importance of the cultural context in neuropsychological assessment and research.

Andi Crawford, Laurie Te Hāpuku Te Nahu (Rongomaiwahine rāua ko Kahungunu), Elizabeth R. Peterson, Valerie McGinn, Kate Robertshaw & Lynette Tippett (2020) Cognitive and social/emotional influences on adaptive functioning in children with FASD: Clinical and cultural considerations, Child Neuropsychology, DOI: 10.1080/09297049.2020.1771296

Auditory Attention Late Effects in Pediatric Acute Lymphoblastic Leukemia

Learning Objectives:

  1. Describe how sustained auditory attention in pediatric leukemia survivors compares to what is known regarding sustained visual attention in this population.
  2. Explain various sociodemographic and treatment-related factors risk factors for difficulties with sustained auditory attention among pediatric leukemia survivors.

Alice Ann Holland, Matthew A. Clem, Erin Lampson & Peter L. Stavinoha (2020) Auditory attention late effects in pediatric acute lymphoblastic leukemia, Child Neuropsychology, 26:7, 865-880, DOI: 10.1080/09297049.2020.1772738

The Role of Family Burden on Informant Discrepancies Between Parents and Youths with Protracted Recovery from Mild Traumatic Brain Injury

Learning Objectives:

  1. Discuss how understanding informant discrepancies of internalizing symptoms can contribute to better identifying pathways to recovery and appropriate treatment following pediatric mild traumatic brain injury.
  2. Explain how changes in family stress further complicate recovery from pediatric mild traumatic brain injury.

Samantha A. Murphy & Jonathan N. Dodd (2021) The role of family burden on informant discrepancies between parents and youths with protracted recovery from mild traumatic brain injury, Child Neuropsychology,27:2, 151-164, DOI: 10.1080/09297049.2020.1817354

Deception is Different: Negative Validity Test Findings Do Not Provide “Evidence” for “Good Effort”

Learning Objectives:

  1. Explain how positive and negative test results are used together to determine the probability of the condition of interest in medicine and psychology.
  2. Discuss that with malingering as the condition of interest, negative PVT results do not automatically lead to a conclusion of “good effort.”

Michael D. Chafetz (2020) Deception is different: Negative validity test findings do not provide “evidence” for “good effort”, The Clinical Neuropsychologist, DOI: 10.1080/13854046.2020.1840633

Neuropsychological functioning and its relationship with brain anatomical measures of children and adolescents with non-syndromic cleft lip and palate

Learning Objectives:

  1. Describe the characteristics of non-syndromic cleft lip and palate.
  2. Identify the relationship between the anatomy of the brain and cognitive function of people with cleft lip and palate.

Patrícia Soares Baltazar Bodoni, Renata Ferranti Leoni, Arthur Bernardi do Vale, Pedro Henrique Rodrigues da Silva, Silvio Garcia Meira Junior, Antonio Richieri Costa (in memorian) & Maria De Lourdes Merighi Tabaquim (2021). Neuropsychological functioning and its relationship with brain anatomical measures of children and adolescents with non-syndromic cleft lip and palate, Child Neuropsychology, 27:1, 2-16, DOI: 10.1080/09297049.2020.1776240