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Learning Objectives:

1. Understand how the accurate reporting of relevant records provides a foundation for expert opinion in a forensic case.

2. Appreciate how the review of records is tailored to meet legal standards in the jurisdiction in which the neuropsychologist is working.

Chafetz, M. D., Sweet, J. J., Boone, K. B., Cox, D., Hall, V., Kirkwood, M. W., … Oldenburg, C. (2025). Neuropsychological review of records in forensic cases: An AACN best practices paper with international perspectives. The Clinical Neuropsychologist, 1–31. https://doi.org/10.1080/13854046.2025.2461750

Learning Objectives:

1. Describe how the principles of the Zero Suicide (ZS) framework can enhance neuropsychological practice, including its role in improving assessment, intervention, and care transitions for patients at risk of suicide.

2. Plan how to incorporate suicide risk screening and brief, evidence-based interventions (e.g., Means Safety Counseling, Safety Planning) into neuropsychological assessments.

Calamia, M., Tucker, R., & Hill, R. (2024). Foundational skills in the assessment and management of suicide risk in neuropsychological practice. The Clinical Neuropsychologist, 1–19. https://doi.org/10.1080/13854046.2024.2435543

Learning Objectives:

1. Describe the nature and clinical significance of cognitive dysfunction in people with functional seizures (FS).

2. Discuss clinical implications of the relationships between objective cognitive testing and mental health symptoms in people with FS.

Van Patten, R., Lu, M., Austin, T. A., Cotton, E., Chan, L., Bellone, J. A., … LaFrance, W. C., Jr. (2024). Associations of cognitive test performance with self-reported mental health, cognition, and quality of life in adults with functional seizures: A systematic review and meta-analysis. The Clinical Neuropsychologist, 1–26. https://doi.org/10.1080/13854046.2024.2440949

Learning Objectives:

1. Understand the interaction between cognitive reserve and depression and their effects on executive function in older adults over a 10-year period.

2. Identify the methodologies used in the study, including assessment tools for cognitive reserve, depression, and executive function, as well as the statistical analyses employed.

Frau, L., Jonaitis, E., Langhough, R. E., Zuelsdorff, M., Okonkwo, O., & Bruno, D. (2024). The role of cognitive reserve and depression on executive function in older adults: A 10-year study from the Wisconsin Registry for Alzheimer’s Prevention. The Clinical Neuropsychologist, 1–23. https://doi.org/10.1080/13854046.2024.2388904

Learning Objectives:

1. Describe how different neuropsychological tests and assessment practices may result in a biased evaluation when used with individuals from minoritized backgrounds.

2. Apply knowledge of culturally insensitive tests and assessment practices to guide test selection and advocate for changes to improve assessment experiences for culturally diverse individuals.

Wong, C. G., Arastu, S. F., & Ng, R. (2024). Identifying culturally insensitive tests, stimuli, and assessment practices in neuropsychology: A survey of professionals and trainees. The Clinical Neuropsychologist, 1–20. https://doi.org/10.1080/13854046.2024.2405064

Learning Objectives:

1. Describe the prevalence of neurocognitive impairment in patients with rheumatoid arthritis.

2. Understand the factors that moderate the prevalence of neurocognitive impairment in patients with rheumatoid arthritis.

Pankowski, D., Wytrychiewicz-Pankowska, K., Pisula, E., & Fal, A. M. (2024). Prevalence of neurocognitive impairment in patients with rheumatoid arthritis – a systematic review and meta-analysis. The Clinical Neuropsychologist, 1–21. https://doi.org/10.1080/13854046.2024.2378521

Learning Objectives:

1. Describe how adversity affects cognition and performance on baseline neurocognitive assessment among athletes.

2. Understand how social determinants of health may attenuate individual demographic factors, including race, on computerized neurocognitive testing.

Lemke, J., D’Alessio, A. S., Briggs, F. B. S., & Bailey, C. (2024). Influence of social determinants of health and adversity on computerized neurocognitive assessment. The Clinical Neuropsychologist, 1–20. https://doi.org/10.1080/13854046.2024.2375801

Learning Objectives:

1. Understand the structure of the ICD-10-CM and the rules and conventions of diagnosis coding, as relevant to neurocognitive disorders.

2. Learn to use the ICD-10-CM directly and accurately to code neurocognitive disorders, neurocognitive signs and symptoms, and etiologies underlying neurocognitive disorders.

Uysal, S. (2024). Diagnosis coding of neurocognitive disorders. The Clinical Neuropsychologist, 1–16. https://doi.org/10.1080/13854046.2024.2345925

Learning Objectives:

1. Understand how women’s cognitive ability may be differentially impacted by cancer and its treatment and understand unique psychosocial stressors for women with breast and gynecological cancers.

2. Appreciate the best approach when clinicians are assessing women who are undergoing or have undergone cancer treatment for non-central nervous system cancer, including the status of available research.

VanLandingham, H. B., Ellison, R. L., Turchmanovych-Hienkel, N., Alfonso, D., Oh, A., Kaseda, E. T., … Khan, H. (2024). Neuropsychological assessment, intervention, and best practices for women with non-Central nervous system cancer: A scoping review of current standards. The Clinical Neuropsychologist, 1–32. https://doi.org/10.1080/13854046.2024.2343147

Learning Objectives:

1. Describe the complex relationships among gender, stressors associated with immune system activation, and cognitive dysfunction/decline.

2. Discuss the need for more investigation into these relationships.

Logue, E., Hilsabeck, R. C., & Melamed, E. (2024). Gender differences in the associations of psychosocial trauma and acute medical stressors with immune system activation and dementia risk. The Clinical Neuropsychologist, 1–21. https://doi.org/10.1080/13854046.2024.2335115