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Trajectories of neurodevelopment and opportunities for intervention across the lifespan in congenital heart disease

Learning Objectives:

1. Describe existing knowledge of aberrant brain development and brain injury across the lifespan, and understand how these changes relate to neurodevelopmental challenges.

2. Discuss emerging and potential interventions at each developmental stage that have the potential to improve neurodevelopmental outcomes.

Jacqueline H. Sanz, Stephany Cox, Mary T. Donofrio, Nobuyuki Ishibashi, Patrick McQuillen, Shabnam Peyvandi & Sarah Schlatterer (2023) Trajectories of neurodevelopment and opportunities for intervention across the lifespan in congenital heart disease, Child Neuropsychology, DOI: 10.1080/09297049.2023.2173162

The influence of methylphenidate on sustained attention in pediatric acquired brain injury: a meta-analytical review

Learning Objectives:

1. To evaluate the utility of methylphenidate as a treatment option for neurocognitive late effects (namely sustained attention) in childhood survivors of brain injury.

2. To explore the variability in the effectiveness of methylphenidate based upon ABI subgroup.

Alexander J. Hagan & Sarah J. Verity (2023) The influence of methylphenidate on sustained attention in pediatric acquired brain injury: a meta-analytical review, Child Neuropsychology, 29:5, 710-741, DOI: 10.1080/09297049.2022.2112559

Does training working memory or inhibitory control produce far-transfer improvements in set shifting for children with ADHD? A randomized controlled trial

Learning Objectives:

1. Explain the factor structure of executive functioning in school-aged children and describe how this influences children with ADHD’s set shifting performance.

2. Describe the evidence for efficacy of cognitive training programs on improving set shifting abilities in children with ADHD.

Lauren N. Irwin Harper, Nicole B. Groves, Carolyn L. Marsh, Alissa M. Cole & Michael J. Kofler(2023) Does training working memory or inhibitory control produce far-transfer improvements in set shifting for children with ADHD? A randomized controlled trial,Child Neuropsychology,29:5,825-845,DOI: 10.1080/09297049.2022.2138301

Protecting the assessor: sexual harassment in neuropsychology and related training issues

1. Identify three ways that neuropsychology trainees or other assessors may be particularly vulnerable to sexual harassment.

2. Name strategies at a healthcare institution, clinic, and supervision level that can help prevent and respond to sexual harassment of neuropsychologists or trainees.

Brittney M. Markey, Kylie E. Courtwright, Joshua L. Clark & Megan L. Callahan (2023) Protecting the assessor: sexual harassment in neuropsychology and related training issues, The Clinical Neuropsychologist, DOI: 10.1080/13854046.2023.2178514

A cross-cultural study of visual attention in autism spectrum disorder

1. Describe visual attentional/perceptual theories and profiles in autism as currently known and characterized.

2. Explain the relative influences of culture/linguistic factors on visual attention in typical development and in autism.

Kritika Nayar, Xin Kang, Molly Winston, Patrick Wong & Molly Losh (2022) A cross-cultural study of visual attention in autism spectrum disorder, Child Neuropsychology, DOI: 10.1080/09297049.2022.2094904

Emotional reactivity and expressivity in young children with sex chromosome trisomies: evidence from psychophysiological and observational data

1. Explain why the study of neurocognitive functioning and behavioral functioning is relevant in genetic disorders, such as sex chromosome trisomies.

2. Describe how the difference between physiological measures (biomarkers) and behavioral measures (observations) helps to guide interventions in young children.

Kimberly C. Kuiper, Hanna Swaab, Nicole Tartaglia, Lisa Cordeiro & Sophie van Rijn (2022) Emotional reactivity and expressivity in young children with sex chromosome trisomies: evidence from psychophysiological and observational data, Child Neuropsychology, DOI: 10.1080/09297049.2022.2102161

Higher Access to Screens is Related to Decreased Functional Connectivity Between Neural Networks Associated with Basic Attention Skills and Cognitive Control in Children

1. Explain the relations between screen exposure level and engagement of cognitive control and learning networks in children.

2. Explain the relationship between the level of parental engagement with the child during screen viewing and the level of engagement of cognitive control and learning networks in children.

Raya Meri, John Hutton, Rola Farah, Mark DiFrancesco, Leonid Gozman & Tzipi Horowitz-Kraus (2022) Higher access to screens is related to decreased functional connectivity between neural networks associated with basic attention skills and cognitive control in children, Child Neuropsychology, DOI: 10.1080/09297049.2022.2110577

Visual Selective Attention and Visual Search Performance in Children with CVI, ADHD and Dyslexia: A Scoping Review

1. Describe the complexity in making a differential diagnosis between Cerebral Visual Impairment (CVI), Attention Deficit Hyperactivity Disorder (ADHD) and dyslexia in children.

2. Explain/ provide possible explanations for differences in visual search performance between children with between Cerebral Visual Impairment (CVI), Attention Deficit Hyperactivity Disorder (ADHD) and dyslexia.

Marinke J. Hokken, Elise Krabbendam, Ymie J. van der Zee & Marlou J. G. Kooiker (2022) Visual selective attention and visual search performance in children with CVI, ADHD, and Dyslexia: a scoping review, Child Neuropsychology, DOI: 10.1080/09297049.2022.2057940