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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

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

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

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

Learning Objectives:

1. To understand the research methodology utilized in conducting a systematic review that examined the association between active video gaming (AVG) and improvements in social behaviors in children with neurodevelopmental disorders.

2. To recognize the relative importance of active video gaming (AVG) interventions for the promotion of social behaviours in children with neurodevelopmental disorders.

Homa Rafiei Milajerdi, Firoozeh Ordooiazar & Deborah Dewey (2023) Is active video gaming associated with improvements in social behaviors in children with neurodevelopmental disorders: a systematic review, Child Neuropsychology, 29:1, 1-27, DOI: 10.1080/09297049.2022.2046721

Learning Objectives:

1. Describe children’s diverse patterns of recovery from mild traumatic brain injuries (mTBI) and the presentation of persistent post-concussion symptoms (PPCS).

2. Describe the association between social functioning, stress, and mTBI outcomes, and explain how pre-injury social difficulties may hamper recovery from mTBI in children.

Irit Aviv, Maayan Shorer, Silvana Fennig, Hillel Aviezer, Dana Singer-Harel, Alan Apter & Tammy Pilowsky Peleg (2023) Persistent post-concussion symptoms in children: pre-injury social difficulties and acute stress reaction as risk factors, Child Neuropsychology, 29:1, 115-135, DOI: 10.1080/09297049.2022.2072823