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Huntington Study Group’s Neuropsychology Working Group Position on Best Practice Recommendations for the Clinical Neuropsychological Evaluation of Patients with Huntington Disease

1. Explain rationale for neuropsychological evaluation as an essential component for clinical diagnosis of suspected cognitive-phenotype HD manifest diagnosis.

2. Describe NPWG’s recommended protocol for neuropsychological evaluation of non-motor manifestations of Huntington disease.

Ciaran M. Considine, M. Agustina Rossetti, Kendra Anderson, Victor A. Del Bene, Sharlet A. Anderson, Andrea S. Celka, Mary C. Edmondson, Amelia L. Nelson Sheese, Adam Piccolino, Antonio L. Teixeira & Julie C. Stout (2023) Huntington study group’s neuropsychology working group position on best practice recommendations for the clinical neuropsychological evaluation of patients with Huntington disease, The Clinical Neuropsychologist, DOI: 10.1080/13854046.2023.2267789

Clinical Recommendations for Conducting Pediatric Functional Language and Memory Mapping during the Phase I Epilepsy Presurgical Workup

1. Evaluate the factors influencing the choice of language and memory mapping methods in pediatric epilepsy patients.

2. Explain the complexities and considerations in mapping language and memory functions in children with epilepsy.

Alyssa Ailion, Priscilla Duong, Moshe Maiman, Melissa Tsuboyama & Mary Lou Smith (2023) Clinical recommendations for conducting pediatric functional language and memory mapping during the phase I epilepsy presurgical workup, The Clinical Neuropsychologist, DOI: 10.1080/13854046.2023.2281708

Domain-general and domain-specific cognitive correlates of developmental dyscalculia: a systematic review of the last two decades’ literature

Learning Objectives:

1. Describe the role of domain-general factors, especially executive function (working memory, inhibitory control, and cognitive shifting), in understanding cognitive deficits in developmental dyscalculia.

2. Describe the role of domain-specific factors (number sense ability, especially approximate and symbolic number abilities) in understanding cognitive deficits in developmental dyscalculia.

Ankit Mishra & Azizuddin Khan (2022) Domain-general and domain-specific cognitive correlates of developmental dyscalculia: a systematic review of the last two decades’ literature, Child Neuropsychology, DOI: 10.1080/09297049.2022.2147914

Post-stroke acquired childhood aphasia. A scoping review

Learning Objectives:

1. Describing the clinical characteristics of Acquired Childhood Aphasia (ACA), highlighting the possible linguistic symptomatology.

2. Describing the salient facets of clinical management: assessment, diagnosis, prognosis, intervention.

Giulia Gilardone, Mauro Viganò, Dario Cassinelli, Francesca Maria Fumagalli, Irene Calvo, Marco Gilardone, Matteo Sozzi & Massimo Corbo (2022) Post-stroke acquired childhood aphasia. A scoping review, Child Neuropsychology, DOI: 10.1080/09297049.2022.2156992

Optimizing neurodevelopmental outcomes following fetal diagnosis of congenital heart disease: a call for primary prevention neuropsychology

Learning Objectives:

1. Describe current practice with respect to diagnosis and management of congenital heart disease (CHD) and its effects on neurodevelopment.

2. Explain how neuropsychologists may help optimize neurodevelopment for children with complex CHD as early as the fetal period, in concept and practice.

Adam R. Cassidy & Alyssa A. Neumann (2023) Optimizing neurodevelopmental outcomes following fetal diagnosis of congenital heart disease: a call for primary prevention neuropsychology, Child Neuropsychology, DOI: 10.1080/09297049.2023.2190966

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