Learning Objectives:
1. Discuss the interactive processes of the pre- and postnatal environment in relation to child development, and how this may contribute to behavioral problems amongst children with prenatal exposure to SSRIs.
2. Describe methodological challenges of early studies attempting to investigate long-term effects of prenatal SSRI-exposure.
Hermansen, T. K., & Melinder, A. (2015). Prenatal SSRI exposure: Effects on later child development. Child Neuropsychology, 21(5), 543-569.
Learning Objectives:
1. Describe the term secondary gain.
2. Recognize the differences between neuropsychological evaluations that occur in a forensic vs. clinical context.
3. Describe the differential diagnosis of malingering.
4. Describe the “standard of practice” in forensic assessments.
5. Recognize the cognitive and functional characterizations of individuals that may be malingering.
6. List the various embedded and standalone tests of effort and their use in neuropsychological assessment in individuals suspected of malingering.
7. Summarize the use of the MMPI-2 validity scales in detecting malingering.
8. Describe how an individual may be judged incompetent to stand trial.
9. Recognize how the APA Code of Ethics applies to the assessment and diagnosis of malingering.
Morgan, J. E., & Sweet, J. J. (Eds.). (2008). Neuropsychology of malingering casebook. Psychology Press.
This book provides essential information about the variety of seizure disorders and serves as a basic epilepsy reference guide for students and practicing clinical neuropsychologists. In addition to epilepsy neuropsychological assessment issues, the book provides an overview of the known cognitive effects of seizures as well as the adaptive, emotional, and psychiatric consequences of epilepsy including a chapter on psychogenic nonepileptic seizures. Diagnostic tests, such as EEG and structural neuroimaging, are described and the leading treatment options are detailed with a chapter on pharmacologic therapies which reviews the known cognitive and behaivoral side effects of specific antiepileptic drugs. Many of the more rare epilepsy disorders have been included in the appendices for quick and easy reference.
The book also details the role of neuropsychology within the epilepsy surgery process including pre-and post-surgery cognitive evaluations, cortical stimulation mapping, functional neuroimaging, and intracarotid amobarbital (Wada) procedures and reviews the major surgical treatment options used in the intractable epilepsies. Case examples are dispersed throughout the text with neuropsychological results as heuristic aids. The book concludes with a glossary of epilepsy terms.
Lee, G. P. (2010). Neuropsychology of epilepsy and epilepsy surgery. Oxford University Press.
Learning Objectives:
Schneider, H. E., Lam, J. C., & Mahone, E. M. (2016). Sleep disturbance and neuropsychological function in young children with ADHD. Child Neuropsychology, 22(4), 493-506.
This quiz is no longer available for sale. However, you may be interested in the quiz based on the newer edition of this book.
Learning Objectives:
1. To understand how diurnal cortisol rhythm early in life is associated with cognitive functioning in in normally developing toddlers.
2. To understand that infants with a cortisol secretion pattern indicative of less stress and more reactivity have higher cognitive scores as toddlers.
Saridjan, N. S., Henrichs, J., Schenk, J. J., Jaddoe, V. W., Hofman, A., Kirschbaum, C., … & Tiemeier, H. (2014). Diurnal cortisol rhythm and cognitive functioning in toddlers: The Generation R Study. Child Neuropsychology, 20(2), 210-229.
Learning Objectives:
1. Discuss how preterm-born individuals can be characterized by distinct multivariate cognitive patterns and developmental trajectories from pre-school age to adolescence.
2. Discuss the value of complementing the more common variable-based analysis with a person-oriented approach.
Stålnacke, J., Lundequist, A., Böhm, B., Forssberg, H., & Smedler, A. C. (2015). Individual cognitive patterns and developmental trajectories after preterm birth. Child Neuropsychology, 21(5), 648-667.
Learning Objectives:
1. Discuss the prevalence of impairment in various cognitive domains in children with FASD.
2. Describe the importance of assessing multiple neuropsychological domains with a comprehensive set of co-normed tasks.
Rasmussen, C., Tamana, S., Baugh, L., Andrew, G., Tough, S., & Zwaigenbaum, L. (2013). Neuropsychological impairments on the NEPSY-II among children with FASD. Child Neuropsychology, 19(4), 337-349.
Learning Objectives:
MacAllister, W.S., Vasserman, M., Coulehan, K., Hall, A.F., Bender, H.A. (2016). Cognitive estimations as a measure of executive dysfunction in childhood epilepsy. Child Neuropsychology, 22, 65-80.
Learning Objectives:
1. Develop a better understanding of the relationship between TBI and juvenile delinquency.
2. Better understand the behavioral sequelea of TBI among adolescents.
Farrer, T. J., Frost, R. B., & Hedges, D. W. (2013). Prevalence of traumatic brain injury in juvenile offenders: a meta-analysis. Child Neuropsychology, 19(3), 225-234.