Archives: Downloads

Cognitive estimations of a measure of executive dysfunction in childhood epilepsy

Learning Objectives:

  1. Discuss the prevalence and nature of executive dysfunction in children and adolescents with epilepsy.
  2. Discuss the cognitive demands of estimation tasks and the nature of cognitive estimation deficits in children and adolescents with epilepsy.

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.

Emotion Recognition in Children with Fetal Alcohol Spectrum Disorders

Learning Objectives:

  1. To gain an understanding of the nature of social processing deficits in children with prenatal alcohol exposure and consequent Fetal Alcohol Spectrum Disorder (FASD).
  2. To be able to describe some methods/tasks for the assessment of the first stage of social information processing, the encoding of social information.

Kerns, K. A., Siklos, S., Baker, L., & Müller, U. (2016). Emotion recognition in children with Fetal Alcohol Spectrum Disorders. Child Neuropsychology, 22(3), 255-275.

Applying a traumatic stress approach to understanding PCS following pediatric mild TBI

Learning Objectives:

1. Describe the role of psychosocial factors in the presentation of post concussion syndrome (PCS) persisting beyond three months following pediatric mild traumatic brain injury (TBI).

2. Discuss the potential contribution of underlying information processing biases to the perception of PCS persisting beyond three months following pediatric mild TBI.

Donlon, K., & Jones, R. T. (2015). Applying a traumatic stress approach to understanding PCS following pediatric mild TBI. Child Neuropsychology, 21(6), 803-822.

Determinants of cognitive outcomes of perinatal and childhood stroke: A review

Learning Objectives:

  1. Discuss the influences of age at stroke, time since stroke, lesion characteristics, sex, etiology, neurologic impairment, and seizures on cognitive outcomes following pediatric stroke.
  2. Discuss the interactive effects among demographic, neurological, etiological, and psychosocial variables on cognitive outcomes following pediatric stroke.

Fuentes, A., Deotto, A., Desrocher, M., deVeber, G., & Westmacott, R. (2016). Determinants of cognitive outcomes of perinatal and childhood stroke: A review. Child Neuropsychology, 22, 1-38.

The Relative Utility of Three English Language Dominance Measures in Predicting the Neuropsychological Performance of HIV+ Bilingual Latino/a Adults

Learning Objectives:

1. Discuss the impact of language dominance on neuropsychological performance in Spanish/English bilingual individuals.

2. Explain best practices for assessing language dominance when conducting neuropsychological evaluations with linguistic minorities.

Miranda, C., Arce Rentería, M., Fuentes, A., Coulehan, K., Arentoft, A., Byrd, D., … & Rivera Mindt, M. (2016). The Relative Utility of Three English Language Dominance Measures in Predicting the Neuropsychological Performance of HIV+ Bilingual Latino/a Adults. The Clinical Neuropsychologist, 30(2), 185-200.

Executive Functioning Deficits in Preschool Children with Fetal Alcohol Spectrum Disorders

Learning Objectives:

  1. Become aware of the gap that exists in our knowledge about early executive functioning in children who have been prenatally exposed to alcohol.
  2. Discuss the nature of the executive functioning deficits in young children with Fetal Alcohol Spectrum Disorder and the challenges with measuring these skills in preschool-age children.

Fuglestad, A. J., Whitley, M. L., Carlson, S. M., Boys, C. J., Eckerle, J. K., Fink, B. A., & Wozniak, J. R. (2015). Executive functioning deficits in preschool children with Fetal Alcohol Spectrum Disorders. Child Neuropsychology, 21(6), 716-731.

Combined Cognitive and Parent Training Interventions for Adolescents with ADHD: A Randomized Controlled Trial

Learning Objectives:

  1. Discuss the effects of working memory training and behavioral parent training on outcomes after individual and combined treatments for adolescents with ADHD.
  2. Discuss how the methodological and design aspects of intervention research can affect study results and conclusions.

Steeger, C. M., Gondoli, D. M., Gibson, B. S., & Morrissey, R. A. (2016). Combined cognitive and parent training interventions for adolescents with ADHD and their mothers: A randomized controlled trial. Child Neuropsychology, 22(4), 394-419.

Effects of screening for postconcussive syndrome (PCS) on PCS symptom self-report and neuropsychological test performance

Learning Objectives:

1. Discuss how feedback from a postconcussive syndrome screening measure can impact neuropsychological test performance and self-reported mTBI history.

2. Discuss how response expectancies can contribute to postconcussive syndrome symptom self-report and neuropsychological test performance.

Cook, C. M., & Suhr, J. A. (2016). Effects of screening for postconcussive syndrome (PCS) on PCS symptom self-report and neuropsychological test performance. The Clinical Neuropsychologist, 30(2), 284-300.

Anti-N-Methyl-D-Aspartate Receptor Encephalitis: A Review and Neuropsychological Case Study

Learning Objectives:

  1. Discuss the complex symptomatology, diagnostic approach, potential cognitive and psychological impairments, and treatment and recovery trajectories of patients with NMDAR encephalitis.
  1. Discuss the significant role that a neuropsychologist can play in case conceptualization and clinical care of patients with NMDAR encephalitis.

Loughan, A. R., Allen, A., Perna, R., & Malkin, M. G. (2016). Anti-N-Methyl-D-Aspartate Receptor Encephalitis: A Review and Neuropsychological Case Study. The Clinical Neuropsychologist, 30 (1), 150-163.

Utility of the Standardized Assessment of Concussion (SAC) to detect insufficient effort in independent medical examinations and civil litigation cases

Learning Objectives:

1. Discuss the rationale behind validating an embedded screening measure for insufficient effort in neurocognitive evaluations where secondary gain can be a concern.

2. Describe the need for correct interpretation of the psychometric properties of effort screens and correct use of cut-off scores.

Zottoli, T. M., Hoover, S., & Barr, W. B. (2015). Utility of the Standardized Assessment of Concussion (SAC) to detect insufficient effort in independent medical examinations and civil litigation cases. The Clinical Neuropsychologist, 29(5), 678-688.