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Mild Traumatic Brain Injury and Postconcussion Syndrome: The New Evidence Base for Diagnosis and Treatment

McCrea, M. (2008). Mild traumatic brain injury and postconcussion syndrome: The new evidence base for diagnosis and treatment. Oxford University Press.

This is the first neuropsychology book to translate exciting findings from the recent explosion of research on sport-related concussion to the broader context of mild traumatic brain injury (MTBI) and post-concussive syndrome (PCS) in the general population. In addition, it includes a Continuing Education (CE) component administered by the American Academy of Clinical Neuropsychology.

Traumatic brain injuries constitute a major global public health problem, but until now, MTBIs, which constitute up to 90 percent of all treated TBIs, have been difficult to evaluate and manage clinically because of the absence of a viable model. Dr. McCrea’s book thus provides a welcome evidence base for all clinicians – including psychologists, neuropsychologists, neurologists, neurosurgeons, rehabilitation medicine physicians, physiatrists, and nurses – involved in the clinical diagnosis and treatment of MTBI, as well as attorneys involved in personal injury litigation and personal injury defense. Each section of the book ends with a helpful summary of the ‘Top 10 Conclusions.’

Understanding Somatization in the Practice of Clinical Neuropsychology

Discussing Somatization in the Practice of Clinical Neuropsychology is written for neuropsychologists who wish to improve their ability to diagnose and treat, or recommend treatment for, patients with somatoform disorders. The author, a seasoned clinician, blends evidence-based recommendations with sound practical advice within a conceptual framework that helps neuropsychologists to understand and engage these challenging patients. A Continuing Education (CE) component administered by the American Academy of Clinical Neuropsychology is included, as is access to the author’s workshop presentation materials. The book will be of interest to those who work with or wish to gain insight into somatizing patients – neuropsychologists, clinical psychologists, neurologists; post-doctoral fellows; graduate psychology students; and neuropsychologists who want to earn Continuing Education (CE) credit.

Lamberty, G. J. (2007). Discussing somatization in the practice of clinical neuropsychology. Oxford University Press.

Prenatal SSRI exposure: Effects on later child development

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.

Neuropsychology of Malingering Casebook

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.

Neuropsychology of Epilepsy and Epilepsy Surgery

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.

Sleep disturbance and neuropsychological function in young children with ADHD

Learning Objectives:

  1. To understand the differences in parent ratings of sleep and behavior, teacher ratings of behavior, and performance on neuropsychological tasks between typically developing young children and young children with ADHD.
  2. To understand how parent-reported sleep disturbance is associated with reports of behavioral problems and with performance based neuropsychological measures in typically developing young children and young children with ADHD.

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.

Individual cognitive patterns and developmental trajectories after preterm birth

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.

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.