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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.

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 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.

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.

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.

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.

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.

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.