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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.

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.

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.

Exploring the dynamics of design fluency in children with and without ADHD using artificial neural networks

Learning Objectives:

  1. Discuss how global (i.e., endpoint) versus process (i.e., dynamic) measures of performance may help characterize children with and without ADHD.
  2. Discuss and exemplify the utility of the connectionist method in neuropsychology.

Gauthier, B., Parent, V., & Lageix, P. (2016). Exploring the dynamics of design fluency in children with and without ADHD using artificial neural networks. Child Neuropsychology, 22, 238-246.

Performance on the Test of Memory Malingering in children with neurological conditions

Learning Objectives:

1. Explain the sensitivity of the Test of Memory Malingering as a performance validity test for children who have neurological disorders.

2. Discuss the cautions and limitations of using the Test of Memory Malingering with children who have neurological disorders.

Ploetz, D.M., Mazur-Mosiewicz, A., Kirkwood, M.W., Sherman, E.M.S., & Brooks, B.L. (2016).  Performance on the Test of Memory Malingering in children with neurological conditions.  Child Neuropsychology, 22, 133-142.

Current knowledge on motor disorders in children with autism spectrum disorder (ASD)

Learning Objectives:

1. Discuss the importance of motor disorders in ASD, how they are highlighted, from which tools.
2. Discuss that motor skill assessment differs from the developmental assessment of neuro-psychomotor functions related to the central nervous system.

Paquet, A., Olliac, B., Golse, B., & Vaivre-Douret, L. (2016). Current knowledge on motor disorders in children with autism spectrum disorder (ASD). Child Neuropsychology, 22(7), 763-794.