Assessment OnDemand

 

Advanced Topics in Assessing Change in the Individual Patient

1.5 CE Credits

Presented by:
Kevin Duff Ph.D.
Professor of Neurology
Clinical Neuropsychologist
Center for Alzheimer's Care, Imaging, & Research
University of Utah

Serial neuropsychological assessments are complicated to interpret due to practice effects, regression to the mean, and “normal” change in clinical conditions. This webinar will build on the “introductory” session and address more nuanced issues in assessing cognitive change. It will start with a quick review of common statistical formulae for determining change (reliable change index, regression-based change formula), using case examples to demonstrate the strengths and weaknesses of each method. It will also address more complex issues in assessing change (e.g., applying methods to individual tests vs. an entire battery, examining change across more than two assessments, determining whether ±1.645 is the best cutoff, externally validating change scores). The webinar will end with a “call for future research,” as we discuss necessary future steps in the advancement of this area.

After the webinar, participants will be able to:

  1. Compare a wider range of mathematical formulae for assessing cognitive change.
  2. Apply methods for determining change in varied clinical scenarios.
  3. Discuss and explain critical issues in the advancement of this area in the future.

Target Audience: Practicing clinical and research neuropsychologists of all levels, including students and trainees, who are interested in better evaluating cognitive change in their patients or as part of research protocols. Taking the introductory session or having some existing knowledge of this topic area would be helpful.

Instructional Level: Advanced

About Kevin Duff, Ph.D.
Dr. Kevin Duff has specialized in neuropsychology for over 15 years. In 2009, he joined the University of Utah, where he is currently a Professor of Neurology and neuropsychologist for Alzheimer’s Care, Imaging and Research. He obtained his Ph.D. in Clinical Psychology from the State University of New York in Albany. He completed his neuropsychology internship at the Southern Arizona Healthcare System in Tucson, AZ, and his post-doctoral fellowship at the University of Oklahoma Health Sciences Center in Oklahoma City. He joined the Psychiatry Department at the University of Iowa in 2003, where had clinical and research responsibilities working with patients with dementia, Huntington’s disease, and a variety of other neuropsychiatric conditions. His current research has focused primarily on the early identification of cognitive decline in neuropsychiatric illnesses. Dr. Duff’s work has been widely published in scientific journals and he has lectured nationally and internationally on his areas of expertise. His research on Mild Cognitive Impairment has been funded by the National Institutes of Health since 2005.

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An Introduction to the MMPI-3 for Neuropsychologists

1.5 CE Credits

Presented by:
Yossef S. Ben-Porath, Ph.D.
Kent State University










Scheduled for release in Fall, 2020, the MMPI-3 will provide expanded coverage of personality- and psychopathology-related constructs with new English-language norms designed to represent 2020 census projections for the adult U.S. population as well as norms for the Spanish-language MMPI-3. This webinar will provide neuropsychologists the rationale for developing the MMPI-3, an overview of the methods used to update the test, a description of the resulting 52 MMPI-3 scales, details about the new normative samples and a comparison with the MMPI-2/MMPI-2RF norms, information about the empirical foundations of the instrument, and empirical findings with clinical and forensic neuropsychology samples.

After the webinar, participants will be able to:
1. Describe the rationale for developing the MMPI-3
2. Identify the 52 MMPI-3 scales
3. Characterize the MMPI-3 normative sample
4. Discuss the empirical foundations of the MMPI-3

Target Audience: Neuropsychologists and trainees

Instructional Level: Intermediate


Yossef Ben-Porath is a Professor of Psychological Sciences at Kent State University. He has been involved extensively in MMPI research for the past 35 years and is co-author of the MMPI-3 and numerous manuals, books, chapters, and articles on the MMPI instruments. Dr. Ben-Porath is board-certified in Clinical Psychology (ABPP). His clinical practice involves supervision of assessments at Kent State’s Psychological Clinic and consultation services in forensic cases.

 
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1.5 CE Credits

Presented by:
Robin L. Peterson, PhD, ABPP/CN
Pediatric Neuropsychologist
Department of Rehabilitation Medicine
Children’s Hospital Colorado







This workshop will begin with a brief overview of current scientific knowledge about learning disabilities (LDs) impacting reading, writing, and mathematics, including their etiology, brain bases, neuropsychology, and cross-cultural manifestations. We will review the evidence bearing on various diagnostic models, including age discrepancy, IQ discrepancy, patterns of strengths and weaknesses, and response to intervention.  The remainder of the workshop will focus on the implications of this scientific background for individual diagnosis and treatment planning. We will explore common diagnostic quandaries in LD assessment related to severity, specificity, base rates, and etiology and will briefly discuss evidence-based interventions for LDs.

After the webinar, participants will be able to: 
1. Discuss pros and cons of diagnostic models of learning disabilities (LDs), including age discrepancy, IQ discrepancy, patterns of strengths and weaknesses, and response to intervention.
2. Identify universals and cultural constraints in the manifestation of LDs across countries/languages as well as for different demographic groups within this country.
3. Describe the challenges of applying categorical diagnosis to a continuum of academic skill and discuss the implications for cases falling in the “gray area.”

Target Audience: Clinical neuropsychologists and neuropsychology trainees
Instructional Level: Introductory

Dr. Robin L. Peterson is a pediatric neuropsychologist at Children’s Hospital Colorado and Assistant Professor in the Department of Physical Medicine and Rehabilitation at the University of Colorado School of Medicine. She received a doctorate in child clinical psychology from the University of Denver and completed a postdoctoral fellowship in pediatric neuropsychology from the University of Denver and Children’s Hospital Colorado. She previously worked as director of the Developmental Neuropsychology Clinic at the University of Denver. She is board certified in Clinical Neuropsychology and Pediatric Clinical Neuropsychology through the American Board of Professional Psychology.  She has clinical and research interests in neurodevelopmental disorders and pediatric traumatic brain injury. She is currently a co-Investigator for the Colorado Learning Disabilities Research Center, which is funded by the National Institutes of Health. She is an author on over 20 peer-reviewed publications, multiple book chapters, and the book Diagnosing Learning Disorders: From Science to Practice (3rd Edition) which was published by Guilford Press earlier this year.  She recently served as invited chair for a symposium titled Cross-Cultural Perspectives on Reading Disabilities at the annual meeting of the International Neuropsychological Society. Before studying to be a psychologist, she taught kindergarten and first grade, which sparked her interest in understanding how all children learn to read. She remains active in teaching and training graduate students and postdoctoral fellows.

 
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Clinical Considerations for Neuropsychological Evaluation of Patients with Chronic Pain

1.5 CE Credits

Presented by:
Benjamin D. Hill, Ph.D.
Associate Professor, Department of Psychology
University of South Alabama



Jake Epker, Ph.D.
Private Practice
Jefferson Neurobehavioral Group

One of the challenges with investigating the influence of chronic pain on cognitive impairment is the fact that individuals with chronic pain often suffer from any number of other conditions, such as mood disturbance, somatization, sleep dysregulation, fatigue, or neurologic disease, that can independently impact cognitive functioning.  In addition, it has been suggested that some treatment for chronic pain, most notably opioid medication, can affect cognitive performance.  Finally, there is the possibility that the etiology, severity, and distribution of pain may differentially contribute to cognitive functioning.  Such complexities create a challenge for determining the extent to which chronic pain impacts cognitive functioning.  This webinar summarizes the research on such issues and then provides practical suggestions for the clinical assessment of patients with chronic pain.  

After the webinar, participants will be able to:

  1. Describe at least three biopsychosocial factors that the literature indicates negatively impact cognitive functioning among patients with chronic pain.
  2. List the cognitive domains for which there is greatest evidence in the literature for the presence of impairment among patients with chronic pain.
  3. Identify several assessment instruments that can assist the clinician in assessing a patient with chronic pain.

Target Audience: Clinical neuropsychologists who encounter chronic pain patients in their practice.

Instructional Level: Intermediate

About Benjamin D. Hill, Ph.D.
Dr. Hill earned a master’s degree in experimental psychology with an emphasis in psychophysiology from Wake Forest University and his clinical doctoral degree from Louisiana State University. He completed his internship at the University of Mississippi Medical Center and clinical fellowship in neuropsychology at the Warren Alpert Medical School of Brown University. His research interests broadly focus on psychometrics and cognitive assessment, how affect and personality impact cognitive performance, the effect of neuropathology and neurodegenerative diseases on fluid cognition, metabolic inflammation and cognitive health, and cognitive intra-individual variability as a marker of neuropathology. Dr. Hill is the statistical editor of Mindfulness, associate editor of Journal of Child and Family Studies, and on the editorial board of Journal of Attention Disorders.

About Jake Epker, Ph.D.
Dr. Epker earned his bachelor’s degree in psychology from Amherst College in Amherst, Massachusetts. He subsequently attended the University of Texas Southwestern Medical Center at Dallas, where he earned a Ph.D. in clinical psychology. His internship training focused on the application of psychology to patients with medical illness. Following graduation, Dr. Epker completed a two-year post-doctoral Fellowship in Health Psychology, with a focus on chronic pain.  He moved to Mobile, AL in September 2000.  His practice has primarily a behavioral medicine focus, with emphasis on the evaluation and treatment of individuals with chronic pain, including those being considered for procedures or surgery. In addition, Dr. Epker stays involved with teaching and research. He has published over a dozen articles and book chapters within the specialty of behavioral medicine and continues to lecture at various local and regional meetings on related topics.

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Clinical Issues in ASD for the Neuropsychologist

1.5 CE Credits

Presented by:
Deborah Fein, Ph.D.
Board of Trustees Distinguished Professor of Psychology
University of Connecticut





This course will address some of the current issues that clinical neuropsychologists face when assessing individuals with autism spectrum disorder (ASD).  We will discuss some of the difficulties applying the DSM-5 criteria to various subgroups of ASD, as well as related difficulties in communicating about diagnosis, prognosis, and treatment options with parents. We will then discuss key areas to consider in completing neuropsychological assessment with school aged and adolescent individuals with ASD, including common medical and psychological comorbidities that may require referrals. We will consider possible outcomes, and discuss the early predictors of various probable outcomes. While not covering the broad topic of imaging in-depth, we will consider one imaging study and its implications for change within individuals with ASD.  While evidence-based treatment for ASD comprises a very large body of literature, we will discuss several new therapies and some challenges with providing COVID-constrained therapy. We will briefly discuss the neurodiversity movement, with its disapproval of therapy aimed at reducing ASD symptoms. 


After the webinar, participants will be able to:
1. Identify current issues that clinical neuropsychologists face when assessing individuals with ASD. 
2. Discuss several new therapies and some challenges with providing COVID-constrained therapy.
3. Discuss the neurodiversity movement, with its disapproval of therapy aimed at reducing ASD symptoms.

Target Audience: Clinical Neuropsychologists

Instructional Level: Introductory to Intermediate

Deborah Fein is a clinical neuropsychologist who has been doing autism research for 40 years, at Boston University School of Medicine and, for the last 30 years, at the University of Connecticut. She is currently Board of Trustees Distinguished Professor in the Department of Psychological Research and the Department of Pediatrics. Her research has been supported by several NIH institutes, by the March of Dimes, Maternal Child and Health Bureau, and the National Association for Autism Research. She has investigated numerous areas in autism, including peptide abnormalities, brainstem evoked potentials, language and memory, estimating and other cognitive skills, sensory abnormalities, early detection, theoretical issues concerning diagnosis, and outcomes in autism. She is the author of a recent book for teachers, “Autism in Your Classroom” and is the co-author of the widely used “Modified Checklist for Autism in Toddlers”, as well as a book for parents, “Activity Kit for Babies and Toddlers at Risk”. She served on the Board of Directors of the American Association for Clinical Neuropsychology, on the Science Advisory Board of Autism Speaks, as Associate Editor of the journal Neuropsychology, and was Secretary of the International Society for Autism Research.

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Clinical Reasoning in Neuropsychological Assessmentt

1.5 CE Credits

Presented by:
Gabrielle Wilcox, PsyD, NCSP, RPsych
Associate Professor, School and Applied Child Psychology
Director of Internships; Director of Educational Psychology Internship Consortium (EPPIC)
Werklund School of Education
Alberta Children's Hospital Research Institute (ACHRI)
Mathison Centre for Mental Health Research & Education
Hotchkiss Brain Institute (HBI)
University of Calgary

Clinical reasoning is frequently ignored in research on assessment and in psychologist training, but poor clinical reasoning can negatively affect our assessment results and utility. This presentation will provide an overview of clinical reasoning and research in the area. As this has not been a focus of research, findings from other fields are drawn upon to understand clinical reasoning. The presentation will conclude with recommendations on how psychologists can attend to clinical reasoning throughout the assessment process.

After the webinar, participants will be able to:
1. Describe the role of clinical reasoning in psychological assessment. 
2. Identify some of the challenge of clinical reasoning during psychological assessment. 
3. List specific steps psychologists can take to attend to their clinical reasoning during assessments.

Target Audience:  Psychologists engaged in assessment

Instructional Level: Intermediate  

 

Dr. Wilcox earned a BSE in English Education and an MS in School Psychology at Millersville University. She practiced as a school psychologist for eight years, primarily serving students with intellectual disabilities or severe emotional/behavioral problems, before completing her PsyD in School Psychology at Philadelphia College of Osteopathic Medicine (PCOM) in 2009. She completed post-doctoral training in clinical neuropsychology. She practiced as a licensed psychologist in Pennsylvania, primarily working in pediatric neuropsychology, until joining the Werklund School of Education at the University of Calgary. Dr. Wilcox is a Registered Psychologist in Alberta and a Nationally Certified School Psychologist.

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Culturally-Informed Evaluations for Autism Spectrum Disorder

1.5 CE Credits

Presented by: 
Regilda A Romero, Ph.D.
University of Florida - Department of Psychiatry








Abigail Kissel, MD, FAAP
Developmental Pediatrician
University of Texas Southwestern Medical Center

Veronica Bordes Edgar, PhD, ABPP
Co-Director, Division of Developmental-Behavioral Pediatrics
University of Texas Southwestern Medical Center
Dallas, Texas

Daphna Shaw, DNP
Doctoral-prepared developmental pediatric nurse practitioner
University of Texas Southwestern Medical Center

Veronica Meneses, MD, MSHS
Developmental-Behavioral Pediatrics Fellowship Program Director
University of Texas Southwestern in Dallas

Cristi Salinas, Psy.D.
Owner
Neuropsychology Concierge®

While the importance of culturally-informed neuropsychological assessment has been acknowledged in the past, its implementation has grown increasingly difficult as the United States population continues to diversify and experience rapid demographic shifts. A multitude of diagnostic approaches and known biases in current neuropsychological assessment of Autism Spectrum Disorder (ASD) in children from diverse cultural backgrounds has forced the question of whether a more unified framework for approaching these evaluations is warranted. In this workshop, we will discuss the cultural and linguistic factors affecting neuropsychological evaluations for ASD. We will also introduce the use of the comprehensive ECLECTIC (Education, Culture and Acculturation, Language/Language Proficiency, Economics, Communication, Testing Situation, Intelligence Concept, and Context of Immigration) Framework (Fujii, 2018) as a scaffold in which to frame a culturally-informed pediatric neuropsychological evaluation for ASD. Recommendations for clinical application will be provided. We will use interactive breakout sessions with case demonstrations to practice the implementation of the model in real time and allow for small group discussion to answer questions and concerns regarding its use.

Learning Objectives
After the session, participants will be able to:
1. Identify cultural and linguistic variables critical to ASD assessment for children from diverse backgrounds.
2. List the different components of the ECLECTIC Framework.
3. Demonstrate clinical application of the ECLECTIC Framework.
4. Discuss best practice recommendations for providing culturally-informed ASD evaluations.

Target Audience: Neuropsychologists and trainees
Instructional Level: Intermediate

Dr. Romero was born in the Philippines and immigrated to California after college. She received a bachelor’s in psychology, from Assumption College, Philippines. She attended graduate school at Palo Alto University for her Master and Doctoral degrees in Clinical Psychology. Dr. Romero completed her pediatric neuropsychology internship at Virginia Beach Cities Public School and her postdoctoral fellowship in pediatric neuropsychology in the Division of Pediatric Clinical Neuroscience at the University of Minnesota (U of MN). She received fellowship training in the U of MN Leadership Education in Neurodevelopmental and Related Disabilities Program. She was an Assistant Professor at Minnesota School of Professional Psychology and an Adjunct Professor at U of MN. Dr. Romero relocated to Florida, where she is in private practice conducting developmental/neuropsychological evaluations and interventions for children and adults and provided training to graduate students, interns, and fellows.

Abigail M Kissel, MD, FAAP was born and raised in St. Louis, Missouri. She attended college at Northwestern University where she majored in biology (subfield: molecular genetics) and psychology. She then attended medical school at Baylor College of Medicine and Pediatric residency at UT Southwestern/Children's Medical Center Dallas. She was chief resident for the Pediatric program at UT Southwestern and Children's Medical Center Dallas. She spent time upon graduation helping establish the newly formed Complex Care Medical Services Clinic and then working in our Adolescent and Young Adult program before transitioning back to a fellowship at UT Southwestern in Developmental Behavioral Pediatrics. She now works as a Developmental Pediatrician at Texas Scottish Rite Hospital in their Luke Waites Center for Dyslexia and Learning Disorders and is an Assistant Professor of Pediatrics at UT Southwestern Medical Center in Dallas, TX.

Veronica Bordes Edgar, PhD, ABPP is an Associate Professor with joint faculty appointments in Psychiatry and Pediatrics at the University of Texas (UT) Southwestern Medical Center. She serves as a bilingual Pediatric Neuropsychologist at Children’s Health and is Co-Director for the Division of Developmental-Behavioral Pediatrics at UT Southwestern Medical Center. She is Board certified through the American Board of Professional Psychology (ABPP) in Clinical Psychology and Pediatric Neuropsychology. Her areas of interest include cultural and bilingual issues in assessment, genetic and neurodevelopmental disorders, and interdisciplinary teaching of medical and psychology trainees. Dr. Bordes Edgar currently serves as President of the Hispanic Neuropsychological Society (HNS), is on the Board of Directors for the American Board of Clinical Neuropsychology (ABCN), and on the Executive Committee for the Houston Conference Guidelines Revision Planning Commission. She was elected as American Psychological Association Council Representative for the Society for Clinical Neuropsychology (Division 40) beginning in 2022. Dr. Bordes Edgar is a Fellow of the National Academy of Neuropsychology and Hispanic Neuropsychological Society. Most recently, she was awarded the 2021 Tony Wong Diversity Award for Outstanding Work Related to Diversity as a Mentor.

Daphna Shaw, DNP is a doctoral-prepared developmental pediatric nurse practitioner in the Division of Developmental Behavioral Pediatrics at the University of Texas Southwestern Medical Center in Dallas, Texas. She enjoys working in an interdisciplinary team to perform developmental and behavioral assessments, medication management, and follow up care for children in the Developmental Behavioral Pediatrics Clinic and in the Down Syndrome Clinic. Dr. Shaw obtained her DNP from the University of Texas at Austin, MSN and BSN from the University of Pennsylvania, and BS in Biology from the University of Florida. She began her career as a nurse practitioner in the Center for Developmental Pediatrics at Advocate Children’s Hospital in Park Ridge, Illinois, while completing the LEND program through the University of Illinois at Chicago. Dr. Shaw is active in the National Association of Pediatric Nurse Practitioners, currently serving as the co-chair of the Developmental Behavioral & Mental HealthSpecial Interest Group

Veronica Meneses, MD, MSHS was born in Lynwood, California and attended Whittier College in Whittier, California, earning Bachelor of Arts degrees in Biochemistry and Literature. After working in elementary school education and research focusing on underserved populations, she completed medical school at Weil Medical College of Cornell University, thereafter pursuing residency in General Pediatrics at Loma Linda University, followed by a Robert wood Johnson Clinical Scholars Fellowship at the University of California, Los Angeles. Throughout these educational, clinical and research experiences, Dr. Meneses developed a passion for working with children and families, in particular those impacted by disability; this led her to undertake a Fellowship in Developmental-Behavioral Pediatrics at Children’s Hospital of Los Angeles, accompanied by certification in Leadership Education in Neurodevelopmental Disabilities (LEND). Currently, Dr. Meneses is the Developmental-Behavioral Pediatrics Fellowship Program Director at the University of Texas Southwestern in Dallas, TX, and also directs the Developmental-Behavioral Pediatrics Clinic at Scottish Rite for Children. Dr. Meneses cares for children and adolescents with a wide range of developmental-behavioral diagnoses, including cerebral palsy, spina bifida, autism spectrum disorder, intellectual disabilities and genetic syndromes. She is committed to providing holistic care for children and families utilizing the principles of evidence-based medicine, family-centered care, and shared decision making. Dr. Meneses’ research interests include ADHD in children and adolescents with spina bifida, diagnosis of autism in culturally, linguistically and medically diverse children, and sexuality and transitional issues in adolescents with disabilities.

Cristi Salinas, PsyD is a bilingual neuropsychologist and dual Spanish/American citizen who has worked with patients from over 24 countries. She is the Owner of Neuropsychology Concierge® where she developed innovative at-home and teleneuropsychology practice models since 2016. Dr. Salinas conducts lifespan neuropsychological evaluations for ADHD, ASD, LD, medical/neurological disorders, FAA, forensic civil litigation, and immigration evaluations. She completed her doctorate at Florida Institute of Technology, internship at Emory School of Medicine, and fellowship at Advent Health Orlando. Dr. Salinas has authored 32 peer-reviewed articles and book chapters, as well as 38 invited national/international presentations. She is an Editorial Board member for the Revista Iberoamericana de Neuropsicologia and a reviewer for 14 journals. She is the Founder of Niños Health®, a 501c3 nonprofit offering culturally responsive diagnostic screenings to Latinx youth. She is Chair of the AACN Relevance 2050 Peer Consultation subcommittee and the Co-Founder of the Cultural Neuropsychology Council developed in 2021, which is an interorganizational initiative to propel EDI and social justice in neuropsychology.

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Driving and Neuropsychology: New Directions for Improved Assessment and Re-Training

1.5 CE Credits

Presented by:
Maria T. Schultheis, Ph.D.
Chair, Department of Psychology
Drexel University

The ability to drive an automobile is a complex activity that includes physical, cognitive, and behavioral demands.  The assessment of this ability after neurological compromise (e.g., from brain injury, stroke, or multiple sclerosis) is a challenging task faced by many clinicians. Yet, the role and contribution of the neuropsychologist in determining driving capacity has not been well-defined, despite the importance of cognition in driving. Overall, this course is designed to provide participants with a comprehensive review of the state of the science in regard to driving and neuropsychology.  Specifically, the course will include: 1) a brief overview of current clinical driver assessment procedures and strengths and weaknesses of current measurements of driving performance; 2) a review of common neuropsychological measures employed for driving assessment of neurological populations; and 3) a summary of the current research related to development of a virtual reality driving simulator to help address the need for new tools to support evidence-based recommendations of driving ability in neurological populations. 

After the webinar, participants will be able to:

  1. Describe the current methods for evaluating capacity to return to driving after neurological compromise.
  2. Identify three or four cognitive domains relevant to driving capacity, and list the neuropsychological tests in each domain used for assessment of driving.
  3. Discuss current research with virtual reality simulation and how it addresses the need for valid and objective measures of driving.

Target Audience: Neuropsychologists, psychologists, and graduate students interested in neuropsychology

Instructional Level: Introductory

About Maria T. Schultheis, Ph.D.
Dr. Schultheis is the Chair of the Department of Psychology and a tenured Professor with appointments in the Department of Psychology and in the School of Biomedical Engineering, Science and Health Systems at Drexel University in Philadelphia, Pennsylvania. Dr. Schultheis’ clinical and research experience have been focused on the rehabilitation of cognitively impaired populations, including traumatic brain injury, stroke and multiple sclerosis. Dr. Schultheis' overall interest is in research related to the investigation and development of methodologies that have functional significance and the application of technologies to address clinical needs. Dr. Schultheis' research has been consistently funded by such organizations as the National Institutes of Health (NIH) and the National Multiple Sclerosis Society (NMSS).  She has published over 100 publications, including a book entitled “The Handbook on Driving Assessment”. She has presented her work internationally and nationally across neuropsychological, rehabilitation medicine and transportation forums. Dr. Schultheis is the recipient of the 2007 American Psychological Association Early Career Award for Division 40 (Clinical Neuropsychology), a Fellow of Clinical Neuropsychology and in 2013 was honored as Mentor of the Year by the Philadelphia Neuropsychological Society. 

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Ecological Validity and Naturalistic Assessment: Research Update and Clinical Applications

(3.0 CE Credits)

This course will provide a clinically relevant summary of the literature in two related constructs: Ecological Validity and Naturalistic Assessment. The first part of the course will be an overview of ecological validity and its role in clinical neuropsychology. Ecological validity is the degree of agreement between neuropsychological test performance and real world performance. Research regarding ecological validity, including current controversies and unanswered questions in the field, will be reviewed. The clinical implications of this literature will be explored via case vignettes of common clinical scenarios. Attendees will be given practical ways to translate research findings into routine clinical practice across clinical contexts. The second part of the course will explore naturalistic assessment, or the measurement of behavior in real-world environments. We will present a broad overview of current approaches to naturalistic assessment, including structured real world tasks, virtual reality, and smart home passive sensor systems. Research on how these naturalistic assessment tasks relate to traditional cognitive tests will be reviewed. We will highlight the ways in which this research has informed our understanding of functional limitations secondary to cognitive impairment within a variety of neurologic conditions. Case examples will be used to demonstrate the importance of collecting data in real-world environments to complement traditional neuropsychological assessment and inform recommendations.

After the presentation, participants will be able to:

1. Describe the differences between ecological validity and other forms of test validity.
2. Apply and use ecological validity research findings to help inform clinical neuropsychological practice.
3. Analyze and critique the utility ofnaturalistic assessment, as well as delineating the strengths and weaknesses of varying approaches. 

 

Presented by:
Naomi Chaytor, Ph.D.
Elson S. Floyd College of Medicine, Washington State University

Kayela Robertson, Ph.D.
VA Puget Sound Health Care System

 

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Effective Use of a Medical Interpreters in a Neuropsychological Evaluation

1.5 CE Credits


                                       
Presented by:
Margaret Lanca, Ph.D.
Director of Adult Neuropsychology and Psychological Testing and Training, Cambridge Health Alliance
Assistant Professor of Psychology, Department of Psychiatry, Harvard Medical School
 






Although there is a general consensus in neuropsychology that “best practice” for evaluating patients with limited English proficiency is to have bilingual/bicultural neuropsychologists, there are instances when this ideal is not attainable.  With the rise of multicultural evaluations in our profession, many neuropsychologists are using medical interpreters.  Interpreters both facilitate and pose challenges to an assessment.  This webinar will describe a framework for using interpreters most effectively within a culturally-informed neuropsychological evaluation and avoiding common pitfalls that can negatively impact an evaluation.  Topics of effective interpreter use at each stage of an assessment will be presented, highlighting general constraints of a multicultural assessment and how they interface with interpreter use.  A brief interview with an experienced medical interpreter for neuropsychological testing will provide practical insights for improving interpreter preparation and skill-level for neuropsychological evaluations.

After the webinar, participants will be able to: 
1. Outline considerations for electing to use a medical interpreter in a neuropsychological evaluation.
2. Describe elements of culturally-informed assessments and how interpreters interface within the cultural context.
3. Discuss effective strategies and common pitfalls of interpreter use at each stage of an assessment.

Target Audience: Clinical neuropsychologists and neuropsychology trainees
Instructional Level: Introductory

Dr. Maggie Lanca is the Director of Adult Neuropsychology and Psychological Testing and Training at Cambridge Health Alliance (CHA) in Cambridge Massachusetts and Assistant Professor of Psychology in Psychiatry at Harvard Medical School.  At Cambridge Health Alliance, Maggie directs the neuropsychology service and oversees training of the neuropsychology intern and postdoctoral fellows.  She teaches in the Psychiatry department and she frequently lectures at Harvard Medical School on neuropsychology.  Her teaching reflects her interests and specialties in cross-cultural neuropsychology.  Her clinical and teaching scholarship has focused neuropsychological assessment patients of different ethnicities and languages and she frequently conducts assessments in Portuguese, her native language.  She has spoken nationally and published on cross-cultural neuropsychology.  In addition to her academic and clinical work, Maggie is committed to the advancement of our field and has been involved in professional advocacy for psychology through various committees and boards.  She is currently the President of the Massachusetts Psychological Association and Past President of the Massachusetts Neuropsychological Society.

 

 

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Everything You Need to Know About Assessment and Intervention in Young Adults with ADHD 
Part 1: Introduction to Executive Skills and Assessment

1.5 CE Credits

Presented By:
Margaret M. Dawson, Ed.D.
Psychologist, Center for Learning and Attention Disorders, Seacoast Mental Health Center
Portsmouth, New Hampshire

Rates of ADHD in adults are increasing, presenting clinicians with challenges regarding how to assess, diagnose, and treat this population. In this two-part series, participants will learn what to look for and how to measure ADHD in young adults, as well as practical interventions to improve functional living beyond the initial assessment. The focus of both presentations will be on the relationship between executive skills and ADHD in assessment and treatment. In Part 1 of this series, participants will be given a framework for understanding how executive skills impact adult behavior and performance, and will learn a protocol for assessing ADHD in young adults. 

Learning Objectives:

After the webinar, participants will be able to:

  1. Describe how executive skills impact behavior and performance in a general adult population.
  2. Explain the key role executive skills play in understanding adults with ADHD.
  3. Assess clients’ profiles of executive skill strengths and weaknesses to assist in making an accurate diagnosis and to develop an appropriate treatment plan.

Target Audience:  Psychologists and mental health professionals who diagnose and treat ADHD in adults.

Instructional Level: Intermediate 

Margaret M. Dawson, Ed.D., is a school psychologist by training with expertise in the assessment of learning and attention disorders. She has over 40 years of clinical experience working with both children and adults with executive skill challenges. Along with her colleague, Dr. Richard Guare, she has written numerous books on this topic for educators, mental health professionals, and parents, including “Smart but Scattered,” “Smart but Scattered Teens,” “The Smart but Scattered Guide to Success,” and “Coaching Students with Executive Skills Challenges.” Dr. Dawson is a past president of the National Association of School Psychologists (NASP) and the International School Psychology Association, and is a recipient of NASP’s Lifetime Achievement Award.  

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Everything You Need to Know About Assessment and Intervention in Young Adults with ADHD 
Part 2: Designing Interventions 

1.5 CE Credits

Presented By:
Margaret M. Dawson, Ed.D.
Psychologist, Center for Learning and Attention Disorders, Seacoast Mental Health Center
Portsmouth, New Hampshire

Young adults with ADHD often benefit from structured interventions. Assessment is helpful in determining a diagnosis, but these individuals often have difficulty carrying out recommendations independently. Neuropsychologists, speech therapists, and executive coaches are examples of providers who can help these individuals beyond the initial assessment. Part 2 of this series will outline a coaching model for working with young adults with ADHD. 

Learning Objectives:

After the webinar, participants will be able to:

  1. Describe methods for directing clients on the best way to restructure their environment to reduce the impact of weak executive skills.
  2. Create a realistic change plan that enables clients with ADHD to improve executive skills in situations and settings they identify as problematic.
  3. Discuss effective strategies clients with ADHD can use to cope with executive skill challenges in the workplace, the home, and in relationships.

Target Audience:  Psychologists and mental health professionals who diagnose and treat ADHD in adults.

Instructional Level: Intermediate 

Margaret M. Dawson, Ed.D., is a school psychologist by training with expertise in the assessment of learning and attention disorders. She has over 40 years of clinical experience working with both children and adults with executive skill challenges. Along with her colleague, Dr. Richard Guare, she has written numerous books on this topic for educators, mental health professionals, and parents, including “Smart but Scattered,” “Smart but Scattered Teens,” “The Smart but Scattered Guide to Success,” and “Coaching Students with Executive Skills Challenges.” Dr. Dawson is a past president of the National Association of School Psychologists (NASP) and the International School Psychology Association, and is a recipient of NASP’s Lifetime Achievement Award.  

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Evolving Neuropsychological Considerations and Case Studies of Individuals who Identify as Transgender and Gender Non-Binary/Nonconforming

1.5 CE Credit

 

Presented by:
Michelle Cuevas, Ph.D. | Kaiser Permanente-Otay Mesa Clinic
Krista Freece, Ph.D., ABN | Kaiser Permanente- San Diego, CA  
Jeffrey Ryan Murray, Psy.D. | Kaiser Permanente – Vallejo, CA

Individuals who identify as transgender (TG) and gender non-binary/nonconforming (NB/NC) face various medical, psychiatric, and social barriers. Specific to medical transition, there appears to be a rise in those seeking support related to gender-affirming medical and surgical interventions. However, the transition process requires a medical regimen that includes the use of hormone blockers and/or hormone replacement therapy (HRT), which can begin several years prior to surgery with ongoing sequelae well after transition has completed. While the World Professional Association for Transgender Health (WPATH) Standards of Care are the established guidelines for HRT within the TG and NB/NC population, they are not rigid, and HRT can be individualized based on anatomic, social, and/or psychological variables. Given the potential variability of when HRT is started, what type of HRT is implemented, and the duration of HRT over the lifespan, these variants in regimen can have significantly different impacts on psychiatric and neuropsychological health, including neurodevelopment, cognitive functioning, and neurodegeneration. In the context of understanding how transition may impact neuropsychological functioning, we will discuss the evolving best practice guidelines for selecting comparison data for cognitive and psychological measures as part of a neuropsychological assessment. We will conclude by discussing two clinical cases which differed in stage of life and transition (including TG vs. NB/NC). We will discuss how the results of neuropsychological testing impacted the transition process and how neuropsychologists can stay ahead of the curve in treating this population.

After the session, participants will be able to:

1. Describe WPATH guidelines as they relate to the assessment and evaluation for Gender Dysphoria and readiness for medical transition.
2. List at least three gender-specific neurological differences in individuals who identify as TG and NB/NC, as well as changes pre- and post-hormone treatment (e.g., HRT).
3. Select appropriate comparison group data for cognitive and emotional measures based on the referral question, stage of medical transition, and unique characteristics of each examinee.
4. Utilize information from this seminar to improve approaches to neuropsychological evaluation with individuals who identify as transgender or non-binary/nonconforming across various stages of transition.

Target Audience: Neuropsychologists and graduate-level neuropsychology students

Instructional Level: Intermediate

Michelle Cuevas, Ph.D. is a clinical child and adolescent psychologist for Kaiser Permanente in San Diego. She is also a clinical supervisor for their APA-accredited predoctoral internship program. Her research and current clinical interests include neuropsychological/psychodiagnostic assessment; neurodevelopmental disorders, parent training and psychoeducation, learning disabilities, diversity/multicultural issues, and evidence-based treatments. Her clinical and research experiences include program development for a regional center, bedside assessment in rehabilitation settings, consultation and assessments for the Department of Education, assessment, treatment, and program development for the Department of Developmental Services, and assessment and research in pediatric cancer survivorship through the City of Hope.

Krista Freece, Ph.D., ABN earned her doctorate from Fielding Graduate University with an emphasis in neuropsychology. She earned board certification in neuropsychology in 2015 and currently serves as a work sample reviewer for the American Board of Professional Neuropsychology.  She works for Kaiser Permanente in San Diego, and her clinical focus is on neuropsychological assessment of individuals with a broad range of presenting problems including dementia, stroke and traumatic brain injury.  Dr. Freece’s clinical training in psychotherapy includes experience in Prolonged Exposure and Cognitive Processing Therapy for treatment of Posttraumatic Stress Disorder.

Jeffrey Murray, Psy.D. is currently a first year neuropsychology postdoctoral fellow in the neuropsychology department at the Kaiser Foundation Rehabilitation Center in Vallejo, California. Prior to his fellowship, Jeffrey completed his APA-accredited internship with Kaiser Permanente - San Diego. Prior to internship, Jeffrey completed practicum training in the neuropsychology department at the Loma Linda University Medical Center and the UCLA Semel Institute performing inpatient and outpatient neuropsychological evaluations and brief therapy.  

 

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Health Disparities and Structural Racism: Assuring the Vital Future of Neuropsychology Through Evidence and Cultural Relevance

1.5 CE Credits

 

Mónica Rivera Mindt, Ph.D., A.B.P.P.-CN
Immediate Past-President, Hispanic Neuropsychological Society (HNS)
Professor of Psychology & Latin American Latino Studies Institute, Fordham University
Joint Appointment in Neurology, Icahn School of Medicine at Mount Sinai





In the midst of the current COVID-19 and structural racism pandemics, the urgent need to understand and address the impact of health disparities and racism on neuropsychology and those we study and serve has never been clearer. Fundamental to this effort is disentangling the sociocultural and systemic factors (e.g., anti-Black racism; other forms of racism; sexism; homo- and trans-phobia; heteronormativity; ethnocultural monoculturalism; white privilege; outdated paradigms and training models; inertia) that actively contribute to the continued lack of progress in the field. There is now a sufficient body of available demographic and epidemiologic data and scientific evidence to collectively take an evidence-based, culturally-relevant approach to all aspects of neuropsychology, including science, practice, training, and policy. As a first step, this presentation will provide an overview of current demographic trends, sociohistorical and ethical considerations, and health disparities relevant to neuropsychological research and practice; offer a review of research on the effects of sociocultural factors on the brain and neuropsychological test performance; and provide approaches for implementing evidence-based, culturally responsive neuropsychological evaluations for research and practice with diverse examinees to improve diagnostic and health outcomes.

After the session, participants will be able to:
1. Describe current demographic trends, sociohistorical and ethical considerations, and health disparities relevant to neuropsychological research and practice.
2. Summarize research on the effects of cultural/linguistic diversity on the brain and neuropsychological test performance.
3. Discuss approaches for implementing evidence-based, culturally/linguistically responsive neuropsychological evaluations with diverse examinees to improve diagnostic precision and health outcomes.

Target Audience: Neuropsychologists and trainees
Instructional Level: Intermediate
 
Dr. Rivera Mindt is a tenured Professor of Psychology and Latinx Studies at Fordham University with a joint appointment in Neurology at the Icahn School of Medicine at Mount Sinai. Her multidisciplinary, community-based research is funded by the National Institute of Health/National Institute of Aging and the Alzheimer’s Association and primarily focuses on the intersection between cultural neuroscience and health disparities across the lifespan. She has authored 80+ peer-reviewed publications and book chapters dedicated to three lines of inquiry, including: 1) the identification of resilience and modifiable factors to promote brain health in vulnerable and underserved populations; 2) how sociocultural factors impact the expression of neurologic disease, cognition, and health behaviors; and 3) the effects of sociocultural, behavioral, medical, and genetic factors on cognitive aging in older Latinx and Black adults. Her latest study is examining the roles of Alzheimer’s biomarkers, cerebrovascular, and sociocultural risk factors on brain integrity and cognitive functioning in older Latinx and Black adults.

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Increasing Cultural Understanding through Knowledge, Awareness, Skills, and Action Orientation

1.5 CE Credits

Presented by: 
Farzin Irani, Ph.D., ABPP-CN


There have been changes in population demographics nationally and globally, with greater recognition of the need to center diversity, equity, culture, and inclusion in training guidelines and professional practices. This interactive webinar will discuss a framework that includes four foundational aspects of increasing cultural understanding in evaluations that have been proposed by neuropsychologists. This will include a discussion about practical ways to increase relevant cultural knowledge, be reflective about self and other-awareness, develop culturally informed practice skills, and engage in action orientation that can dismantle inequities across multiple systems. The discussion will also include consideration for more global perspectives and clinical variables that have been less frequently incorporated into neuropsychological evaluations such as acculturation, systemic barriers, values and customs, and views about health and well-being. Overall, the role of these considerations for a future neuropsychology with more equitable care, research, and training opportunities will be emphasized.

After the webinar, participants will be able to:
1. Describe changes in populations and training needs for future neuropsychologists. 
2. List four foundations to increase cultural understanding in neuropsychological evaluations.  
3. Discuss the importance of at least two cultural variables that are less frequently considered in clinical neuropsychological evaluations.  

Target Audience: Neuropsychologists of all levels 
Instructional Level: Introductory to Intermediate

Dr. Farzin Irani is in private practice in the greater Philadelphia area. She is a non-native English speaker with a multi-lingual, transnational, and bicultural world view. She completed her Ph.D. at Drexel University, clinical internship at Brown University, post-doctoral fellowship at the University of Pennsylvania, and board certification through the American Board of Clinical Neuropsychology. She is actively involved in training graduate and post-doctoral trainees and has published ~50 peer-reviewed articles, book chapters, and encyclopedia entries. She recently edited a clinical handbook that assembled case studies from across the world to increase understanding of cultural diversity in neuropsychological assessment. She serves in leadership positions within several local and national professional organizations, with a focus on increasing justice, equity, diversity and inclusion in the field.

 
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Introduction to Assessing Change in the Individual Patient

1.5 CE Credits

Presented by:
Kevin Duff Ph.D.
Professor of Neurology
Clinical Neuropsychologist
Center for Alzheimer's Care, Imaging, & Research
University of Utah

Repeated neuropsychological assessments are frequently used in clinical practice to track progression of an illness or chart response to an intervention. However, the interpretation of repeated cognitive test scores can be tricky, and there is limited guidance on this topic. This webinar will introduce attendees to basic concepts associated with change, including test variables (e.g., reliability, practice effects), testing situation variables (e.g., retest interval), and individual variables (e.g., demographics, clinical conditions). Participants will also be introduced to common methods of assessing change (e.g., alternate forms, reliable change index, regression-based change formulae). Case examples will be used to guide the presentation.

After the webinar, participants will be able to:

  1. Describe the role that test variables, testing situation variables, and individual variables have on assessing cognitive change.
  2. List common methods for assessing change in patients.
  3. Compute and apply basic mathematical formulae for assessing cognitive change.

Target Audience: Practicing clinical and research neuropsychologists of all levels, including students and trainees, who are interested in better evaluating cognitive change in their patients or as part of research protocols.

Instructional Level: Introductory

About Kevin Duff, Ph.D.
Dr. Kevin Duff has specialized in neuropsychology for over 15 years. In 2009, he joined the University of Utah, where he is currently a Professor of Neurology and neuropsychologist for Alzheimer’s Care, Imaging and Research. He obtained his Ph.D. in Clinical Psychology from the State University of New York in Albany. He completed his neuropsychology internship at the Southern Arizona Healthcare System in Tucson, AZ, and his post-doctoral fellowship at the University of Oklahoma Health Sciences Center in Oklahoma City. He joined the Psychiatry Department at the University of Iowa in 2003, where had clinical and research responsibilities working with patients with dementia, Huntington’s disease, and a variety of other neuropsychiatric conditions. His current research has focused primarily on the early identification of cognitive decline in neuropsychiatric illnesses. Dr. Duff’s work has been widely published in scientific journals and he has lectured nationally and internationally on his areas of expertise. His research on Mild Cognitive Impairment has been funded by the National Institutes of Health since 2005.

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Lead (Pb) Neurotoxicology and Cognition

1.5 CE Credits

 

Michael P. Santa Maria, Ph.D., ABPP-CN
President, Buffalo Neuropsychology







Lead (Pb) is a neurotoxic substance.  While it is widely understood that Pb exposure in early childhood adversely impacts neurodevelopment and intelligence, other aspects of cognition that are negatively affected, and the neuroanatomy and neurophysiology underlying Pb-related cognitive impairment, are not widely appreciated by clinicians.  This lecture gives a broad synopsis of the current literature in the field.  The means by which Pb enters the body, crosses the blood-brain barrier, alters brain structure and function, and consequently impacts measurable aspects of cognition are discussed.  Research is reviewed that relates exposure to Pb at various levels in early childhood to deficits in IQ, academic achievement, executive functioning, and cognition in general.  Clinical disorders associated with childhood and adult Pb exposure, common and uncommon routes of environmental exposure, and potential confounding variables are discussed.  Methods of statistically accounting for these issues are reviewed, with specific discussion of reliance upon existing research and specific individuals’ known blood Pb levels to make reasonable calculations regarding Pb-related compromise of intellectual functioning for individuals in clinical settings.

After the session, participants will be able to:
1. List common means by which Pb enters the body, and explain specific neuroanatomical and neurophysiological changes associated with Pb exposure.
2. Describe the impact of Pb exposure on cognition, particularly IQ, academic achievement, and executive functioning.
3. Compare the consequences of pediatric versus adult Pb exposure.

Target Audience: Neuropsychologists and trainees
Instructional Level: Intermediate
 
Dr. Santa Maria completed his Ph.D. at Louisiana State University then a postdoctoral fellowship in clinical neuropsychology through the State University of New York at Buffalo, Department of Neurology.  He has published peer-reviewed research on topics including traumatic brain injury, and structural and functional brain imaging in multiple sclerosis.  Dr. Santa Maria has handled several hundred forensic cases involving lead (Pb) exposure, and many others involving TBI and other conditions, with regular expert testimony.  In 2018, Dr. Santa Maria published a review of the literature on the impact of lead (Pb) exposure on intelligence, academic achievement, and other aspects of cognition.  Dr. Santa Maria serves as a consultant to the Federal Aviation Administration (FAA) and National Football League (NFL).  He has been in private practice in Buffalo, NY, for the past 19 years and lives there with his wife and three children.

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Neuropsychological Assessment of Transgender Individuals Across the Lifespan: Care Considerations

1.5 CE Credits

 

Presented by:
Emily H. Trittschuh, PhD
Clinical Neuropsychologist with the VA Puget Sound Health Care System’s Geriatric Research Education Clinical Center (GRECC)

Felice Orlich, PhD
Clinical Professor, University of Washington, Psychiatry and Behavioral Sciences
Seattle, WA

Affirmative care for all individuals is a core value among neuropsychologists.  The unique social challenges and associated health disparities found among transgender individuals represents a” call to action.” The purpose of this webinar is to highlight research and clinical care considerations for neuropsychological assessment of gender diverse individuals across the lifespan. Affirmative terminology and prevalence data will be presented. The limited academic literature will be reviewed, and gaps in knowledge and methodology will be discussed. Important bio-psycho-social factors, as well as developmental approaches to gender identity development, will be described.

After the webinar, participants will be able to:

1. Identify pertinent bio-psycho-social variables which may be critical when conducting neuropsychological evaluation and/or research in individuals who are gender diverse.
2. Explain the importance of gender identity development in neuropsychological assessment.
3. Describe gender variance in youth and co-occurring mental health and neurodevelopmental disorders.


Target Audience: Neuropsychology trainees (graduate students, interns, and fellows) and neuropsychologists (clinical/academic)

Instructional Level: Introductory

Emily Trittschuh, PhD, is a Clinical Neuropsychologist with the VA Puget Sound Health Care System’s Geriatric Research Education Clinical Center (GRECC) and is an Associate Professor in the Department of Psychiatry and Behavioral Sciences at the University of Washington School of Medicine. She has specialized in issues pertinent to aging and neurodegenerative disease throughout her career. Since joining the VA in 2008, she has developed additional and complementary interests in the care of older Veterans with PTSD, especially with respect to how this disorder can interfere with cognition and might contribute to decline, as well as neuropsychological assessment of Veterans who do not identify with their assigned gender at birth.

Dr. Orlich’s research and clinical work focuses on the assessment and treatment of youth and families with autism spectrum disorder (ASD) with a focus on defining treatment pathways matched to their individual needs. Dr. Orlich has been the principal investigator on an NICHD funded randomized clinical trial of social skills intervention for youth with ASD and the lead investigator on the AIR-B school-based interventions and outcome assessment for underserved youth with ASD. As an extension of this work, she is the principal investigator on a multidisciplinary project addressing the development of assessment tools and treatment parameters for gender diverse youth with ASD. Dr. Orlich is a Clinical Professor in the University of Washington Department of Psychiatry and Behavioral Sciences. She is an attending psychologist at Seattle Children’s Hospital, where she primarily focuses on training and neuropsychological assessment of youth with ASD. She brings expertise in diverse intervention approaches, training and research in ASD with a strong focus on patient centered outcomes within communities of underserved families.

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Neuropsychology in Transition: Where is the curve heading, and how do we get there?

1.5 CE Credits

Presented by:
Robert M Bilder, Ph.D., ABPP-CN
Michael E. Tennenbaum Family Distinguished Professor and Chief of Psychology






Clinical neuropsychology as a discipline has undergone a series of transformations from a neurological sign-based approach to the current era characterized by classical psychometric definitions of domains.  Future-directed strategies for neuropsychological assessment will embrace modern psychometric theory and advances in technology to characterize brain-behavior relations, enhancing the efficiency with which we measure familiar constructs and defining new constructs with greater ecological and neuroscientific validity. To “stay ahead of the curve” will demand: (a) informatics strategies that specify constructs across multiple levels of analysis from genetics to disability assessment; (b) aggregation of data across clinics and research programs to better define current measures and enable us to create more efficient and valid methods; and (c) creation of collaborative structures to promote integration of novel technologies and rapidly validate new methods. Modern psychometric approaches will enable us to place different measures on common scales, use computerized adaptive algorithms to dramatically increase efficiency of assessment, and examine performance validity on every item of every test.  Technological innovations will include computerized and web-based adaptive testing, healthcare- and bio-informatics strategies, mobile devices, wearables, and the “internet-of-things.” The presentation introduces the National Neuropsychology Network, a NIMH-sponsored project that is establishing infrastructure to support these goals, creating tools to acquire common data elements, and depositing item-level data in the NIMH Data Archive. These new methods will enable clinical neuropsychologists to focus on the uniquely human aspects of assessment that center on personalized assessments that consider individual and cultural differences and improve access to neuropsychological services globally.

After the session, participants will be able to:
1. Describe multiple levels of analysis that connect basic biological measures of brain structure and function to higher level behaviors and neuropsychological syndromes.
2. Discuss advantages of modern psychometric theory over classical psychometric theory.
3. Identify technological advances that may impact the nature of neuropsychological assessment.

 

Target Audience: Neuropsychologists at all career levels 
Instructional Level: Advanced

Robert Bilder is the Michael E. Tennenbaum Family Distinguished Professor of Psychiatry & Biobehavioral Sciences, Chief of Psychology at UCLA’s Jane & Terry Semel Institute for Neuroscience and Human Behavior, and Director of the Tennenbaum Center for the Biology of Creativity. His research has focused on the links between brain and behavior, using tools spanning genetics, neuropsychopharmacology, neuroimaging, neurophysiology, cognitive, symptomatic, and syndromal assessments of human behavior.  He is interested in studying dimensions of brain function to help eliminate artificial boundaries between mental illnesses, between health and disease, and between the brain mechanisms involved in exceptional and everyday creativity.  To advance these goals for clinical neuropsychology, he serves as overall project director for the National Neuropsychology Network, and NIMH-sponsored multi-site program that aims to establish infrastructure for neuropsychology clinics to gather common data elements and deposit item-level data from clinical assessments into the NIMH Data Archive. He also directs the Mind Well pod within UCLA’s Healthy Campus Initiative to concentrate on how we can support resilience, well-being and creative achievement at UCLA and beyond.
 
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Past, Present, and Future of Performance Validity Assessment 

1.5 CE Credits


Presented by:  Jason Soble, Ph.D., ABPP
Assistant Professor of Clinical Psychiatry and Neurology
University of Illinois (UIC) College of Medicine at Chicago
 








This webinar will provide a general review of the evolution of performance validity tests (PVTs) and address the major milestones in PVT research over the past two decades, as the relevance of validity assessment has expanded beyond medicolegal contexts to general clinical practice and neuropsychological research. Current standards and best practices, as informed by PVT research and cross-validation, will be elucidated to enhance participants’ understanding of the strengths and limitations of various validity assessment paradigms and to inform PVT selection and clinical interpretation. Further, practical strategies and relevant considerations for integrating evidence-based performance validity assessment into neuropsychological evaluations with diverse diagnostic populations across forensic, clinical, and research contexts will be discussed. Finally, critical avenues for expanding future PVT research will be explored.

After the webinar, participants will be able to:
1. Explain the evolution of performance validity tests (PVTs) over the past two decades.
2. Discuss the necessity of performance validity assessment in clinical, forensic, and research contexts.
3. Articulate practical considerations for PVT selection and interpretation among diverse diagnostic groups.
4. Identify relevant limitations of current PVT science and describe areas requiring future research.

Target Audience:  Clinical Neuropsychologists

Instructional Level:  Intermediate to Advanced

Dr. Soble is board certified in Clinical Neuropsychology by the American Board of Professional Psychology (ABPP) and an Assistant Professor of Clinical Psychiatry and Neurology at the University of Illinois (UIC) College of Medicine at Chicago. He graduated with his Ph.D. in Counseling Psychology from the University of Illinois at Urbana-Champaign. He completed his internship and postdoctoral fellowship in Clinical Neuropsychology at the James A. Haley VA Hospital in Tampa, FL. Prior to joining the faculty at UIC, he was a Staff Neuropsychologist at the South Texas Veterans Healthcare System in San Antonio, TX. His clinical interests include neuropsychological assessment of adults with dementia, complex neurological/medical disorders, epilepsy, and traumatic brain injury (TBI), as well as working with veteran/active duty military populations. His research broadly investigates the psychometric/diagnostic properties and clinical utility of neuropsychological tests, particularly performance and symptom validity tests, as well as neuropsychological sequalae associated with TBI and other neurological disorders.

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Neuropsychological Issues and Outcome in Covid-19 Adult and Pediatric Patients

1.5 CE Credits 

Presented by: 
Douglas Whiteside, PhD, ABPP /CN
Professor of Rehabilitation Medicine
University of Minnesota, Division of Neuropsychology
Department of Rehabilitation Medicine






Christine Hajek Koterba, Ph.D., ABPP
Pediatric Neuropsychologist
Department of Pediatric Psychology and Neuropsychology 
Nationwide Children's Hospital
Columbus, Ohio




COVID-19 is perhaps the most serious public health crisis in decades due to the widespread impact on society and individuals. This presentation will examine the common issues neuropsychologists face when evaluating adult and pediatric patients who have been directly and indirectly impacted by COVID-19. Preliminary research in adults suggests some trends in terms of understanding cognitive and psychiatric outcomes, and comparisons to other patient populations such as post-concussion syndrome (PCS) in adults may be illustrative. Initial group data and case studies illustrate common issues seen in adults with long-term COVID-19 complaints, or post-acute sequelae of SARS CoV-2 infection (PASC). In children, the impact of COVID-19 may be less direct. Factors such as inconsistent or limited access to educational instruction, limited opportunities for socialization, and reduced special education support have had a profound impact on many children. Presenters will discuss how these factors may influence neuropsychological testing, diagnostic impressions, and recommendations for management.

At the end of this webinar, participants will be able to: 
1. Describe common cognitive and emotional concerns of severe and long COVID patients.
2. Compare PASC patients with similar patients from PCS and psychiatric groups such as those with depression.
3. List challenges associated with neuropsychological assessment of learning disorders in children during the COVID-19 pandemic. 
4. Discuss ways the COVID-19 pandemic has impacted children’s academic functioning and mental health. 

Target Audience: Neuropsychologists, students, interns, and postdoctoral fellows who work clinically with post-Covid-19 patients.
Instruction Level: Intermediate

Doug Whiteside is a board-certified clinical neuropsychologist and Professor of Rehabilitation Medicine at the University of Minnesota where he is the Director of Training for the Neuropsychology Division’s Postdoctoral Residency Program. He is currently President of the Association of Postdoctoral Programs in Clinical Neuropsychology (APPCN) and is an Associate Editor for The Clinical Neuropsychologist. He earned his PhD from the University of Nebraska-Lincoln after completing internship at the Ann Arbor VA Medical Center, and he completed postdoctoral training in neuropsychology at the Albuquerque VA Medical Center. He is actively involved in clinical neuropsychological practice, teaching, research, and community service. His research interests focus primarily on performance validity tests, personality assessment measures in neuropsychological assessment, and long term cognitive and emotional outcome of COVID-19 infection.

Christine H. Koterba, PhD, is a Pediatric Neuropsychologist at Nationwide Children's Hospital and a Clinical Assistant Professor of Pediatrics at The Ohio State University. She is the attending neuropsychologist on the Nationwide Children's Inpatient Rehabilitation Unit and is involved in the pre- and post-doctoral neuropsychological training programs. Her clinical interests include Pediatric Neuropsychology, Traumatic and Acquired Brain Injury, Rehabilitation Psychology and Spina Bifida Myelomeningocele. Her research interests include psychological and neuropsychological outcomes in pediatric traumatic and acquired brain injury.

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Performance Validity Testing in Children and Adolescents: The State of the Science & Considerations for Practice


Michael W. Kirkwood, Ph.D., ABPP/CN 
Director, Rehabilitation Psychology & Neuropsychology
Co-Director, Concussion program
Department of Rehabilitation Medicine
Children’s Hospital Colorado











Research on methodologies to identify performance invalidity in children has lagged behind that for adults. Even so, multiple performance validity tests have now been shown to be appropriate for use in younger populations. This workshop will review the empirically supported options and provide a rationale for including objective performance validity tests when putting together any school-age test battery. Data will be presented to demonstrate that noncredible effort occurs consistently in pediatric populations. Case examples will highlight some of the many reasons children display noncredible presentations. How practitioners can address noncredible effort once it is identified will also be discussed, including a model for delivering clinical feedback to parents and children.


 After the webinar, participants will be able to:

1. Describe studies that have investigated the base rate of noncredible effort in children presenting for neuropsychological exam.
2. Discuss performance validity tests that have been studied empirically in pediatric samples.
3. Apply strategies when invalid responding occurs.

Target Audience: Advanced trainees and providers conducting neuropsychological assessments with children and adolescents.

Instructional Level: Intermediate

Dr. Kirkwood is a board-certified pediatric neuropsychologist and Associate Professor in the Department of Physical Medicine & Rehabilitation at the University of Colorado School of Medicine. He is the Director of Rehabilitation Psychology & Neuropsychology at Children’s Hospital Colorado and is the founder and co-director of the hospital’s Concussion Program. He has particular interest in pediatric validity testing and pediatric TBI, presenting nationally and internationally on the topics and serving on multiple expert panels and committees. His research has been funded by numerous organizations, and he has authored over 100 scientific articles and book chapters. He is also the author/editor of six scientific books, including one on validity testing in children and adolescents.

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Performance Validity Tests Part II: Advanced Clinical Topics and Empirical Findings

1.5 CE Credits


Presented by:  Jason R. Soble, Ph.D., ABPP
Board Certified in Clinical Neuropsychology
Associate Professor of Clinical Psychiatry and Neurology
Training Director: Clinical Neuropsychology Fellowship Program
Fellow: American Psychological Association (Division 40)
University of Illinois College of Medicine






This webinar will broadly cover several current advanced topics related to the use of performance validity tests (PVTs) in neuropsychological practice. Specific topic areas will include psychometric and interpretive considerations based on the clinical setting and the presence/absence of external incentive; consequences of the type and number of PVT fails for invalidity detection; the importance of having accurate invalidity base rate information when selecting and interpreting PVTs in clinical practice (as well as when cross-validating PVTs in research); and potential effect(s) of demographic factors on PVT performance. The webinar will conclude by identifying several key areas that should remain a focus of future PVT research.      

After the webinar, participants will be able to:
1. Discuss limitations associated with the external incentive presence/absence dichotomy as related to PVT interpretation and invalidity detection. 
2. Review key clinical, demographic, and psychometric factors that should inform evidence-based PVT selection and interpretation practices.
3. Describe how base rates of invalidity differ in various examinee populations and can influence the accuracy of PVTs.
4. Explain key future directions for PVT research and downstream implications for clinical practice. 

Target Audience:  Clinical Neuropsychologists 
Instructional Level:  Intermediate

Dr. Soble is an Associate Professor of Clinical Psychiatry and Neurology at the University of Illinois at Chicago College of Medicine. He also is board certified in Clinical Neuropsychology by the American Board of Professional Psychology (ABPP) and a Fellow of the American Psychological Society (Division 40: Society for Clinical Neuropsychology). He graduated with a bachelor’s degree in Psychology as well as a master’s degree and Ph.D. in Counseling Psychology from the University of Illinois at Urbana-Champaign. He completed a 1-year Clinical Psychology Internship and 2-year Postdoctoral Fellowship in Clinical Neuropsychology at the James A. Haley VA Hospital in Tampa, FL. While on Fellowship, he also trained at the University of South Florida/Tampa General Hospital Comprehensive Epilepsy Program. Prior to joining the faculty at UIC, he was a VA Staff Neuropsychologist at the South Texas Veterans Healthcare System in San Antonio, TX. His clinical interests include neuropsychological assessment of adults with dementia, complex neurological/neuropsychiatric disorders, epilepsy, and traumatic brain injury (TBI) (TBI)/concussion, as well as personality assessment and working with veteran/active-duty military populations. His research broadly investigates the psychometric/diagnostic properties and clinical utility of neuropsychological tests (e.g., performance validity tests), as well as neuropsychological sequalae associated with various psychiatric (e.g., ADHD) and neurological disorders (e.g., electrical shock injury; TBI; cerebrovascular disease).

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Securing Neuropsychology's Future: Make It More Innovative, Relational and Creative

1.5 CE Credits

Presented by: 
Karen D. Sullivan, PhD, ABPP
Owner, Pinehurst Neuropsychology Brain & Memory Clinic
Medical Chief for the Center for Provider Wellbeing
Foundation of FirstHealth

The future of neuropsychology is threatened by a payor model that increasingly rewards brevity and a trend toward “computerization” that promises diagnostic clarity from a machine, resulting in low interpersonal connection with patients and their families. These pressures could result in a fundamental change in the way neuropsychological services are delivered, jeopardizing our signature comprehensive and interpersonal assessment approach to patient care. In this webinar, the presenter will argue that what must be protected in our evaluation process is the therapeutic alliance we offer as clinical psychologists with expertise in brain/behavior relationships. By intentionally fostering the relational aspects of our work through the guideposts of interpersonal warmth, empathy, and empowerment, we can increase our effectiveness at every point in the evaluation process. Finally, by increasing the innovation of our practice we can safeguard against burnout and satisfy our own desire for a dynamic, creative professional life.

After the webinar, participants will be able to:
1. List the three core relational goals that should be fostered in every neuropsychological evaluation
2. Design an evaluation approach that develops and builds a therapeutic alliance in the interview, testing, and feedback sessions
3. Apply strategies to increase the creativity and innovation of your practice with a specific focus on feedback recommendations

Target Audience:  Neuropsychologists at all levels of practice, including trainees.
Instructional Level:  Intermediate-Advanced 

Karen D. Sullivan, PhD, ABPP, is the creator of the award-winning I CARE FOR YOUR BRAIN education program, owner of a private practice, Pinehurst Neuropsychology Brain & Memory Clinic, and Medical Chief for the Center for Provider Wellbeing at the Foundation of FirstHealth. She received her doctoral degree at Boston University and completed her internship and post-doctoral fellowship in Clinical Neuropsychology at the VA Boston Healthcare System. In 2022, Dr. Sullivan graduated from the Goldman Sachs National 10,000 Small Business entrepreneurial program. Prior to her formal education, she worked as caregiver, nursing assistant, therapeutic companion, activities director and co-director of an Adult Day Health program.

 
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Seeing the Forest for the Trees: Improving Accuracy of Test Interpretation for Clinicians and Researchers

1.5 CE Credits

Presented by:
Brian L. Brooks, Ph.D.
Director of Neuropsychology
Alberta Children's Hospital

Neuropsychologists administer and interpret a large number of tests during an assessment. It can be under-appreciated, however, that interpreting multiple test scores is different than interpreting a single test score. Multiple scores have scatter, intra-individual variability, and higher prevalence rates of ‘abnormal’ findings than a single score, so they must be interpreted simultaneously (i.e., multivariate base rates; MVBRs). This webinar will review the psychometric principles associated with MVBRs of low scores: (1) low scores are common across all test batteries; (2) the number of low scores depends on the cutscore used; (3) the number of low scores depends on the number of tests administered; (4) the number of low scores varies by examinees’ demographics; and (5) the number of low scores varies by examinees’ intelligence. Examples using pediatric, adult, and older adult data will demonstrate these principles. Newer studies considering the MVBRs of reliable change scores will also be introduced.

After the webinar, participants will be able to:
  1. Describe the psychometric principles for interpreting multiple test scores.
  2. Explain that there is variability in test scores and that low scores are common in healthy people.
  3. Apply multivariate base rates in everyday clinical practice as an interpretive technique to reduce misdiagnoses of cognitive impairment.
  4. Critique the practice of over-interpreting an isolated low score.

Target Audience: Neuropsychologists and psychologists at all career levels who assess children, young adults, and older adults

Instructional Level: Intermediate

Brian L. Brooks, Ph.D. is a pediatric neuropsychologist and director of neuropsychology services at the Alberta Children’s Hospital in Calgary, Alberta, Canada. He is also an adjunct faculty member with the Departments of Pediatrics, Clinical Neurosciences, and Psychology at the University of Calgary, a full member with the Alberta Children’s Hospital Research Institute, an associate member of the Hotchkiss Brain Institute, and the research lead for the Alberta Children’s Hospital Complex Concussion Clinic. His primary research focus is on neuropsychological outcomes from concussion, including early diagnosis, prognostication of outcome, potential treatment options, and long-term effects. He has over 100 peer-reviewed journal publications in the field of neuropsychology, including papers on psychometrics, test interpretation, performance validity testing, and outcomes from various medical, neurological, and psychiatric diseases. He is the co-author of three neuropsychological measures (ChAMP, MVP, and MEMRY) and is the co-editor of the first pediatric-focused forensic textbook, Pediatric Forensic Neuropsychology. He has been recognized with several distinctions from the National Academy of Neuropsychology, including twice receiving the Nelson Butters award 2010 and 2014, receiving the early career award in 2014, and being elected as a fellow in 2015. He is currently supported by an Embedded Clinician Researcher award from the Canadian Institutes of Health Research (CIHR).

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Sociocultural Considerations in the Neuropsychological Assessment of American Indians and Alaska Natives: Theory, Research and Practice

1.25 CE Credits

Presented by:
Steven P. Verney, Ph.D. 
Associate Professor, Department of Psychology 
University of New Mexico








Lynette Abrams-Silva, Ph.D., ABPP
Director, Psychology Department Clinic
University of New Mexico









Valid neuropsychological assessment is critical to the accurate diagnosis and effective treatment of American Indians and Alaska Natives (AI/ANs) who experience substantial physical, educational, legal, and mental health disparities relative to the general U.S. population. However, only scant literature exists on either research or clinical guidelines for conducting culturally appropriate assessments with this population. This webinar will first offer an overview of the nuances of AI/AN diversity and the many varied sociocultural considerations that may affect the appropriateness of neuropsychological assessment including the quality of education, aspects of cultural (language and cultural adaptation), socioeconomic status, and socialization factors. We will present recent research findings which highlight such factors in a large sample of older AIs. Finally, we will offer guidelines for clinical practice and research through case examples. We hope our webinar may be used to guide culturally appropriate research and inform culturally appropriate clinical practice.

After the webinar, participants will be able to:

1. Describe the physical, educational, legal, and mental health disparities AI/AN populations face in the US.
2. Discuss cultural and historical factors within the American Indian/Alaska Native population and explain how these factors have made research and clinical work with this population challenging;
3. Identify how these cultural and historical factors may impact neuropsychological assessment with American Indian/Alaska Native populations;
4. Define cultural considerations to increase the competence of neuropsychological assessment and research with this population.

Target Audience: Clinical Neuropsychologists and Mental Health Professionals and students interested in working with American Indians/Alaska Native populations in a culturally appropriate and intellectually humble manner.

Instructional Level: Introductory

Steven P. Verney, PhD, is an Alaska Native (Tsimshian) Associate Professor in the Department of Psychology at the University of New Mexico. He received his doctoral degree from the SDSU/UCSD Joint Doctoral Program in Psychology. He is one of the Principal Investigators of the UNM Transdisciplinary Research Equity and Engagement (TREE) Center for Advancing Behavioral Health, an NIH Center of Excellence in Health Disparities. He has been involved in several studies investigating cognitive aging and decline in older American Indians, and is the PI on two Native health disparities projects. He is also involved in other funded projects investigating health inequities including cerebrovascular disease, Alzheimer’s disease and related disorders, and related risk factors in older American Indians. Dr. Verney has a broad background in psychology, with specific training and expertise in neuropsychological assessment, cultural psychology and mental health and has mentored a variety of underrepresented students including undergraduate, graduate, and post-doctoral students.

Lynette Abrams-Silva, Ph.D. ABPP, is a board-certified Clinical Neuropsychologist and Director of the University of New Mexico Psychology Department Clinic, overseeing clinical training experiences and teaching graduate level courses in the department. She has been involved in studies investigating mild cognitive impairment as well as cross-cultural issues in neuropsychology. Dr. Abrams-Silva also works in private practice, performing both clinical and forensic evaluations. She currently serves as chair of the Ethnic and Minority Affairs (EMA) subcommittee and co-chair of the Strategic Planning Committee, both of APA Division 40, and continues to pursue training and mentorship opportunities for developing neuropsychologists.


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Neuropsychological Assessment of Hispanics Residing in the US: Ingles, Español o dos? (English, Spanish or both?)

1.5 CE Credits

Presented by:

Antonio Puente, Ph.D.

Adriana Strutt, Ph.D.

This webinar is designed to help students, early career neuropsychologists and seasoned practitioners recognize the complexities involved in the comprehensive assessment of Hispanics residing in the United States. Material will be relevant to both clinical providers and researchers.  The influence of socio-demographic variables and psychosocial factors on neurocognitive performance and outcome measures will be examined.  Barriers (including minimal assessment tools and normative data) in providing competent neurocognitive evaluations for this population will be discussed.  Progress in the evolving subspecialty of Hispanic Neuropsychology will be reviewed, including recent developments in testing standards and guidelines.  Potential solutions for clinical and research settings will be offered.  Examiner and examinee variables to consider when working with Hispanics will be discussed and an empirically based decision-making process approach for the assessment of diverse clients in the U.S. will be provided. 

After the webinar, participants will be able to:

  1. Explain the effect of socio-demographic and psychosocial factors, including linguistic and cultural variables, on neuropsychological performance and outcome measures, and the common challenges faced by those who serve Hispanics in clinical and research arenas
  2. Utilize an empirically based decision-making process approach for use with culturally and linguistically diverse populations that includes resources for test development and translations and cultural modifications
  3. Recognize the influence of examinee and examiner variables on neuropsychological and psychological outcomes
  4. Apply new testing standards to culturally and linguistically dissimilar individuals
Target Audience:
  • Students of all levels interested in the subspecialty of cross-cultural neuropsychology
  • From students to experienced neuropsychologists
  • Clinicians and researchers working with Hispanics across the life span and with clients of varying degrees of language mastery (English speaking, bilingual and monolingual Spanish-speakers)
Instructional Level of Presentation:This webinar is designed to be of benefit to students, early career neuropsychologists and seasoned practitioners.  Material presented provides the learner with a summary of the evolving subspecialty of Hispanic Neuropsychology.  A foundation regarding socio-demographics and psychosocial variables that influence cognitive performance is provided for those early in their careers.  Novel resources and references are provided, which will be of benefit to the more advanced and experienced clinicians and researchers.  Overall, a comprehensive webinar that will be of benefit to practitioners with varying levels of experience.

About Antonio Puente, Ph.D.

Antonio Puente, born in La Habana, Cuba, received his undergraduate degree in psychology from the University of Florida and his graduate degrees from the University of Georgia. He is currently Professor of Psychology at the University of North Carolina Wilmington and maintains a private practice for clinical neuropsychology. He is the founder and co-director of the Cape Fear Clinic, a bilingual mental health clinic for the poor and uninsured. He is widely published in English and in Spanish, and he is the founder and editor of the quarterly scientific journal,Neuropsychology Review, as well as a book series in clinical neuropsychology. Dr. Puente is Past-President of the Hispanic Neuropsychological Society, National Academy of Neuropsychology, North Carolina Psychological Association, North Carolina Psychological Foundation, and Division 40 (Clinical Neuropsychology) of the American Psychological Association (APA), where he also served two terms as a Council of Representatives (40). He has chaired the Psychology Academy of the National Academies of Practice as well as several APA Boards and Committees, currently on the Joint Committee for Standards for Educational and Psychological Tests. Puente was APA’s representative to the American Medical Association’s Current Procedural Terminology panel from 1993 to 2008, when he was elected to the Editorial Panel of the CPT (voting member to 2016). Puente was a Fulbright Scholar in 1983 (Argentina), NCPA and NAN’s Lifetime Service Achievement Award recipient, and he received the APA’s Distinguished Professional Contributions to Independent Practice in 2011.

About Adriana Strutt, Ph.D.

Adriana Macias Strutt completed her undergraduate degree at the University of La Verne in La Verne, California.  She earned a Master’s degree in experimental psychology and a doctorate in clinical psychology with an emphasis in neuropsychology from Loma Linda University in Loma Linda, California.  She completed her APA approved internship and fellowship in neuropsychology at Baylor College of Medicine (BCM) in Houston, Texas and has been a faculty member at BCM since 2008. She is presently an Assistant Professor in the departments of Neurology and Psychiatry & Behavioral Sciences.  She is bilingual and board certified in clinical neuropsychology.  Dr. Strutt is the recipient of two Fulbright & Jaworski LLP Faculty Excellence Awards (Teaching & Evaluation and Enduring Materials) and a member of BCM’s Academy of Distinguished Educators.  She provides clinical and forensic neuropsychological assessment for English and Spanish speaking children, adults and geriatrics who suffer from a myriad of neurological conditions.  She also conducts clinical research with an emphasis in neurodegenerative disorders and is involved in neuropsychological test development and validation. 

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Clinical Reasoning in Neuropsychological Assessment
Tuesday, January 17, 2023 | 12:00 PM - 1:30 PM ET
1.5 CE Credits

Presented by:
Gabrielle Wilcox, PsyD, NCSP, RPsych
Associate Professor, School and Applied Child Psychology
Director of Internships; Director of Educational Psychology Internship Consortium (EPPIC)
Werklund School of Education
Alberta Children’s Hospital Research Institute (ACHRI)
Mathison Centre for Mental Health Research & Education
Hotchkiss Brain Institute (HBI)
University of Calgary

Clinical reasoning is frequently ignored in research on assessment and in psychologist training, but poor clinical reasoning can negatively affect our assessment results and utility. This presentation will provide an overview of clinical reasoning and research in the area. As this has not been a focus of research, findings from other fields are drawn upon to understand clinical reasoning. The presentation will conclude with recommendations on how psychologists can attend to clinical reasoning throughout the assessment process.

After the webinar, participants will be able to:
1. Describe the role of clinical reasoning in psychological assessment. 
2. Identify some of the challenge of clinical reasoning during psychological assessment. 
3. List specific steps psychologists can take to attend to their clinical reasoning during assessments.

Target Audience:  Psychologists engaged in assessment
Instructional Level: Intermediate  

Dr. Wilcox earned a BSE in English Education and an MS in School Psychology at Millersville University. She practiced as a school psychologist for eight years, primarily serving students with intellectual disabilities or severe emotional/behavioral problems, before completing her PsyD in School Psychology at Philadelphia College of Osteopathic Medicine (PCOM) in 2009. She completed post-doctoral training in clinical neuropsychology. She practiced as a licensed psychologist in Pennsylvania, primarily working in pediatric neuropsychology, until joining the Werklund School of Education at the University of Calgary. Dr. Wilcox is a Registered Psychologist in Alberta and a Nationally Certified School Psychologist.


Registration is now closed - Please look for the On Demand version in the coming weeks