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DistanCE Recorded Webinars


Neuroimaging for Neuropsychologists - Coming Soon!

1.5 CE Credits

Presented by:
Erin Bigler, Ph.D.
Some form of brain imaging is routinely performed on most patients that are seen by neuropsychologists.  Neuroimaging is considered a foundation area of study and training for neuropsychologists. This webinar will cover the common neuroimaging modalities of computed tomography (CT), magnetic resonance imaging (MRI), single photon emission computed tomography (SPECT) and positron emission tomography (PET) and their relevance to clinical neuropsychology. The basis for understanding neuroimaging begins with neuroanatomy and neuropathology, which will be covered.  Anatomical identification across the different imaging modalities will be overviewed followed by a very practical approach showing how neuroimaging findings may be integrated with neuropsychological assessment. Neuroimaging findings in common disorders as seen by neuropsychologists such as traumatic brain injury, stroke, multiple sclerosis, neurodevelopmental disorders, aging and neurodegenerative disease will be highlighted. Methods of quantitative neuroimaging, especially automated techniques like FreeSurfer will be overviewed. The webinar will conclude with a discussion of the role of advanced neuroimaging techniques like functional MRI (fMRI) and the development of standardized cognitive probes, use of fMRI techniques in assessing resting state functional connectivity mapping combined with diffusion tensor imaging (DTI) that permit assessment of network functioning in neuropsychology.

After the webinar, participants will be able to:

  1. Describe the differences in technology that generate computed tomographic (CT) scans, magnetic resonance imaging (MRI) scans and radiotracer-based tomography [single photon emission computed tomography  (SPECT) or positron emission tomography (PET).
  2. Assess basic neuroanatomy from viewing CT, MRI, SPECT and/or PET imaging studies.
  3. Explain the basics of neuropathological findings from viewing CT, MRI, SPECT and/or PET imaging studies.
  4. Apply neuroimaging decision making skills relevant to integrating scan findings with neuropsychological assessment and cognitive/neurobehavioral outcome in disorders like traumatic brain injury, stroke, demyelinating disorders, developmental syndromes, ageing and degenerative diseases. 

Target Audience: Clinical neuropsychologists or Ph.D. students in training

Instructional Level: (Intermediate-to-Advanced) The presentation will assume some formal prior training in neuroanatomy and pathoanatomical correlates for the major neurological and neuropsychiatric disorders

About Erin Bigler, Ph.D.
Erin D. Bigler, Ph.D. holds the Susa Young Gates Chair as Professor of Psychology and Neuroscience at Brigham Young University (BYU) where he served as Chair of the Psychology Department for over six years (1996-2002). He is also an Adjunct Professor in the Department of Psychiatry at the University of Utah. He was formerly a professor of psychology and psychiatry at the University of Texas, until he returned to Utah in 1990 to assume his current position. In 1977 at the University of Texas at Austin he established the clinical neuropsychology subspecialty training program that continues to this day and in the early 1980’s at Austin also established the Brain Imaging and Behavior Laboratory, which he brought with him when he came to BYU. The Brain Imaging and Behavior Laboratory has played a key role in numerous multisite collaborative studies providing quantitative neuroimaging analysis. His research has focused on the interface between neuroimaging findings and methods of analysis in the study of cognitive and neurobehavioral outcome associated with a variety of disorders including traumatic brain injury, Alzheimer’s disease and related neurodegenerative disorders and neurodevelopmental disorders like autism and learning disability.  He served as President of the National Academy of Neuropsychology from 1989-1990 and later in 1999, received their Distinguished Clinical Neuropsychologist Award. In that same year, he was also the recipient of the Karl G. Maeser Distinguished Faculty Lecturer Award, Brigham Young University's top faculty honor.

Dr. Bigler has authored and developed several neuropsychological tests, published 90 book chapters, and authored and/or edited 9 textbooks—most recently as one of the coauthors of Muriel Lezak’s Neuropsychological Assessment – 5th  Edition.  He has also authored/co-authored and published over 270 peer-reviewed articles in neuropsychology, neuroimaging and cognitive neuroscience. 

Currently, Dr. Bigler is the President of the International Neuropsychological Society (INS) where he previously served as Treasurer and a member of the Board of Directors for many years. He was the inaugural Associate Editor for the Journal of the International Neuropsychological Society (JINS) and served in that capacity for 11 years.  He is the founding Associate Editor of the journal Brain Imaging and Behavior and likewise serves as an Associate Editor for Neuropsychology along with several other editorial boards.  He has been a licensed psychologist since 1975, practicing in the area of clinical neuropsychology, and holds a Diplomate from the American Board of Professional Psychology with special competence in clinical neuropsychology. He has trained over 125 doctoral students in his nearly 40 years as a professor.  Recently, Dr. Bigler was appointed the Director of BYU’s new MRI Research Facility which houses an on-campus Siemens 3Tesla magnetic resonance scanner.


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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Sleep, Cognition and Affect:  Sleep Disorders for the Neuropsychologist

1.5 CE Credits

Presented by:
Paul T. Ingmundson, Ph.D. 

Sleep disorders are common, under recognized, and treatable.  Many patients presenting with problems with attention, concentration, and sustained vigilance have disturbed sleep.  This course will provide the participant with an overview of sleep mechanisms, a review of common sleep disorders, and an introduction to the techniques for evaluating and treating sleep problems.  The participant in this webinar will learn how chronic insufficient sleep and sleep disorders contribute to disturbances in mood, memory and cognition.   The recognition of common sleep disorders is an important element of neuropsychological assessment and diagnosis.   Techniques used in the cognitive behavioral treatment of insomnia can be incorporated into the armamentarium of interventions provided by a clinical neuropsychologist, and yield improved treatment outcomes. 

After the webinar, participants will be able to:

  1. Describe basic sleep mechanisms and common sleep disorders
  2. Explain how sleep disorders contribute to disturbances in mood, memory, and cognition
  3. Utilize introductory techniques for evaluating and treating sleep problems with appropriate patients  

Target Audience: This webinar will target clinical neuropsychologists interested in updating their knowledge about sleep and sleep disorders.  No prior training in sleep medicine or sleep disorders is required.

Instructional Level: Intermediate

About Paul T. Ingmundson, Ph.D.
Paul T. Ingmundson, PhD, is a clinical psychologist in San Antonio, Texas with a practice focused on the diagnosis and treatment of sleep disorders.  He completed his doctoral training in clinical psychology at the University of Texas at Austin in 1984.   His dissertation research focused on the interrelationships of dreaming, sleep and memory.  Dr. Ingmundson joined the staff of the South Texas Veterans Health Care System in 1985, and currently serves as the Acting Chief of Sleep Medicine.  He is an Adjunct Professor in Neurology at the University of Texas Health Science Center at San Antonio, a Fellow of the American Academy of Sleep Medicine, and a longtime member of APA division 40, the Society for Clinical Neuropsychology.  Dr. Ingmundson’s research interests have focused on understanding the neurobiology of consciousness.   He currently serves as the Vice Chair and Chief Science Officer of the Mind Science Foundation, a private philanthropy that promotes research and education on the neuroscience of consciousness.

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Memory Loss, Alzheimer's Disease, & Dementia: Update 2013

1.5 CE Credits

Presented by:
Andrew E. Budson, M.D.
Chief, Cognitive & Behavioral Neurology and Associate Chief of Staff for Education, VA Boston Healthcare System
Associate Director & Education Core Leader, Boston University Alzheimer's Disease Center
Professor of Neurology, Boston University School of Medicine
Lecturer in Neurology, Harvard Medical School

Once made primarily by neuropsychological evaluation, the diagnosis of memory loss, Alzheimer's disease, and dementia now includes CSF, MRI, FDG PET, and florbetapir PET biomarkers. New diagnostic criteria for dementia, Alzheimer's disease, and mild cognitive impairment from the National Institute on Aging and Alzheimer's Association (NIA-AA) have replaced the older NINCDS-ADRDA criteria. DSM-V has replaced the older DSM-IV criteria. This talk will use a case-based format to review these new criteria, the new biomarkers, and how to use them along with medications to make the most accurate, up-to-date diagnostic evaluations and treatment recommendations. Disorders discussed will include Alzheimer's disease, mild cognitive impairment, semantic dementia, chronic traumatic encephalopathy, and others.

After the webinar, participants will be able to:

  1. Use the new NIA-AA criteria to diagnosis Alzheimer's disease.
  2. Use the new NIA-AA criteria to diagnosis MCI due to Alzheimer's disease.
  3. Diagnose other common non-AD dementias.
  4. Plan when to use biomarkers to aid diagnosis.
  5. Describe the proper use of the FDA-approved treatments for Alzheimer's disease.

Target Audience: The primary audience is neuropsychologists and other psychologists. The course would also be beneficial to psychiatrists, neurologists, geriatricians, primary care providers (including physicians, nurse practitioners, and physician assistants), nurses, social workers, and geriatric care managers.

Instructional Level: Intermediate and Advanced

About Andrew E. Budson, M.D.
Dr. Andrew Budson received degrees from Haverford College and Harvard Medical School before becoming an intern at Brigham and Women’s Hospital, and then resident and chief resident at the Harvard-Longwood Neurology Residency Program. After a fellowship in behavioral neurology and dementia at Brigham and Women’s Hospital he joined the staff there. In 2000 he gave the first annual Massachusetts Neuropsychological Society Laird Cermak Memorial Lecture. In 2005 he moved to join the Boston University Alzheimer’s Disease Center and the Veterans Affairs Medical Center, initially at Bedford and then later in Boston. From the American Academy of Neurology he was awarded the Norman Geschwind Prize in Behavioral Neurology in 2008 and the Research Award in Geriatric Neurology in 2009. He is currently the Chief of Cognitive & Behavioral Neurology at the VA Boston Healthcare System where he runs the Memory Disorders Clinic. He is also the Associate Director and Education Core Leader of the Boston University Alzheimer’s Disease Center, Professor of Neurology at Boston University School of Medicine, and Lecturer in Neurology at Harvard Medical School.

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Introduction to Sports Neuropsychology

(1.5 CE Credits)

Presented by:
Robert L. Conder, Psy.D., ABPP
Clinical, Rehabilitation, & Sports Neuropsychology
Carolina Neuropsychological Service
Neuropsychologist, Duke Raleigh Hospital

Sports Neuropsychology is an emerging subspecialty, especially given the widespread concern over the effects of concussions at all levels of athletic performance. Yearly, an estimated 38 million children and adolescents participate in organized sports, and it is estimated that 1.6-3.8 million youth concussions are sustained yearly. While based in the fundamentals of Neuropsychology, a Sports Neuropsychology framework requires modification in both assessment and treatment methodologies. This presentation will review the neuroscience, assessment, prevention and management of sports concussions. A repeatable, focused and sensitive assessment model for sports concussion will be delineated. Emphasis will be given to pediatric and adolescent return-to-play and return-to-classroom issues. Predictors of prolonged recovery will be explicated, as will treatment interventions which can speed up or maximize the recovery process. The topic of Chronic Traumatic Encephalopathy will be addressed. A model school-based Concussion Education, Prevention and Management Program will be presented. The implications of Youth Sport Safety Legislation, such as has been introduced in at least 38 states, will be addressed. Finally, suggestions for professional education and training in the field of Sports Neuropsychology will be offered.

After the webinar, participants will be able to:

  1. define a sports concussion, and identify similarities and differences from a traumatic brain injury;
  2. describe management techniques to reduce psychological and academic morbidity post-concussion, including parent, teacher and school consultation;
  3. prepare brief and focused assessment batteries and describe how these differ from a traditional neuropsychological or psychoeducational assessment battery;
  4. explain model guidelines for reduction of sports concussions; and be introduced to educational/advocacy guidelines for parents, players, coaches and schools.
Target Audience: Primarily neuropsychologists who wish to expand their practice to work with athletic populations of any age.

Instructional Level: Introductory

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