Validity Testing in Assessment of School-Aged Children and Adolescents? You’ve Got to be Kidding!

Thursday, March 16, 2017
1:30pm – 3:00pm Eastern time
1.5 CE Credits

Presented by:
Allyson G. Harrison, Ph.D.
Associate Professor, Clinical Psychology
Clinical Director, Regional Assessment & Resource Centre
Queen’s University

One issue faced by assessors when evaluating school-aged individuals is determining the credibility of test performance and symptom complaints. This question is becoming more important given the secondary gains that currently exist for individuals diagnosed with a neurological disorder who require academic accommodations or treatment with stimulant medication. This webinar will acquaint participants with the topic of Performance Validity Tests (PVTs) and Symptom Validity Tests (SVTs) as they relate to the assessment of school-aged children and adolescents. Areas of focus will include: professional guidelines/position statements; reasons why clinicians must not rely on subjective impression alone; and research on use of validity tests in this population, including which tests have the best empirical support for which age ranges and why some are insensitive to feigning or low effort in specific situations. The talk will conclude with illustrative case examples in which PVT/SVT failure had a direct impact on case conceptualization and how this was taken into account in improving treatment recommendations.

 After the webinar, participants will be able to:

  1. List and describe the performance and symptom validity measures validated for use with children and adolescents.  
  2. Assess the appropriateness of existing Performance and/or Symptom Validity Tests for use with specific referral questions.
  3. Describe the difficulty in evaluating the credibility of a patient’s performance when focused only on scores obtained on traditional psychometric tests.
  4. Explain at least three reasons why a pediatric client might perform poorly on measures of test-taking effort.
  5. Create a feedback script for use in cases of demonstrated low effort.

Target Audience: Pediatric neuropsychologists, school psychologists, and trainees in either area of psychology

Instructional Level: Intermediate

NAN members login and non-members create an account to:



Registration closes 30 minutes prior to the live presentation.


Allyson G. Harrison
completed her Ph.D. in Clinical Psychology at Queen’s University in Kingston, Ontario, Canada. She is an Associate Professor in the department of Clinical Psychology at Queen’s University. She is also the clinical director of the Regional Assessment & Resource Centre at Queen’s University, one of two centers mandated to support postsecondary students through the provision of assessments, applied research, and professional development for psychological practitioners. She has authored and co-authored numerous papers and book chapters on many topics including performance validity and differential diagnosis of LD and ADHD. She is also on the editorial boards of The Canadian Journal of School Psychology and The Journal of Psychoeducational Assessment, and is a peer reviewer for a number of other journals.

Alzheimer's Disease vs. Alzheimer's Diseases: Clinical and Pathological Heterogeneity in the Manifestations of Alzheimer's Disease

Thursday, April 13, 2017
3:00pm – 4:30pm Eastern time
1.5 CE Credits

Presented by:
Eric Edward Smith, MD, MPH, FRCPC, FAHA
Associate Professor of Neurology
Katthy Taylor Chair in Vascular Dementia
Cumming School of Medicine, University of Calgary

Alzheimer's disease is well known as the commonest neuropathology of dementia. The hallmark of Alzheimer's disease is neuropathological accumulation of senile plaques and neurofibrillary tangles, leading to medial temporal atrophy and impairments in episodic memory that subsequently progress to global impairments. However, a decade of research has identified atypical presentations of Alzheimer's disease, marked by initial focal degeneration outside the medial temporal lobe and presenting with abnormalities in behavior, language, or visuospatial function. Additionally, it is now recognized that pure Alzheimer's disease is the exception, and Alzheimer's disease with one or more co-pathologies is the rule. These co-pathologies also alter the course and clinical presentation of Alzheimer's disease.

 After the webinar, participants will be able to:

  1. Discuss the classification of atypical Alzheimer's disease.
  2. List diagnostic criteria for atypical Alzheimer's disease.
  3. Describe the clinical, cognitive, and behavioral features of atypical Alzheimer's disease.
  4. Describe the most common comorbid neuropathologies in Alzheimer's disease patients and their clinical features.

Target Audience: Clinical psychologists and neuropsychologists

Instructional Level: Intermediate (Basic clinical knowledge of AD pathology and clinical neuropsychology is assumed)

NAN members login and non-members create an account to:



Registration closes 30 minutes prior to the live presentation.


Eric Edward Smith, M.D.
 is Associate Professor of Neurology, Radiology and Community Health Sciences at the University of Calgary, where he directs the Cognitive Neurosciences Clinic and is a member of the Calgary Stroke Program. He holds the endowed Katthy Taylor Chair in Vascular Dementia at the University of Calgary. Dr. Smith’s research uses neuroimaging to investigate the risk factors for, and consequences of, cerebral small vessel disease in healthy populations and in patients with mild cognitive impairment or cerebral amyloid angiopathy. He leads the Vascular Cognitive Impairment team of Canada’s national research strategy for dementia, the Canadian Consortium on Neurodegeneration in Aging.