Review and Update on Adult Performance Validity Testing

1.5 CE Credits

Presented by:
Patrick Armistead-Jehle, Ph.D.
Chief, Concussion Clinic
Munson Army Health Center

This course will provide a review and update on performance validity testing (PVT) in adult neuropsychological evaluations.  Recent literature discussing the utility of validity testing in neuropsychological assessment, as well as reviews of stand-alone and embedded measures, will be discussed.  Special topics to be covered will include:  (1) feedback to patients and referring providers; and (2) use of PVTs in special populations. Emphasis will also be given to future directions in PVT research.

After the webinar, participants will be able to:

  1. Describe the influence of performance validity testing on interpretation of cognitive test results.
  2. Explain and utilize feedback strategies with patients and referring providers. 
  3. Discuss application of PVTs in patients with low IQ, dementia, and English as a second language.

Target Audience: Neuropsychologists, as well as psychologists involved in cognitive assessments.

Instructional Level: Intermediate

Patrick Armistead-Jehle, Ph.D. ABPP-CN is the chief of the concussion clinic at Munson Army Health Center at Fort Leavenworth, KS.  He completed undergraduate training at the University of Wisconsin-Green Bay and subsequently obtained a PhD in clinical psychology from Virginia Commonwealth University.  He is board certified by the American Board of Clinical Neuropsychology.  Dr. Armistead-Jehle has published several dozen articles in peer reviewed psychological and neuropsychological journals, with the majority if these publications addressing the topics of validity testing and traumatic brain injury.  In addition to part time research and administrative duties, he maintains day to day patient care responsibilities.

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Short- and Long-Term Outcomes After Pediatric Traumatic Brain Injury

1.5 CE Credits

Presented by:
Jacobus Donders, Ph.D.
Chief Psychologist
Mary Free Bed Rehabilitation Hospital

This webinar will review the behavioral, cognitive and psychosocial outcomes of children with traumatic brain injury (TBI) at various intervals.  The emphasis will be on empirical research within the last dozen years.  Key concepts pertaining to injury variables will be illustrated with reviews of various neuroimaging findings.  Moderators and mediators of various outcomes after pediatric TBI will also be addressed.  The presentation will end with a review of variables to consider in transition to adulthood, including assessment of civil capacity, illustrated with a case study.

After the webinar, participants will be able to:

  1. Describe predictors of recovery from pediatric TBI of various severities and at various intervals.
  2. Discuss the differences in predictors of outcomes in various domains.
  3. Explain the empirical base for assessment and intervention after pediatric TBI.
  4. List important factors to consider in transition to adulthood.

Target Audience: Graduate students, interns, postdoctoral residents and early career professionals

Instructional Level: Intermediate

Jacobus Donders, Ph.D. is the Chief Psychologist at Mary Free Bed Rehabilitation Hospital in Grand Rapids, MI.  He is board-certified in Clinical Neuropsychology as well as Rehabilitation Psychology through the American Board of Professional Neuropsychology.  In addition to being an active clinical practitioner, he has served on multiple editorial and executive boards, has authored or co-authored more than 100 publications in peer-reviewed journals, and has edited or co-edited five textbooks.  Dr. Donders is a current associate editor of the journals Child Neuropsychology and Archives of Clinical Neuropsychology.  He is also a Fellow of the American Psychological Association and of the National Academy of Neuropsychology.

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Starting a Civil Forensic Practice: Practical Guidelines and Ethical Considerations

2 CE Credits

Presented by:
Michael R. Villanueva, Psy.D.
Southern Oregon Neuropsychological Clinic, LLC

This webinar will address starting forensic work within the context of an already established clinical practice. We will discuss the importance of maintaining a clear separation between forensic and clinical evaluations.  Though forensic and clinical evaluations have much in common, there are a few areas of distinction that are critical for the clinician to consider. The language of a forensic report may be unfamiliar to many clinicians, and we will discuss such terms as “limitations” and “restrictions.”  In addition, we will define levels of certainty, such as "more likely than not," that are often required of the forensic examiner. The webinar focuses on independent medical examinations (IME) and file reviews.  In addition, the presentation will cover ethical considerations such as "dual roles" that are important for the clinician to consider when maintaining both a clinical and forensic practice. We will also discuss the importance of making statements that are objective, verifiable, and remain within the limitations of the information available.  This webinar does not offer marketing advice, but rather provides the clinician thinking of entering the forensic realm with tools to navigate new territory and successfully meet exciting challenges.

After the webinar, participants will be able to:

  1. Distinguish between a clinical and a forensic referral.
  2. List key points to discuss with the claimant prior to an IME.
  3. List and discuss primary ethical considerations when conducting IME’s and file reviews.
  4. Outline ways of approaching typical challenges such as third-party observers, release of raw data, prospective test selection by a third-party, and demands to reveal test lists in advance.
  5. List and describe examples of effective forensic report-writing.

Target Audience: Licensed neuropsychologists presently engaged in clinical practice who desire to make civil forensic referrals a part of their professional work.

Instructional Level: Introductory

Michael R. Villanueva, Psy.D. is board-certified in clinical neuropsychology (ABPP-CN).  He has his clinical practice in southern Oregon where he evaluates patients by physician referral for condition such as dementia, traumatic brain injury, stroke, and MS. In addition to clinical work, Dr. Villanueva also accepts forensic referrals, primarily independent medical examinations and file reviews. Dr. Villanueva brings a unique perspective to the issue of clinical and forensic work, being a clinician in a small community which brings about challenges pertinent to dual role, and challenges in building a forensic practice from a small potential pool of referrals.

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Frontotemporal Dementia: The Behavioral Phenotype

1.5 CE Credits

Presented by:
Bruce L. Miller, M.D.
Director, Memory and Aging Center
University of California San Francisco

In this 90-minute presentation, Dr. Bruce Miller, director of the UC San Francisco Memory and Aging Center, will introduce the clinical syndromes of frontotemporal dementia (FTD) and discuss why it is such a highly prevalent and diagnosable disorder. He will detail the different cognitive and behavioral symptoms associated with FTD and relate them to the underlying networks and disease pathology. He will present the neuropsychological profile and testing approach for evaluating patients with FTD. He will provide a detailed look at reward, crime and emotion in patients with FTD, and how they differ from patients with Alzheimer’s disease and other degenerative and non-degenerative disorders. He will also describe the current symptomatic treatments and investigative directions for potentially disease-modifying therapies that are likely to emerge in the coming decade.

After the webinar, participants will be able to:

  1. Explain how frontotemporal dementia is evaluated in the clinic.
  2. Describe the basic biology of frontotemporal dementia, including genetics and pathology.
  3. Discuss the latest research into therapies for frontotemporal dementia.

Target Audience: This webinar is targeted for an audience of professional neuropsychologists who may or may not work in aging and neurodegenerative disease.

Instructional Level: This webinar will present predominantly advanced data and information for health care providers with some intermediate material.

Bruce L. Miller, M.D. holds the A.W. and Mary Margaret Clausen Distinguished Professorship in Neurology at the University of California, San Francisco (UCSF). He directs the busy UCSF dementia center where patients in the San Francisco Bay Area and beyond receive comprehensive clinical evaluations. His goal is the delivery of model care to all of the patients who enter the clinical and research programs at the UCSF Memory and Aging Center MAC). 

Dr. Miller is a behavioral neurologist focused on dementia with special interests in brain and behavior relationships as well as the genetic and molecular underpinnings of disease. His work in frontotemporal dementia (FTD) emphasizes both the behavioral and emotional deficits that characterize these patients, while simultaneously noting the visual creativity that can emerge in the setting of FTD. He is the principal investigator of the NIH-sponsored Alzheimer’s Disease Research Center (ADRC) and program project on FTD called Frontotemporal Dementia: Genes, Imaging and Emotions. He oversees a healthy aging program, which includes an artist-in-residence program. He helps lead two philanthropy-funded research consortia, the Tau Consortium and the Consortium for Frontotemporal Research, focused on developing treatments for tau and progranulin disorders, respectively. Additionally, he is a director for the Global Brain Health Institute, which works to reduce the scale and impact of dementia around the world by training and supporting a new generation of leaders to translate research evidence into effective policy and practice. Dr. Miller teaches extensively, runs the Behavioral Neurology Fellowship at UCSF, and oversees visits of more than 50 foreign scholars every year.

Dr. Miller has received many awards, including the Potamkin Award from the American Academy of Neurology, the Raymond Adams Award from the American Neurological Association, the Gene D. Cohen Research Award in Creativity and Aging from the National Center for Creative Aging, the UCSF Academic Senate Distinction in Mentoring Award and the Wallace Wilson Distinguished Alumni Award from the University of British Columbia. Dr. Miller is the current President of the International Society for Frontotemporal Dementias (ISFTD), and in 2016, he was elected to the National Academy of Medicine. He has authored The Human Frontal Lobes, The Behavioral Neurology of Neurology, Frontotemporal Dementia and over 700 other publications regarding dementia. He has been featured in Fortune magazine and the New York Times, as well as on Charlie Rose, PBS NewsHour and other media. For more than three decades, Dr. Miller has been the scientific director for the philanthropic organization The John Douglas French Alzheimer’s Foundation, a private philanthropic organization that funds basic science research in Alzheimer’s disease.

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Chronic Traumatic Encephalopathy (CTE): What We Think We Know and What We Need to Know Next

1.5 CE Credits

Presented by:
Robert A. Stern, Ph.D.
Professor of Neurology, Neurosurgery, and Anatomy & Neurobiology
Clinical Core Director, BU Alzheimer’s Disease Center
Director of Clinical Research, BU CTE Center
Boston University School of Medicine

Chronic traumatic encephalopathy (CTE) is a neurodegenerative disease found in individuals with a history of exposure to repetitive head impacts (RHI), such as former American football players and boxers. Referred to as “punch drunk” or dementia pugilistica since the early 20th century, the term “CTE” has been used since the 1950s to describe the clinical and neuropathological changes seen in individuals with RHI exposure. However, it is only in the past 8-10 years that CTE has received increased attention due to a growing number of deceased former NFL players being diagnosed with the disease postmortem. The tremendous growth in media attention to CTE, however, has outpaced the growth in scientific understanding of CTE. As with other neurodegenerative diseases, at this time CTE can only be diagnosed by neuropathological examination. However, provisional clinical research diagnostic criteria have been proposed and studies are underway to develop neuroimaging and fluid biomarkers to detect and diagnose CTE during life. This webinar will provide an overview of what is currently known about CTE, as well as current and future directions in research.

After the webinar, participants will be able to:

  1. Describe the neuropathological and clinical features of chronic traumatic encephalopathy (CTE).
  2. Describe the possible fluid and neuroimaging biomarkers for CTE.
  3. Explain the current limitations of making a clinical diagnosis of CTE.

Target Audience: The target audience includes practicing neuropsychologists and clinical neuroscience researchers, as well as advanced trainees.

Instructional Level: Intermediate

Robert A. Stern, Ph.D. received his PhD in Clinical Psychology from the University of Rhode Island. He completed his predoctoral internship training under Dr. Edith Kaplan at the Boston VA Medical Center and his post-doctoral fellowship at the University of North Carolina School of Medicine. He is currently Professor of Neurology, Neurosurgery, and Anatomy & Neurobiology at Boston University (BU) School of Medicine, where he is also Director of the Clinical Core of the NIH-funded BU Alzheimer’s Disease Center, and Director of Clinical Research for the BU Chronic Traumatic Encephalopathy (CTE) Center.  A major focus of his research involves the long-term effects of repetitive head impacts in athletes, including the neurodegenerative disease, CTE.  He is the lead co-principal investigator of a $16 million NIH grant for a multi-center, longitudinal study to develop methods of diagnosing CTE during life as well as examining potential risk factors of the disease. Dr. Stern’s other current major area of funded research involves the diagnosis and treatment of Alzheimer’s disease. He has published on various aspects of cognitive assessment and is the senior author of the Neuropsychological Assessment Battery (NAB), as well as the Boston Qualitative Scoring System for the Rey-Osterreith Complex Figure.  He has received numerous NIH and other national grants and he is a Fellow of both the NAN and the American Neuropsychiatric Association. Dr. Stern has over 175 peer-reviewed publications, is on several journal editorial boards, and is the co-editor of two upcoming books: Sports Neurology (part of the Handbook in Clinical Neurology series published by Elsevier), and The Oxford Handbook of Adult Cognitive Disorders. He is a member of the medical advisory boards of several biotech/pharma companies as well as the Mackey-White Health and Safety Committee of the NFL Players Association and the Medical Scientific Committee for the NCAA Student-Athlete Concussion Injury Litigation.

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The Neuropsychology (Broadly Conceived) of MSA, PSP, and CBD

1.5 CE Credits

Presented by:
Adam Gerstenecker, Ph.D. 
Assistant Professor of Neurology
Division of Neuropsychology
The University of Alabama at Birmingham

The primary objective of this presentation will be to review the cognitive and behavioral features of the different atypical parkinsonian syndromes in which motor symptoms dominate early clinical symptomatology: multiple systems atrophy (MSA), progressive supranuclear palsy (PSP), and corticobasal degeneration (CBD). The impact of cognitive and behavioral deficits on quality of life, associations between neuropsychological and neuropsychiatric findings and brain imaging, and cognitive and behavioral symptom management are also discussed. Information included in this presentation was acquired through review of the available MSA, PSP, and CBD literature, with emphasis given to studies investigating the cognitive and behavioral features of the syndromes.

After the webinar, participants will be able to:

  1. Describe the neuropsychological features of MSA, PSP, and CBD.
  2. Explain the impact of neuropsychological features on quality of life in MSA, PSP, and CBD.
  3. Describe the current strategies for symptom management in MSA, PSP, and CBD.

Target Audience: Clinicians and researchers interested in the cognitive, behavioral, and functional aspects of MSA, PSP, and CBD

Instructional Level: Intermediate

Adam Gerstenecker, Ph.D. is an Assistant Professor of Neurology at the University of Alabama at Birmingham (UAB). Dr. Gerstenecker has expertise in atypical parkinsonisms in both clinical and research settings. His research in PSP has been funded by NIH/NIA and CurePSP. He has published a number of peer-reviewed papers on the cognitive, behavioral, and functional features of PSP and authored review papers and book chapters on the neuropsychological aspects of atypical parkinsonian disorders.

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An Update on the Neuropsychology of HIV and Other Infectious Diseases

1.5 CE Credits

Presented by:
Steven Paul Woods, Psy.D.
Professor of Psychology
University of Houston

Clinical neuropsychologists are likely to encounter persons infected with HIV and other neurotropic viruses (e.g., hepatitis C), which may be the primary condition for a referral or an incidental risk factor for neurocognitive impairment. In this 90-minute webinar, we will provide an update on the neuropsychological aspects of infectious disease, focusing primarily on HIV. Specifically, we will critically review and discuss recent literature on: 1) changes in the epidemiology of HIV disease, which is increasingly affecting older adults; 2) brain systems involved in HIV infection; 3) the neuropsychological profile of HIV disease and the diagnosis of HIV-associated neurocognitive disorders; 4) the influence of common moderating factors, such as premorbid variables, psychiatric comorbidity, and co-infection with HCV on the expression of HIV-associated neurocognitive disorders; 5) HIV’s impact on health behaviors (e.g., medication adherence) and everyday functioning (e.g., household management); and 6) emergent pharmacological and rehabilitation efforts to manage HIV-associated neurocognitive disorders.

After the webinar, participants will be able to:

  1. Describe the recent changes in the epidemiology of HIV disease and the influence of infection and its comorbidities on brain structure and function.
  2. Explain the practical advantages and limitations of current approaches to diagnosing HIV-associated neurocognitive disorders.
  3. Discuss the effects of HIV-associated neurocognitive disorders on health behaviors (e.g., medication adherence) and everyday functioning (e.g., household management).

Target Audience: Clinical neuropsychologists

Instructional Level: Intermediate

Steven Paul Woods, Psy.D. is a Professor of Psychology at the University of Houston, where he is the Director of the Cognitive Neuropsychology of Daily Life (CNDL) Laboratory. Dr. Woods also holds appointments as an Adjunct Professor at UC San Diego (Psychiatry) and the University of Western Australia (School of Psychological Science). His program of research uses cognitive theory to enhance the clinical detection, prediction, and remediation of real-world health outcomes in various neuropsychological populations, including HIV disease and aging. In particular, he is interested in how people’s ability to “remember to remember” (i.e., prospective memory) affects health-related behaviors such as adhering to medications. Dr. Woods is the Director of Clinical Neuropsychology Training at the University of Houston and is an active teacher, both in the classroom and in the laboratory. He is a licensed psychologist and operates an evidence-based neuropsychology clinic that serves HIV+ persons at the Thomas Street Health Center in Houston. Dr. Woods is a Fellow of the American Psychological Association (Division 40, Society for Clinical Neuropsychology) and the National Academy of Neuropsychology (NAN).

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Civil Capacities in Neuropsychological Assessment

1.5 CE Credits

Presented by:
Freeman M. Chakara, Psy.D.
Clinical Neuropsychologist
Providence Behavioral Health

Psychologists in general, and neuropsychologists in particular, tend to be well trained in assessing cognitive and emotional functioning across the life span. Various specialties within psychology have further established best practice standards within their respective fields: neuropsychology, forensic psychology, geropsychology, etc. In spite of considerable developments and improvements in assessment as reflected by these best practice standards, the area of capacity/competence evaluation remains nascent in development. The purpose of this webinar is to introduce neuropsychologists, postdoctoral fellows, and graduate students to basic principles in assessing civil capacities. Further, simple clinical vignettes will be reviewed to illustrate those types of civil capacities one may encounter in clinical practice. The role of comprehensive neuropsychological assessment, with a focus on capacity questions, will be addressed toward expanding the scope of clinical services to benefit patients and fellow professionals in the context within which we practice. 

After the webinar, participants will be able to:

  1. Identify the five legal standards utilized in determining capacity.
  2. Apply appropriate ethical principles and best practice standards in conducting civil capacity evaluations.
  3. Explain the rationale underlying those assessment procedures utilized in capacity evaluations.
  4. Identify key challenges in capacity evaluations, and discuss benefits of engaging in such evaluations.

Target Audience: Psychologists, Neuropsychologists, Postdoctoral Fellows, & Graduate Students 

Instructional Level: Introductory

About Freeman M. Chakara, Psy.D.
Dr. Chakara is a clinical neuropsychologist who has been in private practice since 2002. In 2000 he earned a PsyD in Clinical Psychology, with a concentration in Neuropsychology, from Widener University. He completed a neuropsychology internship at Lancaster General Hospital’s NeuroCenter under the auspices of Widener University. He then completed a two year postdoctoral Fellowship at Pennsylvania State University’s Hershey Medical Center.  In 2007 he earned board certification with the American Board of Neuropsychology, and in 2011 he was board certified with the American Board of Professional Psychology – Clinical Neuropsychology. In addition to publishing in neuropsychology, Dr. Chakara’s clinical practice entails working with neurologically compromised patients across the lifespan. Within clinical work, he is often consulted to provide Civil Capacity Evaluations. 

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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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Orientation to the Legal Profession: A Primer on the Consulting Relationship

1.5 CE Credits

Presented by:
Paul M. Kaufmann, J.D., Ph.D., ABPP
University Compliance Officer, University of Arizona, Office of Provost, Tucson, AZ
Chair, President’s Strategic Enterprise Risk Intelligence and Compliance Committees

Clinical neuropsychologists accept more forensic referrals now and spend more time in forensic consulting than ever before.  Recent surveys show weekly hours devoted to forensic consulting increased 97% in the past decade.  When assuming forensic roles, psychologists have an ethical obligation to be reasonably familiar with the rules governing those roles.  This webinar provides an orientation to the legal profession and an introduction to legal reasoning.  Participants will learn about rules of evidence and key court decisions that govern neuropsychologist experts.  Case experience and materials are used to show how expert opinions must be: 1) based on sufficient facts or data; 2) the product of reliable principles and methods; and 3) appropriately applied to the facts of the case. This webinar illustrates principles of effective attorney-neuropsychologist interactions and increases courtroom familiarity, concluding with suggestions about how to manage risks associated with a forensic consulting practice.

After the webinar, participants will be able to:

  1. Describe the basic framework for advocacy, candor, and reasoning in the legal profession.
  2. Develop and implement effective neuropsychologist-attorney interactions.
  3. Discuss and apply rules of evidence and key court cases to enhance forensic reports, formulations, and expert testimony.
  4. Identify and manage ethical dilemmas, legal requirements, and practice risks associated with forensic consulting.

Target Audience: Early- to late-career clinical neuropsychologists and clinical psychologists who are interested in beginning or expanding a forensic consulting practice.

Instructional Level: Intermediate, although the legal concepts and rules are introductory and intended for an audience that is not familiar with the legal profession.

About Paul M. Kaufmann, J.D., Ph.D., ABPP
Dr. Kaufmann is a licensed clinical psychologist, attorney, and board-certified clinical neuropsychologist, who operates a multi-state private practice in forensic consultation emphasizing pediatric neuropsychology.  He completed his Doctoral Degree at the University of Houston in 1988 with Dr. Jack Fletcher as his chair.  In 1990, he completed a two year Post-Doctoral Fellowship at the Child Study Center - Yale University School of Medicine.  Throughout his training and professional career as a neuropsychologist, Dr. Kaufmann has consulted on over one hundred legal cases.  He is an active consultant in administrative, criminal, and civil litigation.  During his career, he has held chief executive positions in both the public and private sector. He has sixteen years of faculty experience at major medical schools in KY, IL and AZ.  Dr. Kaufmann was the founding Director of the University of Arizona Pediatric Neuropsychology Clinic in the Department of Pediatrics at the University Medical Center.  From 1998 – 2002, Dr. Kaufmann was the Hospital Administrator at the Clyde L. Choate Mental Health and Developmental Center, while also a faculty member at Southern Illinois University School of Medicine.  In 2005, Dr. Kaufmann completed his law degree at Southern Illinois University School of Law.  He began his law career on the faculty of the University of Nebraska Law – Psychology program, but quickly transitioned to the full time practice of law.  As a health law attorney, Dr. Kaufmann represented the Nebraska Department of Health and Human Services Divisions of Behavioral Health, Public Health, Developmental Disabilities, and Veterans Homes in administrative hearings, trials, and appeals, as a Special Assistant Attorney General of Nebraska.  He has argued cases before appellate courts, including a case of first impression on the scope of HIPAA before the Nebraska Supreme Court.  He also served as an attorney for the University of Oregon General Counsel.  Dr. Kaufmann maintains active scholarship in research, publication, and consultation on legal problems confronting neuropsychologists. He has published numerous book chapters, peer-reviewed scientific research articles, and legal commentaries, most recently addressing the use of neuropsychological evidence in court and the scope of neuropsychologist expertise.  In 2013, Dr. Kaufmann completed a term as Member-At-Large of the American Academy of Clinical Neuropsychology Board of Directors and he has subsequently served as pro bono Counsel for NFL concussion litigation.  Currently, Dr. Kaufmann serves as the University Compliance Officer at the University of Arizona. 

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Clinical Trials Research: What’s in it for Neuropsychologists?

1.5 CE Credits

Presented by:

  Robin C. Hilsabeck, Ph.D.
Senior Clinical Scientist, INC Research
Clinical Associate Professor, University of Texas – Austin
   
  David Williamson, Ph.D., M.B.A.
Medical Science Liaison, Janssen Scientific Affairs
Adjunct Associate Professor, University of South Alabama 
   

Clinical trials research is a large industry with multiple players, including pharmaceutical and biotech companies, contract research organizations, clinical research sites, and various vendors who offer specialized services (e.g., rater training, neuroimaging, genetic testing). While neuropsychologists typically do not learn much about clinical trials research during training, neuropsychologists are well-suited for a career within this industry. The purpose of this webinar is to introduce neuropsychologists to the basic terminology and structure of clinical trials research and to review functions and roles of key players. Opportunities for neuropsychologists within clinical trials research settings will be discussed, as well as knowledge and skills that contribute to success in the clinical trials industry and related corporate settings. Avenues for pursuing practice and career opportunities in clinical trials research settings will be provided.

After the webinar, participants will be able to:

  1. Summarize the four phases of clinical trials research.
  2. Explain the roles of two key organizational players in clinical trials research.
  3. Describe three functions of rater training vendors.
  4. List knowledge and skills that help ensure success in clinical trials research settings.

Target Audience: Neuropsychologists, psychologists, advanced trainees in psychology, and other professionals interested in clinical trials research

Instructional Level: Introductory to Intermediate (some prior knowledge of research terminology, typical scales used in clinical research, and neuropsychological constructs is expected)

About Robin C. Hilsabeck, Ph.D.
Dr. Hilsabeck earned her Ph.D. in clinical psychology with a sub-specialization in neuropsychology from Louisiana State University.  She completed an internship in clinical neuropsychology at University of Oklahoma Health Sciences Center and a 2-year postdoctoral fellowship in neuropsychology at University of California, San Diego Medical Center.  Dr. Hilsabeck is a board certified clinical neuropsychologist who works at a large, global contract research organization, INC Research, as Senior Clinical Scientist in the CNS Business Unit.  She is also Clinical Associate Professor in the Department of Psychology at University of Texas – Austin and maintains a small private practice.  Prior to joining INC Research in 2012, Dr. Hilsabeck worked for 13 years in clinical, administrative, and academic research positions, most recently as Associate Professor of Psychiatry with tenure at University of Texas Health Science Center in San Antonio. Prior to that, she was Director of the Neuropsychology Residency Program and Neuropsychology Service at South Texas Veterans Health Care System in San Antonio.  Dr. Hilsabeck currently serves as Associate Editor for The Clinical Neuropsychologist and is on the editorial boards of Archives of Clinical Neuropsychology and Neuropsychology Review.  She is Past President of the National Academy of Neuropsychology (NAN).

About David Williamson, Ph.D., M.B.A.
Dr. Williamson holds a B.A. in Psychology from Duke University, received his graduate and post-doctoral training in Clinical Neuropsychology and Medical Psychology at the University of Florida and the University of Oklahoma Health Sciences Center, and obtained his MBA from LeBow School of Business of Drexel University.  He is certified by the American Board of Clinical Neuropsychology, and he is a Fellow of the American Psychological Association and the National Academy of Neuropsychology. He has published in the areas of traumatic brain injury, ADHD, dementia, epilepsy, assessment of suicidality, and psychogenic nonepileptic seizures. He currently works as a Medical Science Liaison for Janssen Scientific Affairs, consults on issues of cognitive assessment in drug development and clinical trials, and is Adjunct Associate Professor in the Departments of Psychiatry and Neurology at the University of South Alabama.  He serves as an ad hoc reviewer to Epilepsia, the Archives of Clinical Neuropsychology, the Journal of the International Neuropsychological Society, Child Neuropsychology, The Clinical Neuropsychologist, and the Journal of Attention Disorders. 

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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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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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Ethical Considerations in Cultural Neuropsychology: What Every Practitioner Needs to Know

1.5 CE Credits

Presented by:
April D. Thames, Ph.D.
Assistant Professor-in-Residence | Wilder Scholar in Neuropsychology
Director, Social Neuroscience in Health Psychology (SNIHP) Lab
Department of Psychiatry and Biobehavioral Sciences
University of California Los Angeles

This course is designed to provide an overview of ethical principles and conduct that are tailored to the specialty practice of cultural neuropsychology. Participants will gain knowledge of the key ethical issues/dilemmas that are likely to emerge in the professional practice of neuropsychology when working with diverse populations. Culturally diverse populations will include those with Limited English Proficiency (LEP) as well as those from educationally and socioeconomically disadvantaged backgrounds. This course will provide participants with an opportunity to enhance their own professional competency by developing problem-solving skills which reflect the application of ethics.  Practical examples of dilemmas and solutions will be discussed to aid practitioners in performing culturally informed neuropsychological evaluations.

 After the webinar, participants will be able to:

  1. List the legal and ethical principles that govern professional practice in the specialty of cultural neuropsychology.
  2. Explain how to apply these ethical principles to relevant legislation and codes of professional conduct concerning such issues as confidentiality, informed consent, freedom of information, and intra- and inter-professional relationships and responsibilities.
  3. Summarize the key intercultural and ethnic issues that impact neuropsychological practice.
  4. Identify and describe ways to achieve professional competence in performing culturally informed neuropsychological evaluations.

Target Audience: Practicing neuropsychologists and psychologists; pre-doctoral and postdoctoral neuropsychology trainees

Instructional Level: Intermediate to Advanced

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Neuropsychology in Sports-Related Concussion

1.5 CE Credits

Presented by:
Peter Arnett, Ph.D.
Professor & Director
Neuropsychology of Sports Concussion & MS Programs
Penn State University

In this webinar, some current issues in the neuropsychology of sports-related concussion will be reviewed. You will gain a greater understanding of the neuropsychologist’s role in the sports-concussion framework. The importance of measuring depression in the sports-concussion context, of the complexities involved in measuring it, and baseline risk factors for depression will be reviewed. Furthermore, you will learn how cognitive variability at baseline may serve as a risk factor for cognitive decline post-concussion. You will also develop a framework for assessing cognitive functioning post-concussion when no baseline is available. Additionally, exciting new research on genetic risk factors for outcome in sports-concussion will be presented. Finally, some discussion questions will be provided for consideration.


After the webinar, participants will be able to:

  1. Summarize the key roles of neuropsychology in sports concussion management.
  2. Identify the impact of motivation on the assessment of neurocognitive functioning in sports concussion.
  3. Describe what predicts depression in sports concussion and explain how it can be measured.
  4. Develop a framework for assessing cognitive functioning post-concussion, even when no baseline evaluation data is available.
  5. Analyze how pre-morbid and injury-related factors, including generic variables such as APOE E4, predict post-concussion symptoms.

Target Audience: Neuropsychologists and other health care professionals involved, or interested in becoming involved, in the management of sports-related concussion who want to understand more about the complexities of measuring cognitive dysfunction and depression in concussed athletes and to learn key factors predicting outcomes in sports concussion that can help guide them in their care and understanding of their athletes. 

Instructional Level: Intermediate 

About Peter Arnett, Ph.D.

Dr. Arnett received his Ph.D. in Psychology (Clinical) from the University of Wisconsin – Madison, and completed a post-doctoral fellowship in Clinical Neuropsychology at the Medical College of Wisconsin under the direction of Drs. Stephen Rao and Thomas Hammeke. He is currently a Psychology Professor and Director of the Neuropsychology of Sports-Related Concussion and Neuropsychology of MS programs at Penn State University. Dr. Arnett’s research has focused on clinical neuropsychology, with an emphasis on studying secondary influences on cognitive functioning in persons with mild traumatic brain injury/sports concussion and multiple sclerosis (MS).  He is a fellow of NAN, past winner of NAN’s Nelson Butters Award for Research Contributions to Clinical Neuropsychology, current editor of the NAN Bulletin, was Program Co-Chair for the 2010 Mid-Year Meeting of the International Neuropsychological Society (INS), and is a past board member of INS.  Dr. Arnett is the author of over 130 research articles and book chapters, has given many national and international talks on sports concussion and MS, and has edited a book entitled, Secondary Influences on Neuropsychological Test Performance. He is currently editing another book entitled, Neuropsychological Perspectives on Sports-Related Concussion that will be published by APA and appear in print in early 2018.  He is an editorial board member of several journals, and has received grant funding from the National MS Society, NIH, and NIMH.  

 

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

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)

About Eric Edward Smith, M.D.
Dr. Eric Smith 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.

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

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

About Allyson G. Harrison, Ph.D.
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.

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Testing Accommodations for People with Disabilities: Research-Based Practice

1.5 CE Credits

Presented by:
Benjamin J. Lovett, Ph.D.
Associate Professor of Psychology
State University of New York at Cortland

An increasing number of individuals are receiving accommodations such as extra time, a separate room, and a reader on high-stakes tests used for admission, selection, certification, and educational accountability. However, poor decisions about accommodations use can invalidate test scores and compromise resulting judgments about individuals’ skill levels. After reviewing relevant legal guidelines, we will cover five essential psychometric issues to consider when recommending an accommodation; for each issue, examples of relevant research studies will be discussed. Based on the legal and psychometric foundations, a best-practices model for testing accommodations decision-making will be explicated, and then applied, step-by-step, to several example scenarios. Throughout, the emphasis will be on accommodations for individuals with learning, cognitive, and psychiatric disabilities; however, the model presented can be applied to individuals with sensory and physical disabilities as well. 

After the webinar, participants will be able to:

  1. Describe the requirements of laws and regulations affecting disability accommodations.
  2. Discuss the results of relevant research studies exploring the effects of accommodations on test score interpretations.
  3. Apply a model for accommodations decision-making to common assessment situations.  

Target Audience: Psychologists, educators, and physicians

Instructional Level: Introductory

About Benjamin J. Lovett, Ph.D.
Dr. Lovett is Associate Professor of Psychology at the State University of New York at Cortland, where he teaches courses on the assessment and management of students with disabilities. He has published over 60 papers in peer-reviewed journals and edited books, mostly on assessment issues in students with learning and attention problems. His book, Testing Accommodations for Students with Disabilities, was published by the APA Press in 2015. Dr. Lovett consults widely with testing agencies and educational institutions on the topics of disability documentation and testing accommodations, and he has given invited talks and workshops at numerous national and international conferences.

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The Wada Test in the Age of Functional MRI: Understanding the Basic Principles and Applications of Each Technique in Neurosurgical Patients

1.5 CE Credits

Presented by:
Caleb Pearson, Psy.D.
Department of Neuropsychology
University of Kansas Hospital & Medical Center

Wada testing has a long history of use in epilepsy surgery to lateralize language and memory functioning. However, this technique is not without controversy, and, given the risks associated with the procedure, other less invasive methods have been proposed. Functional MRI is often used as a less invasive and more cost-effective alternative for the traditional Wada test. This webinar will describe each method in detail and will discuss the potential pitfalls of each procedure. 

After the webinar, participants will be able to:

  1. Describe the basic principles used to evaluate language and memory abilities during the Wada procedure. 
  2. List the advantages and drawbacks of using the Wada procedure to assess risk to memory and language functions pre-surgically. 
  3. Explain the basic principles of functional MRI.
  4. Discuss the appropriate use of functional MRI as an alternative for traditional Wada testing. 

Target Audience: Clinical neuropsychologists, graduate students interested in neuropsychology, neuropsychology residents and interns

Instructional Level: Intermediate

About Caleb Pearson, Psy.D., ABPP-Cn
Dr. Pearson is an Assistant Professor of Neurology and Psychiatry at the University of Kansas Hospital and Medical Center. He is board-certified in Clinical Neuropsychology by the ABPP/ABCN, and is the training director for the department of neuropsychology at the University of Kansas Hospital. Dr. Pearson works as the Neuropsychology specialist for the Epilepsy and Neuro-oncology programs within the hospital, and serves as the primary editor for the upcoming book, Neurosurgical Neuropsychology: The Practical Application of Neuropsychology in the Neurosurgical Practice. 

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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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The Clinical Utility of Neuropsychological Testing for Patients with Mental Disorders

1.5 CE Credits

Presented by:
Anthony C. Ruocco, Ph.D.
Associate Professor of Psychology, University of Toronto
Clinical Psychology Program Coordinator, University of Toronto
Collaborator Scientist, Mood & Anxiety Division, Centre for Addiction & Mental Health

Cognitive deficits are a common feature of many mental disorders. Neuropsychologists are frequently called upon to evaluate cognition in these patients and make clinical decisions about the relevance of cognitive deficits to the patient’s everyday functioning and treatment approach. This webinar reviews the clinical utility of neuropsychological testing for patients with mental disorders, including depression, schizophrenia, and borderline personality disorder. The focus is on providing information on the cognitive deficits normally observed in common mental disorders and discussing how neuropsychological testing can be used to inform a variety of clinical decisions, including differential diagnosis, development of intervention approaches, and assessment of functional disability.  

After the webinar, participants will be able to:

  1. Describe patterns of cognitive strengths and weaknesses that are normally observed in patients with mental disorders.
  2. Apply this knowledge to inform diagnostic formulations and intervention approaches.
  3. Discuss how cognitive deficits can lead to functional disability in patients with mental disorders.

Target Audience: The presentation is appropriate for practicing psychologists and researchers, as well as trainees.

Instructional Level: Intermediate

About Anthony C. Ruocco, Ph.D.
Dr. Ruocco is an Associate Professor of Psychology and the Clinical Psychology Program Coordinator at the University of Toronto. He is a licensed psychologist and researcher with interests in cognition and neuroimaging in patients with mental disorders. His current research program focuses on borderline personality disorder, including the familial aggregation of cognitive deficits, prediction of treatment outcomes using cognition and neuroimaging, and the impacts of a novel brain stimulation on symptoms, cognition and brain systems underlying impulse control and emotion regulation. His research is supported by grants from the Canadian Institutes of Health Research, Brain & Behavior Research Foundation, American Foundation for Suicide Prevention, and the Province of Ontario’s Ministry of Research & Innovation.

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Update on Neuropsychological Validity Testing

1.5 CE Credits

Presented by:
Patrick Armistead-Jehle, Ph.D.
Chief, Concussion Clinic
Munson Army Health Center

This course will provide an update on validity assessment in neuropsychological evaluations.  The primary focus will be on performance validity measures; however, aspects of symptom validity testing will also be covered.  Recent literature discussing the utility of validity testing in neuropsychological assessment, as well as the consensus need for testing, will be reviewed.  The divergent thoughts in the current literature on the number of validity tests necessary to administer in a given assessment will also be covered. Finally, the course will describe the emerging literature on crossing medical disciplines in validity testing and a conceptual model for the global impact of invalid test performance.  

After the webinar, participants will be able to:

  1. Discuss the influence of performance validity testing on cognitive test results.
  2.  Recite the utilization rates of PVTs/SVTs in neuropsychology.
  3. Explain the various arguments for the optimal number of validity tests to administer during assessment.
  4. Describe the potential correlations across domains of symptom over-reporting.

Target Audience: Neuropsychologists, as well as psychologists involved in cognitive assessments.

Instructional Level: Intermediate

About Patrick Armistead-Jehle, Ph.D.
Dr. Armistead-Jehle is the chief of the concussion clinic at Munson Army Health Center at Fort Leavenworth, KS.  He completed undergraduate training at the University of Wisconsin-Green Bay and subsequently obtained a PhD in clinical psychology from Virginia Commonwealth University.  Post-doctoral training in neuropsychology was completed at the Veterans Affairs Medical Center in Honolulu, HI.  He is board certified by the American Board of Clinical Neuropsychology.  Dr. Armistead-Jehle has published several dozen articles in peer reviewed psychological and neuropsychological journals, with the majority if these publications addressing the topic of validity testing.

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Neurological Underpinnings and Neuropsychological Outcomes of Concussion

1.5 CE Credits

Presented by:
Gerard A. Gioia, Ph.D.
Division Chief & Professor, Pediatric Neuropsychology
Director, Safe Concussion Outcome, Recovery & Education (SCORE) Program
Children’s National Medical Center
George Washington University School of Medicine

This webinar will discuss our current state of knowledge in the evaluation and management of concussion/mild traumatic brain injury (mTBI). Good clinical practice is informed by a solid understanding of the underlying neuropathophysiology of this injury, paired with the functional assessments and treatment. Our current understanding of the neurometabolic cascade and diffuse axonal injury is explored, as well as functional outcomes in the cognitive, behavioral, and social-emotional domains. Participants will learn the range of clinical assessment tools that are currently available. Complementing the assessment process, participants will learn treatment/intervention strategies to support recovery. An active model of rehabilitation, addressing cognitive and social-emotional factors and highlighting the self-efficacy of the recovering person, will be articulated. The benefits of aerobic activation will also be discussed. This course will illustrate how the clinical skillset of the neuropsychologist is ideally suited to the evaluation and management of concussion/mTBI.

After the webinar, participants will be able to:

  1. Explain the underlying pathophysiology and associated clinical presentation of concussion. 
  2. Describe various domains and methods to assess concussion dysfunction.
  3. Discuss targets and models of active treatment and management.

Target Audience: Clinical neuropsychologists with interest in learning current models and methods of serving persons with mild TBI/concussion.

Instructional Level: Introductory to Intermediate

About Gerard A. Gioia, Ph.D.
Dr. Gioia is a pediatric neuropsychologist and Chief of the Division of Pediatric Neuropsychology at Children’s National Health System, where he directs the two Neurobehavioral Evaluation Core Laboratories of the Clinical & Translational Science Institute and Intellectual and Developmental Disabilities Research Center, as well as the SCORE Concussion Program. He is Professor of Pediatrics and Psychiatry at the GWU School of Medicine. Dr. Gioia is a clinician, researcher, teacher/ trainer. He is a researcher interested in the construction of developmentally and psychometrically sound tools to define neuropsychological outcomes in children with various neurologic disorders. He has been active in public health activities, working with the CDC on their “Heads Up” concussion educational toolkits for healthcare professionals, parents, children, coaches and school personnel. Dr. Gioia has participated in the 2004, 2008, 2012 and 2016 International Concussion in Sport Group Consensus meetings; the American Academy of Neurology Sports Concussion Guideline Author panel; and the CDC’s evidence based guideline development for mild TBI. He works with the Washington Capitals of the NHL and Baltimore Ravens of the NFL, and consults with youth sports of ice hockey, lacrosse, football, rugby, and soccer. He is the President-Elect of the Sports Neuropsychology Society, and is a member of the Medical Advisory Committee for USA Football; National Advisory Board of the Positive Coaching Alliance; Advisory Council of the former US Surgeon General David Satcher’s National Council on Youth Sports Safety.

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Positive Applied Neuropsychology

1.5 CE Credits

Presented by:
Robert M. Bilder, Ph.D.
Michael E. Tennenbaum Family Professor of Psychiatry and Biobehavioral Sciences, 
David Geffen School of Medicine at UCLA
Professor of Psychology, 
UCLA College of Letters & Science
Chief of Medical Psychology-Neuropsychology, 
Semel Institute for Neuroscience and Human Behavior, 
and Stewart & Lynda Resnick Neuropsychiatric Hospital

Positive psychology has focused practitioners and consumers on the important role of behavioral science in promoting well-being.  With recent advances in neuroscience, we can now begin to apply this knowledge to change our own brains and behavior systematically.  This presentation suggests that positive applied neuropsychology (PAN) can help integrate new knowledge about brain function to advance human welfare and understand the mechanisms underlying efficacy of positive psychology interventions.  Advantages of PAN include: (1) PAN can be deployed universally rather than to the small proportion of the population who are classified as ill; (2) PAN’s universal scope, and focus on dimensions of brain function rather than categories of mental or neurological illness, can decrease stigma; (3) PAN can promote well-being and resiliency, potentially providing robust reduction of morbidity that complements (and may be greater than) a more specific focus on “ill” subgroups; and (4) PAN can promote creative achievement and productivity, potentially  contributing powerfully to global social and economic success.

After the webinar, participants will be able to:

  1. List examples of how knowledge of brain function has been translated into practice.
  2. Discuss advantages of universal interventions over “disease-focused” interventions.
  3. Describe brain-based theories of resiliency that may underlie the efficacy of positive psychology interventions.

Target Audience: Clinical neuropsychologists; those in training to become clinical neuropsychologists; and those with a background in psychology who are interested in brain-behavior relations, behavior change, and population behavioral health.

Instructional Level: Intermediate

About Robert M. Bilder, Ph.D.
Michael E. Tennenbaum Family Professor of Psychiatry & Biobehavioral Sciences, David Geffen School of Medicine at UCLA and Professor of Psychology, College of Letters & Science at UCLA (since 2002); Director, Tennenbaum Family Center for the Biology of Creativity at the UCLA Semel Institute; Director, Mind Well program, UCLA Healthy Campus Initiative; and Editor in Chief, Diagnostics in Neuropsychiatry.  

BA Columbia College, Interdepartmental Major Biology-Psychology (1978); PhD in Psychology, City College, specialized in human neuropsychology (1984).  Prior faculty appointments at Columbia University, Albert Einstein College of Medicine.

Dr. Bilder has long been dedicated to transdisciplinary research on brain-behavior relations along with the teaching and clinical practice of neuropsychology.  After completing his doctoral work in New York, he studied schizophrenia and related disorders using neuropsychological, neuroimaging, and neurophysiological methods, and developed clinical training programs in neuropsychology.  After moving to UCLA in 2002, he assumed leadership of the Division of Medical Psychology – Neuropsychology, which governs psychological services and training in the UCLA Health System.  He directed the Consortium for Neuropsychiatric Phenomics, supported by the NIH Roadmap Initiative to investigate cognitive phenotypes across levels of analysis from genome to syndrome, and now leads a project under the aegis of the NIMH Research Domains Criteria (RDoC) initiative to examine working memory across diagnostic syndromes. Dr. Bilder additionally heads the Tennenbaum Center for the Biology of Creativity, studying creative cognition and exceptional abilities that may be keys to achievement in diverse artistic, scientific, and other creative domains.  He also directs the UCLA Healthy Campus Initiative’s Mind Well program, which aims to help promote well-being and creative achievement throughout the UCLA campus community and beyond.

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Developmental Aspects of Bipolar Disorder in Children, Adolescents and Adults

1.5 CE Credits

Presented by:
Gabrielle A. Carlson, M.D.
Professor of Psychiatry and Pediatrics
Stony Brook University School of Medicine

Most of the studies that have examined bipolar disorder from a developmental perspective look at age of onset and examine differences that occur within the subsets. The most sophisticated studies use procedures like “admixture analysis” to derive the subgroups. I will discuss the findings from age of onset studies though they don’t provide the clinician with much useful information. This webinar, rather, will spend more time on the phenomenology of mania/bipolar disorder from a developmental psychopathology perspective using cases with longitudinal information to illustrate major points. Beginning with a summary of the phenomenology of bipolar illness as it occurs in adults, I identify diagnostic complexities unique to children and adolescents: e.g. characterizing elation and grandiosity; differentiating mania from comorbid symptoms, rages, sequelae of maltreatment, and typical developmental phenomena; and the unique manifestations of psychosis. Finally, family history and treatment response also appear to have a significant relationship to age.

After the webinar, participants will be able to:

  1. Describe developmental differences in child, teen and adult BP.
  2. Discuss the data regarding age of onset and how that affects genetics, phenomenology and treatment response.
  3. Critique evidence based treatments for bipolar mania in children, adolescents and adults.

Target Audience: Psychologists and mental health clinicians that see patients

Instructional Level: Intermediate to Advanced (prior knowledge of psychopathology and development)

About Gabrielle A. Carlson, M.D.
Dr. Carlson has been professor of Psychiatry and Pediatrics and Director of the Division of Child and Adolescent Psychiatry at State University of New York at Stony Brook since 1985. She founded and directed the division until 2013. She did her undergraduate training at Wellesley and subsequently obtained her MD degree from Cornell University Medical College. She did her adult psychiatry training at Washington University in St. Louis and at the National Institutes of Mental Health. She completed a fellowship and research fellowship in Child and Adolescent Psychiatry at UCLA where she subsequently taught on the faculty.

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Strength-Based Supervision: A Positive Psychology Approach to Clinical Training

1.5 CE Credits

Presented by:
John C. Wade, Ph.D.
Associate Professor, Tenure Track
Director of Clinical Psychology Program
Emporia State University

Supervision from a positive psychology perspective focuses on identifying and building on strengths, not simply remediating weaknesses. Focusing on strengths, however, does not mean ignoring the real difficulties that problem areas and weaknesses can pose. 

This workshop will combine principles of positive psychology with the findings of effective supervision and training from various disciplines. The Strengths Based Supervision model draws upon the research findings of the best practices of training and supervision and the characteristics of effective supervisors and facilitative training environments. This workshop will emphasize practical methods to infuse positive psychology into training and supervision.

After the webinar, participants will be able to:

  1. Identify and leverage supervisee strengths.
  2. Implement research based framework for providing feedback and supervision.
  3. Address problems and weaknesses from a strength-based perspective.
  4. Evaluate progress and foster life-long learning. 

Target Audience: Psychologists, nurses, physicians, social workers, and teachers 

Instructional Level: Intermediate

About John C. Wade, Ph.D.  
Dr. Wade is an associate professor of psychology and the director of the clinical psychology program at Emporia State University.  He earned his doctorate in Counseling Psychology at Pennsylvania State University, and completed an internship and post-doc at the University of Missouri.  He has published articles and book chapters on various topics, including positive psychology, supervision and clinical training, developing clinical expertise, career counseling, multiculturalism, and group therapy.  He has also published two books:  Strength-Based Clinical Supervision:  A Positive Psychology Approach to Clinical Training and Positive Psychology on the College Campus. He is a frequent presenter at both the state and national level, and recently was awarded the Teachers College Research & Scholarship Award at Emporia State University.

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The Effects of Marijuana on Cognition

1.5 CE Credits

Presented by:
Joanna Jacobus, Ph.D.
Staff Psychologist, VA San Diego Healthcare System
Project Scientist, UC San Diego

This course will focus on the most current research findings on the neurocognitive correlates of adolescent and young adult marijuana use.  The course will include both neuropsychological findings and neuroimaging investigations focused on markers of neural tissue health. Findings will be presented in the context of both cross-sectional and longitudinal studies, studies that have explored the contribution of pre-existing differences, and studies evaluating both acute and longer-term effects on the developing brain.

After the webinar, participants will be able to:

  1. Describe the current research on the impact of adolescent and young adult marijuana use on neurocognitive functioning and structural brain integrity.
  2. Identify other biology and psychosocial factors (e.g., recency, severity, age of onset) that contribute to poorer neurocognitive outcomes in marijuana users. 

Target Audience: Neuropsychologists, both clinicians and researchers, interested in learning about the most recent research on the impact of marijuana use on adolescent and young adult brain development. 

Instructional Level: Intermediate

About Joanna Jacobus, Ph.D.  
Dr. Jacobus is a Project Scientist in the UCSD Department of Psychiatry and licensed Clinical Psychologist in the VA San Diego Healthcare System. Dr. Jacobus completed her predoctoral training in neuropsychology at the SDSU/UCSD Joint Doctoral Program, and her postdoctoral training in the UCSD Department of Psychiatry. Her research interests focus on neurocognitive and structural brain changes related to healthy adolescent neurodevelopment and substance use, particularly cannabis misuse. She is working on projects utilizing multimodal neuroimaging approaches to understand the complex relationships between marijuana and alcohol use, structural and functional brain changes, and neurocognitive functioning measured in late adolescence and early adulthood. Dr. Jacobus has over 30 publications in the area of adolescent and young adult substance use.

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How to Conduct a Culturally-Informed Neuropsychology Evaluation with Asian-Americans

1.5 CE Credits

Presented by:
Daryl E. M. Fujii Ph.D.
Board Certified in Clinical Neuropsychology
American Board of Professional Psychology
Fellow, American Psychological Association
Staff Psychologist Veterans Affairs Pacific Island Health Care Services Community Living Center

Asian-Americans are one of the fastest growing ethnic minority groups in the United States. This group is also one of the most diverse and least understood. Given the growth in this population, it is likely that neuropsychologists will be working with Asian clients, thus need to be prepared so that competent services can be provided. This workshop will describe a comprehensive process to conduct a culturally-informed neuropsychological evaluation with Asian-Americans, a process which can be applied to any culturally different client. It distills the impact of culture on the neuropsychological evaluation to three broad components: collecting accurate data, providing a context for interpreting data, and making useful recommendations. Specific topics include: 1) the preparation process for developing a cultural context and guiding strategies for the evaluation, 2) preparation with interpreters, 3) test selection, 4) data interpretation, including estimating premorbid abilities, and 5) report writing.

After the webinar, participants will be able to:

  1. Formulate a cultural context for understanding Asian-Americans. 
  2. Apply this knowledge toward data collection through focused interviews and test selection.
  3. Integrate data into a culturally-informed conceptualization and client-centered recommendations. 

Target Audience: The CE is appropriate for practicing neuropsychologists and trainees. 

Instructional Level: Intermediate/Advanced

About Daryl Fujii, Ph.D., ABPP-CN  
Dr. Fujii is a staff neuropsychologist at the Veterans Affairs Pacific Island Health Care Services Community Living Center. He received his Ph.D. from the University of Wyoming in 1991, interned at the Sepulveda VAMC, and completed a postdoctoral fellowship at the Rehabilitation Hospital of the Pacific. Daryl earned his diplomate in clinical neuropsychology from the American Board of Professional Psychology in 1999 and was elected to fellow status of the American Psychological Association in 2006. His research interests include cross-cultural neuropsychology, geriatrics, and psychosis secondary to traumatic brain injury. Publications include two edited books: The Spectrum of Psychotic Disorders: Neurobiology, Etiology, and Pathogenesis (2007) and The Neuropsychology of Asian-Americans (2010), with a third How to Conduct a Culturally-Informed Neuropsychological Evaluation in press. Daryl is currently a Co-Chair of the national VA Psychology Training Committee, Multicultural Diversity Committee and Chair of the Honolulu/Fresno VA Internal Review Board.

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Advanced Legal Practice Issues: Depositions and Testimony for Experts

1.5 CE Credits

Presented by:
Bonny J. Forrest, J.D., Ph.D.
Clinical and Consulting Psychologist, New York, NY, Bethesda, MD, Washington, DC, and San Diego, CA
Affiliate Assistant Professor, Alliant International University, San Diego, CA

This is an advanced, intensive training program for expert witnesses who want to take their deposition and trial preparation to the next level. We will utilize numerous actual courtroom case exercises to help us understand how to prepare for testimony based on our written work. Through the scenarios participants will learn techniques to be more effective during direct examination and techniques to be more effective during cross examination in both depositions and actual trial situations.

After the webinar, participants will be able to:

  1. Anticipate the links between a well written report and the expert’s experience in depositions, or at trials.
  2. Practice responding to difficult questions from attorneys during direct examinations through online scenarios.
  3. Develop a list of techniques to effectively handle cross-examinations.
  4. Describe techniques to present more effectively and persuasively during a trial. 

Target Audience: Basic familiarity with forensic work; have written at least one opinion as an expert in a case. 

Instructional Level: Intermediate

About Bonny J. Forrest, J.D., Ph.D.  
Dr. Forrest was a practicing attorney for more than a decade, working in major law firms and financial institutions in California and New York City.  In those roles, she worked with many expert witnesses, including psychologists.  Towards the end of her legal career, she returned to earn her PhD in psychology at Columbia University.  She is a clinician with a substantial background in applied research in several settings, including Columbia, Yale and the National Institutes of Health.  She has also served as a consultant and an expert witness in a number of cases, testifying in both state and federal courts and in depositions on a variety of issues.

In addition to her clinical and consulting work, she has written a number of publications, including her recent book Will My Kid Grow Out of It?, a guide for parents and teachers through the children’s mental health system.  She currently serves as a guest reviewer for several academic journals, and as a member of the editorial board of Child Neuropsychology.   She has also served on American Psychological Association committees, including as a liaison to the Scientific Advisory Committee. 

Dr. Forrest is a frequent guest commentator for publications, TV shows and radio programs where she uses scientific facts to help explain behavior and psychological issues in a layperson’s language.

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Neuropsychological Development and Functioning in Pediatric Neuro-Oncology Survivors: Understanding Risks and Management Techniques 

1.5 CE Credits

Presented by:
Karin Scheetz Walsh, Psy.D.Pediatric Neuropsychologist, Children’s National Health System, Division of Neuropsychology, Washington, DC
Assistant Professor, Department of Neurology, Psychiatry and Pediatrics, George Washington University Medical School, Washington, DC

In this course, Dr. Walsh will present the research to date on acute and long-term cognitive outcomes and trajectories in pediatric brain tumor survivors. A biopsychosocial approach to understanding various risks associated with cognitive outcomes in this population will be discussed, including factors that may mitigate risks such as environmental factors and resiliency. New approaches to managing these risks through novel treatment approaches and neuropsychological monitoring will be presented.

After the webinar, participants will be able to:

  1. Describe the most common acute and long-term effects of treatment in pediatric brain tumor survivors.
  2. Describe the common patterns of onset and factors related to such patterns.
  3. List factors associated with higher and lower risk of cognitive impairment over time.
  4. Discuss approaches to managing cognitive late effects and the impact on functioning in this population of children.

Target Audience: This CE is appropriate for Psychologists, Nurses, Physicians, Social Workers, and Teachers. 

Instructional Level: Intermediate

About Karin Scheetz Walsh, Psy.D.  
Dr. Walsh is a pediatric neuropsychologist at Children’s National Health System (CNHS) and Associate Professor of Pediatrics, Psychiatry & Behavioral Health at The George Washington University Medical Center. Dr. Walsh completed her doctoral training at Loyola University of Maryland, her internship at Allegheny General Hospital in Pittsburgh, Pennsylvania, and her post-doctoral residency in neuropsychology at Mount Washington Pediatric Hospital in Baltimore, Maryland. She serves as the primary neuropsychologist for the Brain Tumor and Neurofibromatosis Institutes at CNHS, providing clinical services and conducting clinical research. Her research in neuro-oncology has focused on the neuropsychological outcomes associated with brain tumors and leukemia, specifically the disruption of higher level cognitive skills and the impact on functioning.

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Being Present: Bringing Mindfulness Practice to Your Personal and Professional Life 

1.5 CE Credits

Presented by:
Kelli S. Williams, Ph.D.
Director of Neuropsychology, Physical Medicine and Rehabilitation
Co-Director Penn Concussion Clinic; Brain Injury Program Coordinator
Hospital of the University of Pennsylvania & Penn Institute for Rehabilitation Medicine

Stress is nearly unavoidable in our daily lives and can have a tremendous effect on our well-being. As psychologists, we are trained to help others deal with stress and emotional issues. We often forget that in order to help others, we first have to heal ourselves. This presentation will describe the concept of Mindfulness and how meditation could potentially enhance our personal and professional efficacy. Mindfulness is ‘‘the awareness that emerges through paying attention, on purpose, in the present moment, and non-judgmentally to the unfolding of experience moment by moment’’ (Jon Kabat-Zinn). A growing body of research indicates Mindfulness can enhance attentional capacities by improving working memory, processing speed, and sustained attention. Many studies suggest that meditation can potentially change the structure of the brain and neural patterns, possibly offsetting the effects of aging on cognition and protecting the brain against the physiological changes brought about by stress.

After the webinar, participants will be able to:

  1. Define mindfulness.
  2. Describe types of mindfulness practices including sitting meditation and the body scan, as well as quicker techniques to use throughout the day.
  3. Explain how to train your mind to remain in the present and connect to your inner resources and overcome the automaticity of thoughts that cloud thinking.
  4. Explain how to set an intention to be more efficient in completing tasks.
  5. Use Mindfulness techniques to increase rapport and active listening with your patients.
  6. Critique various mindfulness based group programs.

Target Audience: This presentation is for anyone interested in learning about mindfulness to enhance their own well-being and the well-being of their patients and clients. 

Instructional Level: Introductory

About Kelli S. Williams, Ph.D.  
Dr. Kelli Williams is the Director of Neuropsychology and Co-director of the Concussion Clinic in the Physical Medicine and Rehabilitation Department at the Hospital of the University of Pennsylvania.  She is the brain injury program coordinator for the Penn Institute for Rehabilitation Medicine and has more than 26 years of experience in the assessment and treatment of individuals with brain injury.  She completed the PENN Program for Mindfulness Practicum in Teaching Mindfulness-Based Stress Management and uses Mindfulness based practices in her own daily life and in her clinical practice.

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Ethics, Stroke, and Neuropsychology

1.5 CE Credits

Presented by:
Thomas R. Kerkhoff, Ph.D., ABPP/RP
Board Certified Rehabilitation Psychologist
Clinical Professor (retired)
University of Florida
Dept. Clinical & Health Psychology

The webinar will consist of the following content. In the first portion of the course participants will review the APA Ethics Code principles and standards as they relate to the clinical scenario fact-finding exercises that will follow. The second portion of the course will focus upon explication of an ethics decision-making model developed by Dr. Kerkhoff and his colleagues at University of Florida. This model has been extensively field-tested in varied health care settings, and has proven to provide an efficient and effective organizational framework by which to guide discussions regarding resolving ethical challenges. The third and final portion of the course will involve clinical scenarios relevant to ethical issues in the CVA population.  This portion of the course will serve to illustrate the applied nature of ethical discourse in the health care environment.    

After the webinar, participants will be able to:

  1. Demonstrate understanding of relevant APA Ethics Code (2010) principles and standards as applied to clinical practice in a post-stroke population.
  2. Explain an identified applied decision making model in applied ethics.
  3. Apply working knowledge of ethical principles and standards to clinical case examples.  

Target Audience: This applied webinar is applicable to clinicians and academic psychologists at the intermediate and advanced levels of experience.  The content will assist in operationalizing applied ethics in everyday practice and in teaching settings.

Instructional Level: Intermediate

About Thomas R. Kerkhoff, Ph.D., ABPP/RP  
Dr. Kerkhoff has regularly published in the area of applied ethics across the past 15 years, since joining the University of Florida faculty. He, Dr. Stephanie Hanson and Dr. Lester Butt have co-authored articles, book chapters and 2 clinical casebooks in the area of applied ethics focused upon the specialties of Rehabilitation, Neuropsychology and Health psychology. He recently won the APA Division 22 Distinguished Career award celebrating his 37 years in rehabilitation as a clinician, mentor, teacher and academic. He has presented numerous regional and national continuing education workshops, and continues to serve as a program surveyor/site visitor for APA Committee on Accreditation and the Florida Department of Health. Since retiring in 2014, Dr. Kerkhoff maintains an active professional life, contributing textbook chapters, peer mentoring and serves as Vice President of the American Board of Rehabilitation Psychology.

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Performance Validity Testing in Children: Ethics, Science, and Purpose

1.5 CE Credits

Presented by:
William S. MacAllister, Ph.D., ABPP-CN
Clinical Assistant Professor of Neurology / Neuropsychologist
NYU School of Medicine – Department of Neurology
Coordinator of Pediatric Neuropsychology Training Program
Comprehensive Epilepsy Center

The webinar is designed to acquaint practitioners with the topic of Performance Validity Tests (PVTs) as they pertain to the practice of clinical neuropsychology with children and adolescents. The talk will focus on several issues, including professional guidelines/position statements from the field as well as how the use of such measures dovetails with APA ethical guidelines. The presentation will include a discussion of research on performance validity testing in children, including what tests have the best empirical support for which age ranges. The talk will conclude with illustrative case examples where PVT failure had a direct impact on case conceptualization and directly improved treatment recommendations.    

After the webinar, participants will be able to:

  1. Summarize professional guidelines on the use of Performance Validity Tests.
  2. Apply knowledge of APA ethics code guidelines to the topic of Performance Validity Testing in children and adolescents.
  3. List and describe performance validity measures validated for use in children and adolescents.  

Target Audience: Pediatric neuropsychologists and trainees working toward becoming pediatric neuropsychologists

Instructional Level: Intermediate

About William S. MacAllister, Ph.D., ABPP-CN  
Dr. MacAllister is a board certified neuropsychologist and board certified pediatric subspecialist through the American Board of Clinical Neuropsychology. He is presently faculty at New York University in the Department of Neurology and publishes on the topics of cognition in pediatric multiple sclerosis, cognition in childhood epilepsy, and ethics in the practice of pediatric neuropsychology. A recent clinical and research interest is performance validity testing as it pertains to the practice of pediatric neuropsychology. He presently serves on the Policy and Planning Committee of the National Academy of Neuropsychology and the Board of Directors of the American Board of Clinical Neuropsychology.

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Medication & Cognition 

1.5 CE Credits

Presented by:
Joseph E. Comaty, Ph.D., M.P. 
Adjunct Assistant Professor in Psychology at Louisiana State University 
Emeritus Faculty of the Southern Louisiana Internship Consortium in Psychology at Louisiana State University

This course is designed to provide the audience with the most up-to-date information on those psychotropic medications often misused in older adults. The course will cover identification of the medications in the classes of antipsychotics, antidepressants, benzodiazepines, non-benzodiazepine hypnotics, stimulants, cognitive enhancers, and acetylcholinesterase inhibitors.  The audience will be provided information on the indications for the use of these classes of medications and their most common adverse effects, particularly as experienced by older adults especially those with dementia.  Finally, the course will provide the audience with a summary of the BEERS criteria and other initiatives that have attempted to reduce the use of potentially inappropriate medications in the population of older adults.  

After the webinar, participants will be able to:

  1. Describe the most commonly used psychotropic drugs in the elderly.
  2. Discuss the difference between the current use of psychotropic drugs versus their FDA indications.
  3. Explain the most frequently encountered adverse effects of the currently used psychotropic drugs, especially the impact on cognition.
  4. Discuss the effectiveness of psychotropic medications in treating psychiatric/behavioral disorders of the elderly including risk / benefit ratios.  

Target Audience: This presentation is designed for prescribing psychologists; psychologists who work with older adults in a variety of clinical settings; psychologists who may be conducting research on medication effects in the elderly; or psychologists who are teaching courses on psychopharmacology and/or behavioral health treatment of special populations including the elderly.   Other behavioral health practitioners may also benefit from the information provided in this course.

Instructional Level: Intermediate

About Joseph E. Comaty, Ph.D., M.P.  
Dr. Comaty received his M.S. in experimental psychology from Villanova University; his Ph.D. in psychology with a specialization in clinical neuropsychology from the Rosalind Franklin University of Medicine and Science, in Illinois; and his postdoctoral Masters Degree in clinical psychopharmacology from Alliant University/CSPP of California. He is a licensed psychologist under the Louisiana State Board of Examiners of Psychologists (LSBEP) and a licensed Medical Psychologist (i.e., prescribing psychologist) under the Louisiana State Board of Medical Examiners. He retired from the Louisiana Department of Health and Hospitals, Office of Behavioral Health in 2013 where he was the Chief Psychologist and Medical Psychologist and Director of the Division of Quality Management. He is an adjunct assistant professor in psychology at Louisiana State University (LSU) in Baton Rouge and serves as emeritus faculty of the Southern Louisiana Internship Consortium (SLIC) in psychology at LSU. He is currently serving a second term as member of the LSBEP where he was previously a member and past chair; he has just completed his term as a charter member and most recent chair of the RxP Designation Committee of APA, and is a current site reviewer for APA’s Committee on Accreditation. He is a member of the Model Act and Regulation Revision Committee for the Association of State and Provincial Psychology Boards (ASPPB). His research is in the areas of behavior therapy, pharmacology, and clinical psychopharmacology. He is the author of over 60 articles, book chapters, and presentations. He is a co-author of the psychopharmacology textbook, Julien’s Primer of Drug Action, the most recent edition being published in April 2014. He has served on federal grant review committees and has been a reviewer for Psychiatric Services; The Journal of Gerontology: Psychological Sciences; the Journal of Behavioral Health Services and Research; and the Journal of Psychology & Clinical Psychiatry.

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Effects of Alcohol on Cognitive Functioning 

1.5 CE Credits

Presented by:
Robin C. Hilsabeck, Ph.D., ABPP
Clinical Scientist II at INC Research
Associate Clinical Professor of Psychiatry at University of Texas Health Science Center in San Antonio

Approximately 17 million adults and 855,000 adolescents had an alcohol use disorder (AUD) in 2012.  Deaths related to alcohol are the third leading cause of preventable death in the U.S.  Given these statistics, almost all neuropsychologists will be faced at some point with a patient who has an AUD. Understanding both the acute and chronic effects of alcohol on cognitive functioning is a primary objective of this webinar. Recent advances in neuropathophysiology, as well as common findings on neuroimaging and neuropsychological tests are reviewed.  The evolution from chronic alcohol use to Wernicke’s encephalopathy to Korsakoff’s syndrome is discussed, along with the effects of alcohol use in special populations, including adolescents and elderly. Risk factors, comorbidity, emerging pharmacotherapies, and cognitive rehabilitation strategies are also highlighted.  

After the webinar, participants will be able to:

  1. Explain cognitive abilities affected by acute and chronic alcohol use.
  2. Describe the role of thiamine deficiency in cognitive impairment associated with AUDs.
  3. Differentiate between cognitive profiles of chronic alcohol use and Korsakoff’s syndrome.
  4. Identify risk factors for AUDs in adolescents.  

Target Audience: Neuropsychologists, advanced neuropsychological trainees, physicians, psychologists, and other professionals with specialty training in AUDs

Instructional Level: Intermediate to Advanced (some prior knowledge of neuroanatomy, neurotransmitter systems, and neuropsychological constructs is expected)

About Robin C. Hilsabeck, Ph.D., ABPP 
Dr. Hilsabeck is a board certified clinical neuropsychologist who earned her Ph.D. in clinical psychology from Louisiana State University in 1999 with internship training in neuropsychology at University of Oklahoma Health Science Center. She completed a 2-year postdoctoral fellowship in neuropsychology at University of California, San Diego where she worked primarily with patients with chronic liver disease, including those with alcohol dependence and chronic hepatitis C infection.

Dr. Hilsabeck is Clinical Scientist II at INC Research, a contract research organization that assists in running global clinical trials.  She also is Associate Clinical Professor of Psychiatry at University of Texas Health Science Center in San Antonio where she has been on faculty since 2006.  From January 2005 through June 2012, she served in multiple roles at the South Texas Veterans Health Care System in San Antonio, including Director of the Neuropsychology Service and Director of the Neuropsychology Residency Program.  She continues to collaborate in clinical research at the VA in San Antonio.  

Dr. Hilsabeck has obtained grant funding from both private funders, as well as the NIH, and has 50 publications, including a recent book chapter on substance use in the edited book by Shane Bush entitled, “Neuropsychological Practice with Veterans.”  She is Associate Editor of The Clinical Neuropsychologist and serves on the editorial board of the Archives of Clinical Neuropsychology.  She also is Past President of the National Academy of Neuropsychology.

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Wada (Intracarotid Amobarbital) Procedure: Clinical Applications 

1.5 CE Credits

Presented by:
Gregory P. Lee, Ph.D., ABPP-CN
Professor, Department of Neurology, School of Medicine
Professor, School of Allied Health Sciences and School of Graduate Studies
Georgia Health Sciences University

Wada testing is an established method to lateralize language and memory functions prior to epilepsy surgery in an attempt to prevent postoperative aphasia and memory loss.  Wada memory testing has also become useful in corroborating the side of seizure onset and assisting in the prediction of seizure-relief outcome.  This webinar will describe in detail the current most widely utilized Wada testing protocol for assessing language and memory after amobarbital administration as well as the related angiography procedures and how to analyze results and make surgical recommendations.  Discussion regarding potential confounding factors, such as angiographic cross-flow, fetal origin arteries, antiepileptic drugs that may reduce amobarbital potency, seizures during the procedure, and severe behavioral reactions will be reviewed.  The pros and cons of using drugs other than amobarbital will be briefly considered and the status of the Wada in light of the newer, less invasive procedures, such as functional MRI and magnetoencephalography will also be covered.  

After the webinar, participants will be able to:

  1. Describe the cognitive testing methods used to evaluate language and memory during the Wada procedure.
  2. Analyze common Wada test result patterns and apply them to surgical recommendations.
  3. List the major problems than can arise during the Wada and select procedures that help reduce their impact.
  4. List the medical diagnostic procedures that will most likely replace Wada testing eventually and describe their current shortcomings.  

Target Audience: Clinical neuropsychologists and students of neuropsychology (residents, interns, graduate students) who are interested in epilepsy surgery practice.

Instructional Level: Intermediate-to-Advanced

About Gregory P. Lee, Ph.D., ABPP-CN 
Dr. Lee is a Professor of Neurology in the Medical College of Georgia at Georgia Regents University.  He is board-certified in Clinical Neuropsychology by ABPP/ABCN and a fellow of the American Psychological Association and the National Academy of Neuropsychology.  Dr. Lee is the Director of Adult Neuropsychological Services for the Departments of Neurology and Neurosurgery at the Medical College of Georgia, and he teaches courses in the behavioral neurosciences for medical, allied health, and neuroscience graduate students and neurology residents.  Professor Lee is also an active researcher with over 150 publications primarily in the areas of clinical epilepsy and epilepsy surgery, and author of the book, Neuropsychology of Epilepsy & Epilepsy Surgery, published by Oxford University Press.

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Clinical and Forensic Assessment of Medically Unexplained Symptoms: An Update 

1.5 CE Credits

Presented by:
Laurence M. Binder, Ph.D.
Clinical Associate Professor of Neurology and Psychiatry
Oregon Health and Science University

Neuropsychological complaints do not always have clearly demonstrated pathophysiological origin; these complaints sometimes are largely psychogenic.  This webinar will discuss assessment of adults in both clinical and forensic contexts of illnesses including psychogenic nonepileptic seizures (PNES), postconcussive syndrome, and other disputed causes of neurocognitive symptoms.  These illnesses sometimes may be associated with objective cognitive abnormalities that are not caused by neurological disease or injury.  PNES is the best model of medically unexplained neuropsychological symptoms.  Severe stressors and PTSD are associated with immune system problems, neurochemical changes, and various diseases.  Diagnostic problems are intensified by the fact that many patients are poor historians, omitting history of severe stressors and psychiatric problems.  The inability to talk about stressors increases the likelihood of suffering from physiological forms of stress.  

After the webinar, participants will be able to:

  1. Describe scientific evidence that symptoms are nonspecific and nondiagnostic of brain dysfunction.
  2. Describe how psychogenic nonepileptic seizures (PNES) are a model of neuropsychological aspects of medically unexplained symptoms.
  3. Describe how war related symptoms ascribed to concussions sometimes have other causes.
  4. Describe evidence that patients can be poor historians. 

Target Audience: Psychologists with experience performing neuropsychological assessments of adults.

Instructional Level: Intermediate

About Laurence M. Binder, Ph.D. 
Dr. Binder completed his Ph.D. in Clinical Psychology at Wayne State University in 1978.  He practices in the Portland, Oregon area, where he has performed about 7,000 neuropsychological and psychological evaluations.   For 36 years he has been on the faculty of the Oregon Health and Science University where he now is Clinical Associate Professor of Neurology and Psychiatry.  He is a Fellow of the National Academy of Neuropsychology (NAN ) and of the Society for Clinical Neuropsychology (Division 40) of the American Psychological Association.   He was on the staff of the Portland VA Medical Center from 1981-1996 where he served as Director of Postdoctoral Training in Clinical Neuropsychology. 

Dr. Binder has authored and co-authored papers and book chapters on many topics including assessment of effort and malingering, mild traumatic brain injury outcome, and medically unexplained symptoms including psychogenic nonepileptic seizures.  He currently participates in research at the Portland VA Medical Center on the effects of blast injuries.   In 2010 he received the Nelson Butters Award from NAN for the best research paper published in the Archives of Clinical Neuropsychology the previous year.    He has served as a member of the editorial boards of several journals.

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Sluggish Cognitive Tempo: A Dimensional Approach to Attention in Children

1.5 CE Credits

Presented by:
Lisa A. Jacobson, Ph.D., NCSP
Pediatric Neuropsychologist
Kennedy Krieger Institute
Assistant Professor, Psychiatry & Behavioral Sciences
Johns Hopkins University School of Medicine

Sluggish Cognitive Tempo (SCT) is a construct that evolved from field trials for the ADHD criteria in DSM-IV.  It includes such characteristic symptoms as lethargy, low initiation, mental "fogginess," and slowed speed of information processing.  Although SCT shows some overlap with Inattentive ADHD symptoms, evidence is mounting for consideration of SCT as a separate, but related, construct. This workshop will review descriptive evidence for SCT as a separate clinical disorder and empirical data from a variety of research studies characterizing SCT and its related comorbidities and areas of impairment. The NIMH's Research Domain Criteria (RDoC) project provides a framework for shifting our understanding of disorders from categorical to dimensional, taking development, multiple levels of assessment, and environmental expectations into account. Data will be presented that reflect a dimensional approach and the need for further behavioral clarification of the construct, but also suggest areas for potential intervention and/or accommodation within classrooms and daily activities. 

After the webinar, participants will be able to:

  1. Describe the characteristic diagnostic and associated features of SCT.
  2. Explain the current empirical support for the construct of SCT.
  3. Identify assessment techniques for SCT symptoms and relevant supports. 

Target Audience: This workshop is designed for practicing or research psychologists and neuropsychologists interested in understanding attentional disorders in children and developing their understanding of sluggish cognitive tempo. The workshop is of intermediate level in terms of assumptions regarding familiarity with clinical practice with youth with ADHD, current literature on ADHD, and child development.

Instructional Level: Intermediate

About Lisa A. Jacobson, Ph.D., NCSP 
Lisa Jacobson received a B.A. in Psychology from Davidson College and earned an Ed.S. in School Psychology from the College of William & Mary in VA. She worked as a school psychologist for several years before completing her Ph.D. in Clinical Psychology and Neuropsychology at the University of Virginia. She completed her predoctoral Clinical Psychology Internship at the Mailman Center for Child Development, in Miami, FL, and a postdoctoral fellowship in Clinical Neuropsychology at the Kennedy Krieger Institute/Johns Hopkins University School of Medicine. She is currently Assistant Professor in Psychiatry and Behavioral Sciences at the Johns Hopkins University School of Medicine and a pediatric neuropsychologist in the Kennedy Krieger Institute Department of Neuropsychology, where she coordinates the executive function and neuro-oncology outpatient assessment clinics, is involved in training pre-doctoral interns and post-doctoral fellows, and conducts clinical research. 

Dr. Jacobson is interested in brain development and attentional control, processing speed, and executive functions in children, and associations of these functions with learning and behavioral disorders. She is interested in studying children with identified disorders affecting executive functioning (e.g., ADHD, movement disorders, Spina Bifida, cancers and cancer treatment, etc.) as well as children at risk for developing executive dysfunction, and investigating ways in which parents and teachers can support children's development of EF skills. She is working to develop clinical screening tools for identifying children with executive dysfunction that can be used as part of typical medical care visits for specific clinical populations. She has collaborated on a variety of projects examining response variability in children with ADHD, characteristics of attentional disorders in referred children, influences of working memory on reading fluency in ADHD, neurocognitive profiles of childhood cancer survivors, executive functioning in spina bifida, and validation of the Kennedy Krieger Independence Scales - Spina Bifida Version (KKIS-SB). She is also involved in collaborations with the Maryland State Department of Education and Towson University designed to improve teacher training regarding neurodevelopment and interventions for children with various developmental disorders.

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Professional Competence versus Non-Discrimination: Ethical Dilemmas in the Evaluation of Non-Native-English Speakers

1.5 CE Credits

Presented by:
Tedd Judd, Ph.D.
Diplomate in Clinical Neuropsychology
Certified Hispanic Mental Health Specialist
Cross-Cultural Specialist

There are approximately 50 million Spanish speakers in the US (including bilinguals) and over 10 million speakers of other non-English languages (20% of population). Most neuropsychologists will routinely encounter significant numbers of non-native-English speakers. Law and ethics oblige practitioners to offer equitable services to such populations. Many neuropsychologists feel poorly prepared for this. Fortunately, recent developments in procedures, tests, and professional organizations make such work increasingly feasible.  

After the webinar, participants will be able to:

  1. Summarize the professional ethics, laws, and guidance that govern neuropsychological assessment of non-native-English speakers.
  2. Utilize a comprehensive model of how to enhance their own skills, test repertoires, practices, and institutions so as to routinely evaluate the non-native-English speakers of their communities ethically and with confidence and accuracy. 
  3. Explain how to advocate for institutional change to improve evaluation equity.
Target Audience: Neuropsychologists, psychologists, advanced clinical psychology students, instructors, and neuropsychology program administrators interested in enhancing quality, ethics, and equity of service to non-native-English speakers.

Instructional Level: Introductory, but to include materials of interest to the advanced practitioner.

About Tedd Judd, Ph.D. 

Dr. Tedd Judd is a Board Certified Clinical Neuropsychologist, a Certified Hispanic Mental Health Specialist, a Fellow of the National Academy of Neuropsychology, and Past President of the Hispanic Neuropsychological Society. He practices cross-cultural forensic and clinical neuropsychology. He is adjunct faculty in psychology at Seattle Pacific University. Dr. Judd received his B.A. from Princeton, his PhD from Cornell, and postdoctoral training in neuropsychology at the University of Washington. He learned Spanish beginning in graduate school and now practices bilingually. He has taught neuropsychology in 22 countries, including a Fulbright Senior Lectureship in Spain and two years of teaching in Costa Rica. He teaches a practicum in cross-cultural psychology, working with interpreters in many languages and doctoral students from 8 universities, and offers cross-cultural consultation nationally and internationally.

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TBI in the Military: Is the Warrior Wounded?

1.5 CE Credits

Presented by:
Robert A. Seegmiller, Ph.D., ABPP
Director, Postdoctoral Residency in Clinical Neuropsychology
Staff Neuropsychologist, Department of Behavioral Medicine
Brooke Army Medical Center

This webinar will review a number of clinically significant issues relating to traumatic brain injury (TBI) in the military, with an emphasis on mild traumatic brain injuries sustained by service members who served in OIF/OEF. In addition to a brief review of prevalence statistics, topics to be covered will include an examination of blast versus conventional blunt-force trauma injuries, assessment and management of mild TBIs in military environments, factors that contribute to chronic postconcussive syndromes, the relationship between mTBIs and PTSD, military disability evaluations, malingering and somatoform presentations, and a brief discussion of intervention goals and strategies. The webinar will address a wide range of issues that are most likely to be encountered by neuropsychologists and other mental health providers who work with military members and veterans who have sustained the “signature injury of the war.” 

After the webinar, participants will be able to:

  1. Describe the prevalence and nature of traumatic brain injuries sustained by military personnel during OIF/OEF, including injury severity and key demographics.
  2. Summarize challenges associated with the assessment and management of mild traumatic brain injuries in different military environments.
  3. Delineate similarities and differences between blast-induced and blunt-force traumatic brain injuries.
  4. Discuss performance and symptom validity test “failures” in the context of mild traumatic brain injuries in a military population. 

Target Audience: This webinar is intended for those with an interest in military traumatic brain injuries. The primary emphasis will be on military personnel who have sustained mild traumatic brain injuries (mTBIs) during Operations Enduring Freedom and Iraqi Freedom. Neuropsychologists and other mental health providers who assess and treat this population, and those who simply have an interest in how the military deals with patients with mTBIs, are invited to participate.

Instructional Level: Introductory to Intermediate

About Robert A. Seegmiller, Ph.D., ABPP 
Dr.  Robert Seegmiller is a clinical neuropsychologist and Director of the Postdoctoral Residency in Clinical Neuropsychology at Brooke Army Medical Center in San Antonio, Texas. He retired from the United States Air Force in July 2007, where he previously served as the Chief of Neuropsychology Services at Wilford Hall USAF Medical Center. He earned his Bachelor’s Degree in Psychology at Brigham Young University and his Master’s and Doctorate Degrees in Psychology at Iowa State University. Dr. Seegmiller completed a two year post-doctoral fellowship in clinical neuropsychology at the University of Virginia Health Sciences Center in 1998 and received his board certification in clinical neuropsychology from the American Board of Professional Psychology in 2000. He deployed twice to Qatar, once to Iraq, and once to Guantanamo Bay, Cuba in support of military operations following September 11th, 2001. He is married and has four sons.

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DSM-5 and its Impact on Neuropsychological Assessment

1.5 CE Credits

Presented by:
Brian Yochim, Ph.D.
Mental Illness Research, Education, and Clinical Center (MIRECC), VA Palo Alto Health Care System
Clinical Assistant Professor (Affiliated), Department of Psychiatry and Behavioral Sciences, Stanford University School of Medicine

The DSM-5 contains substantial changes from the DSM-IV-TR that reflect increases in knowledge about conditions that affect cognition in adults.  This course will enable attendees to develop expertise in the DSM-5 diagnostic criteria for neurocognitive disorders (NCDs).  New diagnostic criteria for NCDs due to Alzheimer’s disease, frontotemporal degeneration, traumatic brain injuries, vascular disease, Lewy body disease, Parkinson’s disease, and other etiologies, and delirium, will be covered in depth.  The course will cover the diagnostic criteria for major and mild NCDs, the specifications for “probable” vs. “possible” causes of NCDs included in the DSM-5, and the six cognitive domains included in the DSM-5 to be assessed.  The webinar will focus on implications for neuropsychological assessment. 

After the webinar, participants will be able to:

  1. Describe the difference between mild vs. major Neurocognitive Disorder (NCD).
  2. Describe the diagnostic criteria among the different NCDs.
  3. Explain the diagnostic criteria for “probable” vs. “possible” causes of the different NCDs.
  4. Discuss implications for neuropsychological assessment of the different NCDs, including the six cognitive domains to be assessed in the diagnosis of NCD. 

Target Audience: This webinar will be targeted toward neuropsychologists who see primarily adult clients who wish to develop competency in using the DSM-5 to diagnose neurocognitive disorders.  Licensed professionals who wish to gain more expertise in DSM-5 nosology as well as postdoctoral fellows or interns will benefit from this webinar.

Instructional Level: Introductory

About Brian Yochim, Ph.D. 
Dr. Brian Yochim is a Board-Certified Clinical Neuropsychologist working in the Mental Illness Research, Education, and Clinical Center (MIRECC) at VA Palo Alto Health Care System in Palo Alto, California, where he conducts research on the neuropsychological assessment of older adults, with a focus on word-finding in patients with Alzheimer’s disease.  He also supervises postdoctoral fellows, interns, and practicum students performing neuropsychological evaluations for older Veterans.  He is a Clinical Assistant Professor (Affiliated) in the Department of Psychiatry and Behavioral Sciences at the Stanford University School of Medicine.  He obtained his PhD in clinical psychology at Wayne State University, completed an internship at VA Palo Alto Health Care System, and a postdoctoral fellowship in clinical neuropsychology at VA Northern California Health Care System.  He is the lead author of the Neurocognitive Disorders chapter of the forthcoming DSM-5 Study Guide.

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Psychopharmacology for Neurobehavioral Dysfunction after TBI

1.5 CE Credits

Presented by:
Nathan D. Zasler, MD, FAAPM&R, FAADEP, DAAPM, CBIST
CEO & Medical Director, Concussion Care Centre of Virginia, Ltd.
CEO & Medical Director, Tree of Life Services, Inc. 
Professor, affiliate, VCU Department of Physical Medicine and Rehabilitation, Richmond, Virginia
Associate Professor, adjunct, Department of Physical Medicine and Rehabilitation, University of Virginia, Charlottesville, Virginia
Vice-chairperson, IBIA

This webinar will review current practices, research and advances in the use of psychopharmacological agents to modulate impairment in persons with neurobehavioral impairment following TBI.  This plenary session will focus on presenting current information on psychopharmacologic assessment and management principles and practices. 

After the webinar, participants will be able to:

  1. Recite caveats regarding holistic behavioral assessment and treatment principles. 
  2. Discuss drug treatment paradigms for persons with TBI and compare proposed methodologies for choosing drug interventions and the role of multidimensional nature of assessment.
  3. Explain the common types of neurobehavioral impairments that are theorized to be causally related to TBI and list pharmacological management of each as relevant based on current literature and EBM.
  4. List caveats regarding drug use, side-effects, lab monitoring and drug interactions as related to psychotropic medication use in persons with TBI. 
  5. Describe the importance of adequate differential diagnosis of behavioral change following TBI and the myriad factors that need to be considered across the TBI severity spectrum prior to implementing psychopharmacological prescription. 

Target Audience: Clinical neuropsychologists, psychologists, Ph.D. students in training and non-psychologists

Instructional Level: Intermediate-to-Advanced

About Nathan D. Zasler, M.D. 
Nathan D. Zasler, MD, FAAPM&R, FAADEP, DAAPM, CBIST is an internationally respected physician specialist in acquired brain injury (ABI) care and rehabilitation.  He is CEO and Medical Director of the Concussion Care Centre of Virginia, an outpatient neurorehabilitation practice, as well as Tree of Life Services, Inc., a living assistance and transitional neurorehabilitation program for persons with acquired brain injury in Richmond, Virginia.  

He is board certified in Physical Medicine and Rehabilitation and fellowship trained in brain injury.  Dr. Zasler is an affiliate professor in the Department of Physical Medicine and Rehabilitation at VCU in Richmond, Virginia, as well as associate professor, adjunct, in the Department of Physical Medicine and Rehabilitation at the University of Virginia, Charlottesville, Virginia where he also serves on the UVA Brain Injury and Sports Concussion Institute Professional Advisory Board.  Dr. Zasler is a fellow of the American Academy of Disability Evaluating Physicians and a diplomate of the American Academy of Pain Management. 

Dr. Zasler has lectured and written extensively on neurorehabilitation issues related to acquired brain injury.  He has won numerous awards for his work in TBI research, clinical care, and advocacy.  He was the NHIF’s (now BIAA) first recipient of the “Young Investigator Award.”  He was the recipient of the Sheldon Berrol Clinical Services award from BIAA in 2011.  He has also been, repeatedly, nationally recognized by “Best Doctors” for practice excellence in brain injury medicine.  Dr. Zasler is active in local, national and international organizations dealing with acquired brain injury and neurodisability, serving in numerous consultant and board member roles.  He has edited six books including “Rehabilitation of Post-Concussive Disorders,” “Medical Rehabilitation of Traumatic Brain Injury,” “Rehabilitation of Functional Disorders,” “Brain Injury Medicine:  Principles and Practice”, Editions 1 and 2, and “Clinical Manual for the Management of Adults with Traumatic Brain Injury”.  He currently serves as a reviewer for over 10 peer reviewed scientific journals.  Dr. Zasler is chief editor of the international scientific publications, “Brain Injury” and  “NeuroRehabilitation”.  He also serves as associate editor of the IBIA’s “Neurotrauma Letter.”  Dr. Zasler recently completed almost a decade of service as the chairperson of the International Brain Injury Association (IBIA) for which he now serves as Vice-Chairperson. 

His main areas of clinical and research interest include neuromedical issues in acquired brain injury (particularly mild TBI), neuropsychopharmacology and disorders of consciousness, differential diagnosis in ABI, community-based care issues, as well as chronic post-traumatic pain rehabilitation including headaches.  Dr. Zasler is an advocate, educator, clinical researcher, entrepreneur, inventor and busy practicing clinician who is involved with community based neurorehabilitation and neuromedical assessment in management of persons with acquired brain injury, neurodisability, as well as chronic pain.  He is also involved in international ABI healthcare consultation, including clinical and technical programmatic development, as well as medicolegal consultation.

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Providing Effective Neuropsychological Supervision

1.5 CE Credits

Presented by:
Bernice Marcopulos, Ph.D.
Associate Professor
Department of Graduate Psychology
James Madison University

As clinical neuropsychologists, many, if not most of us regularly supervise trainees, but do we really know what we are doing? Supervision is seldom taught in graduate school and according to Stucky, Bush & Donders (2010) “it is the extremely rare neuropsychology conference that offers a continuing education workshop on neuropsychological supervision.” (p. 741).  This workshop is intended to address this deficiency and provide an opportunity to reflect upon what makes a good clinical neuropsychology supervisor. This workshop will draw on material from Stucky, et al. (2010) and Fouad et al (2009) to provide a conceptual and structural framework for providing effective supervision in clinical neuropsychology. Participants will review methods for developing and measuring training goals from a developmental perspective (practicum, internship, post-doctoral fellowship). 

After the webinar, participants will be able to:

  1. Utilize foundational and functional competencies in professional psychology as a basis for supervision of trainees in clinical neuropsychology.
  2. List achievable goals of supervision for each level of training (practicum, internship, post-doctoral fellowship) in neuropsychology
  3. Explain how the APA Ethics code and organizational guidelines (NAN, AACN) relate to clinical supervision in neuropsychology
  4. Describe methods for measuring training goals and efficacy of supervision. 

Target Audience: Clinical neuropsychologists involved in supervising practicum students, pre-doctoral interns and postdoctoral fellows in patient care settings

Instructional Level: (Intermediate-to-Advanced) Intermediate

About Bernice A. Marcopulos, Ph.D., ABPP 
Bernice A. Marcopulos, Ph.D., ABPP received her B.A. (High Honors) from the University of Florida and her Ph.D. from the University of Victoria in British Columbia, Canada.  She is Board Certified in Clinical Neuropsychology from the American Board of Professional Psychology. Currently she is Associate Professor of Graduate Psychology at James Madison University in Harrisonburg, VA and Associate Professor of Psychiatry and Neurobehavioral Sciences at the University of Virginia (UVA) Health Sciences Center in Charlottesville, VA. Dr. Marcopulos was the Director of the Western State Hospital (WSH) Neuropsychology Laboratory in Staunton, Virginia for 20 years where she co-Directed (with Drs. Jeff Barth and Donna Broshek) the UVA/WSH post-doctoral fellowship in Clinical Neuropsychology, an Association of Post-Doctoral Programs in Clinical Neuropsychology member program.  She taught assessment in the Department of Psychology at UVA and supervised interns, practicum students and post-doctoral fellows. Her research and clinical interests include the effects of education and culture on neuropsychological testing, dementia, schizophrenia, and criminal forensic issues. She is the co-editor of Clinical Neuropsychological Foundations of Schizophrenia (2012).  She was a Fulbright Fellow in the Psychology Department at the University of Warsaw in 1994 and was elected as a Fellow in NAN and APA. She was recently on the APA Committee for Psychological Tests and Assessment and is a consulting editor for The Clinical Neuropsychologist. She has served as a Board Member and Oral Examiner for the American Board of Clinical Neuropsychology, and she currently chairs the Examination Committee of the ABCN.  Dr. Marcopulos is serving her second term as Secretary of the International Neuropsychological Society.

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Neuroimaging for Neuropsychologists

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.
​

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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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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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