The 4rd Annual ACPN Conference
March 8-11, 2012
(Co-Sponsored by ACPN and AAPN)
Pre-Conference Workshops
Course A: Diagnosing Autism and Related PDD's, Pediatric Bipolar Disorder, ADHD, and Applications of BASC-2 in Behavioral RTI: An Advanced Training on the BASC-2 (6 CEs)
Presenter: Cecil Reynolds PhD
Autism and related pervasive developmental disorders have been diagnosed with increasing frequency. Many attribute this to more accurate diagnosis and reporting; others consider for trends toward labeling of normal behavior. Pediatric bipolar disorder and ADHD have also been diagnosed with increased frequency. This workshop will focus on diagnostic guidelines and actuarial determination of autism and related PDDs, differential diagnosis of pediatric PBD and ADHD, also addressing applications of BASC-2 and its software tool for evaluating response to intervention for behavioral programming. We will review the BASC-2 system, diagnostic guides, linear vs. nonlinear scores, and the issue of which BASC-2 normative to use. An introduction to the Parenting Relationship Questionnaire (PRQ), the newest addition to the BASC-2 family, will be provided.
Course B: Comprehensive Dementia Assessment Using the Halstead-Reitan Battery (4 CEs)
Presenter: Jim Hom PhD
The Halstead-Reitan Neuropsychological Battery has been used for many years to help in the diagnosis of dementing conditions. This seminar will present didactics and case examples of HRB test results to teach the neurocognitive patterns seen in patients with Alzheimer’s disease and/or vascular/metabolic conditions. Participants will learn to identify associated HRB features. In addition, this seminar will address the implications of the HRB findings for daily function.
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Course C: Managing Concussion in Youth: The Central Role of the Neuropsychologist (3 CEs)
Presenter: Christopher G. Vaughan PsyD
This workshop will review the conceptual and clinical issues of concussion for the neuropsychologist. The clinical condition of concussion will be defined, including the key signs and symptoms that students manifest. In addition, participants will learn about the clinical presentation of children and adolescents and the various developmentally-appropriate assessment and treatment approaches that can be employed. Criteria for return to school/ play/ work issues will be examined. Roles that psychologists can play with youth who experience concussion will be discussed. (Note. Dr. Gerard Gioia was scheduled to present, but is unexpectedly unavailable. Dr. Vaughan who has co-authored and practices with Dr. Gioia and who has done extensive clinical work, research and advocacy has generously agreed to present.)
Course D: Current Developments in the Public School Response to Intervention (RTI) Movement and the Impact on Pediatric Neuropsychology Practice (3 CEs)
Presenter: Elaine Fletcher-Janzen PhD
As the Response to Intervention (RTI) movement unfolds in the public schools, program evaluation data suggest there are positive and negative outcomes of RTI in terms of children with disabilities receiving timely and appropriate services. Pediatric Neuropsychologists are increasingly utilized as consultants to schools and parents, being in unique positions to minimize negative effects and maximize good outcomes. We will review current research on RTI, discuss the WHO model of disability assessment, address case law rulings that might affect practice, and will offer suggestions and resources for practice.
Course E: “Stuff I forgot to tell you. Sorry!” (0 CEs)
Presenter: Douglas Chute PhD
Course F: Advanced interpretation of the NAB - A Workshop Sponsored by PAR (1.5 CEs)
Presenter: David Schwartz, PhD
The NAB is a comprehensive battery of neuropsychological tests developed to assess a wide array of functions in adults (18-97 years) who have known or suspected CNS disorders. The 6 modules include a Screening module for determining which remaining modules to administer. The NAB has excellent psychometric properties, extensive norms and validation data, 2 equivalent forms, and provides information relevant to a range of referral sources. This workshop will provide strategies for advanced interpretation and development of real-life recommendations through the use of real-life case studies.
Course G: Student Luncheon. (Open exclusively for students, 25 seats.) Neurodiagnostic Clinical Interview, Mental Status Exam, and Test Battery Selection: Art and Science (0 CEs)
Presenters: Patricia A. Pimental PsyD and John Knippa, PhD
Professional development content will feature the art and science behind mastering a top-notch neurodiagnostic clinical interview (including challenges to billing), samples of mental status exams, test battery selection formats (fixed battery, flexible approach, flexible battery approach) and applicability in various medical and clinical settings. Informative handouts will be provided.
Course H: Dancing with Your Attorney: Steps to be Followed for Effective Courtroom Testimony (3 CEs)
Presenter: Bill Anzalone JD
This presentation will review how you and the attorney can maximize your testimony in a personal injury trial. We will start with first contact with the attorney and proceed through IME, reporting, trial prep and use of exhibits, and demonstration of effective use of charts, radiological films and anatomical models to maximize your courtroom testimony. We will review basic evidentiary rules and current law on the discovery of neuropsychological test results from the independent evaluation, also the dos and don'ts of the courtroom demeanor.
Course I: Montessori, Waldorf and Reggio Emilia: Understanding and Working with Children in Alternative Education Programs (3 CEs)
Presenter: Steve Hughes PhD, Sarah Schnoebelen AveyPhD
As public concern grows about the "culture of testing," nontraditional programs will grow. In the U.S., the most popular AEPs are Montessori, Reggio Emilia, and Waldorf. With varied goals, academic outcomes are conspicuously absent from the curricula and underlying philosophies. Working effectively with children who attend AEPs requires understanding these programs. So, what does goes on in these schools? How do these children "turn out?" What should a pediatric neuropsychologist expect to encounter? What are implications for assessment and planning? This presentation will discuss the history, philosophies, and methods of these approaches to education, review the (limited) research on outcomes, and discuss how to work with children, families, and schools who approach education from a different direction.
Silent Auction to Benefit the Ted Blau Scholarship Fund!
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Course J: Brain Injury: Hormones, Behavior and Neuroimaging - A Workshop Sponsored by CNS (3 CEs)
Presenter: Lisa A. Kreber PhD CBIS
This workshop will introduce hormones, behavior and neuroimaging in the context of brain injury. The incidence, clinical symptoms and treatment associated with neuroendocrine deficiency following brain injury will be discussed. Challenging patient behaviors following brain injury can be difficult to manage in the rehabilitation setting. Workshop participants will be given practical "tips and tricks" to assist them in managing difficult patient behaviors following brain injury. Video case studies demonstrating the efficacy of these tips will be shown to participants. Neuroimaging techniques will be reviewed.
Course K: AAPN Working Group on Empirically-Defined Disorders of Attention (EDDA): A Neuropsychological Taxonomy of Attention Disorders - A Workshop Sponsored by Pearson (3 CEs)
Presenter: James Hale, PhD (Chair), Peter Entwistle, PhD, Emilie Crevier-Quintin, Sally Frutiger, PhD, Teresa Bailey, PhD, Ted Wasserman, PhD, Cynthia Riccio, PhD, Hilary Gomes, PhD, Hanna Kubas, Maggie Toplak, PhD, Margaret Semrud-Clikeman, PhD Discussant)
As defined by DSM-IV, ADHD is a disruptive behavior disorder. Increasingly, diagnosis and treatment have been guided by informant reports based on DSM-IV behaviorally-oriented symptoms. This leads many to question the value of neuropsychological assessment and fails to note the confirmation problem for rating scales. Yet, attention problems are not only due to ADHD. When behaviorally defined, diagnosed children likely show heterogeneous neuropsychological profiles. This undermines test sensitivity and specificity. “ADHD” may be a common pathway for a range of etiologies, but the over-simplification limits research, diagnostic accuracy, and treatment effects. The AAPN Working Group on EDDA formed to review existing research and to develop an alternate taxonomy with a more rational method of identify disorders of attention. Progress of the EDDA working group and guides for research and practice will be described.
Course L: Psychopharmacology Update For Neuropsychologists (1.5 CEs)
Presenter: Morgan Sammons PhD
New antidepressants, antipsychotics, psychostimulants, and other agents for pharmacological management of behavioral management of emotional disorders will be presented and discussed. Indications for use, pharmacological properties, side effects, interactions, evidence base and other information pertaining to their clinical use will be covered.
Course M: Update on Third Party Observers: Practice Strategies and Ethical Considerations (1.5 CEs)
Presenter: Robert J. McCaffrey PhD
We will review and update on issues associated with Third Party Observers (TPOs): Science, practice, and ethical considerations. Working with an assisting the legal system on the importance of preclusion of TPOs during a neuropsychological evaluation. What to do when all else fails? Strategies for either limiting or restricting the presence of TPOs from your neuropsychological assessments.
Course N: Cogmed Working Memory Training: Science and Practice. - A Workshop Sponsored by CogMed (3 CEs)
Presenter: Peter Entwistle PhD
Since 2002, researchers have investigated the efficacy of Cogmed training in a variety of populations. Training studies have been published in peer-reviewed scientific journals, including several randomized, double-blind, placebo-controlled trials, and evaluations by independent research. The populations studied include youth with ADHD and/or working memory deficits, adult stroke victims, adults with brain injuries, typically developing preschoolers, and healthy adults. The software and protocol in these studies is the same as that used by clinicians in the Cogmed network around the world. This workshop will provide an overview of the science and current evidenced based applications.
Course O: AAPN Working Group on Empirically-Defined Disorders of Attention (EDDA): Developing a Neuropsychological Consensus for Teaching, Research, & Practice - A Workshop Sponsored by Pearson (3 CEs)
Presenter: Margaret Semrud-Clikeman, PhD (Chair), Steve Hughes, PhD (AAPN President), Sally Frutiger, PhD, Teresa Bailey, PhD, Ted Wasserman, PhD, Cynthia Riccio, PhD, Hilary Gomes, PhD, Maggie Toplak, PhD, James Hale, PhD (Discussant)
Course P: Enhancing Objectivity in Forensic Neuropsychological Assessment - A Workshop Sponsored by PAR (3 CEs)
Presenter: David Schwartz PhD
There are many different ways to determine effort and symptom validity. The purpose of this workshop is to introduce participants to additional measures to augment Symptom Validity Tests for detecting malingering of symptoms, psychiatric illness, and adjudicative incompetence. In addition, strategies for detecting decision-making impairments and prospective memory difficulties utilizing real-life contingencies will also be provided.
Silent Auction to Benefit the Ted Blau Scholarship Fund!
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Course Q: Ethical/Legal Issues in Neuropsychology Practice: Update (Breakfast Provided; 3 CEs)
Presenters: Theodore Wasserman PhD and Barry Crown PhD
The presenters will highlight vignettes and discuss major
issues affecting neuropsychologists in ethics and the relationships between ethics and the law. Elements related to individual state obligations and rules, APA ethical obligations, and recent legal decisions will be considered and placed within a psychological and neuropsychological perspective.