Neuropsychological Feedback as a Therapeutic Intervention: The Effective Communication of Assessment Results to Maximize Patient Outcome.

Research regarding the delivery of neuropsychological feedback (NF) has grown in recent years to include specific models and strategies for working with patients with diverse medical conditions across the lifespan, and is now considered a core competency for neuropsychologists. NF is an individualized therapeutic intervention designed to maximize the patient's understanding of assessment results and catalyze follow through with treatment recommendations. This article summarizes research on NF and its strategic goals, as well as the potential impact/outcomes of these therapeutic interventions.

Survey of training experiences and clinical practice in assessment for autism spectrum disorder by neuropsychologists.

Objective: The primary purpose of this study is to better understand current practices in the assessment of autism spectrum disorder (ASD) by neuropsychologists.

Methods: A 21-item survey regarding ASD assessment beliefs and practices was sent via email through neuropsychology listservs. The survey was accessed by 445 licensed psychologists who identified as neuropsychologists.

A road map for identifying autism spectrum disorder: Recognizing and evaluating characteristics that should raise red or "pink" flags to guide accurate differential diagnosis.

Given the high population prevalence of Autism Spectrum Disorder (ASD) and overlapping symptoms with medically complex groups, ASD is a common rule out diagnosis for neuropsychologists even when not identified in the referral or initial presenting concerns. This paper presents practical guidance to support neuropsychologists in their ability to accurately assess, diagnose, and/or rule out ASD, especially in patients with more subtle presentations. This paper combines clinical experience and empirical literature to highlight important assessment measures and related considerations, differential diagnostic considerations, common misconceptions about ASD and person/family characteristics, as well as variability in presentation and comorbidities that can obscure the diagnosis.

Are we documenting performance validity testing in pediatric neuropsychological assessments? A brief report.

A 2016 survey of pediatric neuropsychologists found that 92% of clinicians reported use of "at least one" performance validity test (PVT) in each assessment. The present investigation sought to verify documented PVT use among clinicians by review of actual reports. A convenience sample of pediatric neuropsychological reports of children ages 6-17 were reviewed over an 24-month period (January 2015-January 2017); reports were those seen as part of our routine practice, including reports on children we were reevaluating, cases that we consulted on, or cases evaluated elsewhere presenting to our centers that required record review for clinical decision making (e.

Voices of leadership: wisdom from women leaders in neuropsychology.

Objective: Inspired by panel discussions at various neuropsychology conferences, the aim of this paper is to share wisdom that women in neuropsychology acquired from their leadership experiences.

Method: We identified 46 women leaders in governance and academic research through reviews of organizational websites and journal editorial boards, and requested their response to brief questions via email. Twenty-one leaders provided responses to three questions formulated by the authors.

Pediatric neuropsychology: toward subspecialty designation.

Clinical neuropsychology is a rapidly expanding field of study in the psychological sciences whose practitioners are expert in the assessment, treatment, and research of individuals with known or suspected central nervous system disease or disorder. Pediatric neuropsychology has emerged as a distinct subspecialty area with related education, training, and clinical expertise for a growing number of neuropsychologists. This paper details the numerous steps taken by two affiliated organizations, the American Board of Clinical Neuropsychology and its membership organization, the American Academy of Clinical Neuropsychology, in the interest of the larger pediatric neuropsychology community and in pediatric neuropsychology subspecialty development.

Long-term attention problems in children with traumatic brain injury.

Objective: To examine long-term attention problems and their cognitive correlates after childhood traumatic brain injury (TBI).

Method: Data were drawn from a prospective, longitudinal study conducted between 1992 and 2002. Participants included 41 children with severe TBI, 41 with moderate TBI, and 50 with orthopedic injury (OI), who were all between 6 and 12 years of age at the time of injury.

Long-term executive function deficits in children with traumatic brain injuries: assessment using the Behavior Rating Inventory of Executive Function (BRIEF).

Long-term deficits in executive functions following childhood traumatic brain injuries (TBI) were examined using the Behavior Rating Inventory of Executive Function (BRIEF). Parents completed the BRIEF approximately 5 years postinjury as part of a prospective study of children injured between the ages of 6 and 12. The children were between 10 and 19 years of age at the time of the assessment, and included 33 with severe TBI, 31 with moderate TBI, and 34 with orthopedic injuries.

The assessment of parent needs following paediatric traumatic brain injury.

The paediatric version of the Family Needs Questionnaire was administered to parents of children with traumatic brain injuries (TBI) a year or more post-injury. Parents of diabetic children (DIAB) and parents of orthopaedically (ORTHO) injured children were included as control groups. Parents rated items on their importance and how well these needs have been met.