Thursday May 27th

Difficult to evaluate children: A look at pediatric neuropsychology

Dr. Rafael E. Oliveras-Rentas

Pediatric Neuropsychologist. Ponce Health Sciences University. Puerto Rico.

Dr. Mairim Vega Carrero

Pediatric Neuropsychologist. Universidad Albizu. Puerto Rico.

Description of the workshop:

Neuropsychological assessments require the preparation of the clinician and his/her environment. At the same time, the cooperation of the evaluated is required to obtain valid results. Some children present developmental differences or neuroevolutionary compromises that limit their availability to participate in neuropsychological tests, which are generally normalized with typical populations. In particular, some children may have difficulty understanding the purpose of the evaluation, attending to and understanding the tasks provided, inhibiting their behavior and sustaining effort on the different instruments, among others. 

This workshop will focus on the development of competencies and strategies for the neuropsychological assessment of children with marked cognitive and behavioral impairments. The Developmental Neuropsychological Assessment model will be presented, which considers normative, evolutionary-systemic and process elements to interpret profiles through brain-context-development relationships.  Practical strategies to corroborate functioning hypotheses and to interpret patterns of the child’s neuropsychological profile will be presented. Finally, practical examples of alternative procedures for common diagnoses will be presented, such as Autism Spectrum Disorder, Attention Deficit Hyperactivity Disorder, and Intellectual Disability, among others. 

Learning Objectives:

1. To know the factors that can impact the level of cooperation of children and, therefore, the validity of the results obtained during the evaluation.

2. To discuss the Developmental Neuropsychological Assessment model and its pragmatic use in the conceptualization of childhood disorders.

3. To develop ideas and strategies for planning tests and evaluation procedures for special populations.

4. To apply hypothesis-based interventions through accommodations and modifications during the neuropsychological assessment process.

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