INS Assent Agenda Packet
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Brainnovations Mobiliser
Converge. Discover. Deliver Brainnovations Mobiliser. Découvrir. Produire Funding provided, in part, by the Government of Ontario March 2014 - Volume 4 86 billion: that is the number of neurons, or cells, estimated to OBI Founders make up the human brain. Lawrence and Frances Bloomberg - Mount Sinai Hospital Within each cell there is a universe of complexity and activity. Sydney and Florence Cooper But the remarkable abilities of the brain to think, remember, - Baycrest respond, and feel, cannot be explained by just scaling up the Gerald and Geraldine Heffernan individual actions of each cell. - University of Toronto It comes down to the connections. No neuron works in William and Susanne Holland - Holland Bloorview isolation, in fact each cell is thought to make up to 10,000 Richard M. Ivey connections with other cells; the outcome of this - Western University interconnectivity, some 100 trillion connections, is the network Dr. Donald Stuss Robert and Linda Krembil of the human brain. - University Health Network President and Scientific Director Like the brain itself, the Ontario Brain Institute’s strength is its Arthur and Sonia Labatt - The Hospital for Sick Children Ontario Brain Institute ability to create connections. Joseph and Sandra Rotman Learn More - Ontario Brain Institute Lawrence and Judith Tanenbaum - Brain Canada Eli Lilly Canada Inc. Peering Into Dementia GE Healthcare Canada GlaxoSmithKline Inc. IBM Canada Ltd. The eyes are said to be the ‘windows into Medtronic of Canada Ltd. the soul’. Now a novel technique is allowing Nestlé Health Science, Canada researchers to take this romantic thought to a Pfizer Canada Ltd. new level and use the eye as a ‘window into the Valeant Canada LP brain’- to better understand and diagnose brain disorders. -
Self-Therapy for Traumatic Brain Injury
SELF-THERAPY FOR TRAUMATIC BRAIN INJURY: TEACHING YOURSELF TO PREVENT HEAD-INJURED MOMENTS Release 3.3 Larry E. Schutz, Ph.D., ABPP copyright 2006, 2008 TABLE OF CONTENTS page chapter The Basic Program 1 Introduction: Start Here! 3 1. Step One : Learning About the Injury 4 2. Head-Injured Moments 5 3. Learning How to Recognize Head-Injured Moments 7 4. Learning Where to Look to Find Head-Injured Moments 8 5. Figuring Out What Went Wrong 9 6. Memory Issues 10 7. Figuring Out How Big the Problem Is 12 8. At the Crossroads of Recovery 13 Cheat sheet for watching for head-injured moments 14 9. Step Two : Taking Control of My Life--The Action Window 15 10. Keeping Appointments and Arrangements Yourself—The Appointment Book 16 11. Structure and Productivity—The Activity Routine 17. 12. Memory for Daily Events—The Activity Diary 18 13 Using Your Daily Schedule as a Planning Technique 20 A sample daily schedule blank 22 14. Step Three : Controlling Overstimulation 24 15. Step Four : Increasing Mental Effort 26 16. Step Five : Better Living Habits to Help My Brain Work Better 27 17. Booze, Dope, Caffeine, Nicotine, and Other Drugs 28 18. Dealing With Sleep Problems 29 19. Step Six : Full Analysis of Your Head-Injured Moments 31 The Analysis Form 32 20. Summary of How You Fix Your Brain 33 21. Home Therapies for Basic Cognitive Control 34 Newspaper Search 35 Number Search 36 Search A 37 Advanced Number Search 38 Key to Advanced Number Search A 39 Word Searches 40 Mind Control Jigsaw Exercise 41 Therapeutic Video Games 42 Slapjack 43 Twenty Questions 44 Therapeutic Taboo 45 Room Search 46 Therapeutic Jackstraws and Jenga 47 Memory Challenges 48 22. -
Redalyc.Doing and Reporting a Neuropsychological Assessment
International Journal of Clinical and Health Psychology ISSN: 1697-2600 [email protected] Asociación Española de Psicología Conductual España Jurado, María Ángeles; Pueyo, Roser Doing and reporting a neuropsychological assessment International Journal of Clinical and Health Psychology, vol. 12, núm. 1, 2012, pp. 123-141 Asociación Española de Psicología Conductual Granada, España Available in: http://www.redalyc.org/articulo.oa?id=33723707009 How to cite Complete issue Scientific Information System More information about this article Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Journal's homepage in redalyc.org Non-profit academic project, developed under the open access initiative BARRACA© International. MentalJournal ofcontrol Clinical from and Healththe third-wave Psychology behavior therapy ISSN 1697-2600123 print ISSN 2174-0852 online 2012, Vol. 12, Nº 1, pp. 123-141 Doing and reporting a neuropsychological assessment1 María Ángeles Jurado2 and Roser Pueyo (Universidad de Barcelona, Institute for Brain, Cognition and Behavior, IR3C, Spain) ABSTRACT. The process of neuropsychological assessment involves several stages. Having identified the objectives and analysed the characteristics of the participants to be tested the task is then to select appropriate tests and to administer, score and interpret them. The final stage involves writing the clinical or scientific report. The present paper begins with a brief overview of the history of neuropsychology and considers approaches to assessment and the main reference books on assessment. The most prestigious journals in the field are also listed. This is followed by a discussion of the most important aspects to be considered in each stage of clinical assessment or research, complemented by guidelines regarding the publication of neuropsychological assessments; mainly in relation to method - participants, assessment, statistical analysis - and results. -
Corteza Prefrontal, Funciones Ejecutivas Y Regulación De La Conducta
Corteza prefrontal, funciones ejecutivas y regulación de la conducta J. Tirapu Ustárroz A. García Molina P. Luna Lario A. Verdejo García M. Ríos Lago Corteza prefrontal, funciones ejecutivas y regulación de la conducta J. Tirapu Ustárroz A. García Molina P. Luna Lario A. Verdejo García M. Ríos Lago Introducción ciones, al escoger para la supervivencia a los portadores de los comportamientos mejor adaptados. Como señala Ralph Adolphs: ‘Los organismos complejos han El segundo nivel o escalafón lo constituyen las criaturas desarrollado cerebros que construyen modelos internos del skinnerianas, llamadas así en honor al psicólogo conductista mundo para interaccionar de manera flexible con un entorno estadounidense Burrhus F. Skinner. Las criaturas skinnerianas cambiante’ [1]. Para Daniel Dennett [2], los organismos vivos presentan la novedad de poseer cierta flexibilidad en su com- que pueblan la Tierra se pueden dividir en tres tipos de criatu- portamiento. Ante un problema dado, pueden ir probando a ras: darwinianas, skinnerianas y popperianas. Las criaturas ciegas las distintas variantes de conducta que son capaces de darwinianas son los organismos más sencillos desde el punto generar (es como disponer de un juego de llaves e ir introdu- de vista del comportamiento. Su gama de conductas se reduce ciendo una tras otra en la cerradura), hasta que por casualidad a estímulo-respuesta, es decir, respuestas simples y extremada- dan con una que funciona y dispara el efecto deseado. Esto por mente rígidas, pero si sirven, entonces sobreviven; en caso con- sí solo ya constituye cierta ventaja, pero es que además las cria- trario, mueren. Estas respuestas estarían grabadas en los genes turas skinnerianas cuentan con un sistema de refuerzo que de los individuos de esa especie. -
Development of Clinical Neuropsychology As A
Development of Clinical Neuropsychology as a Psychological Specialty: A Timeline of Major Events By Corwin Boake, Ph.D., ABPP (CN) Memorial Hermann/The Institute of Rehabilitation & Research, University of Texas-Houston Medical School and Linas A. Bieliauskas, Ph.D., ABPP (CL, CN) Department of Psychiatry, University of Michigan Health System first president was Harold sponsored by the Philadelphia he development of clinical Goodglass. Clinical Neuropsychology Group. neuropsychology as a psychological T 1980 Presentation of the first Division 1988 Formation of the Midwest specialty in North America is based on 40 programming during an APA Neuropsychology Consortium of the contributions of many persons and convention. Nelson Butters served Postdoctoral Program in Clinical organizations. With the anniversary of as program chair. Neuropsychology, a membership ABPP, it is timely to recognize some of organization of postdoctoral the major contributions. The timeline 1981 Report of the Division 40/INS residencies. The first president was below includes many of the major Joint Task Force on Education, Kerry Hamsher. milestones of clinical neuropsychology Accreditation and Credentialing in in the USA and Canada, leading to the Clinical Neuropsychology. 1988 Approval by Division 40 of the definition of a clinical formation of the American Board of 1981 Meeting in Minneapolis of the neuropsychologist (Journal of Clinical Neuropsychology (ABCN) and planning group for ABCN, Clinical Neuropsychology, 1989). the growth of specialty organizations that attended by Linas Bieliauskas, uphold standards for training and Louis Costa, Edith Kaplan, 1989 Designation by ABPP of ABCN as practice. The timeline is an extension of Muriel Lezak, Charles Matthews, the specialty council in clinical the one published by Yeates and Steven Mattis, Manfred Meier, neuropsychology. -
Slowing of Reaction Time in Parkinson|S Disease] the Involvement of the Frontal Lobes E[L[ Berryb\ \ R[I[ Nicolsonb\ J[K[ Fosterc\ M[ Behrmannd\ H[J[ Sagara
\ PERGAMON Neuropsychologia 26 "0888# 676Ð684 Slowing of reaction time in Parkinson|s disease] the involvement of the frontal lobes E[L[ Berryb\\ R[I[ Nicolsonb\ J[K[ Fosterc\ M[ Behrmannd\ H[J[ Sagara a Department of Clinical Neurolo`y\ University of Shef_eld\ Shef_eld\ UK b Department of Psycholo`y\ University of Shef_eld\ Shef_eld\ UK c Department of Psycholo`y\ University of Manchester\ Manchester\ UK d Department of Psycholo`y\ Carne`ie Mellon University\ Pittsbur`h\ PA\ USA Received 10 May 0886^ accepted 08 October 0887 Abstract This study investigated the possibility that the previously mixed _ndings relating to cognitive de_cits in Parkinson|s disease might be attributable to inhomogeneity within the patients sampled\ with attentional de_cits occurring only for those Parkinson|s patients who also have additional frontal lobe impairment[ Twenty!_ve patients with idiopathic Parkinson|s disease were classi_ed as showing frontal dysfunction\ or not\ on the basis of their performance on the Wisconsin Card Sorting Test and the picture arrangement subtest of the WAIS[ The two groups\ and a control group of normal elderly subjects matched for age and IQ\ undertook tests of visual attention designed to dissociate baseline response speed from central information processing speed[ Error rates did not di}er between the groups[ Performance of the non!frontally impaired Parkinson|s group was indistinguishable from that of the controls[ By contrast\ the {frontally impaired| Parkinson|s group responded signi_cantly more slowly than the controls[ -
The Neuropsychology of Attention
The Neuropsychology of Attention Ronald A. Cohen The Neuropsychology of Attention Second Edition Ronald A. Cohen, PhD, ABPP, ABCN Professor Departments of Neurology, Psychiatry and Aging Director, Center for Cognitive Aging and Memory University of Florida College of Medicine Gainesville , FL , USA Adjunct Professor Department of Psychiatry and Human Behavior Warren Alpert School of Medicine Brown University Providence , RI , USA ISBN 978-0-387-72638-0 ISBN 978-0-387-72639-7 (eBook) DOI 10.1007/978-0-387-72639-7 Springer New York Heidelberg Dordrecht London Library of Congress Control Number: 2013941376 © Springer Science+Business Media New York 2014 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, speci fi cally the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on micro fi lms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. Exempted from this legal reservation are brief excerpts in connection with reviews or scholarly analysis or material supplied speci fi cally for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Duplication of this publication or parts thereof is permitted only under the provisions of the Copyright Law of the Publisher’s location, in its current version, and permission for use must always be obtained from Springer. Permissions for use may be obtained through RightsLink at the Copyright Clearance Center. -
La Metáfora De Hablar: Inscripciones De La Mente Silenciosa
UNIVERSIDAD COMPLUTENSE DE MADRID FACULTAD DE MEDICINA Departamento de Medicina Preventiva, Salud Pública e Historia de la Ciencia TESIS DOCTORAL La metáfora de hablar: inscripciones de la mente silenciosa MEMORIA PARA OPTAR AL GRADO DE DOCTOR PRESENTADA POR Carlos López de Silanes de Miguel Director Luis Montiel Llorente Madrid, 2018 ©Carlos López de Silanes de Miguel, 2017 La metáfora de hablar: inscripciones de la mente silenciosa Carlos López de Silanes de Miguel Tesis doctoral Director: Prof. Luis Montiel Llorente Departamento de Medicina Preventiva, Salud Pública e Historia de la Ciencia Facultad de Medicina, Universidad Complutense de Madrid Madrid, Febrero de 2017 Para Minouche AGRADECIMIENTOS Quiero agradecer al profesor Luis Montiel haberme acogido como doctorando en su cátedra. Yo era apenas un antiguo alumno, con una idea bajo el brazo, y él no dudó un instante en ayudarme a llevarla a cabo. Y le agradezco especialmente haber tenido en su día el atrevimiento de leernos en clase a Thomas Mann, en mis años de estudiante de medicina en esta Facultad, y mostrarnos con ello otros significados de la enfermedad, y un sentido más profundo de ser médico. Pasado el tiempo, la necesidad de una práctica humanista de esta profesión no ha hecho en mí sino acrecentarse, y uno de sus motivos está en esas clases. Esta tesis ha sido un largo discurrir por un proceso de investigación, meditación, aprendizaje, y hasta de transformación personal —creo que en esto consiste, precisamente, hacer una tesis: ponerse uno en lo que hace, y ponerse en juego uno mismo—, de manera que agradezco a todos los autores que pasaron antes que yo por donde yo he pasado, y que dejaron una marca en el camino para que otros pudieran seguir buscando lo que ellos buscaron. -
INS Distinguished Career Award Hawaii
INS Distinguished Career Award Hawaii Dirk Bakker Dirk Bakker has been a true pioneer in the Netherlands within the field of neuropsychology, especially child neuropsychology. His research career spanning about forty years of work has specifically focused on dyslexia related to the hemispheric specialization of functions. Dirk started his intriguing research by developing a neuropsychological model of the process of normal and abnormal reading. He validated his model of developmental dyslexia with electrophysiological (ERP) measures in longitudinal studies of normal children as well as of children with different subtypes of dyslexia. Even more innovative and challenging is his research concerning treatment of dyslexia, based on stimulation of one or the other hemisphere in dyslexics. Dirk Bakker studied psychology at the Free University in Amsterdam and completed his PhD thesis in 1972. He was Head of the Research Department of the Paedological Institute in Amsterdam from 1962 to 1998. In 1979, he became a professor of child and clinical neuropsychology at the Free University in Amsterdam, retiring in 1997. In this period he supervised with great care and pleasure a lot of master’s theses and PhD dissertations, and also received many grants for his research. Dirk was consulting editor of a number of journals, including the Journal of Clinical and Experimental Neuropsychology, Journal of Learning Disabilities and Journal of Child Neuropsychology. He has published a large number of articles in important neuropsychological journals, has written many chapters, and was co-editor of several books. Dirk’s studies about dyslexia are summarized in his own book ‘Neuropsychological treatment of dyslexia’, published in 1990. -
CONFERENCE November 4 - 7, 2015 JW Marriot Austin, Texas
35th annual CONFERENCE November 4 - 7, 2015 JW Marriot Austin, Texas #NAN #NANAustin @NANneuropsych Assessments Tablet-based administration, scoring and reporting YOU Expanding test library includes: Depend On Visit HelloQ.com/home for a free trial! Psychologists around the world trust Pearson’s assessments to help them make informed decisions in their ongoing efforts to improve lives. Our innovative assessments are research-based and proven to be valid and reliable. Plus, Pearson’s Q-interactive® and Q-global® can help you transform test administration and reporting in your practice. Web-based administration, scoring, and reporting These convenient, easy-to-use digital systems allow you to Expanding test library includes: improve your workflow while better serving clients. For more information, please stop by to see us at our booth. Coming 2016 or visit PearsonClinical.com/NANConvention. 800.627.7271 PearsonClinical.com Copyright © 2015 Pearson Education, Inc. or its affiliate(s). All rights reserved. Always Learning, BASC, KTEA, NEPSY, WMS, WISC-IV, Q-global, Q-interactive, Pearson, design for Psi, and PsychCorp are trademarks, in the U.S. and/or other countries, of Pearson Education, Inc. or its affiliate(s). MCMI and Millon are registered trademarks of DICANDRIEN, INC. The following are registered trademarks of the Regents of the University of Minnesota: MMPI, MMPI-2-RF, Minnesota Multiphasic Personality Inventory, and Minnesota Multiphasic Personality Inventory-2-Restructured Form. The following are unregistered, common law trademarks of the University of Minnesota: MMPI-A, Minnesota Multiphasic Personality Inventory-Adolescent, MMPI-A-RF, Minnesota Multiphasic Personality Inventory-Adolescent-Restructured Form, MMPI-2, Minnesota Multiphasic Personality Inventory-2, and The Minnesota Report. -
Edith Kaplan (1924–2009)
OBITUARY Edith Kaplan (1924–2009) guage disorders in two separate fields of clinical practice: speech pathology and neuropsychology. Many scholars view the time that Edith worked at the Boston VA, from 1956 to 1985, as the golden years of neuro- psychology. There was an uncanny coming together of brilliant minds from the fields of neuropsychology, behavioral neurology, cognitive science, and speech pathology, all working together on “7D,” the famous neurology ward on the 7th floor of the Boston VA. In addition to Kaplan and Goodglass, the multidisciplinary team included Norman Geschwind, Frank Benson, Nelson But- ters, Laird Cermak, Howard Gardner, Kenneth Heilman, Michael Alexander, Nancy Helm-Estabrooks, Margaret Naeser, Marlene Oscar-Berman, Donald Stuss, and Edgar Zurif. The convergence of these brilliant clinician–scientists, integrating their unique con- tributions in the service of a common goal, led to some of the most important early discoveries in the study of mind–brain relationships. An example of the exciting breakthroughs that were occur- ring on 7D at that time is illustrated by what happened after Edith, with her legendary clinical acumen, first discovered the patient who could perform practic (symbolic) movements (e.g., pretend to flip a coin, write meaningful words, type meaningful words) with his right hand but not with his left hand, all the while showing normal motor skills in his left hand. Following several months of intense scrutiny, testing, and retesting by Edith, this Edith Kaplan, widely regarded as the mother of clinical case continued to baffle the entire neurology and neuropsychol- neuropsychology, passed away on September 3, 2009, at ogy staff at the Boston VA until one day the chairman of the the age of 85. -
Debunking the Top 10 Myths of Traumatic Brain Injury: Effective Cross Examination of the Defense Neuropsychologist
DEBUNKING THE TOP 10 MYTHS OF TRAUMATIC BRAIN INJURY: EFFECTIVE CROSS EXAMINATION OF THE DEFENSE NEUROPSYCHOLOGIST By Richard A. Ruohonen The following article was published in the Minnesota Association for Justice magazine, and Rich has rewritten the article for publication in the Indiana Trial Lawyers Association magazine. Convincing a jury your client experienced a traumatic brain injury can be very challenging. You first must overcome an unrealistic perception that even extreme trauma results in little long-term damage. Movies, wrestling and sports in society all perpetuate myths of invincibility. Athletes, for example, often further perpetuate these myths playing through concussions and fans rarely see any off-the-field symptoms. Although proving the reality of traumatic brain injury is often difficult, proving these injuries are generally easier than proving other nonvisible injuries, such as soft tissue neck and back injuries. Unlike experts in other areas, the neuropsychological experts in traumatic brain injury universally agree on certain fundamental principles and will generally readily admit very helpful points in cross examination. Minnesota’s statutes are also beneficial in helping you prove your client’s injuries. Effective cross examination of the defense neuropsychologist can be accomplished by directly debunking the myths associated with traumatic brain injury. This article provides you with ammunition for effective cross examination of the neuropsychologist followed by a list of specific questions which can be asked of the neuropsychologist to debunk each myth.1 MYTH #1 - Striking of the Head is Required for Traumatic Brain Injury The reality is a rapid or violent movement if the head is enough to cause traumatic brain injury.