Ment Following Acquired Brain Impairment. Is There Repetition?
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Informant Questionnaire on Cognitive Decline in the Elderly (IQCODE) for the Early Diagnosis of Dementia Across a Variety of Healthcare Settings (Protocol)
Cochrane Database of Systematic Reviews Informant Questionnaire on Cognitive Decline in the Elderly (IQCODE) for the early diagnosis of dementia across a variety of healthcare settings (Protocol) Lees RA, Stott DJ, McShane R, Noel-Storr AH, Quinn TJ Lees RA, Stott DJ, McShane R, Noel-Storr AH, Quinn TJ. Informant Questionnaire on Cognitive Decline in the Elderly (IQCODE) for the early diagnosis of dementia across a variety of healthcare settings. Cochrane Database of Systematic Reviews 2014, Issue 10. Art. No.: CD011333. DOI: 10.1002/14651858.CD011333. www.cochranelibrary.com Informant Questionnaire on Cognitive Decline in the Elderly (IQCODE) for the early diagnosis of dementia across a variety of healthcare settings (Protocol) Copyright © 2014 The Cochrane Collaboration. Published by John Wiley & Sons, Ltd. TABLE OF CONTENTS HEADER....................................... 1 ABSTRACT ...................................... 1 BACKGROUND .................................... 1 OBJECTIVES ..................................... 4 METHODS ...................................... 4 REFERENCES ..................................... 7 APPENDICES ..................................... 8 DECLARATIONSOFINTEREST . 19 Informant Questionnaire on Cognitive Decline in the Elderly (IQCODE) for the early diagnosis of dementia across a variety of i healthcare settings (Protocol) Copyright © 2014 The Cochrane Collaboration. Published by John Wiley & Sons, Ltd. [Diagnostic Test Accuracy Protocol] Informant Questionnaire on Cognitive Decline in the Elderly (IQCODE) -
Neuropsychological Testing
Medical Coverage Policy Effective Date ............................................. 8/15/2021 Next Review Date ....................................... 8/15/2022 Coverage Policy Number .................................. 0258 Neuropsychological Testing Table of Contents Related Coverage Resources Overview .............................................................. 1 Attention-Deficit/Hyperactivity Disorder: Assessment Coverage Policy ................................................... 1 and Treatment General Background ............................................ 2 Autism Spectrum Disorder/Pervasive Developmental Medicare Coverage Determinations .................. 15 Disorders: Assessment and Treatment Coding/Billing Information .................................. 16 Cognitive Rehabilitation Lyme Disease Treatment— Antibiotic Treatment References ........................................................ 28 INSTRUCTIONS FOR USE The following Coverage Policy applies to health benefit plans administered by Cigna Companies. Certain Cigna Companies and/or lines of business only provide utilization review services to clients and do not make coverage determinations. References to standard benefit plan language and coverage determinations do not apply to those clients. Coverage Policies are intended to provide guidance in interpreting certain standard benefit plans administered by Cigna Companies. Please note, the terms of a customer’s particular benefit plan document [Group Service Agreement, Evidence of Coverage, Certificate of Coverage, Summary -
(MCI) and Dementias in Your Clinical Practice
6/6/18 Assessment, Identification, and Management of Mild Cognitive Impairment (MCI) and Dementias in Your Clinical Practice Mark Hogue, Psy.D. Donald McAleer, Psy.D., ABPP Northshore Neurosciences Overview • MCI • Definitions, Subtypes, Screening/ assessment • Dementias • Definitions, Subtypes, Screening / Assessment • Management of Cognitive issues for the general clinician • Referrals/ treatments • Family • Legal / Driving 1 6/6/18 Erie Times-News June 3, 2018 Dementia and Mild Cognitive Impairment • Globally, the number of people diagnosed with dementia is increasing every year at an alarming rate. There are currently over 46.8 million people living with dementia and this is estimated to rise to 131.5 million people by 2050. (Tozer, 7/5/17) • Dementia • A loss of cognitive processes from a prior level of cognitive processes, as compared to age-mates, and due to a pathophysiological process. • MCI • An intermediate step between normal cognition and dementia • A measurable deficit in at least one domain, absent dementia and showing no appreciable deficit in ADL functioning 2 6/6/18 Mild Cognitive Impairment • Diagnos(c concepts to describe cogni(ve change in aging • Benign senescent forge-ulness (BSF) – Kral, 1962 • Mild Cogni?ve Impairment (MCI) – Reisberg et al., 1982 • Age-Associated Memory Impairment (AAMI) – CooK et al., 1986 • Late-life forge-ulness (LLF) – BlacKford & La Rue, 1989 • Age-Associated Cogni?ve Decline (AACD) – Levy et al., 1994 • Cogni?ve Impairment No Demen?a (CIND) – Graham et al., 1997 • Amnes?c Mild Cogni?ve -
Medical Policy Neuropsychological and Psychological Testing
Medical Policy Neuropsychological and Psychological Testing Table of Contents • Policy: Commercial • Coding Information • Information Pertaining to All Policies • Policy: Medicare • Description • References • Authorization Information • Policy History Policy Number: 151 BCBSA Reference Number: N/A Related Policies N/A Policyi Commercial Members: Managed Care (HMO and POS), PPO, and Indemnity Neuropsychological Testing Neuropsychological testing is MEDICALLY NECESSARY when conditions are met using McKesson InterQual® criteria for medical necessity reviews. Neuropsychological testing for Attention Deficit Hyperactivity Disorder (ADHD) may be MEDICALLY NECESSARY for the following: • when routine treatment for ADHD has not improved patient outcomes and there is well documented evidence of treatment failure, and • when psychological testing has been completed and further clinical information is needed to rule out a medical or psychiatric diagnosis. Neuropsychological testing for the routine diagnosis of ADHD is NOT MEDICALLY NECESSARY. Neuropsychological testing is considered NOT MEDICALLY NECESSARY when used primarily for: • educational or vocational assessment or training (to diagnose specific reading disorders, developmental disorders of scholastic skills, dyslexia and alexia), or • determining eligibility for special needs programs, • assessment or diagnosing of pervasive developmental disorders or other disorders or psychological development, • improving academic performance, • baseline assessment of function, • monitoring of chronic -
Neuropsychological Testing Crosswalk for 2019 Neuropsychological Testing and Evaluation CPT® Codes CPT® Codes and Descriptors Effective January 1, 2019
Neuropsychological Testing Crosswalk for 2019 Neuropsychological Testing and Evaluation CPT® Codes CPT® Codes and Descriptors Effective January 1, 2019 Professional and Technical Activities Performed by the Neuropsychologist Please note that the new codes do not cross-walk on a one-to-one basis with the deleted codes. The single code, 96118, will now be billed using up to four (4) codes; two (2) codes for Neuropsychological Evaluation Services (96132, 96133) and two (2) for Test Administration and Scoring (96136, 96137). • Evaluation services include interpretation of test results and clinical • Evaluation services must always be performed by the professional prior data, integration of patient data, clinical decision making, treatment to test administration, and may be billed on the same or different days. planning, report generation, and interactive feedback to the patient, • Test administration and scoring services performed by the family member(s) or caregiver(s). neuropsychologist includes time spent to administer and score a - The first hour of neuropsychological evaluation is billed using minimum of two (2) neuropsychological tests. 96132 and each additional hour needed to complete the service • The time spent scoring tests is now considered to be billable time. is billed with code 96133. - The first 30 minutes of test administration and scoring is billed - CPT Time Rules allow an additional unit of a time-based code using 96136 and each additional 30-minute increment needed to be reported as long as the mid-point of the stated amount to complete the service is billed with code 96137. of time is passed. Beyond the first hour (96132), at least - CPT time rules apply to the add-on code if, beyond the first 30 an additional 31 minutes of work must be performed to bill minutes, at least an additional 16 minutes of work is performed. -
Neuropsychological Testing*
Neuropsychological and Psychological Testing Corporate Medical Policy File Name: Neuropsychological and Psychological Testing File Code: UM.DIAG.04 Origination: 07/2011 (NAME CHANGE - Replaces Neuropsychological Testing section of BCBSVT Policy on Neurodevelopmental Assessment & Neuropsychological Testing which is now an archived policy) Last Review: 01/2020 Adaptive Maintenance Cycle Only Next Review: 05/2020 Effective Date: 04/01/2020 (Adaptive Maintenance Changes Only) Neuropsychological Testing* *If the testing proposed is primarily Psychological Testing, please see section “Psychological Testing” below. Description/Summary Neuropsychological testing (including higher cerebral function testing) consists of the administration of reliable and valid tests to identify the presence of brain damage, injury or dysfunction and any associated neuropsychological deficits. Findings are documented in a written report and help to determine the patient’s prognosis and assist with long-term treatment planning. Neuropsychological testing is typically covered under the medical benefit and will be covered up to eight cumulative hours without the need for prior authorization. • Neuropsychological testing differs from that of psychological testing in that neuropsychological testing generally consists of the administration of measures that sample cognitive and performance domains sensitive to the functional integrity of the brain, such as memory and learning, attention, language, problem solving, sensorimotor functions, etc. Neuropsychological tests are objective and quantitative in nature and tend to be specific to determining function in certain cortical regions, whereas psychological testing may test for broader cortical function, such as personality traits, and include self-report questionnaires, rating scales or projective techniques. The length of the evaluation depends upon a number of factors. These include not only the nature of the specific diagnosis, but also the patient's level of impairment, motivation, endurance and ability to cooperate with examination requests. -
The Assessment of Executive Function in Children
City Research Online City, University of London Institutional Repository Citation: Henry, L. and Bettenay, C. (2010). The assessment of executive functioning in children. Child and Adolescent Mental Health, 15(2), pp. 110-119. doi: 10.1111/j.1475- 3588.2010.00557.x This is the accepted version of the paper. This version of the publication may differ from the final published version. Permanent repository link: https://openaccess.city.ac.uk/id/eprint/12074/ Link to published version: http://dx.doi.org/10.1111/j.1475-3588.2010.00557.x Copyright: City Research Online aims to make research outputs of City, University of London available to a wider audience. Copyright and Moral Rights remain with the author(s) and/or copyright holders. URLs from City Research Online may be freely distributed and linked to. Reuse: Copies of full items can be used for personal research or study, educational, or not-for-profit purposes without prior permission or charge. Provided that the authors, title and full bibliographic details are credited, a hyperlink and/or URL is given for the original metadata page and the content is not changed in any way. City Research Online: http://openaccess.city.ac.uk/ [email protected] Left running head: Lucy A. Henry & Caroline Bettenay Right Running Head: Assessing Executive Functioning The Assessment of Executive Functioning in Children Lucy A. Henry & Caroline Bettenay Child and Adolescent Mental Health, 2010, 15(2), pp. 110-119. Department of Psychology, London South Bank University, 103 Borough Road, London SE1 0AA, UK. E-mail: [email protected] Background: Executive functioning is increasingly seen as incorporating several component sub-skills and clinical assessments should reflect this complexity. -
10: Tests Used in Diagnosing Dementia
Dementia Q&A 10 Tests used in diagnosing dementia This sheet explains the more common tests and assessments doctors currently use to diagnose dementia. Those who are being assessed for dementia will find it helpful to be prepared for what, for some people, can be a long and emotionally difficult process. What does assessment for dementia involve? There is no one diagnostic test for Alzheimer’s disease or for most other causes of dementia. Instead, doctors use a number of different tests and assessments to determine whether symptoms fit certain criteria and to rule out other possible causes of these symptoms. The first step towards a diagnosis is to talk to your doctor about your concerns. It is a good idea to take a close family member or friend along to the appointment to assist in providing additional information. It is also a good idea to take along a list of the memory changes or any other changes in mode, thinking or behaviour that have been concerning you, including when you first noticed them and how often you notice them. You should also take a list of the medications you are taking or bring your medications with you to the appointment. Your doctor may assess you or may make a referral to a specialist doctor such as a geriatrician (a specialist in illnesses and disabilities in older people), a neurologist (a specialist in disorders of the brain and nerve pathways), or a psychiatrist (a specialist in disorders of thinking, emotion and behaviour). For language assistance National Dementia Helpline 1800 100 500 call 131 450 Dementia Q&A 10 Assessment for dementia includes the following: Personal history The doctor usually spends some time discussing your medical history and gathering information about your changes in memory and thinking. -
Neuropsychological Testing Under the Medical Benefit
UnitedHealthcare® Commercial Medical Policy Neuropsychological Testing Under the Medical Benefit Policy Number: 2021T0152W Effective Date: September 1, 2021 Instructions for Use Table of Contents Page Related Commercial Policy Coverage Rationale ....................................................................... 1 • Maximum Dosage Definitions ...................................................................................... 2 Applicable Codes .......................................................................... 3 Community Plan Policy Description of Services ................................................................. 3 • Neuropsychological Testing Under the Medical Benefit Benefit Considerations .................................................................. 5 Clinical Evidence ........................................................................... 5 Medicare Advantage Coverage Summary U.S. Food and Drug Administration ........................................... 18 • Neuropsychological Testing References ................................................................................... 19 Policy History/Revision Information ........................................... 23 Related Optum Guideline Instructions for Use ..................................................................... 24 • Psychological and Neuropsychological Testing Coverage Rationale See Benefit Considerations Neuropsychological testing is proven and medically necessary for evaluating individuals with the following conditions when the results -
Executive Function As a Mediator Between SES and Academic Achievement Throughout Childhood
International Journal of Behavioral Development 2017, Vol. 41(1) 94–104 Executive function as a mediator ª The Author(s) 2015 Reprints and permissions: between SES and academic achievement sagepub.co.uk/journalsPermissions.nav DOI: 10.1177/0165025415603489 throughout childhood journals.sagepub.com/home/ijbd Gwendolyn M. Lawson and Martha J. Farah Abstract Childhood socioeconomic status (SES), as measured by parental education and family income, is highly predictive of academic achievement, but little is known about how specific cognitive systems shape SES disparities in achievement outcomes. This study investigated the extent to which executive function (EF) mediated associations between parental education and family income and changes in reading and math achievement in a sample of 336 children between the ages of 6 and 15 years from the NIH MRI Study of Normal Brain Development. Verbal memory was simultaneously modeled as a comparison candidate mediator. SES predicted significant changes in reading and math achievement over a two-year time period. Furthermore, executive function, but not verbal memory, was found to partially mediate the relationship between SES variables and change in math achievement. Collectively, these results suggest that executive function may be an important link between childhood SES and academic achievement Keywords academic achievement, executive functions, socioeconomic status Childhood socioeconomic status (SES) is a powerful predictor of opposed to ‘hot’) EF, that is EF in emotionally neutral contexts academic achievement throughout childhood and adolescence (Zelazo & Carlson, 2002), and further subdivide EF into working (e.g., Bradley & Corwyn, 2002; Reardon, 2011). Research aimed memory, attention shifting, and response inhibition (Miyake at understanding the SES achievement gap in terms of child cogni- et al., 2000). -
Comparing Methods to Evaluate Cognitive Deficits in Commercial Airline Pilots
Comparing Methods to Evaluate Cognitive Deficits in Commercial Airline Pilots Joshua Potocko, MD/MPH UCSF Occupational and Environmental Medicine Residency 30 Min Background Philosophy Scope Comparisons Evidence Review: Example Questions for the Group BACKGROUND LCDR Joshua R. Potocko, MC (FS/FMF), USN “The views expressed in this presentation reflect the results of research conducted by the author and do not necessarily reflect the official policy or position of the Department of the Navy, Department of Defense, nor the United States Government.” Potocko’s 6 Proclamations: Certain baseline cognitive functions decline with age. Within an individual, these declines are difficult to predict. Between individuals, different types of decline are variable. Understanding the following are critically important to aviation safety: Age-related declines Temporary disturbances in cognitive function, Stable (or progressive) baseline disturbances due to injury, illness, disease, medication, and substance use. When does cognitive dysfunction become unsafe? Cognitive Function Typical, Normal, Adequate, Average Cognitive Inefficiency Circadian, Fatigue, Mood, Stress Cognitive Deficiency Injury, Illness, Meds, Substances Cognitive Disability Above plus regulatory decisions => requires safety factor Baseline New Baseline Unfit Period Injury Illness Meds Baseline Progressive Decline Age XX? Permanently Unfit Disease? PHILOSOPHY Research Question: What is the “best” way to evaluate cognitive deficits in airline pilots? Best: historical? expert opinion?...or -
Cross-Cultural Neuropsychological Assessment: Challenges and Solutions
Cross-cultural neuropsychological assessment: challenges and solutions. Alberto Fernandez Jonathan Evans Declaration: No conflict of interest Plan for session • Our background, interest in cross-cultural neuropsychology, and experience. • Understanding the issues and challenges • Solutions- practical and ideal world Our interest in cross-cultural neuropsychology • Stems primarily from experience in developing/adapting tests for use in countries with relatively few locally developed/normed tests • Alberto – Argentina • Jon – Thailand, India, Saudi Arabia. Understanding the issues and challenges We now have many neuropsychological tests available Most have been developed and ‘normed’ in a Western/European context This is a problem….. • If you are a neuropsychologist who assesses patients coming from a different linguistic and cultural background to that for which the tests you typically use were designed (or normed). • It is even more of a problem if you are assessing someone who does not speak the same language as you do. The problem is recognised in the US… • AACN ‘Relevance 2050’ initiative • “By the year 2050, a full 60% of the American population will be “un-testable” with our current toolkit of largely mono-lingual, mono-cultural neuropsychological assessment strategies. This lack of access to neuropsychological services by non-primarily English speaking, non-European American patients is clearly a social justice issue. But it is more than that. It is a market share issue of staggering proportions. As a profession we will become increasingly irrelevant in the healthcare marketplace if we do not take substantial action now.” https://theaacn.org/relevance-2050-initiative/#gsc.tab=0 But it is a global issue • In other countries (e.g.