The Role of Technology in Clinical Neuropsychology

Mapping Intimacies ◽

10.1093/oso/9780190234737.001.0001 ◽

2017 ◽

Cited By ~ 3

Keyword(s):

Virtual Environments ◽

Cognitive Assessment ◽

Cognitive Skills ◽

Cognitive Rehabilitation ◽

Critical Role ◽

Cognitive Strategies ◽

Assessment Process ◽

Clinical Neuropsychology ◽

Novel Technologies

Neuropsychology as a field has been slow to embrace and exploit the potential offered by technology to either make the assessment process more efficient or to develop new capabilities that augment the assessment of cognition. The Role of Technology in Clinical Neuropsychology details current efforts to use technology to enhance cognitive assessment with an emphasis on developing expanded capabilities for clinical assessment. The first sections of the book provide an overview of current approaches to computerized assessment along with newer technologies to assess behavior. The next series of chapters explores the use of novel technologies and approaches in cognitive assessment as they relate to developments in telemedicine, mobile health, and remote monitoring including developing smart environments. While still largely office-based, health care is increasingly moving out of the office with an increased emphasis on connecting patients with providers, and providers with other providers, remotely. Chapters also address the use of technology to enhance cognitive rehabilitation by implementing conceptually-based games to teach cognitive strategies and virtual environments to measure outcomes. Next, the chapters explore the use of virtual reality and scenario-based assessment to capture critical aspects of performance not assessed by traditional means and the implementation of neurobiological metrics to enhance patient assessment. Chapters also address the use of imaging to better define cognitive skills and assessment methods along with the integration of cognitive assessment with imaging to define the functioning of brain networks. The final section of the book discusses the ethical and methodological considerations needed for adopting advanced technologies for neuropsychological assessment. Authored by numerous leading figures in the field of neuropsychology, this volume emphasizes the critical role that virtual environments, neuroimaging, and data analytics will play as clinical neuropsychology moves forward in the future.

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Extended parenting and the evolution of cognition

Philosophical Transactions of the Royal Society B Biological Sciences ◽

10.1098/rstb.2019.0495 ◽

2020 ◽

Vol 375 (1803) ◽

pp. 20190495 ◽

Cited By ~ 3

Author(s):

Natalie Uomini ◽

Joanna Fairlie ◽

Russell D. Gray ◽

Michael Griesser

Keyword(s):

Life History ◽

Cognitive Abilities ◽

Cognitive Skills ◽

Role Models ◽

Brain Size ◽

Social Systems ◽

Critical Role ◽

Human Cognition ◽

Cultural Learning

Traditional attempts to understand the evolution of human cognition compare humans with other primates. This research showed that relative brain size covaries with cognitive skills, while adaptations that buffer the developmental and energetic costs of large brains (e.g. allomaternal care), and ecological or social benefits of cognitive abilities, are critical for their evolution. To understand the drivers of cognitive adaptations, it is profitable to consider distant lineages with convergently evolved cognitions. Here, we examine the facilitators of cognitive evolution in corvid birds, where some species display cultural learning, with an emphasis on family life. We propose that extended parenting (protracted parent–offspring association) is pivotal in the evolution of cognition: it combines critical life-history, social and ecological conditions allowing for the development and maintenance of cognitive skillsets that confer fitness benefits to individuals. This novel hypothesis complements the extended childhood idea by considering the parents' role in juvenile development. Using phylogenetic comparative analyses, we show that corvids have larger body sizes, longer development times, extended parenting and larger relative brain sizes than other passerines. Case studies from two corvid species with different ecologies and social systems highlight the critical role of life-history features on juveniles’ cognitive development: extended parenting provides a safe haven, access to tolerant role models, reliable learning opportunities and food, resulting in higher survival. The benefits of extended juvenile learning periods, over evolutionary time, lead to selection for expanded cognitive skillsets. Similarly, in our ancestors, cooperative breeding and increased group sizes facilitated learning and teaching. Our analyses highlight the critical role of life-history, ecological and social factors that underlie both extended parenting and expanded cognitive skillsets. This article is part of the theme issue ‘Life history and learning: how childhood, caregiving and old age shape cognition and culture in humans and other animals’.

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The Critical Role of Instructional Response for Identifying Dyslexia and Other Learning Disabilities

Journal of Learning Disabilities ◽

10.1177/0022219420906801 ◽

2020 ◽

Vol 53 (5) ◽

pp. 343-353 ◽

Cited By ~ 2

Author(s):

Jeremy Miciak ◽

Jack M. Fletcher

Keyword(s):

Best Practices ◽

Empirical Evidence ◽

Critical Role ◽

Fidelity Of Implementation ◽

Assessment Process ◽

Evidence Based ◽

Inadequate Response ◽

Identification Process ◽

Based Instruction

This article addresses the nature of dyslexia and best practices for identification and treatment within the context of multitier systems of support (MTSS). We initially review proposed definitions of dyslexia to identify key commonalities and differences in proposed attributes. We then review empirical evidence for proposed definitional attributes, focusing on key sources of controversy, including the role of IQ, instructional response, as well as issues of etiology and immutability. We argue that current empirical evidence supports a dyslexia classification marked by specific deficits in reading and spelling words combined with inadequate response to evidence-based instruction. We then propose a “hybrid” dyslexia identification process built to gather data relevant to these markers of dyslexia. We argue that this assessment process is best implemented within school-wide MTSS because it leverages data routinely collected in well-implemented MTSS, including documentation of student progress and fidelity of implementation. In contrast with other proposed methods for learning disability (LD) identification, the proposed “hybrid” method demonstrates strong evidence for valid decision-making and directly informs intervention.

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Attentional Skills in Soccer: Evaluating the Involvement of Attention in Executing a Goalkeeping Task in Virtual Reality

Applied Sciences ◽

10.3390/app11199341 ◽

2021 ◽

Vol 11 (19) ◽

pp. 9341

Author(s):

Andria Shimi ◽

Vanessa Tsestou ◽

Marios Hadjiaros ◽

Kleanthis Neokleous ◽

Marios Avraamides

Keyword(s):

Virtual Reality ◽

Executive Control ◽

Cognitive Abilities ◽

Cognitive Skills ◽

Critical Role ◽

Attention Network Test ◽

Immersive Virtual Reality ◽

Attention Network ◽

Physical Abilities

Physical abilities are essential to goalkeepers in soccer but the involved cognitive abilities for these players have only recently become the focus of extensive research. In this study, we investigated the role of different aspects of attention in a basic goalkeeping task in soccer. One hundred participants assumed the role of a goalkeeper in immersive virtual reality (VR) and carried out a task that entailed blocking balls shot towards their goal. In addition, they carried out two computerized tasks each assessing different attentional abilities: the Attention Network Test provided scores for three well-established networks of attention, namely the alerting, the orienting, and the executive control. The Whack-a-Mole task evaluated inhibitory control, by measuring performance in a classic Go/No-Go task and tapping on response inhibition. A regression analysis revealed that all three attention network scores contributed to performance in the VR goalkeeping task. Furthermore, performance in the Whack-a-Mole task correlated significantly with performance in the VR goalkeeping task. Overall, findings confirm that cognitive skills relating to attention play a critical role in the efficient execution of soccer-specific tasks. These findings have important implications for the training of cognitive skills in sports.

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Shimi et al_GKVR1

10.31234/osf.io/y5q2c ◽

2021 ◽

Author(s):

Andria Shimi ◽

Vanessa Tsestou ◽

Marios Hatziaros ◽

Kleanthis Neokleous ◽

Marios N Avraamides

Keyword(s):

Virtual Reality ◽

Executive Control ◽

Cognitive Abilities ◽

Cognitive Skills ◽

Critical Role ◽

Attention Network Test ◽

Immersive Virtual Reality ◽

Attention Network ◽

Physical Abilities

Soccer is one of the most popular sports and goalkeepers are central to a team’s winning. Physical abilities are essential to goalkeepers but the involved cognitive abilities for these players are understudied and not well understood. In this study, we investigated the role of different aspects of attention in a goalkeeping task in soccer. Participants assumed the role of a goalkeeper in immersive Virtual Reality and carried out a task that entailed blocking balls shot towards their goal. In addition, they carried out two computerized tasks each assessing different attentional abilities: the Attention Network Test provided scores for three well-established networks of attention, namely the alerting, the orienting, and the executive control. The Whack-a-Mole task evaluated inhibitory control, by measuring performance in a classic Go/No-Go task and tapping on response inhibition. Results revealed that all three attention network scores predicted performance in the VR goalkeeping task. Furthermore, performance in the Whack-a-Mole task correlated significantly with performance in the VR goalkeeping task. Overall, findings confirm that cognitive skills relating to attention play a critical role in the efficient execution of soccer-specific tasks. These findings have important implications for the training of cognitive skills in sports.

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Measurement and Modulation of Working Memory-Related Oscillatory Abnormalities

Journal of the International Neuropsychological Society ◽

10.1017/s1355617719000845 ◽

2019 ◽

Vol 25 (10) ◽

pp. 1076-1081

Author(s):

Brian C. Kavanaugh ◽

Alexa Fryc ◽

Linda L. Carpenter

Keyword(s):

Working Memory ◽

Test Performance ◽

Clinical Symptoms ◽

Critical Role ◽

Theta Oscillations ◽

Clinical Neuropsychology ◽

Targeted Interventions ◽

Neural Underpinnings ◽

Neuropsychiatric Conditions

AbstractDespite the critical role of working memory (WM) in neuropsychiatric conditions, there remains a dearth of available WM-targeted interventions. Gamma and theta oscillations as measured with electroencephalography (EEG) or magnetoencephalography (MEG) reflect the neural underpinnings of WM. The WM processes that fluctuate in conjunction with WM demands are closely correlated with WM test performance, and their EEG signatures are abnormal in several clinical populations. Novel interventions such as transcranial magnetic stimulation (TMS) have been shown to modulate these oscillations and subsequently improve WM performance and clinical symptoms. Systematically identifying pathological WM-related gamma/theta oscillatory patterns with EEG/MEG and developing ways to target them with interventions such as TMS is an active area of clinical research. Results hold promise for enhancing the outcomes of our patients with WM deficits and for moving the field of clinical neuropsychology towards a mechanism-based approach.

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Cognition in Interaction: Challenges in Assessing Persons with Sensory and Multiple disabilities

Journal of Deafblind Studies on Communication ◽

10.21827/jdbsc.7.38208 ◽

2021 ◽

Vol 7 (1) ◽

Author(s):

Emmi Tuomi ◽

Virpi-Liisa Kykyri ◽

Tuija Aro ◽

Aarno Laitila

Keyword(s):

Cognitive Assessment ◽

Cognitive Skills ◽

Assessment Tool ◽

Standardized Test ◽

Dynamic Assessment ◽

Multiple Disabilities ◽

Assessment Process ◽

Proximal Development ◽

Cognitive Assessments ◽

Tactile Modality

This article reports a qualitative study of cognitive assessments of three teenagers with sensory and multiple disabilities, including moderate to profound developmental disability. The aim was to evaluate the possibilities for adapting standardized tests and the implementation of interactional partnership in assessment. Cognitive assessments were made with an individually-adapted psychological assessment tool, the Bayley Scales of Infant and Toddler Development. The assessment situations were video-recorded and analyzed based on sociocultural theories of early interaction, dynamic assessment, and the bodily-tactile modality of cognition. The results showed that the requirements for assessment are complex and highly individualized, extending beyond universal guidelines on test adaptations. The assessments were built on developmental steps within the standardized test, but required a special emphasis on individuality and interaction. We conclude that the study provides novel insights into an under-researched area of cognitive assessment, confirming earlier findings that cognitive skills become observable in unique moments of intensive interaction. The assessor must follow the principles of dynamic assessment, applying competent partner strategies such as providing safety, supporting attention, activity, and alertness, and scaffolding the target skills in the zone of proximal development. Conducted thus, the cognitive assessment process can enable the assessor to recognize, support and authenticate the agency of persons with complex disabilities.

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The Role of the SLP in Autism Spectrum Disorder Screening and Assessment

Perspectives on Language Learning and Education ◽

10.1044/lle15.2.50 ◽

2008 ◽

Vol 15 (2) ◽

pp. 50-59 ◽

Cited By ~ 1

Author(s):

Amy Philofsky

Keyword(s):

Language Development ◽

Critical Role ◽

Children With Autism ◽

Autism Spectrum ◽

Children With Asd ◽

Prevalence Estimates ◽

Notable Increase ◽

Screening Assessment ◽

Critical Components

AbstractRecent prevalence estimates for autism have been alarming as a function of the notable increase. Speech-language pathologists play a critical role in screening, assessment and intervention for children with autism. This article reviews signs that may be indicative of autism at different stages of language development, and discusses the importance of several psychometric properties—sensitivity and specificity—in utilizing screening measures for children with autism. Critical components of assessment for children with autism are reviewed. This article concludes with examples of intervention targets for children with ASD at various levels of language development.

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Speech-Language Assessment Considerations for American Indian and Alaska Native Children Who Are Dual Language Learners

Perspectives of the ASHA Special Interest Groups ◽

10.1044/persp2.sig14.29 ◽

2017 ◽

Vol 2 (14) ◽

pp. 29-40 ◽

Cited By ~ 2

Author(s):

Christine Vining ◽

Edgarita Long ◽

Ella Inglebret ◽

Megan Brendal

Keyword(s):

American Indian ◽

Language Learners ◽

Alaska Native ◽

Dual Language ◽

Linguistic Diversity ◽

Critical Role ◽

Language Assessment ◽

Assessment Process ◽

Dual Language Learners ◽

Native Communities

The overrepresentation of American Indian and Alaska Native (AI/AN) children in special education, including children who are dual language learners (DLLs), is a major concern. Speech-language pathologists (SLPs) can play a critical role in reducing this overrepresentation. Using a holistic assessment process that is responsive to the communication patterns of home and community contexts provides a framework for distinguishing actual language disorders from differences associated with cultural and linguistic diversity. This article presents current trends in Native communities that may impact the speech-language assessment process, including a shift from indigenous languages to English and/or Native language revitalization efforts. It also provides a framework for guiding assessment in a manner that considers cultural and linguistic factors in speech-language assessment for AI/AN children who are DLLs.

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