Podcasts about neuropsychological

0:00 Introduction2:06 Jess's Neuropsychological test experience3:46 The influence of stress on cognitive function5:55 How does the doctor define stress8:04 Recommendations when you do experience stress9:47 Depression can mimic Dementia11:55 Neurophsycology looks at the functioning of the brain13:58 How Neuropsycology is different from other disciplines that look at cognitive functioning 15:20 Helps to have a baseline test16:55 Applying for disability due to brain function19:58 Normal aging or Parkinson'sAdvertising Inquiries: https://redcircle.com/brandsPrivacy & Opt-Out: https://redcircle.com/privacy

Today we give you our conversation with Dr. Andrew Kiselica about neuropsychological test interpretation. Andrew is a board-certified clinical neuropsychologist and Associate Professor in the Institute of Gerontology at the University of Georgia. He recently first authored a review paper providing clinically relevant guidance regarding neuropsych test interpretation. In the paper they cover a variety of specific topics such as regression based norms, multivariate base rates, and within-person variability, among others. In our conversation with Andrew, we covered most of these individual topics and we are going to break this one up and release it in chunks, with each episode reflecting a different topic. Today's topic is an overall introduction to neuropsychological test interpretation and then a specific conversation about regression based norms. Show notes are available at www.NavNeuro.com/160 _________________ If you'd like to support the show, here are a few easy ways: 1) Get CE credits for listening to select episodes: www.NavNeuro.com/INS  2) Tell your friends and colleagues about it 3) Subscribe (free) and leave an Apple Podcasts rating/review: www.NavNeuro.com/itunes 4) Check out our book Becoming a Neuropsychologist, and leave it an Amazon rating   Thanks for listening, and join us next time as we continue to navigate the brain and behavior! [Note: This podcast and all linked content is intended for general educational purposes only and does not constitute the practice of psychology or any other professional healthcare advice and services. No professional relationship is formed between hosts and listeners. All content is to be used at listeners' own risk. Users should always seek appropriate medical and psychological care from their licensed healthcare provider.]

Listen in to dive into a topic this week that often confuses parents, educators, and professionals alike: the differences between neuropsychological assessments, psychoeducational evaluations, and school-based assessments. Listen as Karen breaks down the purpose, scope, and key distinctions of these evaluations. We begin by exploring the reasons why families might seek assessments, from academic struggles to behavioral or emotional challenges, and even to identify giftedness. Learn how school-based evaluations focus on academic impact and eligibility for accommodations, while neuropsychological assessments offer a comprehensive view of a child's brain functioning, including cognitive abilities, emotional well-being, and social skills. You can also expect to hear how evaluations provide a middle ground, often focusing on learning profiles and classroom support. Whether you're a parent trying to understand your child's struggles, an educator seeking clarity, and/or a fellow professional navigating these assessments, this episode provides essential guidance to help determine the best path forward! Show Notes: [0:53] - Parents often seek evaluations to understand their child's academic or behavioral challenges. [3:08] - Assessments can explore emotional, social, cognitive, or processing factors impacting school performance and peer interactions. [6:02] - School-based evaluations determine eligibility for school-based support but do not provide medical diagnoses like ADHD. [8:38] - We learn how neuropsychological assessments offer a detailed analysis of cognitive, academic, behavioral, and emotional functioning. [11:38] - Children benefit from neuropsychological assessments to address unexplained struggles or track cognitive changes over time. [14:16] - Discover how neuropsychological assessments explore broader brain-behavior relationships. [16:55] - Psychoeducational assessments emphasize academic skills and learning profiles. [18:24] - In closing, parents can seek help from practitioners to determine the most suitable evaluation for their child. Links and Related Resources: How to Initiate a Special Education Assessment Episode 113: Demystifying the Assessment Process Episode 205: Understanding ADHD Assessments Connect with Us: Get on our Email List Book a Consultation Get Support and Connect with a ChildNEXUS Provider Register for Our Self-Paced Mini Courses: Support for Parents Who Have Children with ADHD, Anxiety, or Dyslexia  The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.  

I was born with a learning disability. While my friends eagerly devoured their beginner readers, I sat in the corner coloring. Even then, I couldn't keep my crayon marks between the lines. My school noticed the problem immediately. In kindergarten, I was always the last one to reach the playground. While everyone else slipped on their shoes and ran outside, I sat there, struggling to remember how to tie my laces. Neuropsychological testing revealed that I was of average intelligence—not below. But I struggled with visuospatial orientation and reasoning. I was anxious, my memory faltered repeatedly, and I was consistently underperforming compared to my peers. Then, several life-changing events happened all at once. My father died suddenly of a cerebral aneurysm while rounding at the hospital. One moment he was with us, complaining of a severe headache; the next, he was brain dead. At the same time, unbeknownst to me, my parents had placed an offer on a new house in a neighboring Chicago suburb. They'd planned to hold me back a year in school and believed staying in the same district would be too disruptive. They were moving—for me. After my father's death, something miraculous happened. My reading improved. My teacher began placing book after book in front of me, and for the first time in my life, I read. Faster and faster, the words poured out of my mouth. My classmates paused their own reading to watch me in awe. It would still take years for me to catch up. In high school, I wavered between A's and B's. By college, I had become a near-perfect student and eventually made it to medical school. For these reasons, writing a book feels not only like a Herculean feat but also like the achievement of a lifetime. I was never supposed to read, let alone craft sentences into something logical and appealing. I was never supposed to be a doctor, a poet, or a writer. Yet here I stand, writing these words for you. The years of work, the incredible circumstances, and the relentless striving that brought me here—to this moment, as the author of The Purpose Code—are difficult to express. How can I distill a lifetime of yearning, failure, triumph, and self-discovery into words that convey what this book means? My book delves deeply into building a life of purpose. But if the words themselves don't resonate, I offer my life as an example. This is me, on purpose. This book represents everything I've worked toward my entire life: living intentionally and becoming the person I want to be by doing the things that define that identity. This book is the closest expression of my pure, unadorned self. When you buy it, you're buying a piece of me. So here it is—the hard sell. I'm asking each of you to buy at least one copy now during presales. I know it's a big ask. I know you come here for ideas, not products. And I know I've crossed into the realm of self-promotion. Guilty as charged. But if I want to continue on this path as a traditionally published author, I need to sell—a lot of books. Not for money, but for the prestige and momentum necessary to secure the next manuscript. As a thank-you for your support, I'm offering a few bonuses for those who buy multiple copies: 5 copies: A free one-hour coaching session (a $350 value). 25 copies: A virtual presentation on purpose for your book club or community (a $5,000 value). 100 copies: An in-person presentation and Q&A session (you cover travel and accommodations, a $10,000 value). I'm also looking to fund free copies of my book for attendees at my favorite financial independence conference, CampFI. If you're interested in donating $100 or more, please reach out to me directly. Thank you for supporting my journey. This book is more than a project; it's a testament to what's possible when we live with purpose. Learn more about your ad choices. Visit megaphone.fm/adchoices

Dr. Stacey Clardy and Dr. Nicola de Souza discuss how to improve care in the clinic for these veterans and military service members. Show reference: https://www.neurology.org/doi/10.1212/WNL.0000000000209417

Dr. Stacey Clardy talks with Dr. Nicola de Souza about neuropsychological profiles of deployment-related mild traumatic brain injury and post-traumatic stress disorder among service members and veterans. Read the related article in Neurology. Disclosures can be found at Neurology.org.

The paper is available here: https://doi.org/10.1111/dmcn.15745 __ Watch DMCN Podcasts on YouTube: https://bit.ly/2ONCYiC __ DMCN Journal: Developmental Medicine & Child Neurology (DMCN) has defined the field of paediatric neurology and childhood-onset neurodisability for over 60 years. DMCN disseminates the latest clinical research results globally to enhance the care and improve the lives of disabled children and their families. DMCN Journal - https://onlinelibrary.wiley.com/journal/14698749 ___ Find us on Twitter! @mackeithpress - https://twitter.com/mackeithpress

Psychological Debriefing is a technique for reducing the impact of traumatic stress after a neurologically intense experience.  On a neuropsychological level that experience could be anything that triggers a release of certain hormones such as cortisol (known as “the stress hormone”) and adrenaline.  On a behavioral level that typically includes situations such as being involved in a physical intervention, being exposed to aggressive posturing, being yelled at, or really any situation that triggers significant danger signals in your body.  Exactly what moves a person significantly out of their comfort zone is going to differ from person to person based on individual physiology and psychology.  Exposure to traumatic stress does not automatically result in serious mental health conditions such as Post Traumatic Stress Disorder.  However, traumatic stress has a cumulative effect and can trigger pre-existing PTSD.  Symptoms of PTSD include: Aggressive or emotional outbursts Nightmares and/or flashbacks Heart palpitations, trembling hands, or sweating A sense of self-blame, worthlessness, shame, or guilt Acute or chronic unexplained physical pain Avoidance of people, things, or situations related to traumatic event Jumpiness Difficulty with sleep, eating, or physical intimacy Digestion disruptions Weakened immune system Low mood Headaches Social isolation Feeling empty or hopeless Loss of interest in activities Irritability Distrust of others or the world Dissociation The symptoms of traumatic stress are less extreme.  However, because stress is stored in the body, impacting all sorts of neurological and physiological regulatory systems, it's important to take steps to reduce its impact on staff.  There's something about being exposed to intense negative experiences that parts of the brain have great difficulty processing.  Typically, during such incidents the parts of the brain that are responsible for your sense of time do not function at 100%.  Thus, an objectively short incident might feel like it was much longer and have a bigger impact on you.  Likewise, your ability to remember the exact sequence of what happened becomes impaired.  The result is that afterwards, there's parts of your brain that feel confused about what just happened. That sense of confusion can lead to perseverative thoughts.  So, as you commute home, you keep running the incident over and over again in your head.  Part of you is trying to process, to make sense of, what happened.  However, memories of intense situations are stored based on their emotional impact.  So, you start to feel emotional in thinking about what happened earlier, and that in turn impairs your ability to process it.  Round and round your thoughts go, without any real resolution.  In the meantime, the stress builds up, and is stored, in your muscles and nervous system, eventually impacting your immune system and other regulatory mechanisms in your body. One of the most effective and practical ways to lessen that effect is through the regular use of Psychological Debriefing. There's four things that help reduce the impact of traumatic stress. Overwriting the emotional load of the traumatic memories. Clarifying the sequence of events.   Feeling cared for and respected. Use of self-centering techniques. Neuropsychological research supports practice-wisdom suggesting that the exact timing of debriefing doesn't matter, in terms of its effectiveness.  Sometimes, it can be done right after an incident.  However, it also works to reduce the impact of traumatic stress even hours later.  Nevertheless, as a rule of thumb, it's best if Psychological Debriefing can occur before the shift ends.  Otherwise, perseverating, repeatedly running through what happened in your own head, tends to reinforce the traumatic emotions tied to the memory.  You can try to debrief outside of work, but you'll soon learn that family and friends can't really relate to what you're describing and are left simply questioning why you would do such work in the first place! Instead, what's most helpful is to have a fellow staff person, ideally a shift leader or supervisor, but really it can be any staff person, simply attentively listen as you describe what happened.  Overwriting the emotional load of traumatic memories: When you describe, in a relatively calm fashion, what happened in a stressful incident, you begin the process of overwriting the emotional load of traumatic memories.  Essentially what's happening in your brain is that you are taking the memory of the stressful event, with it's intense emotional load, and overwriting that memory with a new memory of describing the incident to someone else, with a much reduced emotional load. In this way, some of the emotional power, the sting, of the memory is reduced.  Later, recalling what happened is less likely to trigger the intense emotions originally experienced.  Instead, that recall is tempered by the memory of calmly describing what happened to a colleague. To some extent, writing up the incident can serve the same purpose.  However, on an emotional level, the memory of calmly writing an incident report is not as powerful as a memory of verbally describing what happened.  Debriefing with an attentive colleague works best.  The key is that the description of what happened should, at least initially, focus on the behaviors and not on the staff person's emotions.  The idea is to be able to recount what happened while experiencing a relatively calm state-of-mind. Clarifying the Sequence of Events: Because the parts of the brain that keep track of time tend to get shut off during intense situations, the more cognitive parts of the brain can be left feeling somewhat confused about the exact sequence of events that took place.  Again, sticking to a description of the actions that occurred during the incident being debriefed can be helpful for restoring that sense of sequence which helps the person being debriefed feel more oriented and centered. It's not uncommon to debrief a group of people simultaneously who were all involved in some intense incident.  Often times some staff people will not have been aware of what was happening with others on the team.  Again, a review of that together is orienting and centering. It should be a clear expectation that shift leaders will debrief any critical incidents before sending staff home.  Debriefing can, sometimes, be done very briefly, in just a minute or two.  It can also be done as a small group, and sometimes can be blended with the writing of the incident report. Feeling Cared For and Respected: To some extent simply attentively listening to a staff person's description of what occurred will make them feel cared for and respected.  That has a huge impact on reducing the impact of traumatic stress. However, it may make sense to ask a few questions.  After incidents that involved physical intervention, it's helpful to ask the staff if anyone was hurt or injured.  Frequently, staff members will ignore minor scrapes and bruises that don't require medical attention.  However, being able to share these sorts of minor injuries has psychological / emotional benefit.  In some cases, staff will have become injured to an extent that should be reported and they need to be encouraged to do that follow through.  Sometimes a staff person will be embarrassed that they received some minor injury.  Normalizing that performing physical interventions are difficult can be helpful.  Likewise, sometimes a staff person is very unhappy about some aspect of their own performance during a physical intervention.  Again, normalizing that this is an extremely difficult part of the job can be emotionally supportive and helpful. Simply asking the staff person how they're doing can be helpful.  From a trauma mitigation perspective, their answer is less important than their experiencing being asked.  Having supportive teammates who care about your well-being is a huge trauma protective factor. As the debriefer, it is not your role to solve any problems, to brainstorm other things the staff person could have done in the incident, or to analyze the actions or motivations of the clients involved in the incident.  Instead, it is the debriefer's role to attentively listen and to be generally emotionally supportive.  Sometimes a staff person may be so emotionally impacted by an incident that follow up in individual supervision would be helpful.  Psychological Debriefing is intended to help, but is intended to be relatively brief.  Suggesting that a staff person bring up what happened in their next supervision may be good advice, or in some cases letting the person's supervisor know that some follow up would be helpful is part of being a caring and professional colleague. Use of Centering Techniques: The impact of traumatic stress can be greatly lessened by the use of various centering techniques.  Staff members should be encouraged to use these sorts of strategies to help manage their own stress.  Psychological Debriefing can reinforce the use these actions and of acquiring a sophisticated understanding of traumatic stress. Immediately after a traumatically stressful incident, it's helpful for staff to attend to their own basic needs.  Sometimes, it's helpful to be cued to do this by a colleague.  Basic needs include things like hydrating, using a bathroom, stretching a little, or perhaps taking a short break.  These things signal your body that the crisis is over and that your physiology can return to baseline. During Psychological Debriefing, the debriefer can ask if the incident took that staff person by surprise or was something they were able to partly anticipate.  Intense situations that occur without anticipation tend to be more traumatically stressful. Likewise, the debriefer can ask if the staff person felt that their training prepared them for the incident.  Feeling trained and some level of competence in an intense situation will tend to result in less traumatic stress being experienced.  Gaps in training can be brought to the attention of supervisors for future improved training. Asking the staff person about their own body awareness during the incident can be helpful.  Maintaining an awareness of your own muscle tension, breathing, heart rate, and other internal reactions can help you feel in control and can reduce the impact of the traumatic stress. Asking the staff person if they felt supported by their teammates during the incident can also be helpful.  Many times the staff person will report that they did feel supported and their recognition of that will help to lessen some of the lingering effects of the traumatic stress.  If a staff person didn't feel supportive, that's important information for the rest of the team and for supervisors so that teamwork improvements can be made. There are numerous relaxation, meditation, and mindfulness exercises that can be helpful after exposure to traumatic stress.  Staff members should be taught some of these techniques and encouraged to use them after being exposed to traumatic stress. 

FEATURED GUESTS: Dawn Burau, ATR-BC, LMHC worked in a therapeutic classroom for 13 years at a school in Lexington, MA. The school works with children with social, emotional, behavioral, neurological and academic struggles and their families. She is currently a therapist in their outpatient program. Dawn was core faculty at Lesley University in the Graduate School of Expressive Therapy form 2016-2023. She has given multiple lectures at local and national conferences on topics related to special education, curriculum modifications, use of arts in the school setting, and interpreting and applying neuropsychological assessments in the classroom and in the development of treatment plans. Dawn co-authored two books with Daniel Reinstein: Integrating Neuropsychological and Psychological Assessments (2014) and Applying the Results of Neuropsychological and Psychological Assessments (2017). Dawn loves nature and being outdoors, recently opening a gardening coaching business Wild Indigo Gardening.LISTEN & LEARN:  How understanding the results of neuropsychological and psychological assessments can enhance your therapeutic practice.  Why the Expressive Therapies Continuum provides an excellent framework for media process selection in connection with the results of assessments.  The value of listening to your needs and personality as you develop your business.  The role of risk tolerance and business creation.  RESOURCES MENTIONED ON THE SHOW: Learn more about Dawn Burau at: www.wildindigogardening.com  Email Dawn at Dawn@wildindigogardening.com  https://www.routledge.com/Integrating-Neuropsychological-and-Psychological-Evaluations-Assessing/Reinstein-Burau/p/book/978041570888 https://www.routledge.com/Applying-the-Results-of-Neuropsychological-and-Psychological-Assessments-A-Manual-for-Teachers-and-Specialists/Burau-Reinstein/p/book/9781138238961 --- Support this podcast: https://podcasters.spotify.com/pod/show/reina-lombardi5/support

How to use Three-Box Storytelling to build Relationships A simple method to frame and tell your stories Episode 201 (Repeat of #68) At the time of this interview, Graham Brown was based in Singapore   Highlights from this conversation about storytelling   The Heart as an Analogy (00:00:00) An analogy for the heart as a symbol of music, love, and relationships. Introduction of Graham Brown (00:01:22) Overview of Graham Brown's background and achievements. Introduction to Three Box Storytelling Technique (00:02:45) Explanation of the three-box storytelling technique and its application in business communication and sales presentations. Three Scenes of a Story (00:04:03) Explanation of the three scenes in a story using the example of "A Christmas Carol." Application of Three Box Technique in Sales Presentation (00:06:07) Demonstration of how a business leader can use the three-box technique in a sales presentation. Transformation and Crossing the River (00:10:44) Discussion on the transformation journey in storytelling and the symbolism of crossing the river as a challenge. Importance of Trust in Storytelling (00:12:22) The significance of establishing trust through commonality and backstory in storytelling. Power of Analogies in Communication (00:14:52) Exploration of analogies as short form stories and their effectiveness in communicating unfamiliar concepts. Creating Familiar Territory in Communication (00:20:04) Emphasizing the importance of finding familiar territory in introducing new ideas or technologies. Behavior Change and Familiarity (00:21:48) Highlighting the role of familiarity in facilitating behavior change and acceptance of new concepts. The familiarity part (00:22:56) Neuropsychological studies show the brain can't distinguish between past, present, and future, making familiarity crucial in storytelling. Archetypes and plot lines (00:24:42) Joseph Campbell's hero's journey and the use of existing archetypes and plot lines in storytelling. Podcast guesting agency (00:27:03) Graham Brown's agency, Podcast Guesting Pro, helps people get booked on podcasts and navigate the process. Effective use of stories in sales presentations (00:29:52) Maya Angelou's advice on making people feel something, using the power of the backstory, and the importance of practice in storytelling. ---- Podcast Guesting Pro is a dedicated Podcast Booking Agency that works with B2B thought leaders. They help you reach new audiences and build your authority by booking you on podcasts to showcase your expertise and spread your message. Learn more here... https://www.podcastguesting.pro/ ----- ----more---- Your Intended Message is the podcast about how you can boost your career and business success by honing your communication skills. We'll examine the aspects of how we communicate one-to-one, one to few and one to many – plus that important conversation, one to self. In these interviews we will explore presentation skills, public speaking, conversation, persuasion, negotiation, sales conversations, marketing, team meetings, social media, branding, self talk and more.   Your host is George Torok George is a specialist in communication skills. Especially presentation. He's fascinated by the links between communication and influencing behaviors. He delivers training and coaching programs to help leaders and promising professionals deliver the intended message for greater success.   Connect with George www.SpeechCoachforExecutives.com https://www.linkedin.com/in/georgetorokpresentations/ https://www.youtube.com/user/presentationskills https://www.instagram.com/georgetorok/    

Dive into the neuroscience of leadership with Carlos Davidovich and discover how to master your inner voices for leadership success - of self or others.Hey friends! I recently had such an insightful chat with executive coach Carlos Davidovich about using neuroscience to better understand leadership. Carlos brings a fascinating perspective, explaining how our brains have five key "teams" that drive our thoughts and behaviors - our instinctual side, our emotional side, our rational thinking, our intuition, and even our "gut brain." He shared how leaders often struggle to balance empathy and analytical thinking. The parts of our brain responsible for each actually compete! Carlos explains why we need both, and how to train ourselves to activate either empathy or analysis depending on the situation. I loved his simple but powerful tools for managing our inner teams. Just identifying and naming the different voices in our heads gives us more control. Carlos explains step-by-step how we can observe ourselves from the outside, almost like a metacognitive superpower! If you're interested to learn how neuroscience intersects with personal growth and self leadership, don't miss this chat. Carlos breaks down practical takeaways anyone can apply, both at work and in everyday life. I took so much away that I'll be implementing myself. Let me know what insights resonated most with you!___________00:00 Decoding Intuition: The AI of Human Mind00:28 Unleashing the Power of Sleep on Problem-Solving01:12 Introducing Carlos Davidovich: From Medicine to Neuroscience in Leadership04:05 The Journey of Personal and Professional Transformation05:44 Exploring the Intersection of Spirituality and Neuroscience12:41 The Essence of Leadership: Beyond Titles and Technical Skills23:44 Neuroscience in Leadership: Balancing Empathy and Analytical Thinking28:57 Exploring Self-Awareness and Emotional Intelligence29:46 The Power of Observation in Personal Growth31:47 Understanding the Five Brains and Their Impact on Our Lives35:33 Harnessing Intuition: Beyond the Analytical Mind44:19 Metacognition: Observing Our Inner Narratives51:45 Concluding Thoughts on Inner Harmony and Decision Making___________Carlos Davidovich, a former medical doctor who transitioned into a TEDx speaker and executive coach, brings a distinct blend of expertise to the world of neuroscience and leadership. His background in internal medicine, coupled with a lifelong fascination with human development and spirituality, uniquely positions Carlos to offer a holistic approach to leadership. Through his groundbreaking work, including the "Five Brain Leadership Practical Guide," Carlos delves into the intricate link between neuropsychology and effective leadership. His insights promise to provide leadership professionals with a fresh and insightful perspective on balancing empathy and analytical thinking in leadership, making him a valuable guest for those seeking a deeper understanding of leadership development.Website: https://www.carlosdavidovich.com/en/home-eng/___________https://linktr.ee/unleashthyselfUnleash ThyselfWebsite: https://UnleashThyself.comInstagram: https://www.instagram.com/unleashthyselftoday/Constantin Morun:https://www.linkedin.com/in/constantin-bo-morun/If you enjoyed this episode, don't forget to subscribe, share, and leave a comment. We appreciate your feedback and would love to hear your thoughts! Hosted on Acast. See acast.com/privacy for more information.

WHAT IS VASCULAR DEMENTIA? Vascular dementia is a type of dementia linked to issues with blood flow to the brain. It ranks as the second most common type of dementia, occurring in about 15 to 30% of all dementia cases. In this episode, we explore its symptoms, risk factors, and the unique challenges it carries. SYMPTOMS AND RISK FACTORS Symptoms of vascular dementia can manifest suddenly or gradually over time. Individuals may experience cognitive problems, including poor memory, language difficulties (aphasia), coordination issues (apraxia), and problems recognizing things or people (agnosia). Unlike other dementias, vascular dementia often presents neurological symptoms like exaggerated reflexes, walking imbalance, and muscle weakness. Risk factors include age, high blood pressure, diabetes, high cholesterol, smoking, gender, and race. Understanding these factors is crucial in managing and preventing this condition. DIAGNOSIS Diagnosing vascular dementia requires a comprehensive approach. Healthcare professionals conduct a thorough diagnostic, ruling out other potential causes for symptoms. This includes assessing medical history, medications, risk factors, cognitive screenings, and imaging tests like CT, MRI, and PET scans. Neuropsychological testing may also be employed for a detailed evaluation of cognitive function. TREATMENT AND PROGNOSIS While no specific drugs are FDA-approved for vascular dementia, medications used for Alzheimer's disease may provide some relief. The primary focus, however, lies in managing cardiovascular problems. Lifestyle changes, including controlling blood pressure, maintaining cholesterol levels, and a healthy weight, play a crucial role. The prognosis for vascular dementia varies based on individual factors such as age, existing medical conditions, and the nature of cardiovascular issues. While there's no cure, the goal of treatment is to prevent further damage, manage symptoms, and provide support for both the affected individual and their caregivers. Get your FREE downloads at https://melissabphd.com/  from the Blog page that goes with this episode or using the links below. 10 Warning Signs: https://melissabphd.com/10warningsigns/   Diagnosis Checklist: https://melissabphd.com/diagnosischecklist/  ----------------------------------------------------------------------- About Melissa B PhD Melissa Batchelor, PhD, RN, FNP, FGSA, FAAN. I am a nurse, nurse practitioner, nurse Please visit my website at MelissaBPhD.com to learn more about me, how you can work with me directly, and/or support future episodes of the podcast. Within the first 18 months of launching this podcast, we reached a ranking of top 10% globally.  The best way you can help the podcast continue to grow is to LIKE the podcast with a thumbs up, SHARE the podcasts you like with others, SUBSCRIBE, and LEAVE A REVIEW. These things only take a minute of your time, but they really do help increase my rating and ranking; but more importantly, these actions help other people find the podcast.  For the most up-to-date news and information about the podcast and other products and services, please visit my website to sign up for my newsletter and follow me on social media.  If you are on Facebook, feel free to join my Group - look for This is Getting Old: Moving Towards an Age-Friendly World ~ and I'll see you there!  https://www.facebook.com/groups/249685261464834/  

Merel Hermans describes her work reviewing neuropsychological stability in adults with classical galactosemia. Neuropsychological stability in classical galactosemia: A pilot study in 10 adult patients Merel E. Hermans, et al https://doi.org/10.1002/jmd2.12410

This is the final session with Emilee and David. Emilee felt a big difference when she stepped back from her son's big reactions and no longer took his words and actions personally; that's a huge achievement. David said he felt less pressure on himself as a parent—also a huge achievement. In this session, Leslie also explained creative ways to teach children about emotions, like using children's books and other media. Leslie also addresses Jack's neuropsychological testing and the results. Leslie supports Emilee and David as they digest this helpful information while remembering to see Jack as a whole person.Time Stamps10:55 Throwing up analogy: a way to not take your children's words personally12:05 Neuropsychological testing and school accommodations17:35 How to teach your child about emotions- books, model it, watch other people, tell stories 24:01 Concept: being able to hold two opposing thoughts at the same time24:41 Bibliotherapy: using books to help teach children26:50 Receiving a diagnosis, and how to make it helpful and useful30:45 Movement breaks37:27 Childrens are like puppies: they all have big paws that they grow into, just like children and their big emotionsResources:  Video of throwing up analogyHandout of feeling words for kidsDr. Liz Angoff's Website and resources: How to explain testing to kidsLeslie's sample list of books she likes to read with childrenLeslie-ism:  Let's honor the individual learning styles of child and adults alikeFor a full transcript of this episode and more information about the host visit https://lesliecohenrubury.com/podcasts/ . You can also follow Leslie's work on Facebook and Instagram. Join the conversation with your own questions and parenting experiences.Credits: Is My Child a Monster? is produced by Alletta Cooper, Mia Warren, AJ Moultrié, Camila Salazar, and Leslie Cohen-Rubury. Theme music is by L-Ray Music. Graphics and Website Design by Brien O'Reilly. Transcriptions by Eric Rubury. A special thanks to everyone who contributes their wisdom and support to make this possible.

Additional Show Notes: Let us know what you think! Leave us a review, drop us a comment or share an idea for a future podcast with us at podcast@histio.org.  Take a screenshot and tag us @histiocytosis_association on Instagram. We'd love to hear your feedback!   Be sure to subscribe so you can be notified the moment a new episode of Beyond the Diagnosis is released.   We would love it if you would consider supporting this podcast financially so we can continue to bring you relevant and timely information while on your histio journey.  To learn more visit https://podcasters.spotify.com/pod/show/histio/support   Resources mentioned in the podcast: Siegel Rare Neuroimmune Association (SRNA)- https://wearesrna.org/ Book: Smart But Scattered Book Series: https://www.amazon.com/s?k=smart+but+scattered&crid=3FITW3A7C3ZRH&sprefix=smart+but+scattered%2Caps%2C256&ref=nb_sb_noss_1 Follow the Histiocytosis Association on social media: §  Facebook: https://www.facebook.com/histio §  Twitter: @histiocytosis §  Instagram: histiocytosis_association §  YouTube:   Music: “Heroes” by Noah Smith --- Support this podcast: https://podcasters.spotify.com/pod/show/histio/support

Thank you for listening to this episode of "Health and Fitness" from the Nezpod Studios! Enjoy your night or the start of your day, spiced by our top-notch health and fitness/wellness updates coined from the best sources around the globe: made only for your utmost enjoyment and enlightenment… Click on subscribe to get more spicy episodes for free! See you again soon on the next episode of Health and Fitness Updates! Learn more about your ad choices. Visit megaphone.fm/adchoices

In this episode, Jen explores what might happen in your EMDR (Eye Movement Desensitization and Reprocessing) therapy sessions. Although this will differ with every therapist, Jen's aim here is to give you an overview of what might happen because sometimes we have scared parts that want to know exactly what we are signing up for. Francine Shapiro initially developed EMDR therapy in the eighties to treat post-traumatic stress disorder (PTSD). But now, it is used in various situations like phobias, anxiety issues, stress reduction, pain management, and even dermatological conditions. In this episode, Jen walks you through the standardised eight-phase treatment process so you can know what to expect in a session. Jen is a licensed clinical psychotherapist, certified EMDR practitioner and energetic healer. ________ RESOURCES: Episode 17: What is EMDR Therapy? https://www.psychotherapycentral.health/podcasts/psychotherapy-central/episodes/2148140121 Shapiro, F. (2017). Eye movement desensitization and reprocessing (EMDR) therapy: Basic principles, protocols and procedures. (3rd ed.). New York, NY: Guilford Press. https://amzn.to/3taXZbC CASE EXAMPLES: Aranda, B. D. E., Ronquillo, N. M., & Calvillo, M. E. N. (2015). Neuropsychological and physiological outcomes pre- and post-EMDR therapy for a woman with PTSD: A case study. Journal of EMDR Practice and Research, 9(4), 174-187. https://connect.springerpub.com/content/sgremdr/9/4/174 Prince Harry and Evan Rachel Wood Do EMDR Therapy https://www.youtube.com/watch?v=9uE04Blfd-Q RESEARCH: De Jongh A, Ten Broeke E, Renssen MR. Treatment of specific phobias with eye movement desensitization and reprocessing (EMDR): Protocol, empirical status, and conceptual issues. J Anxiety Disord. 1999;13:69–85. https://pubmed.ncbi.nlm.nih.gov/10225501/ Gosselin P, Matthews WJ. Eye movement desensitization and reprocessing in the treatment of test anxiety: A study of the effects of expectancy and eye movement. J Behav Ther Exp Psychiatry. 1995;26:331–7. https://pubmed.ncbi.nlm.nih.gov/8675720/ Gupta MA, Gupta AK. Use of eye movement desensitization and reprocessing (EMDR) in the treatment of dermatological disorders. J Cutan Med Surg. 2002;6:415–21. https://pubmed.ncbi.nlm.nih.gov/12001004/ Wilensky M. Eye movement desensitization and reprocessing (EMDR) as a treatment for phantom limb pain. J Brief Ther. 2006;5:31–43. https://www.ifemdr.fr/wp-content/uploads/2011/10/Wilensky-2006-EMDR-as-a-treatment-for-Phantom-Limb-Pain.pdf Find an EMDR therapist: You can book a session with me here: https://jennynurick.as.me Or look for a therapist who has completed ‘basic training' - levels 1 and 2 and consultation. https://emdraa.org/find-a-therapist/ https://www.emdria.org/directory/ Extra Resources: FREE TRAINING: I'll take you through the three stages of transformation; Discovery, Healing and Growth. We will explore Attachment Styles, and I'll share with you three things you can do to help you have more effective conflicts that don't deteriorate into relationship killers: https://www.psychotherapycentral.health/cycle-breaker-registration Join Jen in her exclusive online program to help you heal from an insecure attachment style and break repeating patterns in your relationships: https://www.psychotherapycentral.health/rcb-registration Browse Jen's suite of online courses: https://www.psychotherapycentral.health/store Follow Jen on: Instagram: https://www.instagram.com/psychotherapy.central/ Facebook: https://facebook.com/psychotherapy.central/ Youtube: https://www.youtube.com/@psychotherapycentral

Thank you for listening to this episode of "Health and Fitness" from the Nezpod Studios! Enjoy your night or the start of your day, spiced by our top-notch health and fitness/wellness updates coined from the best sources around the globe: made only for your utmost enjoyment and enlightenment… Click on subscribe to get more spicy episodes for free! See you again soon on the next episode of Health and Fitness Updates! Learn more about your ad choices. Visit megaphone.fm/adchoices

Have you heard Prince Harry talking about EMDR therapy and wondered what it is? Are you aware that you experience PTSD or have experienced other trauma that you want to work through and heard about EMDR? EMDR is recognised by the World Health Organisation and many other national and international organizations as an effective treatment for trauma-related symptoms and it is supported by a large body of research. EMDR is one of the four treatment pillars of Jen's private practice. “I have seen EMDR reduce the distress from a traumatic incident from a 10/10 to a 0/10 in just 80 minutes.” In this episode, we cover: What is trauma, through the EMDR lens What are 'flashbacks' How bilateral stimulation mimics REM sleep An example EMDR session so you can get a feel for the process Where to find an appropriately qualified EMDR therapist RESOURCES: Shapiro, F. (2017). Eye movement desensitization and reprocessing (EMDR) therapy: Basic principles, protocols and procedures. (3rd ed.). New York, NY: Guilford Press. https://amzn.to/3taXZbC CASE EXAMPLES: Aranda, B. D. E., Ronquillo, N. M., & Calvillo, M. E. N. (2015). Neuropsychological and physiological outcomes pre- and post-EMDR therapy for a woman with PTSD: A case study. Journal of EMDR Practice and Research, 9(4), 174-187. https://connect.springerpub.com/content/sgremdr/9/4/174 Prince Harry and Evan Rachel Wood Do EMDR Therapy https://www.youtube.com/watch?v=9uE04Blfd-Q RESEARCH: De Jongh A, Ten Broeke E, Renssen MR. Treatment of specific phobias with eye movement desensitization and reprocessing (EMDR): Protocol, empirical status, and conceptual issues. J Anxiety Disord. 1999;13:69–85. https://pubmed.ncbi.nlm.nih.gov/10225501/ Gosselin P, Matthews WJ. Eye movement desensitization and reprocessing in the treatment of test anxiety: A study of the effects of expectancy and eye movement. J Behav Ther Exp Psychiatry. 1995;26:331–7. https://pubmed.ncbi.nlm.nih.gov/8675720/ Gupta MA, Gupta AK. Use of eye movement desensitization and reprocessing (EMDR) in the treatment of dermatological disorders. J Cutan Med Surg. 2002;6:415–21. https://pubmed.ncbi.nlm.nih.gov/12001004/ Wilensky M. Eye movement desensitization and reprocessing (EMDR) as a treatment for phantom limb pain. J Brief Ther. 2006;5:31–43. https://www.ifemdr.fr/wp-content/uploads/2011/10/Wilensky-2006-EMDR-as-a-treatment-for-Phantom-Limb-Pain.pdf Find an EMDR therapist: You can book a session with me here: https://jennynurick.as.me Or look for a therapist who has completed ‘basic training' - levels 1 and 2 and consultation. https://emdraa.org/find-a-therapist/ https://www.emdria.org/directory/ Extra Resources: FREE TRAINING: I'll take you through the three stages of transformation; Discovery, Healing and Growth. We will explore Attachment Styles, and I'll share with you three things you can do to help you have more effective conflicts that don't deteriorate into relationship killers: https://www.psychotherapycentral.health/cycle-breaker-registration Join Jen in her exclusive online program to help you heal from an insecure attachment style and break repeating patterns in your relationships: https://www.psychotherapycentral.health/rcb-registration Browse Jen's suite of online courses: https://www.psychotherapycentral.health/store Follow Jen on: Instagram: https://www.instagram.com/psychotherapy.central/ Facebook: https://facebook.com/psychotherapy.central/ Youtube: https://www.youtube.com/@psychotherapycentral

Alex welcomes Dr. Jacqueline Nolan, a licenced clinical psychologist, to the podcast to discuss how long-form psychological testing works, when it's appropriate in a PI case, and what DCs should be looking for to make this helpful referral.

Link to bioRxiv paper: http://biorxiv.org/cgi/content/short/2023.07.19.549365v1?rss=1 Authors: Tesmer, A. L., Li, X., Schmandt, C., Polania, R., Peleg-Raibstein, D., Burdakov, D. Abstract: Despite well-known health benefits of physical activity, many people under-exercise, and what drives prioritization of exercise over other alternatives is unclear. We implement a novel paradigm allowing to study how freely behaving mice rapidly display such prioritizing between time spent on wheel-running and other temptations such as palatable food. Causal manipulations and correlative analyses of underlying appetitive and consummatory psychobehavioral processes revealed this prioritizing to be instantiated by hypothalamic hypocretin/orexin neurons. Copy rights belong to original authors. Visit the link for more info Podcast created by Paper Player, LLC

A series of lively clues made for a vastly entertaining Saturday crossword. Notables include the debut 32A, Neuropsychological trait in which one might ascribe colors to numbers or tastes to words, SYNESTHESIA (!); the thought-provoking 32D, Capricorn's symbol, SEAGOAT

Often a fear of labels will hold people back from a diagnosis that will ultimately help them function better long term. Behavior is behavior, not good or bad. Discover the impact of labels, the importance of peer interactions, and the role of behavior without judgment as Dr. Laura Anderson and her guest, Patrick Martin, explore these ideas and more in this week's conversation of The Real World Parenting Podcast.Patrick C. Martin, PsyD, MA, MACP, LMHC is a clinician in Seattle, Washington whose training includes a Doctorate in Clinical Psychology, a two-year post-doctoral fellowship in Clinical Psychology and Forensic Psychology, a year-long Certificate in Advanced Training in Affirmative Therapy for Transgender Communities through Widener University. He is currently completing a two-year Neuropsychology Specialization program. He is licensed in Washington state under his Master's License and enjoys working with children and adolescents who are gender expansive Once he is licensed as a Psychologist he looks forward to providing Neuropsychological and Forensic evaluations and continuing to provide care for children, adolescents, and the LGBTQIA community. He lives in Seattle Washington with his dog and enjoys spending time with his friends and colleagues. What You Will Learn:Labels can provide reliefLabels don't define you, it is just one component of manyIf we don't learn these skills when we're kids then it is incumbent upon us to learn and unlearn as adultsHow this may affect cortisol levelsUnderstanding that minority stress and being picked on for being different impacts children in many waysPeer interactions are critical to functioning both short and long termMaintaining connection with your kiddo

In this podcast, Dr. Kelly Lemieux - a pediatrician with Wayzata Children's Clinic brings some insight into pediatric ADHD, specifically around the history, symptoms and treatment options. Enjoy the podcast. Objectives:Upon completion of this podcast, participants should be able to: Define the differential diagnosis for children presenting with academic difficulties. Utilize the DSM-5 criteria when diagnosing ADHD in children. Identify common co-morbidities for children with ADHD. CME credit is only offered to Ridgeview Providers & Allied Health staff for this podcast activity. After listening to the podcast, complete and submit the online evaluation form.  Upon successful completion of the evaluation, you will be e-mailed a certificate of completion within approximately 2 weeks. You may contact the accredited provider with questions regarding this program at Education@ridgeviewmedical.org. Click the link below, to complete the activity's evaluation. CME Evaluation (**If you are listening to the podcasts through iTunes on your laptop or desktop, it is not possible to link directly with the CME Evaluation for unclear reasons. We are trying to remedy this. You can, however, link to the survey through the Podcasts app on your Apple and other smart devices, as well as through Spotify, Stitcher and other podcast directory apps and on your computer browser at these websites. We apologize for the inconvenience.)  DISCLOSURE ANNOUNCEMENT  The information provided through this and all Ridgeview podcasts as well as any and all accompanying files, images, videos and documents is/are for CME/CE and other institutional learning and communication purposes only and is/are not meant to substitute for the independent medical judgment of a physician, healthcare provider or other healthcare personnel relative to diagnostic and treatment options of a specific patient's medical condition; and are property/rights of Ridgeview.  Any re-reproduction of any of the materials presented would be infringement of copyright laws.  It is Ridgeview's intent that any potential conflict should be identified openly so that the listeners may form their own judgments about the presentation with the full disclosure of the facts. It is not assumed any potential conflicts will have an adverse impact on these presentations. It remains for the audience to determine whether the speaker's outside interest may reflect a possible bias, either the exposition or the conclusions presented. Ridgeview's CME planning committee members and presenter(s) have disclosed they have no significant financial relationship with a pharmaceutical company and have disclosed that no conflict of interest exists with the presentation/educational event. Thank-you for listening to the podcast. SHOW NOTES:  *See the attachment for additional information.  ADHD History - 1902 - British pediatrician definition of ADHD- Evolution - 1990s - increase in diagnosis - 2013 - Change in age range for diagnosis Diagnosis - Symptoms - Comorbidities - Concerns for learning disabilities - Diagnostic tools Prevalence - CDC estimates 6 million children (ages 3 to 17) with ADHD (approx. 9.8%) Assessment - Three key symptoms (inattention, hyperactivity, impulsivity) - How ADHD is explained to parents- Standarized tools (including listening to parents) - Neuropsychological testing & Vanderbilts Nonpharmocologic strategics At school - ADHD coach - Therapy - Bounce ball chairs - special study halls - other resources At home - Daily schedules  - reducing disctractions (minimize) - noise cancelling - exercise  Pharmacologic interventions - Risk benefits - Prescribing age - 2 broad categories of medications (stimulants v. non-stimulants)- other medications - limitations Thanks to Dr. Kelly Lemieux for her knowledge and contribution to this podcast. Please check out the additional show notes for more information/resources.

Despite all the advances developed in critical illness, survivors of the ICU have a long journey to healing and recovery. In this episode of the podcast, we will discuss outcomes after critical illness. Our guest is Dr. Margaret Herridge, Professor of Medicine, Senior Scientist in Critical Care and Respiratory Medicine at the University of Toronto. Dr. Herridge is also Director of Critical Care Research. Director of the RECOVER Program, and Clinical Director of the Grace RECOVER Program for Chronic Critical Illness, in the University Health Network, Toronto, Canada. Additional Resources: Outcomes after Critical Illness. M. Herridge and E. Azoulay: https://pubmed.ncbi.nlm.nih.gov/36884324/ Neuropsychological sequelae and impaired health status in survivors of severe acute respiratory distress syndrome. Hopkins RO, et al: https://pubmed.ncbi.nlm.nih.gov/10390379/ One-year outcomes in survivors of the acute respiratory distress syndrome. Herridge m, et al: https://pubmed.ncbi.nlm.nih.gov/12594312/ Long-term cognitive impairment after critical illness. Pandharipande PP, et al: https://pubmed.ncbi.nlm.nih.gov/24088092/ The RECOVER Program: disability risk groups and 1-year outcome after 7 or more days of mechanical ventilation. Herridge M, et al: https://pubmed.ncbi.nlm.nih.gov/26974173/ Determinants of long-term outcome in ICU survivors: results from the FROG-ICU study. Gayat E, et al: https://pubmed.ncbi.nlm.nih.gov/29347987/ Symptoms of anxiety and depression in family members of intensive care unit patients. Pochard F, et al: https://pubmed.ncbi.nlm.nih.gov/11588447/ Books Mentioned in this Episode: Bel Canto. By Ann Patchett: bit.ly/3nWs7Vp Commonwealth. By Ann Patchett: bit.ly/43pWSCt

In this episode of the Better Edge podcast, Lauren K. Crisanti, PhD, a neuropsychologist, discusses how neuropsychological assessments are conducted at Northwestern Medicine Marianjoy Rehabilitation Hospital and how they benefit patients in recovery. She describes how neuropsychological testing and imaging depend on each other, how the healing of a patient after injury is measured and what makes Marianjoy Rehabilitation Hospital's neuropsychology program unique.

On this episode, I share what it means to be impaired on neuropsychological testing and why a basic score on any test isn't enough to know if someone has dementia. Neuropsychological testing is extremely important in assessing for dementia and this is different than any 30 question test given in a quick doctors appointment.   Learn more and sign up for your free training class at www.careblazers.com

MedLink Neurology Podcast is delighted to feature selected episodes from BrainWaves, courtesy of James E Siegler MD, its originator and host. BrainWaves is an academic audio podcast whose mission is to educate medical providers through clinical cases and topical reviews in neurology, medicine, and the humanities, and episodes originally aired from 2016 to 2021. Originally released: November 19, 2020 The mental status examination is a keystone of the neurologic assessment. Dr. Andrea Casher (Cooper University Hospital) builds upon this metaphor in our program this week. Making a special appearance is US President Donald Trump, who underwent a mental status examination and recounts his experience. Produced by James E Siegler and Andrea Casher. Music courtesy of Unheard Music Concepts, Purple Planet Music, Lee Rosevere, and Scott Holmes. The opening theme was composed by Jimothy Dalton. Sound effects by Mike Koenig and Daniel Simion. Unless otherwise mentioned in the podcast, no competing financial interests exist in the content of this episode. BrainWaves' podcasts and online content are intended for medical education only and should not be used for clinical decision-making. Be sure to follow us on Twitter @brainwavesaudio for the latest updates to the podcast. REFERENCES Dong Y, Sharma VK, Chan BP, et al. The Montreal Cognitive Assessment (MoCA) is superior to the Mini-Mental State Examination (MMSE) for the detection of vascular cognitive impairment after acute stroke. J Neurol Sci 2010;299(1-2):15-8. PMID: 20889166 Gorno-Tempini ML, Hillis AE, Weintraub S, et al. Classification of primary progressive aphasia and its variants. Neurology 2011;76(11):1006-14. PMID 21325651 Nasreddine ZS, Phillips NA, Bédirian V, et al. The Montreal Cognitive Assessment, MoCA: a brief screening tool for mild cognitive impairment. J Am Geriatr Soc 2005;53(4):695-9. Erratum in: J Am Geriatr Soc 2019;67(9):1991. PMID 15817019 Ng KP, Chiew HJ, Lim L, Rosa-Neto P, Kandiah N, Gauthier S. The influence of language and culture on cognitive assessment tools in the diagnosis of early cognitive impairment and dementia. Expert Rev Neurother 2018;18(11):859-69. PMID 30286681 Rabinovitz B, Jaywant A, Fridman CB. Neuropsychological functioning in severe acute respiratory disorders caused by the coronavirus: implications for the current COVID-19 pandemic. Clin Neuropsychol 2020;34(7-8):1453-79. PMID 32901580 Tombaugh TN, McIntyre NJ. The mini-mental state examination: a comprehensive review. J Am Geriatr Soc 1992;40(9):922-35. PMID 1512391  We believe that the principles expressed or implied in the podcast remain valid, but certain details may be superseded by evolving knowledge since the episode's original release date.

Bienvenidos al segundo episodio del programa #NeuroPsychoClub, del canal Neuro[con]Ciencia de la Fundación AISSE [@fundaisse]. Este programa amplía la visión transdisciplinar del canal, incorporando contenido específico del área de #Neuropsicología. En este capítulo, Paula Iglesias entrevista a José Féliz Mozo sobre un caso clínico de una mujer de de 78 años con una clínica que cursa con alteraciones visuales, perceptivas, visoespaciales y práxicas, correspondientes a una variante denominada Atrofia Cortical Posterior, con la que en ocasiones puede cursar la Enfermedad de Alzheimer y otras enfermedades neurodegenerativas. Recopilamos el inicio del caso desde el proceso de entrevista inicial, anamnesis, reunión con los familiares y estudio de informes médicos. Tras esto, hablamos sobre la valoración neuropsicológica específica centrada en los dominios cognitivos alterados; así como las pruebas administradas y el estudio de signos que ayudaron a establecer el perfil primario de afectación y el diagnóstico neurocognitivo. Analizamos también el correlato neuroanatómico de esta variante y las posibles áreas que pueden encontrarse en hipofuncionamiento asociadas a las funciones de percepción, cognición espacial y praxias. De cara a elaborar el plan de tratamiento, se realiza un estudio pormenorizado de los puntos fuertes con los que cuenta la mujer de este caso clínico, ya que son claves decisivas a la hora de enfocar el abordaje. Vamos hablando sobre algunos ejemplos de sesiones y de objetivos que se fueron trabajando para mejorar funcionalidad y el desempeño cognitivo en vida diaria. Concluimos con algunas impresiones sobre el caso y reflexiones tras una exposición magnífica de la que nos llevamos un gran aprendizaje ¡Queremos agradecer a José Félix Mozo todo lo que nos ha aportado en este capítulo! Os dejamos algunas de las referencias que se han comentado a lo largo del episodio: 1. La referencia sobre si alianza es el ingrediente más efectivo se cita de Wampold pero hace referencias al compendio de: Norcross, J. C., & Lambert, M. J. (Eds.). (2019). Psychotherapy relationships that work: Volume 1: Evidence-based therapist contributions. Oxford University Press. 2. La referencia de Crutch sobre la revisión de la Atrofia Cortical Posterior (ACP) se cita en: Schott, J. M., & Crutch, S. J. (2019). Posterior cortical atrophy. Continuum: Lifelong Learning in Neurology, 25(1), 52. y Crutch, S. J., Schott, J. M., Rabinovici, G. D., Murray, M., Snowden, J. S., van der Flier, W. M., ... & Alzheimer's Association ISTAART Atypical Alzheimer's Disease and Associated Syndromes Professional Interest Area. (2017). Consensus classification of posterior cortical atrophy. Alzheimer's & Dementia, 13(8), 870-884. 3. La referencia sobre apraxia táctil y agnosia de la imagen se citan en Binkofski, F., Kunesch, E., Classen, J., Seitz, R. J., & Freund, H. J. (2001). Tactile apraxia: unimodal apractic disorder of tactile object exploration associated with parietal lobe lesions. Brain, 124(1), 132-144. y Sugimoto, A., Midorikawa, A., Koyama, S., Futamura, A., Hieda, S., & Kawamura, M. (2012). Picture agnosia as a characteristic of posterior cortical atrophy. European Neurology, 68(1), 34-41. 4. Las referencias sobre diferencias de dependencia entre DTA y ACP se citan en: Shakespeare, T. J., Yong, K. X., Foxe, D., Hodges, J., & Crutch, S. J. (2015). Pronounced impairment of everyday skills and self-care in posterior cortical atrophy. Journal of Alzheimer's Disease, 43(2), 381-384. y Ahmed, S., Culley, S., Blanco-Duque, C., Hodges, J. R., Butler, C., & Mioshi, E. (2020). Pronounced impairment of activities of daily living in posterior cortical atrophy. Dementia and Geriatric Cognitive Disorders, 49(1), 48-55. 5. Las referencias sobre diferencias de evolución DTA y PCA: Firth, N. C., Primativo, S., Marinescu, R. V., Shakespeare, T. J., Suarez-Gonzalez, A., Lehmann, M., ... & Crutch, S. J. (2019). Longitudinal neuroanatomical and cognitive progression of posterior cortical atrophy. Brain, 142(7), 2082-2095. 6. La App para leer en ACP: Read Clear App - Making Reading Real y se cita en: Suarez-Gonzalez, A., Ocal, D., Pavisic, I., Peacock, A., Naessens, M., Ahmed, S., ... & Crutch, S. J. (2019). ReadClear: an assistive reading tool for people living with posterior cortical atrophy. Journal of Alzheimer's Disease, 71(4), 1285-1295. 7. La referencia a las 3 rutas dorsales se cita en: Binkofski, F., & Buxbaum, L. J. (2013). Two action systems in the human brain. Brain and language, 127(2), 222-229. 8. Las referencias al perfil neuropsicológico en ACP y pruebas sensibles como dot counting etc se cita aquí: North, C., Desai, R., Saunders, R., Suárez-González, A., Bamiou, D., Costafreda, S. G., ... & Stott, J. (2021). Neuropsychological deficits in Posterior Cortical Atrophy and typical Alzheimer's disease: A meta-analytic review. Cortex, 143, 223-236. Os recordamos que este programa también está disponible en YouTube. Muchas gracias por vuestro apoyo, esperamos vuestros comentarios y que este contenido sea de vuestro interés. Podéis proponer temas para tratar en el programa y contarnos qué os parece el enfoque que estamos dando.

WHAT IS THE POTENTIAL OF EDUCATIONAL NEUROSCIENCE? British Physician, Ben Goldacre, 2013 says “I think there is a huge prize waiting to be claimed by teachers. By collecting better evidence about what works best and establishing a culture where this evidence is used as a matter of routine, we can improve outcomes for children, and increase professional independence.” Watch this interview on YouTube here https://youtu.be/Uh1BZOTGZQc On today's Episode #269 we will cover ✔  Professor Michael S.C. Thomas' new book Educational Neuroscience: The Basics ✔  Where is educational neuroscience NOW? Where it began, and where it's going. ✔ How this book can help students improve how they learn.  ✔ How this look at Educational Neuroscience can help us to become better teachers. ✔ The difference between evidence-based and neuroscience-based. ✔ Where we should ALL begin. What IS the BASICS of Neuroscience? ✔ What makes something forgettable and another thing memorable? ✔ Ways to make learning easier.   Welcome back to The Neuroscience Meets Social and Emotional Learning Podcast where we bridge the gap between theory and practice, with strategies, tools and ideas we can all use immediately, applied to the most current brain research to heighten productivity in our schools, sports environments and modern workplaces. I'm Andrea Samadi and launched this podcast almost 4 years ago, to share how important an understanding of our brain is for our everyday life and results. This season (Season 9) we will be focused on Neuroscience: Going Back to the Basics for the next few months, as we welcome some phenomenal pioneers in the field of Neuroscience, paving a pathway for all of us to navigate our lives with more understanding with our brain in mind. My goal with this next season (that will run until the end of June) is that going back to the basics will help us to strengthen our understanding of the brain, and our mind, to our results, and provide us with a springboard to propel us forward in 2023, with this solid backbone of science.  Today's guest and EPISODE #269, I've been wanting to have on this podcast since I came across his work in the field of educational neuroscience around the time we interviewed Dr. Daniel Ansari, back in June 2021 for EPISODE #138.[i] I saw their Annual Research Review: (called) Educational Neuroscience progress from April 2019, written by Michael S.C. Thomas, Daniel Ansari and Victoria C.P. Rowland that provided a thorough overview of the origins of educational neuroscience, outlining where it began, the challenges it faces as a “translational field” and addressed it's major criticisms.  I immediately wrote down Michael S.C. Thomas' name, along with his email address, to reach out to him to learn more of his perspective in this field. Since I was interviewing Dr. Daniel Ansari, it brought something to light for me that the people who write these research reports that we find on Pubmed.gov, are working hard somewhere, and not completely out of reach if you really want to find them, and ask them some questions about their work.  When I finally emailed him, I was thrilled to hear he had a NEW book Educational Neuroscience: The Basics[ii] and am grateful to have this opportunity to speak with him about this new book. Before we meet our next guest, Michael S.C. Thomas, let me orient you to his work. Michael S. C. Thomas is a Professor of Cognitive Neuroscience at Birkbeck University of London. Since 2010, he has been Director of the Centre for Educational Neuroscience, a cross-institutional research centre which aims to further translational research between neuroscience and education, and establish new transdisciplinary accounts in the learning sciences. In 2003, Michael established the Developmental Neurocognition Laboratory within Birkbeck's world-leading Centre for Brain and Cognitive Development. The focus of his laboratory is to use multi-disciplinary methods to understand the brain, including behavioural, brain imaging, computational, and genetic methods. In 2006, the lab was the co-recipient of the Queen's Anniversary Prize for Higher Education, for the project “Neuropsychological work with the very young: understanding brain function and cognitive development”. Michael is a Chartered Psychologist, Fellow of the British Psychological Society, Fellow of the Association for Psychological Science, Senior Fellow of the Higher Education Academy, and board member of the International Mind Brain and Education Society. Let's meet Professor of Cognitive Neuroscience, Michael S. C. Thomas, from Birkbeck University of London and see what we can learn about Educational Neuroscience: The Basics. Welcome Michael, thank you for sticking with me as we made this interview happen. I've been wanting to speak with you for so many years that I was trying to change Wednesday yesterday to Thursday to speed up time because I know how important this new book is, and am so very grateful for this chance to learn more about this topic directly from you. Thank you for being here today. INTRO: How did you find your way towards studying the brain as it relates to our educational system and establish the Developmental Neurocognition Laboratory within Birkbeck's Centre for Brain and Cognitive Development? If I look at Unlocke.org[iii] is this where your research is based? Moving towards your NEW book, Educational Neuroscience: The Basics that is the reason we are here today, what can you tell us about writing this new book with Cathy Rogers, who moved to this field of neuroscience after years of producing science television shows. I can only imagine how her background in television and film contributed to this book. Q1: When I first came across your work, it was when I was interviewing Dr. Daniel Ansari, and I found the Annual Research Review[iv] you wrote with him and Victoria Knowland. I don't often sit and read through Pubmed in my spare time, but I was working on a paper for a Neuroscience Certification that required me to know how to navigate through the research,  and after reading your report, this was the first time I was ever aware of criticisms in this field (this was before I learned about the Reading Wars[v]). Then I read Dr. Ansari's review Bridges over troubled waters[vi] and I wonder if you could bring our listeners up to speed of where this field began, where it is now (you say “it's barely out of the gates” and where do you see it going? Q2: This brings us back to your new book with Cathy Rogers, Educational Neuroscience: The Basics that is an introduction to this interdisciplinary field. British physician Ben Goldacre said that there's “a huge prize waiting to be claimed by teachers” with this book. What are your goals with this book, Educational Neuroscience: The Basics, and how do you see it improving outcomes for students, like Ben Goldacre mentioned, while “increasing professional independence” for our next generation of teachers? Q3: I've seen some graphics made over the years that show how Neuroeducation consists of the Pedagogy of Education and Learning, Neuroscience, with the brain and its functioning, and Psychology, combining the mind and behavior. (The 3 circles interconnecting) with Neuroeducation in the middle.  With your research between neuroscience and education, and your background in psychology, how would you draw this diagram? What disciplines would you say make up Educational Neuroscience? Q3B: I loved seeing a book that really does go back to the basics. This is fundamental for all of us, whether we work in the classroom with our students, in sports environments, or in the corporate workplace. I saw some of your testimonials at the start of the book say that “this book is essential reading for anyone who wants to learn how the brain works to enable learning” and after reading Chapter 1, I wonder “why do we need educational neuroscience, how can it help us to understand how we learn, and help us to become better teachers? Andrea thinks that Michael has answered this question, with the idea that we want our students to use movement, manage their emotions, and social interactions, so these don't get in the way of learning, thinking and cognition. Q4: Can we go next to the research. This question would benefit those who create programs for schools, or for those who are selling programs to schools, or even for those who work in schools to understand this difference. I've spent countless hours (from a program creator point of view) trying to figure this out for certain funding buckets. What is the distinction between “evidence-based” and “neuroscience-based and does one provide a more guaranteed outcome for student success?” Q5: When I read of the survey you mentioned of the teachers of Wellcome Trust (Simmonds, 2014) that found a high level of interest in neuroscience and 60% of teachers said they “knew little” about how the brain works, and 82% said they wanted to learn more, it reminded me of why we launched this podcast to help bring together all the leaders in the field like you said to address this “unmet appetite for neuroscience knowledge.” But then when asked about their current use it was noted there were many tools, and products that claimed to boost a student's brain level, without the evidence. I know that CASEL has a program rating system for social and emotional learning programs, but what do you is there a rating systems for neuroscience or evidence- based programs? Q6: I love that you quoted David A. Sousa (Hart, 1999, Sousa, 2011) in Chapter 1 with his quote that “teachers are the only people whose specific job is to change the connections between neurons in their students' brains.”  He's been on our podcast twice, most recently EP197[vii] with his 6th edition of How the Brain Learns was our third most listened to episode of 2022. I've got to say that when I was first handed his books back in 2014, and asked to add neuroscience to the character and leadership programs I had created for the school market, I took one look at the images of the brain, or even how our memory works, and I felt overwhelmed, and almost didn't go in this direction. What would you say to someone who looks at the word neuroscience, and feels the same level of intimidation that I felt in the beginning. Where should someone begin? What are the BASICS of Neuroscience? Plasticity Learning and Altering Neuron Connections Memories/Forgetting Q7: What makes something unforgettable while other things we struggle to remember?   Q8: To sum this all up, In chapter 5, Thinking is Hard, and different types of memories perform different types of functions, or working with memory for specific things or events. Then you cover “We feel, therefore we learn.” (Immordino-Yang & Damasio). What should we all take away to help us to all understand Neuroscience: The Basics and make learning easier?       If thinking is hard, why is learning harder? What makes learning easier?   Michael, I want to thank you very much for taking the time to come on the podcast (all the way from the UK) and for sharing your new book Neuroscience: The Basics with us. For people who want to purchase the book, is the best place https://www.routledge.com/Educational-Neuroscience-The-Basics/Rogers-Thomas/p/book/9781032028552#     CONTACT MICHAEL S.C. THOMAS Email m.thomas@bbk.ac.uk Research Unlocke.org   BUY Educational Neuroscience: The Basics   Educational Neuroscience: The Basics by Cathy Rogers and Michael S.C. Thomas Published November 15, 2022 https://www.routledge.com/Educational-Neuroscience-The-Basics/Rogers-Thomas/p/book/9781032028552#   Amazon https://www.amazon.com/Educational-Neuroscience-Basics-Cathy-Rogers/dp/1032028556   Professor Michael Thomas at Birkbeck University of London https://www.bbk.ac.uk/our-staff/profile/8006159/michael-thomas#overview   Center for Educational Neuroscience http://www.educationalneuroscience.org.uk/   YouTube https://www.youtube.com/channel/UCMlW1aThiDY5TB8uxS3DU0w       Stay tuned for Michael's NEXT book How the Brian Works.   Thank you!   REFERENCES:   [i] https://andreasamadi.podbean.com/e/professor-and-canada-research-chair-in-developmental-cognitive-neuroscience-and-learning-on-the-future-of-educational-neuroscience/   [ii] Educational Neuroscience: The Basics by Cathy Rogers and Michael S.C. Thomas Published November 15, 2022 https://www.routledge.com/Educational-Neuroscience-The-Basics/Rogers-Thomas/p/book/9781032028552#   [iii] https://www.unlocke.org/team.php   [iv] Annual Research Review: Educational neuroscience: progress and prospects by Michael S.C. Thomas, Daniel Ansari and Victoria C.P. Knowland (April 2019)  https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6487963/   [v] The Reading Wars by Nicholas Lemann  https://www.theatlantic.com/magazine/archive/1997/11/the-reading-wars/376990/   [vi] Bridges over troubled waters: education and cognitive neuroscience by Daniel Ansari, Donna Coch March 10, 2006 https://pubmed.ncbi.nlm.nih.gov/16530462/   [vii] Neuroscience Meets Social and Emotional Learning Podcast EPISODE #197 with David A Sousa on “What's NEW with the 6th Edition of How Your Brain Learns” https://andreasamadi.podbean.com/e/returning-guest-dr-david-a-sousa-on-what-s-new-with-the-6th-edition-of-how-the-brain-learns/

When is it important to consider an evaluation for your child? Well, the earlier the better. But then the question is, what are the differences between evaluations and which is best for your child? My guest on today's episode helps break it down and dives deep into the differences between a neuropsychological evaluation and a psychoeducational evaluation. Not only that, but we also discuss the challenges of evaluating non-English speakers and identifying neurodevelopmental disorders in children whose native language is not English. I am thrilled to have Dr. Vindia Fernandez with me today. Dr. Fernandez is a pediatric neuropsychologist who specializes in working with children, adolescents, and young adults with neurodevelopmental issues including autism, epilepsy, ADHD, and learning disabilities as well as schizophrenia-spectrum disorders. As a private practice neuropsychologist in Southern California, she also sees the impact and importance of culturally and linguistically appropriate evaluations. Today she shares with us her valuable expertise. Show Notes: [0:48] - Dr. Fernandez is the founder of the Center for Pediatric Neuropsychology to address the growing need for appropriate evaluations for Latino/a children. [2:16] - Dr. Fernandez defines a psychoeducational evaluation, as that is the most commonly used assessment offered to parents of school-aged children. [3:40] - A neuropsychological evaluation is not a specific type of evaluation but more an assessment performed by a neuropsychologist. [5:19] - It not only helps identify the learning difficulties a child may have, but also gets deeper into the medical side of things to find possible underlying medical issues. [7:01] - The purpose of an evaluation in schools is different from the evaluations done when a parent goes to see a neuropsychologist.  [8:50] - Psychologists in a private practice have a lot more flexibility in diagnosing as opposed to the more narrow guidelines of a school evaluation. [9:36] - A diagnosis is important but it is what you do with that information that is the most valuable. [11:04] - Dr. Fernandez wrote an article about dyslexia and she discusses some of the reasons why students could have trouble reading. [13:54] - The intervention and accommodations that are recommended as a result of the evaluation will certainly differ depending on what those results are. [15:31] - Oftentimes there is more than one issue that the student is struggling with. All issues need to have an intervention simultaneously. [17:32] - For a period of time, minority or underrepresented populations were overrepresented in special education. [18:44] - Several laws have since been passed as a result of some landmark cases in education. [20:00] - Some immigrant parents may not have a lot of experience with formal education and may feel uncomfortable in a professional setting. [21:49] - Developing rapport with parents is important. [22:37] - The parent interviews and questionnaires that are a part of the evaluation process will vary in detail. Some parents share a lot of information and others do not.  [25:52] - One myth is that bilingual children automatically have a limited vocabulary when they learn two languages simultaneously. [27:42] - We should not overpathologize differences in learning, but working with specific populations, it is important to be aware of various cultures and backgrounds. [29:37] - The types of children Dr. Fernandez usually sees are the ones who are struggling in school in comparison to their peers.  [31:25] - When there's a level of distress associated with the learning difficulty that can't be explained by normal development, the behaviors are red flags. [33:21] - Don't ignore your gut feeling. If you feel that your child is struggling more than their peers, seek an evaluation to determine the root cause of the struggle.   About Our Guest: Dr. Fernandez obtained her Ph.D. in clinical psychology from the University of Houston where she studied pediatric neuropsychology and completed research on the neuroanatomical markers of dyslexia. She completed her APA-accredited internship and postdoctoral fellowship at the UCLA Semel Institute. Her specialty training includes working with children, adolescents, and young adults with neurodevelopmental issues including autism, epilepsy, ADHD, and learning disabilities as well as schizophrenia-spectrum disorders. Dr. Fernandez has also worked closely with the UCLA PEERS Program and developed a passion for teaching social skills to neurodiverse youth. In 2017, Dr. Fernandez founded the Center for Pediatric Neuropsychology in part to address the growing need for culturally and linguistically appropriate evaluations for Latino/a children. She is an attending clinician and volunteer clinical faculty member in the UCLA Hispanic Neuropsychiatric Center of Excellence and collaborates with the Los Angeles Department of Mental Health on program development and training.   Connect with Dr. Vindia Fernandez: PediatricNeuropsych.com ChildNEXUS Provider Profile - Vindia G. Fernandez, Ph.D.   Links and Resources: ChildNEXUS Home Page Dyslexia Blog Article ChildNEXUS Live Back to School Town Hall   Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

videos: New Rule: Cancel Culture is Over Party | Real Time with Bill Maher (HBO) THIS VIDEO HAS TO GO VIRAL. CALM DOWN CELENTE, WHAT ARE YOU SO UPSET ABOUT #ukraine #stocks #bitcoin   Mushroom compound level predicts cognitive function jcvzNational University of Singapore, December 21 2022. Findings from a study reported in Antioxidants revealed an association between lower plasma levels of ergothioneine (ET), a compound that occurs in mushrooms, and an increased risk of cognitive impairment and dementia.”Before this study, there was little evidence that ET levels in the blood can predict the risk of developing cognitive issues,” noted lead researcher Barry Halliwell, of the National University of Singapore Yong Loo Lin School of Medicine. “Our findings demonstrate that if your ET levels are low, your risk of developing cognitive problems increases.” The study included 470 men and women of an average age of 73. Magnetic resonance imaging (MRI) scans conducted at recruitment determined the presence of cerebrovascular disease and/or brain atrophy and blood samples were evaluated for plasma ergothioneine. Neuropsychological tests administered at the beginning of the study and during up to 5 years of follow-up evaluated cognitive function. At the beginning of the study, 189 study participants had dementia, 193 were cognitively impaired without dementia and 88 had no cognitive impairment. Men and women with low (below the median) ergothioneine levels had worse cognitive function in comparison with those who had high levels. While cognitive function decreased over time among those with low or high levels of ergothioneine, the rate of decline was greater among participants who had low ergothioneine levels. When examined according to cognitive status, the long-term associations occurred only in participants who did not have dementia at the beginning of the study. “This points to the possibility of using a simple blood test to detect ET levels for early screening in the elderly to identify those who may have higher risk of cognitive decline,” Dr Halliwell stated. The researchers are planning a trial to evaluate the effects of ergothioneine supplementation among adults with mild cognitive impairment. (NEXT) Acupressure versus acupuncture—which one is better at treating sleep disturbance in patients with cancer? University of Hong Kong, December 21, 2022 Both acupuncture—which is invasive and involves inserted needles—and acupressure—which is non-invasive and involves mechanical pressure—can potentially help reduce sleep disturbance in patients with cancer. A recent analysis of published clinical trials suggests that acupressure may have a greater effect than acupuncture. The analysis, which is published in Worldviews on Evidence-Based Nursing, included 24 randomized controlled trials involving 2,002 patients. The findings suggest that nurses and other health professionals in oncology settings should be provided with acupressure training to help patients who are experiencing sleep problems.“Based on available evidence, acupressure may be a more promising approach than acupuncture for reducing sleep disturbance in patients with cancer,” said corresponding author Denise Shuk Ting Cheung, BNurs, PhD, RN, of the University of Hong Kong. “Future studies should focus on the differential mechanisms of action of acupressure and acupuncture and link them to the multifactorial causes of sleep disturbance in patients with cancer.” (NEXT) Extraversion, conscientiousness linked to immune system function University of Nottingham, December 15, 2022 Researchers have long suggested that personality may influence health. Now, a new study suggests that certain personality traits may play a role in immune system function. The research team – led by Prof. Kavita Vedhara of the School of Medicine at the University of Nottingham in the UK – found that extraverts are more likely to have strong immune systems, while people who are conscientious tend to have weaker immune systems. To reach their findings, published in the journal Psychoneuroendocrinology, the team enrolled 121 healthy adults – 86 females and 35 males – aged between 18 and 59 years. All participants were required to complete a test that measured five primary dimensions of personality: extraversion, neuroticism, openness, agreeableness and conscientiousness. The participants also provided blood samples, and the researchers used microarray technology to assess the link between the five personality traits and the activity of genes in white blood cells that play a role in immune system response. In addition, the researchers took note of participants' exercise, smoking and drinking behaviors so they could rule these out as contributing factors. Results of the analysis revealed that participants who scored higher for extraversion – a personality that is more assertive, talkative and enthusiastic – had increased expression of pro-inflammatory genes in white blood cells, while those who scored higher on conscientiousness had reduced expression of these genes. “Individuals who we would expect to be exposed to more infections as a result of their socially orientated nature (i.e., extraverts) appear to have immune systems that we would expect can deal effectively with infection, while individuals who may be less exposed to infections because of their cautious/conscientious dispositions have immune systems that may respond less well.”A smaller relationship was found between increased pro-inflammatory gene expression and higher scores on openness, while no link was found between agreeableness and neuroticism and heightened expression of pro-inflammatory genes. The team notes that their findings remained, even after accounting for participants' smoking, drinking and exercise status, as well as any reported negative emotions. In addition, Medical News Today reported on a study suggesting that men who are narcissistic – defined as having an inflated view of self-importance – may be more likely to develop cardiovascular problems than those who do not have narcissistic traits. (NEXT) They may be 95 and older, but they still crave independence University of York & Newcastle University (UK), December 20, 2022 People aged 95 and over still want to be part of society and enjoy a level of independence, despite having a more limited interaction with the world, a new study shows. The research, by a team at the University of York and Newcastle University, looked at the lives of 23 people from Newcastle, UK, as part of a 10-year follow-up study to the Newcastle 85+ study—an observational study spanning decades, following the experiences of people born in 1921. The research is published in the journal PLOS One. The study found that there were five key elements to sustaining a positive attitude to life post-95, the most important being a sense of independence, even if that meant reframing what independence is to them. Other areas included being able to reflect on past successes; being in control of when they need help from family; being outwardly presentable; and normalizing the impact of ill health. “We found that participants in the study saw themselves as content with their lives, despite their world becoming smaller, and in poor health and other challenges, they were able to find pleasure in the smaller things of their daily routines and events.” “Being independent came through strongly as a way of explaining their continued passion for life, and was strongly equated to feelings of dignity and youth. A bit of risk-taking, particularly with their health, was also important in order to keep their autonomy, particularly with family, where children had now become the caregiver.” Family relationships, however, were the most complex issue and those that felt most content were those that had made decisions about their own care—when to ask for help and when to ignore advice from their children or grandchildren. Participants also reported that even in serious ill health, accepting it as “normal” helped in minimizing its impact on their lives. The study aims to give voices to an age range that is rarely heard and provide insight into their experiences that needs to be considered as the population continues to live longer. The researchers argue that more research into older people needs to focus on the age range of 90+ years, and not just focus on the younger range of 65 to 80. (NEXT) Walking ‘Teabag style' for a few minutes a day could help adults meet physical activity targets Arizona State University, December 21, 2022 Adults could achieve global physical activity targets by walking inefficiently for just a few minutes each day, finds a study in the Christmas issue of The BMJ. Global rates of physical inactivity have not budged in the past 20 years, despite campaigns to increase physical activity and boost cardiovascular fitness in adults. The inefficient walking styles of Mr. Teabag and Mr. Putey, acted by John Cleese and Michael Palin in the 1971 Monty Python Ministry of Silly Walks sketch, have been shown to be more variable than usual walking, but their energy expenditure has never been measured. To fill this vital research gap, a team of U.S. researchers set out to compare the energy expenditure of low efficiency walking with high efficiency walking. Their findings are based on data from 13 healthy adults (six women, seven men) aged 22-71 years (average age 34) with no history of heart or lung disease, and no known gait disorder. Height and body weight were measured and each participant was shown a video of the Ministry of Silly Walks sketch before performing three walking trials, each lasting five minutes, around an indoor 30-meter course. In the first trial, participants walked in their usual style at a freely chosen pace. For the next two trials, participants were asked to recreate, to the best of their ability, the walks of Mr. Teabag and Mr. Putey that they had seen in the video. Distance covered during the five minute walks was used to calculate average speed. Oxygen uptake (mL/kg/min), energy expenditure (kcal/kg/min) and exercise intensity (METs)—the amount of calories expended per minute of physical activity—were also measured. The researchers found that only the Teabag walk resulted in a significantly greater energy expenditure—about 2.5 times that of usual walking. For men and women combined, oxygen uptake during normal walking was 11.3 mL/kg/min (or 3.2 METs), which was similar to that of the Putey walk (12.3 mL/kg/min, or 3.5 METs). However, the Teabag walk elicited an oxygen uptake of 27.9 mL/kg/min, or 8 METs, which qualifies as vigorous intensity exercise. In terms of energy expenditure, exchanging just one minute of usual walking style with one minute of Teabag walking was associated with an increase in energy expenditure of 8 kcal/min for men and 5 kcal/min for women. The researchers estimate that adults could achieve 75 minutes of vigorous intensity physical activity per week by walking in Teabag style—rather than their usual style—for about 11 min/day. And substituting usual style steps with Teabag style steps for about 12-19 min/day would increase daily energy expenditure by approximately 100 kcal. This amount of walking in Teabag style would likely increase cardiorespiratory fitness, reduce mortality risk, and would require no extra time commitment because it replaces movement adults already do with higher energy physical activity, they add. (NEXT) Wolfberry consumption may offer flu protection: Mouse data Tufts University, December 17, 2022 Consumption of wolfberries – also known as goji berries – may be associated with increasing the protective effect of influenza vaccines against the virus, according to new research in mice. Writing in the Journal of Nutrition, the study analysed the effect of goji berry consumption on the effectiveness of the influenze vaccine to prevent infection with the influenza virus in older mice. Led by researchers at the Jean Mayer USDA Human Nutrition Research Center on Aging (USDA HNRCA) at Tufts University, the research team noted that current vaccines for influenza do not fully protect the elderly against infection, and although wolfberry has been shown to improve immune responses “it is not known if this effect would translate to better protection.”The findings of the new study suggest that wolfberries appear to interact with the influenza vaccine, and therefore offer additional protection against the flu virus, by increasing the activity of dendritic cells – which play an important role in the ability of the immune system to defend against viral infections. “We observed higher antibody response and better protection against flu as indicated by less weight loss in the older mice that consumed wolfberries,” explained senior author Dr Simin Nikbin Meydani. “While previous studies have shown that wolfberries bolster immune response in mice, our results introduce their potential to reduce the age-related risk and severity of the flu virus in the presence of the vaccine.” “Wolfberries are rich in complex carbohydrates known as polysaccharides, as well as vitamins, carotenoids and flavonoids,” he commented. “Future studies in rodent models would be necessary to understand which components appear to be stimulating the dendritic cells.”

Episode 6 unpacks what neuropsychological evaluations are with our guests, Dr. Jason Fogler and Dr. Beth Jerskey.Follow us on Instagram @ReidConnectEdPodcast and Twitter @ReidConnectEdcShow notes & Transcripts: https://reidconnect.com/reid-connect-ed-podcast*Please note that different practitioners may have different opinions- this is our perspective and is intended to educate you on what may be possible.About our guests for this episode:Jason Fogler, PhDDr. Jason Fogler, M.A., Ph.D is a senior staff psychologist; Co-Director of the ADHD Program and Training Director of the LEND (Leadership Education in Neurodevelopmental & related Disabilities) Program in the Division of Developmental Medicine at Boston Children's Hospital; and an Assistant Professor of Pediatrics and Psychology at Harvard Medical School. He co-leads his Division's Clinical Outcomes Workgroup to improve care for what has come to be known as "complex ADHD": Attention Deficit/Hyperactivity Disorder with one or more co-occurring conditions, including mood and anxiety disorders, learning disabilities, disruptive behavior disorders, and posttraumatic stress. He has been providing neuropsychological testing, organizational skills training, and parent guidance for children and teens with ADHD for over a decade.Please note that the views proposed in this podcast episode by Dr. Fogler are not necessarily representative of the views and policies of Boston Children's Hospital, Harvard Medical School, or the Maternal Child Health Bureau.Beth Jerskey, PhDDr. Beth Jerskey is the Director of Research and Professional Development, Director of Clinical Training, and Director of Autism Spectrum Disorder Services at the Boston Child Study Center. Dr. Jerskey is also an Adjunct Assistant Professor in the Department of Psychiatry and Human Behavior at the Alpert Medical School of Brown University. Dr. Jerskey's research centers around ethical considerations in the field of psychology and currently she sits on the Massachusetts Autism Commission's subcommittee for children Birth – 14 years old, is the APA Federal Advocacy Coordinator for the state of Massachusetts, and is Chair of the Rhode Island Psychological Association's Ethics Committee. Trained in both pediatric and adult neuropsychology, Dr. Jerskey has clinical interest primarily with children ages 2-14 and she has a specialty in the diagnosis of Autism Spectrum Disorders.Please note that the views proposed in this podcast episode by Dr. Jerskey are not necessarily representative of the views and policies of Boston Child Study Center or the Alpert Medical School of Brown University.The Reid Connect-Ed Podcast is hosted by Alexis Reid and Dr. Gerald Reid, produced by Lauren Baiza, Communications and Marketing Coordinator is Colin Feheley, and original music is written and recorded by Gerald Reid.Listen on SpotifyListen on Apple Podcasts

Neuropsychological testing is a series of tests designed to determine how somebody's brain functions across the different regions of the brain.  Different types of dementia present differently. Determining how a person responds to different questions can help family members care for and interact with their loved ones more effectively and offer insight for future planning. But not everyone is offered this type of testing, and it is not advised for every patient. Listen in as Dr. Natali discusses the neuropsychological testing process and how to open the discussion to determine if it's right for your loved one.     In this Episode: [00:30] - Neuropsychological testing is a series of tests designed to determine how somebody's brain functions. [00:55] - Neuropsychological that is commonly prescribed for people who have dementia or are concerned that they may have dementia.  [00:59] - Dr. Natali discusses the hours-long process and the types of abilities assessed during testing.  [01:56] - The neuropsychological testing medical team. [02:38] - Because each type of dementia presents differently, each test is designed to assess a different region and function of the brain. [03:31] - How the different patterns in neuropsychological testing paint a picture of the type of dementia present.   [03:56] - The difference between office-level screening tests and neuropsych testing. [04:47] - Neuropsych testing provides answers that can help caregivers find communication solutions for interacting, giving care, and a timeline of progression for their loved one with dementia.  [06:00] - Is neuropsychological testing necessary? It may only be offered (or helpful) in some cases.  [07:33] - Dr. Natali discusses the scenarios when neuropsych testing would not be helpful and might present unnecessary stress to the patient.  [08:01] - What to expect during a neuropsychological assessment. [08:33] - How observer effects can impact testing outcomes. [09:05] - Dr. Natali shares her advice on advocating for neuropsychological testing for your loved one. [09:22] - Determining how often testing should be performed and when it should be discontinued.  [10:51] - How and when to advocate for neuropsychological testing for your loved one with dementia.   Links and Resources:Does Someone with Dementia Need Dementia Testing? On Careblazers Tv Dementia Careblazers  Subscribe to Careblazers TV Dementia Careblazers Blog About Careblazers with Dr. Natali Join the Dementia Care Club Download the Careblazer Survival Guide Email the Careblazers

In this episode, we talk with Dr. Jennifer Reesman about neuropsychological evaluations of children from the D/deaf and hard of hearing (DHH) community. We discuss DHH culture, language deprivation syndrome, medical etiologies of hearing loss, sign language and cued speech, cochlear implants, and various considerations for neuropsychological evaluations in children from the DHH community. Show notes are available at www.NavNeuro.com/104 _________________ If you'd like to support the show, here are a few easy ways: 1) Get APA-approved CE credits for listening to select episodes: www.NavNeuro.com/INS  2) Tell your friends and colleagues about it 3) Subscribe (free) and leave an Apple Podcasts rating/review: www.NavNeuro.com/itunes   Thanks for listening, and join us next time as we continue to navigate the brain and behavior! [Note: This podcast and all linked content is intended for general educational purposes only and does not constitute the practice of psychology or any other professional healthcare advice and services. No professional relationship is formed between hosts and listeners. All content is to be used at listeners' own risk. Users should always seek appropriate medical and psychological care from their licensed healthcare provider.]

This episode is a conversation about neuropsychological interventions for adult patients with acquired brain injuries such as TBI, stroke, or hypoxia. We define and differentiate different terms for neuropsychological interventions, we list and describe specific cognitive interventions, we discuss the importance of emotional symptoms following brain injuries, and we explain characteristics of intervention effectiveness. Show notes are available at www.NavNeuro.com/94 _________________ If you'd like to support the show, here are a few easy ways: 1) Get APA-approved CE credit for listening to select episodes: www.NavNeuro.com/INS  2) Tell your friends and colleagues about it 3) Subscribe (free) and leave an Apple Podcasts rating/review: www.NavNeuro.com/itunes 4) Contribute to the discussion in the comments section of the website (click the episode link listed above) or on Twitter (@NavNeuro)   Thanks for listening, and join us next time as we continue to navigate the brain and behavior! [Note: This podcast and all linked content is intended for general educational purposes only and does not constitute the practice of psychology or any other professional healthcare advice and services. No professional relationship is formed between hosts and listeners. All content is to be used at listeners' own risk. Users should always seek appropriate medical and psychological care from their licensed healthcare provider.]

This conversation focuses on culturally informed neuropsychological evaluations.  We discuss big picture topics such as becoming more culturally sensitive, cultural differences across the world, Dr. Fujii's ECLECTIC framework, and macrosocietal structures.  We also talk about how to translate cultural knowledge and experience to clinical evaluations in neuropsychology. Show notes are available at www.NavNeuro.com/92 _________________ If you'd like to support the show, here are a few easy ways: 1) Get APA-approved CE credit for listening to select episodes: www.NavNeuro.com/INS  2) Tell your friends and colleagues about it 3) Subscribe (free) and leave an Apple Podcasts rating/review: www.NavNeuro.com/itunes 4) Contribute to the discussion in the comments section of the website (click the episode link listed above) or on Twitter (@NavNeuro)   Thanks for listening, and join us next time as we continue to navigate the brain and behavior! [Note: This podcast and all linked content is intended for general educational purposes only and does not constitute the practice of psychology or any other professional healthcare advice and services. No professional relationship is formed between hosts and listeners. All content is to be used at listeners' own risk. Users should always seek appropriate medical and psychological care from their licensed healthcare provider.]

Drug Addiction and Its Underlying Neurobiological Basis: Neuroimaging Evidence for the Involvement of the Frontal Cortex, Neuroimaging Impaired Response Inhibition and Salience Attribution in Human Drug Addiction: A Systematic Review, The neurobiology of drug addiction: cross-species insights into the dysfunction and recovery of the prefrontal cortex, and Structural and functional brain recovery in individuals with substance use disorders during abstinence: A review of longitudinal neuroimaging studies Scientific Sense ® by Gill Eapen: Prof. Rita Goldstein is the professor of Psychiatry and Neuroscience in the Icahn School of Medicine at Mount Sinai. Her research focuses on neuroimaging and neuropsychological studies in drug addiction. Join this channel to get access to perks: https://www.youtube.com/channel/UCo2wiIHPM35xPawotek2IDA/join --- Send in a voice message: https://anchor.fm/scientificsense/message Support this podcast: https://anchor.fm/scientificsense/support

Annnnndddd WE'RE BACK BABY!!“It's natural to be alive, it's natural to die” -Soror ZSD23After a 9 month hiatus from my beloved podcast I have given birth to a most beautiful episode!

Dr. Jennifer Oratio is a neuro-psychologist who has had her own private clinical practice since 2010 and has evaluated and helped hundreds of special needs students over the span of her career.  Here, in conversation with Adam Dayan, NYC Special Education Attorney, Dr. Oratio demystifies the neuropsychological evaluation process and discusses the role of the neuropsychological report in identifying appropriate interventions for a special needs child.  Dr. Oratio also illuminates the ways in which a neuropsychologist can be an advocate for the recommended programs or services at school district meetings and impartial hearings.  

A comprehensive clinical evaluation is an important first step to helping a child with a developmental disability get the services and supports they need. As a parent or caregiver, understanding a child's challenges and finding the resources best suited to him/her can be overwhelming.At her private practice, Neurodevelopmental Health Services, Dr Danielle Bronk, PhD uses her extensive background in performing evaluations of people with developmental disabilities and a strengths based approach to facilitate transition planning and diagnosis support, benefitting both the child and their parent or caregiver. See more information on Dr Danielle Bronk at her website https://www.cnyneuro.org/or contact her at 315-507-7150.www.thearcolc.org

Alvin and German conduct a great conversation with the mental health expert, Carla Beckford. '88. After graduating from Colgate University, she continued her graduate studies at Teachers College, Columbia University where she focused on becoming an educator. Returning to her initial focus on mental health, she went on to graduate from the Ph.D. program in Clinical Psychology at Columbia and completed post-doctoral work in the educational, psychological, and neuropsychological assessment of learning disabilities, she continues to focus on the needs of youth in underserved areas and the disproportionate numbers in the criminal and juvenile justice systems. She now conducts forensic assessments in NY Courts and teaches as adjunct faculty at Teachers College, Columbia University.

Part 1 of 2 As a clinical psychologist specializing in the assessment and management of neurobehavioral conditions following an Acquired Brain Injury,  Dr. Sementilli has had the opportunity to practice at a number of Baltimore hospitals including University of Maryland Shock Trauma, Sinai Rehabilitation and University of Maryland Rehabilitation and Orthopedic Institute (formerly Kernan). He is currently providing consultation services for NeuroRestorative (civilian and military cliental) as well as performing independent neuropsychological examinations for a case management and State of Maryland agencies, private insurers,  and the Chesapeake Insurance Fund. Dr Sementilli discusses the role of a Neuropsychologist, what is included in Neuropsychological testing and how they are used. #5Thoughts Flashback: Wind, War, and Webinars June 18, 2021   Disclaimer: This podcast is provided for informational purposes only and does not constitute endorsement of treatments, individuals, or programs which appear herein. Any external links on the website are provided for the visitor's convenience; once you click on any of these links you are leaving the BIAMD website. BIAMD has no control over and is not responsible for the nature, content, and availability of those sites.   

Dr. Sandy Kruse shares her wisdom regarding ADHD in children, ADHD testing, and indicators to look for if you think your child might have ADHD. LINKS for Guest Dr. Sandy Kruse's ProfileLINKS for ShowFREE PARENT GUIDE:15 Signs of Childhood Anxiety & How to Help - Click here!FREE PARENT CHALLENGE:5 Day Meaningful Connection Challenge - Click here!

If neurological or psychological issues are impairing your cognition, it's tremendously helpful to get professional testing done to characterize your level of functioning on a granular level. Why? You can get help from speech/cognitive therapists! Why else? Because doctors are more inclined to recognize clinical recovery and/or relapse!

When you think about what it takes to be a successful leader today, you must possess the ability to be resilient. In this episode, you'll learn about the 5 Frameworks of Resilience: Behavioral, Emotional, Cultural, Evolutionary, and Neuropsychological. Each of these frameworks has an influence on your capacity to lead.

When is it important to consider an evaluation for your child? Well, the earlier the better. But then the question is, what are the differences between evaluations and which is best for your child? My guest on today's episode helps break it down and dives deep into the differences between a neuropsychological evaluation and a psychoeducational evaluation. Not only that, but we also discuss the challenges of evaluating non-English speakers and identifying neurodevelopmental disorders in children whose native language is not English. Welcome to Diverse Thinking · Different Learning! I am Dr. Karen Wilson and I am thrilled to have Dr. Vindia Fernandez with me today. Dr. Fernandez is a pediatric neuropsychologist who specializes in working with children, adolescents, and young adults with neurodevelopmental issues including autism, epilepsy, ADHD, and learning disabilities as well as schizophrenia-spectrum disorders. As a private practice neuropsychologist in Southern California, she also sees the impact and importance of culturally and linguistically appropriate evaluations. Today she shares with us her valuable expertise. Show Notes: [0:48] - Karen introduces Dr. Fernandez and gives her background. Dr. Fernandez is the founder of the Center for Pediatric Neuropsychology to address the growing need for culturally and linguistically appropriate evaluations for Latino/a children. [2:16] - Dr. Fernandez defines a psychoeducational evaluation, as that is the most commonly used assessment offered to parents of school-aged children struggling in an educational setting. It entails different tests that serve the purpose of identifying areas of academic need. [3:40] - A neuropsychological evaluation is not a specific type of evaluation but more an assessment performed by a neuropsychologist. This type of psychologist has extensive training in brain-behavior relationships and neuroanatomy.   [5:19] - A neuropsychological exam not only helps identify the learning difficulties a child may have, but also gets deeper into the medical side of things to find possible underlying medical issues. [7:01] - The purpose of an evaluation in schools is different than the evaluations done when a parent goes to see a neuropsychologist like Dr. Wilson or Dr. Fernandez.  [7:26] - Dr. Fernandez explains how school evaluations work and the purpose they serve in informing services and accommodations in a school setting. There are specific legal mandates on how these evaluations are conducted. [8:50] - Psychologists in a private practice have a lot more flexibility in diagnosing as opposed to the more narrow guidelines of a school evaluation conducted by a school psychologist. [9:36] - An evaluation is only as important or as valid as the recommendations you impart to the family. A diagnosis is important but it is what you do with that information that is the most valuable. [11:04] - Dr. Fernandez wrote an article about dyslexia and today she discusses some of the reasons why students could have trouble reading. [13:54] - The intervention and accommodations that are recommended as a result of the evaluation will certainly differ depending on what those results are. [15:31] - Oftentimes there is more than one issue that the student is struggling with. All issues need to have an intervention simultaneously. Dr. Fernandez explains why that is important. [17:32] - Dr. Fernandez explains that there was a time when Spanish speaking children were evaluated using English language measures to determine whether or not they had intellectual disabilities. They were placed in special education programs en masse. [18:24] - For a period of time, minority or underrepresented populations were overrepresented in special education. [18:44] - Several laws have since been passed as a result of some landmark cases in education. Now the instruments have to be validated for the population that it is being used for. [19:29] - Dr. Fernandez says that when she evaluates a child who doesn't speak English or didn't speak English as their first language, her first thought is about the instruments and whether or not they are appropriate for the child. [20:00] - Something we need to always consider is that some immigrant parents may not have a lot of experience with formal education and may feel uncomfortable in a professional setting. [21:49] - Developing rapport with parents is important. [22:37] - The parent interviews and questionnaires that are a part of the evaluation process will vary in detail. Some parents share a lot of information and others do not. Developing trust and explaining why these questions are important is helpful. [24:39] - Being able to determine what is going on with a child, you have to look at the evaluation and the struggles the child has with a cultural lens. [25:52] - Dr. Fernandez explains a few perpetuating myths, one being that bilingual children automatically have a limited vocabulary when they learn two languages simultaneously. [27:42] - We should not overpathologize differences in learning especially when we are talking about children who are growing up differently. But working with specific populations, it is important to be aware of various cultures and backgrounds. [29:37] - The types of children Dr. Fernandez usually sees are the ones who are struggling in school in comparison to their peers.  [31:25] - When there's a level of distress associated with the learning difficulty that can't be explained by normal development, the behaviors are red flags for a problem that needs to be solved. [33:21] - Don't ignore your gut feeling. If you feel that your child is struggling more than their peers, seek an evaluation to determine the root cause of the struggle.   About Our Guest: Dr. Fernandez obtained her Ph.D. in clinical psychology from the University of Houston where she studied pediatric neuropsychology and completed research on the neuroanatomical markers of dyslexia. She completed her APA-accredited internship and postdoctoral fellowship at the UCLA Semel Institute. Her specialty training includes working with children, adolescents, and young adults with neurodevelopmental issues including autism, epilepsy, ADHD, and learning disabilities as well as schizophrenia-spectrum disorders. Dr. Fernandez has also worked closely with the UCLA PEERS Program and developed a passion for teaching social skills to neurodiverse youth. In 2017, Dr. Fernandez founded the Center for Pediatric Neuropsychology in part to address the growing need for culturally and linguistically appropriate evaluations for Latino/a children. She is an attending clinician and volunteer clinical faculty member in the UCLA Hispanic Neuropsychiatric Center of Excellence and collaborates with the Los Angeles Department of Mental Health on program development and training. Connect with Dr. Vindia Fernandez: PediatricNeuropsych.com ChildNEXUS Provider Profile - Vindia G. Fernandez, Ph.D. Links and Resources: ChildNEXUS Home Page Dyslexia Blog Article ChildNEXUS Live Back to School Town Hall

On this episode of Sanity, Dr. Jason Duncan and Dr. Dennis Zgaljardic discuss different aspects of neuropsychological assessments. They cover various areas of the brain and their functions, and they discuss how assessment tools can be used to determine where there might be deficits. Specifically, a neuropsychological assessment combines a number of different aspects, from the clinical interview, looking at neurological exams, and administering testing. Dr. Zgaljardic explains the purpose of some tests in measuring functioning in different areas, and he discusses how an apparent issue in one area, such as memory, may actually be related to a deficiency somewhere else, such as with attention. Dr. Zgaljardic provides numerous case examples and informs us how neuropsychological assessments can be used as a part of cognitive rehabilitation. Tune in to learn more about this fascinating area of psychology! Resources: Dennis' Private Practice: https://gcneuropsychology.com/ Dennis' Twitter: https://twitter.com/djzgaljardic?lang=en Book - Man Who Mistook his Wife for a Hat: https://www.amazon.com/Man-Who-Mistook-His-Wife/dp/1491514078 Book - Descartes' Error: Emotion, Reason, and the Human Brain https://www.amazon.com/Descartes-Error-Emotion-Reason-Human-ebook/dp/B00AFY2XVK/ref=sr_1_1?dchild=1&keywords=descartes+error&qid=1603579024&s=books&sr=1-1 APA - Society for Clinical Neuropsychology: https://www.apa.org/about/division/div40 American Academy of Clinical Neuropsychology (Find a board certified neuropsychologist) https://theaacn.org/ Vienna Beat by Blue Dot Sessions (www.sessions.blue)

Resources Mentioned https://verdugopsych.com/neuropsychological-evaluation-of-traumatic-brain-injury/https://verdugopsych.com/personal-injury-evaluations-the-5-step-model-we-use-to-determine-causation-and-damages/https://verdugopsych.com/post-traumatic-stress-disorder-ptsd-evaluating-trauma-in-personal-injury-litigation/https://aafpforensic.org/https://www.apa.org/practice/guidelines/forensic-psychology About Dr. Emin GharibianDr. Emin Gharibian is a licensed psychologist (PSY 29643) specializing in neuropsychological and forensic evaluations. He has over 10 years of education and training in clinical psychology and neuropsychology and extensive experience evaluating adults and adolescents for psychological and neuropsychological conditions.Dr. Gharibian completed a two-year post-doctoral fellowship in Neuropsychology through Fielding Graduate University.  His training and experience have been in psychological and neuropsychological assessment in a variety of clinical settings including private practice, outpatient mental health clinics, psychiatric hospitals, forensic hospitals, and correctional facilities. He specializes in providing comprehensive neuropsychological evaluations for a variety of neurological conditions including dementia, Alzheimer's disease, complications from a stroke, traumatic brain injury, concussions, learning disabilities, and ADHD. He also specializes in forensic psychological and neuropsychological evaluations for immigration hearings, civil and criminal competency, and personal injury.He is appointed to the Los Angeles Juvenile Court Expert Witness Panel and is also a member of the National Academy of Neuropsychology and the American Psychology and Law Society.Contact Dr. Gharibianhello@verdugopsych.comwww.verdugopsych.com About the host, Dr. Nicole ViennaCo-founder and Clinical Director of Vienna Psychological Group, Inc., Dr. Vienna is a licensed psychologist (PSY26945) that specializes in forensic and neuropsychological evaluations. She completed her Doctorate in Clinical Forensic Psychology at Alliant International University- California School of Forensic Studies. She is in her 2nd year of a two year post-doc neuropsychology specialization program. Additionally, she holds two master's degrees in Forensic Science and Forensic Psychology.  She earned her bachelor's degree at The University of Arizona.Dr. Vienna began her career working with Tarzana Treatment Center in 2006, prior to obtaining her doctorate degree.  During the course of her doctorate training, she completed practicum rotations through College Hospital adult and adolescent inpatient psychiatric units and The Men's Forensic Outpatient Program at Twin Towers Correctional Facility.  Dr. Vienna received her pre-doctoral resident training at the Los Angeles County Department of Mental Health (DMH) with the Jail Mental Health unit at Twin Towers Correctional Facility (TTCF), Century Regional Detention Facility (CRDF), and The Women's Community Reintegration Services and Education Center (WCRSEC).  She completed her postdoctoral training through the Los Angeles County Department of Mental Health (DMH), with the Juvenile Justice Program at Challenger Memorial Center – Probation Camp and Barry J. Nirdoff Juvenile Hall.Dr. Vienna has held additional assignments at Twin Towers Correctional Facility and the Inmate Reception Center (IRC) as a staff clinical psychologist where she performed initial psychiatric evaluations, housing determinations, and suicide risk assessments. Dr. Vienna has also worked on countywide psychiatric mobile response teams (PMRT) and mental evaluation teams (MET) with the Los Angeles County Sheriff's Department where she was partnered with a law enforcement officer in a police vehicle to provide crisis evaluations to individuals in psychiatric or emotional crisis. Dr. Vienna conducted numerous station briefings and behavioral health trainings to law enforcement personnel.Dr. Vienna is appointed to the Los Angeles County Superior Court Expert Panel of Psychologists and the Los Angeles County Juvenile Delinquency Panel of Experts. She has expertise is areas of neurodevelopmental disorders (intellectual disabilities, autism, etc.), transfer to adult cases, trauma (PTSD and adverse childhood experiences), and substance abuse. She has also met Peace Officer Standards and Training (POST) continued professional experience (CPE) to conduct public safety pre-employment psychological evaluations. She is a member with the American Psychological Law Society (APLS), National Academy of Neuropsychology (NAN), and International Critical Incident Stress Foundation (ICISF).Contact Dr. Vienna:Office: 626-709-3494 | Email: support@vpg-corp.comwww.viennapsychologicalgroup.com 

What functions are tested in a neuropsychological evaluation?   Interview with Neuropsychologist Arnold Purisch, PhD  Sign up for Traumatic Brain Injury Recovery Updates Dr. Dan Gardner's YouTube and Podcast channels and his website do NOT offer medical advice. You should not rely on this information as a substitute for, nor does it replace, professional medical advice, diagnosis, or treatment. See full Disclaimer: http://bit.ly/dgdisclaimer **SUBSCRIBE FOR VIDEOS ** *Interviews of brain injury survivors, family, and healthcare treaters *Your Peripheral Brain (assistive technology tips)* SUBSCRIBE TO VIDEOS http://bit.ly/tbirecovery-subscribe **SUBSCRIBE TO PODCAST** https://dangardner.podbean.com/ **SUBSCRIBE TO NEWSLETTERS** Traumatic Brain Injury Recovery Updates http://bit.ly/tbiupdates Your Peripheral Brain - Assistive Tech Updates http://bit.ly/dgtechtips