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• Exploring sex differences in pediatric mild traumatic brain injury: clinical characteristics and recovery patterns of pediatric mTBI patients with non-credible effort

  • When
    20 Oct 2026
  •  
    9:00 AM - 10:00 AM
  • Location
    Remote

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  Presenter: Andrea Bullinger, M.A. and Emily Mezni, M.A.

  1 CE Available

  Article Link
  

  Abstract:

  This study investigates sex differences in demographic and injury-related characteristics, along with recovery patterns, in children with mild traumatic brain injury (mTBI) who failed at least one Performance Validity Test (PVT). A retrospective analysis of 186 patients (8–18 years old; 65.1% females) from a specialty concussion clinic with non-credible effort on PVTs was conducted. Data on demographics, injury-related characteristics, symptoms, as well as recovery patterns, were analyzed. There were significant sex differences in age at injury, pre-injury academic status, ADHD prevalence, physical activity levels, and post-injury emotional symptoms. Girls exhibited longer recovery times, had more clinical visits, and received different provider recommendations. This study revealed significant sex differences between boys and girls with mTBI and non-credible effort on PVTs. These findings underscore the need for sex-informed approaches in pediatric mTBI management and highlight areas for future research.
  

  Level of Activity: Introductory

  Objectives:

  1) Understand the implications of PVT results in children with mTBI.

  2) Investigate sex differences in demographic and injury-related characteristics in children with mTBI who failed a PVT.

  3) Investigate recovery patterns in children with mTBI who failed a PVT.

  4) Help guide education and intervention related to pediatric mTBI.

  About Andrea Bullinger, M.A.:

  Andrea Bullinger is a third-year doctoral student in Clinical Psychology at The Chicago School in Anaheim, CA, where she is completing a Major Area of Study in Neuropsychology. She earned her Bachelor’s Degree in Interdisciplinary Studies, with areas of study in Psychology, Biology, and Chemistry from San Diego State University. Following graduation, Andrea spent several years working in the behavioral therapy field, implementing interventions for toddlers, children, and adolescents with autism spectrum disorder and other neurodevelopmental disorders. Her experiences with these populations sparked an interest to better understand the cognitive, behavioral, and developmental factors underlying their clinical presentations. Ultimately, this led her to pursue doctoral training in clinical psychology and pediatric neuropsychology.

  Andrea’s clinical experience includes neuropsychological and psychodiagnostic assessments of children, adolescents, and adults. She currently serves as a psychological intern at ROWI Teen and Parent Wellness Center, a PHP and IOP program for children and adolescents aged 8-17. Andrea holds multiple leadership positions in academic associations. As co-chair of the community outreach committee of the Orange County Student Association (OCSA), Andrea organizes and participates in community volunteer events supporting underserved populations. She also serves as secretary of The Chicago School Neuropsychology Student Association (NSA), where she maintains organizational records and supports communication to promote students’ education and professional development in neuropsychology.

  Andrea’s long-term goal is to work as a pediatric neuropsychologist in a hospital or medical setting, conducting comprehensive assessments and collaborating with interdisciplinary teams to support the diagnosis and treatment of children and adolescents with developmental, neurological, and medical concerns.

  
  

  About Emily Mezni, M.A.:

  Emily Mezni is a third-year doctoral student with over five years of research and clinical experience in neuropsychological and developmental psychology. After earning her bachelor's degrees in psychology and communication sciences & disorders from the University of Central Florida, Emily pursued her doctorate in clinical psychology at The Chicago School in Anaheim, California. Her research interests include neuropsychology, children, adolescence, mood disorders, childhood trauma, suicidality, wellness, prevention, intervention, assessment, and evidence-based care.

  Currently, Emily is a psychological intern at ROWI Teen and Parent Wellness. She continues to advocate for youth mental health and is committed to building a career in pediatric neuropsychology. Emily holds multiple executive positions in neuropsychology organizations, including President-Elect of the American Academy of Pediatric Neuropsychology (AAPdN) and Vice President of The Chicago School Neuropsychological Student Committee. Since graduate school, Emily has led an AAPdN Journal Club presentation on screen time and parent-child talk, which was attended by 49 participants; presented on the effectiveness of virtual reality assessment at AAPdN’s 2026 annual conference; conducted hour-long structured interviews with three neuropsychologists for AAPdN’s student social media pages; and presented an educational seminar on pediatric neuropsychology and professional involvement to increase student involvement in AAPdN. Emily continues to stay up-to-date on current research and analytical skills as an ad hoc reviewer for the Journals of Child Sexual Abuse and Aggression, Maltreatment, and Trauma.

  
  

  
  

  The American Academy of Pediatric Neuropsychology (AAPdN) is approved by the American Psychological Association to sponsor continuing education for psychologists. AAPdN maintains responsibility for this program and its content.  

  AAPdN is recognized by the New York State Education Department's State Board of Psychology as an approved provider of continuing education for licensed psychologists #PSY-0059. AAPdN maintains responsibility for this program and its content.

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• Disorders of Attention: Rethinking Attentional Dysfunction Across Neurodevelopmental And Mental Health Conditions

  • When
    7 Nov 2026
  •  
    9:00 AM - 12:00 PM
  • Location
    Remote

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  Speaker: Theodore Wasserman, PhD, ABPdN, ABPP

  3 CEs Available

  Level of Activity: Intermediate

  Abstract: 

  Attention is a foundational neurodevelopmental process that emerges early in life and becomes increasingly integrated with executive functioning, emotional regulation, motor development, and broader cognitive systems. Because attention is embedded within nearly all aspects of human behavior, attentional disruption rarely occurs as an isolated or unitary deficit. Instead, attentional problems may appear across a wide range of neurodevelopmental and mental health conditions, including ADHD, depression, anxiety, obsessive-compulsive disorder, and other clinical presentations.

  This workshop will examine attention as a complex, heterogeneous, and context-dependent process. Particular emphasis will be placed on differentiating attentional dysfunction associated with ADHD from attentional disruption that occurs secondary to mood, anxiety, obsessive- compulsive, or other neuropsychological processes. The workshop will also address cases in which attention is not inherently disordered, but is instead inefficiently allocated, misdirected, or disrupted by competing cognitive-emotional demands.

  Participants will be introduced to a more nuanced framework for conceptualizing disorders of attention beyond a singular ADHD model. The presentation will review the heterogeneity problem in current diagnostic approaches and discuss implications for assessment, differential diagnosis, research, and clinical formulation.

  Objectives: 

  1. Identify distinct patterns of attentional dysfunction associated with ADHD, depression, anxiety, obsessive-compulsive disorder, and other clinical conditions.

  2. Distinguish between primary attentional impairment and attentional disruption related to emotional distress, cognitive load, inefficient allocation, or broader executive functioning demands.

  3. Apply a differential diagnostic framework to improve interpretation of attentional symptoms during neurological and psychological assessment.

  About Dr. Wasserman:

  Dr. Wasserman is a board-certified pediatric neuropsychologist specializing in the treatment of clinical and neurodevelopmental disorders. Dr. Wasserman’s certification in clinical psychology is from the American Board of Professional Psychology and his board certification in pediatric neuropsychology is from the American Board of Pediatric Neuropsychology. He is a member of the American Academy of Pediatric Neuropsychology as a result of this board certification. Dr. Wasserman, a Licensed Psychologist in the State of Florida, completed his doctorate at Hofstra University. He completed an internship in pediatric neuropsychology at North Shore University Medical Center. Postdoctoral training was completed in Cognitive Behavior Therapy at the Institute for Advanced Study of Rational Psychotherapy under the supervision of Albert Ellis PhD. Dr. Wasserman holds memberships in the National Academy of Neuropsychology and the International Neuropsychological Society. He is a founding member and past president of the American Board of Pediatric Neuropsychology.

  Dr Wasserman’s clinical practice includes the provision of Neuropsychological assessment and treatment for a variety of neurodevelopmental disorders, ADHD, depression, anxiety, obsessive-compulsive disorder, and other issues impacting the mental health of children.

  Dr. Wasserman has co-authored seven books on neuroscience, neural network theory and mental health and contributed chapters to various books on clinical issues related to family law, autism, attention deficit disorder and learning disorders. Topics of his numerous published papers include children’s development, attention, language and executive function, behavior management and cognitive behavior therapy. He has given invited lectures and provided consultation regarding pediatric neuropsychology throughout the United States and internationally.

  
  

  The American Academy of Pediatric Neuropsychology (AAPdN) is approved by the American Psychological Association to sponsor continuing education for psychologists. AAPdN maintains responsibility for this program and its content. 

  AAPdN is recognized by the New York State Education Department's State Board of Psychology as an approved provider of continuing education for licensed psychologists #PSY-0059. AAPdN maintains responsibility for this program and its content.

  *Event Cancellation Policy*

  Cancellations must be submitted no later than 10 days prior to the event to receive a full refund.

  Cancellations made within 10 days of the event will not be eligible for a refund.

  Thank you for your understanding and cooperation. We look forward to seeing you at the event!

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