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• Interpreter-mediated neuropsychological assessment: Clinical considerations and recommendations from the European Consortium on Cross-Cultural Neuropsychology (ECCroN)

  • When
    19 May 2026
  •  
    9:00 AM - 10:00 AM
  • Location
    Remote

  Register

  Presenters: Luisa F. Hernandez Medellin, Psy.D., PMH-C and Isabella Sacchi, M.S.

  1 CE Available

  Article Link

  Abstract:

  Objective: With increasing international migration, societies have become increasingly diverse worldwide. Although neuropsychological assessment is influenced by several diversity characteristics, language barriers have repeatedly been identified as one of the main challenges to cross-cultural neuropsychological assessment in migrant populations. Importantly, neuropsychologists are often required to conduct interpreter-mediated neuropsychological assessments without any graduate training or continuing education on the topic. To address this gap, the objective of this paper is to provide guidelines for interpreter-mediated neuropsychological assessment. Method: A European Consortium on Cross-Cultural Neuropsychology (ECCroN) task force conducted a conceptual literature review and provided recommendations for good practice and working principles to inform the preparation and administration of interpreter-mediated assessments. Results: ECCroN takes the position that it is the responsibility of neuropsychologists, as well as the institutions or organizations that employ them, to ensure effective communication between themselves and their patients. This may be accomplished by preparing for an interpreter-mediated assessment by engaging an appropriate interpreter, which in most circumstances will be a professional in-person interpreter speaking the same language(s) or dialect(s) as the patient, and considering practical, language, and cross-cultural issues. During the assessment, reasonable steps should be taken to proactively manage the proceedings and adopt a communication style that facilitates effective patient-directed communication, and interpreting test data and determining formulations and diagnoses, the limitations of interpreter-mediated assessment should be carefully considered. Conclusion: Adhering to the provided recommendations and working principles may help neuropsychologists provide interpreter-mediated neuropsychological assessments to linguistically diverse patients.
  

  Level of Activity: Intermediate

  Objectives:

  1) Describe key ethical, professional, and procedural considerations relevant to interpreter‑mediated neuropsychological assessment, including appropriate interpreter selection and preparation, consistent with APA ethical standards.

  2) Apply practical communication strategies during interpreter‑mediated assessments that support patient understanding, cultural responsiveness, and the validity of neuropsychological test administration.

  3) Recognize and account for limitations of interpreter‑mediated assessments when interpreting results, formulating diagnoses, and developing clinical impressions and recommendations.

  Luisa F. Hernandez Medellin, Psy.D., PMH-C: 
  

  As a bilingual pediatric neuropsychologist, Dr. Hernandez Medellin conducts comprehensive and culturally sensitive neurodevelopmental and neuropsychological assessments, comprehensive diagnostic evaluations, and effective care plans, providing appropriate recommendations for the client’s school, home, and the community. She specializes in the identification and assessment of neurodevelopmental disorders such as Autism Spectrum Disorders, ADHD, developmental and learning disorders, and their co-occurrence with anxiety and mood disorders. She also works with children and young adults with acquired brain injuries, epilepsy, brain tumors, strokes, general medical conditions, and genetic disorders affecting the nervous system. She is a native Spanish-speaker, passionate about serving the eclectic and vibrant South Florida community, as well as international patients looking for high-quality and compassionate care.

  Isabella Sacchi, M.S.:

  Isabella is a third-year doctoral student pursuing a Psy.D. in Clinical Psychology at Carlos Albizu University, with a specialization in neuropsychology. She earned her bachelor’s degree from Florida State University, where she completed a double major in Psychology and Family and Child Sciences. Following graduation, Isabella gained clinical experience as a psychometrician and Registered Behavior Technician (RBT), which helped solidify her interest in pediatric populations. She is currently completing externship training in pediatric neuropsychology at Joe DiMaggio Children’s Hospital while also working as a psychometrician and testing assistant at NESCA. Her clinical and research interests center on bilingual pediatric neuropsychology, with a focus on culturally responsive assessment and care.

  
  

  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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• The ESB: Directly Assessing Social Communication to Support Early Autism Identification

  • When
    30 May 2026
  •  
    8:00 AM - 10:00 AM
  • Location
    Remote

  Register

  Speaker: Molly Ware, M.Ed, Ed.S

  2 CEs Available

  Level of Activity: Intermediate
  

  Abstract:

  A substantial proportion of young children presenting with language concerns have underlying social communication difficulties which are predictive of later autism spectrum disorder (ASD) diagnoses, yet often miss the window for early, targeted intervention. The Early Sociocognitive Battery (ESB) is an innovative, non-verbal assessment tool that provides a systematic and objective measure of key sociocognitive skills—Social Responsiveness, Joint Attention, and Symbolic Comprehension. This session will bridge the gap between testing and the real world by demonstrating a functional, systematic and play-based model for using ESB results to inform decision-making with respect to interventions.

  First, we will review the predictive validity of the ESB, particularly its strong sensitivity for identifying children who receive a social communication or ASD diagnosis years later, regardless of language background or socioeconomic status. Second, we will introduce a framework for identifying deficits in specific sociocognitive subtests (e.g., Joint Attention) and their relationship with Early Intervention (EI) and Special Education Programs eligibility frameworks.

  Participants will gain proficiency in using this psychometrically robust battery to guide immediate intervention decisions, foster essential multidisciplinary collaboration, and promote greater equity and access to early services by addressing the gap in evidence-based quantitative measures specific to social communication.

  Objectives:

  1. Assess performance patterns from videos on the three ESB subtests (Social Responsiveness, Joint Attention, and Symbolic Comprehension) to raw scores and normative scores using the provided scoring system.

  2. Compare the ESB’s test design with eligibility frameworks to inform evidence-based decision making.

  3. Analyze the ESB’s culturally neutral design and predictive validity to demonstrate how this tool can improve equity and access to early identification and sustainable support for children from diverse language backgrounds.

  About Molly Ware:

  Molly Ware, M.Ed., Ed.S., is an Assessment Consultant for Hogrefe Publishing, drawing on over ten years of experience as a practicing School Psychologist. During her public-school career, Molly engaged in systemic improvements, developing and advocating for local policies in MTSS, Threat Assessment, and Inclusive Disability Classifications. Molly currently consults with psychologists, presents at national and state conferences, and ensures newly developed assessment tools at Hogrefe align with the real-world needs of practitioners.

  

  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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• Identification and Treatment of Persisting Symptoms After Concussion (PSaC)

  • When
    20 Jun 2026
  •  
    9:00 AM - 12:00 PM
  • Location
    Remote

  Register

  Speaker: Nathan Ramirez, PsyD

  3 CEs Available

  Level of Activity: Intermediate

  Abstract:

  Persisting symptoms after concussion present significant challenges for patients and clinicians, often involving physical, cognitive, and emotional domains. This workshop will review current evidence on risk factors, differential diagnosis, and assessment strategies for prolonged recovery. Emphasis will be placed on distinguishing concussion-related symptoms from overlapping conditions and applying individualized, multidisciplinary and multimodal management approaches. Through case discussion and practical guidance, participants will gain tools to better identify and address persisting symptoms, with the goal of improving patient outcomes and supporting safe return to daily activities.

  Objectives:

  1. Recognize the common clinical features and biopsychosocial risk factors associated with persisting symptoms after concussion.
     
  2. Differentiate between concussion-related symptoms and overlapping conditions such as functional neurological disorder, mood, or sleep disturbances.
     
  3. Apply evidence-based assessment strategies to identify contributing factors to prolonged recovery, as well as active, targeted multidomain clinical interventions.
     

  About Dr. Ramirez:

  Nathan R. Ramirez, PsyD completed his undergraduate training at California State University, Fresno majoring in psychology prior to completing his doctoral training in clinical psychology at the California School of Professional Psychology, Fresno. He then went on to complete his post-doctoral fellowship specializing in the diagnosis and treatment of sport-related and non-sport-related concussion/mild traumatic brain injury (mTBI) at the University of Pittsburgh Medical Center Sports Medicine Concussion Program.
  

  Currently, he operates as a clinical neuropsychologist at the Aptiva Health Concussion & Sports Medicine Institute in Louisville and Lexington, KY where he engages in the clinical treatment of concussion. His research primarily focuses on active and targeted treatment interventions, as well as long-term psychological outcomes following concussion/mTBI.

  

  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!

  Show details
• Executive Function in the Wild: Technology Tools for Translating Pediatric Neuropsychology into Everyday Life

  • When
    11 Jul 2026
  •  
    9:00 AM - 12:00 PM
  • Location
    Remote

  Register

  Speaker: Justin Gardner, PsyD

  3 CEs Available

  Level of Activity: Intermediate
  

  Abstract:

  Pediatric neuropsychological evaluations are most impactful when assessment findings translate into meaningful supports in children’s everyday lives. Although neuropsychological reports often provide detailed descriptions of cognitive, academic, behavioral, and emotional functioning, families and schools may struggle to implement recommendations consistently. This workshop focuses on the gap between assessment and daily life, with particular attention to executive functioning challenges as they appear in real-world settings such as home routines, school demands, homework completion, transitions, emotional regulation, and parent-child interactions. 

  Participants will be introduced to a practical framework for using technology as cognitive scaffolding for children and adolescents with executive functioning vulnerabilities. Rather than presenting technology as a replacement for clinical judgment or intervention, the workshop will emphasize how digital tools can be thoughtfully selected and integrated into broader support systems. Examples will include shared calendars, reminders, task management applications, visual schedules, timers, notecapture tools, school portals, and emotional regulation support. 

  The workshop will demonstrate how to translate common neuropsychological findings—such as weaknesses in working memory, planning, time management, task initiation, organization, and emotional regulation—into concrete, technology-supported recommendations. Case examples will illustrate how digital systems can help bridge the gap between test performance and everyday functioning. Ethical and practical considerations, including privacy, accessibility, equity, family burden, and overreliance on technology, will be discussed throughout. 

  The goal of this workshop is to help clinicians move beyond identifying executive functioning difficulties toward designing practical, developmentally appropriate systems that support children, families, schools, and interdisciplinary care teams.

  Objectives:

  1. Describe how executive functioning vulnerabilities commonly identified in pediatric neuropsychological assessment may present in everyday home, school, and community contexts. 

  2. Identify technology-based tools and systems that can support common executive functioning needs, including working memory, planning, task initiation, time management, organization, and emotional regulation. 

  3. Develop practical, developmentally appropriate recommendations that translate pediatric neuropsychological findings into technology-supported strategies for children, families, schools, and interdisciplinary care teams.

  About Justin Gardner:

  Dr. Justin Gardner is a licensed psychologist based in Arizona. He is the owner of The Modern Psychologist, a practice offering clinical neuropsychological services for children, adolescents, and adults, as well as consultation services for healthcare providers interested in modernizing their practices. Gardner earned his doctorate from Midwestern University in Glendale, Arizona, and his work emphasizes practical, high-quality assessment, clear clinical communication, and the thoughtful integration of technology into psychological and neuropsychological care.

  
  

  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!

  Show details
• Reframing Practices for Children with Intellectual Disabilities

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

  Register

  Speakers: Laurel Snider, PhD., Devadrita Talapatra, PhD

  3 CEs Available

  Level of Activity: Introductory 

  Abstract: 

  Psychoeducational assessment practice frequently focuses on the technical aspects associated with assessing, identifying, and treating intellectual disability. Consequently, we are trained to emphasize intellectual disability as pathology and discount the experiences of children and families. In our practice, this impacts how we conceptualize an assessment battery, consult with other clinicians, consult with educators, construct report recommendations, and frame feedback to parents. This webinar will prepare participants to critically consider our discourse about students with intellectual disability and engage in assessment, report writing, and feedback that centers client capacity rather than deficits.

  Objectives: 

  1. Critically analyze how psychology frames and describes intellectual disability and explore alternative models for conceptualizing disability identity.

  2. Brainstorm how our beliefs and expectations for children with intellectual disability may inform our evaluation, report-writing, recommendations, and partnership with families.

  3. Generate professional strategies that uplift the experiences, goals, and self-determination of clients with intellectual disability.

  About Dr. Snider:

  Laurel A. Snider, PhD is an Assistant Professor in the School Psychology program at the University of Alabama, where she teaches coursework on assessment and diagnosis. Dr. Snider’s research focuses on how family-school partnerships can be leveraged to support the well-being of students with disabilities, particularly intellectual disability.

  
  

  About Dr. Talapatra: 

  Devadrita Talapatra is an Associate Professor in the School Psychology Program at the University of Denver. She has two research foci: (1) increasing capacity of school psychologists to promote educational and societal access for youth with intellectual disability (ID); and (2)

  exploring research and practice frameworks that support school psychology identity and pedagogy. In 2025, she was awarded the National Association of School Psychologists' Presidential Award in recognition for her exceptional service to children and school psychology and work in Disability Justice. She is the former Chair of the NASP Accessibility Task Force and the current President of the Trainers of School Psychologists and Co-Editor-in-Chief of School Psychology Training and Pedagogy.

  
  

  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!

  Show details
• Fall Symposium on Pediatric Forensic Neuropsychology: Where Development Meets the Law

  • Start
    25 Sep 2026
  •  
  • End
    26 Sep 2026
  •  
  • Location
    Virtual Zoom Event and In Person at The Chicago School of Professional Psychology at Anaheim 2400 E Katella Ave # 1200, Anaheim, CA 92806

  Register

  
  

  
  

  General Sessions: (13 CEs)

  (subject to change)

  Friday, September 25th, 2026 - Saturday, September 26th, 2026

  Featuring speakers...

  Cecil Reynolds, Ph.D.

  Robert McCaffrey, Ph.D., ABN, ABPdN

  Robert Leark, Ph.D., ABPP, ABCN

  Gesenia Sloan-Pena, Psy.D.

  Peter Dodzik, Psy.D., ABN, ABPdN

  Judy Ho, Ph.D., ABPP, ABPdN

  
  

  
  

  You must attend the live, interactive workshop in order to receive CE credits. If you cannot attend during the scheduled time but would like to receive CE credits, you would need to wait until the workshop is uploaded through the Home Study program. This is a separate product from your registration fee.

  cannot attend during the scheduled time but would like to receive CE credits, you would need to wait until the workshop is uploaded through the Home Study program. This is a separate product from your registration fee.

  
  

  Virtual registrants will be receiving an invitation to join the Zoom Events platform so that you have access to the handouts, exhibit booths, and sponsor information. You will receive an email from Zoom Events with your join link 10 days before the event begins (September 15th). If you do not receive your Zoom link within a week of the conference, please email us at aapdnoffice@gmail.com. Thank you! 

  
  

  Our on-site sessions will be located at The Chicago School of Professional Psychology at Anaheim (2400 E Katella Ave # 1200, Anaheim, CA 92806) in rooms 1283 and 1285. Please note that there will be limited in-person availability. If you are interested in attending in-person and maximum capacity has been reached, you will have the option to join the waitlist and be notified if a spot opens up. 

  
  

  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 30 days prior to the event to receive a full refund.

  Cancellations made within 30 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! 

  
  

  
  

  
  

  Show details