The 23rd Butters-Kaplan West Coast Neuropschology Conference carrys the theme “Recovery and Resilence in Children with Neurodevelopmental and Acquired Brain Disorders” and will be held on April 7 – 10, 2016 in San Diego, CA, United States at the Hyatt Regancy La Jolla. The event will be organised by the UC San Diego School of Medicine, Continuing Medical Education.
Neuropsychological research often focuses on impairments and dysfunction (i.e., negative outcomes) associated with neurodevelopmental and acquired brain disorders, overlooking what we might learn from children who do well despite the odds. This conference will reverse this trend by examining recovery and resilience and by identifying factors related to more positive developmental trajectories. The conference faculty will include renowned authorities in research and follow-up clinical practice with children who have neurodevelopmental or acquired brain disorders.
They will present the latest findings from their research and the broader literature that point to the potential for positive outcomes in these children and that offer clues regarding underlying mechanisms of positive outcomes. A wide range of disorders and potential interventions will be considered. Speakers will also present new approaches for assessing recovery of function and its neural basis. The conference will provide valuable updates on processes that contribute to recovery of function in children as well as practical information on ways to optimize rehabilitation and longer-term educational and behavioral outcomes.
This conference is intended for neuropsychologists, clinical psychologists, school psychologists, speech therapists, learning specialists, educators, psychiatrists, neurologists, and other interested health care professionals.
At the conclusion of this activity participants should be able to:
- Describe the concepts of neural plasticity, cognitive reserve, and resilience.
- Provide evidence for the utility of these concepts in explaining positive outcomes of neurodevelopmental and acquired brain disorders.
- List current interventions for children with neurodevelopmental disorders and describe evidence for their efficacy.
- Provide examples of how knowledge of recovery of function and environmental influences on outcomes may lead to more effective — interventions.
- Summarize technical advances in neuroimaging and how these can be applied to further understanding of the basis of neural plasticity –and cognitive reserve.
- Identify ways to enhance the ecological validity of neuropsychological assessment and factors that may explain functional recovery in children with residual cognitive impairments.
- James A. Holdnack, PhD: “Advanced Neuropsychological Analysis of the WISC-V: Clinical Interpretation Strategies and Common Cognitive Profiles in Child Neurobehavioral Populations“
- H. Gerry Taylor, PhD, ABPP-CN: “Recovery of Function after Childhood Brain Injury: Why Some Children are so Resilient“
- Stacy J. Suskauer, MD: “Understanding ‘Recovery’ After Pediatric TBI: What Does This Mean for Evaluation and Treatment?“
- Miriam H. Beauchamp, PhD: “Deficits and ‘Doing Well’ After Pediatric Traumatic Brain Injury: A Focus on Cognitive and Social Outcomes“
- Keith Owen Yeates, PhD, ABPP-CN: “Cognitive and Behavioral Interventions for Children with CNS Disorders: What We Know (and Don’t Know)“
- M. Douglas Ris, PhD, ABPP-CN: “Survivors of Childhood Brain Tumors: Promise and Peril Over the Lifespan“
- Scott J. Hunter, PhD: “Urban Youth Homelessness, Executive Functioning, and Psychopathology: Developing a Model of Neurodevelopmental Risk and Resilience“
- Jeffery M. Halperin, PhD: “Maps and Pathways: How Neural Changes Associated with ADHD Recovery Impact Novel Treatment Development“
- Joanna A. Christodoulou, EdD: “Reading Development in Atypical Readers: Neuroscience, Intervention, and Compensation Perspectives“
- Erin D. Bigler, PhD, ABPP-CN: “Neuroimaging, Brain Connectivity, and Neuropsychology: Predictors of Resiliency in Pediatric Brain Injury and Neurodevelopmental Disorders“
- Sharon L. Nichols, PhD: “HIV in Children and Adolescents: Maximizing Neurodevelopmental Outcomes“
The University of California, San Diego School of Medicine is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians.
AMA: The University of California, San Diego School of Medicine designates this live activity for a maximum of 18.00 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.
- Pre-Conference: 3.0 hours [Thursday, 6:00 pm — 9:00 pm]
- General Session: 15.00 hours
It is the policy of the University of California, San Diego School of Medicine to ensure balance, independence, objectivity and scientific rigor. All persons involved in the selection, development and presentation of content are required to disclose any real or apparent conflicts of interest. All conflicts of interest will be resolved prior to an educational activity being delivered to learners through one of the following mechanisms: 1) altering the financial relationship with the commercial interest, 2) altering the individual’s control over CME content about the products or services of the commercial interest, and/or 3) validating the activity content through independent peer review. All persons are also required to disclose any discussions of off label/unapproved uses of drugs or devices. Persons who refuse or fail to disclose will be disqualified from participating in the CME activity.
Cultural and Linguistic Competency
This activity is in compliance with California Assembly Bill 1195 which requires continuing medical education activities with patient care components to include curriculum in the subjects of cultural and linguistic competency. Cultural competency is defined as a set of integrated attitudes, knowledge, and skills that enables health care professionals or organizations to care effectively for patients from diverse cultures, groups, and communities. Linguistic competency is defined as the ability of a physician or surgeon to provide patients who do not speak English or who have limited ability to speak English, direct communication in the patient’s primary language. Cultural and linguistic competency was incorporated into the planning of this activity. Additional resources can be found on the UC San Diego CME website.
- Dean C. Delis, PhD, ABPP-CN – UC San Diego, School of Medicine, La Jolla, California
- H. Gerry Taylor, PhD, ABPP – Case Western Reserve University, Cleveland, Ohio
- Miriam H. Beauchamp, PhD – Department of Psychology, University of Montréal, Ste-Justine Hospital Research Center, Montréal, Canada
- Erin D. Bigler, PhD, ABPP-CN – Department of Psychology, Magnetic Resonance Imaging (MRI) Research Facility, Brigham Young University, Provo, Utah
- Joanna A. Christodoulou, EdD – Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA
- Jeffrey M. Halperin, PhD – Department of Psychology, Queens College, New York, New York
- James A. Holdnack, PhD – University of Delaware, Newark, Delaware
- Scott J. Hunter, Ph.D. – The Center for Health and the Social Science (CHeSS), The University of Chicago, Chicago, Illinois
- Sharon L. Nichols, PhD – Department of Neurosciences, UC San Diego, School of Medicine
- M. Douglas Ris, PhD, ABPP-CN – Section of Psychology, Department of Pediatrics, Baylor College of Medicine, Houston, Texas
- Stacy J. Suskauer, MD – Brain Injury Clinical Research Center, Kennedy Krieger Institute., Johns Hopkins University School of Medicine, Baltimore, Maryland
- H. Gerry Taylor, PhD, ABPP-CN – Psychiatry and Psychological Sciences, Case Western Reserve University, Cleveland, Ohio
- Keith Owen Yeates, PhD – Pediatrics and Clinical Neurosciences, University of Calgary, Calgary, Alberta