“The International Neuropsychological Society (INS) is approved by the American Psychological Association to sponsor continuing education for psychologists. INS maintains responsibility for this program and its content.”

3 hour workshops on Wednesday 1st July 2015 Workshop 1 – 9am – 12noon

Professor Leeanne Carey Title:

Beyond the Lesion – Neuroimaging foundations for post-stroke recovery and rehabilitation Presenter: Professor Carey, Head, Neurorehabilitation and Recovery, Stroke Division, The Florey Institute of Neuroscience and Mental Health and Professor, Department of Occupational Therapy, School of Allied Health, Faculty of Health Sciences, La Trobe University, Australia Abstract: A shift is emerging in the way we view post-stroke recovery. This shift is supported by evidence from neuroimaging studies to look beyond the lesion and to identify viable brain networks with capacity for plasticity. In this workshop I will review current advances in neuroimaging techniques and the new insights they contribute to better understanding stroke recovery and response to rehabilitation. Evidence of changes in remote networks, changes of functional and structural connectivity, and alterations in cortical thickness will be presented and reviewed in the context of their impact on post-stroke recovery. The value of monitoring spared structural connections and functional connectivity of brain networks within and across hemispheres is highlighted. Learning Objectives: At the end of this workshop, participants should be able to: 1. Describe the role of magnetic resonance imaging (MRI) in elucidating structural changes affecting post stroke recovery and rehabilitation; 2. Distinguish functional activation in post stroke recovery as determined by neuroimaging techniques; 3. Identify connectivity of brain regions and networks visualized by neuroimaging techniques in post stroke recovery; 4. Describe the impact of stroke on remote brain networks; and 5. Recognize the role of viable brain networks in recovery and rehabilitation.

Workshop 2 – 9am – 12noon

Professor Jeffrey Neil

Professor Terrie Inder A/Professor Peter Anderson

Title: Fetal and neonatal brain development – What are the neuropsychological consequences of biological and environmental insults? Presenters: Prof Jeffrey Neil, Department of Neurology, Boston Children’s Hospital, Harvard Medical School Prof Terrie Inder, Department of Pediatric Newborn Medicine, Brigham and Women’s Hospital, Harvard Medical School and A/Prof Peter Anderson, Clinical Sciences, Murdoch Childrens Research Institute Abstract: Unparalleled brain growth and development occurs during the fetal and neonatal period, setting the platform for all subsequent brain maturation. However this remarkable period of brain development is also incredibly sensitive to biological and environmental events that can disrupt highly programmed maturational processes. For example, brain development in children born very preterm has been reported to be influenced by drugs administered to the mother prior to birth, drugs administered to the infant, environmental stress, isolation, and nutritional factors. Learning objectives: At the end of this workshop, participants will be able to:

1. Describe normal brain development processes during the fetal and neonatal periods; 2. List neuroimaging techniques that allow early brain injury and development to be studied including myelination and cortical folding; 3. Explain the vulnerability of the fetal and neonatal period by describing specific biological and environmental events that can result in brain injury and/or alter normal brain development processes, and 4. Describe the long-term neuropsychological consequences of early brain injury and altered pattern of brain development.

Workshop 3 – 9am – 12noon

A/Professor Angelle Sander Title:

ACT for Success: Application of Acceptance and Commitment Therapy For Persons With Traumatic Brain Injury and Emotional Distress Presenter: Angelle M. Sander, Ph.D., FACRM, Associate Professor of Physical Medicine & Rehabilitation, Baylor College of Medicine and Director, Brain Injury Research Center, TIRR Memorial Hermann, Houston, Texas, USA. Abstract: Emotional distress occurs in a substantial number of persons with traumatic brain injury (TBI) and is associated with poor participation outcomes. There is minimal evidence to support the effectiveness of psychotherapy in reducing emotional distress following TBI. Traditional psychotherapies, including cognitivebehavior therapy, can have limitations when applied to persons with TBI. This workshop will describe applicability of Acceptance and Commitment Therapy (ACT), “a third wave” behavioral therapy with demonstrated effectiveness in a broad range of populations, to persons with TBI and emotional distress. An 8-week manualized treatment protocol will be described, and case examples from an ongoing clinical trial of ACT in persons with TBI will be presented. The ACT components of Open, Aware, and Active will be described, with examples provided of exercises used to help clients understand these concepts. Examples of homework assignments to reinforce concepts will be provided. Learning Objectives: At the end of this workshop, participants will be able to: 1. Have an understanding of the basic components of ACT and how they can be applied to persons with emotional distress following TBI; and 2. Be able to describe how to deal with obstacles to treatment posed by cognitive and behavioral impairments.

Workshop 4 – 1pm – 4pm

Professor Mark Sherer Title: Early Assessment of Patients with TBI Presenter: Mark Sherer, Ph.D., ABPP, FACRM, Director of Research, TIRR Memorial Hermann Houston, Texas, USA Abstract: Brief bedside assessments of persons with TBI may be more appropriate than comprehensive neuropsychological evaluations during the early period of recovery. The ability of the neuropsychologist to complete these assessments and use findings to create a comprehensive case conceptualization including treatment recommendations makes a unique contribution to care for persons with TBI. Key issues such as level of consciousness, post-traumatic confusion, language functioning, overall cognitive functioning, and emotional distress are appropriate for these evaluations. Brief assessments of these issues that are amenable to repeated administration can make several contributions to clinical management. These contributions include feedback to family members regarding patient status, feedback to the patient to improve self-awareness and facilitate active participation in therapies, feedback to caregivers to inform approaches to treatment, documentation of the course of recovery and detection of unexpected worsening, assessment of effects of medication and other interventions, determination of decision making capacity, determination of safety judgment, and others. Measures reviewed in this workshop will include the Coma Recovery Scale – Revised, the Confusion Assessment Protocol, the Mississippi Aphasia Screening Test, a brief cognitive battery based on the NINDS Common Data Elements recommendations, the Patient Health Questionnaire – 9, and the Generalized Anxiety Disorder – 7. Learning Objectives: At the end of this workshop, participants will be able to: 1. Describe how brief bedside assessments contribute to early clinical management of persons with TBI. 2. List areas of neurobehavioral functioning that are amenable to bedside evaluations. 3. Apply appropriate instruments to complete bedside evaluations.

Workshop 5 – 1pm – 4pm

Professor Jan Copeland A/Professor Raul Gonzalez

A/Professor Nadia Solowij

Title: Of Brains and Bongs: The Neuropsychology of Cannabis Use Disorders and their Treatment Presenters: Jan Copeland (PhD, BSc Psych (Hons)), National Cannabis Prevention and Information Centre (NCPIC), UNSW Raul Gonzalez, Associate Professor of Psychology at Florida International University (FIU) and Director of the Substance Use and HIV Neuropsychology (SUHN) Lab. He is a faculty member of the Department of Psychology Clinical Science Program and the Center for Children and Families and Nadia Solowij, Associate Professor and ARC Future Fellow in the School of Psychology, University of Wollongong, NSW, Australia Abstract: Cannabis remains one of the most widely used psychoactive substances throughout the world. Over the last decade many countries have seen a growing trend to decriminalize use, as well as growing popular public support for its legalization for medical use. This complex environment and rapidly changing policies have contributed to confusion and controversy among the general community, scientists, policy makers and clinicians alike on the potential adverse and beneficial effects of cannabis and its primary psychoactive constituents. This workshop aims to present and unravel some of these controversies by presenting background on how cannabis affects the brain, its impact on neuropsychological functioning, neuropsychiatric considerations, and its addiction liability, impact on everyday functioning, and treatments for cannabis use disorder. Dr Raul Gonzalez will introduce the workshop and present background information on the psychoactive constituents of cannabis, the endocannabinoid signalling system, the neuropsychological effects of cannabis, and implications for neuropsychological assessment. Dr Nadia Solowij will introduce findings from neuroimaging studies to further elucidate the effects of cannabis on brain functioning as well as covering literature on neuropsychiatric consequences of cannabis use. Finally, Dr Jan Copeland will discuss cannabis addiction, adverse health effects, and treatment. Learning Objectives: At the end of this workshop, participants will be able to: 1. Describe mechanisms through which cannabis affects the brain; 2. Describe neurocognitive functions affected by cannabis use; 3. Discuss possible differences in effects from medical and recreational use of cannabis on neurocognition; 4. Identify brain systems affected by cannabis use; 5. Describe evidence for neuropsychiatric sequelae from cannabis use; 6. Discuss symptoms of cannabis addiction; 7. Describe current treatments for cannabis addiction.

Workshop 6 – 1pm – 4pm

Professor Roy Kessels

Professor Luciano Fasotti

Title: Cognitive rehabilitation of complex everyday tasks. Presenters: Roy Kessels, Professor of Neuropsychology, Radboud University Nijmegen; and Clinical Neuropsychologist at the Department of Medical Psychology, Radboud University Medical Center and Vincent van Gogh Institute of Psychiatry, Venray, The Netherlands and Luciano Fasotti, Professor and clinical neuropsychologist, Medical Rehabilitation Centre Groot Klimmendaal in Arnhem, The Netherlands. Abstract: Executive and memory deficits compromise daily functioning and functional independence. Everyday problems may arise from multiple sources: 1) Patients have slow information processing, particularly relevant in complex tasks that are performed under significant external time pressure, like traffic participation or cooking. 2) In tasks with less time pressure, goal management deficits may prevail (‘goal neglect”), basic deficits in the capacity of

behavioural goals to guide the selection of appropriate actions. 3) Patients may be unable to monitor their own performance (using feedback and errors), which may result in the implicit consolidation of erroneous responses during learning, enhanced by explicit memory deficits. For these problems, specific treatment strategies have been designed. For slow information processing Time Pressure Management (TPM) has been developed. For “goal neglect” Goal Management Training (GMT) has been devised. When problems in performance monitoring and explicit memory are present, errorless learning (EL) can be used to teach patients everyday skills. We will explain the fundamentals of TPM, GMT and EL and their application in cognitively impaired patients, also discussion their combination to maximize treatment effects. Learning Objectives: At the end of this workshop, participants will be able to: 1. Describe the fundamentals of TPM, GMT and EL 2. Select the type of patients and tasks in relation to these approaches 3. Setup an intervention using one of these approaches

1 hour breakfast seminar on Thursday 2nd July 2015 Workshop 7 – 7.30am – 8.30am

Professor Barbara A. Wilson Title: Connecting with others: Writing for Publication: papers, chapters and books Presenter: Barbara A Wilson Ph.D Honorary Professor & Clinical Neuropsychologist, The Oliver Zangwill Centre, Ely, Cambridgeshire, United Kingdom Abstract: In this session we shall examine different styles of academic writing for scientific journals, academic chapters and professional books. We consider appropriate audiences and journals for a scientific paper and the right publisher for a book. Some examples of good and bad writing are reviewed. We explore ways of writing a scientific paper, structuring a chapter and planning a book. The structure of a paper is usually in four parts: introduction, methods, results and discussion. We consider what should be covered in each section. Chapters are usually commissioned and a structure may be provided for you in order to correspond with other chapters in the book. Although chapters may not count for so much in citation scores, they can be very creative. We discuss chapters aimed at: 1) teaching, 2) state of the art summaries, and 3) exploration of important topics. Finally, we reflect on writing an academic book. We examine some examples of book proposals and consider books for different purposes. We shall reflect upon the advice of Fowler and Fowler (1906) who recommended that a writer should “be direct, simple, brief, vigorous, and lucid.” Learning Objectives: At the end of this workshop, participants will be able to: 1. Select the best audience, journal and publisher for their work 2. Know how to structure a scientific paper 3. Have some insight into the process of publishing a book

1 hour breakfast seminar on Friday 3rd July 2015 Workshop 8 – 7.30am – 8.30am

A/Professor Kirrie Ballard Title: The art of speaking: Converting our thoughts to sounds. Presenter: Kirrie J Ballard, Associate Professor and ARC Future Fellow, Faculty of Health Sciences, University of Sydney, Lidcombe NSW, Australia; Neuroscience Research Australia, Randwick, NSW, Australia Abstract: The ability to express needs, wants, humour, sarcasm, opinions, political ideals, through speech is fundamentally and uniquely human. A full account of how we convert our thoughts to speech movements and produce speech sounds is critical to our understanding how speech has evolved, how it develops in children, and how it degrades with aging and neurological damage. The condition of apraxia of speech (AOS) offers a unique window into this process: it occurs in both developmental and acquired conditions, arising from damage to the left inferior frontal cortex where speech is thought to be generated. Individuals with AOS can generate the words and sentences to express their thoughts but experience difficulty converting these representations into movements and sounds. They report that they must speak one syllable at a time, with their speech characterized by distorted sounds, effortful struggling to place lips and tongue in correct positions, and disrupted speech rhythm. Advances in neural imaging and computational models of cognition and motor control have triggered a new era of experimentation linking with theoretical developments. Perspectives from these approaches are elucidating the nature of the impairment in apraxia of speech as well as providing insights into how we speak.

Learning Objectives: At the end of this workshop, participants should be able to: 1. Discuss the role of FOXP2 in evolution of speech production 2. Describe the stages in converting a thought or concept into well–articulated speech 3. Recognize cognitive-linguistic skills and errors versus motor-speech skills and errors 4. Predict the impact on speech production of damage to different components of the speech motor network 5. Explain how the disorder of apraxia of speech informs studies of speech production and development.

1 hour breakfast seminar on Saturday 4th July 2015 Workshop 9 – 7.30am – 8.30am

Dr Hayley Bennett Title: The legal presumption of mental capacity: Implications for “issue-specific” assessment by clinicians Presenter: Dr Hayley Bennett, Barrister, New South Wales Bar Abstract: The presumption of intact mental capacity in adults is a tightly guarded and fundamental principle of the common law, as well as being an internationally enshrined human right. This presumption acknowledges and protects the inherent human right to live a dignified life and make decisions as to how they might do this. This presumption of capacity continues to operate notwithstanding the existence of some type of mental disorder or mental illness, with the question of incapacity turning rather on whether the person has capacity in relation to a specific legal transaction. In this, legal mental capacity is said to be “issue-specific”. This approach by the courts has major implications for clinicians who are asked to provide an assessment of “capacity”. This presentation will provide the legal framework for the presumption of capacity, and will set out how courts have come to view an individual’s capacity in relation to specific legal transactions. To illustrate this approach, the example of capacity to instruct a solicitor will be given, and as a part of this, the role of the clinician and the focus of the assessment process required by courts will be described. Learning Objectives: At the end of this workshop, participants should be able to: 1. Describe the fundamental common law principles relating to the presumption of mental capacity; 2. Identify various issue-specific capacity questions when asked to provide an assessment of capacity; 3. State the specific legal test of capacity to instruct a solicitor; 4. Apply the approach of one issue-specific area of capacity to a range of areas.