INTRODUCTIE
GENERAL INFORMATION
Set up lectures
➢ The focus of the specialization will be on:
o Introduction of the topic: brain behavior model.
o Functional domains: brain substrates related to the functional domain,
neuro-cognition and behavior. Illustrations with behavior classifications
related to the dysfunction.
o Specific neurological disorders: focus on diagnosis and treatment.
Exam
➢ “Open book” examination (English).
➢ Case related questions
➢ Based on:
o PP slides of the sessions
o Literature posted on BS.
➢ You can take with you…
o PP slides
o Literature
CHILD NEUROPSYCHOLOGY
What is (clinical) child neuroscience?
➢ The study of neuroscience that focuses on the fundamental mechanisms that
underlie disorders and diseases of the brain & central nervous system.
➢ It seeks to develop new ways of conceptualizing and diagnosing such disorders
and developing novel treatments.
Neuropsychology
,➢ Neuropsychology = scientific field that studies the relationship between the
brain and behavior → how the structure & functioning of the brain influence
cognitive processes, emotions and actions.
➢ Clinical neuropsychology = a specialized branch of psychology that focuses on
understanding how brain dysfunction affects cognitive, emotional and
behavioral functioning in individuals.
➢ It is important that you understand how the brain functions, so you can explain
the behavior you see → you can do that based on theories.
➢ Neuropsychological model (see figure above)
o Genotype
▪ Processes of the brain.
▪ Gene-environment interaction
▪ Sometimes the genetic upmake has such a strong influence of the
brain, that environmental influences are very minimal.
o Endophenotype
▪ In between brain & behavior.
▪ This is the functional outcome of the brain.
▪ This explains why a person is behaving in a particular way.
o Phenotype
▪ The expression of the genotype.
➢ Example model (see figure beside)
o A child has reading problems:
reading is very slow, low
recognition of words & letters,
problems in rhythmic,
visualizing.
o Memory dysfunction?
▪ The memory of children
are better than of an
adult.
▪ Is the problem in the input of the memory?
o Hippocampus
▪ Involved in memory
▪ The structure of the hippocampus is very vulnerable at time of
birth, because then it’s growing very fast.
o Asphyxia at birth: lack of oxygen at birth → cause cell damage.
▪ Because of the causes of asphyxia children can develop learning
disabilities.
,ADHD
➢ Neural networks (bottom)
o 3 core attention networks in brain:
attention, orientation, executive.
o If these brain networks don’t
function optimally, attention
becomes harder to regulate.
➢ Cognitive regulation (middle)
o Problems in the brain networks lead to attention regulation problems &
poor inhibition, both of which are part of executive functioning (EF).
o These are cognitive control issues → they sit between brain level and
behavioral symptoms.
➢ Behavioral level (top)
o These neuropsychological difficulties result in observable symptoms.
o These behaviors are the outward signs of the underlying brain & executive
function problems.
➢ Genetic influence (green arrow)
o The model indicates that around 80% of ADHD’s variance is genetic.
o That means the functioning of the attention & executive networks are
strongly influenced by inherited factors.
o Environmental influences also play a role, but genetics have the largest
contribution to the core neurobiological differences.
Brain – behavior pathways
➢ Most of the time you do
assessment not only on the
dysfunctions.
➢ You also like to know which
functions are compensating for
this dysfunction.
➢ Sometimes you cannot repair the
brain dysfunction, so you have to work around it.
, Neurocognition
➢ Neurocognitive functions = metal abilities
that are directly related to the structure &
functioning of the brain.
➢ They involve how the brain receives,
processes, stores and uses information
to guide our thinking, behavior and
emotions.
➢ Cognitive functions linked to function of
particular brain areas, neural pathways or
cortical networks in the brain.
➢ All cognition is the result of brain activity!
Clinical child neuropsychologist in practice
1. Problem description
2. Profile of development
3. Neuropsychological hypotheses
4. Assessment
5. Profile of strengths and difficulties
6. Explanatory theory
7. Treatment plan
8. Treatment
9. Evaluation
Diagnostic cycle
Child neuropsychology & children
FUNCTIONAL NEUROANATOMY
Brain anatomy
➢ The brain is already a very complex structure at birth.
➢ Almost all of the brain structures are there at birth.
➢ Brain weight at time of birth?
o 350 – 400 grams
➢ Brain weight in adulthood?
o 1300 – 1400 grams
GENERAL INFORMATION
Set up lectures
➢ The focus of the specialization will be on:
o Introduction of the topic: brain behavior model.
o Functional domains: brain substrates related to the functional domain,
neuro-cognition and behavior. Illustrations with behavior classifications
related to the dysfunction.
o Specific neurological disorders: focus on diagnosis and treatment.
Exam
➢ “Open book” examination (English).
➢ Case related questions
➢ Based on:
o PP slides of the sessions
o Literature posted on BS.
➢ You can take with you…
o PP slides
o Literature
CHILD NEUROPSYCHOLOGY
What is (clinical) child neuroscience?
➢ The study of neuroscience that focuses on the fundamental mechanisms that
underlie disorders and diseases of the brain & central nervous system.
➢ It seeks to develop new ways of conceptualizing and diagnosing such disorders
and developing novel treatments.
Neuropsychology
,➢ Neuropsychology = scientific field that studies the relationship between the
brain and behavior → how the structure & functioning of the brain influence
cognitive processes, emotions and actions.
➢ Clinical neuropsychology = a specialized branch of psychology that focuses on
understanding how brain dysfunction affects cognitive, emotional and
behavioral functioning in individuals.
➢ It is important that you understand how the brain functions, so you can explain
the behavior you see → you can do that based on theories.
➢ Neuropsychological model (see figure above)
o Genotype
▪ Processes of the brain.
▪ Gene-environment interaction
▪ Sometimes the genetic upmake has such a strong influence of the
brain, that environmental influences are very minimal.
o Endophenotype
▪ In between brain & behavior.
▪ This is the functional outcome of the brain.
▪ This explains why a person is behaving in a particular way.
o Phenotype
▪ The expression of the genotype.
➢ Example model (see figure beside)
o A child has reading problems:
reading is very slow, low
recognition of words & letters,
problems in rhythmic,
visualizing.
o Memory dysfunction?
▪ The memory of children
are better than of an
adult.
▪ Is the problem in the input of the memory?
o Hippocampus
▪ Involved in memory
▪ The structure of the hippocampus is very vulnerable at time of
birth, because then it’s growing very fast.
o Asphyxia at birth: lack of oxygen at birth → cause cell damage.
▪ Because of the causes of asphyxia children can develop learning
disabilities.
,ADHD
➢ Neural networks (bottom)
o 3 core attention networks in brain:
attention, orientation, executive.
o If these brain networks don’t
function optimally, attention
becomes harder to regulate.
➢ Cognitive regulation (middle)
o Problems in the brain networks lead to attention regulation problems &
poor inhibition, both of which are part of executive functioning (EF).
o These are cognitive control issues → they sit between brain level and
behavioral symptoms.
➢ Behavioral level (top)
o These neuropsychological difficulties result in observable symptoms.
o These behaviors are the outward signs of the underlying brain & executive
function problems.
➢ Genetic influence (green arrow)
o The model indicates that around 80% of ADHD’s variance is genetic.
o That means the functioning of the attention & executive networks are
strongly influenced by inherited factors.
o Environmental influences also play a role, but genetics have the largest
contribution to the core neurobiological differences.
Brain – behavior pathways
➢ Most of the time you do
assessment not only on the
dysfunctions.
➢ You also like to know which
functions are compensating for
this dysfunction.
➢ Sometimes you cannot repair the
brain dysfunction, so you have to work around it.
, Neurocognition
➢ Neurocognitive functions = metal abilities
that are directly related to the structure &
functioning of the brain.
➢ They involve how the brain receives,
processes, stores and uses information
to guide our thinking, behavior and
emotions.
➢ Cognitive functions linked to function of
particular brain areas, neural pathways or
cortical networks in the brain.
➢ All cognition is the result of brain activity!
Clinical child neuropsychologist in practice
1. Problem description
2. Profile of development
3. Neuropsychological hypotheses
4. Assessment
5. Profile of strengths and difficulties
6. Explanatory theory
7. Treatment plan
8. Treatment
9. Evaluation
Diagnostic cycle
Child neuropsychology & children
FUNCTIONAL NEUROANATOMY
Brain anatomy
➢ The brain is already a very complex structure at birth.
➢ Almost all of the brain structures are there at birth.
➢ Brain weight at time of birth?
o 350 – 400 grams
➢ Brain weight in adulthood?
o 1300 – 1400 grams
