CE Credits (CE): American Psychological Association

INS is approved by the American Psychological Association to sponsor Continuing Education for psychologists. INS maintains responsibility for this program and its content. Up to 6.0 credit hours are available for these workshops. All CE sessions are geared for advanced level instructional activity.




CE Credits (CE):  Health Professions Council of South Africa

3.0 credit hours per workshop have been applied for.

Continuing Education Workshop Presenters: Disclosure Information

Continuing Education Workshop Presenters: Disclosure Information

The International Neuropsychological Society requires workshop presenters to disclose information regarding any relevant financial and non-financial relationships related to course content prior to and during course planning.

The intent of this disclosure is not to prevent a speaker with a significant financial or other relationship from making a presentation, but rather to provide listeners with information on which they can make their own judgments. It remains for the audience to determine whether speaker interests or relationships unduly influence a presentation with regard to exposition or conclusion.

Please note relevant relationship definitions below:

Relevant financial relationships are those relationships in which the individual benefits by receiving a salary, royalty, intellectual property rights, gift, speaking fee, consulting fee, honoraria, ownership interest (e.g., stocks, stock options, or other ownership interest, excluding diversified mutual funds), or other financial benefit. Financial relationships can also include “contracted research” where the institution receives/manages the funds and the individual is the principal or named investigator on the grant.

Relevant non-financial relationships are those relationships that might bias an individual including any personal, professional, institutional, or other relationship. This may also include personal interest or cultural bias. 

Continuing Education Workshop Presenters

  • de Vries, Petrus: No relevant financial or non-financial relationships exist.
  • O’Connor, Margaret: No relevant financial or non-financial relationships exist.
  • McCrea, MichaelNo relevant financial or non-financial relationships exist.
  • Suchy, Yana:No relevant financial or non-financial relationships exist.
Please click the link above to review disclosure of relevant financial and non-financial relationships.


Petrus de Vries

Petrus de Vries

Autism Spectrum Disorder in Africa and other low-resource environments: Approaches to aetiology, assessment and intervention

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Abstract:  In this interactive, multi-disciplinary workshop we will start with a summary of the state-of-the-art about autism spectrum disorders (ASD) in Sub-Saharan Africa and other low resource environments, before proceeding to discuss current and emerging innovative approaches to aetiology, assessment and intervention for ASD. Specific examples will include new developments in screening and diagnosis of ASD, and adaptation of naturalistic developmental behavioural interventions (NDBI) for parent/carer-mediated treatment. The workshop will be led by Prof Petrus J de Vries, Sue Struengmann Professor of Child & Adolescent Psychiatry, and Director of the Centre for Autism Research in Africa, at the University of Cape Town. He will be joined by Dr Nola Chambers (Speech and Language Therapist), Noleen Seris (Clinical Psychologist) and Dr Aubrey Kumm (Veterinarian and Neuroscientist).

Learning Objectives:

By the end of the workshop you should:

  1. Have an understanding of the African clinical and research context, be able to describe past research on autism spectrum disorder (ASD) in Sub-Saharan Africa, and list about some of the key gaps in research knowledge.
  2. Describe current research on identification and diagnosis in Sub-Saharan Africa (SSA) and list current projects evaluating and developing screening and diagnostic approaches in SSA.
  3. Describe ASD interventions in SSA and be able to discuss current projects developing and evaluating community-based interventions for ASD in SSA.

Biographical Sketch:  Petrus de Vries is the Sue Struengmann Professor of Child & Adolescent Psychiatry, and Director of the Centre for Autism Research in Africa and the Adolescent Health Research Unit at the University of Cape Town. He trained in Medicine at Stellenbosch University in South Africa before moving to the UK where he completed his clinical training in Psychiatry and Child & Adolescent Psychiatry, and a PhD in Developmental Neuropsychiatry at the University of Cambridge.

Between 2004-2011, Prof de Vries established and led a multi-agency, multi-disciplinary service for school-aged children with neurodevelopmental disorders in the Cambridgeshire & Peterborough NHS Foundation Trust, UK with strong partnership working between Health and Education sectors. In 2012 he returned to South Africa to take up the Sue Struengmann Professorship. He oversees 5 research programmes at the University of Cape Town, including the Centre for Autism Research in Africa, an Adolescent Health Research Unit, a Tuberous Sclerosis Complex programme, an Infant Mental Health Programme, and a Staff Research Development Programme. His highly interdisciplinary team includes ~25 Masters’, PhD, post-doctoral and contract researchers across disciplines such as psychiatry, psychology, speech & language therapy, education, occupational therapy, veterinary sciences and engineering.

He has a clinical research interest in assessment and intervention for infants, young children and adolescents with complex neurodevelopmental and mental health needs, and in the application of neurodevelopmental and neuropsychological assessments in the clinical and educational setting.

Prof de Vries is chairman of the Society for the Study of Behavioural Phenotypes (SSBP), an international, interdisciplinary research organization, and is on the WHO ICF-CY steering group for autism spectrum disorders and ADHD, under the chairmanship of Prof Sven Bolte. He is also on the Executive of the International Association of Child & Adolescent Psychiatry and Allied Professions (IACAPAP).

He is a Medical Advisor to the Tuberous Sclerosis Association (UK), a member of the Professional Advisory Board and International Scientific Advisory Panel of the Tuberous Sclerosis Alliance (USA), a Specialist Advisor to TSDeutschland and scientific adviser to Stichting Michelle (Netherlands). He was chairman of the Neuropsychiatry Panel of the international consensus group that revised the diagnostic criteria and treatment guidelines for TSC in 2012 and has been on the study steering committee of three phase III clinical trials for mTOR inhibitors in TSC. He is also a member of the working committee of the TOSCA international natural history database project of TSC. He is an Editorial Board Member of Autism Research, and the Journal of Intellectual Disability Research.

In South Africa, he is a member of the National Executive Committee of Autism South Africa (ASA), South African Association of Child and Adolescent Psychiatry and Allied Professions (SA-ACAPAP) and Associate Editor of the Journal of Child & Adolescent Mental Health.

Michael McCrea

Michael McCrea

Scientific advances in mild traumatic brain injury: Lessons learned from sport concussion research

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Abstract:  Applied research over the past 20 years has produced major advances in the basic and clinical science of mild traumatic brain injury (mTBI) and concussion.  Modern animal models have provided major breakthroughs in our understanding of the basic pathophysiology of concussive injury.  The sports concussion research model has provided an innovative paradigm for the study of mTBI, with numerous methodological advantages over traditional approaches.  Findings from the study of sport-related concussion (SRC) have been readily translatable to our understanding of mTBI in civilians, military service members and other populations affected by mTBI.  In a clinical setting, both basic and applied science now drive consensus guidelines with respect to diagnosis, treatment and protocols for return to activity after mTBI.  Technological advances in functional neuroimaging have created a powerful bridge between the clinical and basic science of mTBI in humans. Collectively, findings from clinical, basic science and functional neuroimaging studies now establish a foundation on which to build integrative theories and testable hypotheses around a comprehensive model of mTBI recovery. This workshop will integrate the current scientific literature on pathophysiology of injury, neurophysiological effects and neuropsychological outcome after mTBI, as well as how the new evidence base can help guide clinicians in the evaluation and management of MTBI.

Learning Objectives:

  1. Review the underlying pathophysiology and neurobiology of mTBI
  2. Integrate science that illustrates the true natural history of recovery after mTBI
  3. Introduce research on mechanism-based intervention and prognostication
  4. Discuss implications of basic and applied research to clinical translation in mTBI

Biographical Sketch:  Dr. McCrea is Tenured Professor and Eminent Scholar of Neurosurgery and Director of Brain Injury Research at the Medical College of Wisconsin.  He is past President of the American Academy of Clinical Neuropsychology (AACN).

Dr. McCrea has numerous scientific publications, book chapters, and national and international lectures on the topic of traumatic brain injury.

He has led several large, multi-center studies on the effects of traumatic brain injury and sport-related concussion.  He currently is co-PI on the NCAA-DoD CARE Consortium and several other large-scale studies investigating the acute and chronic effects of TBI in various populations at risk.

Margaret OConnor 002

Margaret O’Connor

DriveWise: Lessons learned from a hospital based driving clinic

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Abstract:  Decisions about driving competence have profound implications for quality of life. Optimal care in this regard requires a thoughtful team approach based the integration of objective evidence about driving safety and the unique needs of each driver.  In this workshop Dr. O’Connor will discuss the evolution of DriveWise, an inter-disciplinary hospital based driving assessment program, that has provided road tests for over 800 individuals, many who have Alzheimer’s disease and related dementias. The DriveWise team includes social work, occupational therapy, adaptive driving instructors and neuropsychology.  The specific role of each professional will be highlighted.  Dr. O’Connor will review relevant research from DriveWise and other assessment programs demonstrating how age, medical conditions and cognitive impairment impact driving fitness. Ethical, legal and psychosocial issues relevant to decisions about driving fitness will be discussed. Specific cognitive and perceptual factors necessary for safe driving will be identified and tests used to assess these functions will be reviewed. Dr. O’Connor will present clinical vignettes to illustrate the complicated nature of the driving assessment process. She will also present clips from educational videos that she produced addressing the driving needs of people with Alzheimer’s disease, Parkinson’s disease and Asperger’s Syndrome.

Learning Objectives:

 This workshop is designed to help you:

  1. Discuss legal, medical and ethical considerations relevant to driving evaluations
  2. Identify neuropsychological skills and brain regions critical for safe driving
  3. Describe at least two cognitive tests used in driving assessments
  4. Discuss optimal approaches for initiating a discussion about driving with an “at risk” person with mild dementia.

Biographical Sketch:  Margaret O’Connor, Ph.D. is Director of Neuropsychology in the Department of Neurology at Beth Israel Deaconess Medical Center and Associate Professor of Neurology at Harvard Medical School.  She has diplomat status in the field of clinical neuropsychology since 1999 and she is a board examiner for the American Academy of Clinical Neuropsychology.  In her role as director of a busy clinical service she is involved in clinical, administrative, and teaching activities. Dr. O’Connor has mentored the clinical and research activities of over 80 graduate students and post doctoral fellows. She has authored over 70 papers in peer reviewed journals and 30 book chapters. She co-founded DriveWise, a driving assessment program that has provided services for over 800 individuals. She has conducted a number of studies focused on factors that predict driving fitness in individuals with dementia, MCI and neurodevelopmental conditions such as Asperger’s Syndrome.  She developed a number of educational videos to assist professionals and caregivers in making decisions about driving fitness. Dr. O’Connor is actively involved in public education efforts to advance research and clinical support for people with cognitive impairments. She a board member and she is Co-Chair of the Medical and Scientific Advisory Committee of the Alzheimer’s Association of Massachusetts and New Hampshire. Her committee work also includes the Clinical Advisory Committee of the Asperger/Autism Network. She was on the Board of Governors of INS from 2013-2016.

 Yana Suchy

Yana Suchy

Executive functioning: A comprehensive guide for clinical practice

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Abstract:   This workshop will begin with a conceptual overview of five clinically relevant subdomains of executive functioning, including executive cognitive functions, meta-tasking, response selection/inhibition, initiation/maintenance, and social cognition.  For each subdomain, elemental neurocognitive processes, neuroanatomic underpinnings, and relevance to daily life will be detailed.  Following a thorough exploration of the executive construct, typical clinical syndromes characterized by discrete patterns of EF dysfunction will be reviewed, highlighting associated etiologies, behavioral and personality changes in daily life, as well as patient presentations during formal evaluations.   Lastly, assessment methods for each subdomain of EF will be reviewed, as will assessment challenges and hindrances to ecologically valid interpretation of standardized tests of EF.   Clinically useful recommendations for overcoming those challenges and hindrances will be offered, including the introduction of the Contextually Valid Executive Assessment (ConVExA) model and the first steps toward the application of the model in every-day clinical practice.

Learning Objectives:

This workshop is designed to help you

  1. Gain a thorough and clinically useful understanding of the construct of executive functioning (EF) and be able to name the subdomains and elemental processes that comprise the EF construct.
  2. Describe individual neurobehavioral syndromes characterized by discrete patterns of executive dysfunction, as well as the associated etiologies.
  3. List the limitations of typical executive measures, as well as available methods for overcoming those limitations.

Biographical Sketch: Yana Suchy, Ph.D., is a tenured Professor of Psychology and an adjunct Professor of Neurology at the University of Utah.  She also holds faculty appointments at the University of Utah’s Brain Institute and the Utah Center on Aging.  Dr. Suchy obtained her Ph.D. in clinical psychology at the University of Wisconsin-Milwaukee in 1998, and completed a 2-year postdoctoral fellowship in clinical neuropsychology at Northwestern Healthcare in Evanston, IL, as well as a 2-year postdoctoral research fellowship at Rosalind Franklin University in North Chicago, IL.  Dr. Suchy is the Editor-in-Chief of The Clinical Neuropsychologist, and also served as an Associate Editor for the Journal of the International Neuropsychological Society.  She is the Fellow of the American Academy of Neuropsychology and the Society for Clinical Neuropsychology (American Psychological Association). Over the past 15 years, Dr. Suchy’s research has focused on the interface between executive, motor, and affective processes, with the goals of improving our understanding, and the assessment methods, of the construct of executive functioning.  She has over 90 publications in peer-reviewed journals and professional texts, and has also authored two books: Clinical Neuropsychology of Emotion (Guilford Press, 2011), and Executive Functioning: A Comprehensive Guide for Clinical Practice (Oxford University Press, 2015).