On-demand Online Courses

The Luria Neuroscience Institute is pleased to introduce on-demand online courses about the brain and the mind. The participants will be able to watch the courses online at their own pace and to receive a Continuing Education certificate after completing a post-test.

The home studies are presented by Elkhonon Goldberg, Ph.D., ABPP., a clinical neuropsychologist and cognitive neuroscientist, and Diplomate of The American Board of Professional Psychology in Clinical Neuropsychology. His critically acclaimed and bestselling books have been translated into 24 languages.

Each course takes 3 hours and 3 CE Credits will be awarded by CE credit sponsor.

The courses are intended for professionals concerned with mental health and with brain and brain disorders.
The courses content level: Intermediate.

Conflicts of Interest:
There is no conflict of interest or commercial support for this program.

Cancellation Policy:
Please email us to request your cancellation.

Grievance Policy:
We seek to ensure equitable treatment of every person and to make every attempt to resolve grievances in a fair manner. Please email us with your written grievance. Grievances would receive, to the best of our ability, corrective action in order to prevent further problems.

Accessibility Policy:
This program adheres to the standards of the Americans Disabilities Act. Please contact us if special accommodation is required.

Fee:
$165 for a three-hour course.

Format:
online video course
 

 

Executive Functions and the Frontal Lobes

Executive functions represent the highest level of cognitive control and involve goal formation, planning, mental flexibility, impulse control, working memory. Executive functions are mediated by the prefrontal cortex and related structures. In this webinar we will examine their cognitive composition, neural mechanisms, changes throughout the lifespan, and gender differences. We will also examine how executive functions become impaired in a wide range of neurological, neuropsychiatric, neurodevelopmental, and neurogeriatric disorders.

Topics to be covered:
Executive functions and frontal-lobe functions: are they the same?
Components of executive functions (planning, impulse control, working memory, and others).
Novel approaches to understanding the frontal-lobe functions.
Frontal lobes and large-scale networks (Central Executive, Default Mode, and others).
Executive functions and laterality.
Executive functions and sex differences.
Regulation of emotions: frontal lobes and amygdala.
Executive functions and intelligence.
Executive functions in development and aging.

Learning Objectives. This course is designed to help you:

  1. List brain mechanisms of executive functions: Prefrontal cortex, anterior cingulate cortex, striatum, related structures and their subdivisions.
  2. Explain the process and brain mechanisms of decision-making: The frontal lobes and “executive functions”.
  3. Explain the brain mechanisms of emotions: Amygdala and the frontal lobes.
  4. Describe executive functions in normal development and aging.

Recording date: December 8, 2022.

 
 

Executive Dysfunction in Brain Disorders

Executive functions are the most fragile of all cognitive functions. They are affected in a wide range of neurological, psychiatric, neurodevelopmental, and neurogeriatric disorders. In this webinar we will examine how executive functions are affected in various dementias (including Alzheimer’s disease, Lewy body dementia, and Frontotemporal dementia); traumatic brain injury, cerebrovascular disease, neuropsychiatric disorders (including schizophrenia and affective disorders), infectious encephalopathies, seizure disorders, and other clinical conditions, including viral encephalopathies, like neuro-COVID.

Topics to be covered:
Executive dysfunction in dementias (Alzheimer’s disease, Lewy body dementia, Fronto-temporal dementia).
Executive dysfunction in traumatic brain injury (reticulo-frontal disconnection syndrome).
Executive dysfunction in cerebrovascular disorders (CVA, aneurysms).
Executive dysfunction in neurodevelopmental disorders (ADHD, Tourette’s Syndrome).
Executive dysfunction in neuropsychiatric disorders (schizophrenia, affective disorders).
Executive dysfunction in movement disorders (Parkinson’s disease, Huntington’s disease).
Executive dysfunction in infectious encephalopathies (neuro-COVID and others).
Executive dysfunction and seizure disorders.
Executive dysfunction and laterality.

Learning Objectives. This course is designed to help you:

  1. Analyze executive dysfunction in neurodevelopmental disorders. Executive dysfunction and ADHD – same or different? Where do they overlap and where do they diverge?
  2. Analyze executive dysfunction in dementias: Alzheimer’s, Lewy body, Fronto-temporal and others.
  3. Analyze executive dysfunction in Traumatic Brain Injury: “mild” TBI is not so mild.
  4. Analyze executive dysfunction in neuropsychiatric disorders: schizophrenia, affective disorders, Tourette’s syndrome and OCD.

Recording date: August 17, 2022.

 
 

Aging and Dementias

Dementias are among the most prevalent neurocognitive disorders presenting a unique set of clinical and societal challenges. In this webinar we will review several major types of dementia, including Alzheimer’s disease, Lewy body dementia and its relationship to Parkinson’s disease, frontotemporal dementia, vascular dementia, and others. For each of these disorders we will discuss the underlying neurobiology, epidemiology, natural history, diagnosis, and cognitive characteristics. We will also discuss cognitive aging, as well as both protective and risk factors associated with it.

Topics to be covered:
Epidemiology and demographics of dementias.
Alzheimer’s disease: neurobiology, epidemiology, natural history, neurocognitive characteristics, and diagnosis. Lewy body dementia and Parkinson’s disease: neurobiology, epidemiology, natural history, neurocognitive characteristics, and diagnosis.
Fronto-temporal dementia: neurobiology, epidemiology, natural history, neurocognitive characteristics, and diagnosis. Vascular dementia: neurobiology, epidemiology, natural history, neurocognitive characteristics, and diagnosis.
Korsakoff’s syndrome: neurobiology, epidemiology, natural history, neurocognitive characteristics, and diagnosis. Mixed dementias: neurobiology, epidemiology, natural history, neurocognitive characteristics, and diagnosis.
Mild Neurcognitive disorder and its relationship to dementias. Diagnosis, differential diagnosis, and misdiagnosis.
Memory impairment in dementias and the fallacy of old diagnostic criteria. Executive impairment in dementias: still underrecognized.
Arousal impairment in dementias. Changes in the epidemiology of dementias and possible causes behind them.
Cognitive aging: its characteristics, protective factors, and risk factors.
Cognitive enhancement and surrounding controversies.

Learning Objectives. This course is designed to help you:

  1. Describe the biological characteristics of major dementias.
  2. Describe the cognitive characteristics of major dementias.
  3. Discuss the diagnosis and differential diagnosis of dementias.
  4. Explain the factors influencing the course of cognitive aging.

Recording date: December 10, 2022.

 
 

Traumatic Brain Injury

Traumatic Brain Injury (TBI) is a highly prevalent condition sometimes referred to as a “silent epidemic.” In this webinar we will review various types of TBI (closed, open, blast); various causes and unique characteristics of motor vehicle accidents, workplace-related, military and sports TBI; various mechanisms of TBI (diffuse axonal injury, contre-coup, neurometabolic cascade); cognitive characteristics (particularly executive and memory impairment); recovery from TBI and long-term outcomes; and forensic issues commonly associated with TBI.

Topics to be covered:
Epidemiology of traumatic brain injury (TBI). Types of traumatic brain injury (TBI): closed, open (penetrating and perforating), blast. Severity and criteria of traumatic brain injury (TBI): mild, moderate, severe.
Causes of traumatic brain injury (TBI). Mechanisms of traumatic brain injury (TBI).
Focal vs. diffuse components of traumatic brain injury (TBI). Neuroanatomical structures most vulnerable in traumatic brain injury (TBI). Natural course of traumatic brain injury (TBI) and the multiple forms it may take.
Secondary complications in traumatic brain injury (TBI). Cognitive consequences of traumatic brain injury (TBI).
Executive deficit in traumatic brain injury (TBI).
Memory impairment in traumatic brain injury (TBI): anterograde and retrograde amnesia.
Traumatic brain injury (TBI) in sports and Chronic Traumatic Encephalopathy.
Military traumatic brain injury (TBI).
Forensic issues in traumatic brain injury (TBI).

Learning Objectives. This course is designed to help you:

  1. Describe the types of traumatic brain injury (TBI).
  2. Explain the mechanisms of traumatic brain injury (TBI).
  3. List the multiple possible courses of traumatic brain injury (TBI).
  4. Explain the cognitive characteristics of traumatic brain injury (TBI).

Recording date: December 11, 2022.

 
 

Creativity and Cognition

Creativity is a complex construct involving multiple components. We will discuss the various components of creativity. Creativity is not a monolithic trait; there are many paths to creativity. Even the most innovative creative individual ahead of his or her society is a product of that society. We will discuss the relationship between individual creativity, cognition, and the host culture. In order to be recognized by society as creative, a scientific or artistic product has to be novel. But novelty alone is not sufficient; the product must also be relevant. We will discuss the relationship between creativity, novelty, and salience. The relationship between creativity and intelligence has intrigued psychologists for decades. We will discuss this relationship, as well as the limitations of current approaches – intelligence defined as IQ and creativity as performance on “divergent thinking” tests. The connection between creativity and psychopathology has intrigued scientists, clinicians, and the general public for years. We will discuss the evidence for and against this relationship, as well as the possible brain mechanisms behind it. Can creativity be enhanced? We will discuss some of the programs designed to enhance creativity, or at least it components and prerequisites. Is creativity the unique attribute of human cognition? This point of view may flatter our feeling of exceptionalism but rudimentary creativity may be present already in other species. We will review the evidence.

Topics to be covered:
Creativity and society. Innovator vs consumer.
Creativity deconstructed. Building blocks of creativity.
Innovation, salience, and how they interact in the creative process.
Creativity and intelligence. Are they linked and when do they become uncoupled?
Creativity and psychopathology: Affective disorders, FTD, and other conditions.
Enhancing creativity? Creativity as the new focus of educational process.
Evolutionary roots of creativity.
Defining and studying creativity in other species.
Creativity and artificial intelligence.

Learning Objectives. This course is designed to help you:

  1. List the main components of the creative process.
  2. Analyze the relationship between individual creativity and culture.
  3. Analyze the relationship between creativity and intelligence.
  4. Analyze the evolutionary roots of creativity.

Recording date: September 13, 2022.

 
 

Tourette and ADHD: A New Look at an Old Quandary

The ADHD diagnosis has acquired the status of a fad and is often given too casually and inclusively. Conflation between two distinct classes of clinical phenomena, hyperactivity and exploratory behavior, is a common source of ADHD overdiagnosis. Inspired by early insights by Oliver Sacks, we examine the relationship between frontal-lobe syndromes, Tourette syndrome, and Parkinson’s disease. This synthesis leads to a new understanding of Tourette syndrome and helps identify its distinct subtypes. These subtypes are caused, respectively, by predominant dysregulation in the left vs right fronto-striatal systems, and result in the preponderance of tics vs excessive exploratory behaviors. We examine the difference between
hyperactivity and excessive exploratory behavior, and the potential for diagnostic confusion
between ADHD and Tourette if this difference is ignored.

Topics to be covered:
Overdiagnosis of ADHD. A source of overdiagnosis: conflation of hyperactivity and exploratory behavior. What is the difference?
Are the diagnostic criteria for ADHD too broad? Duality of symptoms in Tourette syndrome: tics vs exploratory behavior.
Are the diagnostic criteria for Tourette too narrow? The triple-decker: Frontal lesions, Tourette syndrome, and Parkinson’s disease.
Introducing “hemi-Tourette” subtypes.
Clinical features of “hemi-Tourette” subtypes.
Clearing up the diagnostic confusion between Tourette and ADHD.

Learning Objectives. This course is designed to help you:

  1. Explain the relationship between Tourette and ADHD diagnoses.
  2. Describe the concept of “excessive exploratory behavior” and how it is different from hyperactivity.
  3. Explain the role of fronto-striatal interaction breakdown in Tourette syndrome.
  4. Summarize the concept of “hemi-Tourette” syndrome variants.

Recording date: August 30, 2022.

 
 

Long NEUROCOVID: What Has Been Learned

New information will be presented about the evolution of the pandemic, challenges associated
with vaccination, and the variants. As the pandemic evolves, its character changes. Vaccines
are here, but so are the new virus variants. We have a better understanding of the mechanisms
of acute and long NEUROCOVID, and of its impact on various segments of the population.
NEUROVID in children and in the elderly is of particular concern, as well as its being a risk
factor for later-life dementia. The burden of the pandemic on the overall psychological state of
the world is growing, but so are the arsenal of tools to counter its effects. These and other
issues will be discussed in the new webinar.

Topics to be covered:
Evolving pandemic statistics.
Vaccination and its challenges.
Acute NEUROCOVID and the variants.
Long NEUROCOVID.
NEUROCOVID and later-life dementias – growing concerns.
NEUROCOVID in children – recent findings.
Worldwide psychological burden of the pandemic two years later.
Rehabilitation of NEUROCOVID.
Telemedicine and NEUROCOVID.

Learning Objectives. This course is designed to help you:

  1. Describe the worldwide dynamics of the pandemic.
  2. Describe the challenges of vaccination.
  3. Explain the growing concerns about dementia later in life after COVID-19 infection.
  4. Describe the new findings about NEUROCOVID in children.

Recording date: December 15, 2022.

 
 

Continuing Education

The CE Company is approved by the American Psychological Association to sponsor continuing education for psychologists. The CE Company maintains responsibility for this program and its content.

The CE Company has co-sponsored on-demand webinars for 3 continuing education (CE) 3 credits to Psychologists, Social Workers, Nurses, Professional Counselors, and Marriage & Family Therapists in the following states*:

Psychologists:
AL, AK, AZ, AR, CA, CO, CT, DE, FL, GA, HI, ID, IL, IN, IA, KS, KY, LA, ME, MD, MA, MI, MN, MS, MO, MT, NE, NV, NH, NJ, NM, NC, ND, OH, OK, OR, PA, RI, SC, SD, TN, TX, UT, VT, VA, WA, WV, WI, WY

Social Workers:
AL, AK, AZ, AR, CA, CO, CT, DE, FL, GA, HI, ID, IL, IN, IA, KS, KY, LA, ME, MD, MA, MI, MN, MS, MO, MT, NE, NV, NH, NJ, NM, NC, ND, OH, OK, OR, PA, RI, SC, SD, TN, TX, UT, VT, VA, WA, WV, WI, WY

Mental Health Counselors:
AL, AK, AZ, AR, CA, CO, CT, DE, FL, GA, HI, ID, IL, IN, IA, KS, KY, LA, ME, MD, MA, MI, MN, MS, MO, MT, NE, NV, NH, NJ, NM, NC, ND, OH, OK, OR, PA, RI, SC, SD, TN, TX, UT, VT, VA, WA, WV, WI, WY

Marriage and Family Therapists:
AL, AK, AZ, AR, CA, CO, CT, DE, FL, GA, HI, ID, IL, IN, IA, KS, KY, LA, ME, MD, MA, MI, MN, MS, MO, MT, NE, NV, NH, NJ, NM, NC, ND, OK, OR, PA, RI, SC, SD, TN, TX, UT, VT, VA, WA, WV, WI, WY

Nurses:
AL, AK, AZ, AR, CA, CO, CT, DE, FL, GA, HI, ID, IL, IN, IA, KS, KY, LA, ME, MD, MA, MI, MN, MS, MO, MT, NE, NV, NH, NJ, NM, NC, ND, OH, OK, OR, PA, RI, SC, SD, TN, TX, UT, VT, VA, WA, WV, WI, WY

Professional Counselors:
AL, AK, AZ, AR, CA, CO, CT, DE, FL, GA, HI, ID, IL, IN, IA, KS, KY, LA, ME, MD, MA, MI, MN, MS, MO, MT, NE, NV, NH, NJ, NM, NC, ND, OH, OK, OR, PA, RI, SC, SD, TN, TX, UT, VT, VA, WA, WV, WI, WY

* Participants should always check with their state’s licensure board regarding the acceptance of APA CE credits. If you are seeking continuing education credit for a specialty or location not listed above, it is your responsibility to contact your licensing/certification board to determine program eligibility. Partial credit for attendance of individual sessions is not available.