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The American Board of Clinical Neuropsychology and American Academy of Clinical Neuropsychology: Updated Milestones 2005–2014 a
b
c
John A. Lucas , E. Mark Mahone , Michael Westerveld , Linas d
e
Bieliauskas & Ida Sue Baron a
Department of Psychiatry & Psychology, Mayo Clinic, Jacksonville, FL, USA b
Department of Neuropsychology, Kennedy Krieger Institute, Baltimore, MD, USA c
Walt Disney Pavilion, Florida Hospital for Children, Orlando, FL, USA d
Department of Physical Medicine and Rehabilitation, University of Michigan Health System, Ann Arbor, MI, USA e
Independent Practice, Potomac, MD, USA & Fairfax Neonatal Associates, Inova Children’s Hospital, Falls Church, VA, USA Published online: 12 Aug 2014.
To cite this article: John A. Lucas, E. Mark Mahone, Michael Westerveld, Linas Bieliauskas & Ida Sue Baron (2014) The American Board of Clinical Neuropsychology and American Academy of Clinical Neuropsychology: Updated Milestones 2005–2014, The Clinical Neuropsychologist, 28:6, 889-906, DOI: 10.1080/13854046.2014.935484 To link to this article: http://dx.doi.org/10.1080/13854046.2014.935484
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The Clinical Neuropsychologist, 2014 Vol. 28, No. 6, 889–906, http://dx.doi.org/10.1080/13854046.2014.935484
The American Board of Clinical Neuropsychology and American Academy of Clinical Neuropsychology: Updated Milestones 2005–2014 John A. Lucas1, E. Mark Mahone2, Michael Westerveld3, Linas Bieliauskas4, and Ida Sue Baron5 1
Department of Psychiatry & Psychology, Mayo Clinic, Jacksonville, FL, USA Department of Neuropsychology, Kennedy Krieger Institute, Baltimore, MD, USA 3 Walt Disney Pavilion, Florida Hospital for Children, Orlando, FL, USA 4 Department of Physical Medicine and Rehabilitation, University of Michigan Health System, Ann Arbor, MI, USA 5 Independent Practice, Potomac, MD, USA & Fairfax Neonatal Associates, Inova Children’s Hospital, Falls Church, VA, USA
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Keywords: AACN; ABCN; ABPP; Board certification; Subspecialization.
INTRODUCTION The American Board of Clinical Neuropsychology (ABCN) was incorporated in August 1981. In 1982, the American Board of Professional Psychology (ABPP) declared Clinical Neuropsychology to be a distinct specialty practice area, permitting the incorporation of ABCN as a new ABPP specialty board. The 22 founding members of ABCN examined each other in 1983 and were awarded the first specialty diplomas in clinical neuropsychology in August 1984. Twenty years later, ABCN awarded its 500th certification (Yeates & Bieliauskas, 2004), demonstrating a growing interest and investment in the peer review process by clinical neuropsychologists. In the 10 years that have passed since that milestone was reached, ABCN and its membership organization, the American Academy of Clinical Neuropsychology (AACN), have witnessed rapid growth in the number of candidates entering the board certification process and joining the Academy of certified neuropsychological specialists. At the Spring 2014 oral examination, ABCN awarded board certification to its 1000th specialist, doubling the previous milestone in half the time. The greatest number of examinees in the history of ABCN participated in this examination, yielding the largest number of certifications awarded at a single time. As the 74 newly boarded specialists who passed oral examination in Fall 2013 and Spring 2014 prepare to receive their diplomas at the 2014 ABPP convocation, it is an appropriate time to reflect on the recent history of ABCN and AACN, and to consider what the future holds for the now 1006 specialists who have been certified by ABCN since its designation as an ABPP Specialty Board. Address correspondence to: John A. Lucas, PhD, ABPP, Department of Psychiatry & Psychology, Mayo Clinic, 4500 San Pablo Road, Jacksonville, FL 32224, US. E-mail: [email protected] (Received 10 June 2014; accepted 11 June 2014)
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Yeates and Bieliauskas (2004) provide a detailed history from the origins of ABCN through the certification of the 500th ABCN specialist in 2004. That history recounts the first oral examinations, the development of the ABCN written examination, the rationale for the creation of the Academy, ABCN’s endorsement of the Houston Conference guidelines for education and training in clinical neuropsychology, and the first annual continuing education conference and meeting of the AACN in 2003. Since that time ABCN has continued to evolve and enhance its policies, procedures, and examination logistics in ways that have been responsive to changes in the field as well as to the changing needs of applicants and candidates in the board certification process. At the same time, AACN has expanded its scope as a leader in professional education, advocacy, scientific inquiry, and promotion of clinical excellence within the specialty of clinical neuropsychology.
MILESTONES OF THE ABCN In 2004, most American Board of Clinical Neuropsychology processes were managed manually with paper and pencil application forms, in-person written exam administrations, and hard-copy submission/review of practice samples that were shipped via surface mail. As volumes of paperwork increased, inefficiencies were revealed such that by 2006, then-ABCN president Glenn Smith, Ph.D. proposed the creation of an Innovations and Technology Committee to explore a path toward transitioning to electronic platforms. A number of enhancements were proposed, vetted and recommended in the ensuing years, many of which have been successfully developed and implemented. These enhancements, including online application submission, computer-based written examination, and online submission/review of Practice Sample materials have greatly facilitated access to and movement through the stages of board certification. In addition to these technological advances, ABCN has also responded thoughtfully to modern developments in the training, education, and practice of clinical neuropsychology. Over the past decade ABCN has integrated Houston Conference guidelines at each stage of the certification process, developed and implemented a model for subspecialty recognition and certification within clinical neuropsychology, and worked together with ABPP to develop a mechanism for board certified neuropsychologists to demonstrate ongoing maintenance of certification. The history of these innovations and enhancements to the ABCN certification process is summarized in Table 1 and reviewed in the following sections. It is important to recognize that although many of these accomplishments have occurred in recent years, they represent the cumulative efforts of multiple cohorts of ABCN board members who over time have continuously identified opportunities to improve policies and procedures, proposed new mechanisms to facilitate the board certification process, and planned for the ultimate implementation of those mechanisms (see Table 2). Eligibility criteria and credential review Yeates and Bieliauskas (2004) documented ABCN’s early endorsement of aspirational guidelines from the Houston Conference on Specialty Education and Training (Hannay et al., 1998). The ABCN Board of Directors (BOD) incorporated the
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Table 1. ABCN and AACN Milestones (2005-2014) Date
Milstone
2005 2005 2006 2006 2006 2007 2007 2007 2007 2007 2008
Houston Conference postdoctoral criteria go into effect. ABCN written exam administrations increase to four times per year. ABCN creates a Committee on Innovations and Technology to transition to electronic platforms. AACN members begin receiving The Clinical Neuropsychologist as a member benefit. Inaugural Edith Kaplan Student Award presented at AACN meeting. ABCN adds a third team of examiners to the oral examinations. ABCN Committee on Subspecialization formed. AACN begins providing continuing education credits for select TCN articles. AACN partners with Oxford University Press to produce a new book series. Be Ready for ABPP in Neuropsychology (BRAIN) becomes an official AACN committee. ABCN introduces a fast-track application process for applicants completing postdoctoral training in APPCN member programs and APA-accredited specialty training programs. AACN partners with Psychology Press to create a new book series. AACN Foundation established. First meeting of the Pediatric Special Interest Group (P-SIG). ABCN endorses the ABPP model for maintenance of certification. AACN develops Board Certification Promotion Committee. AACN adds a Student Representative position to its Board of Directors. ABCN Specialty application form is converted to an online fillable form. ABCN contracts with ProExam and Prometric to deliver computer-based written examination. ABCN contract with ScholarOne to deliver online practice sample submission portal. ABCN adds a fourth team of examiners to oral examinations. P-SIG activities transferred from ABCN to AACN. Child Neuropsychology becomes the official journal of AACN’s Pediatric Special Interest Group, with opportunities to receive continuing education credit for select articles. First AACN Foundation outcome grants awarded. ABCN written examination transitions to computer-based administration. ABCN online practice sample submission portal activated. AACN becomes a founding member of the Inter-Organizational Practice Committee. ABCN approves Practice Sample Cadre proposal. Oral examinations move from Rush Presbyterian Hospital to University of Illinois, Chicago Neuropsychiatric Institute. ABCN approved to create first ABPP subspecialty in pediatric clinical neuropsychology. Items written for subspecialty written examination in pediatric clinical neuropsychology. ABCN MOC procedures approved by ABPP Standards Committee. ABCN specialty written examination expands to 125 items. Inaugural Practice Sample Cadre training workshop. Calibration study of subspecialty written examination in pediatric clinical neuropsychology held. ABCN awards 1000th board certification.
2008 2009 2009 2010 2010 2010 2011 2011 2011 2011 2011 2011 2011 2012 2012 2012 2013 2013 2013 2013 2014 2014 2014 2014 2014
knowledge base and skills prescribed by the Houston Conference into the examination process and introduced new eligibility criteria requiring completion of a programmatic two-year postdoctoral residency for all applicants who earned their doctoral degree (or completed a re-specialization program in clinical neuropsychology) on or after 1 January, 2005. In 2008, ABCN recognized that programs with member status in the Association of Postdoctoral Training Programs in Clinical Neuropsychology (APPCN) and programs with Specialty postdoctoral accreditation in Clinical Neuropsychology by the American Psychological Association (APA) were required to offer curricula, resources, and training opportunities that meet or exceed those prescribed by the Houston
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Table 2. Officers and Members serving on the ABCN Board of Directors from 2005–2014 Role
Member
Years of service
President
Ida Sue Baron Glenn Smith Michael Westerveld Brenda Spiegler John Lucas
(2001–2005) (2005–2007) (2007–2011) (2011–2013) (2013–2015)
Secretary
Joseph Ricker Karen Wills Jennifer Haut Laura Flashman
(2001–2005) (2005–2009) (2009–2013) (2013–2015)
Treasurer
Richard Naugle Fred Unverzagt Corwin Boake Joseph Kulas
(2003–2009) (2009–2013) (2013–2013) (2013–2014)
Representative to ABPP
Sandra Koffler Jerry Sweet Deborah Attix
(2000–2009) (2009–2013) (2013–)
Executive Director
Linas Bieliauskas
(1990–)
Examinations Committee Chair
Kerry Hamsher Bernice Marcopulos
(1991–2008) (2008–)
Oral Exam Cadre Coordinator
Diane Howieson Brenda Spiegler
(2003–2014) (2014–)
Oral Exam Local Arrangements Chair
Christopher Grote Neil Pliskin
(1991–2013) (2013–)
Board Members
Ida Sue Baron William Barr James Becker Heather Belanger Corwin Boake Julie Bobholz Mark Bondi Munro Cullum Jacobus Donders Laura Flashman Marsha Gragert Manfred Greiffenstein Christopher Grote Jennifer Haut Ann Hempel David Kareken Laura Janzen Joel Kramer Deborah Koltai Attix
(1996–2005) (2003–2008) (2004–2009) (2013–2018) (2010–2015) (2007–2012) (2008–2013) (2001–2006) (2014–2019) (2010–2015) (2014–2019) (2009–2014) (2013–2018) (2006–2013) (2002–2007) (2006–2012) (2011–2016) (2001–2006) (2007–2012) (Continued)
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Role
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(Continued) Member
Years of service
Joseph Kulas Gregory Lee John Lucas Bernice Marcopulos A. John McSweeny Joel Morgan Richard I. Naugle Nathaniel Nelson Nancy Nussbaum Sharilyn Rediess Celiane Rey - Casserly Joseph Ricker Andrew Saykin Michael Schoenberg Beth Slomine Glenn Smith Jack Spector Brenda Spiegler Anthony Stringer Sara Swanson Fred Unverzagt Rodney Vanderploeg Kathleen Welsh-Bohmer Michael Westerveld Karen Wills Tony Wong
(2013–2018) (2004–2009) (2005–2015) (2003–2008) (2000–2005) (2009–2014) (2000–2009) (2013–2018) (2012–2017) (2000–2005) (2005–2010) (1999–2005) (2002–2007) (2012–2017) (2012–2017) (1999–2007) (2011–1016) (2005–2013) (2008–2015) (2004–2009) (2006–2013) (2009–2019) (2001–2006) (2000–2011) (2003–2008) (2007–2012)
Conference guidelines. The BOD subsequently implemented a “fast-track” application and credential review process for graduates of these postdoctoral programs. Although the credential review process remained open to all applicants meeting eligibility criteria, those who completed APA-accredited or APPCN member training programs were no longer required to document compliance with Houston Conference guidelines through detailed listings of pre- and postdoctoral didactic experiences. To facilitate the credential review process for all applicants, ABCN transitioned in 2011 from a paper and pencil specialty application form to an electronic form that could be accessed, completed, and submitted online. Together with changes at ABPP Central Office allowing electronic submission of supporting materials, these enhancements decreased application processing times and facilitated more immediate credential review decisions. Written examination As reported by Yeates and Bieliauskas (2004), ABCN contracted with Professional Examination Services (then “PES”, currently known as “ProExam”) in the mid-1980s to help develop a 100-item, multiple choice written examination (WE). The WE became an additional required stage of the ABCN certification process in 1993 and was thoroughly updated in 2002 to align with the knowledge base and skills reflected in the Houston Conference guidelines (Hannay et al., 1998). Subsequent revisions to
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the written examination were completed in 2007, 2010, and 2013. With each revision, the exam content and item analyses were reviewed and items were replaced or updated to ensure accurate representation of the current literature, diagnostic rubrics, and advances in clinical practice across the lifespan. The WE was originally administered in paper and pencil format in conjunction with national meetings. At the time of the 500th certification in 2004, the WE was offered three times a year. It was becoming clear, however, that heightened demand warranted the addition of a fourth administration. A trial run in 2005 was successful and a fourth administration became a permanent addition to the ABCN process in 2007. Candidates responded positively to the increased availability of WE administrations, but the travel required to take the exam was nevertheless burdensome. This burden represented a potential bottleneck to timely advancement through the stages of the certification process and ABCN began to explore alternate examination formats in 2010. After careful consideration, ABCN contracted with ProExam to convert the paper and pencil examination to a computer-based test, with Prometric serving as the vendor for test administration. With over 500 testing locations across the US and Canada, examinees could take the WE at local Prometric centers within any of four, two-week windows per year. The last paper and pencil administration of the WE took place in November 2011, followed by the first computer-based WE administration in March 2012. In 2013, the ABCN BOD reviewed the psychometric data collection process for the WE and voted to supplement the 100-item exam with a block of 25 additional “pre-test” items; the new 125-item WE was administered for the first time in May 2014. In keeping with the “best practices” of test development, ABCN will continue to use pre-test statistics to confirm acceptable statistical parameters of potential new items and help equate alternate-form exam content on future WE updates/revisions. Once sufficient data have been collected on each pre-test block, the items and their psychometric properties are banked and replaced with a block of 25 new items. Performance on pretest items does not contribute to a candidate’s overall exam score, nor do pre-test items affect the established cut score for passing the examination. Practice sample A practice sample (PS) submission consists of two clinical evaluations selected by the candidate to represent their neuropsychological knowledge base and practice skill. Each PS submission is reviewed independently by at least three ABCN specialists who evaluate whether the clinical practices, diagnostic considerations, and recommendations embodied in the sample could be reasonably defended upon oral examination. Originally, all newly boarded ABCN specialists were automatically added to the directory of potential PS reviewers. As the reviewer pool expanded over time, however, the ABCN BOD explored ways to enhance agreement among reviewers. In 2005, the ABCN PS Committee revised and refined reviewer guidelines with expanded instructions and more explicit criteria to inform review decisions. Subsequent revisions to reviewer guidelines in 2012 and 2013 provided structured worksheets to organize the content of reviews, guided examples of review decisions, and refined review criteria to more closely align with the specific functional and foundational competencies required for independent practice (Fouad et al., 2009; Rey-Casserly, Roper, & Bauer, 2012).
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For many years, ABCN also considered supplementing enhancements to the written PS guidelines with additional, hands-on reviewer training resources. The large and continuously growing number of reviewers, however, posed significant logistical problems. An alternate model under consideration was to identify a subset of specialists from the larger reviewer pool to serve as a cadre of highly trained PS reviewers. In 2012, ABCN explored the requirements to move forward with the cadre model. To assess feasibility, a call for volunteers was announced on the AACN membership distribution list in 2013. Over 125 specialists indicated a willingness to volunteer for service and, encouraged by the strong response, ABCN moved forward with implementation of the cadre model. Under the leadership of PS Committee Chairs Rodney Vanderploeg, Ph.D. and Beth Slomine, Ph.D., specific training materials were developed and presented during a PS workshop at the 12th Annual meeting of the AACN in June 2014, with the content to be incorporated into subsequent web-based training materials. The first ABCN PS Cadre is expected to be ready for implementation in late 2014. Oral examination The ABCN oral examination provides the opportunity for candidates to demonstrate evidence-based assessment practices, consultation skills, and intervention recommendations that are appropriate to the individual needs of the patient. The content and structure of the oral examination has remained constant over the past decade; however, in 2014 the benchmarks used by examiners to evaluate the functional and foundational competencies required of clinical neuropsychological practice at the specialist level were refined under the direction of Examinations Chair, Bernice Marcopulos, Ph.D., to more closely align with recent recommendations in the literature (Fouad et al., 2009; Rey-Casserly et al., 2012). Not surprisingly, the number of candidates progressing to oral examination has increased in proportion to the growth witnessed at earlier stages of the board certification process. At the time the 500th certification was awarded in 2004, the number of candidates ready for oral examination could be managed by two teams comprised of three examiners each, meeting twice per year (Spring and Fall) over two consecutive days. Each team could examine up to six candidates per day (i.e., maximum of 24 candidates per oral examination). Oral examinations were held twice a year at Rush Presbyterian Hospital in Chicago, with space secured by Christopher Grote, Ph.D. The growing numbers of candidates advancing to the oral examination required the addition of a third exam team at least once a year beginning in 2007, followed by the need to add a fourth team in 2011. As space requirements to accommodate the growing examination cadre began to exceed the capacity of our host site, ABCN attempted to relieve the pressure by supplementing the 2012 oral examinations with an additional Summer exam. Although successful in accommodating candidates and space needs, the third examination proved to be cost prohibitive and unsustainable at that time. In November 2013, at the invitation of Neil Pliskin, Ph.D., the oral examinations moved to the Neuropsychiatric Institute of the University of Illinois, Chicago, where additional space was available to accommodate the growing candidate pool and examination cadre. The ABCN BOD is immensely grateful to Drs. Grote and Pliskin for their extraordinary efforts to facilitate candidate access to the oral examinations.
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Subspecialization With the maturation of the specialty of clinical neuropsychology came a corresponding increase in the knowledge base, and more diverse application of that knowledge base to unique populations. A natural part of this evolution is the emergence of subspecialties within the broader specialty. ABCN played a lead role in the creation of a subspecialty designation in ABPP through development of the Pediatric Neuropsychology subspecialty, the first formal subspecialty certification process within ABPP. As reported by Baron and colleagues (Baron, Wills, Rey-Casserly, Armstrong, & Westerveld, 2011), discussions between ABCN and ABPP in 2006 regarding the definition of a specialty versus a subspecialty affirmed that the practice of pediatric neuropsychology was clearly a subspecialty area of clinical neuropsychology. The ABPP Board of Trustees (BOT) acknowledged the growing demand for recognition of competence in subspecialty practice and requested that ABCN consider and inform ABPP about the advantages and disadvantages of subspecialty certification broadly, and make a recommendation about feasibility for Pediatric Neuropsychology specifically. In 2007, Michael Westerveld, Ph.D., then ABCN President, formed a “Committee to Study Subspecialization” under the direction of ABCN past-president, Ida Sue Baron, Ph.D. Although discussion around the pediatric neuropsychology subspecialty served as an impetus for the advancement of this effort, the ABCN BOD expressed interest in a broad approach that would establish mechanisms for the creation of any potential subspecialty throughout ABPP specialty boards. With this aim in mind, Subspecialization Committee members were selected who were representative of the wider neuropsychology community, including those who practice across the lifespan, in diverse clinical and research settings, with diverse clinical competencies, and with diverse patient populations. In December 2008, Drs. Westerveld and Baron attended ABPP’s BOT meeting to present the recommendations of the ABCN Subspecialization Committee and to participate in an ABPP work group on subspecialization. The ABCN committee’s recommendations were approved and accepted by the BOT and incorporated into the formal policies and procedures developed by the ABPP Affiliations and Standards Committees. Arising from this effort was the shared view that subspecialties were a product of the normal evolution of a psychological specialty and that the initial phase of subspecialty development was the natural aggregation of board-certified specialists who shared mutual interest in specific issues, patient populations, or methods, either within a specific specialty or across multiple specialties. To explore viability in subspecialty creation, a “Pediatric Special Interest Group” (P-SIG) was suggested as a step to gauge interest and acceptance in subspecialty development within the neuropsychology community. In early 2009, the ABCN Subspecialization Committee polled the AACN membership for their interest in a P-SIG and the first P-SIG meeting, held at the annual AACN conference in June 2009, was well attended. The P-SIG success demonstrated that pediatric neuropsychologists had strong interest in a cohesive forum and created an important venue within which professional issues, including those related to subspecialty certification, could be vetted at subsequent annual meetings. Committee work proceeded and in February 2011, activities of the P-SIG were transferred from the ABCN Subspecialization Committee to AACN, which formed a
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dedicated pediatric list serve and website. The Subspecialization committee then shifted its focus to working on developing the specific ABCN requirements and procedures to attain a subspecialty credential in Pediatric Neuropsychology. These included credential review criteria for education, training, and clinical practice in the subspecialty, a written examination covering scientific knowledge and clinical application specific to the subspecialty, and submission of a single representative assessment case demonstrating competent, evidence-based clinical practice in the subspecialty. These policies and procedures were approved by the ABCN BOD in February 2012, and in April 2012 a formal “pre-application” to develop the subspecialty of pediatric clinical neuropsychology was submitted to ABPP by Brenda Spiegler, Ph.D., then president of ABCN. Later that month ABPP’s BOT requested that ABCN proceed immediately with submission of a full application, which was drafted by late 2012 and endorsed by the ABCN BOD in February 2013. The application called for the creation of a Pediatric Neuropsychology Subspecialty Committee to develop, implement, monitor, and manage the subspecialty examination process. The ABCN BOD appointed Dr. Baron as Chair of this new committee, given her extensive working knowledge of the proposed subspecialty procedures. Subcommittees were created to manage credential review (Chair: Laura Janzen, Ph.D.), written examination development (Chair: Michael Westerveld, Ph.D.), and practice sample review (Chair: Brenda Spiegler, Ph.D.). In addition, an initial examination team of expert pediatric neuropsychologists was nominated and approved by the ABCN BOD following the procedures established for the formation of ABCN in the early 1980s. Initial examination team members convened during the June 2013 AACN meeting to generate questions for the Pediatric Neuropsychology Subspecialty Written Examination, and ABCN criteria for practice sample reviews were modified to apply to subspecialty practice. In July 2013, the ABPP BOT approved ABCN’s subspecialty application and requested that a formal implementation plan be submitted. This was drafted over the summer of 2013 and submitted to and endorsed by the ABCN BOD in October 2013. In December 2013, the ABPP BOT voted for approval and pediatric clinical neuropsychology became the first official subspecialty in the history of ABPP. The implementation of subspecialty certification was staged to assist in the development and refinement of procedures. Following ABPP BOT approval of the implementation plan, each initial examination team member submitted an application to ABPP and had their credentials reviewed by ABCN. Subsequently, each initial examination team member then submitted practice sample materials for blind reviews by other initial examination team members, establishing the base practice sample reviewer cadre for the subspecialty. The application process opened to all boarded ABCN specialists in January 2014. Applicants who passed credential review were invited to participate in a calibration study for the development of the subspecialty written examination held at the 12th annual AACN meeting in New York City in June 2014, with item analyses from the calibration examination providing the basis to create two alternate form written examinations for future candidates. One hundred and forty-six ABCN specialists passed subspecialty credential review. Beginning in January 2015, any ABCN applicant or candidate will have the opportunity to also apply for subspecialty credential review; however, before a candidate can proceed to subspecialty examination he/she must successfully complete ABCN
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specialty certification. It is anticipated that following the success of this inaugural endeavor and with strong collaboration between ABCN and ABPP, the development of future ABCN subspecialities will follow a path similar to that taken to develop and implement pediatric subspecialization. Further subspecialty development should be finely adjusted to the specific education, training, and clinical features associated with those particular subspecialties that will evolve as a result of the natural aggregation of board certified specialists who share the desire to develop a special interest group regarding a specific issue, patient population, or method of neuropsychological assessment.
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Maintenance of certification Early in its history, ABCN recognized that the knowledge base and skill sets required of specialists at the time of board certification were dynamic in nature and would change with advances in the field. As a young board, however, ABCN did not have sufficient resources to hold additional examinations or manage extra documentation required to recertify specialists. Moreover, there was reasonable concern that placing additional burden on current or prospective specialists could discourage continued growth of the organization. In 2006, with the ranks of board certified neuropsychologists surpassing 500, ABCN revisited the concept of certification maintenance, but soon learned that ABPP was also exploring similar mechanisms that would apply to all Specialty Boards. In 2010, ABCN supported the general principles of the proposed ABPP model for maintenance of certification (MOC). This model asserted that competence in one’s specialty was established at the time of initial board certification and could be continuously updated through routine engagement in a wide variety of ongoing professional activities. Examples of such activities and practices could include case consultations, contributions to interdisciplinary teams, ongoing practice performance evaluations, teaching activities, clinical supervision, research, continuing education, and/or other efforts. To maintain board certification status, specialists would be required to document the activities they pursued to support the functional and foundational competencies required of their specialty practice. A formal proposal of ABPP MOC procedures was drafted in 2012 and subsequently revised in 2013 by the ABPP BOT in response to feedback from ABCN and the other ABPP Specialty Boards. In collaboration with Deborah Attix, Ph.D. (liaison to the ABPP BOT), ABCN subsequently developed the specific procedures, materials, and criteria for MOC to be implemented for neuropsychology specialists and subspecialists. This process incorporates the MOC requirements expected across specialties, but is adapted to address competencies specific to ABCN. These procedures were approved by the ABPP Standards Committee in April 2014 and will be presented to ABCN candidates and AACN members in late 2014. Participation in the MOC process will be required of all ABPP specialists awarded board certification on or after 1 January, 2015. Specialists who have completed board certification prior to that date may opt in to the process, but are not required by ABPP to do so. The ABCN BOD strongly encourages all neuropsychologists to participate in the MOC process regardless of certification date. Opting in to MOC renewal
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supports a strong, unified academy of board certified specialists, sets a strong leadership example for trainees and colleagues entering the board certification process, and supports ABPP in its role of setting and maintaining standards of competence and excellence.
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MILESTONES OF THE AACN The American Academy of Clinical Neuropsychology (AACN) was established in 1996 as a professional organization separate from, but affiliated with ABCN. This allowed AACN to provide professional advocacy and educational activities while avoiding the potential for conflict of interest with ABCN, the examining board. The mission of AACN is to advance the specialty of clinical neuropsychology through its advocacy of outstanding educational forums and crucial public policy initiatives. These efforts have been accomplished over the last decade through the hard work and dedication of the members and officers of the AACN BOD (see Table 3). There are four classes of membership within AACN: (1) Active neuropsychologists who have attained board certification through ABCN; (2) Senior members who have retired from “Active” status; (3) Affiliates who are interested in AACN activities but who have not yet attained ABCN certification; and (4) Students enrolled in professional training programs who have an interest in AACN activities. Academy membership has grown dramatically in the past 10 years due to a multiplicity of factors, including expanded numbers of ABCN examination slots, active promotion of board certification, and increased involvement of students and affiliates. As of 2014, AACN total membership is over 1500, and includes 886 Active, 48 Senior, 339 Affiliate, and 230 Student members. Annual meeting Since 2003, AACN has held an annual membership conference and workshop series. Since its inception, the annual event has grown dramatically in size and recognition, while maintaining workshops emphasizing the axiom of the Academy, “Excellence in Clinical Practice”. To illustrate the level of growth, the first meeting in Minneapolis attracted 115 attendees for the workshops, and had no scientific poster session. Scientific poster sessions were introduced in 2004, with 30 posters presented. In comparison, in 2014, AACN held its 12th Annual Conference and Workshops at the Grand Hyatt in New York City. The four-day event was the Academy’s largest conference ever, with attendance of over 1000, featuring 25 workshops in adult, pediatric and forensic neuropsychology tracks, which emphasized training to support increased knowledge and competence in diversity issues within clinical practice. Additionally, the 2014 conference produced a record number of 251 scientific posters—195 of which were submitted by neuropsychology students in training. Since 2006, AACN has presented the Edith Kaplan Student Award for the most outstanding poster presentation at this annual meeting. A staple of the AACN conference has been the three-part, 9-hour workshop entitled, Preparing for Examination for ABPP Board Certification in Clinical Neuropsychology: ABCN Policies and Procedures. Each year, the workshop familiarizes
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Table 3. Officers and Members serving on the AACN Board of Directors from 2005–2014 Role
Member
Years of service
President
Robert L. Mapou Jerry J. Sweet Gregory J. Lamberty Michael A. McCrea Aaron P. Nelson E. Mark Mahone
(2004–2006) (2006–2008) (2008–2010) (2010–2012) (2012–2014) (2014–2016)
Secretary
Manfred F. Greiffenstein Kyle B. Boone Leslie D. Rosenstein Chris Morrison
(2004–2008) (2008–2010) (2010–2014) (2014–2016)
Treasurer
Daniel Tranel Michael A. McCrea Susan McPherson Richard Naugle
(2002–2005) (2005–2008) (2008–2014) (2014–2018)
Executive Director
Linas A. Bieliauskas
(1996–)
Board Members
Kira Armstrong Dean W. Beebe Robert M. Bilder Julie Bobholz Kyle B. Boone Michelle Braun Alissa Butts* Michael D. Chafetz Daniel Drane Deborah A. Fein Mariellen Fischer Amanda Gooding* Douglas Johnson-Greene Kevin W. Greve Manfred F. Greiffenstein Christopher L. Grote Leslie Guidotti-Breting* Robert Heilbronner Richard F. Kaplan Paul M. Kaufmann Michael W. Kirkwood Kevin Krull Gregory J. Lamberty Dona Locke E. Mark Mahone Robert L. Mapou Paul Mattis Michael McCrea Susan McPherson
(2008–2013) (2010–2015) (2007–2012) (2014–2019) (2005–2010) (2013–2018) (2014–2015) (2012–2017) (2013–2018) (2004–2009) (2004–2009) (2012–2013) (2014–2019) (2010–2015) (2003–2008) (2002–2007) (2011–2012) (2005–2010) (2003–2008) (2008–2013) (2009–2014) (2006–2011) (2002–2007) (2014–2019) (2006–2016) (2002–2007) (2014–2019) (2005–2012) (2006–2012) (Continued)
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Role
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(Continued)
Member
Years of service
Jackie Mickewlright* Paul Moberg Joel E. Morgan Richard I. Naugle Aaron P. Nelson Edward A. Peck, III Karen Postal Lisa D. Ravdin Michelle Reinlieb* Joseph H. Ricker Leslie D. Rosenstein Sara J. Swanson Jerry J. Sweet Daniel Tranel Cheryl Weinstein David J.G. Williamson Karen E. Wills Keith O. Yeates
(2010–2011) (2006–2011) (2002–2007) (2009–2014) (2008–2013) (2004–2009) (2011–2016) (2012–2017) (2013–2014) (2010–2015) (2007–2012) (2011–2016) (1996–2008) (1996–2006) (2014–2019) (2004–2008) (2009–2014) (2002–2007)
*Student Board Members
potential candidates with the policies and procedures of the ABCN examination and provides advice on study preparation. From 2003 through 2014, Linas Bieliauskas, Diane Howieson, and Bernice Marcopulos have presented this well-attended annual workshop. Novel program changes have also been introduced and, beginning in 2013, the Academy experimented with a new format, producing a debate-style “point-counterpoint” program featuring a controversial issue in clinical neuropsychology. The success of this new format resulted in the Academy continuing the “Controversies” program as an ongoing, annual event. Distinguished Neuropsychologist Award In 2004, AACN presented its first annual Distinguished Neuropsychologist Award. This award honors AACN members who have made a distinguished contribution to the Academy and/or Board, as well as to greater the field of neuropsychology. There have been 11 recipients to date, with honorees representing excellence and leadership in teaching, research, clinical practice, and/or professional endeavors in addition to their exemplary service to AACN/ABCN. Official journals The Clinical Neuropsychologist (TCN) has been the official journal of AACN since 2003, and has been supplied to all AACN members since 2006. In 2008, in addition to the print copy, members began to receive online access to the journal including articles published in advance of print. The number of issues published per year by TCN
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increased from four to six in 2007, and from six to eight in 2009. In 2011, the journal Child Neuropsychology became the official journal of American Academy of Clinical Neuropsychology Pediatric Special Interest Group, and has since been available electronically as a benefit to members and affiliates. TCN and Child Neuropsychology publish not only important and timely research articles of interest to the practice of clinical neuropsychology, but also position papers, critical surveys, and consensus statements. In addition, TCN also publishes the annual AACN President’s State of the Academy article and the conference proceedings of the annual AACN meeting, as well as the Society for Clinical Neuropsychology (Division 40 of the American Psychological Association) annual meeting.
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Listserv growth In 2005, AACN had only one professional listserv to provide electronic communication among its members. As of 2014, AACN maintains four active email listservs dedicated to information sharing among its members and affiliates: (1) The AACN listserv is open only to specialists who have obtained ABPP board certification through ABCN and facilitates communication of Academy business, announcements, and activities related to specialty practice in clinical neuropsychology; (2) AACN Community listserv is open to all AACN members including affiliates and students and is dedicated to information exchange around clinical and research issues in neuropsychology; (3) AACN Pediatric Special Interest Group listserv (AACN P-SIG) is available to all AACN members, affiliate members, and student members who have an interest in clinical and research issues related to pediatric and lifespan neuropsychology; and (4) Be Ready for ABPP in Neuropsychology (BRAIN), which is an AACN-sponsored listserv dedicated to assisting candidates who are preparing for, or are in the midst of, completing the ABCN examination process. Continuing education Professional education has been a core priority for AACN since its incorporation in 1996. Through its Annual Workshops and Conference, the Academy has established itself as the premier source of continuing education (CE) in clinical neuropsychology. In 2007, AACN began providing CE credits for selected journal articles in its official journal, The Clinical Neuropsychologist, with credits provided under the approval of the American Psychological Association. Since 2011, CE credits were also made available through the official subspecialty journal, Child Neuropsychology. Publications In 2007, AACN and Oxford University Press partnered to create a new book series based on the Academy’s highly regarded annual workshops. The aim of the series has been to provide professionals, trainees, and students with first-rate, focused content on fundamental and timely topics as well as a means for professionals to earn CE credit. The collaboration has been a tremendous success, with first Gregory J. Lamberty Ph.D. and currently Susan McPherson, Ph.D., as Editor-in-Chief of the series. To date,
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eight books have been published in the series, with others currently under contract with Oxford. In addition to the Workshop Series, AACN and Oxford University Press have also partnered to produce additional outstanding volumes. In 2008, AACN collaborated with Psychology Press to begin a new continuing education book series. The two books currently offered in this series also allow AACN members and affiliates to obtain CE through completion of online quizzes.
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BRAIN In 2001, a group of AACN members independently created a support group for individuals preparing to complete the ABCN board certification process. The group, aptly named “Be Ready for ABPP in Neuropsychology” (BRAIN), became an official committee of AACN in 2007. In order to join BRAIN, individuals must have sponsorship from an AACN member. BRAIN members have access to online resources compiled by the BRAIN committee, and can participate in a listserv to promote discussion among individuals preparing for the examination process. In 2014, a total of 875 individuals have become members of BRAIN, 724 are subscribed to the BRAIN listserv, and 268 have completed the ABCN board certification process. As a testament to the success of BRAIN efforts, 76% of the candidates who passed the most recent ABCN oral examination were BRAIN members. Board Certification Promotion Committee In 2010, AACN collaborated with ABCN to create the Board Certification Promotion (BCP) Committee. The goals of the BCP initiative have been to engender awareness of the ABCN board certification process among upcoming and current neuropsychologists, to promote the benefits of board certification within professional neuropsychology, and to instill motivation among trained neuropsychologists to follow through with the board certification process. The committee has developed a series of slide shows outlining the benefits of ABCN board certification for presentation to graduate programs. Each year, a slate of regional representatives across the US collaborates to disseminate this information throughout the country. Also included in the presentations are resource guides, and a series of fact sheets aimed at providing accurate information to consumers about the benefits of ABCN board certification to the individual practitioner, to the profession, and to the public at large. Student advocacy AACN actively supports the development of students in training to become board certified specialists in clinical neuropsychology. Through its Student Affairs Committee, the Academy provides training and networking activities specifically geared toward the professional development of graduate students, predoctoral interns, and postdoctoral residents in clinical neuropsychology, including a Student Forum and Training Director’s Hour each year at the AACN annual conference. Beginning in 2010, the Academy also began providing scholarships to graduate students and residents to offset the costs of attending the annual AACN conference. In 2014, 10 scholarships were awarded, five
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of which were presented to students from under-represented minorities. In 2010, AACN amended its bylaws to include a student representative on its Board of Directors to represent the interests of individuals in training. To date, five student representatives have served one-year terms on the AACN Board.
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Pediatric Special Interest Group In 2011, the Pediatric Special Interest Group (P-SIG), originally formed through the ABCN subspecialty committee, was transferred as a committee to AACN. The P-SIG is composed of AACN members and affiliates (including student affiliates) to provide a forum for sharing of information and resources within the AACN community in a manner that supports quality neuropsychological practice with children and adolescents. As noted earlier, the P-SIG has met annually at the AACN conference since 2009. Professional advocacy AACN has had a longstanding commitment to advocacy efforts within our profession. With Academy-wide support, the AACN Practice and Public Policy (PPP) Committee monitors and addresses issues related to the professional practice of neuropsychology, including federal and state legislative and regulatory concerns. The committee actively keeps the board advised of relevant issues and makes recommendations regarding possible courses of action. Since 2012, AACN has been an active member of the Inter-Organizational Practice Committee (IOPC)—a committee comprised of the practice chairs of AACN/ABCN, National Academy of Neuropsychology, APA Society for Clinical Neuropsychology (Division 40), APA Practice Organization (APAPO), and American Board of Professional Neuropsychology. The IOPC is tasked with coordinating advocacy efforts and improving the practice climate for the field of neuropsychology by responding to new issues as they arise through rapid and coordinated response advocacy. This vital committee is proactive with respect to anticipated changes in legislation and insurance practices that have a direct impact on the profession, and has developed its own website to provide a resource for neuropsychologists (www.neuropsychologytoolkit.com). The IOPC created a “360-degree” advocacy model developed to coordinate local, regional, and national resources for high-impact, and efficient advocacy, which was described in a 2014 article authored by the IOPC in The Clinical Neuropsychologist. AACN Foundation Given the growing need to document the efficacy, effectiveness, and impact of neuropsychological services, AACN determined that the establishment of a grants program for outcome-oriented research was necessary for the future of our specialty. Beginning in 2007, AACN took steps to establish a charitable (501(c)(3)) organization separate from AACN (which was organized as a professional or guild organization). In 2009, the American Academy of Clinical Neuropsychology Foundation (AACNF) was established, with incorporation in the State of Minnesota retroactive to December,
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2008. AACNF is able to raise funds, solicit and accept grant proposals, and fund research projects. In 2011, AACNF awarded the first of its outcomes grant awards. As of 2013, a total of six grant awards have been made. Beginning in 2011, AACNF sponsored an “Opening Night” benefit for the Foundation, held in conjunction with the annual AACN Conference. From 2011 to 2014, the Opening Night fundraisers have netted over $30,000 in donations to the Foundation.
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CONCLUSION ABCN and AACN have continued to witness vibrant growth over the past decade, culminating in the milestone of the 1000th clinical neuropsychologist completing the ABCN board certification process in 2014. If the total number of Fellows, Members, and Associates of APA Division 40/Society for Clinical Neuropsychology are used as a reference point, when the 500th board certification was awarded in 2004 ABCN specialists represented approximately 12% of APA professionals with self-identified interests in neuropsychology (Attix, 2004). Using this same metric in 2014 (T. Diver, Ph.D., personal communication), ABCN-specialists now represent approximately 25% of such individuals. Although the goal of matching medicine’s near-100% board certification rate remains aspirational, the observed trend for clinical neuropsychology is nevertheless highly encouraging, with growing numbers of trainees and early career professionals viewing peer review of competencies through board certification as an expected objective for all practicing clinical neuropsychologists. With over 1000 certifications now awarded, ABCN specialists can be found across a multitude of practice settings, geographic locations, advocacy efforts, training programs, and research endeavors involving pediatric, adult, and older adult populations. ABCN and AACN have a proud history and bright future due to all who have invested their time and energy to enter, support, and continuously enhance the board certification process. We look forward to continuing the momentum gained over the past decade of growth and to future efforts that will further enhance the processes of initial board certification and ongoing maintenance of certification.
ACKNOWLEDGEMENTS The authors would like to acknowledge the efforts of Drs. Deborah Attix, Bernice Marcopulos, Brenda Spiegler, and Rodney Vanderploeg for helping to inform the content of this manuscript and providing valued feedback. On behalf of AACN and ABCN, the authors would also like to express sincere thanks and appreciation to Ms. Annunciata Porterfield for her continued, extensive support of the administrative needs of ABCN and AACN over the decades. Implementation of many of the advances and enhancements reported in this manuscript were facilitated by Ms. Porterfield’s skill and flexibility in administrative management. Our Board and Academy have benefitted greatly from her efforts.
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REFERENCES Attix, D. (2004). Attending to APA: The 2004 consolidated meetings. Division of Clinical Neuropsychology: Newsletter 40, 22, 7–11. http://www.div40.org/pdf/Div40June2004.pdf Baron, I. S., Wills, K., Rey-Casserly, C., Armstrong, K., & Westerveld, M. (2011). Pediatric neuropsychology: Toward subspecialty designation. The Clinical Neuropsychologist, 25, 1075–1086. doi:10(1080/13854046), 2011, 594455. Fouad, N. A., Grus, C. L., Hatcher, R. L., Kaslow, N. J., Hutchings, P. S., Madson, M. B., Collins, F. L., & Crossman, R. E. (2009). Competency benchmarks: A model for understanding and measuring competence in professional psychology across training levels. Training and Education in Professional Psychology, 3, S5–S26. doi:10.1037/a0015832. Hannay J., Bieliauskas L., Crosson B., Hammeke T., Hamsher K., & Koffler S. (1998). Proceedings of the Houston Conference on Specialty Education and Training in Clinical Neuropsychology. Archives of Clinical Neuropsychology, 13, 157–250. Rey-Casserly, C., Roper, B. L., & Bauer, R. M. (2012). Application of a competencey model to clinical neuropsychology. Professional Psychology: Research and Practice, 5, 422–431. doi:10.1037/a0028721. Yeates, K. O., & Bieliauskas, L. A. (2004). The American Board of Clinical Neuropsychology and American Academy of Clinical Neuropsychology: Milestones past and present. The Clinical Neuropsychologist, 18, 489–493. doi:10.1080/1385404049089933.
The Clinical Neuropsychologist Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/ntcn20
The American Board of Clinical Neuropsychology and American Academy of Clinical Neuropsychology: Updated Milestones 2005–2014 a
b
c
John A. Lucas , E. Mark Mahone , Michael Westerveld , Linas d
e
Bieliauskas & Ida Sue Baron a
Department of Psychiatry & Psychology, Mayo Clinic, Jacksonville, FL, USA b
Department of Neuropsychology, Kennedy Krieger Institute, Baltimore, MD, USA c
Walt Disney Pavilion, Florida Hospital for Children, Orlando, FL, USA d
Department of Physical Medicine and Rehabilitation, University of Michigan Health System, Ann Arbor, MI, USA e
Independent Practice, Potomac, MD, USA & Fairfax Neonatal Associates, Inova Children’s Hospital, Falls Church, VA, USA Published online: 12 Aug 2014.
To cite this article: John A. Lucas, E. Mark Mahone, Michael Westerveld, Linas Bieliauskas & Ida Sue Baron (2014) The American Board of Clinical Neuropsychology and American Academy of Clinical Neuropsychology: Updated Milestones 2005–2014, The Clinical Neuropsychologist, 28:6, 889-906, DOI: 10.1080/13854046.2014.935484 To link to this article: http://dx.doi.org/10.1080/13854046.2014.935484
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The Clinical Neuropsychologist, 2014 Vol. 28, No. 6, 889–906, http://dx.doi.org/10.1080/13854046.2014.935484
The American Board of Clinical Neuropsychology and American Academy of Clinical Neuropsychology: Updated Milestones 2005–2014 John A. Lucas1, E. Mark Mahone2, Michael Westerveld3, Linas Bieliauskas4, and Ida Sue Baron5 1
Department of Psychiatry & Psychology, Mayo Clinic, Jacksonville, FL, USA Department of Neuropsychology, Kennedy Krieger Institute, Baltimore, MD, USA 3 Walt Disney Pavilion, Florida Hospital for Children, Orlando, FL, USA 4 Department of Physical Medicine and Rehabilitation, University of Michigan Health System, Ann Arbor, MI, USA 5 Independent Practice, Potomac, MD, USA & Fairfax Neonatal Associates, Inova Children’s Hospital, Falls Church, VA, USA
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2
Keywords: AACN; ABCN; ABPP; Board certification; Subspecialization.
INTRODUCTION The American Board of Clinical Neuropsychology (ABCN) was incorporated in August 1981. In 1982, the American Board of Professional Psychology (ABPP) declared Clinical Neuropsychology to be a distinct specialty practice area, permitting the incorporation of ABCN as a new ABPP specialty board. The 22 founding members of ABCN examined each other in 1983 and were awarded the first specialty diplomas in clinical neuropsychology in August 1984. Twenty years later, ABCN awarded its 500th certification (Yeates & Bieliauskas, 2004), demonstrating a growing interest and investment in the peer review process by clinical neuropsychologists. In the 10 years that have passed since that milestone was reached, ABCN and its membership organization, the American Academy of Clinical Neuropsychology (AACN), have witnessed rapid growth in the number of candidates entering the board certification process and joining the Academy of certified neuropsychological specialists. At the Spring 2014 oral examination, ABCN awarded board certification to its 1000th specialist, doubling the previous milestone in half the time. The greatest number of examinees in the history of ABCN participated in this examination, yielding the largest number of certifications awarded at a single time. As the 74 newly boarded specialists who passed oral examination in Fall 2013 and Spring 2014 prepare to receive their diplomas at the 2014 ABPP convocation, it is an appropriate time to reflect on the recent history of ABCN and AACN, and to consider what the future holds for the now 1006 specialists who have been certified by ABCN since its designation as an ABPP Specialty Board. Address correspondence to: John A. Lucas, PhD, ABPP, Department of Psychiatry & Psychology, Mayo Clinic, 4500 San Pablo Road, Jacksonville, FL 32224, US. E-mail: [email protected] (Received 10 June 2014; accepted 11 June 2014)
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Yeates and Bieliauskas (2004) provide a detailed history from the origins of ABCN through the certification of the 500th ABCN specialist in 2004. That history recounts the first oral examinations, the development of the ABCN written examination, the rationale for the creation of the Academy, ABCN’s endorsement of the Houston Conference guidelines for education and training in clinical neuropsychology, and the first annual continuing education conference and meeting of the AACN in 2003. Since that time ABCN has continued to evolve and enhance its policies, procedures, and examination logistics in ways that have been responsive to changes in the field as well as to the changing needs of applicants and candidates in the board certification process. At the same time, AACN has expanded its scope as a leader in professional education, advocacy, scientific inquiry, and promotion of clinical excellence within the specialty of clinical neuropsychology.
MILESTONES OF THE ABCN In 2004, most American Board of Clinical Neuropsychology processes were managed manually with paper and pencil application forms, in-person written exam administrations, and hard-copy submission/review of practice samples that were shipped via surface mail. As volumes of paperwork increased, inefficiencies were revealed such that by 2006, then-ABCN president Glenn Smith, Ph.D. proposed the creation of an Innovations and Technology Committee to explore a path toward transitioning to electronic platforms. A number of enhancements were proposed, vetted and recommended in the ensuing years, many of which have been successfully developed and implemented. These enhancements, including online application submission, computer-based written examination, and online submission/review of Practice Sample materials have greatly facilitated access to and movement through the stages of board certification. In addition to these technological advances, ABCN has also responded thoughtfully to modern developments in the training, education, and practice of clinical neuropsychology. Over the past decade ABCN has integrated Houston Conference guidelines at each stage of the certification process, developed and implemented a model for subspecialty recognition and certification within clinical neuropsychology, and worked together with ABPP to develop a mechanism for board certified neuropsychologists to demonstrate ongoing maintenance of certification. The history of these innovations and enhancements to the ABCN certification process is summarized in Table 1 and reviewed in the following sections. It is important to recognize that although many of these accomplishments have occurred in recent years, they represent the cumulative efforts of multiple cohorts of ABCN board members who over time have continuously identified opportunities to improve policies and procedures, proposed new mechanisms to facilitate the board certification process, and planned for the ultimate implementation of those mechanisms (see Table 2). Eligibility criteria and credential review Yeates and Bieliauskas (2004) documented ABCN’s early endorsement of aspirational guidelines from the Houston Conference on Specialty Education and Training (Hannay et al., 1998). The ABCN Board of Directors (BOD) incorporated the
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Table 1. ABCN and AACN Milestones (2005-2014) Date
Milstone
2005 2005 2006 2006 2006 2007 2007 2007 2007 2007 2008
Houston Conference postdoctoral criteria go into effect. ABCN written exam administrations increase to four times per year. ABCN creates a Committee on Innovations and Technology to transition to electronic platforms. AACN members begin receiving The Clinical Neuropsychologist as a member benefit. Inaugural Edith Kaplan Student Award presented at AACN meeting. ABCN adds a third team of examiners to the oral examinations. ABCN Committee on Subspecialization formed. AACN begins providing continuing education credits for select TCN articles. AACN partners with Oxford University Press to produce a new book series. Be Ready for ABPP in Neuropsychology (BRAIN) becomes an official AACN committee. ABCN introduces a fast-track application process for applicants completing postdoctoral training in APPCN member programs and APA-accredited specialty training programs. AACN partners with Psychology Press to create a new book series. AACN Foundation established. First meeting of the Pediatric Special Interest Group (P-SIG). ABCN endorses the ABPP model for maintenance of certification. AACN develops Board Certification Promotion Committee. AACN adds a Student Representative position to its Board of Directors. ABCN Specialty application form is converted to an online fillable form. ABCN contracts with ProExam and Prometric to deliver computer-based written examination. ABCN contract with ScholarOne to deliver online practice sample submission portal. ABCN adds a fourth team of examiners to oral examinations. P-SIG activities transferred from ABCN to AACN. Child Neuropsychology becomes the official journal of AACN’s Pediatric Special Interest Group, with opportunities to receive continuing education credit for select articles. First AACN Foundation outcome grants awarded. ABCN written examination transitions to computer-based administration. ABCN online practice sample submission portal activated. AACN becomes a founding member of the Inter-Organizational Practice Committee. ABCN approves Practice Sample Cadre proposal. Oral examinations move from Rush Presbyterian Hospital to University of Illinois, Chicago Neuropsychiatric Institute. ABCN approved to create first ABPP subspecialty in pediatric clinical neuropsychology. Items written for subspecialty written examination in pediatric clinical neuropsychology. ABCN MOC procedures approved by ABPP Standards Committee. ABCN specialty written examination expands to 125 items. Inaugural Practice Sample Cadre training workshop. Calibration study of subspecialty written examination in pediatric clinical neuropsychology held. ABCN awards 1000th board certification.
2008 2009 2009 2010 2010 2010 2011 2011 2011 2011 2011 2011 2011 2012 2012 2012 2013 2013 2013 2013 2014 2014 2014 2014 2014
knowledge base and skills prescribed by the Houston Conference into the examination process and introduced new eligibility criteria requiring completion of a programmatic two-year postdoctoral residency for all applicants who earned their doctoral degree (or completed a re-specialization program in clinical neuropsychology) on or after 1 January, 2005. In 2008, ABCN recognized that programs with member status in the Association of Postdoctoral Training Programs in Clinical Neuropsychology (APPCN) and programs with Specialty postdoctoral accreditation in Clinical Neuropsychology by the American Psychological Association (APA) were required to offer curricula, resources, and training opportunities that meet or exceed those prescribed by the Houston
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Table 2. Officers and Members serving on the ABCN Board of Directors from 2005–2014 Role
Member
Years of service
President
Ida Sue Baron Glenn Smith Michael Westerveld Brenda Spiegler John Lucas
(2001–2005) (2005–2007) (2007–2011) (2011–2013) (2013–2015)
Secretary
Joseph Ricker Karen Wills Jennifer Haut Laura Flashman
(2001–2005) (2005–2009) (2009–2013) (2013–2015)
Treasurer
Richard Naugle Fred Unverzagt Corwin Boake Joseph Kulas
(2003–2009) (2009–2013) (2013–2013) (2013–2014)
Representative to ABPP
Sandra Koffler Jerry Sweet Deborah Attix
(2000–2009) (2009–2013) (2013–)
Executive Director
Linas Bieliauskas
(1990–)
Examinations Committee Chair
Kerry Hamsher Bernice Marcopulos
(1991–2008) (2008–)
Oral Exam Cadre Coordinator
Diane Howieson Brenda Spiegler
(2003–2014) (2014–)
Oral Exam Local Arrangements Chair
Christopher Grote Neil Pliskin
(1991–2013) (2013–)
Board Members
Ida Sue Baron William Barr James Becker Heather Belanger Corwin Boake Julie Bobholz Mark Bondi Munro Cullum Jacobus Donders Laura Flashman Marsha Gragert Manfred Greiffenstein Christopher Grote Jennifer Haut Ann Hempel David Kareken Laura Janzen Joel Kramer Deborah Koltai Attix
(1996–2005) (2003–2008) (2004–2009) (2013–2018) (2010–2015) (2007–2012) (2008–2013) (2001–2006) (2014–2019) (2010–2015) (2014–2019) (2009–2014) (2013–2018) (2006–2013) (2002–2007) (2006–2012) (2011–2016) (2001–2006) (2007–2012) (Continued)
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Role
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(Continued) Member
Years of service
Joseph Kulas Gregory Lee John Lucas Bernice Marcopulos A. John McSweeny Joel Morgan Richard I. Naugle Nathaniel Nelson Nancy Nussbaum Sharilyn Rediess Celiane Rey - Casserly Joseph Ricker Andrew Saykin Michael Schoenberg Beth Slomine Glenn Smith Jack Spector Brenda Spiegler Anthony Stringer Sara Swanson Fred Unverzagt Rodney Vanderploeg Kathleen Welsh-Bohmer Michael Westerveld Karen Wills Tony Wong
(2013–2018) (2004–2009) (2005–2015) (2003–2008) (2000–2005) (2009–2014) (2000–2009) (2013–2018) (2012–2017) (2000–2005) (2005–2010) (1999–2005) (2002–2007) (2012–2017) (2012–2017) (1999–2007) (2011–1016) (2005–2013) (2008–2015) (2004–2009) (2006–2013) (2009–2019) (2001–2006) (2000–2011) (2003–2008) (2007–2012)
Conference guidelines. The BOD subsequently implemented a “fast-track” application and credential review process for graduates of these postdoctoral programs. Although the credential review process remained open to all applicants meeting eligibility criteria, those who completed APA-accredited or APPCN member training programs were no longer required to document compliance with Houston Conference guidelines through detailed listings of pre- and postdoctoral didactic experiences. To facilitate the credential review process for all applicants, ABCN transitioned in 2011 from a paper and pencil specialty application form to an electronic form that could be accessed, completed, and submitted online. Together with changes at ABPP Central Office allowing electronic submission of supporting materials, these enhancements decreased application processing times and facilitated more immediate credential review decisions. Written examination As reported by Yeates and Bieliauskas (2004), ABCN contracted with Professional Examination Services (then “PES”, currently known as “ProExam”) in the mid-1980s to help develop a 100-item, multiple choice written examination (WE). The WE became an additional required stage of the ABCN certification process in 1993 and was thoroughly updated in 2002 to align with the knowledge base and skills reflected in the Houston Conference guidelines (Hannay et al., 1998). Subsequent revisions to
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the written examination were completed in 2007, 2010, and 2013. With each revision, the exam content and item analyses were reviewed and items were replaced or updated to ensure accurate representation of the current literature, diagnostic rubrics, and advances in clinical practice across the lifespan. The WE was originally administered in paper and pencil format in conjunction with national meetings. At the time of the 500th certification in 2004, the WE was offered three times a year. It was becoming clear, however, that heightened demand warranted the addition of a fourth administration. A trial run in 2005 was successful and a fourth administration became a permanent addition to the ABCN process in 2007. Candidates responded positively to the increased availability of WE administrations, but the travel required to take the exam was nevertheless burdensome. This burden represented a potential bottleneck to timely advancement through the stages of the certification process and ABCN began to explore alternate examination formats in 2010. After careful consideration, ABCN contracted with ProExam to convert the paper and pencil examination to a computer-based test, with Prometric serving as the vendor for test administration. With over 500 testing locations across the US and Canada, examinees could take the WE at local Prometric centers within any of four, two-week windows per year. The last paper and pencil administration of the WE took place in November 2011, followed by the first computer-based WE administration in March 2012. In 2013, the ABCN BOD reviewed the psychometric data collection process for the WE and voted to supplement the 100-item exam with a block of 25 additional “pre-test” items; the new 125-item WE was administered for the first time in May 2014. In keeping with the “best practices” of test development, ABCN will continue to use pre-test statistics to confirm acceptable statistical parameters of potential new items and help equate alternate-form exam content on future WE updates/revisions. Once sufficient data have been collected on each pre-test block, the items and their psychometric properties are banked and replaced with a block of 25 new items. Performance on pretest items does not contribute to a candidate’s overall exam score, nor do pre-test items affect the established cut score for passing the examination. Practice sample A practice sample (PS) submission consists of two clinical evaluations selected by the candidate to represent their neuropsychological knowledge base and practice skill. Each PS submission is reviewed independently by at least three ABCN specialists who evaluate whether the clinical practices, diagnostic considerations, and recommendations embodied in the sample could be reasonably defended upon oral examination. Originally, all newly boarded ABCN specialists were automatically added to the directory of potential PS reviewers. As the reviewer pool expanded over time, however, the ABCN BOD explored ways to enhance agreement among reviewers. In 2005, the ABCN PS Committee revised and refined reviewer guidelines with expanded instructions and more explicit criteria to inform review decisions. Subsequent revisions to reviewer guidelines in 2012 and 2013 provided structured worksheets to organize the content of reviews, guided examples of review decisions, and refined review criteria to more closely align with the specific functional and foundational competencies required for independent practice (Fouad et al., 2009; Rey-Casserly, Roper, & Bauer, 2012).
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For many years, ABCN also considered supplementing enhancements to the written PS guidelines with additional, hands-on reviewer training resources. The large and continuously growing number of reviewers, however, posed significant logistical problems. An alternate model under consideration was to identify a subset of specialists from the larger reviewer pool to serve as a cadre of highly trained PS reviewers. In 2012, ABCN explored the requirements to move forward with the cadre model. To assess feasibility, a call for volunteers was announced on the AACN membership distribution list in 2013. Over 125 specialists indicated a willingness to volunteer for service and, encouraged by the strong response, ABCN moved forward with implementation of the cadre model. Under the leadership of PS Committee Chairs Rodney Vanderploeg, Ph.D. and Beth Slomine, Ph.D., specific training materials were developed and presented during a PS workshop at the 12th Annual meeting of the AACN in June 2014, with the content to be incorporated into subsequent web-based training materials. The first ABCN PS Cadre is expected to be ready for implementation in late 2014. Oral examination The ABCN oral examination provides the opportunity for candidates to demonstrate evidence-based assessment practices, consultation skills, and intervention recommendations that are appropriate to the individual needs of the patient. The content and structure of the oral examination has remained constant over the past decade; however, in 2014 the benchmarks used by examiners to evaluate the functional and foundational competencies required of clinical neuropsychological practice at the specialist level were refined under the direction of Examinations Chair, Bernice Marcopulos, Ph.D., to more closely align with recent recommendations in the literature (Fouad et al., 2009; Rey-Casserly et al., 2012). Not surprisingly, the number of candidates progressing to oral examination has increased in proportion to the growth witnessed at earlier stages of the board certification process. At the time the 500th certification was awarded in 2004, the number of candidates ready for oral examination could be managed by two teams comprised of three examiners each, meeting twice per year (Spring and Fall) over two consecutive days. Each team could examine up to six candidates per day (i.e., maximum of 24 candidates per oral examination). Oral examinations were held twice a year at Rush Presbyterian Hospital in Chicago, with space secured by Christopher Grote, Ph.D. The growing numbers of candidates advancing to the oral examination required the addition of a third exam team at least once a year beginning in 2007, followed by the need to add a fourth team in 2011. As space requirements to accommodate the growing examination cadre began to exceed the capacity of our host site, ABCN attempted to relieve the pressure by supplementing the 2012 oral examinations with an additional Summer exam. Although successful in accommodating candidates and space needs, the third examination proved to be cost prohibitive and unsustainable at that time. In November 2013, at the invitation of Neil Pliskin, Ph.D., the oral examinations moved to the Neuropsychiatric Institute of the University of Illinois, Chicago, where additional space was available to accommodate the growing candidate pool and examination cadre. The ABCN BOD is immensely grateful to Drs. Grote and Pliskin for their extraordinary efforts to facilitate candidate access to the oral examinations.
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Subspecialization With the maturation of the specialty of clinical neuropsychology came a corresponding increase in the knowledge base, and more diverse application of that knowledge base to unique populations. A natural part of this evolution is the emergence of subspecialties within the broader specialty. ABCN played a lead role in the creation of a subspecialty designation in ABPP through development of the Pediatric Neuropsychology subspecialty, the first formal subspecialty certification process within ABPP. As reported by Baron and colleagues (Baron, Wills, Rey-Casserly, Armstrong, & Westerveld, 2011), discussions between ABCN and ABPP in 2006 regarding the definition of a specialty versus a subspecialty affirmed that the practice of pediatric neuropsychology was clearly a subspecialty area of clinical neuropsychology. The ABPP Board of Trustees (BOT) acknowledged the growing demand for recognition of competence in subspecialty practice and requested that ABCN consider and inform ABPP about the advantages and disadvantages of subspecialty certification broadly, and make a recommendation about feasibility for Pediatric Neuropsychology specifically. In 2007, Michael Westerveld, Ph.D., then ABCN President, formed a “Committee to Study Subspecialization” under the direction of ABCN past-president, Ida Sue Baron, Ph.D. Although discussion around the pediatric neuropsychology subspecialty served as an impetus for the advancement of this effort, the ABCN BOD expressed interest in a broad approach that would establish mechanisms for the creation of any potential subspecialty throughout ABPP specialty boards. With this aim in mind, Subspecialization Committee members were selected who were representative of the wider neuropsychology community, including those who practice across the lifespan, in diverse clinical and research settings, with diverse clinical competencies, and with diverse patient populations. In December 2008, Drs. Westerveld and Baron attended ABPP’s BOT meeting to present the recommendations of the ABCN Subspecialization Committee and to participate in an ABPP work group on subspecialization. The ABCN committee’s recommendations were approved and accepted by the BOT and incorporated into the formal policies and procedures developed by the ABPP Affiliations and Standards Committees. Arising from this effort was the shared view that subspecialties were a product of the normal evolution of a psychological specialty and that the initial phase of subspecialty development was the natural aggregation of board-certified specialists who shared mutual interest in specific issues, patient populations, or methods, either within a specific specialty or across multiple specialties. To explore viability in subspecialty creation, a “Pediatric Special Interest Group” (P-SIG) was suggested as a step to gauge interest and acceptance in subspecialty development within the neuropsychology community. In early 2009, the ABCN Subspecialization Committee polled the AACN membership for their interest in a P-SIG and the first P-SIG meeting, held at the annual AACN conference in June 2009, was well attended. The P-SIG success demonstrated that pediatric neuropsychologists had strong interest in a cohesive forum and created an important venue within which professional issues, including those related to subspecialty certification, could be vetted at subsequent annual meetings. Committee work proceeded and in February 2011, activities of the P-SIG were transferred from the ABCN Subspecialization Committee to AACN, which formed a
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dedicated pediatric list serve and website. The Subspecialization committee then shifted its focus to working on developing the specific ABCN requirements and procedures to attain a subspecialty credential in Pediatric Neuropsychology. These included credential review criteria for education, training, and clinical practice in the subspecialty, a written examination covering scientific knowledge and clinical application specific to the subspecialty, and submission of a single representative assessment case demonstrating competent, evidence-based clinical practice in the subspecialty. These policies and procedures were approved by the ABCN BOD in February 2012, and in April 2012 a formal “pre-application” to develop the subspecialty of pediatric clinical neuropsychology was submitted to ABPP by Brenda Spiegler, Ph.D., then president of ABCN. Later that month ABPP’s BOT requested that ABCN proceed immediately with submission of a full application, which was drafted by late 2012 and endorsed by the ABCN BOD in February 2013. The application called for the creation of a Pediatric Neuropsychology Subspecialty Committee to develop, implement, monitor, and manage the subspecialty examination process. The ABCN BOD appointed Dr. Baron as Chair of this new committee, given her extensive working knowledge of the proposed subspecialty procedures. Subcommittees were created to manage credential review (Chair: Laura Janzen, Ph.D.), written examination development (Chair: Michael Westerveld, Ph.D.), and practice sample review (Chair: Brenda Spiegler, Ph.D.). In addition, an initial examination team of expert pediatric neuropsychologists was nominated and approved by the ABCN BOD following the procedures established for the formation of ABCN in the early 1980s. Initial examination team members convened during the June 2013 AACN meeting to generate questions for the Pediatric Neuropsychology Subspecialty Written Examination, and ABCN criteria for practice sample reviews were modified to apply to subspecialty practice. In July 2013, the ABPP BOT approved ABCN’s subspecialty application and requested that a formal implementation plan be submitted. This was drafted over the summer of 2013 and submitted to and endorsed by the ABCN BOD in October 2013. In December 2013, the ABPP BOT voted for approval and pediatric clinical neuropsychology became the first official subspecialty in the history of ABPP. The implementation of subspecialty certification was staged to assist in the development and refinement of procedures. Following ABPP BOT approval of the implementation plan, each initial examination team member submitted an application to ABPP and had their credentials reviewed by ABCN. Subsequently, each initial examination team member then submitted practice sample materials for blind reviews by other initial examination team members, establishing the base practice sample reviewer cadre for the subspecialty. The application process opened to all boarded ABCN specialists in January 2014. Applicants who passed credential review were invited to participate in a calibration study for the development of the subspecialty written examination held at the 12th annual AACN meeting in New York City in June 2014, with item analyses from the calibration examination providing the basis to create two alternate form written examinations for future candidates. One hundred and forty-six ABCN specialists passed subspecialty credential review. Beginning in January 2015, any ABCN applicant or candidate will have the opportunity to also apply for subspecialty credential review; however, before a candidate can proceed to subspecialty examination he/she must successfully complete ABCN
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specialty certification. It is anticipated that following the success of this inaugural endeavor and with strong collaboration between ABCN and ABPP, the development of future ABCN subspecialities will follow a path similar to that taken to develop and implement pediatric subspecialization. Further subspecialty development should be finely adjusted to the specific education, training, and clinical features associated with those particular subspecialties that will evolve as a result of the natural aggregation of board certified specialists who share the desire to develop a special interest group regarding a specific issue, patient population, or method of neuropsychological assessment.
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Maintenance of certification Early in its history, ABCN recognized that the knowledge base and skill sets required of specialists at the time of board certification were dynamic in nature and would change with advances in the field. As a young board, however, ABCN did not have sufficient resources to hold additional examinations or manage extra documentation required to recertify specialists. Moreover, there was reasonable concern that placing additional burden on current or prospective specialists could discourage continued growth of the organization. In 2006, with the ranks of board certified neuropsychologists surpassing 500, ABCN revisited the concept of certification maintenance, but soon learned that ABPP was also exploring similar mechanisms that would apply to all Specialty Boards. In 2010, ABCN supported the general principles of the proposed ABPP model for maintenance of certification (MOC). This model asserted that competence in one’s specialty was established at the time of initial board certification and could be continuously updated through routine engagement in a wide variety of ongoing professional activities. Examples of such activities and practices could include case consultations, contributions to interdisciplinary teams, ongoing practice performance evaluations, teaching activities, clinical supervision, research, continuing education, and/or other efforts. To maintain board certification status, specialists would be required to document the activities they pursued to support the functional and foundational competencies required of their specialty practice. A formal proposal of ABPP MOC procedures was drafted in 2012 and subsequently revised in 2013 by the ABPP BOT in response to feedback from ABCN and the other ABPP Specialty Boards. In collaboration with Deborah Attix, Ph.D. (liaison to the ABPP BOT), ABCN subsequently developed the specific procedures, materials, and criteria for MOC to be implemented for neuropsychology specialists and subspecialists. This process incorporates the MOC requirements expected across specialties, but is adapted to address competencies specific to ABCN. These procedures were approved by the ABPP Standards Committee in April 2014 and will be presented to ABCN candidates and AACN members in late 2014. Participation in the MOC process will be required of all ABPP specialists awarded board certification on or after 1 January, 2015. Specialists who have completed board certification prior to that date may opt in to the process, but are not required by ABPP to do so. The ABCN BOD strongly encourages all neuropsychologists to participate in the MOC process regardless of certification date. Opting in to MOC renewal
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supports a strong, unified academy of board certified specialists, sets a strong leadership example for trainees and colleagues entering the board certification process, and supports ABPP in its role of setting and maintaining standards of competence and excellence.
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MILESTONES OF THE AACN The American Academy of Clinical Neuropsychology (AACN) was established in 1996 as a professional organization separate from, but affiliated with ABCN. This allowed AACN to provide professional advocacy and educational activities while avoiding the potential for conflict of interest with ABCN, the examining board. The mission of AACN is to advance the specialty of clinical neuropsychology through its advocacy of outstanding educational forums and crucial public policy initiatives. These efforts have been accomplished over the last decade through the hard work and dedication of the members and officers of the AACN BOD (see Table 3). There are four classes of membership within AACN: (1) Active neuropsychologists who have attained board certification through ABCN; (2) Senior members who have retired from “Active” status; (3) Affiliates who are interested in AACN activities but who have not yet attained ABCN certification; and (4) Students enrolled in professional training programs who have an interest in AACN activities. Academy membership has grown dramatically in the past 10 years due to a multiplicity of factors, including expanded numbers of ABCN examination slots, active promotion of board certification, and increased involvement of students and affiliates. As of 2014, AACN total membership is over 1500, and includes 886 Active, 48 Senior, 339 Affiliate, and 230 Student members. Annual meeting Since 2003, AACN has held an annual membership conference and workshop series. Since its inception, the annual event has grown dramatically in size and recognition, while maintaining workshops emphasizing the axiom of the Academy, “Excellence in Clinical Practice”. To illustrate the level of growth, the first meeting in Minneapolis attracted 115 attendees for the workshops, and had no scientific poster session. Scientific poster sessions were introduced in 2004, with 30 posters presented. In comparison, in 2014, AACN held its 12th Annual Conference and Workshops at the Grand Hyatt in New York City. The four-day event was the Academy’s largest conference ever, with attendance of over 1000, featuring 25 workshops in adult, pediatric and forensic neuropsychology tracks, which emphasized training to support increased knowledge and competence in diversity issues within clinical practice. Additionally, the 2014 conference produced a record number of 251 scientific posters—195 of which were submitted by neuropsychology students in training. Since 2006, AACN has presented the Edith Kaplan Student Award for the most outstanding poster presentation at this annual meeting. A staple of the AACN conference has been the three-part, 9-hour workshop entitled, Preparing for Examination for ABPP Board Certification in Clinical Neuropsychology: ABCN Policies and Procedures. Each year, the workshop familiarizes
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Table 3. Officers and Members serving on the AACN Board of Directors from 2005–2014 Role
Member
Years of service
President
Robert L. Mapou Jerry J. Sweet Gregory J. Lamberty Michael A. McCrea Aaron P. Nelson E. Mark Mahone
(2004–2006) (2006–2008) (2008–2010) (2010–2012) (2012–2014) (2014–2016)
Secretary
Manfred F. Greiffenstein Kyle B. Boone Leslie D. Rosenstein Chris Morrison
(2004–2008) (2008–2010) (2010–2014) (2014–2016)
Treasurer
Daniel Tranel Michael A. McCrea Susan McPherson Richard Naugle
(2002–2005) (2005–2008) (2008–2014) (2014–2018)
Executive Director
Linas A. Bieliauskas
(1996–)
Board Members
Kira Armstrong Dean W. Beebe Robert M. Bilder Julie Bobholz Kyle B. Boone Michelle Braun Alissa Butts* Michael D. Chafetz Daniel Drane Deborah A. Fein Mariellen Fischer Amanda Gooding* Douglas Johnson-Greene Kevin W. Greve Manfred F. Greiffenstein Christopher L. Grote Leslie Guidotti-Breting* Robert Heilbronner Richard F. Kaplan Paul M. Kaufmann Michael W. Kirkwood Kevin Krull Gregory J. Lamberty Dona Locke E. Mark Mahone Robert L. Mapou Paul Mattis Michael McCrea Susan McPherson
(2008–2013) (2010–2015) (2007–2012) (2014–2019) (2005–2010) (2013–2018) (2014–2015) (2012–2017) (2013–2018) (2004–2009) (2004–2009) (2012–2013) (2014–2019) (2010–2015) (2003–2008) (2002–2007) (2011–2012) (2005–2010) (2003–2008) (2008–2013) (2009–2014) (2006–2011) (2002–2007) (2014–2019) (2006–2016) (2002–2007) (2014–2019) (2005–2012) (2006–2012) (Continued)
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Role
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(Continued)
Member
Years of service
Jackie Mickewlright* Paul Moberg Joel E. Morgan Richard I. Naugle Aaron P. Nelson Edward A. Peck, III Karen Postal Lisa D. Ravdin Michelle Reinlieb* Joseph H. Ricker Leslie D. Rosenstein Sara J. Swanson Jerry J. Sweet Daniel Tranel Cheryl Weinstein David J.G. Williamson Karen E. Wills Keith O. Yeates
(2010–2011) (2006–2011) (2002–2007) (2009–2014) (2008–2013) (2004–2009) (2011–2016) (2012–2017) (2013–2014) (2010–2015) (2007–2012) (2011–2016) (1996–2008) (1996–2006) (2014–2019) (2004–2008) (2009–2014) (2002–2007)
*Student Board Members
potential candidates with the policies and procedures of the ABCN examination and provides advice on study preparation. From 2003 through 2014, Linas Bieliauskas, Diane Howieson, and Bernice Marcopulos have presented this well-attended annual workshop. Novel program changes have also been introduced and, beginning in 2013, the Academy experimented with a new format, producing a debate-style “point-counterpoint” program featuring a controversial issue in clinical neuropsychology. The success of this new format resulted in the Academy continuing the “Controversies” program as an ongoing, annual event. Distinguished Neuropsychologist Award In 2004, AACN presented its first annual Distinguished Neuropsychologist Award. This award honors AACN members who have made a distinguished contribution to the Academy and/or Board, as well as to greater the field of neuropsychology. There have been 11 recipients to date, with honorees representing excellence and leadership in teaching, research, clinical practice, and/or professional endeavors in addition to their exemplary service to AACN/ABCN. Official journals The Clinical Neuropsychologist (TCN) has been the official journal of AACN since 2003, and has been supplied to all AACN members since 2006. In 2008, in addition to the print copy, members began to receive online access to the journal including articles published in advance of print. The number of issues published per year by TCN
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increased from four to six in 2007, and from six to eight in 2009. In 2011, the journal Child Neuropsychology became the official journal of American Academy of Clinical Neuropsychology Pediatric Special Interest Group, and has since been available electronically as a benefit to members and affiliates. TCN and Child Neuropsychology publish not only important and timely research articles of interest to the practice of clinical neuropsychology, but also position papers, critical surveys, and consensus statements. In addition, TCN also publishes the annual AACN President’s State of the Academy article and the conference proceedings of the annual AACN meeting, as well as the Society for Clinical Neuropsychology (Division 40 of the American Psychological Association) annual meeting.
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Listserv growth In 2005, AACN had only one professional listserv to provide electronic communication among its members. As of 2014, AACN maintains four active email listservs dedicated to information sharing among its members and affiliates: (1) The AACN listserv is open only to specialists who have obtained ABPP board certification through ABCN and facilitates communication of Academy business, announcements, and activities related to specialty practice in clinical neuropsychology; (2) AACN Community listserv is open to all AACN members including affiliates and students and is dedicated to information exchange around clinical and research issues in neuropsychology; (3) AACN Pediatric Special Interest Group listserv (AACN P-SIG) is available to all AACN members, affiliate members, and student members who have an interest in clinical and research issues related to pediatric and lifespan neuropsychology; and (4) Be Ready for ABPP in Neuropsychology (BRAIN), which is an AACN-sponsored listserv dedicated to assisting candidates who are preparing for, or are in the midst of, completing the ABCN examination process. Continuing education Professional education has been a core priority for AACN since its incorporation in 1996. Through its Annual Workshops and Conference, the Academy has established itself as the premier source of continuing education (CE) in clinical neuropsychology. In 2007, AACN began providing CE credits for selected journal articles in its official journal, The Clinical Neuropsychologist, with credits provided under the approval of the American Psychological Association. Since 2011, CE credits were also made available through the official subspecialty journal, Child Neuropsychology. Publications In 2007, AACN and Oxford University Press partnered to create a new book series based on the Academy’s highly regarded annual workshops. The aim of the series has been to provide professionals, trainees, and students with first-rate, focused content on fundamental and timely topics as well as a means for professionals to earn CE credit. The collaboration has been a tremendous success, with first Gregory J. Lamberty Ph.D. and currently Susan McPherson, Ph.D., as Editor-in-Chief of the series. To date,
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eight books have been published in the series, with others currently under contract with Oxford. In addition to the Workshop Series, AACN and Oxford University Press have also partnered to produce additional outstanding volumes. In 2008, AACN collaborated with Psychology Press to begin a new continuing education book series. The two books currently offered in this series also allow AACN members and affiliates to obtain CE through completion of online quizzes.
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BRAIN In 2001, a group of AACN members independently created a support group for individuals preparing to complete the ABCN board certification process. The group, aptly named “Be Ready for ABPP in Neuropsychology” (BRAIN), became an official committee of AACN in 2007. In order to join BRAIN, individuals must have sponsorship from an AACN member. BRAIN members have access to online resources compiled by the BRAIN committee, and can participate in a listserv to promote discussion among individuals preparing for the examination process. In 2014, a total of 875 individuals have become members of BRAIN, 724 are subscribed to the BRAIN listserv, and 268 have completed the ABCN board certification process. As a testament to the success of BRAIN efforts, 76% of the candidates who passed the most recent ABCN oral examination were BRAIN members. Board Certification Promotion Committee In 2010, AACN collaborated with ABCN to create the Board Certification Promotion (BCP) Committee. The goals of the BCP initiative have been to engender awareness of the ABCN board certification process among upcoming and current neuropsychologists, to promote the benefits of board certification within professional neuropsychology, and to instill motivation among trained neuropsychologists to follow through with the board certification process. The committee has developed a series of slide shows outlining the benefits of ABCN board certification for presentation to graduate programs. Each year, a slate of regional representatives across the US collaborates to disseminate this information throughout the country. Also included in the presentations are resource guides, and a series of fact sheets aimed at providing accurate information to consumers about the benefits of ABCN board certification to the individual practitioner, to the profession, and to the public at large. Student advocacy AACN actively supports the development of students in training to become board certified specialists in clinical neuropsychology. Through its Student Affairs Committee, the Academy provides training and networking activities specifically geared toward the professional development of graduate students, predoctoral interns, and postdoctoral residents in clinical neuropsychology, including a Student Forum and Training Director’s Hour each year at the AACN annual conference. Beginning in 2010, the Academy also began providing scholarships to graduate students and residents to offset the costs of attending the annual AACN conference. In 2014, 10 scholarships were awarded, five
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of which were presented to students from under-represented minorities. In 2010, AACN amended its bylaws to include a student representative on its Board of Directors to represent the interests of individuals in training. To date, five student representatives have served one-year terms on the AACN Board.
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Pediatric Special Interest Group In 2011, the Pediatric Special Interest Group (P-SIG), originally formed through the ABCN subspecialty committee, was transferred as a committee to AACN. The P-SIG is composed of AACN members and affiliates (including student affiliates) to provide a forum for sharing of information and resources within the AACN community in a manner that supports quality neuropsychological practice with children and adolescents. As noted earlier, the P-SIG has met annually at the AACN conference since 2009. Professional advocacy AACN has had a longstanding commitment to advocacy efforts within our profession. With Academy-wide support, the AACN Practice and Public Policy (PPP) Committee monitors and addresses issues related to the professional practice of neuropsychology, including federal and state legislative and regulatory concerns. The committee actively keeps the board advised of relevant issues and makes recommendations regarding possible courses of action. Since 2012, AACN has been an active member of the Inter-Organizational Practice Committee (IOPC)—a committee comprised of the practice chairs of AACN/ABCN, National Academy of Neuropsychology, APA Society for Clinical Neuropsychology (Division 40), APA Practice Organization (APAPO), and American Board of Professional Neuropsychology. The IOPC is tasked with coordinating advocacy efforts and improving the practice climate for the field of neuropsychology by responding to new issues as they arise through rapid and coordinated response advocacy. This vital committee is proactive with respect to anticipated changes in legislation and insurance practices that have a direct impact on the profession, and has developed its own website to provide a resource for neuropsychologists (www.neuropsychologytoolkit.com). The IOPC created a “360-degree” advocacy model developed to coordinate local, regional, and national resources for high-impact, and efficient advocacy, which was described in a 2014 article authored by the IOPC in The Clinical Neuropsychologist. AACN Foundation Given the growing need to document the efficacy, effectiveness, and impact of neuropsychological services, AACN determined that the establishment of a grants program for outcome-oriented research was necessary for the future of our specialty. Beginning in 2007, AACN took steps to establish a charitable (501(c)(3)) organization separate from AACN (which was organized as a professional or guild organization). In 2009, the American Academy of Clinical Neuropsychology Foundation (AACNF) was established, with incorporation in the State of Minnesota retroactive to December,
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2008. AACNF is able to raise funds, solicit and accept grant proposals, and fund research projects. In 2011, AACNF awarded the first of its outcomes grant awards. As of 2013, a total of six grant awards have been made. Beginning in 2011, AACNF sponsored an “Opening Night” benefit for the Foundation, held in conjunction with the annual AACN Conference. From 2011 to 2014, the Opening Night fundraisers have netted over $30,000 in donations to the Foundation.
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CONCLUSION ABCN and AACN have continued to witness vibrant growth over the past decade, culminating in the milestone of the 1000th clinical neuropsychologist completing the ABCN board certification process in 2014. If the total number of Fellows, Members, and Associates of APA Division 40/Society for Clinical Neuropsychology are used as a reference point, when the 500th board certification was awarded in 2004 ABCN specialists represented approximately 12% of APA professionals with self-identified interests in neuropsychology (Attix, 2004). Using this same metric in 2014 (T. Diver, Ph.D., personal communication), ABCN-specialists now represent approximately 25% of such individuals. Although the goal of matching medicine’s near-100% board certification rate remains aspirational, the observed trend for clinical neuropsychology is nevertheless highly encouraging, with growing numbers of trainees and early career professionals viewing peer review of competencies through board certification as an expected objective for all practicing clinical neuropsychologists. With over 1000 certifications now awarded, ABCN specialists can be found across a multitude of practice settings, geographic locations, advocacy efforts, training programs, and research endeavors involving pediatric, adult, and older adult populations. ABCN and AACN have a proud history and bright future due to all who have invested their time and energy to enter, support, and continuously enhance the board certification process. We look forward to continuing the momentum gained over the past decade of growth and to future efforts that will further enhance the processes of initial board certification and ongoing maintenance of certification.
ACKNOWLEDGEMENTS The authors would like to acknowledge the efforts of Drs. Deborah Attix, Bernice Marcopulos, Brenda Spiegler, and Rodney Vanderploeg for helping to inform the content of this manuscript and providing valued feedback. On behalf of AACN and ABCN, the authors would also like to express sincere thanks and appreciation to Ms. Annunciata Porterfield for her continued, extensive support of the administrative needs of ABCN and AACN over the decades. Implementation of many of the advances and enhancements reported in this manuscript were facilitated by Ms. Porterfield’s skill and flexibility in administrative management. Our Board and Academy have benefitted greatly from her efforts.
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REFERENCES Attix, D. (2004). Attending to APA: The 2004 consolidated meetings. Division of Clinical Neuropsychology: Newsletter 40, 22, 7–11. http://www.div40.org/pdf/Div40June2004.pdf Baron, I. S., Wills, K., Rey-Casserly, C., Armstrong, K., & Westerveld, M. (2011). Pediatric neuropsychology: Toward subspecialty designation. The Clinical Neuropsychologist, 25, 1075–1086. doi:10(1080/13854046), 2011, 594455. Fouad, N. A., Grus, C. L., Hatcher, R. L., Kaslow, N. J., Hutchings, P. S., Madson, M. B., Collins, F. L., & Crossman, R. E. (2009). Competency benchmarks: A model for understanding and measuring competence in professional psychology across training levels. Training and Education in Professional Psychology, 3, S5–S26. doi:10.1037/a0015832. Hannay J., Bieliauskas L., Crosson B., Hammeke T., Hamsher K., & Koffler S. (1998). Proceedings of the Houston Conference on Specialty Education and Training in Clinical Neuropsychology. Archives of Clinical Neuropsychology, 13, 157–250. Rey-Casserly, C., Roper, B. L., & Bauer, R. M. (2012). Application of a competencey model to clinical neuropsychology. Professional Psychology: Research and Practice, 5, 422–431. doi:10.1037/a0028721. Yeates, K. O., & Bieliauskas, L. A. (2004). The American Board of Clinical Neuropsychology and American Academy of Clinical Neuropsychology: Milestones past and present. The Clinical Neuropsychologist, 18, 489–493. doi:10.1080/1385404049089933.
