Richard A. Phenis PsyD

Mikula, C., Kim, J. H., Phenis, R. and Kiselica, A. (2022). “Specific learning disorder in mathematics and moyamoya disease: A case report.” Appl Neuropsychol Child: 1-8.

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Moyamoya disease (MMD) is a rare neurological condition that causes impaired blood flow to the brain, transient ischemic attacks or strokes, and accompanying cognitive impairments, especially in executive functioning. There is little data on the impact of this rare condition on academic outcomes in late childhood and adolescence. Here, we present the case of Ms. X, a 17-year-old white female diagnosed with MMD, who presented with evidence of a specific learning disorder (SLD) in mathematics. Ms. X was diagnosed with MMD at 6 years old and underwent revascularization surgery. Though she recovered well and progressed adequately in home schooling, she and her mother noticed a decline in memory and academic performance around 16 years old, prompting a neuropsychological evaluation. Cognitive testing revealed low average overall cognitive abilities with impaired planning and organizational skills. While her reading and spelling skills were consistent with her 10th grade academic level, she scored in the 1st percentile on the WRAT-5 Math Computation section, and her mathematical skills were estimated to be at a 2nd grade level. This case adds to the literature by documenting a specific area of academic deficit in an adolescent with MMD. The case highlights that individuals with MMD, especially those with similar executive deficits, may experience selective learning challenges in mathematics. Children with MMD may benefit from specialized academic services and interventions in specific areas of difficulty.

Scullin, M.K., Jones, W.E., Phenis, R., Beevers, S., Rosen, S., Dinh, K., Kiselica, A., Keefe, F.J. and Benge, J.F. (2021). “Using smartphone technology to improve prospective memory functioning: A randomized controlled trial.” J Am Geriatr Soc.

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BACKGROUND: A decline in the ability to perform daily intentions-known as prospective memory-is a key driver of everyday functional impairment in dementia. In the absence of effective pharmacological treatments, there is a need for developing, testing, and optimizing behavioral interventions that can bolster daily prospective memory functioning. We investigated the feasibility and efficacy of smartphone-based strategies for prospective memory in persons with cognitive impairment. METHODS: Fifty-two older adults (74.79 ± 7.20 years) meeting diagnostic criteria for mild cognitive impairment or mild dementia were enrolled in a 4-week randomized controlled trial. Participants were trained to use a digital voice recorder app or a reminder app to off-load prospective memory intentions. Prospective memory was assessed using experimenter-assigned tasks (e.g., call the laboratory on assigned days), standardized questionnaires, and structured interviews. Secondary dependent measures included days of phone and app usage, acceptability ratings, quality of life, and independent activities of daily living. RESULTS: Participant ratings indicated that the intervention was acceptable and feasible. Furthermore, after the four-week intervention, participants reported improvements in daily prospective memory functioning on standardized questionnaires (p < 0.001, η(p) (2) = 0.285) and the structured interview (p < 0.001, d = 1.75). Participants performed relatively well on experimenter-assigned prospective memory tasks (51.7% ± 27.8%), with performance levels favoring the reminder app in Week 1, but reversing to favor the digital recorder app in Week 4 (p = 0.010, η(p) (2) = 0.079). Correlational analyses indicated that greater usage of the digital recorder or reminder app was associated with better prospective memory performance and greater improvements in instrumental activities of daily living (completed by care partners), even when controlling for condition, age, baseline cognitive functioning, and baseline smartphone experience. CONCLUSIONS: Older adults with cognitive disorders can learn smartphone-based memory strategies and doing so benefits prospective memory functioning and independence.

Kosky, K.M., Phenis, R. and Kiselica, A.M. (2021). “Neuropsychological functioning in dysgenesis of the corpus callosum with colpocephaly.” Appl Neuropsychol Adult Mar 15;1-7. [Epub ahead of print]. 1-7.

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Dysgenesis of the corpus callosum is a rare developmental abnormality in brain structure that is associated with changes in physical appearance, as well as behavioral and cognitive consequences. A relatively commonly co-occurring structural abnormality with callosal dysgenesis is colpocephaly, characterized by enlargement of the posterior lateral ventricles and reductions in posterior brain volume. Although some case studies of individuals with this combination of structural malformations exist, they do not often report results of neuropsychological evaluation. Furthermore, those that do contain neuropsychological data may be of limited generalizability due to unique patient characteristics. The current manuscript overcomes these limitations by presenting the case of a 55-year-old male with callosal dysgenesis and colpocephaly identified in adulthood. The paper includes a full profile of his performance on a comprehensive neuropsychological test battery with discussion of differential diagnosis and treatment planning. Findings indicated low average intellectual abilities with deficits in processing speed, executive functions, and social cognition, consistent with expectations based on callosal dysgenesis. One surprising finding was that despite the significant posterior involvement of colpocephaly, visuospatial skills were a relative strength. The manuscript provides a clear characterization of callosal dysgenesis with colpocephaly to facilitate future clinical comparisons and set the stage for future research on this rare neuromorphological presentation.