MEDICAL SERVICES

EDUCATION

Graduate Degree

  • University of Edinburgh , Edinburgh , Scotland

PROFESSIONAL HISTORY

Jane Holmes Bernstein, PhD, is a staff neuropsychologist at Boston Children's Hospital who has helped to develop, apply and teach a “whole-child” assessment model for the behavioral observation of children with learning and behavioral disorders. She is the co-editor of the popular book, Mind, Brain and Education in Reading Disorders, and is the namesake of the annual Jane Bernstein Lecture in Neuropsychology at Boston Children's. Also an associate professor of Psychology at Harvard Medical School, Bernstein divides her time between her teaching and research responsibilities and her professional work with children in the Republic of Trinidad and Tobago in the West Indies.

PUBLICATIONS

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  1. Performance on the ROCF at 8 Years Predicts Academic Achievement at 16 Years in Individuals with Dextro-Transposition of the Great Arteries. J Int Neuropsychol Soc. 2021 Jan 14; 1-8. View abstract
  2. Developmental Dyspraxia in Children With Learning Disorders: Four-Year Experience in a Referred Sample. J Child Neurol. 2021 Mar; 36(3):210-221. View abstract
  3. Visual-spatial processing style is associated with psychopathology in adolescents with critical congenital heart disease. Clin Neuropsychol. 2019 05; 33(4):760-778. View abstract
  4. School-age effects of the newborn individualized developmental care and assessment program for preterm infants with intrauterine growth restriction: preliminary findings. BMC Pediatr. 2013 Feb 19; 13:25. View abstract
  5. Acute cognitive and behavioral effects of systemic corticosteroids in children treated for inflammatory bowel disease. J Int Neuropsychol Soc. 2013 Jan; 19(1):96-109. View abstract
  6. Clinical encounters of the ADHD kind: the unique role of neuropsychology. Appl Neuropsychol Child. 2012; 1(2):105-11. View abstract
  7. School Age Effects of the Newborn Individualized Developmental Care and Assessment Program for Medically Low-Risk Preterm Infants: Preliminary Findings. J Clin Neonatol. 2012; 1(4):184-194. View abstract
  8. A practice-based approach to group identification in nonverbal learning disorders. Child Neuropsychol. 2010; 16(5):433-60. View abstract
  9. Effects of the Newborn Individualized Developmental Care and Assessment Program (NIDCAP) at age 8 years: preliminary data. Clin Pediatr (Phila). 2010 Mar; 49(3):258-70. View abstract
  10. Making the transition to adulthood for indidivuals with learning disorders. Wolf L E, Schreiber H E, Wasserstein J. Adult Learning Disorders. Contemporary Issues. 2008; 363-388. View abstract
  11. Finding common ground to promote dialogue and collaboration: using case material to jointly observe children's behavior. Kurt W. Fischer, Jane Holmes Bernstein, Mary Helen Immordino-Yang (eds.), Mind, brain, and education in readng disorders. 2007; 181-195. View abstract
  12. Executive capacities from a developmental perspective. Lynn Meltzer (ed.), Executive function in education. 2007; 39-54. View abstract
  13. Mind, brain, and education in reading disorders. 2007. View abstract
  14. Review. Practice of Child-Clinical Neuropsychology. Rourke BP, van der Vlugt H, Rourke SB. . Child neuropsychology. 2004. View abstract
  15. Neurobehavioral factors associated with referral for learning problems in a community sample: evidence for an adaptational model for learning disorders. J Learn Disabil. 2003 Sep-Oct; 36(5):467-83. View abstract
  16. Visual-spatial skills in children after open-heart surgery. J Dev Behav Pediatr. 2003 Jun; 24(3):169-79. View abstract
  17. ROCF performance of attention-deficit/hyperactivity disordered children. Knight JA, Kaplan E, editors. The Handbook of Rey-Osterrieth Complex Figure Usage: Clinical and Research Applications. 2003. View abstract
  18. Constructional and figural memory skills following pediatric closed-head in jury: evaluation using the ROCF. Knight JA, Kaplan E, editors. The Handbook of Rey-Osterrieth Complex Figure Usage: Clinical and Research Applications. 2003. View abstract
  19. Interpreting the ROCF productions of children. Knight JA, Kaplan E, editors. The Handbook of Rey-Osterrieth Complex Figure Usage: Clinical and Research Applications. 2003. View abstract
  20. Pediatric neuropsychological assessment . Feinberg TE, Farah MJ, editors. Behavioral neurology and neuropsychology. 2003; 773-781.. View abstract
  21. Review. Psychological and developmental assessment. Children with disabilities and chronic conditions. Simeonsson R.J.; Rosenthal, S. L. (eds.). Pediatric Rehabilitation. 2003; 6(1):61-62. View abstract
  22. Information processing deficits in children with attention-deficit/hyperactivity disorder, inattentive type, and children with reading disability. J Learn Disabil. 2002 Sep-Oct; 35(5):448-61. View abstract
  23. Managing the student with learning issues: managing processing difficulties. 2002. View abstract
  24. Sources of poor performance on the Rey-Osterrieth Complex Figure Test among children with learning difficulties: a dynamic assessment approach. Clin Neuropsychol. 2001 Aug; 15(3):345-56. View abstract
  25. How brains work, how children develop: a neurodevelopmental perspective on learning disorders. The Educational Therapist. 2001; 22:4-16. View abstract
  26. Principles of pediatric neuropsychology (Neuropsychology in action 7.2). [Invited textbook contribution]. Zillmer EA, Spiers MV. Principles of neuropsychology. 2001; 244-245. View abstract
  27. Characteristics of children referred for evaluation of school difficulties who have adequate academic achievement scores. J Learn Disabil. 2000 Sep-Oct; 33(5):489-500. View abstract
  28. Processing speed in children with attention deficit/hyperactivity disorder, inattentive type. Child Neuropsychol. 2000 Sep; 6(3):218-34. View abstract
  29. “Pediatric neuropsychological assessment” examined. Goldstein G, Hersen M, editors. Handbook of Psychological Assessment. 2000; 12-34. View abstract
  30. Developmental neuropsychological assessment. Yeates KO, Taylor HG, Ris MD, editors. Pediatric Neuropsychology. Research, Theory, and Practice. 2000; 405-438. View abstract
  31. Interview/video documentary for television. Generation Rx: Reading Writing and Ritalin. A&E/Investigative Reports. Kurtis Productions Ltd. 2000. View abstract
  32. Neuropsychological and demographic characteristics of children referred for assessment of learning problems who have adequate academic scores. Arch. Neuropsychol. 1999. View abstract
  33. Developmental neuropsychological assessment. Koocher GP, Norcross JC, Hill SS, editors. Psychologists' Desk Reference. 1998; 12-34. View abstract
  34. Brain bases of learning disabilities: the case of reading [video cassette]. 1998. View abstract
  35. Supporting the 'how-to' of learning: intervention for executive functioning. The Educational Therapist. 1998; 19:3-5. View abstract
  36. The neurobehavioral perspective. Milne C, editor. The child's tort case. 1997; 78-84. View abstract
  37. Pediatric neuropsychological assessment. Feinberg TE, Farah MJ, editors. Behavioral neurology and neuropsychology. 1997; 729-736. View abstract
  38. Managing the student with learning issues: labeling strategies. 1996. View abstract
  39. Issues in the psycho-educational management of children treated for malignant disease. POGO (Pediatric Oncology Group of Ontario) News. 1996; 7(2):9-11. View abstract
  40. The Developmental Scoring System for the Rey-Osterrieth Complex Figure. 1996. View abstract
  41. Managing the student with learning issues: What is 'load'?. 1996. View abstract
  42. Performance of children with ADHD on the Rey-Osterrieth complex figure: a pilot neuropsychological study. J Child Psychol Psychiatry. 1995 Nov; 36(8):1459-73. View abstract
  43. Neuropsychological assessment in preoperative and postoperative evaluation. Neurosurg Clin N Am. 1995 Jul; 6(3):443-54. View abstract
  44. Neurobehavioral and neurologic outcome in long-term survivors of posterior fossa brain tumors: role of age and perioperative factors. J Child Neurol. 1995 May; 10(3):209-12. View abstract
  45. The perception of curvature can be selectively disrupted in prosopagnosia. Brain Cogn. 1995 Feb; 27(1):36-58. View abstract
  46. Performance of learning disabled and non-learning disabled children on the Rey-Osterrieth Complex Figure (ROCF): validation of the developmental scoring system. Devel Neuropsychol. 1995; 11:237-252. View abstract
  47. Denial of hemiparesis: more data from the Wada procedure. J. Int. Neuropsychol. Soc. 1995; 1:160. View abstract
  48. Neurobehavioral test strategies for environmental exposures in pediatric populations. Neurotoxicol Teratol. 1994 Sep-Oct; 16(5):499-509. View abstract
  49. Assessment of developmental toxicity: neuropsychological batteries. Environ Health Perspect. 1994 Jun; 102 Suppl 2:141-4. View abstract
  50. Managing the student with learning issues: learning to learn. 1994. View abstract
  51. Repetitive graphomotor output in learning-disabled and nonlearning-disabled children: the Repeated Patterns test. Devel Neuropsychol. 1994; 10:51-65. View abstract
  52. Constructional and figural memory skills following pediatric closed-head injury. J Clin. Exp. Neuropsychol. 1993; 15:58. View abstract
  53. Neuropsychological diagnostic profiles of children whoe received CNS treatment for acute lymphoblastic leukemia: the systemic approach to assessment. Devel Neuropsychol. 1992; 8:1-28. View abstract
  54. Developmental neuropsychological assessment: the systemic approach. Boulton AA, Baker GB, Hiscock M, editors. Neuromethods: volume 17, neuropsychology. 1990; 311-371. View abstract
  55. Remembering the Rey-Osterrieth Complex Figure: a dual-code, cognitive neuropsychological model. Devel Neuropsychol. 1989; 5:1-15. View abstract
  56. Clinical validation of a developmental scoring system for the Rey-Osterrieth Complex Figure. J. Clin. Exp. Neuropsychol. 1989; 11:4. View abstract
  57. Neurophysiological studies in dyslexia. Plum F, editor. Language, communication and the brain. 1988; 149-170. View abstract
  58. Assessment of developmental learning disorders: a neuropsychological approach. 1988; 112-201. View abstract
  59. Natural histories in learning disabilities: neuropsychological difference/environmental demand. Ceci SJ, editor. Handbook of cognitive, social and neuropsychological aspects of learning disabilities. 1987; 303-319. View abstract
  60. Managing the student with learning issues: executive control processes. 1986. View abstract
  61. Managing the student with learning issues: managing perfectionism. 1986. View abstract
  62. Assessing children's memory productions of the Rey-Osterrieth Complex Figure. J Clin Exp Neuropsychol. 1986; 8:563-580. View abstract
  63. Managing the student with learning issues: managing homework. 1986. View abstract
  64. The effects of Piracetam on children with dyslexia. J Clin Psychopharm. 1985; 5:272-278. View abstract
  65. Assessing children's copy productions of the Rey-Osterrieth Complex Figure. J Clin Exp Neuropsychol. 1985; 7:264-280. View abstract
  66. The natural history of learning disabilities. J. Devel. Behav. Peds. 1984; 5:95-96. View abstract
  67. "Regression" and reading breakdown. Caramazza A, Zurif EB, editors. Language acquisition and language breakdown. 1978; 87-98. View abstract
  68. The measure of laterality. Neuropsychologia. 1975; 13:315-321. View abstract
  69. Lexical memory: a linguistic approach. Kennedy A, Wilkes A, editors. Studies in longterm memory. 1975; 315-322. View abstract
  70. Fact and theory in recovery from the aphasias. CIBA Foundation sympostium. 34: Outcome of severe damage to the central nervous system. 1975; 245-261. View abstract
  71. Word perception in the visual half-fields: the effects of exposure duration on laterality measures and accuracy (editor-selected, non-refereed). International Research Communications System. 1974; 2:1609. View abstract
  72. Handedness and lateralized word perception: reading habits versus hemispheric specialization (editor-selected, non-refereed). International Research Communications System. 1974; 2:1462. View abstract
  73. Sex, handedness and differential hemispheric specialization for components of word perception (editor-selected, non-refereed). International Research Communications System. 1974; 2:1344. View abstract
  74. Word classes and hemispheric specialization. Neuropsychologia. 1974; 12:331-337. View abstract
  75. Word perception in the visual half-fields: some relationships between laterality measures and overall accuracy (editor-selected, non-refereed). International Research Communications System. 1974; 2:1552. View abstract
  76. Dyslexia: a neurolinguistic study of traumatic and developmental disorders of reading. 1973. View abstract
  77. Syntactic class as a determinant of word retrieval in normal and dyslexic subjects. Nature. 1971; 234:416. View abstract