Current Environment: Production

Medical Services

Programs & Services

Education

Graduate School

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

  1. Evaluating the factor structure of the Wechsler Adult Intelligence Scale, Fourth Edition (WAIS-IV) in adults with congenital heart disease. Clin Neuropsychol. 2024 Dec 31; 1-12. View Abstract

  2. 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 10; 27(9):857-864. View Abstract

  3. Developmental Dyspraxia in Children With Learning Disorders: Four-Year Experience in a Referred Sample. J Child Neurol. 2021 03; 36(3):210-221. View Abstract

  4. 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

  5. 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

  6. 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

  7. Clinical encounters of the ADHD kind: the unique role of neuropsychology. Appl Neuropsychol Child. 2012; 1(2):105-11. View Abstract

  8. 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

  9. A practice-based approach to group identification in nonverbal learning disorders. Child Neuropsychol. 2010; 16(5):433-60. View Abstract

  10. 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

  11. 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.

  12. Mind, brain, and education in reading disorders. 2007.

  13. Executive capacities from a developmental perspective. Lynn Meltzer (ed.), Executive function in education. 2007; 39-54.

  14. 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.

  15. Review. Practice of Child-Clinical Neuropsychology. Rourke BP, van der Vlugt H, Rourke SB. . Child neuropsychology. 2004.

  16. 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

  17. Visual-spatial skills in children after open-heart surgery. J Dev Behav Pediatr. 2003 Jun; 24(3):169-79. View Abstract

  18. 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.

  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.

  20. 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.

  21. Pediatric neuropsychological assessment . Feinberg TE, Farah MJ, editors. Behavioral neurology and neuropsychology. 2003; 773-781..

  22. 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.

  23. 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

  24. Managing the student with learning issues: managing processing difficulties. 2002.

  25. 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

  26. How brains work, how children develop: a neurodevelopmental perspective on learning disorders. The Educational Therapist. 2001; 22:4-16.

  27. Principles of pediatric neuropsychology (Neuropsychology in action 7.2). [Invited textbook contribution]. Zillmer EA, Spiers MV. Principles of neuropsychology. 2001; 244-245.

  28. 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

  29. Processing speed in children with attention deficit/hyperactivity disorder, inattentive type. Child Neuropsychol. 2000 Sep; 6(3):218-34. View Abstract

  30. “Pediatric neuropsychological assessment” examined. Goldstein G, Hersen M, editors. Handbook of Psychological Assessment. 2000; 12-34.

  31. Interview/video documentary for television. Generation Rx: Reading Writing and Ritalin. A&E/Investigative Reports. Kurtis Productions Ltd. 2000.

  32. Developmental neuropsychological assessment. Yeates KO, Taylor HG, Ris MD, editors. Pediatric Neuropsychology. Research, Theory, and Practice. 2000; 405-438.

  33. Neuropsychological and demographic characteristics of children referred for assessment of learning problems who have adequate academic scores. Arch. Neuropsychol. 1999.

  34. Brain bases of learning disabilities: the case of reading [video cassette]. 1998.

  35. Supporting the 'how-to' of learning: intervention for executive functioning. The Educational Therapist. 1998; 19:3-5.

  36. Developmental neuropsychological assessment. Koocher GP, Norcross JC, Hill SS, editors. Psychologists' Desk Reference. 1998; 12-34.

  37. Pediatric neuropsychological assessment. Feinberg TE, Farah MJ, editors. Behavioral neurology and neuropsychology. 1997; 729-736.

  38. The neurobehavioral perspective. Milne C, editor. The child's tort case. 1997; 78-84.

  39. Managing the student with learning issues: labeling strategies. 1996.

  40. The Developmental Scoring System for the Rey-Osterrieth Complex Figure. 1996.

  41. Managing the student with learning issues: What is 'load'?. 1996.

  42. Issues in the psycho-educational management of children treated for malignant disease. POGO (Pediatric Oncology Group of Ontario) News. 1996; 7(2):9-11.

  43. 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

  44. Neuropsychological assessment in preoperative and postoperative evaluation. Neurosurg Clin N Am. 1995 Jul; 6(3):443-54. View Abstract

  45. 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

  46. The perception of curvature can be selectively disrupted in prosopagnosia. Brain Cogn. 1995 Feb; 27(1):36-58. View Abstract

  47. 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.

  48. Denial of hemiparesis: more data from the Wada procedure. J. Int. Neuropsychol. Soc. 1995; 1:160.

  49. Neurobehavioral test strategies for environmental exposures in pediatric populations. Neurotoxicol Teratol. 1994 Sep-Oct; 16(5):499-509. View Abstract

  50. Assessment of developmental toxicity: neuropsychological batteries. Environ Health Perspect. 1994 Jun; 102 Suppl 2:141-4. View Abstract

  51. Repetitive graphomotor output in learning-disabled and nonlearning-disabled children: the Repeated Patterns test. Devel Neuropsychol. 1994; 10:51-65.

  52. Managing the student with learning issues: learning to learn. 1994.

  53. Constructional and figural memory skills following pediatric closed-head injury. J Clin. Exp. Neuropsychol. 1993; 15:58.

  54. Neuropsychological diagnostic profiles of children whoe received CNS treatment for acute lymphoblastic leukemia: the systemic approach to assessment. Devel Neuropsychol. 1992; 8:1-28.

  55. Developmental neuropsychological assessment: the systemic approach. Boulton AA, Baker GB, Hiscock M, editors. Neuromethods: volume 17, neuropsychology. 1990; 311-371.

  56. Clinical validation of a developmental scoring system for the Rey-Osterrieth Complex Figure. J. Clin. Exp. Neuropsychol. 1989; 11:4.

  57. Remembering the Rey-Osterrieth Complex Figure: a dual-code, cognitive neuropsychological model. Devel Neuropsychol. 1989; 5:1-15.

  58. Assessment of developmental learning disorders: a neuropsychological approach. 1988; 112-201.

  59. Neurophysiological studies in dyslexia. Plum F, editor. Language, communication and the brain. 1988; 149-170.

  60. 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.

  61. Managing the student with learning issues: executive control processes. 1986.

  62. Managing the student with learning issues: managing homework. 1986.

  63. Managing the student with learning issues: managing perfectionism. 1986.

  64. Assessing children's memory productions of the Rey-Osterrieth Complex Figure. J Clin Exp Neuropsychol. 1986; 8:563-580.

  65. The effects of Piracetam on children with dyslexia. J Clin Psychopharm. 1985; 5:272-278.

  66. Assessing children's copy productions of the Rey-Osterrieth Complex Figure. J Clin Exp Neuropsychol. 1985; 7:264-280.

  67. The natural history of learning disabilities. J. Devel. Behav. Peds. 1984; 5:95-96.

  68. "Regression" and reading breakdown. Caramazza A, Zurif EB, editors. Language acquisition and language breakdown. 1978; 87-98.

  69. Fact and theory in recovery from the aphasias. CIBA Foundation sympostium. 34: Outcome of severe damage to the central nervous system. 1975; 245-261.

  70. Lexical memory: a linguistic approach. Kennedy A, Wilkes A, editors. Studies in longterm memory. 1975; 315-322.

  71. The measure of laterality. Neuropsychologia. 1975; 13:315-321.

  72. 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.

  73. Word classes and hemispheric specialization. Neuropsychologia. 1974; 12:331-337.

  74. 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.

  75. Sex, handedness and differential hemispheric specialization for components of word perception (editor-selected, non-refereed). International Research Communications System. 1974; 2:1344.

  76. Handedness and lateralized word perception: reading habits versus hemispheric specialization (editor-selected, non-refereed). International Research Communications System. 1974; 2:1462.

  77. Dyslexia: a neurolinguistic study of traumatic and developmental disorders of reading. 1973.

  78. Syntactic class as a determinant of word retrieval in normal and dyslexic subjects. Nature. 1971; 234:416.
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