Jane Bernstein, PhD
Attending Psychologist, Neuropsychiatry Program
Associate Professor, Harvard Medical School
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Jane Bernstein, PhD
Attending Psychologist, Neuropsychiatry Program
Associate Professor, Harvard Medical School
Medical 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
Evaluating the factor structure of the Wechsler Adult Intelligence Scale, Fourth Edition (WAIS-IV) in adults with congenital heart disease. View Abstract
Performance on the ROCF at 8 Years Predicts Academic Achievement at 16 Years in Individuals with Dextro-Transposition of the Great Arteries. View Abstract
Developmental Dyspraxia in Children With Learning Disorders: Four-Year Experience in a Referred Sample. View Abstract
Visual-spatial processing style is associated with psychopathology in adolescents with critical congenital heart disease. View Abstract
School-age effects of the newborn individualized developmental care and assessment program for preterm infants with intrauterine growth restriction: preliminary findings. View Abstract
Acute cognitive and behavioral effects of systemic corticosteroids in children treated for inflammatory bowel disease. View Abstract
Clinical encounters of the ADHD kind: the unique role of neuropsychology. View Abstract
School Age Effects of the Newborn Individualized Developmental Care and Assessment Program for Medically Low-Risk Preterm Infants: Preliminary Findings. View Abstract
A practice-based approach to group identification in nonverbal learning disorders. View Abstract
Effects of the Newborn Individualized Developmental Care and Assessment Program (NIDCAP) at age 8 years: preliminary data. View Abstract
Making the transition to adulthood for indidivuals with learning disorders View Abstract
Mind, brain, and education in reading disorders View Abstract
Executive capacities from a developmental perspective View Abstract
Finding common ground to promote dialogue and collaboration: using case material to jointly observe children's behavior View Abstract
Review. Practice of Child-Clinical Neuropsychology. Rourke BP, van der Vlugt H, Rourke SB.
View Abstract
Neurobehavioral factors associated with referral for learning problems in a community sample: evidence for an adaptational model for learning disorders. View Abstract
Visual-spatial skills in children after open-heart surgery. View Abstract
Review. Psychological and developmental assessment. Children with disabilities and chronic conditions. Simeonsson R.J.; Rosenthal, S. L. (eds.) View Abstract
Interpreting the ROCF productions of children View Abstract
Constructional and figural memory skills following pediatric closed-head in jury: evaluation using the ROCF View Abstract
Pediatric neuropsychological assessment
View Abstract
ROCF performance of attention-deficit/hyperactivity disordered children View Abstract
Information processing deficits in children with attention-deficit/hyperactivity disorder, inattentive type, and children with reading disability. View Abstract
Managing the student with learning issues: managing processing difficulties View Abstract
Sources of poor performance on the Rey-Osterrieth Complex Figure Test among children with learning difficulties: a dynamic assessment approach. View Abstract
How brains work, how children develop: a neurodevelopmental perspective on learning disorders View Abstract
Principles of pediatric neuropsychology (Neuropsychology in action 7.2). [Invited textbook contribution] View Abstract
Characteristics of children referred for evaluation of school difficulties who have adequate academic achievement scores. View Abstract
Processing speed in children with attention deficit/hyperactivity disorder, inattentive type. View Abstract
“Pediatric neuropsychological assessment” examined View Abstract
Interview/video documentary for television. Generation Rx: Reading Writing and Ritalin. A&E/Investigative Reports. Kurtis Productions Ltd View Abstract
Developmental neuropsychological assessment View Abstract
Neuropsychological and demographic characteristics of children referred for assessment of learning problems who have adequate academic scores View Abstract
Brain bases of learning disabilities: the case of reading [video cassette] View Abstract
Supporting the 'how-to' of learning: intervention for executive functioning View Abstract
Developmental neuropsychological assessment View Abstract
Pediatric neuropsychological assessment View Abstract
The neurobehavioral perspective View Abstract
Managing the student with learning issues: labeling strategies View Abstract
The Developmental Scoring System for the Rey-Osterrieth Complex Figure View Abstract
Managing the student with learning issues: What is 'load'? View Abstract
Issues in the psycho-educational management of children treated for malignant disease View Abstract
Performance of children with ADHD on the Rey-Osterrieth complex figure: a pilot neuropsychological study. View Abstract
Neuropsychological assessment in preoperative and postoperative evaluation. View Abstract
Neurobehavioral and neurologic outcome in long-term survivors of posterior fossa brain tumors: role of age and perioperative factors. View Abstract
The perception of curvature can be selectively disrupted in prosopagnosia. View Abstract
Performance of learning disabled and non-learning disabled children on the Rey-Osterrieth Complex Figure (ROCF): validation of the developmental scoring system View Abstract
Denial of hemiparesis: more data from the Wada procedure View Abstract
Neurobehavioral test strategies for environmental exposures in pediatric populations. View Abstract
Assessment of developmental toxicity: neuropsychological batteries. View Abstract
Repetitive graphomotor output in learning-disabled and nonlearning-disabled children: the Repeated Patterns test View Abstract
Managing the student with learning issues: learning to learn View Abstract
Constructional and figural memory skills following pediatric closed-head injury View Abstract
Neuropsychological diagnostic profiles of children whoe received CNS treatment for acute lymphoblastic leukemia: the systemic approach to assessment View Abstract
Developmental neuropsychological assessment: the systemic approach View Abstract
Clinical validation of a developmental scoring system for the Rey-Osterrieth Complex Figure View Abstract
Remembering the Rey-Osterrieth Complex Figure: a dual-code, cognitive neuropsychological model View Abstract
Assessment of developmental learning disorders: a neuropsychological approach View Abstract
Neurophysiological studies in dyslexia View Abstract
Natural histories in learning disabilities: neuropsychological difference/environmental demand View Abstract
Managing the student with learning issues: executive control processes View Abstract
Managing the student with learning issues: managing homework View Abstract
Managing the student with learning issues: managing perfectionism View Abstract
Assessing children's memory productions of the Rey-Osterrieth Complex Figure View Abstract
The effects of Piracetam on children with dyslexia View Abstract
Assessing children's copy productions of the Rey-Osterrieth Complex Figure View Abstract
The natural history of learning disabilities View Abstract
"Regression" and reading breakdown View Abstract
Fact and theory in recovery from the aphasias View Abstract
Lexical memory: a linguistic approach View Abstract
The measure of laterality View Abstract
Word perception in the visual half-fields: the effects of exposure duration on laterality measures and accuracy
(editor-selected, non-refereed) View Abstract
Word classes and hemispheric specialization View Abstract
Word perception in the visual half-fields: some relationships between laterality measures and overall accuracy
(editor-selected, non-refereed) View Abstract
Sex, handedness and differential hemispheric specialization for components of word perception
(editor-selected, non-refereed) View Abstract
Handedness and lateralized word perception: reading habits versus hemispheric specialization (editor-selected, non-refereed) View Abstract
Dyslexia: a neurolinguistic study of traumatic and developmental disorders of reading View Abstract
Syntactic class as a determinant of word retrieval in normal and dyslexic subjects View Abstract