Neurocognitive outcomes following intracerebral hemorrhage in childhood.

IF 1.6 3区 心理学 Q3 CLINICAL NEUROLOGY Child Neuropsychology Pub Date : 2024-10-29 DOI:10.1080/09297049.2024.2422912
Claire M Champigny, Leila Kahnami, Tamiko Isaacs, Nataly Beribisky, Mary Desrocher, Samantha J Feldman, Pradeep Krishnan, Nomazulu Dlamini, Peter Dirks, Robyn Westmacott
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Abstract

Neurocognitive deficits commonly occur following intracerebral hemorrhage (ICH) in childhood, yet this population remains understudied. The current study is a preliminary exploration of neurocognitive outcomes in this population. At the Hospital for Sick Children in Toronto, Canada, 17 patients (Mage = 14.2, SD = 4.6) with a history of childhood ICH completed a neuropsychological assessment evaluating perceptual reasoning, verbal reasoning, processing speed, working memory, verbal learning, verbal memory, visuomotor integration, selective attention, and executive functioning. Mean Full Scale IQ (FSIQ; M = 98.1, SD = 13.6) fell within the clinically average range compared to population norms, though it was skewed toward lower ranges. Furthermore, approximately 50-60% of the participants scored under the clinically average range on tests of verbal learning, verbal memory, processing speed, and visuomotor integration. Youth with childhood ICH may present with FSIQ within the average range, but as a group they skew toward lower ranges and are more likely to demonstrate deficits in distinct neurocognitive domains. Clinical evaluation of a wide range of neuropsychological skills is warranted. Clinical implications encompass informing of intake interviews, development of test batteries, and appraisal of prognosis. Findings contribute to the limited knowledge base about neurocognitive outcomes following childhood ICH.

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儿童脑出血后的神经认知结果。
儿童脑内出血(ICH)后通常会出现神经认知障碍,但对这一人群的研究仍然不足。本研究是对这一人群神经认知结果的初步探索。在加拿大多伦多病童医院(Hospital for Sick Children in Toronto, Canada),17 名有儿童 ICH 病史的患者(Mage = 14.2,SD = 4.6)完成了神经心理学评估,评估内容包括感知推理、言语推理、处理速度、工作记忆、言语学习、言语记忆、视觉运动整合、选择性注意和执行功能。平均全量表智商(FSIQ;中=98.1,标差=13.6)与人群标准相比,处于临床平均范围内,但偏向于较低范围。此外,约有 50-60% 的参与者在言语学习、言语记忆、处理速度和视觉运动整合测试中的得分低于临床平均水平。患有儿童 ICH 的青少年的 FSIQ 值可能在平均值范围内,但作为一个群体,他们的 FSIQ 值偏低,更有可能在不同的神经认知领域表现出缺陷。因此,有必要对各种神经心理技能进行临床评估。临床意义包括为入院面谈、开发测试组合和评估预后提供信息。这些研究结果为儿童 ICH 后神经认知结果的有限知识库做出了贡献。
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来源期刊
Child Neuropsychology
Child Neuropsychology 医学-临床神经学
CiteScore
4.10
自引率
9.10%
发文量
71
审稿时长
>12 weeks
期刊介绍: The purposes of Child Neuropsychology are to: publish research on the neuropsychological effects of disorders which affect brain functioning in children and adolescents, publish research on the neuropsychological dimensions of development in childhood and adolescence and promote the integration of theory, method and research findings in child/developmental neuropsychology. The primary emphasis of Child Neuropsychology is to publish original empirical research. Theoretical and methodological papers and theoretically relevant case studies are welcome. Critical reviews of topics pertinent to child/developmental neuropsychology are encouraged. Emphases of interest include the following: information processing mechanisms; the impact of injury or disease on neuropsychological functioning; behavioral cognitive and pharmacological approaches to treatment/intervention; psychosocial correlates of neuropsychological dysfunction; definitive normative, reliability, and validity studies of psychometric and other procedures used in the neuropsychological assessment of children and adolescents. Articles on both normal and dysfunctional development that are relevant to the aforementioned dimensions are welcome. Multiple approaches (e.g., basic, applied, clinical) and multiple methodologies (e.g., cross-sectional, longitudinal, experimental, multivariate, correlational) are appropriate. Books, media, and software reviews will be published.
期刊最新文献
Neurocognitive outcomes following intracerebral hemorrhage in childhood. The relationship between executive functions and mathematics achievements in early-grade elementary students. Learning from those who thrive: protective factors and neuroimaging markers in adolescents with complex congenital heart disease and with a favorable neurodevelopmental profile. Training rapid automatized naming in children with developmental Dyslexia. Sensory processing, executive function, and behavior in children with ADHD.
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