Pub Date : 2017-02-03DOI: 10.1080/13854046.2017.1280181
Sascha R. A. Meyer, J. D. de Jonghe, B. Schmand, R. Ponds
Abstract Objective: Given the hazards of knowledge about performance validity tests (PVTs) being proliferated among the general public, there is a continuous need to develop new PVTs. The purpose of these studies was to validate the newly developed Visual Association Test-Extended (VAT-E). Method: The VAT-E consists of 24 pairs of line drawings; it is partly based on Green’s Word Memory Test (WMT) paradigm. In study 1, we compared VAT-E total scores of healthy controls (n = 226), patients with mild cognitive impairment (MCI) (n = 76), patients with Alzheimer’s disease (AD) (n = 26), and persons instructed to feign memory deficit (n = 29). In study 2, we compared litigating patients classified by Slick’s criteria as Malingering of Neurocognitive Dysfunction (MND) (n = 26) or non-MND (n = 67). In addition, we compared the VAT-E to the Test of Memory Malingering (TOMM) (study 1) and the WMT (study 2). Results: Results showed that the VAT-E differentiated patients with MCI (specificity 93–100%) or patients with AD (specificity 92–100%) from persons instructed to feign (sensitivity 86–100%). The VAT-E also differentiated MND from non-MND (sensitivity 54%, specificity 97%). The VAT-E was in perfect agreement with the TOMM in classifying healthy controls and persons instructed to feign, and it was in moderate agreement with the WMT in classifying non-MND and MND. Conclusion: Preliminary evidence shows that the VAT-E may be a useful PVT based on the ability to differentiate between those with genuine memory impairment, persons instructed to feign memory impairment, and a group suspected of malingering cognitive deficits.
{"title":"The Visual Association Test-Extended: a cross-sectional study of the performance validity measures","authors":"Sascha R. A. Meyer, J. D. de Jonghe, B. Schmand, R. Ponds","doi":"10.1080/13854046.2017.1280181","DOIUrl":"https://doi.org/10.1080/13854046.2017.1280181","url":null,"abstract":"Abstract Objective: Given the hazards of knowledge about performance validity tests (PVTs) being proliferated among the general public, there is a continuous need to develop new PVTs. The purpose of these studies was to validate the newly developed Visual Association Test-Extended (VAT-E). Method: The VAT-E consists of 24 pairs of line drawings; it is partly based on Green’s Word Memory Test (WMT) paradigm. In study 1, we compared VAT-E total scores of healthy controls (n = 226), patients with mild cognitive impairment (MCI) (n = 76), patients with Alzheimer’s disease (AD) (n = 26), and persons instructed to feign memory deficit (n = 29). In study 2, we compared litigating patients classified by Slick’s criteria as Malingering of Neurocognitive Dysfunction (MND) (n = 26) or non-MND (n = 67). In addition, we compared the VAT-E to the Test of Memory Malingering (TOMM) (study 1) and the WMT (study 2). Results: Results showed that the VAT-E differentiated patients with MCI (specificity 93–100%) or patients with AD (specificity 92–100%) from persons instructed to feign (sensitivity 86–100%). The VAT-E also differentiated MND from non-MND (sensitivity 54%, specificity 97%). The VAT-E was in perfect agreement with the TOMM in classifying healthy controls and persons instructed to feign, and it was in moderate agreement with the WMT in classifying non-MND and MND. Conclusion: Preliminary evidence shows that the VAT-E may be a useful PVT based on the ability to differentiate between those with genuine memory impairment, persons instructed to feign memory impairment, and a group suspected of malingering cognitive deficits.","PeriodicalId":197334,"journal":{"name":"The Clinical neuropsychologist","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132423400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-02-01DOI: 10.1080/13854046.2016.1216070
M. Ris, Maria C. Grosch, J. Fletcher, Paras Metah, L. Kahalley
Abstract Objective: To review the various ways in which baseline neuropsychological functioning is measured in the extant literature on pediatric brain tumors, describe the pros and cons of each approach, and increase the awareness of researchers as to the implications of each. Method: We reviewed the literature from 1993 to 2013, and classified studies by baseline approach and explicitness of selection of approach. Results: There are multiple approaches to operationalizing baseline levels of ability and to assess change from baseline. Each approach has strengths and weaknesses, and selection may depend on the question under investigation. Approaches to baseline estimation varied widely with a trend over time toward reliance on statistical modeling. Researchers were often insufficiently explicit about the reasons for adopting a particular approach. The common use of standardized scores requires caution as they obscure critical inferential limitations about change and magnitude of change. Some viable approaches were infrequently used, such as actuarial prediction formulas. Multiple simultaneous methods akin to theory testing and formal methods of construct validation could enhance scientific yield since all approaches are fallible. Conclusions: Estimating baseline neuropsychological functioning is very challenging, particularly when it concerns children in the preschool years. Nevertheless, it is a crucial methodological decision with important implications for the interpretation of research findings that needs to be dealt with explicitly.
{"title":"Measurement of neurodevelopmental changes in children treated with radiation for brain tumors: what is a true ‘baseline?’","authors":"M. Ris, Maria C. Grosch, J. Fletcher, Paras Metah, L. Kahalley","doi":"10.1080/13854046.2016.1216070","DOIUrl":"https://doi.org/10.1080/13854046.2016.1216070","url":null,"abstract":"Abstract Objective: To review the various ways in which baseline neuropsychological functioning is measured in the extant literature on pediatric brain tumors, describe the pros and cons of each approach, and increase the awareness of researchers as to the implications of each. Method: We reviewed the literature from 1993 to 2013, and classified studies by baseline approach and explicitness of selection of approach. Results: There are multiple approaches to operationalizing baseline levels of ability and to assess change from baseline. Each approach has strengths and weaknesses, and selection may depend on the question under investigation. Approaches to baseline estimation varied widely with a trend over time toward reliance on statistical modeling. Researchers were often insufficiently explicit about the reasons for adopting a particular approach. The common use of standardized scores requires caution as they obscure critical inferential limitations about change and magnitude of change. Some viable approaches were infrequently used, such as actuarial prediction formulas. Multiple simultaneous methods akin to theory testing and formal methods of construct validation could enhance scientific yield since all approaches are fallible. Conclusions: Estimating baseline neuropsychological functioning is very challenging, particularly when it concerns children in the preschool years. Nevertheless, it is a crucial methodological decision with important implications for the interpretation of research findings that needs to be dealt with explicitly.","PeriodicalId":197334,"journal":{"name":"The Clinical neuropsychologist","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129784438","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-02-01DOI: 10.1080/13854046.2016.1251614
L. Woodward, Zhigang Lu, Alyssa R. Morris, D. Healey
Abstract Objective: To examine the extent to which preschool emotional and behavioral regulatory difficulties were associated with an increased risk of later mental health and educational problems. Of particular interest was whether early regulatory abilities contributed to later risk once baseline child behavioral adjustment and cognitive function were taken into account. Method: Data were drawn from a prospective longitudinal study of 223 children born very preterm (VPT; <32 weeks gestation, n = 110) and full term (37–40 weeks gestation). At corrected ages 2 and 4 years, children’s regulatory abilities were assessed using (1) direct observation of child behavior, (2) a modified version of the Emotion Regulation Checklist, and (3) tester ratings of child behavior during neuropsychological testing. At age 9 years, mental health and educational achievement were assessed using the Development and Well-being Assessment interview and the Woodcock Johnson-III Tests of Achievement. Results: VPT-born children had poorer emotional and behavioral regulation across all measures and time points. They also had higher rates of DSM-IV mental health disorder and educational delay at age 9. Across both study groups, poorer self regulation was associated with an increased risk of ADHD, conduct disorder, anxiety disorders and any disorder net of preschool child behavior problems and social risk. In contrast, only associations between early regulation and later language and any educational delay remained significant after adjustment for preschool cognitive functioning and family social risk. Conclusion: Early assessment of regulation in addition to behavioral screening may improve the early identification of preschool children at mental health risk.
{"title":"Preschool self regulation predicts later mental health and educational achievement in very preterm and typically developing children","authors":"L. Woodward, Zhigang Lu, Alyssa R. Morris, D. Healey","doi":"10.1080/13854046.2016.1251614","DOIUrl":"https://doi.org/10.1080/13854046.2016.1251614","url":null,"abstract":"Abstract Objective: To examine the extent to which preschool emotional and behavioral regulatory difficulties were associated with an increased risk of later mental health and educational problems. Of particular interest was whether early regulatory abilities contributed to later risk once baseline child behavioral adjustment and cognitive function were taken into account. Method: Data were drawn from a prospective longitudinal study of 223 children born very preterm (VPT; <32 weeks gestation, n = 110) and full term (37–40 weeks gestation). At corrected ages 2 and 4 years, children’s regulatory abilities were assessed using (1) direct observation of child behavior, (2) a modified version of the Emotion Regulation Checklist, and (3) tester ratings of child behavior during neuropsychological testing. At age 9 years, mental health and educational achievement were assessed using the Development and Well-being Assessment interview and the Woodcock Johnson-III Tests of Achievement. Results: VPT-born children had poorer emotional and behavioral regulation across all measures and time points. They also had higher rates of DSM-IV mental health disorder and educational delay at age 9. Across both study groups, poorer self regulation was associated with an increased risk of ADHD, conduct disorder, anxiety disorders and any disorder net of preschool child behavior problems and social risk. In contrast, only associations between early regulation and later language and any educational delay remained significant after adjustment for preschool cognitive functioning and family social risk. Conclusion: Early assessment of regulation in addition to behavioral screening may improve the early identification of preschool children at mental health risk.","PeriodicalId":197334,"journal":{"name":"The Clinical neuropsychologist","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127236164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-02-01DOI: 10.1080/13854046.2016.1211245
Tanya N. Antonini, S. Beer, T. Miloh, W. Dreyer, Susan E. Caudle
Abstract Objective: The purpose of this study was to review the current literature on neuropsychological functioning in two groups of children requiring organ transplants (liver or heart) and present recent clinical data collected through the liver and cardiac transplantation programs at a large pediatric academic medical center. Method: Data included in this study came from 18 patients who completed evaluations for heart transplant (n = 8) or liver transplant (n = 10) between the ages of 2 and 6 years (inclusive). Measures examining neurocognitive, emotional-behavioral, and adaptive functioning were collected as part of standard pre-transplant clinical neuropsychological evaluations. Within each organ group, mean scores were calculated and compared with normative population mean scores using one sample t-tests. In addition, non-parametric binomial tests were calculated to examine whether the proportion of individuals falling more than one standard deviation below the population mean was significantly greater in the patient groups than the normative population base rate of 16%. Results: Patients in both groups performed below normative expectation in several neurocognitive and adaptive domains. However, neither group showed significant difficulties in behavioral or emotional regulation. Conclusions: Results from this study document cognitive delays in preschool-aged children undergoing evaluations for liver transplant or heart transplant, highlighting the importance of intervention and long-term monitoring of these two patient populations, as well as the need for neuropsychologist involvement with transplant teams.
{"title":"Neuropsychological functioning in preschool-aged children undergoing evaluation for organ transplant","authors":"Tanya N. Antonini, S. Beer, T. Miloh, W. Dreyer, Susan E. Caudle","doi":"10.1080/13854046.2016.1211245","DOIUrl":"https://doi.org/10.1080/13854046.2016.1211245","url":null,"abstract":"Abstract Objective: The purpose of this study was to review the current literature on neuropsychological functioning in two groups of children requiring organ transplants (liver or heart) and present recent clinical data collected through the liver and cardiac transplantation programs at a large pediatric academic medical center. Method: Data included in this study came from 18 patients who completed evaluations for heart transplant (n = 8) or liver transplant (n = 10) between the ages of 2 and 6 years (inclusive). Measures examining neurocognitive, emotional-behavioral, and adaptive functioning were collected as part of standard pre-transplant clinical neuropsychological evaluations. Within each organ group, mean scores were calculated and compared with normative population mean scores using one sample t-tests. In addition, non-parametric binomial tests were calculated to examine whether the proportion of individuals falling more than one standard deviation below the population mean was significantly greater in the patient groups than the normative population base rate of 16%. Results: Patients in both groups performed below normative expectation in several neurocognitive and adaptive domains. However, neither group showed significant difficulties in behavioral or emotional regulation. Conclusions: Results from this study document cognitive delays in preschool-aged children undergoing evaluations for liver transplant or heart transplant, highlighting the importance of intervention and long-term monitoring of these two patient populations, as well as the need for neuropsychologist involvement with transplant teams.","PeriodicalId":197334,"journal":{"name":"The Clinical neuropsychologist","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129803819","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-02-01DOI: 10.1080/13854046.2016.1225665
L. Miller, Jeffrey D. Burke, Eva Troyb, Kelley Knoch, Lauren E. Herlihy, D. Fein
Abstract Objective: Characterization of academic functioning in children with autism spectrum disorder (ASD), particularly predictors of achievement, may have important implications for intervention. The current study aimed to characterize achievement profiles, confirm associations between academic ability and concurrent intellectual and social skills, and explore preschool predictors of school-age academic achievement in a sample of children with ASD. Method: Children with ASD (n = 26) were evaluated at the approximate ages of two, four, and ten. Multiple regression was used to predict school-age academic achievement in reading and mathematics from both concurrent (i.e. school-age) and preschool variables. Results: Children with ASD demonstrated a weakness in reading comprehension relative to word reading. There was a smaller difference between mathematics skills; math reasoning was lower than numerical operations, but this did not quite reach trend level significance. Concurrent IQ and social skills were associated with school-age academic achievement across domains. Preschool verbal abilities significantly predicted school-age reading comprehension, above and beyond concurrent IQ, and early motor functioning predicted later math skills. Conclusions: Specific developmental features of early ASD predict specific aspects of school-age achievement. Early intervention targeting language and motor skills may improve later achievement in this population.
{"title":"Preschool predictors of school-age academic achievement in autism spectrum disorder","authors":"L. Miller, Jeffrey D. Burke, Eva Troyb, Kelley Knoch, Lauren E. Herlihy, D. Fein","doi":"10.1080/13854046.2016.1225665","DOIUrl":"https://doi.org/10.1080/13854046.2016.1225665","url":null,"abstract":"Abstract Objective: Characterization of academic functioning in children with autism spectrum disorder (ASD), particularly predictors of achievement, may have important implications for intervention. The current study aimed to characterize achievement profiles, confirm associations between academic ability and concurrent intellectual and social skills, and explore preschool predictors of school-age academic achievement in a sample of children with ASD. Method: Children with ASD (n = 26) were evaluated at the approximate ages of two, four, and ten. Multiple regression was used to predict school-age academic achievement in reading and mathematics from both concurrent (i.e. school-age) and preschool variables. Results: Children with ASD demonstrated a weakness in reading comprehension relative to word reading. There was a smaller difference between mathematics skills; math reasoning was lower than numerical operations, but this did not quite reach trend level significance. Concurrent IQ and social skills were associated with school-age academic achievement across domains. Preschool verbal abilities significantly predicted school-age reading comprehension, above and beyond concurrent IQ, and early motor functioning predicted later math skills. Conclusions: Specific developmental features of early ASD predict specific aspects of school-age achievement. Early intervention targeting language and motor skills may improve later achievement in this population.","PeriodicalId":197334,"journal":{"name":"The Clinical neuropsychologist","volume":"35 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114092642","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-02-01DOI: 10.1080/13854046.2016.1244248
J. Sheehan, K. Kerns, Ulrich Müller,
Abstract Objective: Planning is an important executive function (EF) skill that is fundamental to the capacity to achieve everyday goals that require a series of intermediate steps. This study examined the effect of preterm birth on planning skills in early and middle childhood using Tower problems that made different cognitive workload demands. Method: We administered a novel touchscreen Tower of Hanoi task (Monkey Tree Task; MTT) in three age cohorts (3, 6, and 9 years) to 485 children born between 2000 and 2010 (105 extremely low birth weight [ELBW], 248 late preterm [LP], and 132 term-born [Term]). Results: Children born with ELBW completed significantly fewer Tower problems with higher cognitive demands than children born at Term or LP. Likewise, Term- and LP-born children completed more Tower problems than children born with ELBW. In the youngest cohort, Term-born children solved Tower problems more efficiently than either preterm group, and LP-born children solved problems more efficiently than those born with ELBW. However, there were no group differences in efficiency in the older age cohorts. Significant correlations between our MTT measures and performance on other EF tasks were found. Conclusions: The MTT captured significant performance differences in planning skills between children born term vs. preterm. This study provides important information on the impact that cognitive workload, as a function of Tower problem complexity, has on planning skills in preterm children. This study adds to a growing body of research that distinguishes LP birth as having subtle, but distinguishable, adverse neuropsychological outcomes at earlier ages.
{"title":"The effect of task complexity on planning in preterm-born children","authors":"J. Sheehan, K. Kerns, Ulrich Müller,","doi":"10.1080/13854046.2016.1244248","DOIUrl":"https://doi.org/10.1080/13854046.2016.1244248","url":null,"abstract":"Abstract Objective: Planning is an important executive function (EF) skill that is fundamental to the capacity to achieve everyday goals that require a series of intermediate steps. This study examined the effect of preterm birth on planning skills in early and middle childhood using Tower problems that made different cognitive workload demands. Method: We administered a novel touchscreen Tower of Hanoi task (Monkey Tree Task; MTT) in three age cohorts (3, 6, and 9 years) to 485 children born between 2000 and 2010 (105 extremely low birth weight [ELBW], 248 late preterm [LP], and 132 term-born [Term]). Results: Children born with ELBW completed significantly fewer Tower problems with higher cognitive demands than children born at Term or LP. Likewise, Term- and LP-born children completed more Tower problems than children born with ELBW. In the youngest cohort, Term-born children solved Tower problems more efficiently than either preterm group, and LP-born children solved problems more efficiently than those born with ELBW. However, there were no group differences in efficiency in the older age cohorts. Significant correlations between our MTT measures and performance on other EF tasks were found. Conclusions: The MTT captured significant performance differences in planning skills between children born term vs. preterm. This study provides important information on the impact that cognitive workload, as a function of Tower problem complexity, has on planning skills in preterm children. This study adds to a growing body of research that distinguishes LP birth as having subtle, but distinguishable, adverse neuropsychological outcomes at earlier ages.","PeriodicalId":197334,"journal":{"name":"The Clinical neuropsychologist","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116615439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-02-01DOI: 10.1080/13854046.2016.1224802
C. Hopp, I. Baron
Abstract Objective: Children delivered at the edge of viability are at greatest risk of medical and neuropsychological disability, their adverse outcomes overshadowing extremely preterm survivors with more optimal outcomes. We aimed to describe an exceptionally early-born extremely preterm (EEEP) preschooler whose neurobiological, familial, and socioeconomic factors likely influenced her unexpected cognitive resilience. Method: Baby G was a 3-years 10-months-old, English-speaking, Caucasian, singleton girl born weighing 435 g at 225/7 weeks’ gestation to well-educated married parents. Neonatal complications of extremely premature birth included sepsis, severe respiratory distress syndrome, patent ductus arteriosus requiring ligation, necrotizing enterocolitis not requiring surgical intervention, and retinopathy of prematurity. Intellectual and neuropsychological testing was administered. Results: Baby G performed age-appropriately in nearly all domains and did not exhibit intellectual deficits. Her general conceptual ability was above average for both her chronological and adjusted ages. She had below average performance on tests of motor function, working memory, and delayed recall of spatial locations. Standardized parental behavioral questionnaires indicated no concern in emotional or attentional functioning except in relation to mental shifting capacity and signs of anxiety. Conclusion: Report of persistent adverse neurodevelopmental/neuropsychological disabilities following EEEP birth is a counterpoint to the more optimal outcomes in some vulnerable EEEP survivors. This case emphasizes that decisions about aggressive resuscitation and prognostication for infants born EEEP may be enhanced by consideration of individual variability, and of pertinent medical, socioeconomic, and sociodemographic variables that may be more predictive of neuropsychological outcomes than birth weight and gestational age.
{"title":"Birth at 22 gestational weeks: case report of cognitive resilience","authors":"C. Hopp, I. Baron","doi":"10.1080/13854046.2016.1224802","DOIUrl":"https://doi.org/10.1080/13854046.2016.1224802","url":null,"abstract":"Abstract Objective: Children delivered at the edge of viability are at greatest risk of medical and neuropsychological disability, their adverse outcomes overshadowing extremely preterm survivors with more optimal outcomes. We aimed to describe an exceptionally early-born extremely preterm (EEEP) preschooler whose neurobiological, familial, and socioeconomic factors likely influenced her unexpected cognitive resilience. Method: Baby G was a 3-years 10-months-old, English-speaking, Caucasian, singleton girl born weighing 435 g at 225/7 weeks’ gestation to well-educated married parents. Neonatal complications of extremely premature birth included sepsis, severe respiratory distress syndrome, patent ductus arteriosus requiring ligation, necrotizing enterocolitis not requiring surgical intervention, and retinopathy of prematurity. Intellectual and neuropsychological testing was administered. Results: Baby G performed age-appropriately in nearly all domains and did not exhibit intellectual deficits. Her general conceptual ability was above average for both her chronological and adjusted ages. She had below average performance on tests of motor function, working memory, and delayed recall of spatial locations. Standardized parental behavioral questionnaires indicated no concern in emotional or attentional functioning except in relation to mental shifting capacity and signs of anxiety. Conclusion: Report of persistent adverse neurodevelopmental/neuropsychological disabilities following EEEP birth is a counterpoint to the more optimal outcomes in some vulnerable EEEP survivors. This case emphasizes that decisions about aggressive resuscitation and prognostication for infants born EEEP may be enhanced by consideration of individual variability, and of pertinent medical, socioeconomic, and sociodemographic variables that may be more predictive of neuropsychological outcomes than birth weight and gestational age.","PeriodicalId":197334,"journal":{"name":"The Clinical neuropsychologist","volume":"128 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121323122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-01-31DOI: 10.1080/13854046.2016.1276217
I. Baron
Pediatric neuropsychologists are keenly aware through their didactic education and experiential background that principles and procedures related to adult onset brain disease and disorder are often misapplied to children. The adage ‘children are not just small adults’ captures this sentiment succinctly. Also increasing is recognition that procedures, interpretive rules, and algorithms applied to the evaluation of brain function in school-aged children do not translate optimally to preschoolers who have an even more immature brain (Baron & Anderson, 2012). Thus, another tenet deserving of instantiation is ‘preschoolers are not just very young children.’ This special issue was conceived as a broad-based forum for the dissemination of current and original research and commentary to highlight the range of advances being made regarding brain development and preschooler neuropsychological functioning. The only thematic directive to authors was that there should be an emphasis on children aged between 2 and 6 years. This is a maturational period that encompasses dynamic gains in brain growth and connectivity, and when subtle to profoundly adverse medical and psychological outcomes result when circumstances alter the typical trajectory. Communication was encouraged through a review of the literature, case presentation, critique of theory or methods, novel experimental paradigms, or report of application of rehabilitative intervention. The preschool years are highly instructive about early brain development and the maturation of emergent intellectual, neuropsychological, and behavioral functions. Yet, the effects of adverse health circumstances were long understudied by pediatric neuropsychologists who mostly investigated and evaluated children of school age or older, rarely preschoolers (Baron & Leonberger, 2012). This omission was fostered by a limited exposure to preschoolers in training and practice settings, a tendency for referral sources to rely on non-neuropsychologists for neurodevelopmental evaluation, few neuropsychological publications that informed about brain-behavioral function in preschoolers, and scarce age-appropriate tests and normative data. Consequently, neuropsychological knowledge about these formative years and the early neuropsychological trajectory associated with either normal or atypical brain development lagged. Challenges that further contributed to the gap in understanding developmental course included that present and future biophysiological, medical, epigenetic, psychological, social-emotional, cultural, and socioenvironmental influences will
{"title":"Preschoolers: not just very young children","authors":"I. Baron","doi":"10.1080/13854046.2016.1276217","DOIUrl":"https://doi.org/10.1080/13854046.2016.1276217","url":null,"abstract":"Pediatric neuropsychologists are keenly aware through their didactic education and experiential background that principles and procedures related to adult onset brain disease and disorder are often misapplied to children. The adage ‘children are not just small adults’ captures this sentiment succinctly. Also increasing is recognition that procedures, interpretive rules, and algorithms applied to the evaluation of brain function in school-aged children do not translate optimally to preschoolers who have an even more immature brain (Baron & Anderson, 2012). Thus, another tenet deserving of instantiation is ‘preschoolers are not just very young children.’ This special issue was conceived as a broad-based forum for the dissemination of current and original research and commentary to highlight the range of advances being made regarding brain development and preschooler neuropsychological functioning. The only thematic directive to authors was that there should be an emphasis on children aged between 2 and 6 years. This is a maturational period that encompasses dynamic gains in brain growth and connectivity, and when subtle to profoundly adverse medical and psychological outcomes result when circumstances alter the typical trajectory. Communication was encouraged through a review of the literature, case presentation, critique of theory or methods, novel experimental paradigms, or report of application of rehabilitative intervention. The preschool years are highly instructive about early brain development and the maturation of emergent intellectual, neuropsychological, and behavioral functions. Yet, the effects of adverse health circumstances were long understudied by pediatric neuropsychologists who mostly investigated and evaluated children of school age or older, rarely preschoolers (Baron & Leonberger, 2012). This omission was fostered by a limited exposure to preschoolers in training and practice settings, a tendency for referral sources to rely on non-neuropsychologists for neurodevelopmental evaluation, few neuropsychological publications that informed about brain-behavioral function in preschoolers, and scarce age-appropriate tests and normative data. Consequently, neuropsychological knowledge about these formative years and the early neuropsychological trajectory associated with either normal or atypical brain development lagged. Challenges that further contributed to the gap in understanding developmental course included that present and future biophysiological, medical, epigenetic, psychological, social-emotional, cultural, and socioenvironmental influences will","PeriodicalId":197334,"journal":{"name":"The Clinical neuropsychologist","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127340218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-01-13DOI: 10.1080/13854046.2016.1278040
Robert J Kanser, L. Rapport, Jesse R Bashem, Nia Billings, R. Hanks, B. Axelrod, Justin B. Miller
Abstract Objective: The present study evaluated strategies used by healthy adults coached to simulate traumatic brain injury (TBI) during neuropsychological evaluation. Method: Healthy adults (n = 58) were coached to simulate TBI while completing a test battery consisting of multiple performance validity tests (PVTs), neuropsychological tests, a self-report scale of functional independence, and a debriefing survey about strategies used to feign TBI. Results: “Successful” simulators (n = 16) were classified as participants who failed 0 or 1 PVT and also scored as impaired on one or more neuropsychological index. “Unsuccessful” simulators (n = 42) failed ≥2 PVTs or passed PVTs but did not score impaired on any neuropsychological index. Compared to unsuccessful simulators, successful simulators had significantly more years of education, higher estimated IQ, and were more likely to use information provided about TBI to employ a systematic pattern of performance that targeted specific tests rather than performing poorly across the entire test battery. Conclusion: Results contribute to a limited body of research investigating strategies utilized by individuals instructed to feign neurocognitive impairment. Findings signal the importance of developing additional embedded PVTs within standard cognitive tests to assess performance validity throughout a neuropsychological assessment. Future research should consider specifically targeting embedded measures in visual tests sensitive to slowed responding (e.g. response time).
{"title":"Strategies of successful and unsuccessful simulators coached to feign traumatic brain injury*","authors":"Robert J Kanser, L. Rapport, Jesse R Bashem, Nia Billings, R. Hanks, B. Axelrod, Justin B. Miller","doi":"10.1080/13854046.2016.1278040","DOIUrl":"https://doi.org/10.1080/13854046.2016.1278040","url":null,"abstract":"Abstract Objective: The present study evaluated strategies used by healthy adults coached to simulate traumatic brain injury (TBI) during neuropsychological evaluation. Method: Healthy adults (n = 58) were coached to simulate TBI while completing a test battery consisting of multiple performance validity tests (PVTs), neuropsychological tests, a self-report scale of functional independence, and a debriefing survey about strategies used to feign TBI. Results: “Successful” simulators (n = 16) were classified as participants who failed 0 or 1 PVT and also scored as impaired on one or more neuropsychological index. “Unsuccessful” simulators (n = 42) failed ≥2 PVTs or passed PVTs but did not score impaired on any neuropsychological index. Compared to unsuccessful simulators, successful simulators had significantly more years of education, higher estimated IQ, and were more likely to use information provided about TBI to employ a systematic pattern of performance that targeted specific tests rather than performing poorly across the entire test battery. Conclusion: Results contribute to a limited body of research investigating strategies utilized by individuals instructed to feign neurocognitive impairment. Findings signal the importance of developing additional embedded PVTs within standard cognitive tests to assess performance validity throughout a neuropsychological assessment. Future research should consider specifically targeting embedded measures in visual tests sensitive to slowed responding (e.g. response time).","PeriodicalId":197334,"journal":{"name":"The Clinical neuropsychologist","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121118994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-01-13DOI: 10.1080/13854046.2016.1268649
K. Leiser, A. Heffelfinger, A. Kaugars
Abstract Objective: To examine associations among parent–child relationship characteristics and child cognitive and language outcomes. Methods: Preschool children (n = 72) with early neurological insult completed assessments of cognitive and language functioning and participated in a parent–child semi-structured interaction. Results: Quality of the parent–child relationship accounted for a significant amount of unique variance (12%) in predicting children’s overall cognitive and language functioning. Impact of neurological insult was a significant predictor. Conclusions: Caregiver–child interactions that are harmonious and reciprocal as evidenced by affective and/or verbal exchanges support children’s cognitive and language development. Observations of interactions can guide providers in facilitating child- and family-centered interventions.
{"title":"Associations among parent–child relationships and cognitive and language outcomes in a clinical sample of preschool children","authors":"K. Leiser, A. Heffelfinger, A. Kaugars","doi":"10.1080/13854046.2016.1268649","DOIUrl":"https://doi.org/10.1080/13854046.2016.1268649","url":null,"abstract":"Abstract Objective: To examine associations among parent–child relationship characteristics and child cognitive and language outcomes. Methods: Preschool children (n = 72) with early neurological insult completed assessments of cognitive and language functioning and participated in a parent–child semi-structured interaction. Results: Quality of the parent–child relationship accounted for a significant amount of unique variance (12%) in predicting children’s overall cognitive and language functioning. Impact of neurological insult was a significant predictor. Conclusions: Caregiver–child interactions that are harmonious and reciprocal as evidenced by affective and/or verbal exchanges support children’s cognitive and language development. Observations of interactions can guide providers in facilitating child- and family-centered interventions.","PeriodicalId":197334,"journal":{"name":"The Clinical neuropsychologist","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132429998","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：