Developmental Neuropsychology最新文献

Determine whether SGA constitutes a neurodevelopmental risk-factor of MLP, exploring if potential developmental difficulties at toddlerhood persist and are related to school-age performance. 109 SGA and 109 adequate for gestational age MLP children were evaluated at 2 and at 6.5 y.o. SGA children obtained poorer results in several areas at both timepoints; and their development at toddlerhood strongly correlated with only some results at school-age. SGA confers vulnerability to MLP, evolving from global/unspecific difficulties in toddlerhood to a domain-specific profile (attentional/dysexecutive) at 6.5. Findings claim the need for neuropsychological follow-up in MLP to identify emerging difficulties.

Children with autism spectrum disorder (ASD) could experience more stress due to the changes consequent to school closures because of the coronavirus disease 2019 (COVID-19) pandemic. This study investigated differences in behavioral affect between children with ASD and typically developing children (TD). We conducted an online survey with mothers. The data of 84 children with ASD and 361 TD children aged 6 to 18 years were analyzed. Children with ASD were more frustrated due to the changes in their schedule and engaged more in restricted and repetitive behavior. Children with ASD had different types of behavioral affect compared to TD.

As COVID-19 halted traditional neuropsychological assessment due to infection risk, neuropsychologists considered alternative practice models. Cognitive stabilization intervention (CSI) via telehealth, was developed to stabilize cognition in advance of neuropsychological assessment. It incorporates elements of evidence-based treatments, including cognitive training, sleep training, and medication adherence training within a motivational interview framework. Two case vignettes are described. One vignette describes an elder man who received CSI to manage sleep difficulties, forgetfulness, and mood symptoms. Another vignette describes a woman who completed CSI following an autoimmune disorder episode to improve sleep, organization, and attention. The benefits and limitations of CSI are discussed.

The present study evaluated brain development in persons with isolated cleft lip and/or cleft palate (iCL/P) compared to unaffected controls using an accelerated longitudinal design. A sample of 134 males and females, ages 7-27 years, with iCL/P (184 observations, total) was compared to 144 unaffected controls (208 evaluations, total) on Wechsler Index scores and volumetric data from structural MRI scans. Boys with isolated cleft palate had verbal IQ 15.5 points lower than perceptual IQ; a clinically significant difference. Participants with iCL/P had differential growth trajectories of regional cerebrum matter and consistently lower volumes of cerebellar gray matter and subcortical matter.

This review focused on knowledge about the effects of music on attention. The revision was performed in compliance with the PRISMA protocol, being registered at Prospero under number CRD42020172933. Across reviewed studies, the music improved performance on attention tasks, either by listening or using it within a procedure to modulate mood and motivation. It is still difficult to generalize and compare the results because of methodology and study design diversity. Further studies are needed to increase knowledge about the effect of music effect, especially to evaluate if it might have any potential clinical use.

Executive functioning (EF) is a domain-general process implicated in reading, but there remains lack of clarity within the domain due to varied assessment methods. We investigated the relation of EF (indexed with the NIH EXAMINER) to word reading, reading fluency, and reading comprehension in struggling readers and evaluated the mediational role of inference making for the EF-comprehension link. Analyses revealed an overall effect of EF on reading, with significant differences between fluency and comprehension, and between single word reading and comprehension, but not between fluency and single-word reading. The EF-reading comprehension relation was fully mediated by inference making.

This study aims to evaluate the predictive capacity of executive dysfunction and social adaptation in performance in facial emotion recognition. The sample consisted of 31 adults with Intellectual Disabilities (ID) and Autism Spectrum Disorder (ASD). The variables that maintain significant correlations with emotional perception were taken as independent variables. Multiple regression analysis was used to identify the predictors of the facial stimuli perception in population with ASD. The results demonstrated a relationship between social maturity and emotional perception. Better scores in communication, socialization and daily life skills predict better performance in the perception of facial stimuli, both emotional and non-emotional.

Mathematics Learning Disorder (MLD) has been found to be related to impairments in cognitive functions. Spatial ability (SA), which is made up of eight single but unified elements can be assumed to have a leading part in different areas of math skills. The first objective of this study was to explore differences in SA factors in 128 school children of third to sixth grade with and without MLD. The Flexibility of Closure, Closure Speed, Perceptual Speed, Visualization, Spatial Relation, Spatial Orientation, Spatial Temporal, and Wayfinding were measured through eight tasks. The second objective of the study was to explore the SA factors' ability to predict the performance of MLD participants in three executive functions. The results revealed that participants with MLD had poorer performance in all the SA tasks and it took longer to finish the visualization, spatial relation, and spatial orientation tasks compared to children with typical development (TD). Regression analysis indicated that some of the SA factors could predict working memory and cognitive flexibility, but they were unable to predict response inhibition. Regarding these results, applying SA factors in cognitive rehabilitation programs of children with MLD seems necessary.

We examined whether there are factors of SCT in nonclinical young adults and whether SCT factors show differential relationships with depression, anxiety, ADHD, and executive functioning as assessed by self-report (EF-SR) or neuropsychological performance (EF-NP). Factor analysis revealed Daydreaming/Bored (D/B), Lethargy (L), and Cognitive Complaints (CC) factors. CC was associated with anxiety and D/B with depression. CC and D/B were associated with inattentive ADHD, while D/B was associated with hyperactive/impulsive ADHD. While all factors were associated with EF-SR, there were few relationships with EF-NP. Higher CC was associated with lower intellect, and higher D/B was related to better working memory.

Youth league administrators (N = 172) documented knowledge of/compliance with state concussion legislation, and were assigned to groups based on whether their state concussion legislation extended to non-school-affiliated (NSA) youth sport leagues: EXTEND (50.6%) or NOT EXTEND (49.4%). Administrators within the EXTEND group were 2.7x more likely to report having a formal concussion policy. Only 90.7% confirmed a policy for removing concussed athletes from play, and 75% required independent medical clearance, and 82% mandated education for coaches, 49.1% for parents, and 35.9% for athletes. These results raise questions regarding compliance with state concussion legislation, especially for NSA youth sports leagues.