Applied Neuropsychology: Child最新文献

This study aims to investigate the association between developmental language disorder (DLD) and depressive symptoms in preschool-aged children, building upon previous research that has demonstrated emotional difficulties in children with DLD. Forty-one children with DLD or children at risk for DLD (DLD group) and 41 children with typical language development (TLD) were included in this study. Language development was evaluated using the TEDIL test which is a Turkish adaptation of the Test of Early Language Development-3. Auto acoustic Emissions Testing and Immittance-Metric Assessment were used to exclude children with hearing impairment. Developmental delays were excluded by Denver Developmental Screening Test II. Mothers filled out the Sociodemographic Data Form and the Child Depressive Symptoms Assessment Scale. The results demonstrate that children in DLD group scored significantly higher on the Child Depressive Symptoms Assessment Scale, manifesting increased levels of aggression, separation anxiety, impulsivity, hyperactivity, and encountering greater social adaptation difficulties and deterioration in cognitive processes than TLD. Multivariate regression analysis suggests that increased impulsivity and hyperactivity, alongside social and cognitive challenges, are predictors of DLD. The study concludes that depressive symptoms are more prevalent in children in DLD group than in their typically developing counterparts. These findings underscore the necessity for targeted psychiatric and pedagogical interventions, as well as individualized educational programs that cater to the socio-emotional and cognitive needs of children with DLD.

Increase in the incidence of autism spectrum disorders (ASD) and increased attention to symptoms of ASD in social media have contributed to a significant rise in referrals for neuropsychological assessment of possible ASD. Many practitioners lack specific training in the assessment of ASD and may avoid addressing these concerns, despite the frequency of those referrals. This paper reviews potential contributors to the rise in referrals and several related conditions which share some overlap with features of ASD. That is followed by descriptions of four school-aged children and adolescents referred for comprehensive evaluation of suspected ASD. The authors describe decision points in the diagnostic process for those with or without proficiency in ASD-specific testing and close with a series of recommendations for the assessment of clients with complex presentations referred for suspected ASD.

Objective: The present study was designed to assess the neuropsychological test performances of non-concussed female and male high school athletes of different ages in high and low contact sports.

Method: Large samples of 2,510 high school athletes in High Contact sports (e.g., football) and 1,437 in Low Contact sports (e.g., basketball) were examined. The participants were administered a baseline Immediate Post-Concussion Assessment and Cognitive Testing (ImPACT) prior to their respective seasons.

Results: Multivariate linear regression showed that the High Contact athletes had significantly poorer results than the Low Contact athletes in all four ImPACT Composite scores and the Total Symptom scores. No age differences were found, but in all three age groups, the High Contact athletes had lower Visual Motor Speed scores than the Low Contact athletes. No test score differences were noted between the females in the High and Low Contact groups, but the High Contact males had poorer Visual Motor Speed and Reaction Time than the Low Contact males.

Conclusions: The present results were consistent with prior studies of subconcussive head trauma, with High Contact athletes obtaining overall poorer neuropsychological test results than Low Contact athletes. More investigations in this age group seems is warranted.

The Children's Color Trail Test (CCTT) is considered a culture fair equivalent of the Trail Making Test for the assessment of cognitive flexibility in pediatric populations, while others emphasize its additional validity as a measure of attention, perceptual tracking, processing speed, susceptibility to interference and inhibition. The need for standardized neuropsychological tests in Greece, especially for the pediatric population is significant. In the present study, considering the relatively good psychometric properties of the CCTT and its wide cross-cultural application, we decided that such a tool would be useful to Greek clinicians and researchers, and therefore developed norms for the Greek child and adolescent population. Additionally, we examined the clinical validity of the test, administering it to two groups of patients (children with Traumatic Brain Injury and Attention Deficit - Hyperactivity Disorder). We administered the test to 417 native healthy Greek children 6-15 years, recruited primarily from Southwestern Greece from several public schools. Linear regression analysis revealed a significant influence of age on completion time in both parts of the CCTT, whereas sex did not influence time to completion. Older children consistently completed the test faster than younger children, whereas girls and boys performed similarly on both conditions. In addition, CCTT differentiated the performance of children who have had a TBI and those diagnosed with ADHD from the performances of their typically developing peers. This study provides much needed performance and clinical utility data for the pediatric population in Greece on a promising neuropsychological tool for use in clinical and research settings.

Visuomotor function impairment is commonly observed in individuals with neurofibromatosis type 1 (NF1). In this case report, a 13-year-old child diagnosed with NF1 and impaired visuomotor skills participated in an 8-week tablet computer-based cognitive training for visuomotor function. The Beery-Buktenica Developmental Test of Visual-Motor Integration, 6th Edition (VMI-6) and the Korean Smartphone Addiction Proneness Scale for Youth were administered before and after the intervention to assess effectiveness. The Beery-Buktenica VMI-6 raw score improved from 17 to 24, and the Korean Smartphone Addiction Proneness Scale for Youth score changed from 45 to 42. These results demonstrate the potential of tablet computer-based cognitive training as a therapeutic intervention to enhance visuomotor function in children with impaired visuomotor skills, without the influence of digital media addiction.

Survivors of childhood Acquired Brain Injury (ABI) often report chronic and debilitating neurocognitive late effects. While short-term clinical trials have demonstrated the efficacy of methylphenidate in improving neurocognitive performance within the early phases of recovery, its effectiveness over longer treatment periods remains largely unexplored. The present systematic review aims to evaluate whether methylphenidate may serve as a beneficial long-term rehabilitative strategy for improving neuropsychological outcomes in childhood ABI. Database searches were conducted in MEDLINE, PsycINFO, EMBASE, and Cochrane Library from their inception to March 2023. Studies containing a neurocognitive, psychosocial, or quality of life outcome measure were included. A purpose-developed evaluation tool was used to assess the quality of the evidence base. Six of the 1926 identified articles were included within this review. Results drew upon three clinical populations; brain tumor (n = 76), acute lymphoblastic leukemia (n = 33), and epilepsy and other EEG abnormalities (n = 166). Study durations ranged between six to 12 months. Methylphenidate was associated with sustained improvements in attentional functioning, processing speed, social skills, and quality of life, with benefits extending beyond the initial recovery phase and into future development. Side effects of methylphenidate use were reported to be mild and temporary.

This study evaluates the neuropsychological profiles of three adolescent females with suspected Autism Spectrum Disorder (ASD). The study was conducted at My Blue Side, a support organization in Southern Tenerife. The research included a detailed assessment using standardized neuropsychological tests to identify the neuropsychological characteristics associated with ASD in adolescent females. The primary objective was to delineate the neuropsychological profile of each participant and its relationship with their daily functioning. Three participants underwent a comprehensive neuropsychological assessment incorporating the Autism Diagnostic Interview-Revised (ADI-R), the Autonomous Scale for the Detection of Asperger Syndrome and High-Functioning Autism, the Wechsler Intelligence Scale for Children (WISC-V), the D2 test, Five-Digit Test (FDT), Spain-Complutense Verbal Learning Test (TAVCI), Rey Complex Figure (RCF) and Executive Functioning Questionnaire (EFECO). The study design aimed to provide a thorough understanding of each participant's neuropsychological profile and its potential impact on their daily functioning. The results indicated significant ASD markers across the participants, with substantial variability in neuropsychological capabilities, particularly in working memory and executive functioning. These deficits impacted daily functioning and emotional regulation. The assessments also highlighted challenges in verbal and visual learning, as well as difficulties with spontaneous recall. These findings underscore the need for interventions to consider these neuropsychological characteristics and their relationship with the daily challenges faced by females with ASD and their families, beyond the core symptoms of the disorder.

This single-blind randomized controlled trial (RCT) study was planned to examine the effect of the Cognitive Orientation to Daily Occupational Performance (CO-OP) intervention on occupational performance and executive functions through daily routines children with attention deficit hyperactivity disorder (ADHD). Using a simple random method, the children were divided into two groups: n = 15 in the CO-OP group (4 girls, 11 boys) and n = 15 in the control group (3 girls, 12 boys). CO-OP intervention included 12 sessions (2 sessions per week, each lasting 1 hour, 6 weeks in total) focusing on teaching cognitive strategies to improve daily living activities. These sessions involved personalized goal setting, performance analysis, and the application of cognitive strategies to enhance executive function and occupational performance in children with ADHD. The data were collected by assessing the children with the Canadian Occupational Performance Measure, Goal Attainment Scaling, and Executive Functions and Occupational Routines Scale at the beginning and end of the study. When comparing the pre- and post-evaluations of the CO-OP group, statistically significant improvements were noted in occupational performance and satisfaction (p < 0.001), occupational performance goals (p < 0.001), and executive functions through daily routines (p < 0.05). Test results for differences in posttest scores between the two groups showed that the CO-OP group had significantly better activity performance and satisfaction (p < 0.001), as well as gains in social routines for executive skills (p < 0.05), compared to the control group. The findings suggest that the CO-OP approach represents a promising and effective method for facilitating skill acquisition in various activities among children diagnosed with ADHD. Trial registration: This research was registered to clinical trials with the code NCT05125120.

Graphophonological-semantic flexibility is the cognitive flexibility in reading that enables individuals to manage multiple phonological and semantic aspects of text simultaneously. This study investigated graphophonological-semantic flexibility and its contribution to reading comprehension in children with dyslexia, comparing them to age-matched, typically developing peers. Thirty children aged 8-11 were assessed using a reading-specific sorting task, where they categorized word cards by initial phoneme and meaning within a 2x2 matrix. After sorting, participants explained their arrangements, and their sorting speed, accuracy, and composite scores were evaluated. Additionally, reading comprehension was assessed through passages followed by questions. Results revealed significant differences between children with dyslexia and their peers in sorting accuracy and composite scores. Children with dyslexia exhibited poorer accuracy and longer sorting times, leading to lower composite scores indicative of reduced graphophonological-semantic flexibility. Age showed a positive correlation with sorting accuracy and composite scores. Moreover, sorting accuracy and composite scores were strong predictors of reading comprehension. These findings suggest that children with dyslexia face challenges in managing both phonological and semantic aspects of text concurrently, highlighting the importance of graphophonological-semantic flexibility in reading development.