Applied Neuropsychology: Child最新文献

Chronic stage neuropsychological assessments of children with severe TBI typically center around a referral question and focus on assessing cognitive, behavioral, and emotional functioning, making differential diagnoses, and planning treatment. When severe TBI-related neurological deficits are subtle and fall outside commonly assessed behavioral indicators, as can happen with theory of mind and social information processing, they can go unobserved and subsequently fail to be assessed. Additionally, should chronic stage cognitive, behavioral, and emotional assessment findings fall within the average to above average range, a child experiencing ongoing significant unassessed severe TBI-related subtle deficits could be mistakenly judged to have "recovered" from their injury; and to be experiencing no significant ongoing residual neurological deficits. To illustrate how this could happen, and how subacute neuroimaging and brain network theory might be early indicators of emergent chronic stage neuropsychological deficits, we present a child with a severe TBI and average to above average cognitive, behavioral, and emotional assessment findings who has comorbid significant deficits in theory of mind and social functioning.

Objective: To explore the relationship between physical fitness index and executive function in Chinese adolescents, and to provide a reference for improving the development of executive function in Chinese adolescents.

Methods: From September to December 2023, 5336 adolescents aged 13 to 18 years were selected by stratified whole cluster random sampling method in six regions of China for physical fitness and executive function tests. The relationship between adolescent physical fitness index and executive function was analyzed using t-test, ANOVA, Pearson's correlation, and logistic regression.

Results: The correlation coefficients between adolescents' physical fitness index and inhibitory control reaction time were all 0.00094, p > 0.05; the correlation coefficients between adolescents' physical fitness index and working memory (1-back, 2-back) reaction time were -0.13 and -0.093, respectively, p < .05; the correlation coefficients between adolescents' physical fitness index and cognitive flexibility reaction time were -0.17 and -0.18, p < .05. Logistic regression analyses showed that 1-back, 2-back, and cognitive flexibility were significantly and positively correlated with physical fitness index in Models 1, 2, and 3 (all p values less than.01). The coefficients of inhibitory control were not significant in all three models (p > .05), and there was no significant relationship with physical fitness index.

Conclusion: The physical fitness index of Chinese adolescents has a significant positive correlation with working memory and cognitive flexibility, but not with inhibitory control, i.e. the higher the physical fitness index, the better the working memory and cognitive flexibility.

Executive functions (EFs) are a set of cognitive processes that enable individuals to manage and coordinate their thoughts and actions toward achieving specific goals. EFs include planning, organizing, initiating, and monitoring actions, and have been found to improve with age due to the maturation of the brain, especially during childhood. Therefore, our correlational study sought to determine the relationship between the performance in executive functions and age in 79 children (36 girls, 45.6%) throughout development, between the ages of 6 and 12 (mean = 9.25; SD = 2.05), using a battery designed in Chile: BEFE (Batería de Evaluación de las Funciones Ejecutivas: Executive Function Assessment Battery) based on traditional neuropsychological tests to evaluate Working Memory, Inhibitory Control, Cognitive Flexibility, and Planning skills. Our results showed various correlations between the variables age and performance in various behavioral parameters, demonstrating an increase in the number of correct responses (positive correlation) and/or a decrease in errors (negative correlation) with age (6-12) in the subtests that correspond to dimensions of Cognitive Flexibility (Semantic and Phonological Fluency, Card Sorting Game, and Tracing Tasks), Inhibitory Control (ENA-F and Sentence Completion), Working Memory (Audio-verbal WM Forward and Ordering, and Visuospatial WM Forward and Backward), and Planning (La Portada de Antofagasta and FISA Maps). These results are consistent with previous empirical evidence and support the notion of a developmental relationship between EF performance and age. Additionally, this study contributes to understanding EF development in culturally specific contexts, highlighting the importance of contextually relevant assessment tools in evaluating cognitive development.

Objective: To examine the utility of implementing a neurorehabilitation intervention in pediatric psychology and neuropsychology training programs for building clinical competencies in neurorehabilitation.

Method: Using a convergent mixed methods approach, we surveyed neuropsychological and pediatric psychology trainees who completed training for the Teen Online Problem-Solving program (TOPS). The survey asked about training and competency on a 5-point Likert scale. Open-ended responses to "How has completing TOPS training changed how you practice as a psychologist?" were used for inductive thematic analyses. We surveyed site leaders and supervising psychologists at three hospitals (two in the United States and one in Canada) that integrated TOPS into their psychology training programs to provide case studies.

Results: 30 trainees completed the survey. Quantitatively, they indicated the TOPS program was a valuable part of training and improved understanding of neurological sequelae. Trainees endorsed that TOPS increased confidence and comfort working with adolescents and families and enhanced competency in delivering evidence-based interventions for neurodevelopmental disorders. Qualitative analyses yielded five themes: (1) enhanced clinical skills, (2) better tailoring to patients' needs, (3) greater confidence delivering and adapting interventions, (4) equipping families with a helpful tool, and (5) informed feedback and recommendations for families.

Conclusion: Our mixed-methods analysis suggests that integrating evidence-based neurorehabilitation programs, such as TOPS, into neuropsychology and pediatric psychology training can build competencies, confidence, and interdisciplinary collaboration in neurorehabilitation.

The aim was to investigate the predictive effect of executive function on learning quality, early language ability, and mathematical ability in preschool children aged 4-6 in Sultanate Oman. A cross-sectional mediation model in which learning quality mediated the relationship between executive function and early mathematical and language abilities was used. Five kindergartens were selected from Oman. One small, one medium, and one large class were randomly selected from each kindergarten, for a total of 15 classes. In each class, teachers selected 10-20 children with average performance, totaling 270 children, of whom 140 were girls (51.8%). There were 130 boys (48.2%). This study yielded the following findings: (1) executive function has a significant positive predictive effect on learning quality and early-stage language and mathematical abilities; and (2) learning quality plays a partial mediating role in the relationship between executive function and early-stage mathematical abilities, but has no mediating role in the relationship between executive function and early-stage language abilities.

Objective: The present study is a systematic literature review of the role of electroencephalography (EEG) and Event-related Potentials (ERPs) in the early identification of Specific Learning Difficulties (SLD) for preschool-age children.

Method: Searching in 11 databases, 114 studies were retrieved as relevant to this topic. Of these, only 6 met the strict inclusion criteria defined, due to the narrow age focus.

Results: Based on the studies' overview, the following issues have emerged: (i) the detection of early risk biomarkers for SLDs through EEG and ERPs assessment, (ii) the exploration of the neurobiological basis of these difficulties, and (iii) the investigation of the effectiveness of EEG and its data analysis in early identification of SLDs.

Conclusions: Current review indicates that EEG and ERP measures have the potential to be used for the early identification of SLDs, revealing biomarkers in spectral patterns, auditory-evoked components, and immature neural connectivity linked to later cognitive deficits. When combined with family, behavioral, and psychological data, the EEG may enhance early assessment. However, few studies, limited age ranges, and methodological inconsistencies highlight major gaps. More systematic, age-specific research is required before these measures can be adopted as reliable preschool screening tools in global clinical practice.

Pediatric Acquired Brain Injury (ABI) represents a complex clinical condition with significant neuropsychological impact. While long-term outcomes are well-documented, the early post-acute phase remains under-investigated despite representing the optimal window for neuroplastic recovery and intervention. This prospective longitudinal pilot study characterized early neuropsychological outcomes in pediatric ABI over the first year post-injury. Sixteen children (aged 3-16) with non-progressive ABI underwent comprehensive neuropsychological assessment at early post-acute phase (T0) and ten children at one-year follow-up (T1). Despite preserved global intellectual functioning at baseline, participants showed significant domain-specific deficits in processing speed, auditory attention, inhibition, cognitive flexibility, and verbal memory. At T1, selective recovery patterns emerged with normalization of processing speed, cognitive flexibility, and verbal memory, while inhibitory control and verbal fluency remained impaired. Longitudinal analyses revealed statistically significant improvements in cognitive flexibility, verbal long-term memory, visuoconstructive skills, and text comprehension. Individual recovery trajectories demonstrated substantial variability, highlighting the heterogeneous nature of recovery and the need for personalized interventions. These preliminary findings identify specific deficits in fundamental neuropsychological skills during early phases post-ABI. Early comprehensive assessment and targeted multi-domain rehabilitation are crucial for addressing core deficits during this critical neuroplastic window. Larger-scale studies are needed to validate these recovery patterns and develop evidence-based interventions.

This study aimed to develop the Comprehensive School Readiness Assessment Scale (COSRAS), a multidimensional instrument designed to evaluate school readiness in children aged 57-72 months. Scale development followed DeVellis's framework. An initial item pool of 216 items was generated based on developmental, learning-related, and functional school readiness constructs and subsequently refined through expert review to 182 items. The finalized scale was completed by teachers of 1813 children, and test-retest reliability data were obtained from 386 teachers. Content validity indices were high, ranging from 0.892 to 1.000. Exploratory and confirmatory factor analyses supported the proposed eight-factor structure, demonstrating excellent model fit (CFI = 0.999; RMSEA = 0.000-0.009). Convergent validity with the Primary School Readiness Scale was strong (r = 0.665-0.695). The internal consistency of the scale was excellent across all domains (α = 0.916-0.969), and test-retest reliability was high (ICC > 0.990). COSRAS demonstrates strong psychometric properties and provides a comprehensive assessment of school readiness by integrating developmental competencies, learning-related skills, and functional performance. The scale enables early identification of children who may be at risk for neurodevelopmental or learning-related challenges before school entry. COSRAS may assist educators and allied professionals in early childhood and school-based settings by offering domain-specific profiles that inform instructional planning, individualized supports, and early intervention strategies.

Objective: Inhibitory control deficits have been implicated in developmental dyscalculia (DD), yet specific relationships between inhibition and arithmetic domains remain unclear. This study investigated inhibitory control in children with DD across nine arithmetic domains.

Methodology: Sixty-four children aged 9-11 years (32 with DD, 32 typically developing) completed the Stroop Color-Word Interference Test and a comprehensive arithmetic battery assessing quantity comparison, arithmetic operations, counting dots, subitizing, quantity estimation, number positioning, reverse verbal counting, number reading, and problem solving.

Results: Children with DD demonstrated significantly poorer inhibitory control, with longer completion times (M = 101.16 vs. 71.25 seconds) and more interference errors (d = 1.18, r = .41, both p < .001). Correlation analyses revealed a notable dissociation: controlled processing tasks showed strong negative correlations with Stroop performance (r = -.43 to -.55, p < .001), while automatic processing tasks showed positive correlations (r = +.27 to +.44, p < .05). These patterns remained significant after controlling for age.

Conclusions: Children with DD may require differentiated interventions depending on whether difficulties stem from weak controlled processing or disrupted automatic processing. Results support dual-process theories and highlight need for domain-specific assessment and intervention.

Moyamoya syndrome is characterized by endothelial hyperplasia fibrosis of the carotid artery and its adjacent pathways, and its main clinical feature is the occurrence of strokes. It has a prevalence of 3 cases per 100,000 children in Asian countries, where it is more common. This study sought to identify the aspects and comorbidities associated with the syndrome based on a previously conducted neuropsychological assessment. Perception, attention, language, social cognition, memory, executive functions, reasoning, and processing speed were assessed, in addition to an inventory for Obsessive-Compulsive Disorder. The results showed evidence that the condition may be associated with obsessive-compulsive symptoms, with below-expected performance in memory, executive functions, social interaction, processing speed, executive reasoning, and visual perception. These observations were consistent with the literature in the field, although it is emerging, requiring further studies on the subject to confirm the relationship between the syndrome and obsessive-compulsive symptoms. Finally, guidance was provided on activities and tasks that can be performed to mitigate the deficits found.