Applied Neuropsychology: Child最新文献

This study explores the relationship between executive functions (EF) and activities of daily living in children with specific learning disorder (SLD). Thirty SLD children (14 females and 16 males) and thirty typically developing (TD) children (13 females and 17 males) aged 8 to 11 years were selected from learning disabilities schools and centers as well as public schools in Tehran, Iran. The mean age for the TD group was 9.67 ± 0.82 and for the SLD group was 9.5 ± 0.5. Basic Activities of Daily Living (B-ADL) and Instrumental Activities of Daily Living (IADLs) were assessed using the Modified Barthel questionnaire and the Lawton scale, respectively. Executive function was evaluated using the Parent Form of Behavior Rating Inventory of Executive Function (BRIEF) questionnaire. Pearson correlations were utilized to determine the correlation between the average score of "executive function" and "daily life activities". Results indicated that children with SLD scored significantly lower in EFs compared to TD children. Although there was no significant difference in B-ADL between the two groups, children with SLD scored lower in IADL. This study sheds light on the impact of EF on the ability of children with SLD to complete daily living activities. Further research is needed to better understand and address these challenges.

The aim of this study was to compare language abilities in 4-6-year-old Georgian-speaking children with typical language development (TLD), expressive language disorder (ELD), and autism spectrum disorder (ASD). Language linguistic components, such as phonology, semantics, syntax, morphology, and pragmatics, were examined along with verbal behavior types like "mand," "tact," "echoic," and "intraverbal." Our sample comprised 148 children, with a gender distribution of 50 girls and 98 boys. Significant differences were observed in the application of various parts of speech across the three groups. Children with ELD were found to use pronouns more frequently compared to TLD and ASD groups. Conversely, children exhibiting typical language development displayed a greater usage of conjunctions and particles than the other groups. Notably, linguistic error patterns varied across groups: children with ELD predominantly committed errors in phonetics and morphosyntax, while children with ASD had more pragmatic errors and also struggled with morphosyntax. Moreover, the ASD group was found to use "mands" and "echoics" more frequently than both the TLD and ELD groups.

Linguistic precursors (gaze, joint attention, gestures, social interaction, etc.) have a predictive value over the course of child development. The aim of the present review is to analyze the content structure, and the theoretical perspective, of assessment instruments that focus on linguistic precursors for the 6-18-month age group. The search was achieved through the following citation databases: BVS, MEDLINE/PubMed, Web of Science, SciELO, Redalyc, Web of Science, Google Scholar, as well as the American Speech-Language-Hearing Association (ASHA). Elegible articles were obtained using the following terms: "neuropsychological tests," "nonverbal communication," "child language" and "infant" as well as their equivalents in Spanish and Portuguese. Twenty-six assessment instruments were found to be compatible with the eligibility criteria. From the results, 19 instruments explore various domains of linguistic precursors, while 7 are task-specific proposals. Five instruments are aimed at early detection of signs of Autistic Spectrum Disorder. The implementation of Bruner's model of communicative functions was found on 15% of the instruments. This article provides timely information for clinicians who work with children during early stages of development, in relation to the methodical monitoring, assessment and accompaniment of infants and toddlers during the prelinguistic stage.

Objective: The objective of this study was to probe neuropsychological mechanisms of social communication in children with Autism Spectrum Disorders (ASD) and children with Developmental Language Disorders (DLD). Due to overlap of symptoms that include social dysfunction, diagnostic boundaries between these two developmental disorders remain unclear. This study hypothesizes that these two groups of children differ in the characteristics and in the underlying mechanisms of their social issues.

Method: This study examines a wide range of neuropsychological domains in search of a relationship with social communication. A total of 75 children with ASD and 26 children with DLD are included. A cross-battery assessment of neuropsychological functions is conducted, and social communication is evaluated using the Social Responsiveness Scale (SRS).

Results: The neuropsychological profile for the ASD group differs from the DLD group, with the former demonstrating higher scores on Visual Processing and Comprehension, whereas the DLD group scores higher on Fluid Reasoning, Visual Processing and Processing Speed. Correlation analysis reveals that the association between neuropsychological domains and social communication differs between the groups.

Discussion: Children with ASD and DLD clearly have distinctive neuropsychological profiles-their strengths and weaknesses are not equivalent. Such results motivate broad assessment of neuropsychological functions, as this assists in differentiating ASD from DLD for theragnostic purposes.

Aim: Aim of this study is evaluating EF by performing neurocognitive tests, and to identify gender-related differences in EF between adolescents with and without GD.Methods: 8 Female-to-Male transgender adolescents (FtMs), and 14 Male-to-Female transsexual adolescents (MtFs) (Gender Dysphoria Group, GDG) and 29 boys, 21 girls (Control Group, CG), were tested in a cross-sectional study, using the Wisconsin Card Sorting Test (WCST), Controlled Oral Word Association Test (COWAT), and Stroop Color and Word Test (SCWT). The psychiatric diagnoses were established by using the KD-SADS.Results: Among GDG 72.7%, had at least one psychopathology. There weren't any significant differences in, estimated IQ scores, or WCST subtest scores between the 2 groups. COWAT total word count and SCWT-5 total duration test scores were better in the CG.Conclusion: CG had better performance on verbal fluency and response inhibition whereas no differences found on set shifting abilities. In consideration of the existence of EF-related impairment in adolescents with GD, appropriate support and interventions are expected to improve their adaptation skills and comorbid psychopathologies. These results should be interprete cautiously and additional larger scale studies are needed to obtain more comprehensive data related to gender differences in EF of adolescents with GD.

Purpose: This study investigated the relationship between three practical measures for evaluating Persian grammar expression skills, MLU, PDSS, and PEGT, in preschool children with developmental language disorder (DLD) and their typically developing (TD) peers.

Method: Secondary data were obtained by re-analyzing language samples collected in previous studies. Previously audiotaped language samples of 25 monolingual 5-7 years-old Persian children with DLD and 25 TD children were transcribed and reanalyzed to calculate MLU in words (MLU-w) and PDSS for comparison with the results of PEGT.

Results: Children with DLD had lower scores in PEGT, PDSS, and MLU-w than TD children (p < 0.001). In addition, there was a strong correlation between PDSS and MLU-w in both DLD (r = 0.91) and TD groups (r = 0.79). There was a significant correlation between PEGT and MLU (r = 0.76) and PDSS (r = 0.78) in the DLD group, while these correlations were not significant in TD group.

Conclusions: Considering the positive and significant correlation between MLU, PDSS, and PEGT in children with DLD, the use of PEGT, as a valid, reliable, and accurate test of grammar, which can be implemented quickly and easily, is suggested for clinical purposes of identification and screening of Persian children with DLD.

Objective: When test results are interpreted based on the norms of the U.S. population, misdiagnoses of neurocognitive impairment could occur with subgroups of individuals whose demographic characteristics differ from the overall population. The present study compared locally-based normative test data of the Immediate Post-Concussion Assessment and Cognitive Testing (ImPACT) of high school athletes in Hawaii, where diverse ethnicity and bilingualism are prominent, versus published test norms.

Method: 8637 high school athletes in Hawaii underwent ImPACT baseline testing. Non-parametric group comparisons of age, sex, and language groups were performed. Classification ranges for the ImPACT Composite scores and Total Symptom of the Hawaii sample were presented in percentile ranks that corresponded to the published ImPACT normative tables.

Results: Mann-Whitney U Test indicated significant differences in ImPACT Verbal Memory, Visual Memory, Visual Motor Speed, and Reaction Time Composite scores between age groups and sexes, although the effect sizes were small. Kruskal-Wallis H Test indicated no differences among the language groups. Percentile ranks of the Hawaii scores were predominantly similar to the ImPACT norms, except for Visual Motor Speed in the Impaired and Borderline ranges.

Conclusion: The findings suggest that locally based normative data should be considered for sub-populations that may differ from the general population. Language factors, such as bilingualism, did not have significant effect on the ImPACT scores.

Executive functions (EF), including verbal and visuospatial working memory, inhibition, and cognitive flexibility, are associated with academic skills such as copying and producing written texts in school-age children.

Objective: The objective of this study was to examine the association between primary school children's executive function skills and their ability to copy and produce written texts.

Methodology: We included 282 children attending primary school (children in fourth to sixth grade; mean age = 10.22 years, SD = 0.86). Text copying tasks (transcription) and a photographic description (expressive writing skills) of the BEEsc Battery (Batería para la Evaluación de la Escritura) were administered. The visual search, working memory, flexibility, and inhibition tests of the TAC (Tareas de Autorregulación Cognitiva) battery were administered for EF.

Results: Children with better resistance to distractor interference and response inhibition scores wrote more words and made fewer phonological errors in the copy task; and their written composition quality improved with less omission errors, shifting and visuospatial working memory in the production task. In addition, we found that both copy, and production skills varied as a function of demographic factors, finding higher scores in higher grade students and among girls.

Discussion: The findings indicate that children with higher EF skills exhibit enhanced writing copy and composition performances. Furthermore, demographic differences (gender and school grade) significantly influenced writing outcomes, underscoring the need for tailored educational strategies. These findings point to the role of EF in writing and provide theoretical input for classroom practices.

Purpose: Telepractice is a promising alternative to treat children who stutter. This study aimed to investigate factors influencing telepractice for treating stuttering in a group of school-aged children. Methods: This study involved 20 children aged 7 to 9 years diagnosed with moderate to severe stuttering using the Stuttering Severity Instrument (SSI) - Arabic version. The Stanford-Binet Intelligence Scales (SB-5), Fifth Edition was applied. Speech teletherapy via Zoom application was employed for 9 months by the same speech pathologists. After treatment, SSI was measured to check the improvement and to correlate the results to age, sex, and IQ subtests. Results: The SSI scores decreased significantly after treatment (p < 0.001) with a mean percentage of change of 57.4 ± 27.1% (21.7%-100%). Stuttering severity decreased significantly after teletherapy (p < 0.001); all children with moderate stuttering (n = 12) were converted to slight severity. Three out of eight of those with severe stuttering (37.5%), had slight severity after the end of treatment. The children's attendance and attention during treatment sessions were excellent sessions. The scores on all components of the SB scales and the full-scale IQ were average scores in all children. The treatment outcome was not affected by the children's age, sex, or IQ. Conclusion: Teletherapy for 9 months is successful in reducing stuttering scores and severity in school-age children. The outcome of treatment was not affected by the child's age, sex, and IQ.

Executive functions (EF) affect child competencies across domains in early childhood. Thus, this study examined: 1) the EF differences between young children with global developmental delays (GDD) and those with typical development (TD); 2) the relationship between mastery motivation (MM) and EF; 3) the association between developmental abilities and EF in both groups. Participants included 26 mother-child dyads of preschoolers with GDD (age 24-55 months) and 26 sex- and mental-age-matched dyads of TD preschoolers (age 15-29 months). Child developmental abilities were assessed using the Comprehensive Developmental Inventory for Infants and Toddlers. Mothers rated child EF and MM using the Behavior Rating Inventory of Executive Function and the Revised Dimensions of Mastery Questionnaires. Independent-t test (p <.008, 2-tailed) and hierarchical regressions were used to examine association (p <.05, 2-tailed). GDD group showed higher EF difficulties compared to their TD counterparts (t = 4.05- 5.48, p <.001). Additionally, higher child MM, developmental ability, and mother's perceived child ability are significantly associated with overall EF. Therefore, early childhood practitioners should coach parents to observe their child's MM and to identify the child ability to enhance EF in young children. This study provides preliminary evidence linking MM, EF, and child abilities in early childhood.