Applied Neuropsychology: Child最新文献

Disruptive Mood Dysregulation Disorder (DMDD) is characterized by chronic irritability and severe outbursts of anger and is increasingly being linked to underlying neurobiological and immunological mechanisms. Chronic inflammation is hypothesized to play a role in cognitive dysfunction in mood disorders. This study aimed to compare adolescents diagnosed with DMDD with a healthy control group in terms of executive functions (EF) and novel serum inflammatory biomarkers. A total of 26 adolescents with DMDD and 26 age- and gender-matched healthy controls were included in the study. All participants completed the Affective Reactivity Index (ARI) and underwent structured diagnostic interviews (Kiddie-SADS). Executive functions were assessed using the Wisconsin Card Sorting Test (WCST) and the Stroop ColorWord Test (SCWT). Serum levels of inflammatory biomarkers were measured. In the DMDD group, there was a significant increase in systemic inflammatory biomarker levels compared to the control group. In addition, adolescents with DMDD showed poor performance in EF, particularly in measures reflecting cognitive flexibility and inhibition. Correlation analyses revealed that ARI scores were positively associated with both inflammatory markers and EF impairment. The results of this study may promote the hypothesis that inflammation plays an important role in the etiology of chronicirritability in adolescents. Additionally, this study suggests that adolescents diagnosed with DMDD face difficulties in EF. Youths with DMDD may benefit from specific therapeutic cognitive programs.

Clinical relevance: Virtual Reality (VR) gamification has the potential to improve the visual function of children with attention deficit hyperactivity disorder (ADHD).

Background: To assess the relationship between visual function and the impact of using VR gamification in training children with ADHD compared to controls.

Methods: Sixty participants aged between 6 and 13 years completed a series of visual function tests and the Convergence Insufficiency Symptom Survey (CISS). Seventeen participants with ADHD were introduced to VR gamification and pre-and post-training outcomes were compared.

Results: The ADHD group demonstrated significant reduced accommodative facility (p = 0.015) and obtained higher CISS scores (p < 0.001). After 12 weeks of VR gamification training, a significant improvement was observed in the near point of convergence (NPC) (p = 0.039), along with a greater proportion of orthophoria.

Conclusions: This is the first study to utilize VR gamification as a training method for children with ADHD. While improvements in NPC and orthophoria were observed, other aspects of visual function remained largely unchanged. Further research is warranted to explore the long-term effects of this novel intervention.

Objective: This study aimed to develop and evaluate the psychometric properties of the Azeri Non-word repetition test (ANWRT) for Azeri-Persian bilingual children aged 7-12 years in Iran.

Methods: In this cross-sectional study, 300 children (240 typically developing and 60 with developmental dyslexia (DD)) participated. The ANWRT consists of 20-words across four syllable lengths (1-4 syllables), constructed according to Azeri phonotactics. Face and content validity were confirmed by experts and child feedback. Construct validity was assessed by group comparison, criterion validity by correlation with forward digit span, and diagnostic accuracy using ROC analysis. Reliability was examined through test-retest and internal consistency.

Results: Children with DD scored significantly lower than typically developing peers (p < .001). Criterion validity was supported by a significant correlation with forward digit span in the DD group (r = 0.287, p = .028). The test showed strong diagnostic accuracy (AUC 0.621-0.850) with optimal cutoffs (11.5 for Grades 1-2; 14.5 for Grades 3-6). Reliability was excellent (test-retest ICC = 0.93; Kuder-Richardson = 0.857; McDonald's ω = 0.837).

Conclusion: The ANWRT is a reliable and valid tool for assessing phonological short-term memory in Azeri-speaking children and effectively discriminates developmental dyslexia, offering a culturally appropriate instrument for bilingual populations.

Objective: This study aimed to evaluate the effects of comorbid Major Depressive Disorder (MDD) on the neuropsychological functioning of children and adolescents with a primary Attention Deficit/Hyperactivity Disorder (ADHD) diagnosis.

Methods: This retrospective chart review assessed the records of 257 children and adolescents, comparing those with ADHD only (n = 218) and those with ADHD comorbid with MDD (n = 39). Neuropsychological functions were evaluated using WISC-R IQ scores, Reading Speed, and Trail Making Test (TMT) A and B forms.

Results: The ADHD+MDD group was significantly older than the ADHD group. When controlling for age, comorbid MDD significantly increased child-reported depression and anxiety symptoms, as well as clinician-rated severity. However, after age control, comorbid MDD did not have a significant effect on overall cognitive performance on WISC-R IQ indices, TMT-derived executive function metrics, or reading speed. Dimensional analyses showed that clinician-rated symptom severity (CGI-S) negatively correlated with reading speed and positively with TMT-B + TMT-A duration.

Conclusion: ADHD with MDD comorbidity is associated with increased subjective distress and family disruption but does not lead to objective neuropsychological impairment in broad cognitive domains. This finding may reflect the potential floor effects of core ADHD impairments. Treatment should focus on integrated multi-informant interventions to mitigate long-term academic and social costs.

Children with frontal lobe epilepsy (FLE) are at elevated risk for deficits in working memory (WM) and attention that contribute to academic and psychosocial difficulties. Computerized cognitive training (CCT) programs such as Cogmed show promise in pediatric populations, but their effects in FLE remain largely unexplored. This single-case experimental study evaluated the impact of CCT on WM and attention in three children (ages 9-11) with FLE. A non-concurrent multiple-baseline design across participants was used, with staggered intervention onset to control for practice and maturational effects. Each participant completed 15 Cogmed RM (RoboMemo) working memory training sessions over 5-9 weeks, lasting 30-45 minutes. Cognitive outcome measures included the Digit Span subtest (Forward and Backward) of the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV), the Continuous Performance Computer Test, and the Selective and Divided Attention Computer Test. Assessments occurred at baseline, during treatment, post-treatment, and at two- and six-month follow-ups. Results showed reliable improvements in WM, selective attention, and divided attention that were maintained at follow-up, whereas sustained attention showed modest change. Findings provide preliminary evidence that CCT is a feasible intervention for addressing cognitive vulnerabilities in children with FLE and improving WM and attentional control.

This study investigated the genetic and neurocognitive distinctions between the cases with Attention-Deficit/Hyperactivity Disorder (ADHD)-only, ADHD+ Oppositional Defiant Disorder (ODD), and typically developing controls (TDCs) by analyzing Synapsin (SYN) III gene polymorphisms and neurocognitive profiles. A total of 59 children with ADHD only, 42 children with ADHD+ODD, and 100 TDCs were evaluated through comprehensive genotyping of SYN III gene polymorphisms, a neurocognitive assessment using CNS Vital Signs test battery, an IQ evaluation, and a semi-structured psychiatric interview. Parents completed the Turgay ADHD Rating Scale IV. The presence of rs133946 C/G in the second haplotype was significantly less prevalent in ADHD+ODD cases (p < 0.001). The absence of C/G haplotype in SYN III rs133946 polymorphism was significantly associated with a heightened risk of ADHD+ODD (β = 2.49, OR = 12.14, p = 0.001) compared to ADHD-only. Neurocognitive analyses revealed that individuals having more rs133946 polymorphism C/G haplotype units exhibited higher Stroop Test-Simple Reaction Time scores (β = 49.50, p = 0.044), despite shared executive function and memory impairments across ADHD groups. However, there were no statistically significant direct differences between ADHD-only and ADHD+ODD groups across all neurocognitive test scores, although both clinical groups differed from TDCs in distinct ways across several tests. The findings suggest that the absence of C/G haplotype in the SYN III rs133946 polymorphism may serve as a genetic marker for ODD comorbidity in ADHD. Although the counter-intuitive association between the absence of C/G haplotype, faster reaction times, and ODD comorbidity may seem beneficial on the surface, it may be one of the potential underlying mechanisms of increased impulsivity or reduced inhibitory control in children with ADHD+ODD.

Nonverbal learning disability is considered a specific indicator of learning and reasoning. The current research aimed to develop and validate a total scale for assessing nonverbal learning disabilities in elementary school students. Using a sequential exploratory mixed-methods design, a total of 147 students with nonverbal learning disabilities and 198 typically developing students from grades one to six were selected, encompassing both genders. The average age of the patients was 9 years and 6 months. The designed test was a performance-based neuropsychological test battery consisting of 12 subscales extracted on the basis of theoretical foundations and existing research background in the field of nonverbal learning disabilities. Research findings indicated that the scale demonstrated adequate reliability, with a Cronbach's alpha value of 0.92 achieved for the total scale. Additionally, the fit indices and confirmatory factor analysis results demonstrated that the scale possessed appropriate structural validity. The discrimination validity results suggested that the total test score effectively differentiated students with nonverbal learning disabilities from typically developing students. On the basis of a norm-referenced percentile analysis of the sample, grade-specific clinical cutoff scores and performance categories were established, demonstrating the tool's diagnostic utility. On the basis of the research findings, it can be concluded that the developed scale exhibits sufficient validity and reliability, serving as a valid tool for diagnosing nonverbal learning disabilities.

The present study aimed to investigate the effectiveness of executive function intervention based on motor activity on working memory and sustained attention of Saudi school aged- children with ADHD. It was hypothesized that the delivered executive function intervention based on motor activity would have a pre-to-post intervention effect on working memory and sustained attention. The current study employed a randomized controlled design to systematically assess the effects of executive function intervention based on motor activity on working memory and sustained attention of Saudi school aged- children with ADHD. In this study, executive function intervention based on motor activity training was considered as the independent variable and working memory and sustained attention were considered as the dependent variables. A total of 58 participants aged 7-10 years (mean= 9.3 and SD = 1.2) were included in the analyses. Children were from five schools in urban and suburban areas of Mecca. parents of children have junior high school education or above and have normal communication and cognitive abilities. Linear regression models were used to assess within-person differences within conditions for each outcome. Post-test scores were considered as dependent variables explained by condition and pretest scores as the independent variables. The results of the present study indicated significant improvements in working memory and sustained attention in children with attention deficit/hyperactivity disorder following 4 weeks of executive function training.

Sensory processing plays a critical role in children's ability to engage in social interactions and participate in daily activities. This study examines the associations between sensory processing skills, social skills, and participation in kindergarten children. A total of 88 children aged 4-7 years were included. The Sensory Processing Measure (SPM), Social Skills Scale (SSS), and Child and Adolescent Participation Scale (CASP) were completed by parents. The SPM total score was significantly negatively correlated with social cooperation (r = -.45, p < .001), self-regulation (r = -.51, p < .001), and assertion (r = -.42, p < .001). Similarly, significant negative correlations were observed between SPM and CASP in home (r = -.55, p < .001), community (r = -.43, p < .001), and school (r = -.44, p < .001) settings, as well as with home and community living activities (r = -.34, p = .001). Regression analysis showed that both sensory processing (β = -.37, p < .001) and social skills (β = .39, p < .001) were statistically significant predictors of participation, explaining 43.4% of the variance (R² = 0.434, F = 30.318, p < .001). These findings highlight the importance of early identification and intervention for addressing sensory processing issues, thereby enhancing participation and social development in early childhood.

Intelligence tests predict academic achievement in typically developed children, however if this is the case also in children with attention-deficit/hyperactivity disorder (ADHD) and/or autism spectrum disorder (ASD) is not clear. This systematic review and meta-analysis examined if Wechsler intelligence scales predict academic achievement and/or grades in children, ages 6-16 years, with ADHD and/or ASD. We searched the databases PubMed, PsycINFO and Education Research Complete for studies published between 2000 and 2023. We used the Newcastle-Ottawa Scale to assess risk of bias. Narrative synthesis and meta-analysis were performed. Twelve studies (ADHD n = 1,834, ASD n = 176) were included in the review, and six samples (ADHD n = 1,112) of those were included in the meta-analyses. The results of the meta-analyses showed moderate overall weighted correlations between IQ and word reading, written language, and mathematics respectively. Similarly, the overall weighted correlations between processing speed and the aforementioned domains of academic achievement were moderate. Meta-analysis with additional Wechsler scales composite scores could not be conducted. In the narrative synthesis, Full Scale IQ was associated with academic achievement in both ADHD and ASD, and grades in ADHD. The limited number of ASD participants and the heterogeneity of the samples need to be considered when interpreting results. Generally, the results indicate that Wechsler scales are valuable in predicting academic achievement in children with ADHD or ASD. Motivation and other factors related with academic achievement need to be further explored in these groups.