Pub Date : 2024-10-01Epub Date: 2023-04-28DOI: 10.1080/21622965.2023.2206030
Ashley Fournier-Goodnight, Haley Bednarz Holm
Early neurobehavioral outcomes among infants with abusive head trauma (AHT) have not been well characterized. Though there are standardized measures for assessing infants, the ability of these measures to detect deficits may be limited. The Neonatal Intensive Care Unit (NICU) Network Neurobehavioral Scale, Second Edition (NNNS-II) has been correlated with neurobehavioral outcomes as early as birth but has not been used with this clinical group. There is no strong evidence of the concurrent validity of this measure. The primary goal was to examine the concurrent validity of the NNNS-II in patients with suspected AHT by comparing it to the Mullen Scales of Early Learning, American Guidance Service (AGS) Edition (Mullen). A secondary goal was to characterize early neurobehavioral outcomes among infants with suspected AHT across two measures. This retrospective study included 11 infants who sustained a traumatic brain injury (TBI) around 40 days of age. The sample's performance was variable and ranged from average to below average across measures. Participants experienced the most difficulty with visuospatial processing, attentional abilities, physiologic regulation, and asymmetric reflexes, and data suggested the NNNS-II may be more sensitive to deficits. There was evidence of concurrent validity of the NNNS-II based on strong to moderate correlations with the Mullen. Use of the NNNS-II shortly after the injury is more likely to showcase deficits, which may increase the likelihood that patients receive early intervention. Establishing concurrent validity of the NNNS-II further contributes to the evidence base regarding its criterion related validity, which may promote its more regular use.
{"title":"Early neurobehavioral outcomes in infants with suspected abusive head trauma: Performance across and relationship between measures.","authors":"Ashley Fournier-Goodnight, Haley Bednarz Holm","doi":"10.1080/21622965.2023.2206030","DOIUrl":"10.1080/21622965.2023.2206030","url":null,"abstract":"<p><p>Early neurobehavioral outcomes among infants with abusive head trauma (AHT) have not been well characterized. Though there are standardized measures for assessing infants, the ability of these measures to detect deficits may be limited. The Neonatal Intensive Care Unit (NICU) Network Neurobehavioral Scale, Second Edition (NNNS-II) has been correlated with neurobehavioral outcomes as early as birth but has not been used with this clinical group. There is no strong evidence of the concurrent validity of this measure. The primary goal was to examine the concurrent validity of the NNNS-II in patients with suspected AHT by comparing it to the Mullen Scales of Early Learning, American Guidance Service (AGS) Edition (Mullen). A secondary goal was to characterize early neurobehavioral outcomes among infants with suspected AHT across two measures. This retrospective study included 11 infants who sustained a traumatic brain injury (TBI) around 40 days of age. The sample's performance was variable and ranged from average to below average across measures. Participants experienced the most difficulty with visuospatial processing, attentional abilities, physiologic regulation, and asymmetric reflexes, and data suggested the NNNS-II may be more sensitive to deficits. There was evidence of concurrent validity of the NNNS-II based on strong to moderate correlations with the Mullen. Use of the NNNS-II shortly after the injury is more likely to showcase deficits, which may increase the likelihood that patients receive early intervention. Establishing concurrent validity of the NNNS-II further contributes to the evidence base regarding its criterion related validity, which may promote its more regular use.</p>","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"385-393"},"PeriodicalIF":1.4,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9417485","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-01Epub Date: 2023-05-12DOI: 10.1080/21622965.2023.2211702
Qin Zhao, Yan Luo, Xinjie Mei, Zhi Shao
Defective cognition development during preschool years is believed to be linked with core symptoms of autism spectrum disorder (ASD). Neurophysiological research on mechanisms underly the cognitive disabilities of preschool-aged children with ASD is scarce currently. This pilot study aimed to compare the resting spectral EEG power of preschool-aged boys with ASD with their matched typically developing peers. Children in the ASD group demonstrated reduced central and posterior absolute delta (1-4 Hz) and enhanced frontal absolute beta (12-30 Hz) and gamma (30-45 Hz). The relative power of the ASD group was elevated in delta, theta (4-8 Hz), alpha (8-12 Hz), beta, and gamma bands as compared to the controls. The theta/beta ratio decreased in the frontal regions and enhanced at Cz and Pz electrodes in the ASD group. Correlations between the inhibition and metacognition indices of the behavior rating inventory of executive function-preschool version (BRIEF-P) and the theta/beta ratio for children of both groups were significant. In conclusion, the present study revealed atypical resting spectral characteristics of boys with ASD at preschool ages. Future large-sampled studies for the generalization of our findings and a better understanding of the relationships between brain oscillations and phenotypes of ASD are warranted.
{"title":"Resting-state EEG patterns of preschool-aged boys with autism spectrum disorder: A pilot study.","authors":"Qin Zhao, Yan Luo, Xinjie Mei, Zhi Shao","doi":"10.1080/21622965.2023.2211702","DOIUrl":"10.1080/21622965.2023.2211702","url":null,"abstract":"<p><p>Defective cognition development during preschool years is believed to be linked with core symptoms of autism spectrum disorder (ASD). Neurophysiological research on mechanisms underly the cognitive disabilities of preschool-aged children with ASD is scarce currently. This pilot study aimed to compare the resting spectral EEG power of preschool-aged boys with ASD with their matched typically developing peers. Children in the ASD group demonstrated reduced central and posterior absolute delta (1-4 Hz) and enhanced frontal absolute beta (12-30 Hz) and gamma (30-45 Hz). The relative power of the ASD group was elevated in delta, theta (4-8 Hz), alpha (8-12 Hz), beta, and gamma bands as compared to the controls. The theta/beta ratio decreased in the frontal regions and enhanced at Cz and Pz electrodes in the ASD group. Correlations between the inhibition and metacognition indices of the behavior rating inventory of executive function-preschool version (BRIEF-P) and the theta/beta ratio for children of both groups were significant. In conclusion, the present study revealed atypical resting spectral characteristics of boys with ASD at preschool ages. Future large-sampled studies for the generalization of our findings and a better understanding of the relationships between brain oscillations and phenotypes of ASD are warranted.</p>","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"413-420"},"PeriodicalIF":1.4,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9451211","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by repeated patterns of hyperactivity, impulsivity, and inattention that limit daily functioning and development. Electroencephalography (EEG) anomalies correspond to changes in brain connection and activity. The authors propose utilizing empirical mode decomposition (EMD) and discrete wavelet transform (DWT) for feature extraction and machine learning (ML) algorithms to categorize ADHD and control subjects. For this study, the authors considered freely accessible ADHD data obtained from the IEEE data site. Studies have demonstrated a range of EEG anomalies in ADHD patients, such as variations in power spectra, coherence patterns, and event-related potentials (ERPs). Some of the studies claimed that the brain's prefrontal cortex and frontal regions collaborate in intricate networks, and disorders in either of them exacerbate the symptoms of ADHD. , Based on the research that claimed the brain's prefrontal cortex and frontal regions collaborate in intricate networks, and disorders in either of them exacerbate the symptoms of ADHD, the proposed study examines the optimal position of EEG electrode for identifying ADHD and in addition to monitoring accuracy on frontal/ prefrontal and other regions of brain our study also investigates the position groupings that have the highest effect on accurateness in identification of ADHD. The results demonstrate that the dataset classified with AdaBoost provided values for accuracy, precision, specificity, sensitivity, and F1-score as 1.00, 0.70, 0.70, 0.75, and 0.71, respectively, whereas using random forest (RF) it is 0.98, 0.64, 0.60, 0.81, and 0.71, respectively, in detecting ADHD. After detailed analysis, it is observed that the most accurate results included all electrodes. The authors believe the processes can detect various neurodevelopmental problems in children utilizing EEG signals.
注意缺陷多动障碍(ADHD)是一种神经发育障碍,其特征是反复出现多动、冲动和注意力不集中,从而限制了日常功能和发育。脑电图(EEG)异常与大脑连接和活动的变化相对应。作者建议利用经验模式分解(EMD)和离散小波变换(DWT)进行特征提取,并利用机器学习(ML)算法对多动症和对照组受试者进行分类。在这项研究中,作者考虑了从 IEEE 数据网站免费获取的 ADHD 数据。研究表明,ADHD 患者存在一系列脑电图异常现象,如功率谱、相干模式和事件相关电位(ERPs)的变化。其中一些研究声称,大脑前额叶皮层和额叶区域在错综复杂的网络中相互协作,其中任何一个区域的失调都会加重多动症的症状。除了监测大脑额叶/前额叶和其他区域的准确性外,我们的研究还调查了对多动症识别准确性影响最大的位置分组。结果表明,使用 AdaBoost 分类的数据集在检测多动症方面的准确度、精确度、特异性、灵敏度和 F1 分数分别为 1.00、0.70、0.70、0.75 和 0.71,而使用随机森林(RF)分类的数据集在检测多动症方面的准确度、精确度、特异性、灵敏度和 F1 分数分别为 0.98、0.64、0.60、0.81 和 0.71。经过详细分析发现,最准确的结果包括所有电极。作者认为,该过程可以利用脑电信号检测儿童的各种神经发育问题。
{"title":"Comparative analysis of electroencephalogram (EEG) data gathered from the frontal region with other brain regions affected by attention deficit hyperactivity disorder (ADHD) through multiresolution analysis and machine learning techniques.","authors":"Manjusha Deshmukh, Mahi Khemchandani, Paramjit Mahesh Thakur","doi":"10.1080/21622965.2024.2405719","DOIUrl":"https://doi.org/10.1080/21622965.2024.2405719","url":null,"abstract":"<p><p>Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by repeated patterns of hyperactivity, impulsivity, and inattention that limit daily functioning and development. Electroencephalography (EEG) anomalies correspond to changes in brain connection and activity. The authors propose utilizing empirical mode decomposition (EMD) and discrete wavelet transform (DWT) for feature extraction and machine learning (ML) algorithms to categorize ADHD and control subjects. For this study, the authors considered freely accessible ADHD data obtained from the IEEE data site. Studies have demonstrated a range of EEG anomalies in ADHD patients, such as variations in power spectra, coherence patterns, and event-related potentials (ERPs). Some of the studies claimed that the brain's prefrontal cortex and frontal regions collaborate in intricate networks, and disorders in either of them exacerbate the symptoms of ADHD. , Based on the research that claimed the brain's prefrontal cortex and frontal regions collaborate in intricate networks, and disorders in either of them exacerbate the symptoms of ADHD, the proposed study examines the optimal position of EEG electrode for identifying ADHD and in addition to monitoring accuracy on frontal/ prefrontal and other regions of brain our study also investigates the position groupings that have the highest effect on accurateness in identification of ADHD. The results demonstrate that the dataset classified with AdaBoost provided values for accuracy, precision, specificity, sensitivity, and F1-score as 1.00, 0.70, 0.70, 0.75, and 0.71, respectively, whereas using random forest (RF) it is 0.98, 0.64, 0.60, 0.81, and 0.71, respectively, in detecting ADHD. After detailed analysis, it is observed that the most accurate results included all electrodes. The authors believe the processes can detect various neurodevelopmental problems in children utilizing EEG signals.</p>","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-15"},"PeriodicalIF":1.4,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142339806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: Besides motor coordination problems, attentional impairments are reported in children with developmental coordination disorder (DCD), but the connection or trainability is still unclear.
Aim: To test changes on attentional abilities after playing active video games (AVG) in children with DCD and their peers (TD), to evaluate near transfer and the relationship between omissions in attentional and motor tests.
Methods: Seventy children (35 DCD; 35 TD), 7-12 years old, were assessed on three types of attention: distractibility (DIS); divided-attention (DA); sustained-attention (SA) and on the Wii Fit test pre- and post-training.
Results: A significant decrease of errors in attentional tasks was found after training, independent of group (TD/DCD) and console (Wii Fit/Xbox) with medium-strong effect sizes (DIS η2p =.42; DA η2p =.51; SA η2p =.41). The groups responded similarly to the training but the DCD children scored poorer on the DA. A positive transfer-effect to the non-trained Wii Fit test was found in accuracy (missed gates), while speed proved console-specific. A medium/strong relation was found between omissions in attentional tasks and the missed gates (Wii Fit test).
Conclusion: More accurate responses on attentional tasks were found after AVG-training in both groups. A clear relationship between attentional abilities and motor performance was found.
背景:目的:测试发育协调障碍(DCD)儿童及其同龄人(TD)玩主动电子游戏(AVG)后注意力能力的变化,评估注意力和运动测试中的近转移和遗漏之间的关系:对 70 名 7-12 岁的儿童(35 名 DCD 儿童;35 名 TD 儿童)进行了三种类型的注意力评估:分心(DIS)、分散注意力(DA)、持续注意力(SA),并在训练前和训练后进行了 Wii Fit 测试:结果:训练后,注意力任务中的错误明显减少,不受组别(TD/DCD)和游戏机(Wii Fit/Xbox)的影响,效果中等(DIS η2p =.42;DA η2p =.51;SA η2p =.41)。两组儿童对训练的反应相似,但 DCD 儿童的 DA 分数较低。在准确性(漏门)方面,未接受过训练的 Wii Fit 测试出现了正迁移效应,而速度则证明是游戏机特有的。注意任务中的遗漏与漏门(Wii Fit 测试)之间存在中/强关系:结论:经过 AVG 训练后,两组人在注意力任务中都能做出更准确的反应。注意能力与运动表现之间存在明确的关系。
{"title":"Improved attentional abilities after playing five weeks of active video games in children with and without developmental coordination disorder.","authors":"Dorothee Jelsma, Tatiane Targino Gomes Draghi, Jorge Cavalcante Neto, Bouwien Smits-Engelsman","doi":"10.1080/21622965.2023.2190024","DOIUrl":"10.1080/21622965.2023.2190024","url":null,"abstract":"<p><strong>Background: </strong>Besides motor coordination problems, attentional impairments are reported in children with developmental coordination disorder (DCD), but the connection or trainability is still unclear.</p><p><strong>Aim: </strong>To test changes on attentional abilities after playing active video games (AVG) in children with DCD and their peers (TD), to evaluate near transfer and the relationship between omissions in attentional and motor tests.</p><p><strong>Methods: </strong>Seventy children (35 DCD; 35 TD), 7-12 years old, were assessed on three types of attention: distractibility (DIS); divided-attention (DA); sustained-attention (SA) and on the Wii Fit test pre- and post-training.</p><p><strong>Results: </strong>A significant decrease of errors in attentional tasks was found after training, independent of group (TD/DCD) and console (Wii Fit/Xbox) with medium-strong effect sizes (DIS <i>η<sup>2</sup><sub>p</sub></i> =.42; DA <i>η<sup>2</sup><sub>p</sub></i> =.51; SA <i>η<sup>2</sup><sub>p</sub></i> =.41). The groups responded similarly to the training but the DCD children scored poorer on the DA. A positive transfer-effect to the non-trained Wii Fit test was found in accuracy (missed gates), while speed proved console-specific. A medium/strong relation was found between omissions in attentional tasks and the missed gates (Wii Fit test).</p><p><strong>Conclusion: </strong>More accurate responses on attentional tasks were found after AVG-training in both groups. A clear relationship between attentional abilities and motor performance was found.</p>","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"350-358"},"PeriodicalIF":1.4,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9500468","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-01Epub Date: 2023-02-20DOI: 10.1080/21622965.2023.2177855
Raisy B W Timmerman, Christine Resch, Petra M Hurks, Renske Wassenberg, Jos G M Hendriksen
This study investigates the validity of Children's Time Awareness Questionnaire (CTAQ), a 20-item task for assessing children's time awareness. The CTAQ was administered to a group of typically developing children (n = 107) and children with any developmental problems reported by parents (non-typically developing children, n = 28), aged 4-8 years old. We found some support for a one-factor structure (EFA), yet the explained variance is relatively low (21%). Our proposed structure of two additional subscales, i.e., "time words" and "time estimation," was not supported by (confirmatory and exploratory) factor analyses. In contrast, exploratory factor analyses (EFA) indicated a six-factor structure, which needs further investigation. We found low, yet non-significant correlations between CTAQ scales and caregiver reports on children's time awareness, planning and impulsivity, and no significant correlations between CTAQ scales and scores on cognitive performance tasks. As expected, we found that older children have higher CTAQ scores than younger children. Non typically developing children had lower scores on CTAQ scales, compared to typically developing children. The CTAQ has sufficient internal consistency. The CTAQ has potential to measure time awareness, future research is indicated to further develop the CTAQ and enhance clinical applicability.
{"title":"Psychometric properties of the Children's Time Awareness Questionnaire (CTAQ): A study on the validity of a Dutch 20-item questionnaire measuring time awareness in children.","authors":"Raisy B W Timmerman, Christine Resch, Petra M Hurks, Renske Wassenberg, Jos G M Hendriksen","doi":"10.1080/21622965.2023.2177855","DOIUrl":"10.1080/21622965.2023.2177855","url":null,"abstract":"<p><p>This study investigates the validity of Children's Time Awareness Questionnaire (CTAQ), a 20-item task for assessing children's time awareness. The CTAQ was administered to a group of typically developing children (<i>n</i> = 107) and children with any developmental problems reported by parents (non-typically developing children, <i>n</i> = 28), aged 4-8 years old. We found some support for a one-factor structure (EFA), yet the explained variance is relatively low (21%). Our proposed structure of two additional subscales, i.e., \"time words\" and \"time estimation,\" was not supported by (confirmatory and exploratory) factor analyses. In contrast, exploratory factor analyses (EFA) indicated a six-factor structure, which needs further investigation. We found low, yet non-significant correlations between CTAQ scales and caregiver reports on children's time awareness, planning and impulsivity, and no significant correlations between CTAQ scales and scores on cognitive performance tasks. As expected, we found that older children have higher CTAQ scores than younger children. Non typically developing children had lower scores on CTAQ scales, compared to typically developing children. The CTAQ has sufficient internal consistency. The CTAQ has potential to measure time awareness, future research is indicated to further develop the CTAQ and enhance clinical applicability.</p>","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"316-324"},"PeriodicalIF":1.4,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10740769","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-01Epub Date: 2023-02-25DOI: 10.1080/21622965.2023.2183476
Julieta Moreno-Villagómez, Guillermina Yáñez-Téllez, Belén Prieto-Corona, Ana Natalia Seubert-Ravelo, Antonio García, Elizabeth Hernández-Echeagaray
This study aimed to determine the cognitive profile of preschool children undergoing surgery to correct non-syndromic craniosynostosis, compare them with typically developing children, and analyze possible cognitive deficits in the most prevalent subtypes: sagittal and unicoronal. Thirty-one children aged 3 years to 5 years and 11 months with non-syndromic craniosynostosis (11 sagittal, 9 unicoronal, 4 metopic, 3 lambdoid, 4 multisutural) who underwent surgery were compared with thirty-one typically developing children. The Wechsler Preschool and Primary Scale of Intelligence-Third Edition (WPPSI-III) was used to assess cognitive function. Children with non-syndromic craniosynostosis scored below the typically developing children in the Verbal Intelligence Quotient (VIQ) and Full-Scale Intelligence Quotient (FISQ). When specific subtypes were compared, children with sagittal synostosis scored similarly to the typically developing children; in contrast, children with unicoronal synostosis had lower performance in the Processing Speed Quotient and FISQ. The proportion of participants scoring below one standard deviation on the VIQ, General Language Composite, and FISQ was greater in the non-syndromic craniosynostosis group. This study supports the finding that children with non-syndromic craniosynostosis, particularly those with unicoronal synostosis, have more cognitive difficulties than those with normal development. Assessing cognition at preschool age in children with non-syndromic craniosynostosis is important in order to detect difficulties before they become more apparent at school age.
{"title":"Cognitive performance in preschoolers with non-syndromic craniosynostosis undergoing surgery: A comparison with typically developing children.","authors":"Julieta Moreno-Villagómez, Guillermina Yáñez-Téllez, Belén Prieto-Corona, Ana Natalia Seubert-Ravelo, Antonio García, Elizabeth Hernández-Echeagaray","doi":"10.1080/21622965.2023.2183476","DOIUrl":"10.1080/21622965.2023.2183476","url":null,"abstract":"<p><p>This study aimed to determine the cognitive profile of preschool children undergoing surgery to correct non-syndromic craniosynostosis, compare them with typically developing children, and analyze possible cognitive deficits in the most prevalent subtypes: sagittal and unicoronal. Thirty-one children aged 3 years to 5 years and 11 months with non-syndromic craniosynostosis (11 sagittal, 9 unicoronal, 4 metopic, 3 lambdoid, 4 multisutural) who underwent surgery were compared with thirty-one typically developing children. The Wechsler Preschool and Primary Scale of Intelligence-Third Edition (WPPSI-III) was used to assess cognitive function. Children with non-syndromic craniosynostosis scored below the typically developing children in the Verbal Intelligence Quotient (VIQ) and Full-Scale Intelligence Quotient (FISQ). When specific subtypes were compared, children with sagittal synostosis scored similarly to the typically developing children; in contrast, children with unicoronal synostosis had lower performance in the Processing Speed Quotient and FISQ. The proportion of participants scoring below one standard deviation on the VIQ, General Language Composite, and FISQ was greater in the non-syndromic craniosynostosis group. This study supports the finding that children with non-syndromic craniosynostosis, particularly those with unicoronal synostosis, have more cognitive difficulties than those with normal development. Assessing cognition at preschool age in children with non-syndromic craniosynostosis is important in order to detect difficulties before they become more apparent at school age.</p>","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"343-349"},"PeriodicalIF":1.4,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10830311","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-01Epub Date: 2023-01-12DOI: 10.1080/21622965.2022.2161904
Loul Saleh Al Rasheed, Ali Abdelnabbi Mohamed Hanafy
Purpose: The aim of this study was to investigate the effects of brain-based instruction on executive function and habits of mind among young children at-risk for learning disabilities.
Method: This study employed a quantitative approach using a quasi-experimental, pretest, post-test, and follow-up design. Analysis of covariance (ANCOVA), repeated-measures, pre-, post-, and follow-up testing design was used. Total number of participants were 40 children: treatment group (n = 20, 8 males, 12 females) and control group (n = 20, 9 males, 11 females). Accordingly, 40 students were chosen from four kindergartens in Qassim, Saudi Arabia. The sampling methodology employed used convenience sampling.
Results: The results found that using brain-based instruction to improve functions and habits of mind indicate the effectiveness of this method for children at-risk with learning disabilities.
Conclusions: Using multisensory instructional techniques to actively engage students presents a channel for magnifying student learning experiences. Brain-based learning is a constructivism teaching method where in the brain constructing learning process finds and structures knowledge by means of association with previous experiences and knowledge.
{"title":"Effects of brain-based instruction on executive function and habits of mind among young children at-risk for learning disabilities.","authors":"Loul Saleh Al Rasheed, Ali Abdelnabbi Mohamed Hanafy","doi":"10.1080/21622965.2022.2161904","DOIUrl":"10.1080/21622965.2022.2161904","url":null,"abstract":"<p><strong>Purpose: </strong>The aim of this study was to investigate the effects of brain-based instruction on executive function and habits of mind among young children at-risk for learning disabilities.</p><p><strong>Method: </strong>This study employed a quantitative approach using a quasi-experimental, pretest, post-test, and follow-up design. Analysis of covariance (ANCOVA), repeated-measures, pre-, post-, and follow-up testing design was used. Total number of participants were 40 children: treatment group (<i>n</i> = 20, 8 males, 12 females) and control group (<i>n</i> = 20, 9 males, 11 females). Accordingly, 40 students were chosen from four kindergartens in Qassim, Saudi Arabia. The sampling methodology employed used convenience sampling.</p><p><strong>Results: </strong>The results found that using brain-based instruction to improve functions and habits of mind indicate the effectiveness of this method for children at-risk with learning disabilities.</p><p><strong>Conclusions: </strong>Using multisensory instructional techniques to actively engage students presents a channel for magnifying student learning experiences. Brain-based learning is a constructivism teaching method where in the brain constructing learning process finds and structures knowledge by means of association with previous experiences and knowledge.</p>","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"292-299"},"PeriodicalIF":1.4,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9088755","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-01Epub Date: 2023-04-27DOI: 10.1080/21622965.2023.2203321
Nawal Ahmed Aboalola
The aim was to investigate the effectiveness of a mindfulness-based intervention on improving executive functions and reducing the symptoms of attention deficit hyperactivity disorder in young children. This study employed a quantitative approach using a quasi-experimental, pretest and post-test and follow up design. 56 children between 5 and 7 years of age(M = 6.9, SD= 1.7) with ADHD or with symptoms of inattention and hyperactivity are being recruited to participate in the mindfulness-based intervention. To determine whether there are any significant differences between the two independent (unrelated) groups on executive functions and symptoms of attention deficit hyperactivity disorder, pre-post-follow up test and multiple comparisons are used. Pretest assessments were conducted for both the control and training groups. Following the pretest, a four-weeks of training commenced for the intervention group only. T-test results for the differences in post- test mean scores between the two groups in EF and in ADHD symptoms showed that the training group outperformed the control group. There were statistical differences in EF and in ADHD symptoms between pre and post measures in favor of post test, and between pre and follow up measures in favor of follow up test, but no statistical differences between post and follow up test. This study demonstrates that it is possible to enhance EF skills using mindfulness-based intervention in which young with ADHD are engaged in a series of group play based activities.
本研究旨在探讨正念干预对改善幼儿执行功能和减轻注意力缺陷多动障碍症状的效果。本研究采用了准实验、前测、后测和随访的定量方法。研究招募了56名5至7岁患有多动症或有注意力不集中和多动症状的儿童(中=6.9,小=1.7)参加正念干预。为了确定两个独立(无关联)小组之间在执行功能和注意力缺陷多动障碍症状方面是否存在显著差异,我们采用了前后跟进测试和多重比较的方法。对照组和训练组都进行了预测试评估。预试结束后,仅对干预组进行为期四周的训练。对两组在 EF 和 ADHD 症状方面的测试后平均得分差异进行 T 检验的结果显示,培训组的成绩优于对照组。在 EF 和 ADHD 症状方面,前测和后测之间存在统计学差异,后测更胜一筹;前测和随访之间存在统计学差异,随访更胜一筹,但后测和随访之间没有统计学差异。这项研究表明,通过正念干预,让患有多动症的青少年参与一系列以集体游戏为基础的活动,是有可能提高他们的EF技能的。
{"title":"The effectiveness of a mindfulness-based intervention on improving executive functions and reducing the symptoms of attention deficit hyperactivity disorder in young children.","authors":"Nawal Ahmed Aboalola","doi":"10.1080/21622965.2023.2203321","DOIUrl":"10.1080/21622965.2023.2203321","url":null,"abstract":"<p><p>The aim was to investigate the effectiveness of a mindfulness-based intervention on improving executive functions and reducing the symptoms of attention deficit hyperactivity disorder in young children. This study employed a quantitative approach using a quasi-experimental, pretest and post-test and follow up design. 56 children between 5 and 7 years of age(M = 6.9, SD= 1.7) with ADHD or with symptoms of inattention and hyperactivity are being recruited to participate in the mindfulness-based intervention. To determine whether there are any significant differences between the two independent (unrelated) groups on executive functions and symptoms of attention deficit hyperactivity disorder, pre-post-follow up test and multiple comparisons are used. Pretest assessments were conducted for both the control and training groups. Following the pretest, a four-weeks of training commenced for the intervention group only. T-test results for the differences in post- test mean scores between the two groups in EF and in ADHD symptoms showed that the training group outperformed the control group. There were statistical differences in EF and in ADHD symptoms between pre and post measures in favor of post test, and between pre and follow up measures in favor of follow up test, but no statistical differences between post and follow up test. This study demonstrates that it is possible to enhance EF skills using mindfulness-based intervention in which young with ADHD are engaged in a series of group play based activities.</p>","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"366-374"},"PeriodicalIF":1.4,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9414280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-28DOI: 10.1080/21622965.2024.2408420
Adel F Aljadaan
The aim was to explore and analyze of oral sensory-motor function characteristics and influencing factors in children with functional dysarthria and their typically developing peers. Sixty children with functional dysarthria (the age range was 4.0 to 5.9 years old, with an average age of (4.29 ± 0.92) years, and 60 children with normal physical examination (the age range was 4.0 to 5.6 years old, with an average age of (4.11 ± 0.88) years were recruited. The Oral Motor Assessment Scale was used to collect data. The results of this study show that the total oral sensory-motor function scores of normal children gradually increase with age. Oral sensory scores for each age group are all 1.00, with no age or gender differences, indicating that normal children's oral sensory functions have matured when they are four years old. Results indicate that there is a certain relationship between allergies and functional dysarthria. As shown, it can be concluded that allergy in children is an influencing factor in the onset of functional dysarthria.
{"title":"Analysis of oral sensory-motor function characteristics and influencing factors in children with functional dysarthria and their typically developing peers.","authors":"Adel F Aljadaan","doi":"10.1080/21622965.2024.2408420","DOIUrl":"https://doi.org/10.1080/21622965.2024.2408420","url":null,"abstract":"<p><p>The aim was to explore and analyze of oral sensory-motor function characteristics and influencing factors in children with functional dysarthria and their typically developing peers. Sixty children with functional dysarthria (the age range was 4.0 to 5.9 years old, with an average age of (4.29 ± 0.92) years, and 60 children with normal physical examination (the age range was 4.0 to 5.6 years old, with an average age of (4.11 ± 0.88) years were recruited. The Oral Motor Assessment Scale was used to collect data. The results of this study show that the total oral sensory-motor function scores of normal children gradually increase with age. Oral sensory scores for each age group are all 1.00, with no age or gender differences, indicating that normal children's oral sensory functions have matured when they are four years old. Results indicate that there is a certain relationship between allergies and functional dysarthria. As shown, it can be concluded that allergy in children is an influencing factor in the onset of functional dysarthria.</p>","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-7"},"PeriodicalIF":1.4,"publicationDate":"2024-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142339805","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study analyses Executive Functions (EF) and Creativity among neurodivergent students -including students with Attention Deficit Hyperactivity Disorder (ADHD), Dyslexia, Intellectual Disability (ID), Giftedness-, and a group with Neurotypical development. A sample of 181 secondary school students participated in the study. Creativity was assessed by using the PIC-J test, focusing on verbal and figural components of divergent thinking, while EF were evaluated through Nesplora Ice-Cream, a virtual reality tool assessing flexibility, working memory, and inhibition. Results showed statistically significant differences in Verbal Creativity, especially in Originality: students with ADHD outperformed their Neurotypical peers, while those with ID showed the lowest scores. Although no statistically significant differences emerged in Figural Creativity, students with ADHD showed the lowest scores in Elaboration or Figural details, whereas those with Dyslexia exhibited high levels of Figural Originality, similar to their Neurotypical peers. Concerning EF, students with ID had the highest scores in Interference and Perseveration, indicating poorer Flexibility. In contrast, Gifted students performed better than the other groups in Working Memory, while students with ADHD did not exhibit special difficulties in EF. These findings emphasize the importance of personalized interventions for Neurodivergent students, that recognize and capitalize on their unique strengths while addressing specific challenges.
本研究分析了神经发育异常学生(包括注意力缺陷多动障碍(ADHD)、阅读障碍、智力障碍(ID)和资优学生)的执行功能(EF)和创造力,以及神经发育异常学生群体的执行功能和创造力。181 名中学生参与了这项研究。创造力通过 PIC-J 测试进行评估,重点是发散思维中的言语和形象思维部分,而 EF 则通过 Nesplora Ice-Cream 进行评估,这是一种虚拟现实工具,用于评估灵活性、工作记忆和抑制能力。结果表明,在口头创造力,尤其是独创性方面存在明显的统计学差异:多动症学生的表现优于神经典型学生,而智障学生的得分最低。虽然在形象创造力方面没有出现统计学意义上的显著差异,但多动症学生在阐释或形象细节方面得分最低,而阅读障碍学生在形象独创性方面表现出较高水平,与神经典型学生相似。在EF方面,智障学生在干扰和毅力方面得分最高,这表明他们的灵活性较差。相比之下,资优学生在工作记忆方面的表现优于其他组别,而多动症学生在情商方面并没有表现出特别的困难。这些研究结果强调了对神经发育迟缓学生进行个性化干预的重要性,既要承认和利用他们的独特优势,又要解决他们面临的具体挑战。
{"title":"Neurodivergent students. A continuum of skills with an emphasis on creativity and executive functions.","authors":"Tania Pasarín-Lavín, Trinidad García, Amanda Abín, Celestino Rodríguez","doi":"10.1080/21622965.2024.2406914","DOIUrl":"https://doi.org/10.1080/21622965.2024.2406914","url":null,"abstract":"<p><p>This study analyses Executive Functions (EF) and Creativity among neurodivergent students -including students with Attention Deficit Hyperactivity Disorder (ADHD), Dyslexia, Intellectual Disability (ID), Giftedness-, and a group with Neurotypical development. A sample of 181 secondary school students participated in the study. Creativity was assessed by using the PIC-J test, focusing on verbal and figural components of divergent thinking, while EF were evaluated through Nesplora Ice-Cream, a virtual reality tool assessing flexibility, working memory, and inhibition. Results showed statistically significant differences in Verbal Creativity, especially in Originality: students with ADHD outperformed their Neurotypical peers, while those with ID showed the lowest scores. Although no statistically significant differences emerged in Figural Creativity, students with ADHD showed the lowest scores in Elaboration or Figural details, whereas those with Dyslexia exhibited high levels of Figural Originality, similar to their Neurotypical peers. Concerning EF, students with ID had the highest scores in Interference and Perseveration, indicating poorer Flexibility. In contrast, Gifted students performed better than the other groups in Working Memory, while students with ADHD did not exhibit special difficulties in EF. These findings emphasize the importance of personalized interventions for Neurodivergent students, that recognize and capitalize on their unique strengths while addressing specific challenges.</p>","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-13"},"PeriodicalIF":1.4,"publicationDate":"2024-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142339807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}