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Early neurobehavioral outcomes in infants with suspected abusive head trauma: Performance across and relationship between measures. 疑似头部外伤婴儿的早期神经行为结果:各测量指标之间的表现和关系。
IF 1.4 4区 心理学 Q4 CLINICAL NEUROLOGY Pub Date : 2024-10-01 Epub Date: 2023-04-28 DOI: 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.

虐待性头部创伤(AHT)婴儿的早期神经行为结果尚未得到很好的描述。虽然有标准化的婴儿评估方法,但这些方法发现缺陷的能力可能有限。新生儿重症监护室(NICU)网络神经行为量表第二版(NNNS-II)与婴儿出生后的神经行为结果具有相关性,但尚未用于该临床群体。目前还没有强有力的证据证明该量表具有并发有效性。研究的主要目的是通过将 NNNS-II 与美国指导服务(AGS)版穆伦早期学习量表(Mullen)进行比较,检查 NNNS-II 在疑似 AHT 患者中的并发有效性。研究的另一个目的是通过两种测量方法分析疑似 AHT 婴儿的早期神经行为结果。这项回顾性研究包括 11 名在出生 40 天左右受到创伤性脑损伤 (TBI) 的婴儿。样本的表现各不相同,从平均水平到低于平均水平不等。参与者在视觉空间处理、注意能力、生理调节和不对称反射方面遇到的困难最大,数据表明 NNNS-II 可能对缺陷更为敏感。有证据表明,NNNS-II 与 Mullen 有很强到中等程度的相关性,因此 NNNS-II 具有并发有效性。在受伤后不久使用 NNNS-II 更有可能显示出缺陷,这可能会增加患者接受早期干预的可能性。建立 NNNS-II 的并发有效性进一步促进了其标准相关有效性的证据基础,这可能会促进其更经常地使用。
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引用次数: 0
Resting-state EEG patterns of preschool-aged boys with autism spectrum disorder: A pilot study. 学龄前自闭症谱系障碍男孩的静息态脑电图模式:试点研究。
IF 1.4 4区 心理学 Q4 CLINICAL NEUROLOGY Pub Date : 2024-10-01 Epub Date: 2023-05-12 DOI: 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.

学龄前认知发展缺陷被认为与自闭症谱系障碍(ASD)的核心症状有关。目前,有关学龄前自闭症儿童认知障碍的神经生理学研究还很少。这项试验性研究旨在比较学龄前自闭症男孩与发育正常男孩的静息频谱脑电图功率。ASD 组儿童的中央和后部绝对 delta(1-4 Hz)减弱,而额叶绝对 beta(12-30 Hz)和 gamma(30-45 Hz)增强。与对照组相比,ASD 组在 delta、theta(4-8 Hz)、alpha(8-12 Hz)、beta 和 gamma 波段的相对功率有所提高。在 ASD 组中,额叶区的θ/β比率降低,Cz 和 Pz 电极的θ/β比率升高。两组儿童的执行功能行为评定量表学前版(BRIEF-P)的抑制和元认知指数与θ/β比值之间存在显著相关性。总之,本研究揭示了学龄前 ASD 男孩的非典型静息频谱特征。为了推广我们的研究结果,并更好地理解大脑振荡与 ASD 表型之间的关系,我们有必要在未来开展大样本研究。
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引用次数: 0
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. 通过多分辨率分析和机器学习技术,对从额叶区收集的脑电图(EEG)数据与受注意力缺陷多动障碍(ADHD)影响的其他脑区进行比较分析。
IF 1.4 4区 心理学 Q4 CLINICAL NEUROLOGY Pub Date : 2024-10-01 DOI: 10.1080/21622965.2024.2405719
Manjusha Deshmukh, Mahi Khemchandani, Paramjit Mahesh Thakur

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。
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引用次数: 0
Improved attentional abilities after playing five weeks of active video games in children with and without developmental coordination disorder. 有发育协调障碍的儿童和没有发育协调障碍的儿童在玩了五周积极的电子游戏后,注意力得到了提高。
IF 1.4 4区 心理学 Q4 CLINICAL NEUROLOGY Pub Date : 2024-10-01 Epub Date: 2023-03-21 DOI: 10.1080/21622965.2023.2190024
Dorothee Jelsma, Tatiane Targino Gomes Draghi, Jorge Cavalcante Neto, Bouwien Smits-Engelsman

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。
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引用次数: 0
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. 儿童时间意识问卷(CTAQ)的心理测量特性:荷兰 20 项儿童时间意识调查问卷的有效性研究。
IF 1.4 4区 心理学 Q4 CLINICAL NEUROLOGY Pub Date : 2024-10-01 Epub Date: 2023-02-20 DOI: 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.

本研究调查了儿童时间意识问卷(CTAQ)的有效性,该问卷由 20 个项目组成,用于评估儿童的时间意识。CTAQ 的施测对象是一组 4-8 岁的发育典型儿童(107 人)和由家长报告有任何发育问题的儿童(非发育典型儿童,28 人)。我们发现单因素结构(EFA)得到了一定的支持,但解释方差相对较低(21%)。我们提出的另外两个子量表结构,即 "时间词 "和 "时间估计",并没有得到(确认性和探索性)因素分析的支持。与此相反,探索性因子分析(EFA)显示了一个六因子结构,需要进一步研究。我们发现,CTAQ 量表与看护人关于儿童时间意识、计划性和冲动性的报告之间的相关性较低,但并不显著,而 CTAQ 量表与认知表现任务得分之间的相关性并不显著。不出所料,我们发现年龄较大的儿童的 CTAQ 分数高于年龄较小的儿童。与典型发育儿童相比,非典型发育儿童的 CTAQ 量表得分较低。CTAQ 具有足够的内部一致性。CTAQ 具有测量时间意识的潜力,未来的研究将进一步开发 CTAQ 并提高其临床适用性。
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引用次数: 0
Cognitive performance in preschoolers with non-syndromic craniosynostosis undergoing surgery: A comparison with typically developing children. 接受手术的非综合征颅脑发育不良学龄前儿童的认知表现:与发育正常儿童的比较。
IF 1.4 4区 心理学 Q4 CLINICAL NEUROLOGY Pub Date : 2024-10-01 Epub Date: 2023-02-25 DOI: 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.

本研究旨在确定接受非颅骨发育不良矫正手术的学龄前儿童的认知概况,将他们与发育正常的儿童进行比较,并分析最常见亚型(矢状颅骨发育不良和单角颅骨发育不良)中可能存在的认知缺陷。研究人员将 31 名年龄在 3 岁至 5 岁 11 个月之间、患有非综合征颅骨发育不良(11 名矢状、9 名单冠、4 名偏位、3 名羊角、4 名多utural)并接受了手术的儿童与 31 名发育正常的儿童进行了比较。韦氏学前和小学智能量表-第三版(WPPSI-III)用于评估认知功能。非综合征颅脑发育不良儿童的言语智商(VIQ)和全面智商(FISQ)得分低于发育正常的儿童。在对特定亚型进行比较时,矢状突触症儿童的得分与发育正常儿童相似;相反,单冠突触症儿童的处理速度商数和全量表智商(FISQ)得分较低。在VIQ、普通语言综合和FISQ中,得分低于一个标准差的参与者比例在非颅骨发育不良组中更高。这项研究证实,患有非综合畸形颅骨发育不良症的儿童,尤其是患有单冠合体症的儿童,比发育正常的儿童有更多的认知困难。在学龄前对患有非颅骨突触症的儿童进行认知能力评估非常重要,以便在学龄前发现他们的认知困难。
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引用次数: 0
Effects of brain-based instruction on executive function and habits of mind among young children at-risk for learning disabilities. 基于大脑的教学对有学习障碍风险的幼儿的执行功能和思维习惯的影响。
IF 1.4 4区 心理学 Q4 CLINICAL NEUROLOGY Pub Date : 2024-10-01 Epub Date: 2023-01-12 DOI: 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.

目的:本研究旨在调查基于大脑的教学对有学习障碍风险的幼儿的执行功能和思维习惯的影响:本研究采用准实验、前测、后测和跟踪设计的定量方法。采用方差分析(ANCOVA)、重复测量、前测、后测和跟踪测试设计。参加者共 40 名儿童:治疗组(n = 20,8 名男生,12 名女生)和对照组(n = 20,9 名男生,11 名女生)。因此,40 名学生选自沙特阿拉伯卡西姆的四所幼儿园。采用的抽样方法是便利抽样:结果发现,使用基于大脑的教学方法来改善功能和思维习惯,表明这种方法对有学习障碍的高危儿童很有效:结论:使用多感官教学技术让学生积极参与,是放大学生学习体验的一个渠道。基于大脑的学习是一种建构主义教学方法,在大脑建构学习过程中,通过与以往经验和知识的联想来发现和构建知识。
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引用次数: 0
The effectiveness of a mindfulness-based intervention on improving executive functions and reducing the symptoms of attention deficit hyperactivity disorder in young children. 以正念为基础的干预对改善幼儿的执行功能和减少注意力缺陷多动障碍症状的效果。
IF 1.4 4区 心理学 Q4 CLINICAL NEUROLOGY Pub Date : 2024-10-01 Epub Date: 2023-04-27 DOI: 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。
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引用次数: 0
Analysis of oral sensory-motor function characteristics and influencing factors in children with functional dysarthria and their typically developing peers. 分析功能性构音障碍儿童及其发育正常同龄人的口腔感觉运动功能特征和影响因素。
IF 1.4 4区 心理学 Q4 CLINICAL NEUROLOGY Pub Date : 2024-09-28 DOI: 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.

目的是探讨和分析功能性构音障碍儿童及其发育正常同龄人的口腔感觉运动功能特征及其影响因素。研究人员招募了60名患有功能性构音障碍的儿童(年龄范围为4.0至5.9岁,平均年龄为(4.29±0.92)岁)和60名体检正常的儿童(年龄范围为4.0至5.6岁,平均年龄为(4.11±0.88)岁)。研究采用口腔运动评估量表收集数据。研究结果表明,正常儿童的口腔感觉运动功能总分随着年龄的增长而逐渐增加。各年龄组的口腔感觉得分均为 1.00,无年龄和性别差异,说明正常儿童的口腔感觉功能在 4 岁时已经成熟。结果表明,过敏与功能性构音障碍之间存在一定的关系。由此可以得出结论,儿童过敏是功能性构音障碍发病的一个影响因素。
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引用次数: 0
Neurodivergent students. A continuum of skills with an emphasis on creativity and executive functions. 神经差异学生。连续技能,强调创造力和执行功能。
IF 1.4 4区 心理学 Q4 CLINICAL NEUROLOGY Pub Date : 2024-09-25 DOI: 10.1080/21622965.2024.2406914
Tania Pasarín-Lavín, Trinidad García, Amanda Abín, Celestino Rodríguez

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。
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Applied Neuropsychology: Child
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