Applied Neuropsychology: Child最新文献

The aim of the study was to investigate the relationship between socioeconomic status (SES) and executive functioning, focusing specifically on performance monitoring, error detection, and their association with mid-frontal theta and error-related negativity (ERN). Employing the widely used flanker task, the research involved two phases with participants aged 10-16 years (15 individuals in the pilot phase and 35 in the second phase). Electroencephalogram (EEG) recordings from distinct brain regions were analyzed during various conditions. The study revealed a notable increase in both absolute and relative theta power at Fcz during the flanker task, with a stronger effect observed during incorrect trials. Furthermore, it underscored the influence of socioeconomic status (SES) on mid-frontal theta, highlighting interactions between SES, gender, and experimental conditions impacting both absolute and relative theta. Intriguingly, the research disclosed a positive correlation between parental occupation and error-related negativity (ERN), as well as between age and ERN. These findings underscore the significance of SES, gender, and age in shaping the neural mechanisms associated with performance monitoring and executive functions. The study contributes valuable insights into the intricate interplay between socio-demographic factors and cognitive processes, shedding light on their impact on goal-directed behaviors and brain activity.

Dyslexia, one of children's most common neurological diversities, primarily manifests as a reduced reading ability. Genetic factors contribute to dyslexia, with contemporary theories attributing it to a delay in left hemispheric lateralization that reduces effective reading and writing skills. To assist dyslexic children, smartphone application, Auto Train Brain, has been developed to enhance reading comprehension and speed. Previously, the efficacy of the mobile application's training program was assessed using psychometric tests; however, our study employed a biomarker detection software to evaluate the neurofeedback's impact. Machine learning (ML) techniques have recently gained traction in differentiating between dyslexia and typically developing children (TDC). The dataset of this study consists of 100 sessions of 2-minute resting-state eyes-open 14-channel Quantitative Electroencephalography (QEEG) data from 100 children with dyslexia and 100 TDC. Therefore, the dyslexia biomarker detection software assessed the efficacy of the 14-channel neurofeedback administered via Auto Train Brain. Results showed significant improvement in electrophysiological normalization, increasing from 30% in the first 20 sessions to 61% by the end of the training. A two-proportion Z-test confirmed this improvement was statistically significant (Z = -3.96, p = 0.00007), particularly between the 1-20 and 1-60 session intervals (Z = -2.66, p = 0.0079).

The present study was conducted with the aim of investigating the effect of exergames in improving the motor memory and inhibitory control of children with executive functions disorder. Children, selected by simple random method were divided into two groups: experimental (n = 16) and control (n = 16). Circle drawing task, and The Serial Reaction Time Task were used to collect and analyze data. The current study is a randomized control trial (RCT) type of research with a two-group pretest, post-test, and follow up -test design in terms of the purpose of applied research and the method of data collection. T-test results for the differences in post- test mean scores between the two groups in motor memory and inhibitory control showed that the treatment group outperformed the control group. There were statistical differences 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 motor memory and inhibitory control of children with executive functions disorder using exergames intervention.

This study aimed to examine the associations between Cognitive Disengagement Syndrome (CDS) and Specific Learning Disorder (SLD) in children and adolescents with Attention-Deficit/Hyperactivity Disorder (ADHD). We included sixty "ADHD-only" cases and eighty-two "ADHD + SLD" cases with an IQ score of 80 and above, aged 8-15. We applied both a structured psychiatric interview and a mental status examination. Parents completed the ADHD-Rating Scale IV, Barkley Child Attention Scale, and Specific Learning Disorder-Evaluation Scale. The sample consisted of 94 boys and 48 girls. The mean age of the cases was 10,90 ± 2,32. The "ADHD + SLD" group had a higher proportion of cases with CDS than the "ADHD-only" group (47,6% vs 15%). The "ADHD + SLD" group had significantly higher CDS-total, CDS-sluggish, and CDS-daydreaming scores than the "ADHD-only" group. SLD score was positively associated with CDS-total, CDS-sluggish, and CDS-daydreaming scores. Even when controlled for inattentive symptoms, IQ, drug treatment duration, socioeconomic level, and parental education level, CDS-daydreaming scores but not CDS-sluggish scores were associated with higher SLD scores. The findings indicate a prominent association between CDS and SLD. CDS symptoms -mainly- CDS-daydreaming symptoms are essentially associated with SLD even when controlled for inattentive symptoms, IQ, drug treatment duration, and relevant demographic factors. Therefore, clinicians should pay attention to a possible coexistence of CDS while evaluating cases with SLD.

This study examined how comorbid Cognitive Disengagement Syndrome (CDS) and Specific Learning Disorder (SLD) shape neurocognitive and behavioral profiles of children with ADHD. The sample included 844 children aged 6-16, categorized into ADHD-only, ADHD+CDS, ADHD+SLD, and ADHD+SLD+CDS. Cognitive performance was assessed with the WISC-R, and behavioral symptoms with the Teacher Report Form. Group differences were analyzed using ANCOVA, adjusting for age, inattention, and internalizing symptoms. Children with CDS showed higher inattention, internalizing symptoms, and obsessive-compulsive traits than those without CDS. By contrast, SLD was linked to lower oppositional and aggressive behaviors. SLD groups performed worse on WISC-R verbal subtests. Compared with CDS, SLD showed lower Arithmetic and Vocabulary scores, underscoring SLD-related verbal and working memory impairment. After adjustment, CDS did not exhibit distinct cognitive profile. Boys with CDS scored lower on the Information subtest than boys with ADHD-only. Performance IQ and non-verbal subtests did not differ across groups. The overlap of CDS and SLD raises concerns about misattributing SLD-related deficits to CDS. Clinically, these findings highlight the need to rule out SLD whenever CDS is observed. Interventions should be tailored, with educational support prioritized in SLD, attention- and emotion-focused strategies in CDS, and integrated approaches when both are present.

The diagnostic subtypes of Attention-Deficit/Hyperactivity Disorder (ADHD) described in the DSM-5 remain widely used in clinical practice despite increasing evidence of their instability and questionable neurocognitive validity. This study examined whether the inattentive, hyperactive/impulsive, and combined presentations correspond to distinct cognitive profiles in school-aged children with ADHD. A total of 114 children aged 7-12 years with DSM-5 ADHD diagnoses were assessed with a standardized neuropsychological battery targeting executive functions, working memory, verbal fluency, and sustained attention. Subtypes were classified with the parent-report SNAP-IV. Exclusionary comorbidities were ruled out via structured interviews and a DSM-based screening tool. Between-group comparisons employed Kruskal-Wallis tests and Bayesian ANOVAs, and a k-means cluster analysis identified empirical cognitive profiles independent of subtype labels. Results showed no significant differences in 14 of 15 measures (all p > 0.05). Bayesian analyses provided substantial support for similarity (BF₁₀ < 0.33; η² ≤ 0.06), with only phonological fluency showing a modest group effect (H = 9.52, p = 0.009; BF₁₀ = 3.89; η² = 0.084). Cluster analysis yielded two stable profiles (low vs. average-high performance) unrelated to DSM-5 subtypes. These findings challenge the clinical utility of symptom-based subtyping in ADHD and support dimensional, performance-based classification models to guide assessment and individualized intervention.

Objective: Attention deficit hyperactivity disorder (ADHD) is linked to time perception deficits, with theories such as Scalar Expectancy Theory (SET) and Dynamic Attending Theory (DAT) offering different explanations. SET suggests time perception relies on a pacemaker-counter system influenced by working memory, whereas DAT highlights the role of attention in modulating time perception. This study examines the impact of attention, working memory, and motor response on time perception in children with ADHD.

Method: This study included 94 children (47 with ADHD, 47 typically developing), aged 7-12, matched by age and gender. Participants completed computerized tasks assessing time perception (Time Wall), sustained attention (CPT), selective attention and reaction time (Go/No-Go), and working memory (Corsi Block). ADHD diagnoses followed Diagnostic and Statistical Manual of Mental Disorders-V-Text Revision (DSM-5-TR) criteria. Data were analyzed using independent t-tests and linear regression models.

Results: Children with ADHD demonstrated significantly greater time perception inaccuracy than controls. Regression analyses revealed that in the ADHD group, selective attention, and reaction times in sustained and selective attention significantly predicted time perception deficits. In contrast, only age predicted inaccuracy in the control group. These findings underscore the unique cognitive mechanisms contributing to time perception deficits in ADHD.

Conclusion: Time perception deficits in children with ADHD appear to be primarily influenced by selective attention and motor response speed, rather than sustained attention or working memory. These findings support DAT, highlighting the importance of attention and reaction time in ADHD-related time perception deficits. Interventions targeting these factors may be essential for improving timing accuracy in ADHD children.

Sensory processing (SP) difficulties, such as heightened sensitivity to sensory input, have been linked to prolonged recovery and persistent post-concussive symptoms in adults following mild traumatic brain injury (mTBI). However, research on SP across different sensory inputs after pediatric mTBI is limited. This study examined SP patterns in children and adolescents aged 6-17 years with mTBI at 2 weeks and 6 months post-injury. Caregivers of children aged 6-11 years (n = 120) completed the Short Sensory Profile - Dutch version (SSP-NL), while adolescents aged 12-17 years (n = 121) completed the Adolescent/Adult Sensory Profile - Dutch version (AASP-NL), and scores were compared to normative data. Multilevel latent class growth analysis (MLCGA) identified four SP classes in children: (1) taste and smell sensitivity, (2) general hypersensitivity, (3) general hyposensitivity, and (4) under responsiveness with auditory filtering issues. Class 2 showed lower Child and Adolescent Scale of Participation (CASP) scores. SP changes over time were limited, with persistent issues (of hyper- and hyposensitivity) at 6 months. For adolescents, two classes were found: (1) avoidant and passive, and (2) mild, with Class 1 showing lower CASP scores. Class 2 exhibited reductions in poor registration, sensory sensitivity, and sensation avoidance over time. These findings highlight inter-individual differences in SP after pediatric mTBI, with subgroups differing in how they affect activities and participation. Early identification of SP issues may help tailor more effective interventions.

Objective: This study aimed to evaluate the effectiveness of vestibular exercises in enhancing auditory memory and auditory discrimination in high-functioning children diagnosed with autism spectrum disorder (ASD).

Methods: Employing a quasi-experimental pretest-posttest design, the study recruited 20 children aged 6-8 years with confirmed diagnoses of high-functioning autism from psychology clinics in Tehran in 2024, using convenience sampling. Participants were randomly assigned to either an experimental group (n = 10), which underwent vestibular training, or a control group (n = 10) that received no intervention. Auditory discrimination was evaluated using the Weppman Auditory Discrimination Test, while auditory memory was assessed through Continuous Performance Testing (CPT) software. Data analysis was performed using analysis of covariance (ANCOVA) via SPSS version 24.

Results: The experimental group exhibited statistically significant improvements in both auditory memory and auditory discrimination relative to the control group (p = 0.001), confirming the efficacy of vestibular training.

Conclusion: Vestibular exercises markedly improve auditory processing capacities in high-functioning children with ASD. These results underscore the potential benefit of incorporating vestibular-based interventions into therapeutic protocols aimed at enhancing communication and cognitive outcomes in children on the autism spectrum.

In the past decade, studies on the association between inhibitory control (IC) and mathematical skills in early childhood have grown significantly. However, no subsequent review has been conducted since a decade ago. This systematic review synthesizes research up to 2025 from eight countries, primarily the United States, involving 10,061 children aged 3.5 to 7 years. The review highlights significant methodological diversity in the tools used to assess IC-such as peg-tapping, Go/No-Go, and Stroop tasks-and mathematical abilities, ranging from object counting to standardized tests like TEMA-3 and Woodcock-Johnson. Findings indicate a generally significant yet variable relationship between IC and early mathematical skills. Most studies suggest a moderate relationship, with some showing weaker or stronger associations. Notably, Attentional IC, the ability to suppress attention to distracting stimuli, shows a slightly stronger and more consistent association with mathematical performance than response inhibition, understood as the ability to suppress dominant motor responses. Methodological challenges include variations in IC tasks, participant age ranges, and potential publication bias. Future research should standardize methodologies, utilize longitudinal designs, and be conducted in less developed countries to provide deeper insights into how IC impacts mathematical development. These findings highlight the need for further research to inform targeted educational strategies and interventions, especially in diverse socioeconomic and developmental contexts.