Applied Neuropsychology: Child最新文献

The aim was to investigate effect of transcranial direct current stimulation (tPCS) on the neuropsychology of social functioning in children with autism spectrum disorder. It was expected that children with ASD randomly assigned to the experimental tPCS condition would show improvements in the neuropsychology of social functioning compared to those in the sham group. This study was a multicenter, double-blind, sham-controlled, randomized trial conducted at eight center for autism in Mecca, KSA. A total of 60 participants (30 in the tPCS group and 30 in the sham group) completed 10 treatment sessions and were included in the analysis. Post-intervention, analysis of covariance (ANCOVA) was used to compare primary and secondary outcomes between the intervention and sham groups. As hypothesized the delivered tPCS had a pre-to-post intervention effect on the neuropsychology of social functioning in children with ASD. Specifically, children with ASD randomly assigned to the experimental tPCS condition showed improvements in the neuropsychology of social functioning compared to those in the sham group. Those children did not have significant changes in scores from pre-to-post intervention time points.

The BRIEF2 Teacher and Self-Report Forms are analyzed regarding their psychometric properties in representative Portuguese samples. The analyses addressed reliability (internal consistency, test-retest, and interrater reliability) and construct validity (confirmatory factor analysis and measurement invariance). Participants were 1097 Portuguese children and adolescents (n = 582 girls and n = 515 boys) from 6 to 18 years old assessed by teachers (Teacher Form), and 906 Portuguese children and adolescents (n = 486 girls and n = 420 boys) from 10 to 18 years old (Self-Report Form). Internal consistency was adequate for the Teacher Form (.842 to .973) and the Self-Report Form (.706 to .942). The test-retest reliability coefficients ranged from .68 to .92 in the Teacher Form, and from .70 to .88 in the Self-Report Form. The correlation coefficients between Teacher and Self-Report Forms (interrater reliability) were ≤ .29, stressing the importance of different perspectives of executive functions. Regarding construct validity, the clinical scales correlated from .310 to .857 in the Teacher Form and from .414 to .749 in the Self-Report Form. Confirmatory factor analysis confirmed that the three-correlated-factor model evidenced a better fit than other three competing models. Measurement invariance of the three-factor model across sex was established for the Self-Report Form (configural, metric, and partial scalar invariance). Overall, the results indicate that the BRIEF2 Teacher and Self-Report Forms can be considered reliable and valid assessment instruments of executive functions in Portuguese children and adolescents.

The primary aim of the present study was to examine the correlation between executive function skills and the mathematics achievement in children with mild intellectual disabilities in inclusive classrooms. This research employed the descriptive-correlational design. 110 students with mild ID, grades 3-6, aged 9-12 years (mean age 10.9, SD = 6.2 years) were selected to participate in this study. Data were collected through questionnaires. Structural equation modeling software version 20 was used to fit the conceptual model of the research using SPSS software. The results showed that in the first step, executive functions have a significant linear relationship with mathematics achievement (R² = 0.417, p < 0.01, F(1,108) = 197.76) and executive functions explain 41.7% of the variance of mathematics achievement. The results also showed that in the second step, executive functions and intelligence have a significant linear relationship with mathematics achievement (R² = 0.437), p < 0.01, (F(2,107) = 94.53 and explain 43.7% of the variance of mathematics achievement, which intelligence has increased the predictive power by 0.020% (ΔR² = 0.20). In the third step, executive functions, intelligence and age have a significant linear relationship with mathematics achievement (R² = 0.445), p < 0.01, (F(3,106) = 77.65) and together explain 4.45% of the variance in mathematics achievement, with age increasing the predictive power by 1.2% (ΔR² = 0.012). Based on the results obtained, it is suggested that the executive functions of students with intellectual disabilities be strengthened by using extraordinary training courses. Executive function is correlated to its performance and increase its efficiency and its effectiveness, through the use of appropriate strategies.

This study aimed to investigate the characteristics and correlations of central auditory processing and problem behaviors, and executive function in preschool children. Adopting the method of random stratification sampling, a total of 220 children aged 4-6 years (100 boys; 45.4% and 120 girls; 54.6%) took part to the present study. This study employed cross- cultural design investigating the characteristics and correlations of central auditory processing and problem behaviors, and executive function in preschool children. Data were collated and analyzed using SPSS 20.0 for descriptive statistics and correlation analysis. Mediation model analysis was performed using Mplus 7.0, and the bootstrap method was used to test the mediation model. This study primarily employed a questionnaire. The structural equation model was estimated and tested using the maximum likelihood method. The results showed that the model fit the data well. Central auditory processing significantly and negatively predicted problem behaviors. Executive function significantly and negatively predicted problem behaviors. Central auditory processing positively predicted executive function, with a statistically significant difference. Executive function partially mediated the effect of central auditory processing on problem behaviors, accounting for 59% of the total effect. This study introduces a new idea and unique perspective that adds to the existing body of knowledge.

Objective: To compare cold executive functioning (EF) among children with perinatal ischemic stroke (PAS), traumatic brain injury (TBI), and brain tumors (BT), and to delineate distinct neuropsychological profiles across these acquired brain injury (ABI) subtypes.

Method: A cross-sectional neuropsychological assessment was conducted on children aged 6 to 18 years divided into three study groups: PAS (n = 22), TBI (n = 17), and BT (n = 11) with each participant matched to a control (1:1) based on age, gender, and educational attainment resulting in three control groups. Participants were screened for 'intellectual impairment' as per Raven's Progressive Matrices. Standardized tests measuring planning (Rey Osterrieth Complex Figure test), sustained attention (Color Cancelation Test), focused attention (Color Trails Test), working memory (Digit Span), verbal fluency (Phonemic fluency test), visuo-constructive (Block Design), and visuo-conceptual tasks (Picture Completion Test) were administered. Group comparisons were conducted using non-parametric and ANCOVA analyses with age and gender adjustments.

Results: A heterogeneous pattern of cold executive dysfunction across the three ABI etiologies was found. Trends indicate TBI > BT > PAS for attention and working memory; for verbal fluency PAS > TBI > BT; and BT > TBI > PAS for planning. Age controlled post hoc differences reveal significant dysfunction in PAS group for planning, visuo-conceptual and visuo-constructive abilities. Post hoc effects controlled for gender revealed significant dysfunction for visuo-conceptual and visuo-constructive ability.

Conclusions: Distinct executive function profiles were observed across ABI subtypes, with PAS associated with the most pervasive impairments, TBI with selective deficits, and BT with targeted planning difficulties. These findings highlight the importance of tailored cognitive rehabilitation strategies based on ABI subtype.

Recent research has focused on identifying risk factors for developmental dyscalculia (DD) and designing effective interventions. Early-stage interventions have shown greater efficacy than those applied later. Moreover, digital and gamified programs have demonstrated benefits for children with mathematical learning difficulties. However, no studies to date have evaluated early interventions in Spanish children with DD. This study aimed to design and assess a computer-based serious game targeting basic numerical and arithmetic skills in Spanish-speaking children at the onset of primary education. Forty-two children participated: 19 with DD (mean age = 8.06 ± 0.87 years) and 23 typically developing peers (TD group; mean age = 7.76 ± 0.46 years). The DD group underwent intensive training focused on numerical representation, mental number line development, and arithmetic reasoning. After four months, the DD group showed significant improvements in mental calculation, number line representation, base-10 understanding, word problem solving, and transcoding. The TD group showed no significant changes. These findings support the efficacy of early, intensive, gamified interventions targeting foundational numerical and arithmetic skills in improving mathematical performance in children with DD.

Objective: Our aim was to compare the severity of illness, functionality, emotional and behavioral problems, and neurocognitive deficits in children diagnosed with Cognitive Disengagement Syndrome (CDS) with comorbid Internet Gaming Disorder (IGD) and healthy controls, and also to compare the groups with and without comorbid Attention Deficit Hyperactivity Disorder (ADHD) in these areas in patients with CDS.

Methods: One hundred and twenty-one children between the ages of 8 and 18 were included, either with CDS or not having CDS (control group). Children and their families were evaluated using the Conners Parent Rating Scale-Revised Brief, Strengths and Difficulties Questionnaire(SDQ), the IGD Scale, the Conners Parent Rating Scale-Revised Short, and the Barkley Child Attention Scale (BCAS). CDS cases were also evaluated with the Wechsler Intelligence Scale for Children-IV (WISC-IV), Clinic Global Impression Scale(CGI), and Children's Global Assessment Scale.

Results: The CDS group was found to have worse outcomes in BCAS, SDQ subtest scores, and some of the IGD subtest scores when compared to healthy controls. In the CDS group with comorbid ADHD, significant differences were observed in BCAS, SDQ subtests, IGD Scale subtests, CGI, and WISC-IV scores compared to participants with CDS but without comorbidities. Both CDS and ADHD were found to have relationships with the IGD scores.

Conclusion: CDS and control groups were compared in terms of emotional and behavioral problems, symptoms of IGD, oppositional defiance, cognitive problems-inattention, and hyperactivity symptoms. It contributes to the literature as the first study to evaluate the relationship between CDS and IGD symptoms in children.

Objective: This study aimed to investigate the relationship between Cognitive Disengagement Syndrome (CDS) symptoms and executive functioning, cognitive flexibility, and psychological flexibility in adolescents diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD).

Method: A total of 101 adolescents with ADHD were recruited and divided into two groups based on CDS symptom presence, evaluated using the Barkley Child Attention Scale. Participants completed the Cognitive Flexibility Scale and the Psychological Flexibility Scale, while executive functions were assessed using the Stroop TBAG test.

Results: Adolescents with CDS symptoms demonstrated significantly lower psychological flexibility compared to those without CDS (p = .022), although cognitive flexibility levels did not differ significantly between groups. Regression analyses revealed that specific sub-dimensions of psychological flexibility-such as Values and Defusion-significantly predicted cognitive flexibility in both groups, but different components stood out across groups. Additionally, mediation analyses showed that cognitive flexibility did not significantly mediate the relationship between CDS status and Stroop 5 performance indicators (errors, corrections, time). However, in the CDS(+) group, higher psychological flexibility was associated with fewer Stroop 5 errors, suggesting a potential protective role in executive functioning.

Conclusion: These findings highlight the differential impact of CDS symptoms on psychological flexibility and executive functioning in adolescents with ADHD. They suggest that tailored interventions aimed at enhancing psychological flexibility may improve cognitive outcomes, particularly in individuals exhibiting CDS traits.

The present scoping review was conducted to map interventions to promote executive functions (EF) in a school context with children and adolescents. A systematic literature search was performed on Web of Science, Scopus, SciELO, PubMed/Medline, PsycINFO, ERIC, Lilacs, and Embase. One hundred and twenty-two studies were reviewed. Within these 122 studies, 133 interventions were identified, among these, were 108 distinct interventions, with 14 interventions being repeated across 25 studies. Most of the interventions analyzed are aimed at samples of children and adolescents with typical development. Regarding the application, most of it was individual with playful components and computerized. The most frequent interventions were: Cogmed (7.4%), Working Memory Training (3.3%), Carribean Quest Game (2.4%) and Captain's Log (2.4%). Considering the 108 interventions analyzed, the majority focused on stimulating a single component of EF and the component most stimulated was working memory. These findings indicated paths and changes in the way interventions are applied to promote EF in the school context. EF interventions in school contexts can be an important strategy for promoting skills and preventing difficulties, it has the potential to take advantage of the wide window of opportunity for the development of EF and self-regulation throughout childhood and adolescence.

Information processing impairments are associated with the social and sensory symptoms of autism spectrum disorder (ASD). Functional connectivity forms the basis of information exchange and integration. Previous research has shown atypical functional connectivity patterns in school-aged children, adolescents, and adults with ASD. However, connectivity alterations in children with ASD in preschool years, a critical period for brain and cognition function development, are yet to be explored. Here, we compared resting-state EEG functional connectivity between high-functioning preschool boys with ASD and typically developing (TD) peers and investigated the relationships between functional connectivity and symptom severity of ASD as measured by the Childhood Autism Rating Scale (CARS). Network-based statistic (NBS) identified five intrahemispheric (left prefrontal-left central, left frontal-left central, left central-left occipital, right central-right parietal, and right temporal-right parietal) and four interhemispheric (left prefrontal-right central, left central-right parietal, left occipital-right parietal, and left parietal-right temporal) decreased long-range connections in the delta (1-4 Hz) band in ASD. Cliff's delta analysis indicated all of the alterations were of large effect sizes. Correlation analysis further revealed significant relationships between dysconnectivity and symptom severity of ASD. Findings remained significant after Benjamini-Hochberg correction. Specifically, decreased left prefrontal-right central connectivity was correlated with worse "relationship to people" and better "activity level," impaired right central-right parietal and left frontal-left central connections were individually associated with severe "listening response," and reduced left central-left occipital connectivity was related to better "taste-smell-touch response and use." In conclusion, this study suggests a trend of weakened long-range functional connectivity in high-functioning preschool boys with ASD and highlights its influence on the symptoms of ASD. Larger-scale studies are required to verify its potential as a biomarker for early screening, diagnosis, and neurophysiological intervention strategy planning of ASD.