Applied Neuropsychology: Child最新文献

Referral sources and parents value the report following a neuropsychological evaluation. Nevertheless, key stakeholders have described pediatric reports as excessive in length and jargon. Recent research indicates that it is possible to modify pediatric neuropsychological reports that result in positive outcomes for key stakeholders and clinicians. Evaluating modified pediatric neuropsychological reports for other providers is necessary. School psychologists are key stakeholders who read and interact with such reports. This study assessed school psychologists' perceptions of a modified pediatric neuropsychological report. Forty-one school psychologists were randomly assigned to read either a traditional or modified version of a pediatric report and provide feedback via survey and qualitative questions. Results revealed that school psychologists' perceptions of a traditional and modified report were not significantly different. Qualitatively, respondents noted a disconnect between recommendations and school systems. These findings suggest that pediatric neuropsychologists can create shorter and more easily understood reports that do not impact the effectiveness for school psychologists. Future research should continue to evaluate perceptions of modified pediatric neuropsychological reports for additional key stakeholders. A better understanding of the disconnect between recommendations and their feasibility in schools, as well as barriers to increased interdisciplinary collaboration, is also essential for client care.

There has been an ongoing debate on how to diagnose learning disability (LD), with experts proposing different approaches. Very limited research is available on the diagnosis of LD in Turkey. This study aims to analyze the problems related to the diagnosis of LD in Turkey. For this purpose, the intelligence test results of the diagnosed students, the opinions of the teachers who referred them for the diagnosis, and the views of the child psychiatrists and psychological counselors involved in the diagnosis were examined. The results showed that the IQ-Achievement Discrepancy approach is implemented in Turkey. It was also revealed that the students' Wechsler Intelligence Scale for Children (WISC-R) average score was 80.31, and teachers mostly reported the weaknesses of the students during the diagnosis process. Psychological counselors and psychiatrists pointed out the outdatedness of the tools used in the diagnosis, the limited number of measurement instruments to be used in the diagnosis, referral of too many students, and the lack of specialists to work in the diagnosis. The results are discussed on the basis of diagnostic approaches.

This study examines the effectiveness of a program based on mental imagery on improvement working memory in children with Autism spectrum disorder (ASD) in inclusion classroom. 30 children (both sexes; 20 boys and 10 girls) with ASD aged 7-8 years old in primary one from school for inclusion were recruited. T-tests analyses were performed to determine whether there were differences between pretest and posttest measures for both the intervention and control groups. Quantitative data obtained at the beginning and end of the experimental process were analyzed in the SPSS 23.00 package program. Then, the necessary tests were conducted to determine the difference in the working memory performance level children in the experimental and control groups. T-test analysis for the differences in post- test mean scores between control and treatment groups in working memory(WM) shows that the intervention group outperformed the control group in numerical, verbal, and visual memory.

The purpose of this study is to evaluation of executive functions of obese children and adolescents. Thirty children and adolescents with obesity between the ages of 11 and 18 and thirty age- and sex-matched healthy weight-peers were included. Participants with a body mass index (BMI) value of 5 to 85thpercentile and >95thpercentile were classified as normal and obese, respectively. Turkish Version of Kiddy Schedule for Affective Disorders and Schizophrenia-Present and Lifetime Version (K-SADS-PL-T) was applied for excluding participants with psychiatric diagnoses. All children and their parents were asked to fill out Strengths and Difficulties Questionnaire (SDQ), Wisconsin Card Sorting Test (WCST), and Stroop Color and Word Test (SCWT) to evaluate executive functions. Children with obesity tended to complete Part 4 and Part 5 of SCWT in longer time (p = 0.043 and p = 0.018, respectively). Rate of obesity was higher among nuclear family members (p = 0.001) with a higher number of relatives positive for history of a psychiatric disorder (p = 0.020). While children with obesity reported higher rates of peer problems as measured by SDQ (p = 0.030), there was no significant difference in parent forms. In conclusion, although children with obesity may have disruptions in their executive functions to some degree, this does not refer a generalized impairment.

Objective: This document is a meta-analysis of randomized controlled trials that evaluated the effect of cognitive training interventions on attention deficit and hyperactivity disorder (ADHD) symptoms.

Methods: A systematic literature search was conducted using databases such as PubMed, Web of Science, and Embase from the inception of each database to April 28, 2022. Data were analyzed using Stata 15 software. The risk of bias assessment was conducted using five domains from the Cochrane Collaborations tool.

Results: A total of 10 studies with 446 children with ADHD were included. The results showed that cognitive training was effective in improving attention symptoms [SMD= -0.78 (95% CI: -1.46, -0.1)] and executive function [SMD = -0.3 (95% CI: -0.56, -0.05)] in children with ADHD compared to controls. No significant difference in the degree of improvement in hyperactivity/impulsivity with cognitive training compared to the control group [SMD = -0.65 (95% CI: -1.35, 0.05)]. In addition, subgroup analyses also found that cognitive training significantly improved attention in children with ADHD <10 years of age [SMD = -1.3 (95% CI: -2.58, -0.02)] and children with ADHD with length of training >30 days [SMD = -0.94 (95% CI: -1.81, -0.07)] compared to controls.

Conclusion: This meta-analysis found that the beneficial effects of cognitive training on attention (particularly for children with ADHD <10 years old and >30 days of training) and executive function in children with ADHD, but not on hyperactivity/impulsivity.

Reactive temperament traits, such as negative affect and surgency, interact with self-regulatory abilities, including effortful control and executive function, to shape psychopathological symptoms. In a cross-sectional sample of 416 preschool children (M-age = 4.15 years; SD = 0.88; 218 girls), temperament was assessed using the Child Behavior Questionnaire, executive function deficits with the Behavior Rating Inventory of Executive Function-Preschool, performance-based EF with the EF-Touch battery, and psychopathological symptoms with the Strengths and Difficulties Questionnaire. Moderation analyses revealed no significant interaction effects. However, hierarchical regression analyses conducted separately by age showed age-specific patterns. Reactive traits (Negative Affect, Surgency) were particularly associated with symptoms at age 3, while executive dysfunction became more relevant at ages 4 and 5. Negative affect was most relevant for emotional symptoms in older children, while Surgency predicted ADHD and early conduct problem. Peer problems were least associated with temperament and showed increasing ties to executive dysfunction. The strongest effects were observed for ADHD (R² = 0.61), followed by emotional symptoms (R² = 0.45). These findings highlight the importance of considering temperament and self-regulation in combination and in relation to specific symptom domains. This supports dimensional, domain-sensitive models of psychopathology and has implications for individualized prevention and intervention.

Objective: This study emphasizes the importance of using proper combinations of brain area, extraction of features, and machine learning (ML) techniques for electroencephalogram (EEG)-based attention deficit hyperactivity disorder (ADHD) identification. The effectiveness of EEG-based solutions is determined by the feature extraction method, selection of brain regions, and ML algorithms used.

Method: Empirical mode decomposition (EMD) was employed to identify and analyze ADHD-related abnormalities in EEG waveforms. An analysis of nonstationary and nonlinear time series data using EMD reduces an EEG waveform to a collection of intrinsic mode functions (IMFs). Random forest (RF), AdaBoost (AB), Naive Bayes (NB), support vector machine (SVM), k-nearest neighbor (KNN), decision tree (DT), linear discriminant analysis (LDA), and deep belief networks (DBNs) classification techniques were utilized.

Result: Our research showed that RF, EMD based NB, and DBN constantly outperformed on all combinations of brain regions. The EMD-based NB classifier obtained the best score at 87% accuracy on the Frontal Pole (FPO) of the brain as well as on frontal region; second, the RF achieved accuracy at 84% on the Fronto-Central Pole (FCP) of the brain and 83% on the frontal region. The precision, accuracy, and recall of the EMD-based DBN and NB algorithms outperformed those of the other models.

Significance: Our technique provides interpretable insights by focusing on particular regions of brain that makes it more applicable and relevant clinically.

Attention-Deficit/Hyperactivity Disorder (ADHD) is the most common child-onset neurodevelopmental disorder. Reading challenges are common in ADHD, regardless of whether or not they meet full criteria for a Specific Learning Disorder. When a child also has a binocular vision deficit, reading can be even more challenging. The purpose of this pilot study was assess the impact of binocular deficits on reading and verbal comprehension in children with ADHD. We hypothesized that children with binocular deficits would perform significantly lower. This study utilized a retrospective chart review. Means for children with and without binocular deficits were compared using Mann Whitney U tests. In contrast to our hypotheses, children with binocular deficits performed significantly better on tasks of reading and verbal comprehension. In conclusion, children with ADHD and known binocular dysfunction did not perform significantly worse on tasks of reading and verbal reasoning. By contrast, a qualitative review of the collective data shows a trend toward worse performance on tasks that were visually-mediated, which warrants further exploration. Thus, a more broad-based exploration of the potential relationship between binocular dysfunction and all aspects of neuropsychological functioning is warranted to fully understand the impact of this relatively common visual finding on neurocognitive functioning in children.

Executive functions, which are closely associated with the functioning of the frontal lobes, encompass a set of cognitive processes that enable individuals to better adapt to their environment. It is known that individuals with Attention Deficit Hyperactivity Disorder (ADHD) have deficiencies in executive functions. To the best of our knowledge, no study has used bibliometric analysis to investigate the issue of executive functions in children with ADHD. This study employed the bibliometric analysis software VOS viewer and the statistical computing platform RStudio to examine 905 studies. This study reveals a notable increase in international research on executive functions in children with ADHD over the years. The highest number of publications on executive functions in children with ADHD are the Journal of Attention Disorders, Child Neuropsychology, and Archives of Clinical Neuropsychology. In the early years of this research field, there was a greater emphasis on brain imaging studies, including evoked potentials, transcranial magnetic stimulation, and evoked-related potentials. As time progressed, greater emphasis was placed on variables within the living environment. This research provides a comprehensive examination of global studies on executive functions in children diagnosed with ADHD, considering a multitude of variables. The findings presented here will inform forthcoming studies in this area, which will contribute to the accumulation of knowledge in this field.

Objective: This study explored NIHTB-CB's utility in assessing cognitive recovery in adolescents with SRC. We hypothesized the NIHTB-CB is sensitive to detecting weaknesses in fluid, but not crystalized, cognition, and adolescents recovering from SRC exhibit greater weaknesses than orthopedically injured (OI) adolescents.

Method: Thirty-six participants diagnosed with SRC or OI were enrolled in a pilot study and completed the NIHTB-CB at the time of enrollment and 4-6 weeks post-injury clearance. A total of 14 participants were excluded from analyses due to attrition (n = 4) and PVT failure (n = 10), with 22 participants included in final analyses (SRC n = 10; OI n = 12).

Results: Overall and fluid cognition composite ANOVAs revealed significant effects of time (p <.01), but not group (p >.22). Working memory (p = .04; d = 0.49) and processing speed (p <.01; d = 0.67) models indicated significant time effects. Models analyzing individual neurocognitive domains did not reveal significant group effects (p >.05). Models examining crystalized cognition did not reveal significant effects of group (p >.10), time (p >.12), or interaction (p >.35).

Conclusions: These results did not indicate unique weaknesses in fluid cognition, concerning for NIHTB-CB's sensitivity in detecting post-injury changes using an OI control group. The NIHTB-CB captured preserved crystallized cognition throughout recovery as hypothesized.