Applied Neuropsychology: Child最新文献

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.

Objective: This study aimed to explore the relation between resilience, emotional changes following injury, and recovery duration in sport-related concussion.

Methods: Thirty-one high school student-athletes (ages 14-18) with sports-related injuries (concussion, n = 17 orthopedic injury, n = 14) were recruited from a pediatric sports medicine clinic. Participants completed self-report resilience ratings and self- and parent-reported post-concussion symptoms as part of a neuropsychological test battery. Hierarchical regression analyses examined predictors of recovery duration, including: (1) injury group and sex, (2) self- and parent-reported emotional symptom changes, and (3) resilience score.

Results: Injury group and sex alone were not predictors of recovery duration (p = .60). When parent and patient reported emotional response to injury were added to the analysis, 35% of the variance in length of recovery was explained, making the model statistically significant (F (2.26) = 3.57, p = .019). Including resilience did not reach statistical significance (p = .443). Post hoc analysis revealed parent-report of emotional changes was significantly associated with recovery duration t(31) = 3.16, p < .01), while self-report was not (p = .54).

Conclusions: Parent-reported emotional change plays a pivotal role in predicting recovery length among adolescents recovering from sport-related concussion and orthopedic injury. These pilot findings highlight the significance of caregiver input in the clinical exam and emphasize the potential for acute interventions supporting psychological resources to enhance recovery outcomes across adolescent sport-related injuries.

This study investigates the effectiveness of a computerized cognitive test battery embedded within a video game to assess executive functions (EF) in deaf and hearing children. We evaluated a diverse cohort of 290 elementary school students aged 5 to 13 years (mean age = 8.86, SD = 1.96), comprising 74 sign language users, 14 Spanish-speaking deaf participants, 23 children with mixed communication methods, and 179 typically hearing individuals. Our statistical analysis focused on item discrimination, reliability, and criterion validation of the game-based assessments. The results indicated high reliability and effective discrimination of EF across the game's three primary stages. External validation was conducted using the Matrices Test, educational attainment, and age as variables. A significant positive correlation (r = 0.377, p < 0.001) was observed between the Matrices Test scores and game-based achievement scores. Furthermore, linear regression analysis revealed education (Standardized Beta = 0.339) and age (Standardized Beta = 0.179) as significant predictors of performance in these scores. This study underscores the value of integrating computerized cognitive assessments within a video game environment for comprehensive neuropsychological evaluations, highlighting its potential in diverse child populations.

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.

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.

In aphasia, damage to brain regions responsible for language processing disrupts access to words previously learned and consolidated in the mental lexicon, causing people with aphasia (PWA) to experience word finding difficulties that negatively impact their everyday communication. This study seeks to investigate the effects of a psycholinguistic training based on phonology and semantics on sentence production in a aphasic child with cerebral palsy. The study used a single-subject multiple- baseline research design across behaviors. A 13-year-old boy, named AE with expressive aphasia, admitted to Speech and Swallowing Disorders Clinic, College of Applied Medical Sciences, King Saud University was recruited to participate in this study. The aphasic child with cerebral palsy was found to be successful at the end of the training sessions, compared to the baseline. In other words, there was a positive difference between the data obtained in the first and last training sessions for each child.

The present study aimed to investigate the improvement of reading ability and cognitive performance of children with reading difficulties through a Web application named "Poke the Reading Ability" (PtRA). PtRA is designed to assist the intervention of reading difficulties in Greek, a language that is more transparent than English. Sixty (60) children between nine (9) to twelve (12) years old (mean age 10.18 years). The baseline assessment consisted of two batteries of reading and cognitive abilities tests. Test-A, a Greek standardized psychometric tool and Askisi, a newly developed neuropsychological battery of tests are adopted to assess reading and cognitive performance. Both tools, were used in order to screen children's reading and cognitive performance before and after implementing the PtRA. The PtRA Web intervention consists of (a) tasks that focus on improving visual and auditory working memory, (b) tasks that improve phonological awareness and decoding, (c) tasks that are adopted to strengthen visual discrimination ability and (d) tasks that improve reading comprehension ability. Following the Web delivered intervention program the results revealed that the reading and cognitive abilities of children with reading difficulties were statistically significant improved in all 9 reading and all 3 cognitive abilities tasks.

This study examines functional brain network changes in children with frontal lobe tumors (FLT). Ten pediatric FLT patients from Beijing Tiantan Hospital and 20 healthy children were compared in terms of cognitive performance and resting-state functional magnetic resonance imaging (rs-fMRI) connectivity. The FLT group showed lower cognitive performance, particularly in visual and working memory domains, but had comparable attention abilities to the healthy controls. There were notable differences in connectivity between the default mode network (DMN) and sensorimotor network (SMN) in both groups. The FLT group also displayed a significant reduction in local efficiency in the left lateral parietal area within the DMN. Importantly, reduced DMN-SMN connections and increased DMN-lateral prefrontal cortex connectivity may facilitate maintaining attention and memory tasks in FLT children. This study sheds light on how the brains of children with FLT adapt, preserving "normal" attention functions despite frontal lobe damage.

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.

Background: This study investigated the psychometric properties of a Persian translation of the Behavior Rating Inventory of Executive Function, Second Edition (BRIEF2) Self-Report form.

Method: Participants were 589 typically developing adolescents (336 girls and 253 boys), ages 11-18 years old (M = 15.16; SD = 2.04), in Iran. They completed the Persian version of the BRIEF2 Self-Report form and Teenage Executive Functioning Inventory (TEXI). The Persian translated BRIEF2 psychometric properties were examined via internal consistency, test-retest reliability, convergent validity via associations with TEXI scores, and internal structure using structural equation modeling (SEM) to evaluate fit of the three-factor structure from the original English version BRIEF2.

Results: Findings indicated the Persian version of BRIEF2 Self-Report form yielded scores with robust reliability, with internal consistency ranging from .87 to .93 and test-retest correlations ranging from .89 to .96, and adequate convergent validity, with correlations with the TEXI ranging from .48 to .79. SEM revealed that a three-factor solution was the best fitting model for the seven subscales of the Persian BRIEF2.

Conclusion: These findings support the clinical use of the Persian BRIEF2 in Iranian adolescents, including the interpretation of the BRIEF2 three-factor structure, as well as the multidimensional nature of executive functions.