Pub Date : 2024-01-01Epub Date: 2022-09-14DOI: 10.1080/21622965.2022.2121653
Megan Morrison-Steele, M Franci Crepeau-Hobson, Jennifer J Kirk, Selina McLaughlin, John W Kirk
The Memory Validity Profile (MVP) and Medical Symptom Validity Test (MSVT) are performance validity tests (PVTs) used to identify potential noncredible test performance during psychological evaluations. This study sought to examine the agreement between MVP and MSVT pass rates, as well as to determine if there are differences in MVP pass rates when using the cutoff score in the MVP professional manual compared with the experimental cutoff score of <31. Via retrospective review of records, 106 clients at a private neuropsychological clinic who had been given the MVP and the MSVT were identified. Results indicated that only one client met the manual cutoff scores, compared to 20 clients who failed the MSVT, raising concerns regarding the sensitivity of the MVP. Utilizing the receiver operator characteristic (ROC), curve analyses indicated fair discriminability of the MVP for the 106 participants (AUC = .717) with acceptable sensitivity (.50) and specificity (.92) for an MVP total score cutoff of <31. These findings support the utility of the experimental cut score in improving the sensitivity while maintaining adequate specificity in a clinically mixed population.
{"title":"A comparison of MVP and MSVT performance among a diverse clinical pediatric sample.","authors":"Megan Morrison-Steele, M Franci Crepeau-Hobson, Jennifer J Kirk, Selina McLaughlin, John W Kirk","doi":"10.1080/21622965.2022.2121653","DOIUrl":"10.1080/21622965.2022.2121653","url":null,"abstract":"<p><p>The Memory Validity Profile (MVP) and Medical Symptom Validity Test (MSVT) are performance validity tests (PVTs) used to identify potential noncredible test performance during psychological evaluations. This study sought to examine the agreement between MVP and MSVT pass rates, as well as to determine if there are differences in MVP pass rates when using the cutoff score in the MVP professional manual compared with the experimental cutoff score of <31. Via retrospective review of records, 106 clients at a private neuropsychological clinic who had been given the MVP and the MSVT were identified. Results indicated that only one client met the manual cutoff scores, compared to 20 clients who failed the MSVT, raising concerns regarding the sensitivity of the MVP. Utilizing the receiver operator characteristic (ROC), curve analyses indicated fair discriminability of the MVP for the 106 participants (AUC = .717) with acceptable sensitivity (.50) and specificity (.92) for an MVP total score cutoff of <31. These findings support the utility of the experimental cut score in improving the sensitivity while maintaining adequate specificity in a clinically mixed population.</p>","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40358272","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01DOI: 10.1080/21622965.2023.2300078
Nitin Ahire, R N Awale, Abhay Wagh
The neurodevelopmental disorder, Attention Deficit Hyperactivity Disorder (ADHD), frequently affecting youngsters, is characterized by persistent patterns of inattention, hyperactivity, and impulsivity, the etiology of which may involve a variety of genetic, environmental, and neurological factors. Electroencephalography (EEG) measures the electrical activity in the brain through neuronal activity, which is a function of cognitive processes. In this study, a previously recorded sample set of 121 children containing unbiased data from both ADHD and control group classes and EEG signals were analyzed to classify the ADHD patients. The samples were tested under different cognitive conditions, and multiple features were extracted using Euclidean distance. Many machine learning algorithms use Euclidean distance as their default distance metric to compare two recorded data points. The extracted features were trained using four supervised machine learning algorithms (linear regression, random forest, extreme gradient boosting, and K nearest neighbor (KNN)) based on the results of various frequency bands. The results suggest that the KNN algorithm produces the highest accuracy over other machine learning approaches, and results can be further improved with the application of hyperparameter tuning and used for classifying sub-groups of ADHD to identify the severity of the disorder.
注意力缺陷多动障碍(ADHD)是一种神经发育障碍,经常影响青少年,其特征是注意力不集中、多动和冲动的持续模式,其病因可能涉及遗传、环境和神经系统等多种因素。脑电图(EEG)通过神经元活动测量大脑中的电活动,这是认知过程的一项功能。在这项研究中,先前记录的 121 名儿童样本集包含了多动症和对照组两类儿童的无偏见数据,并对脑电图信号进行了分析,以对多动症患者进行分类。样本在不同的认知条件下进行测试,并使用欧氏距离提取多个特征。许多机器学习算法使用欧氏距离作为默认的距离度量来比较两个记录的数据点。根据不同频段的结果,使用四种有监督的机器学习算法(线性回归、随机森林、极梯度提升和 K 近邻(KNN))对提取的特征进行了训练。结果表明,与其他机器学习方法相比,KNN 算法的准确率最高,而且可以通过调整超参数来进一步提高结果,并可用于对多动症的亚组进行分类,以确定该疾病的严重程度。
{"title":"Classification of attention deficit hyperactivity disorder using machine learning on an EEG dataset.","authors":"Nitin Ahire, R N Awale, Abhay Wagh","doi":"10.1080/21622965.2023.2300078","DOIUrl":"https://doi.org/10.1080/21622965.2023.2300078","url":null,"abstract":"<p><p>The neurodevelopmental disorder, Attention Deficit Hyperactivity Disorder (ADHD), frequently affecting youngsters, is characterized by persistent patterns of inattention, hyperactivity, and impulsivity, the etiology of which may involve a variety of genetic, environmental, and neurological factors. Electroencephalography (EEG) measures the electrical activity in the brain through neuronal activity, which is a function of cognitive processes. In this study, a previously recorded sample set of 121 children containing unbiased data from both ADHD and control group classes and EEG signals were analyzed to classify the ADHD patients. The samples were tested under different cognitive conditions, and multiple features were extracted using Euclidean distance. Many machine learning algorithms use Euclidean distance as their default distance metric to compare two recorded data points. The extracted features were trained using four supervised machine learning algorithms (linear regression, random forest, extreme gradient boosting, and K nearest neighbor (KNN)) based on the results of various frequency bands. The results suggest that the KNN algorithm produces the highest accuracy over other machine learning approaches, and results can be further improved with the application of hyperparameter tuning and used for classifying sub-groups of ADHD to identify the severity of the disorder.</p>","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139073169","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01Epub Date: 2022-09-16DOI: 10.1080/21622965.2022.2123707
Alice Ann Holland, Jabeen F Shamji, Matthew A Clem, Roger Perez, Jayme M Palka, Peter L Stavinoha
The present study compared parent-rated executive functioning in pediatric medulloblastoma (MB) and pilocytic astrocytoma (PA) survivors. Although standard care for both includes surgical resection, children with MB additionally receive chemotherapy and craniospinal irradiation. Given well-documented neurocognitive late effects associated with the latter, we anticipated poor parent-reported executive functioning in MB survivors. Parents/guardians of 36 MB survivors and 20 PA survivors completed the Behavior Rating Inventory of Executive Functioning (BRIEF). PA survivors were younger at diagnosis (t[51.97] = 3.07, p < .001, d = 0.86) and demonstrated higher IQ (t[54] = -3.51, p < .001, d = 0.95). However, relative to the MB group, the PA group was rated as having significantly more problems on all BRIEF scales (all p ≤ .05; d = 0.30 - 1.10), except the Shift scale. Additionally, all mean BRIEF scores for MB survivors were within normal limits, whereas for PA survivors, all mean BRIEF scores except for Organization of Materials were significantly discrepant from normative means. Overall, PA survivors were rated as demonstrating poorer executive function than MB survivors. Five theories are discussed as possible explanations for these surprising findings: two related to group differences, two related to potential sources of parental bias, and one related to the nature of questionnaire-based assessment. All these theories represent directions for future research. Parent questionnaires such as the BRIEF may have real-world implications for pediatric brain tumor survivors. Future research should explore factors affecting parent ratings of executive functioning in these populations, along with comparison to performance-based measures.
本研究比较了小儿髓母细胞瘤(MB)和柔毛细胞性星形细胞瘤(PA)幸存者的家长评分执行功能。虽然两者的标准治疗方法都包括手术切除,但髓母细胞瘤患儿还需要接受化疗和颅骨照射。鉴于化疗和颅脑照射对神经认知的后期影响已得到充分证实,我们预计MB幸存者的家长报告的执行功能较差。36名MB幸存者和20名PA幸存者的家长/监护人完成了执行功能行为评定量表(BRIEF)。PA 幸存者确诊时年龄较小(t[51.97] = 3.07,p < .001,d = 0.86),智商较高(t[54] = -3.51,p < .001,d = 0.95)。然而,与甲基溴组相比,除移位量表外, PA 组在所有 BRIEF 量表中都被评为问题明显较多(所有 p 均小于 0.05;d = 0.30 - 1.10)。此外,甲基溴幸存者的所有 BRIEF 平均得分都在正常范围内,而 PA 幸存者的所有 BRIEF 平均得分(材料组织除外)都与正常平均值有明显差异。总体而言,与甲基溴幸存者相比, PA 幸存者的执行功能较差。本文讨论了五种理论来解释这些令人惊讶的结果:两种理论与群体差异有关,两种理论与父母偏见的潜在来源有关,一种理论与基于问卷的评估的性质有关。所有这些理论都是未来研究的方向。像 BRIEF 这样的家长问卷可能对小儿脑肿瘤幸存者有现实意义。未来的研究应探讨影响这些人群家长对执行功能评分的因素,并与基于表现的测量方法进行比较。
{"title":"Parent ratings of executive functioning in pediatric survivors of medulloblastoma and pilocytic astrocytoma.","authors":"Alice Ann Holland, Jabeen F Shamji, Matthew A Clem, Roger Perez, Jayme M Palka, Peter L Stavinoha","doi":"10.1080/21622965.2022.2123707","DOIUrl":"10.1080/21622965.2022.2123707","url":null,"abstract":"<p><p>The present study compared parent-rated executive functioning in pediatric medulloblastoma (MB) and pilocytic astrocytoma (PA) survivors. Although standard care for both includes surgical resection, children with MB additionally receive chemotherapy and craniospinal irradiation. Given well-documented neurocognitive late effects associated with the latter, we anticipated poor parent-reported executive functioning in MB survivors. Parents/guardians of 36 MB survivors and 20 PA survivors completed the Behavior Rating Inventory of Executive Functioning (BRIEF). PA survivors were younger at diagnosis (<i>t</i>[51.97] = 3.07, <i>p</i> < .001, <i>d</i> = 0.86) and demonstrated higher IQ (<i>t</i>[54] = -3.51, <i>p</i> < .001, <i>d</i> = 0.95). However, relative to the MB group, the PA group was rated as having significantly more problems on all BRIEF scales (all <i>p</i> ≤ .05; <i>d</i> = 0.30 - 1.10), except the Shift scale. Additionally, all mean BRIEF scores for MB survivors were within normal limits, whereas for PA survivors, all mean BRIEF scores except for Organization of Materials were significantly discrepant from normative means. Overall, PA survivors were rated as demonstrating poorer executive function than MB survivors. Five theories are discussed as possible explanations for these surprising findings: two related to group differences, two related to potential sources of parental bias, and one related to the nature of questionnaire-based assessment. All these theories represent directions for future research. Parent questionnaires such as the BRIEF may have real-world implications for pediatric brain tumor survivors. Future research should explore factors affecting parent ratings of executive functioning in these populations, along with comparison to performance-based measures.</p>","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40361963","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01Epub Date: 2022-08-17DOI: 10.1080/21622965.2022.2106863
Mohammed Alhwaiti
The aim was to investigate the predicting role of phonological awareness (PA) and rapid automatized naming (RAN) on early literacy skills (e.g., word reading [WR] and spelling [SP]) among children with mild to borderline intellectual functioning. A total of 68 children in inclusive schools in grades 1 and 2, from 12 primary schools from Makka, classified as having intellectual disabilities (ID) of unspecified origin were chosen to participate in this study. Measures of PA and RAN were correlated with measures of WR and SP in children with mild to borderline intellectual functioning. This study advanced knowledge about the predictors (PA and RAN) of early literacy skills (WR and SP) among children with mild to borderline intellectual functioning.
{"title":"Phonological awareness and rapid automatized naming as predictors of early literacy skills among children with mild to borderline intellectual functioning.","authors":"Mohammed Alhwaiti","doi":"10.1080/21622965.2022.2106863","DOIUrl":"10.1080/21622965.2022.2106863","url":null,"abstract":"<p><p>The aim was to investigate the predicting role of phonological awareness (PA) and rapid automatized naming (RAN) on early literacy skills (e.g., word reading [WR] and spelling [SP]) among children with mild to borderline intellectual functioning. A total of 68 children in inclusive schools in grades 1 and 2, from 12 primary schools from Makka, classified as having intellectual disabilities (ID) of unspecified origin were chosen to participate in this study. Measures of PA and RAN were correlated with measures of WR and SP in children with mild to borderline intellectual functioning. This study advanced knowledge about the predictors (PA and RAN) of early literacy skills (WR and SP) among children with mild to borderline intellectual functioning.</p>","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40634089","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01Epub Date: 2023-07-22DOI: 10.1080/21622965.2023.2235707
Cody Capps, Darlyne G Nemeth, Traci W Olivier, Steven D Felix
In 2005, the 3q29 deletion syndrome was identified and defined as a rare chromosomal anomaly that effects approximately one in 30,000-40,000 children. It has a complex neuropsychiatric profile, often resulting in developmental delays, intellectual disabilities, attentional deficits, classic physical traits, and behavioral health disturbances, including social and emotional issues. Rarely has this syndrome been seen and evaluated in fraternal twins, only one of whom has the 3q29 deletion syndrome. This case study highlights Twin 1's strengths and weaknesses and compares her 2020 neuropsychological data, including a comparison of her Reitan-Indiana Neuropsychological Battery (RINB) results to her 2022 profile, which reveals a failure-to-thrive profile.
{"title":"Identifying a failure-to-thrive fraternal twin profile with 3q29 deletion syndrome.","authors":"Cody Capps, Darlyne G Nemeth, Traci W Olivier, Steven D Felix","doi":"10.1080/21622965.2023.2235707","DOIUrl":"10.1080/21622965.2023.2235707","url":null,"abstract":"<p><p>In 2005, the 3q29 deletion syndrome was identified and defined as a rare chromosomal anomaly that effects approximately one in 30,000-40,000 children. It has a complex neuropsychiatric profile, often resulting in developmental delays, intellectual disabilities, attentional deficits, classic physical traits, and behavioral health disturbances, including social and emotional issues. Rarely has this syndrome been seen and evaluated in fraternal twins, only one of whom has the 3q29 deletion syndrome. This case study highlights Twin 1's strengths and weaknesses and compares her 2020 neuropsychological data, including a comparison of her Reitan-Indiana Neuropsychological Battery (RINB) results to her 2022 profile, which reveals a failure-to-thrive profile.</p>","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10210473","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The game of chess is a valuable extracurricular activity for children, with positive effects on their cognitive skills and academic achievements. We investigated the extent to which the Giant Chess Game (GCG) played on a giant chessboard enhances working memory in "navigational-vista" space and "reaching" space. We also assessed if the GCG enhances mental rotation skills. For 10 weeks, 15 children (GCG group) were involved in a giant chess class, while 15 gender and age-matched children were involved in standard didactics (control group-CG). Children were tested twice, before (T0) and after (T1) the GCG, by tasks aimed at measuring: visuo-spatial working memory (VSWM) in the navigational-vista space (Walking Corsi test); VSWM in the reaching space (Corsi Block-Tapping task); mental rotation (Rotating Flowers test). We found that the GCG group significantly improved its performance more than the CG in VSWM in both navigational-vista space and reaching space, as well as in mental rotation. Our results suggest that the GCG has positive effects on visuo-spatial abilities underlying topographical skills. Therefore, the training using GCG can help enhancing spatial ability and may have a role in contrasting the spreading of navigational deficits such as the Developmental Topographical Disorientation (DTD).
{"title":"Giant chess game enhances spatial navigational skills in 6-years-old children: preliminary findings.","authors":"Alessia Bocchi, Massimiliano Palmiero, Filippo Persichetti, Maurizio Matteoli, Cecilia Guariglia, Laura Piccardi","doi":"10.1080/21622965.2022.2112680","DOIUrl":"10.1080/21622965.2022.2112680","url":null,"abstract":"<p><p>The game of chess is a valuable extracurricular activity for children, with positive effects on their cognitive skills and academic achievements. We investigated the extent to which the Giant Chess Game (GCG) played on a giant chessboard enhances working memory in \"navigational-vista\" space and \"reaching\" space. We also assessed if the GCG enhances mental rotation skills. For 10 weeks, 15 children (GCG group) were involved in a giant chess class, while 15 gender and age-matched children were involved in standard didactics (control group-CG). Children were tested twice, before (T0) and after (T1) the GCG, by tasks aimed at measuring: visuo-spatial working memory (VSWM) in the navigational-vista space (Walking Corsi test); VSWM in the reaching space (Corsi Block-Tapping task); mental rotation (Rotating Flowers test). We found that the GCG group significantly improved its performance more than the CG in VSWM in both navigational-vista space and reaching space, as well as in mental rotation. Our results suggest that the GCG has positive effects on visuo-spatial abilities underlying topographical skills. Therefore, the training using GCG can help enhancing spatial ability and may have a role in contrasting the spreading of navigational deficits such as the Developmental Topographical Disorientation (DTD).</p>","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40332308","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01Epub Date: 2022-11-17DOI: 10.1080/21622965.2022.2128675
Gerda van der Veer, Marja H Cantell, Alexander E M G Minnaert, Suzanne Houwen
This systematic review examined to what extent response demands of executive functioning (EF) tasks influence the relationship between motor performance and EF in 2- to 6-year-old typically developing (TD) children and children with motor coordination difficulties (MCD). Eighteen of the included articles focused on TD children only and three also on children with MCD. EF tasks were subdivided based on the type of responses (i.e., motor or verbal). EF tasks requiring a motor response were subdivided into two levels (i.e., complex or simple). Results showed that the relationship between motor performance and EF in 2- to 6-year-old TD children and children with MCD was inconclusive with the strength of correlation coefficients for the most part varying from very weak to moderate. The type of EF task response did not influence the relationship between motor performance and EF. The review thus implies that other task demands than the type of EF task response need to be investigated to explain the inconsistent relationship between motor performance and EF, such as the complexity of the motor response of EF tasks, the complexity of the actual motor tasks, and additional processes (e.g., memory, intelligence, language comprehension).
本系统综述研究了执行功能(EF)任务的反应要求在多大程度上影响了 2-6 岁发育正常(TD)儿童和运动协调困难(MCD)儿童的运动表现与 EF 之间的关系。在收录的文章中,有 18 篇只针对典型发育障碍儿童,有 3 篇也针对运动协调障碍儿童。根据反应类型(即运动反应或言语反应),对EF任务进行了细分。需要运动反应的 EF 任务被细分为两个级别(即复杂或简单)。结果显示,2至6岁的TD儿童和MCD儿童的运动表现与EF之间的关系并不确定,相关系数的强度大多从非常弱到中等不等。EF任务反应的类型并不影响运动表现与EF之间的关系。因此,该综述意味着,要解释运动表现与EF之间不一致的关系,除了EF任务反应的类型外,还需要研究其他任务要求,如EF任务运动反应的复杂性、实际运动任务的复杂性以及其他过程(如记忆、智力、语言理解)。
{"title":"The relationship between motor performance and executive functioning in early childhood: A systematic review on motor demands embedded within executive function tasks.","authors":"Gerda van der Veer, Marja H Cantell, Alexander E M G Minnaert, Suzanne Houwen","doi":"10.1080/21622965.2022.2128675","DOIUrl":"10.1080/21622965.2022.2128675","url":null,"abstract":"<p><p>This systematic review examined to what extent response demands of executive functioning (EF) tasks influence the relationship between motor performance and EF in 2- to 6-year-old typically developing (TD) children and children with motor coordination difficulties (MCD). Eighteen of the included articles focused on TD children only and three also on children with MCD. EF tasks were subdivided based on the type of responses (i.e., motor or verbal). EF tasks requiring a motor response were subdivided into two levels (i.e., complex or simple). Results showed that the relationship between motor performance and EF in 2- to 6-year-old TD children and children with MCD was inconclusive with the strength of correlation coefficients for the most part varying from very weak to moderate. The type of EF task response did not influence the relationship between motor performance and EF. The review thus implies that other task demands than the type of EF task response need to be investigated to explain the inconsistent relationship between motor performance and EF, such as the complexity of the motor response of EF tasks, the complexity of the actual motor tasks, and additional processes (e.g., memory, intelligence, language comprehension).</p>","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40482902","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01Epub Date: 2022-08-24DOI: 10.1080/21622965.2022.2112679
Nozhatalzaman Moradi, Soran Rajabi, Ali Mansouri Nejad
Objective: The purpose of this study was to examine the effect of neurofeedback (NF) based on quantitative electroencephalography (QEEG) and SmartMind game on the time perception, attention, and working memory of children with Attention Deficit/Hyperactivity Disorder (ADHD) through an experimental design.
Method: Using a purposive sampling method, 32 male students diagnosed with ADHD were selected and then randomly assigned to an experimental group and a control group. The experimental group received the treatment (NF + SmartMind) for 30 weekly sessions. Children's performances on a time perception test, a Continuous Performance Test (CPT), and a Wechsler working memory test (WISC) were examined before and after the intervention.
Results: A significant difference was observed between the mean scores of the pretest and post-test for the experimental group, implying that NF training improved short-time perception and long-time perception attention in CPT test: omission error component, Correct Response component, and working memory: Visual forward component. However, the treatment did not have a significant effect on the commission error component (CPT), working memory in terms of the visual reverse, auditory reverse, and auditory forward components.
Conclusion: NF combined with computer cognitive games (CCGs) can improve time perception, attention, and working memory in children with ADHD.
{"title":"The effect of neurofeedback training combined with computer cognitive games on the time perception, attention, and working memory in children with ADHD.","authors":"Nozhatalzaman Moradi, Soran Rajabi, Ali Mansouri Nejad","doi":"10.1080/21622965.2022.2112679","DOIUrl":"10.1080/21622965.2022.2112679","url":null,"abstract":"<p><strong>Objective: </strong>The purpose of this study was to examine the effect of neurofeedback (NF) based on quantitative electroencephalography (QEEG) and SmartMind game on the time perception, attention, and working memory of children with Attention Deficit/Hyperactivity Disorder (ADHD) through an experimental design.</p><p><strong>Method: </strong>Using a purposive sampling method, 32 male students diagnosed with ADHD were selected and then randomly assigned to an experimental group and a control group. The experimental group received the treatment (NF + SmartMind) for 30 weekly sessions. Children's performances on a time perception test, a Continuous Performance Test (CPT), and a Wechsler working memory test (WISC) were examined before and after the intervention.</p><p><strong>Results: </strong>A significant difference was observed between the mean scores of the pretest and post-test for the experimental group, implying that NF training improved short-time perception and long-time perception attention in CPT test: omission error component, Correct Response component, and working memory: Visual forward component. However, the treatment did not have a significant effect on the commission error component (CPT), working memory in terms of the visual reverse, auditory reverse, and auditory forward components.</p><p><strong>Conclusion: </strong>NF combined with computer cognitive games (CCGs) can improve time perception, attention, and working memory in children with ADHD.</p>","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40415719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01Epub Date: 2022-08-08DOI: 10.1080/21622965.2022.2108710
Lívia de Andrade Freire, João Vitor Ramos de Toledo Negrão, Tais Siqueira Venâncio, Bruna Michele Freire de Araújo, Niro Kasahara
Purpose: The development of face processing abilities is a continuous process reaching maturity in adulthood. To achieve it in plenitude, children must have an adequate visual function. The purpose of this study was to assess how the face memory ability of children with visual impairment living in a developing country compares to those with normal vision in the same setting.
Methods: This was a case-control study. Children with visual impairment of different causes and age-matched normal controls underwent a complete eye examination and the Cambridge Face Memory Test for Children (CFMT-C). Images were presented on a computer screen and the test results were expressed as a percentage of right answers (%). Children with impaired vision were assorted into binocular and monocular deficiency and the groups were compared with the Kruskal-Wallis test.
Results: The sample comprised 40 children with visual impairment and 31 age-matched controls. The groups did not differ in age and gender distribution. Patients with binocular impairment (18 subjects) had lower mean CFMT-C scores, as compared to monocular patients (22 patients with strabismic amblyopia) and children with normal vision (57.7 ± 18.9, 76.2 ± 15.6, and 71.3 ± 12.7, respectively, p = 0.008).
Conclusions: Children with binocular visual impairment had diminished face memory ability. Amblyopia due to strabismus did not affect face memory. Attempts should focus on the prevention of visual loss and early rehabilitation so that these children can develop adequate face memory ability.
{"title":"Face memory deficit in visually impaired children who live in a developing country.","authors":"Lívia de Andrade Freire, João Vitor Ramos de Toledo Negrão, Tais Siqueira Venâncio, Bruna Michele Freire de Araújo, Niro Kasahara","doi":"10.1080/21622965.2022.2108710","DOIUrl":"10.1080/21622965.2022.2108710","url":null,"abstract":"<p><strong>Purpose: </strong>The development of face processing abilities is a continuous process reaching maturity in adulthood. To achieve it in plenitude, children must have an adequate visual function. The purpose of this study was to assess how the face memory ability of children with visual impairment living in a developing country compares to those with normal vision in the same setting.</p><p><strong>Methods: </strong>This was a case-control study. Children with visual impairment of different causes and age-matched normal controls underwent a complete eye examination and the Cambridge Face Memory Test for Children (CFMT-C). Images were presented on a computer screen and the test results were expressed as a percentage of right answers (%). Children with impaired vision were assorted into binocular and monocular deficiency and the groups were compared with the Kruskal-Wallis test.</p><p><strong>Results: </strong>The sample comprised 40 children with visual impairment and 31 age-matched controls. The groups did not differ in age and gender distribution. Patients with binocular impairment (18 subjects) had lower mean CFMT-C scores, as compared to monocular patients (22 patients with strabismic amblyopia) and children with normal vision (57.7 ± 18.9, 76.2 ± 15.6, and 71.3 ± 12.7, respectively, <i>p</i> = 0.008).</p><p><strong>Conclusions: </strong>Children with binocular visual impairment had diminished face memory ability. Amblyopia due to strabismus did not affect face memory. Attempts should focus on the prevention of visual loss and early rehabilitation so that these children can develop adequate face memory ability.</p>","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40592649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-23DOI: 10.1080/21622965.2023.2292785
Mary Robinson, Mary F Lazar, Jacqlyn M Zarabba, Meghan Gold
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.
{"title":"School psychologists' perceptions of the effectiveness of neuropsychological evaluation reports.","authors":"Mary Robinson, Mary F Lazar, Jacqlyn M Zarabba, Meghan Gold","doi":"10.1080/21622965.2023.2292785","DOIUrl":"https://doi.org/10.1080/21622965.2023.2292785","url":null,"abstract":"<p><p>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.</p>","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139032067","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}