Child Neuropsychology最新文献

Children with cerebral palsy (CP) are at increased risk of impaired somatosensation and cognition. Among children with hemiplegia, approximately three-quarters have impaired somatosensation and one-third have intellectual impairment. While somatosensation may relate to cognitive functioning in CP, this relationship has not previously been investigated. This cross-sectional study examined the relationship between somatosensation and cognition in children with hemiplegic CP, and whether the pattern of brain injury, classified using an established MRI classification system, moderates this relationship. Forty-seven children (26 females) with hemiplegic CP participated (mean age = 11.0 years; SD = 3.6; range: 6-16 years). Parent questionnaires provided demographic, educational, and medical history. Cognition was assessed using Index scores from the Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V). Somatosensation in the affected and less-affected hands was measured using subtests from Sense©_Assess Kids. Wrist position sense and haptic ability of the affected hand significantly correlated with most WISC-V Index scores. Somatosensory functioning of the less-affected hand showed inconsistent associations with cognition. Multiple regressions indicated that wrist position sense of the affected hand predicted visuospatial ability, fluid reasoning, and overall intelligence. Haptic ability of the affected hand predicted verbal comprehension and overall intelligence. For the less-affected hand, wrist position sense predicted visuospatial ability, but haptic ability did not predict any cognitive outcomes. Multicategorical moderation showed that the pattern of brain injury did not consistently moderate somatosensation-cognition relationships. Identifying somatosensory difficulties may provide early insight into cognitive performance in children with hemiplegic CP. Further research is needed to understand the direction and mechanisms of this relationship.

Autonomy-supportive parenting (ASP) is strongly associated with executive functioning (EF) among preschool-aged children, as the ASP helps these children control their thoughts, feelings, and behavior, thereby supporting goal achievement. However, only a limited number of ASP intervention studies have directly targeted EF enhancement for this age group, and the findings are still inconclusive. Herein, we investigated the impact of an ASP intervention on maternal parenting skills and EF among preschool-aged children. EF was measured via maternal perceptions and performance tests and comprises three dimensions: working memory, inhibitory control, and cognitive flexibility. Two preliminary studies were conducted: The first study examined feasibility and time-based changes among participants receiving the intervention, and the second study employed a randomized controlled trial design to evaluate the impact of the intervention by comparing intervention and waitlist control groups. In both studies, four 2-hour ASP training sessions were carried out, allowing mothers to engage deeply with the material and foster children's independence with respect to problem-solving and decision-making. Parenting behavior and children's EF were assessed at the pretest (1 week before intervention), posttest (1 week after intervention), and follow-up (12 weeks after the intervention). The results of these studies suggest that a more extensive intervention significantly enhances maternal skills and children's EF, thus highlighting the importance of tailored support in parenting practices for optimal child development and parenting skills.

Many children who are admitted to pediatric hospitals with new, acute neurological conditions do not receive adequate support to help them reintegrate into school. Lack of communication between the hospital team and school may lead to safety problems, delayed return to school, academic challenges, increased mental health concerns, and/or delayed assessment for special education services. Our team used Quality Improvement (QI) methodology to establish an inpatient consult workflow by including neuropsychological consultation and school reintegration recommendations for inpatients with new (or unaddressed) cognitive and functional needs. Education was provided by the neuropsychology team to medical providers and therapy teams about the school reintegration process and workflow. Additional processes were put into place to ensure that consults were received and completed within an appropriate timeframe. In the first 12 months of implementation, our team successfully completed 36 consults. The percentage of completed consults that included school reintegration recommendations increased from 0% to 100% over the 12-month period. The diagnostic populations included stroke (33%), neuroimmune diagnoses (19%), cardiac arrest (11%), traumatic brain injury (11%), encephalitis (6%), and brain tumor/oncology patients (6%). Our team successfully implemented a consultant workflow aimed at providing school reintegration support. The implementation of a school-reintegration neuropsychology service was feasible and practical. Additional work is needed to demonstrate patient outcomes, improve individualized approaches to service provision, and analyze long-term sustainability across large service lines.

There are significant challenges for research on child cognitive development in resource-scarce environments including the need for contextually appropriate assessments that accommodate diverse age cohorts or span multiple years or rounds of data collection in longitudinal studies. In such cases, combining two cognitive assessments may be necessary to maximize age and assessment item coverage. The Mullen Scales of Early Learning (MSEL) is developed for children aged 2-60 months, while the Kaufman Assessment Battery for Children (KABC-II) is administered to children aged 3-18 years. Understanding the relationship between these scales is essential for drawing valid conclusions across age cohorts and study periods where children may age out of the MSEL. This correlational study examines the relationship between MSEL subscales and KABC-II subtests in a sample of 59 children aged 4-5 years in the Eastern Cape, South Africa using data collected in March-June 2024. Intra-class correlations and paired t-tests demonstrate agreement between the two assessments indicating that the selected subtests are measuring similar underlying constructs. In post-hoc factor analysis the combined subscales had an alpha of 0.86 demonstrating strong agreement between the MSEL and KABC-II. These findings support the comparability of outcomes across different cognitive assessments, enabling researchers to identify risk and resilience pathways for children in low- and middle-income settings.

Executive functions are critical for early childhood development. High levels of physical activity and reduced sedentary time may benefit execution function development, although prior research has yielded mixed findings. Studying executive functions through both neurophysiological and behavioral measures provides a more comprehensive view of their relationship with physical activity and sedentary time, yet this approach remains underexplored in young children. Thus, this cross-sectional study aimed to explore these associations using a multi-methodological approach. Eighteen children (M_age = 6.75, SD = 0.60, 50% girls) participated. Executive functions were assessed behaviorally (inhibition+switching and working memory with computerized tests) and neuroelectrically (event-related potential EEG paradigm) in early childhood education settings. Physical activity and sedentary time were measured using hip-worn accelerometers. Associations were examined using linear regression. The results showed that faster response times in inhibition+switching task were associated with larger novelty P3 amplitudes (β = -.54, p < .05). Moderate and moderate-to-vigorous physical activity were associated with increased novelty P3 amplitude (β = .72, p < .01; β = .56, p < .05) and longer peak latency (β = .59, p < .05; β = .53, p < .05), while light physical activity was associated with smaller amplitude (β = -.64, p < .05). Sedentary time was associated with shorter latency (β = -.57, p < .05). No associations between physical activity or sedentary time and behavioral measures of executive functions were found. The findings of this pilot study suggest that moderate-to-vigorous physical activity may support neurocognitive processes in early childhood.

Processing Speed (PS) has become established as an area of concern in pediatric populations. Research suggests that it can differentially impact academic, social, and adaptive outcomes. A relationship between cognitive ability, PS weakness, and psychosocial outcomes has been indicated in recent literature. The current study sought to explore the relationship between those with higher cognitive ability and a relative difficulty in PS (Weschler VCI > 110 and Weschler VCI - PSI ≥ 15) in parent and teacher reported behaviors, specifically school engagement and services, social relationships, adaptability/resilience, and negative legal outcomes (e.g. substance use). Data were used from a clinically referred sample of 679 children ages 6-17 (11.2 ± 3.2; 37.3% girls) with high cognitive ability that were part of a larger study (Longitudinal Study of Genetic Influences on Cognition (LOGIC)). Results suggest that parents and teachers observe children with a relative PS difficulty to have more struggle with their approach to work. There were particularly strong associations on teacher rating scales. Discussion highlights the importance of teacher input as an indicator of academic struggle in these youth and discuss implications for further research.

Little is known about the differential display of executive functions in intellectually gifted/ADHD children, although this may be relevant to identify the dual condition better. This study aimed to examine the executive function behaviors of intellectually gifted/ADHD youth, as reported by their parents using the Behavior Rating Inventory of Executive Function (BRIEF), and to compare them with those of youth who were intellectually gifted only and those with ADHD only. Based on a cognitive assessment, a clinical sample of 110 participants (M_age = 10.13; SD = 2.59), aged six to 16, was drawn from attendees of two psychological clinics and divided into three groups: intellectually gifted/ADHD (n = 40), ADHD (n = 40) and intellectually gifted (n = 30). The results revealed that, in general, intellectually gifted/ADHD youth presented more alterations in executive function behaviors, particularly in the BRIEF metacognitive index, than intellectually gifted and ADHD youth, as reported by their parents. Furthermore, mothers rated executive function difficulties more severely on the BRIEF rating scale across all groups than fathers. These findings highlight the clinical utility of the BRIEF, particularly its Organization of Materials, Monitor, and Working Memory subscales, in detecting the co-occurrence of intellectual giftedness and ADHD in children with good sensitivity and specificity. Moreover, they support existing evidence of executive vulnerabilities in intellectually gifted/ADHD children and underscore the importance of supporting their executive function-related behaviors.

It is recommended that regular exercise be used to improve the executive function of children and adolescents, but the most effective type of exercise remains unclear. This study aimed to compare the effects of different exercise types on the executive function of children and adolescents and rank them. Randomized controlled trials (RCTs) on "exercise interventions on the executive function of children and adolescents" were searched in multiple databases up to December 31, 2024. Two researchers independently screened the literature, extracted data, evaluated methodological quality, and performed statistical analysis using Stata 17.0. Forty-three trials with 6944 participants were included. Net Meta-analysis showed that single aerobic exercise, cognitive+exercise, and ball games significantly improved inhibitory control compared to controls. Ball games were superior to combined exercises. Cognitive+exercise improved working memory, while ball games enhanced cognitive flexibility. SUCRA probability ranking indicated that ball games had the most significant effects on inhibitory control (SUCRA = 97.4), working memory (SUCRA = 77.0), and cognitive flexibility (SUCRA = 93.6). Ball games, single aerobic exercise, and cognitive+exercise significantly improved children's executive function. Ball games were the most effective intervention for inhibitory control, working memory, and cognitive flexibility.

Sensory processing skills are important for school functioning, learning and school participation. Children with attention deficit hyperactivity disorder (ADHD) may need additional support in the school context. This study aims to assess sensory processing skills and school functions in children with ADHD, focusing on gender differences. We included 118 children of whom 57 had ADHD and 61 were typically developing peers. Sensory processing skills were assessed with the Sensory Integration and Praxis Test subtests (Postrotary Nystagmus, Standing Walk and Balance, Bilateral Motor Coordination), and school functioning was evaluated using the School Function Assessment. Results showed that children with ADHD had worse sensory processing skills and school function, regardless of gender (p < 0.05). In girls with ADHD, Bilateral Motor Coordination emerged as a significant predictor across some sub-parameters of school functioning (Participation: p = 0.022; task supports: p = 0.020; physical tasks: p = 0.012). In boys, balance was particularly significant predictor of physical (p = 0.008) and cognitive functioning (p = 0.008). Boys with ADHD had more difficulty than girls in cognitive/behavioral task adaptations, setup and cleaning, and eating/drinking. Recognizing gender differences among these children is essential for health professionals to deliver more effective and individualized support interventions.

Despite improved outcomes with modern antiretroviral therapy (ART), children living with HIV (CLWHIV) may still face significant cognitive deficits. There are no published studies of the neurocognitive and neuroimaging status of CLWHIV in Eastern Europe. This was a cross-sectional study in a pediatric HIV referral center in St Petersburg, Russian Federation. Thirty-seven CLWHIV underwent brain magnetic resonance imaging (MRI) and completed the Wechsler Intelligence Scale for Children, third edition (WISC-III) as part of routine care in 2013-15. WISC-III scores were summarized for full-scale intelligence quotient (FSIQ), performance IQ (PIQ) and performance IQ (PIQ) (all with population mean 100), and for subtests of these scores. Factors associated with MRI abnormalities were assessed using logistic regression. Median [IQR] age at the time of the earlier assessment (either MRI or WISC-III) was 10.5 [8.7-11.9] years, 54% were female, 35/37 (95%) had initiated ART at a median age of 57 [27-93] months. Median WISC-III scores were within the average range: 99 [IQR 91-111, range 62-123] for FSIQ, 97 [IQR 85-111, range 67-129] for VIQ and 101 [IQR 94-106, range 62-129] for PIQ. Thirty-four children (92%) scored below average on at least one subtest score. Of 32 children who underwent MRI, 15 (47%) had at least one abnormality. Older age at ART start was associated with MRI abnormalities (OR 1.37 (95% CI 1.01-1.86), p = 0.05 per year increase). Although median group indexes were within the average range, a high percentage of CLWHIV underperformed in at least one subtest and might benefit from supportive interventions.