Applied Neuropsychology: Child最新文献_第2页

The effectiveness of a reading and cognitive task-based Web delivered intervention program for children with reading difficulties. 基于阅读和认知任务的网络干预计划对阅读困难儿童的有效性。

IF 1.4 4区心理学

Applied Neuropsychology: Child Pub Date : 2025-07-01 Epub Date: 2024-02-10 DOI: 10.1080/21622965.2024.2313637

Aikaterini Striftou, Nikolaos C Zygouris, Filippos Vlachos, Panayiotis Patrikelis, Lambros Messinis

{"title":"The effectiveness of a reading and cognitive task-based Web delivered intervention program for children with reading difficulties.","authors":"Aikaterini Striftou, Nikolaos C Zygouris, Filippos Vlachos, Panayiotis Patrikelis, Lambros Messinis","doi":"10.1080/21622965.2024.2313637","DOIUrl":"10.1080/21622965.2024.2313637","url":null,"abstract":"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.","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"377-388"},"PeriodicalIF":1.4,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139715749","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}

引用次数: 0

Design of a video game for assessment of executive functions in deaf and hearing children. 设计一款用于评估聋儿和听力儿童执行功能的视频游戏。

IF 1.4 4区心理学

Applied Neuropsychology: Child Pub Date : 2025-07-01 Epub Date: 2024-02-15 DOI: 10.1080/21622965.2024.2311096

César Mejía, Alejandra Herrera-Marmolejo, Marcela Rosero-Pérez, Jorge Quimbaya, Juan F Cardona

{"title":"Design of a video game for assessment of executive functions in deaf and hearing children.","authors":"César Mejía, Alejandra Herrera-Marmolejo, Marcela Rosero-Pérez, Jorge Quimbaya, Juan F Cardona","doi":"10.1080/21622965.2024.2311096","DOIUrl":"10.1080/21622965.2024.2311096","url":null,"abstract":"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.","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"350-357"},"PeriodicalIF":1.4,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139740218","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}

引用次数: 0

School psychologists' perceptions of the effectiveness of neuropsychological evaluation reports. 学校心理学家对神经心理学评估报告有效性的看法。

IF 1.4 4区心理学

Applied Neuropsychology: Child Pub Date : 2025-07-01 Epub Date: 2023-12-23 DOI: 10.1080/21622965.2023.2292785

Mary Robinson, Mary F Lazar, Jacqlyn M Zarabba, Meghan Gold

{"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":"10.1080/21622965.2023.2292785","url":null,"abstract":"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.","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"290-299"},"PeriodicalIF":1.4,"publicationDate":"2025-07-01","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}

引用次数: 0

Are students with learning disabilities correctly diagnosed in Turkey? 土耳其对学习障碍学生的诊断是否正确？

IF 1.4 4区心理学

Applied Neuropsychology: Child Pub Date : 2025-07-01 Epub Date: 2024-02-13 DOI: 10.1080/21622965.2024.2315558

Ahmet Bildiren, Tahsin Firat, Sevinc Zeynep Kavruk, Ceyhun Servi, Burak Sungur

{"title":"Are students with learning disabilities correctly diagnosed in Turkey?","authors":"Ahmet Bildiren, Tahsin Firat, Sevinc Zeynep Kavruk, Ceyhun Servi, Burak Sungur","doi":"10.1080/21622965.2024.2315558","DOIUrl":"10.1080/21622965.2024.2315558","url":null,"abstract":"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.","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"389-402"},"PeriodicalIF":1.4,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139728826","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}

引用次数: 0

The effectiveness of a program based on mental imagery on improvement working memory in children with ASD in inclusion classroom. 基于心理想象的课程对改善融合课堂中患有注意力缺失症的儿童工作记忆的效果。

IF 1.4 4区心理学

Applied Neuropsychology: Child Pub Date : 2025-07-01 Epub Date: 2023-12-17 DOI: 10.1080/21622965.2023.2292272

Manal Yousef Alsheef

引用次数: 0

Evaluation of executive functions in children and adolescents with obesity. 评估肥胖儿童和青少年的执行功能。

IF 1.4 4区心理学

Applied Neuropsychology: Child Pub Date : 2025-07-01 Epub Date: 2024-02-13 DOI: 10.1080/21622965.2024.2312442

Enver Üney, Hüseyin Burak Baykara, Sibelnur Avcil

{"title":"Evaluation of executive functions in children and adolescents with obesity.","authors":"Enver Üney, Hüseyin Burak Baykara, Sibelnur Avcil","doi":"10.1080/21622965.2024.2312442","DOIUrl":"10.1080/21622965.2024.2312442","url":null,"abstract":"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.","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"368-376"},"PeriodicalIF":1.4,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139728827","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}

引用次数: 0

The effect of cognitive training on children with attention deficit and hyperactivity disorder: A meta-analysis. 认知训练对注意力缺陷和多动症儿童的影响：荟萃分析

IF 1.4 4区心理学

Applied Neuropsychology: Child Pub Date : 2025-07-01 Epub Date: 2024-01-23 DOI: 10.1080/21622965.2024.2305874

Xiaojie Zou, Feng Yu, Qiuling Huang, Yun Huang

{"title":"The effect of cognitive training on children with attention deficit and hyperactivity disorder: A meta-analysis.","authors":"Xiaojie Zou, Feng Yu, Qiuling Huang, Yun Huang","doi":"10.1080/21622965.2024.2305874","DOIUrl":"10.1080/21622965.2024.2305874","url":null,"abstract":"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.","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"329-338"},"PeriodicalIF":1.4,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139541416","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}

引用次数: 0

Reactive temperament and self-regulation in preschool: Unique constellations impacting psychopathology. 反应性气质与学前儿童自我调节：影响心理病理的独特星座。

IF 1.4 4区心理学

Applied Neuropsychology: Child Pub Date : 2025-06-26 DOI: 10.1080/21622965.2025.2519862

Henning Heinze, Monika Daseking, Caterina Gawrilow, Catherine Gunzenhauser, Julia Karbach, Bianca Ulitzka, Julia Kerner Auch Koerner

{"title":"Reactive temperament and self-regulation in preschool: Unique constellations impacting psychopathology.","authors":"Henning Heinze, Monika Daseking, Caterina Gawrilow, Catherine Gunzenhauser, Julia Karbach, Bianca Ulitzka, Julia Kerner Auch Koerner","doi":"10.1080/21622965.2025.2519862","DOIUrl":"https://doi.org/10.1080/21622965.2025.2519862","url":null,"abstract":"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.","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-17"},"PeriodicalIF":1.4,"publicationDate":"2025-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144493728","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}

引用次数: 0

Impact of brain regions on attention deficit hyperactivity disorder (ADHD) electroencephalogram (EEG) signals: Comparison of machine learning algorithms with empirical mode decomposition and time domain analysis. 脑区对注意缺陷多动障碍（ADHD）脑电图信号的影响：机器学习算法与经验模态分解和时域分析的比较

IF 1.4 4区心理学

Applied Neuropsychology: Child Pub Date : 2025-06-16 DOI: 10.1080/21622965.2025.2511691

Manjusha Deshmukh, Mahi Khemchandani, Mitali Mhatre

{"title":"Impact of brain regions on attention deficit hyperactivity disorder (ADHD) electroencephalogram (EEG) signals: Comparison of machine learning algorithms with empirical mode decomposition and time domain analysis.","authors":"Manjusha Deshmukh, Mahi Khemchandani, Mitali Mhatre","doi":"10.1080/21622965.2025.2511691","DOIUrl":"https://doi.org/10.1080/21622965.2025.2511691","url":null,"abstract":"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.","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-17"},"PeriodicalIF":1.4,"publicationDate":"2025-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144301070","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}

引用次数: 0

A pilot study of the effects of binocular visual deficits on children with attention-deficit/hyperactivity disorder presenting with subjective reading concerns. 双眼视觉缺陷对主观性阅读问题的注意缺陷/多动障碍儿童影响的初步研究。

IF 1.4 4区心理学

Applied Neuropsychology: Child Pub Date : 2025-06-15 DOI: 10.1080/21622965.2025.2517615

Brenda Swartz, Angelica Stella, Ilana Gonik

{"title":"A pilot study of the effects of binocular visual deficits on children with attention-deficit/hyperactivity disorder presenting with subjective reading concerns.","authors":"Brenda Swartz, Angelica Stella, Ilana Gonik","doi":"10.1080/21622965.2025.2517615","DOIUrl":"https://doi.org/10.1080/21622965.2025.2517615","url":null,"abstract":"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.","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-7"},"PeriodicalIF":1.4,"publicationDate":"2025-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144301069","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}

引用次数: 0