Applied Neuropsychology: Child最新文献

{"title":"Executive functions in children with ADHD: A comprehensive bibliometric analysis.","authors":"Kızbes Meral Kılıç, Emine Ahmetoğlu","doi":"10.1080/21622965.2025.2518293","DOIUrl":"https://doi.org/10.1080/21622965.2025.2518293","url":null,"abstract":"<p><p>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.</p>","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-17"},"PeriodicalIF":1.4,"publicationDate":"2025-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144293236","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}

{"title":"Neurocognitive evaluation of adolescents recovering from sports-related concussion: A prospective cohort pilot study utilizing the National Institutes of Health Toolbox cognition Battery.","authors":"Lauren N Irwin Harper, Julia C Nahman, Luis Ahumada, Mohamed Rehman, Sarah Irani, P Patrick Mularoni, Danielle M Ransom","doi":"10.1080/21622965.2025.2507326","DOIUrl":"https://doi.org/10.1080/21622965.2025.2507326","url":null,"abstract":"<p><strong>Objective: </strong>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.</p><p><strong>Method: </strong>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 (<i>n</i> = 4) and PVT failure (<i>n</i> = 10), with 22 participants included in final analyses (SRC <i>n</i> = 10; OI <i>n =</i> 12).</p><p><strong>Results: </strong>Overall and fluid cognition composite ANOVAs revealed significant effects of time (<i>p</i> <.01), but not group (<i>p</i> >.22). Working memory (<i>p</i> = .04; <i>d</i> = 0.49) and processing speed (<i>p</i> <.01; <i>d</i> = 0.67) models indicated significant time effects. Models analyzing individual neurocognitive domains did not reveal significant group effects (<i>p</i> >.05). Models examining crystalized cognition did not reveal significant effects of group (<i>p</i> >.10), time (<i>p</i> >.12), or interaction (<i>p</i> >.35).</p><p><strong>Conclusions: </strong>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.</p>","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-10"},"PeriodicalIF":1.4,"publicationDate":"2025-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144274066","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}

{"title":"Attention-driven deep learning framework for EEG analysis in ADHD detection.","authors":"Nitin Kisan Ahire","doi":"10.1080/21622965.2025.2512919","DOIUrl":"https://doi.org/10.1080/21622965.2025.2512919","url":null,"abstract":"<p><p>Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder that affects cognitive functions such as attention, impulse control, and executive functioning. Electroencephalography (EEG) has been widely explored as a noninvasive method for identifying abnormal brain activity patterns associated with ADHD. This study proposes an <b>Attention Module-Based Fused Deep Convolutional Neural Network (AM-FDCNN)</b> to enhance the accuracy of ADHD detection using EEG signals. The model integrates <b>Channel Attention Module (CAM), Spatial Attention Module (SAM), and Position Attention Module (PAM)</b> to selectively focus on critical EEG features, improving classification performance. The dataset, sourced from IEEE DataPort, includes EEG recordings from children diagnosed with ADHD and a control group. The proposed model achieves <b>97.60% accuracy</b> with an <b>80-20 training split</b> and <b>95.12% accuracy with 10-fold cross-validation</b>, outperforming existing machine learning models such as <b>CatBoost, SVM, Random Forest, and Deep CNN</b>. The results indicate that the <b>AM-FDCNN model significantly enhances ADHD detection accuracy</b>, making it a promising tool for clinical and educational applications.</p>","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-11"},"PeriodicalIF":1.4,"publicationDate":"2025-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144191401","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}

{"title":"Examining the association between variation of ASD and cognitive and affective domains of mentalizing in verbal children with ASD.","authors":"Azzeddine Charki, Fatima Zahra Meklaoui, Amar Charki, Adnane Ettouzani","doi":"10.1080/21622965.2025.2504502","DOIUrl":"https://doi.org/10.1080/21622965.2025.2504502","url":null,"abstract":"<p><p>Cognitive research in autism has often approached mentalizing abilities in global terms, and ultimately judged them to be impaired in Autism Spectrum Disorder (ASD). However, recent studies have demonstrated that these social-cognitive abilities constitute neurocognitive constructs, encompassing both cognitive and affective domains, which are selectively found to be lacking in clinical categories. This study investigates the variation in autistic symptoms in relation to the graduation in gravity of cognitive and affective domains of mentalizing in children with ASD, aged 8 to 12 years. Mentalizing domains are assessed by the false-belief paradigms and by the Reading the Mind in the Eyes tasks in a group of 50 children with ASD. The findings showed that the severity of the children's autistic symptoms is inversely and strongly associated with their performance in first-(<i><u>r</u></i> = -0.762, <i>p</i> < .001) and second-order cognitive mentalizing (<i><u>r</u></i> = -0.674, <i>p</i> < .001), as well as affective mentalizing (<i><u>r</u></i> = -0.653, <i>p</i> < .001). However, the capacity for affective mentalizing was noticeably more impaired compared to those of cognitive mentalizing. The evidence confirms that the lower performance of children with ASD in mentalizing abilities is relatively dependent on the variation in their autistic symptoms and that the cognitive and affective domains of the latter are interrelated constructs.</p>","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-11"},"PeriodicalIF":1.4,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144075471","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}

{"title":"The effect of mindfulness training on improving attention and executive function in children with mild to borderline intellectual disability.","authors":"Sami Abdullah Alsuhimi","doi":"10.1080/21622965.2025.2502358","DOIUrl":"https://doi.org/10.1080/21622965.2025.2502358","url":null,"abstract":"<p><p>This study aimed to investigate the effect of mindfulness training on improving attention and executive function in children with mild to borderline intellectual functioning. Two groups of children participated in the study. The first group consisted of 30 children with borderline intellectual functioning, ages ranging from 7 years to 9 years. A group of 30 children, ages ranging from 7 years to 9 years, formed a comparison group. The effect of mindfulness training on improving attention and executive function in children with borderline intellectual functioning and mild intellectual disability were assessed using pre- and post test design. The mindfulness group received 24 sessions of mindfulness training, while the control group received no training at all. The results showed that the post-test scores of inhibitory control, working memory, cognitive flexibility and the total score of children in mindfulness group are significantly higher than those in control group.</p>","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-9"},"PeriodicalIF":1.4,"publicationDate":"2025-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143969949","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}

{"title":"Executive function as a mediator in the relationship between central auditory processing and problem behaviors in preschool children with ADHD.","authors":"Loul Saleh Al-Rasheed","doi":"10.1080/21622965.2025.2495690","DOIUrl":"https://doi.org/10.1080/21622965.2025.2495690","url":null,"abstract":"<p><p>This study intends to investigate the mediating role of executive function in the relationship between central auditory processing and problem behaviors (PBs) in preschool children with ADHD. This study proposes a mediation model to test whether executive function plays a mediating role between central auditory processing and children's PBs. A total of 120 participants took part in the study. Structural equation modeling was used to test whether executive function plays a mediating role between central auditory processing and children's PBs. The results of this study show that executive function has a significant mediating effect between central auditory processing and PBs, and the mediating effect accounts for 30% of the total effect. Therefore, central auditory processing can not only directly affect children's PB but also affect PBs by affecting executive function.</p>","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-7"},"PeriodicalIF":1.4,"publicationDate":"2025-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143954515","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}

{"title":"Differentiating pure cognitive disengagement syndrome and attention-deficit/hyperactivity disorder-restrictive inattentive presentation with respect to depressive symptoms, autistic traits, and neurocognitive profiles.","authors":"Sibel Durak, Akın Tahıllıoğlu, Çisel Yazan Songür, Mert Çoban, Buğra Varol, Eyüp Sabri Ercan","doi":"10.1080/21622965.2025.2493812","DOIUrl":"https://doi.org/10.1080/21622965.2025.2493812","url":null,"abstract":"<p><p>This study aimed to differentiate \"pure\" cognitive disengagement syndrome (CDS) from attention-deficit/hyperactivity disorder-restrictive inattentive presentation (ADHD-RI) by examining their neurocognitive profiles and associations with autistic traits (ATs) and depressive symptoms. A cross-sectional study was conducted involving three groups: pure CDS (<i>n</i> = 24), ADHD-RI (<i>n</i> = 32), and controls (<i>n</i> = 31). Participants underwent neuropsychological assessments using Computerized Neurocognitive Assessment Software (CNS) Vital Signs, alongside evaluations for ATs with the Autism Spectrum Screening Questionnaire, depressive symptoms with the Children's Depression Inventory, and CDS symptoms with the Barkley Child Attention Scale. A semi-structured interview was also conducted with all participants and their parents to ensure the diagnostic validity of the groups. Findings indicated no dimensional symptomatological distinctions between CDS and ADHD-RI, except for CDS symptoms, and demonstrated no significant differences in neurocognitive test profiles between CDS and ADHD-RI, except for the neurocognition index and reaction time. ATs and depressive symptoms did not significantly differ between the pure CDS and ADHD-RI groups but were significantly elevated in both groups compared to controls. The ADHD-RI group exhibited significantly worse performance than CDS concerning the neurocognition index and reaction time, and worse than controls regarding the neurocognition index, reaction time, psychomotor speed, and complex attention. This study elucidates that ADHD-RI and \"pure\" CDS have substantially overlapping neurocognitive and phenotypic profiles despite certain minor differences, which is detrimental to subjects with ADHD-RI in terms of overall neurocognition and reaction time. It can be argued that, compared to \"pure\" CDS, executive dysfunction might be slightly more specific to ADHD-RI, while depressive symptoms and ATs are common in both psychological constructs.</p>","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-11"},"PeriodicalIF":1.4,"publicationDate":"2025-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143957830","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}

{"title":"Early identification and enhanced assessment of learning disabilities: A review.","authors":"Mridula Tv, Manivannan M, Sophia Albert","doi":"10.1080/21622965.2025.2482754","DOIUrl":"https://doi.org/10.1080/21622965.2025.2482754","url":null,"abstract":"<p><p>Learning disabilities (LD) affect a significant portion of the global population, presenting tremendous emotional, social, and academic challenges. The multifaceted nature of LD necessitates early and objective identification focusing on educational and cognitive factors. This survey systematically reviews pen-paper and technology-based approaches for identifying LD, employing the PRISMA protocol to ensure a comprehensive and rigorous meta-analysis. A total of 3,783 papers were initially identified during the search process, of which 160 articles met the inclusion criteria. The study explores the various aspects of the identification and intervention of LD, intending to reduce long-term impacts. The essential skills required to recognize different types of LD were identified and classified, underscoring the importance of a set of fundamental skills for accurate differentiation. In addition, this research underscores the importance of objective assessments by integrating emerging technologies such as virtual reality, augmented reality and artificial intelligence, which improves the precision and efficiency of LD identification. The paper also discusses the critical role of early LD identification and addresses associated challenges. It advocates for a comprehensive approach through interdisciplinary collaboration and systemic reforms, ultimately promoting greater inclusivity and equity in education and society.</p>","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-24"},"PeriodicalIF":1.4,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143961612","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}

{"title":"The effect of narrative-based language intervention (NBLI) on narrative performance of children with autism spectrum disorder.","authors":"Mohyeddin Teimouri Sangani, Mitra Sohrabi, Zahra Soleymani, Nahid Jalilevand, Elnaz Rashed Chitgar, Noureddin Nakhostin Ansari, Reyhane Mohamadi","doi":"10.1080/21622965.2025.2490099","DOIUrl":"https://doi.org/10.1080/21622965.2025.2490099","url":null,"abstract":"<p><p>The present study aimed to investigate the effect of narrative-based language intervention (NBLI) on narrative retell of Persian-speaking children with autism spectrum disorder (ASD). Eleven children with ASD aged 5 to 7 years old participated in this study. All participants attended NBLI sessions individually three times a week. In this procedure a set of steps that target microstructure and macrostructure components were used for retelling narratives. An illustrated storybook and icon cards were presented to the children. In a pre- and post-test design, results were assessed in three phases before intervention, immediately after intervention and as a follow-up two weeks after intervention. At the level of microstructure, the results showed that there were significant improvement in productivity (number of total words and total clauses) and syntactic complexity (average of T-unit length and subordination index) immediately after intervention. At the level of macrostructure, there was also improvement in total score of story grammar elements immediately after intervention. All these learning outcomes were maintained two weeks after intervention. In conclusion, NBLI can be effective in improving the microstructure and macrostructure components of spoken narrative in children with ASD.</p>","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-8"},"PeriodicalIF":1.4,"publicationDate":"2025-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143973757","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}

{"title":"Predictors of neurocognitive outcome following childhood hemorrhagic stroke in the left hemisphere: A case series.","authors":"Leila Kahnami, Claire M Champigny, Hiba Al-Hakeem, Mary Desrocher, Kaitlyn M Butterfield, Naddley Désiré, Nomazulu Dlamini, Samyami S Chowdhury, Peter Dirks, Robyn Westmacott","doi":"10.1080/21622965.2025.2490101","DOIUrl":"https://doi.org/10.1080/21622965.2025.2490101","url":null,"abstract":"<p><p>Neurocognitive deficits commonly occur following hemorrhagic stroke in childhood, yet the understanding of recovery patterns and prognostic factors remains limited. Hematoma location, lateralization, volume, and age at injury have been identified as predictors of neurocognitive outcomes. This case review aims to describe and discuss the influence of these factors on neurocognitive outcomes following hemorrhagic stroke in three pediatric cases. Three patients (one female age 13, two males ages 15 and 17) with a history of childhood hemorrhage were selected from a larger cohort due to their similar etiology (i.e., arteriovenous malformation) and similar lesion location (i.e., broadly within the temporoparietal region). Participants completed a neuropsychological assessment evaluating verbal comprehension, perceptual reasoning, processing speed, working memory, verbal fluency, language, learning, memory, and executive functioning. Results suggest variable language outcomes despite similar clinical characteristics. Both Case 1 and Case 2, who had medium-sized hematomas, exhibited challenges with verbal learning, verbal memory, word finding, and word generation. In contrast, Case 3, who had a small-sized hematoma, showed broadly preserved verbal abilities. All three cases exhibited challenges on at least one measure of executive functioning. The distinct performance of the three cases highlights the complexity of predicting neurocognitive abilities following childhood left hemisphere hemorrhagic stroke. The finding that all cases exhibited executive functioning deficits suggests an area of vulnerability in this population. Clinical implications include the importance of close monitoring and follow-up through comprehensive neuropsychological assessment in this population.</p>","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-8"},"PeriodicalIF":1.4,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143961924","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}