Applied Neuropsychology: Child最新文献_第3页

Why parents permit their children to play high-risk sports: An exploratory study. 为什么父母允许他们的孩子从事高风险运动：一项探索性研究。

IF 1.4 4区心理学

Applied Neuropsychology: Child Pub Date : 2026-08-18 DOI: 10.1080/21622965.2026.2716161

Richard A Wise, Claire K Bailly, F Richard Ferraro

{"title":"Why parents permit their children to play high-risk sports: An exploratory study.","authors":"Richard A Wise, Claire K Bailly, F Richard Ferraro","doi":"10.1080/21622965.2026.2716161","DOIUrl":"https://doi.org/10.1080/21622965.2026.2716161","url":null,"abstract":"Sport concussions can have serious cognitive, academic, psychological, and neurological consequences. Although most parents permit their children to play sports with high concussion risk, little research has examined why parents make these decisions. This study examined factors associated with parents' willingness to permit their children to play high-risk sports and whether their children played high-risk sports. Hierarchical multiple regression analyses indicated that greater concussion risk acceptance, stronger trust in coaches, athletic trainers, and medical personnel, stronger character and toughness beliefs, being a male parent, and prior parent participation in contact sports predicted willingness. Objective concussion knowledge, overconfidence in concussion knowledge, education, household income, and concussion history did not predict willingness. Concussion risk acceptance partially mediated the relationship between trust and willingness. Logistic regression analyses showed that stronger character and toughness beliefs, greater concussion risk acceptance, and being a male parent predicted whether the parent's child played a high-risk sport, but concussion knowledge and the other variables were not significant predictors. Parents' decisions were influenced more strongly by beliefs, attitudes, and risk acceptance than by concussion knowledge. Efforts to promote informed decisions may benefit from addressing beliefs about character development, trust in sport professionals, and acceptance of concussion-related risks.","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-11"},"PeriodicalIF":1.4,"publicationDate":"2026-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148787369","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

Revisiting nonverbal learning disability (NVLD): Classical criteria, verbal-nonverbal discrepancy, and multidomain nonverbal vulnerabilities. 重新审视非语言学习障碍：经典标准、语言-非语言差异和多领域非语言脆弱性。

IF 1.4 4区心理学

Applied Neuropsychology: Child Pub Date : 2026-08-08 DOI: 10.1080/21622965.2026.2712512

Aude Joffroy-Frixons, Marieke Longcamp, Michel Habib

{"title":"Revisiting nonverbal learning disability (NVLD): Classical criteria, verbal-nonverbal discrepancy, and multidomain nonverbal vulnerabilities.","authors":"Aude Joffroy-Frixons, Marieke Longcamp, Michel Habib","doi":"10.1080/21622965.2026.2712512","DOIUrl":"10.1080/21622965.2026.2712512","url":null,"abstract":"Nonverbal learning disability (NVLD) is a widely recognized, though still debated, neurodevelopmental profile characterized by relative weaknesses in nonverbal domains alongside preserved verbal abilities. Its nosological status remains uncertain, with recent proposals to redefine it as a developmental visuospatial disorder (DVSD) or to position it as overlapping with developmental coordination disorder (DCD). Using operational criteria derived from recent studies, we retrospectively analyzed 366 children referred for learning and neurodevelopmental difficulties. NVLD was defined by a significant discrepancy between the WISC-V verbal index and the visuospatial and fluid reasoning indices, along with at least two associated domains of nonverbal impairment; 135 children met these criteria. Consistent with the operational definition, the NVLD group showed a broad distribution of nonverbal and performance-related vulnerabilities, including visuospatial, motor coordination, graphomotor, attentional, and social-communication impairments. Moreover, WISC-V analyses showed that the verbal advantage was not limited to the defining verbal-visuospatial or verbal-fluid reasoning contrasts but often extended to processing-speed and working-memory indices. Comparisons with DCD-only and DVSD-only groups suggested only partial overlap. These findings support a dimensional, configuration-based account of NVLD as a clinically recognizable pattern of uneven neurodevelopment within referred clinical populations, rather than a single-domain nosographic disorder.","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-10"},"PeriodicalIF":1.4,"publicationDate":"2026-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148696890","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

Seizures are associated with cognitive disengagement syndrome, incoordination, and low IQ in child ADHD and autism samples. 在儿童多动症和自闭症样本中，癫痫发作与认知脱离综合征、不协调和低智商有关。

IF 1.4 4区心理学

Applied Neuropsychology: Child Pub Date : 2026-08-07 DOI: 10.1080/21622965.2026.2713658

Paola Velázquez González, Eliana Rosenthal, Daniel A Waschbusch, Susan D Mayes

{"title":"Seizures are associated with cognitive disengagement syndrome, incoordination, and low IQ in child ADHD and autism samples.","authors":"Paola Velázquez González, Eliana Rosenthal, Daniel A Waschbusch, Susan D Mayes","doi":"10.1080/21622965.2026.2713658","DOIUrl":"https://doi.org/10.1080/21622965.2026.2713658","url":null,"abstract":"This is the first study comparing children with and without seizures in a large clinical sample and examining differences in diagnoses, IQ, neuropsychological and achievement test scores, and psychological problems. Mothers rated 2,212 children (4-17 years) with autism and/or ADHD on the Pediatric Behavior Scale. A subgroup 6-16 years had neuropsychological and academic achievement test data (n = 820). In the autism/ADHD sample, 2.8% had mother-reported seizures with falling and loss of consciousness, whereas only 0.8% of the population-based contrast sample did. Differences between children with autism, ADHD-Combined, and ADHD-Inattentive were nonsignificant. Seizures were strongly associated with lower IQ, cognitive disengagement syndrome/CDS, and incoordination. Controlling for IQ, the remaining variables were nonsignificant, including working memory, processing speed, verbal comprehension, perceptual reasoning, graphomotor, attention, reading and math scores and maternal ratings of attention deficit, hyperactivity/impulsivity, autism, irritability/tantrums, oppositional behavior, conduct problems, anxiety, depression, insomnia, and social impairment. Findings have implications for understanding associations between seizures and psychological functioning, future studies (e.g., the importance of controlling for IQ), and clinical practice (e.g., assessing for CDS, motor incoordination, and low IQ in children with seizures and providing targeted intervention if these problems are present).","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-10"},"PeriodicalIF":1.4,"publicationDate":"2026-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148688390","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

Validity, reliability, and preliminary reference values of the Stroop test (Çapa Form) in adolescents with mild intellectual disability. Stroop测验（Çapa表格）在轻度智力障碍青少年中的效度、信度和初步参考值。

IF 1.4 4区心理学

Applied Neuropsychology: Child Pub Date : 2026-07-31 DOI: 10.1080/21622965.2026.2711312

Aysegul Demir Sariipek, Hazel Celik Guzel, Nurettin Konar

{"title":"Validity, reliability, and preliminary reference values of the Stroop test (Çapa Form) in adolescents with mild intellectual disability.","authors":"Aysegul Demir Sariipek, Hazel Celik Guzel, Nurettin Konar","doi":"10.1080/21622965.2026.2711312","DOIUrl":"https://doi.org/10.1080/21622965.2026.2711312","url":null,"abstract":"This study examined the validity and reliability of the Stroop Test Çapa Form in adolescents with mild intellectual disability (MID) and established preliminary reference values. The sample included 29 adolescents with MID and 30 typically developing peers. Known-groups validity was assessed using Welch's Independent Samples t-tests and Cohen's d, while reliability was evaluated using Cronbach's alpha, a two-week test-retest design, Pearson's correlation, and intraclass correlation coefficients (ICC). Internal consistency was acceptable (α = 0.856). Adolescents with MID performed significantly more slowly than controls across all Stroop subtests (p < 0.001), with moderate-to-large effect sizes (d = 0.74-1.90), and showed higher error rates (p < 0.001, d = 1.47). Although spontaneous correction counts did not differ between groups, proportional correction rates indicated a moderate-to-large effect that did not remain significant after Bonferroni correction. Test-retest analyses indicated acceptable short-term stability across most Stroop dimensions, although the Stroop C subtest demonstrated comparatively weaker reliability (ICC = 0.442). Overall, the Stroop Test Çapa Form demonstrated acceptable known-groups validity and short-term reliability for assessing executive functions in adolescents with MID. The preliminary reference values provide an initial basis for interpreting Stroop performance, pending larger multicenter normative studies.","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-11"},"PeriodicalIF":1.4,"publicationDate":"2026-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148629312","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

Specificities of auditory behavior in children with autism spectrum disorder. 自闭症谱系障碍儿童听觉行为的特异性。

IF 1.4 4区心理学

Applied Neuropsychology: Child Pub Date : 2026-07-29 DOI: 10.1080/21622965.2026.2707207

Dajana Rojek Zakić

{"title":"Specificities of auditory behavior in children with autism spectrum disorder.","authors":"Dajana Rojek Zakić","doi":"10.1080/21622965.2026.2707207","DOIUrl":"https://doi.org/10.1080/21622965.2026.2707207","url":null,"abstract":"Auditory behavior reflects an individual's response to environmental sounds. Atypical responses to auditory input may indicate developmental difficulties, particularly in children with autism spectrum disorder (ASD). This study aimed to identify auditory behavior in children with ASD in relation to autism severity, age, treatment onset, and history of ear disease. The sample included 30 children with ASD (21 female and 9 male), classified into three groups according to ASD severity: mild (n = 3), moderate (n = 4), and severe (n = 23). Auditory behavior was assessed using the Questionnaire on Auditory Behavior for Children with Autism Spectrum Disorder (QAB-ASD), and ASD severity was determined using the Childhood Autism Rating Scale (CARS). Initial analyses suggested differences in auditory behavior according to ASD severity, with children in the mild ASD group showing higher auditory behavior scores than those with more severe ASD. However, these differences did not remain statistically significant after Bonferroni correction. No statistically significant differences were found in relation to treatment onset, history of ear diseases, or age. Given the small, uneven sample, the findings should be interpreted with caution. The findings highlight the need for comprehensive assessment of auditory behavior when planning individualized interventions for children with ASD.","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-9"},"PeriodicalIF":1.4,"publicationDate":"2026-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148618228","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

EEG-guided transcranial magnetic stimulation shows correlative reduction in core restrictive and repetitive behavioral symptoms for children and adolescents with autism spectrum disorder: A systematic review. 脑电图引导的经颅磁刺激显示自闭症谱系障碍儿童和青少年核心限制性和重复性行为症状的相关减少：一项系统综述。

IF 1.4 4区心理学

Applied Neuropsychology: Child Pub Date : 2026-07-28 DOI: 10.1080/21622965.2026.2690420

Kathryn Boyle, Leah Murphy, Jennifer Duponte Frechette, Rafael Castro

{"title":"EEG-guided transcranial magnetic stimulation shows correlative reduction in core restrictive and repetitive behavioral symptoms for children and adolescents with autism spectrum disorder: A systematic review.","authors":"Kathryn Boyle, Leah Murphy, Jennifer Duponte Frechette, Rafael Castro","doi":"10.1080/21622965.2026.2690420","DOIUrl":"https://doi.org/10.1080/21622965.2026.2690420","url":null,"abstract":"This exploratory study investigates the effectiveness of EEG-guided Transcranial Magnetic Stimulation (TMS) in treating children with Autism Spectrum Disorder (ASD). ASD is a neurodevelopmental disorder affecting about 1 in 36 children , with neuroimaging studies revealing brain abnormalities, particularly in the frontal and temporal lobes, along with changes in gray and white matter volumes. These neuroanatomical differences are linked to challenges in emotional regulation, motor skills, and cognitive functions. Although TMS has been proven effective for adult psychiatric conditions, especially depression, its potential for ASD treatment is still under investigation. We conducted a systematic review of the literature on EEG-guided TMS for children with ASD, following PRISMA guidelines. Out of 3,133 studies screened, 43 were selected, including 3 additional grey literature records. Seven studies met the final inclusion criteria. The majority of these studies used standardized assessments such as the Social Responsiveness Scale (SRS), Aberrant Behavior Checklist (ABC), and Repetitive Behavior Scale-Revised (RBS-R) to evaluate outcomes. Findings from these studies suggest that TMS significantly improved behavioral issues, accompanied by EEG changes, specifically gamma band oscillations in the dorsolateral prefrontal cortex (DLPFC), an area critical for executive function, resulting in reduced irritability and hyperactivity. Importantly, no serious adverse effects were reported, supporting TMS as a safe alternative treatment option.","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-12"},"PeriodicalIF":1.4,"publicationDate":"2026-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148598038","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

Executive functions and social cognition in specific learning disorders: a structural equation modeling study of theory of mind as a mediator in childhood. 特殊学习障碍的执行功能与社会认知：儿童时期心理理论中介的结构方程模型研究。

IF 1.4 4区心理学

Applied Neuropsychology: Child Pub Date : 2026-07-28 DOI: 10.1080/21622965.2026.2708894

Maedeh Asadi Rajani, Mohammad Bagher Hassanvand, Hamze Mirzaee, Fatemeh Azadfalah

{"title":"Executive functions and social cognition in specific learning disorders: a structural equation modeling study of theory of mind as a mediator in childhood.","authors":"Maedeh Asadi Rajani, Mohammad Bagher Hassanvand, Hamze Mirzaee, Fatemeh Azadfalah","doi":"10.1080/21622965.2026.2708894","DOIUrl":"https://doi.org/10.1080/21622965.2026.2708894","url":null,"abstract":"Introduction: Specific learning disorders (SLDs) are neurodevelopmental conditions associated with deficits in executive functions (EF) and social cognition. However, the mechanisms linking these processes to learning difficulties remain unclear. This study examined whether theory of mind (ToM) mediates the EF-SLD relationship.Methods: In this cross-sectional study (2025), 300 children aged 6-12 years participated. EF was assessed using BRIEF-2 and performance tasks (Go/No-Go, Digit Span). Learning difficulties were measured via parent (CLDQ) and teacher reports, and ToM was assessed using a standardized test. Structural equation modeling with bootstrap analysis (5,000 resamples) tested the model.Results: The model showed good fit (CFI = .97, RMSEA = .063). EF was positively associated with SLD (β = .61, p < .001) and negatively with ToM (β = -.58, p < .001). ToM negatively predicted SLD (β = -.34, p < .001). The indirect effect of EF on SLD via ToM was significant (β = .20, p = .001), indicating partial mediation.Conclusion: Findings support a neurocognitive model in which EF influences learning difficulties both directly and through ToM. This highlights the importance of integrating cognitive control and social cognition in assessment and intervention for children with SLDs.","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-7"},"PeriodicalIF":1.4,"publicationDate":"2026-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148598089","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

Relationship between working memory, inhibitory control, and gross motor skills in children aged 8-9 years. 8-9岁儿童工作记忆、抑制控制与大肌肉运动技能的关系。

IF 1.4 4区心理学

Applied Neuropsychology: Child Pub Date : 2026-07-22 DOI: 10.1080/21622965.2026.2705586

Maiara da Silva Martins, Filipe Adriel Medeiros Aguirre, Vítor Anselmo Chitolina Eberle, Natália Camila Smidt, Rodrigo Flores Sartori

{"title":"Relationship between working memory, inhibitory control, and gross motor skills in children aged 8-9 years.","authors":"Maiara da Silva Martins, Filipe Adriel Medeiros Aguirre, Vítor Anselmo Chitolina Eberle, Natália Camila Smidt, Rodrigo Flores Sartori","doi":"10.1080/21622965.2026.2705586","DOIUrl":"https://doi.org/10.1080/21622965.2026.2705586","url":null,"abstract":"Introduction: Working Memory (WM) and Inhibitory Control (IC) are core executive functions that interact significantly with motor development. This study investigated the unique association between WM, IC, and gross motor performance in elementary school children.Objective: To examine the specific predictive contribution of WM and IC on the gross motor index, while controlling for age and sex.Methods: This cross-sectional study, conducted in a single public elementary school in Caxias do Sul, southern Brazil, involved 75 children (53 boys, 22 girls; Mage = 8.61, SD = .49). Measures included the Odd One Out task (WM), Go/No-Go task (IC), and the TGMD-3 (gross motor skills). Statistical analyses employed Spearman correlations and Multiple Linear Regression.Results: WM was positively correlated with locomotor skills (rho=.387, p < .001), object control (rho=.333, p = .003), and the overall motor index (rho=.390, p < .001). Multiple linear regression revealed that, after controlling for age and sex, WM was the only significant predictor of the gross motor index (B = 1.782, t = 2.935, p = .005). IC (p = .414) was not a significant predictor in the multivariate model. Sex differences were noted in auditory IC (p = .009) and object control (p = .006) in bivariate analyses, but sex was not a significant predictor in the full model, suggesting that sex does not influence the relationship between cognitive and motor variables in this developmental stage.Conclusion: Findings reinforce a selective association between WM and motor skills. The unique role of WM suggests that interventions integrating cognitive and motor demands may be beneficial for comprehensive child development.","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-9"},"PeriodicalIF":1.4,"publicationDate":"2026-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148547964","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

Source-level connectivity and alpha dynamics across attention-deficit hyperactivity disorder (ADHD) clinical presentations. 注意缺陷多动障碍（ADHD）临床表现的源水平连通性和α动态。

IF 1.4 4区心理学

Applied Neuropsychology: Child Pub Date : 2026-07-20 DOI: 10.1080/21622965.2026.2698088

Ruina Sun, Hua Yu, Haixian Wang, Yupeng Wang

{"title":"Source-level connectivity and alpha dynamics across attention-deficit hyperactivity disorder (ADHD) clinical presentations.","authors":"Ruina Sun, Hua Yu, Haixian Wang, Yupeng Wang","doi":"10.1080/21622965.2026.2698088","DOIUrl":"https://doi.org/10.1080/21622965.2026.2698088","url":null,"abstract":"The present research integrated source-localized power envelope connectivity (PEC) with sensor-level individualized alpha frequency (IAF) analysis to identify group-level neurophysiological features that differ between the combined presentation attention deficit hyperactivity disorder (ADHD-C) and the predominantly inattentive presentation (ADHD-I) of ADHD. A total of 99 children with ADHD (46 ADHD-I, 53 ADHD-C) and 19 typically developing children were recruited for the study, with resting-state electroencephalogram (EEG) data collected from all participants. Source-level analyses showed that differences between ADHD presentations were mainly localized within alpha-band networks, particularly in fronto-occipital, frontoparietal, and attention-related circuits. These effects were frequency-specific and state-dependent, rather than reflecting global connectivity alterations. Sensor-level analyses further revealed differences in alpha-band characteristics between ADHD-I and ADHD-C. Compared with ADHD-I, ADHD-C showed higher parietal individualized alpha peak frequency. Correlation analyses indicated that lower alpha frequency was associated with higher hyperactivity-impulsivity scores in the ADHD-I group. In addition, both presentations exhibited reduced alpha power relative to typically developing controls. These findings highlight regionally distributed differences in alpha oscillatory dynamics between clinically defined ADHD presentations. Overall, the findings indicate that ADHD-I and ADHD-C differ in the organization and modulation of alpha-band networks across resting states, supporting frequency- and network-specific neurophysiological differences between ADHD presentations.","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-20"},"PeriodicalIF":1.4,"publicationDate":"2026-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148534867","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

Cognitive disengagement syndrome and learning difficulty symptoms in children with epilepsy: A case-control study. 癫痫患儿的认知脱离综合征和学习困难症状：一项病例对照研究

IF 1.4 4区心理学

Applied Neuropsychology: Child Pub Date : 2026-07-16 DOI: 10.1080/21622965.2026.2703179

Çisil Çerçi Kubur, Beyhan Cengiz Özyurt, Öznur Bilaç, Sibğatullah Ali Orak, Aslı Kübra Atasever, Muzaffer Polat

{"title":"Cognitive disengagement syndrome and learning difficulty symptoms in children with epilepsy: A case-control study.","authors":"Çisil Çerçi Kubur, Beyhan Cengiz Özyurt, Öznur Bilaç, Sibğatullah Ali Orak, Aslı Kübra Atasever, Muzaffer Polat","doi":"10.1080/21622965.2026.2703179","DOIUrl":"https://doi.org/10.1080/21622965.2026.2703179","url":null,"abstract":"Objective: Cognitive Disengagement Syndrome (CDS) is an attentional construct characterized by excessive daydreaming, mental fogginess, and slowed behavior. This study examined CDS/SCT symptoms and their association with learning difficulties in children with epilepsy.Methods: In this cross-sectional case-control study, 400 children aged 6-16 years (200 with epilepsy, 200 healthy controls) were assessed using the WISC-R, Turgay DSM-IV Scale, Barkley Child Attention Survey, and Specific Learning Difficulty Symptom Scale.Results: Children with epilepsy demonstrated significantly higher CDS scores than controls (18.28 ± 5.47 vs. 16.36 ± 5.34; p < 0.001; g = 0.36) and lower IQ scores (95.0 ± 7.9 vs. 97.0 ± 6.1; p = 0.004; g = 0.29). CDS symptoms correlated significantly with learning difficulties (r = 0.65), inattention (r = 0.52), and hyperactivity/impulsivity (r = -0.37). In multiple regression analysis (epilepsy group, n = 200), CDS (β = 0.52), inattention (β = 0.42), hyperactivity/impulsivity (β = 0.11), and polytherapy (β = 0.09) independently predicted learning difficulties (R2 = 0.89); epilepsy duration was not significant (p = 0.055).Conclusion: CDS symptoms independently associated with learning difficulties in pediatric epilepsy beyond ADHD-related symptoms. Routine CDS screening should be considered in children with epilepsy presenting with academic concerns.","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-9"},"PeriodicalIF":1.4,"publicationDate":"2026-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148468456","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