Applied Neuropsychology: Child最新文献

{"title":"Getting up for brain health: Association of sedentary behavior breaks with cognition and mental health in children.","authors":"Camila Felin Fochesatto, Caroline Brand, Carlos Cristi-Montero, Bruno Gonçalves Galdino da Costa, Arieli Fernandes Dias, Adroaldo Cezar Araujo Gaya, Anelise Reis Gaya","doi":"10.1080/21622965.2024.2432342","DOIUrl":"https://doi.org/10.1080/21622965.2024.2432342","url":null,"abstract":"<p><p>Children spend most of their waking hours sedentary and reducing this behavior has been challenging. Interrupting prolonged episodes of sedentary behavior with active breaks can provide mental and cognitive health benefits. Considering the multifactorial nature of these health aspects, this study aimed to verify the role of body mass index (BMI), cardiorespiratory fitness (CRF), and moderate to vigorous physical activity (MVPA) in the relationship between the break in sedentary time with cognitive and mental health in children. This is a cross-sectional study with 129 children (62 boys), aged between 6 and 11 years (mean 8.73 ± 1.53) from a public school in southern Brazil. For the assessment of fluid intelligence, psychologists applied Raven's Colored Progressive Matrices test. Mental health was measured using the Strengths and Difficulties Questionnaire. Sedentary breaks were measured using accelerometers, and CRF was determined using the 6-min walk test. Generalized linear regression analyses were used to verify associations of sedentary breaks with fluid intelligence and mental health, according to children's BMI, CRF, and MVPA. All models were adjusted for sex, age, somatic maturation, and total time of accelerometer use. Our results indicated that sedentary breaks were associated with fluid intelligence in overweight/obese (<i>β</i> = 0.108; <i>p</i> = 0.021) and physically inactive children (<i>β</i> = 0.083; <i>p</i> = 0.010). Regarding mental health, no association was identified with sedentary breaks. In conclusion, sedentary breaks should be encouraged for the benefits of fluid intelligence, especially in children who do not meet physical activity recommendations and are overweight.</p>","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-8"},"PeriodicalIF":1.4,"publicationDate":"2024-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142695140","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":"Assessing neuropsychological profiles in adolescent females with suspected autism spectrum disorder: a multiple case study.","authors":"Javier Pérez-Flores, Irene Torralvo-Suárez, Antonieta Nieto","doi":"10.1080/21622965.2024.2432335","DOIUrl":"https://doi.org/10.1080/21622965.2024.2432335","url":null,"abstract":"<p><p>This study evaluates the neuropsychological profiles of three adolescent females with suspected Autism Spectrum Disorder (ASD). The study was conducted at My Blue Side, a support organization in Southern Tenerife. The research included a detailed assessment using standardized neuropsychological tests to identify the neuropsychological characteristics associated with ASD in adolescent females. The primary objective was to delineate the neuropsychological profile of each participant and its relationship with their daily functioning. Three participants underwent a comprehensive neuropsychological assessment incorporating the Autism Diagnostic Interview-Revised (ADI-R), the Autonomous Scale for the Detection of Asperger Syndrome and High-Functioning Autism, the Wechsler Intelligence Scale for Children (WISC-V), the D2 test, Five-Digit Test (FDT), Spain-Complutense Verbal Learning Test (TAVCI), Rey Complex Figure (RCF) and Executive Functioning Questionnaire (EFECO). The study design aimed to provide a thorough understanding of each participant's neuropsychological profile and its potential impact on their daily functioning. The results indicated significant ASD markers across the participants, with substantial variability in neuropsychological capabilities, particularly in working memory and executive functioning. These deficits impacted daily functioning and emotional regulation. The assessments also highlighted challenges in verbal and visual learning, as well as difficulties with spontaneous recall. These findings underscore the need for interventions to consider these neuropsychological characteristics and their relationship with the daily challenges faced by females with ASD and their families, beyond the core symptoms of the disorder.</p>","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-10"},"PeriodicalIF":1.4,"publicationDate":"2024-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142692690","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":"Development of Persian Reading Comprehension Test and determination of its psychometric properties.","authors":"Mohammad Hossein Hamdollahi, Reyhane Mohamadi, Amir Sadeghi, Hourieh Ahadi","doi":"10.1080/21622965.2024.2429482","DOIUrl":"https://doi.org/10.1080/21622965.2024.2429482","url":null,"abstract":"<p><p>This study aimed to develop a Persian Reading Comprehension Test (PRCT) and establish its psychometric properties in Persian-speaking students from fourth to sixth grades. 36 texts and 150 questions were created for the PRCT. The texts and questions were reviewed by 11 experts to ensure content validity. Then, the remaining texts and questions were tested on 5 students in Tehran schools to assess face validity. After this, the test's difficulty and discrimination indexes were determined on 30 students. Finally, 12 texts and 40 questions were selected for the test. PRCT was conducted on 295 students with normal reading skills and 16 students with suspected reading disorders (SRD) to evaluate psychometric properties. The results indicated a significant difference in scores of the PRCT across all three educational levels. There was a significant difference between students with normal reading skills and those with SRD (U = 61.5, <i>p</i> < .001, <i>r</i> = .373). The correlation between the total score of the PRCT and the text comprehension subtest of the NEMA was calculated (<i>r</i> = .424, <i>p</i> = .039). The test-retest reliability and Cronbach's alpha coefficient of the PRCT were 0.888 and 0.828, respectively. It appears that the PRCT is a standard test with suitable psychometric properties for evaluating reading comprehension.</p>","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-12"},"PeriodicalIF":1.4,"publicationDate":"2024-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142692691","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":"Differential diagnosis: Understanding nonverbal learning disorder and autism spectrum disorder.","authors":"Jennifer Dupont Frechette, Leah Murphy, Rafael Castro, Kathryn Boyle","doi":"10.1080/21622965.2024.2425363","DOIUrl":"https://doi.org/10.1080/21622965.2024.2425363","url":null,"abstract":"<p><p>Previous research has suggested that children with Nonverbal Learning Disorder (NLD) share similar clinical profiles to those with autism spectrum disorder (ASD). Three groups of children were identified for the purpose of the current study: NLD (<i>n</i> = 41), ASD (<i>n</i> = 55), and ASD with a NLD profile (<i>n</i> = 17). Children who met DSM-5 criteria for ASD after a neuropsychological evaluation were included in this sample. The NLD group was defined by VSI < VCI, with a minimum of a 15-point discrepancy between indices and average to above average verbal intelligence, whereas children who met DSM-5 criteria for ASD and also demonstrated visual-spatial deficits met criteria for the NLD + ASD group. As anticipated, the ASD group performed better on measures of VSI compared to the NLD and ASD + NLD groups. There was not a significant difference between groups on measures of visuomotor and construction abilities, visual integration, motor processing speed, and academic achievement. No significant differences between groups were found on the CBCL/TRF Social Problems, Attention Problems, or Internalizing/Externalizing Problems scales, indicating similar phenotypes. However, there was a significant difference between groups on the Thought Problems subscale for teacher and parent rating scales. Results corroborate previous research indicating similarities between neuropsychological profiles and suggest that the ASEBA Thought Problems scale may aid in discriminating individuals with ASD from those with NLD.</p>","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-11"},"PeriodicalIF":1.4,"publicationDate":"2024-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142643268","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":"Chanting and meditation: an 8-week intervention to promote executive functions in school-age children.","authors":"Pariya Krisdathiwadh, Suthida Chaithirayanon, Naiphinich Kotchabhakdi, Vorasith Siripornpanich","doi":"10.1080/21622965.2024.2424215","DOIUrl":"https://doi.org/10.1080/21622965.2024.2424215","url":null,"abstract":"<p><p>The present study investigated the effectiveness of a newly developed 8-week meditation program, which included chanting and meditation, on executive functions (EFs) in school-age children. Twenty-five students assigned to an experimental group participated in the meditation program, engaging in daily and weekly activities for 8 weeks. Another 25 students served as a control group and participated in regular school activities. Pretest and posttest assessments included the n-back task for working memory, the go/no-go task for inhibition, and the Wisconsin Card Sorting Test (WCST) for cognitive flexibility. A mixed repeated measures ANOVA was conducted to analyze interaction effects, within-group differences, and between-group differences. The experimental group demonstrated greater improvement compared to the control group across several measures: (1) reaction time in the 1-back task, (2) correct responses in the no-go condition of the go/no-go task, and (3) percentage of correct responses, errors, perseverative errors, non-perseverative errors, perseverative responses, and conceptual level responses in the WCST (<i>p</i> < 0.001). These findings underscore the potential benefits of an 8-week school-based meditation program incorporating chanting and meditation for enhancing EFs in school-age children.</p>","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-15"},"PeriodicalIF":1.4,"publicationDate":"2024-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142574876","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":"About the relationship between executive function, theory of mind, and language abilities in children with autism: a systematic review.","authors":"Michael Luc André, Célia Maintenant","doi":"10.1080/21622965.2024.2417195","DOIUrl":"https://doi.org/10.1080/21622965.2024.2417195","url":null,"abstract":"<p><p>A systematic review guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) procedure was used to evaluate the assumption that executive functions play a role in the relationship between theory of mind and language abilities in autism spectrum disorder. A total of 141 papers published in English between 2012 and 2023 were selected in databases, and of which 10 articles met inclusion criteria. Results showed that executive functions could be a predictor of theory of mind even when controlling for general language scores and age. However, results on syntactic language were not sufficient to completely validate the hypothesis that syntax could explain the relationship between theory of mind and executive functions in children with autism.</p>","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-18"},"PeriodicalIF":1.4,"publicationDate":"2024-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142493469","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":"Cognitive profiles and developmental variations in ADHD: A comparative analysis of childhood and adolescent diagnoses.","authors":"Irene Pascual Zapatero, Rosa Jurado Barba, Laura Esteban Rodríguez","doi":"10.1080/21622965.2024.2420219","DOIUrl":"https://doi.org/10.1080/21622965.2024.2420219","url":null,"abstract":"<p><p>This retrospective study investigates the cognitive profiles of individuals with ADHD, categorized by the age at which they were diagnosed-either during childhood or adolescence. The sample comprised 424 participants aged 6 to 20 years, with a predominance of males. Participants were assessed using a variety of neuropsychological standardized tests. The study found significant differences in cognitive performance between those diagnosed in childhood and those diagnosed in adolescence. Specifically, childhood diagnoses were associated with poorer performance in vigilance, selective attention, and motor control, while adolescent diagnoses were linked to lower scores in the environment's perception of their flexibility, working memory, and planning. Binary logistic regression analyses indicated that the neuropsychological profile for the combined ADHD subtype did not vary by age group, in contrast with the inattentive subtype, in which different cognitive constructs were identified serving as significant predictors. Findings suggest that the cognitive challenges associated with ADHD evolve with development, highlighting the need for age-appropriate diagnostic criteria and interventions.</p>","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-8"},"PeriodicalIF":1.4,"publicationDate":"2024-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142493471","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":"A novel approach to ADHD classification based on severity and emotional impairment: Findings from artificial intelligence analysis.","authors":"Irene Pascual Zapatero, Pablo Sánchez Cristóbal, Rosa Jurado Barba","doi":"10.1080/21622965.2024.2419493","DOIUrl":"https://doi.org/10.1080/21622965.2024.2419493","url":null,"abstract":"<p><p>Attention Deficit Hyperactivity Disorder (ADHD) is a disorder characterized by symptoms of inattention and executive dysfunction, although there is not always agreement on the onset, course and long-term stability of the diagnosis. This study aims to detect differences in the cognitive profile according to the subtype of ADHD following a professional diagnosis and to propose an alternative classification. The scores obtained for each cognitive construct were compared using the Student's <i>t</i>-test. In order to explore different diagnostic categories based on groupings made by Artificial Intelligence (AI) subjects were grouped based on their performance through the K-means clustering technique. The results obtained by Artificial Intelligence (AI) identified groups based on the severity of the cognitive profile and the presence of emotional impairment. Difficulties in perceived planning within family and school environments were highlighted as major risk factors in the severity of ADHD in children. Emotional disturbances perceived by both parents, such as depressive symptoms, anxiety, and somatization, were observed subsequently. In accordance with the results, an alternative way to classify ADHD is possible, involving categorization according to the presence or absence of emotional impairment, along with the severity of impairment in attentional and executive functions.</p>","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-9"},"PeriodicalIF":1.4,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142493431","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":"Autism or not? A case series of evaluation decision points in child and adolescent psychological assessment.","authors":"MaryKate Frisch, Rebecca Canale, Christine L Yantz, Marianne L Barton","doi":"10.1080/21622965.2024.2418447","DOIUrl":"https://doi.org/10.1080/21622965.2024.2418447","url":null,"abstract":"<p><p>Increase in the incidence of autism spectrum disorders (ASD) and increased attention to symptoms of ASD in social media have contributed to a significant rise in referrals for neuropsychological assessment of possible ASD. Many practitioners lack specific training in the assessment of ASD and may avoid addressing these concerns, despite the frequency of those referrals. This paper reviews potential contributors to the rise in referrals and several related conditions which share some overlap with features of ASD. That is followed by descriptions of four school-aged children and adolescents referred for comprehensive evaluation of suspected ASD. The authors describe decision points in the diagnostic process for those with or without proficiency in ASD-specific testing and close with a series of recommendations for the assessment of clients with complex presentations referred for suspected ASD.</p>","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-12"},"PeriodicalIF":1.4,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142493470","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":"Predicting language, cognition, and social skills in individuals with Autism spectrum disorder using the Arabic validation of Gilliam Autism Rating scale-Third Edition.","authors":"Muhammad Alasmari, Ahmed Alduais, Fawaz Qasem, Shrouq Almaghlouth, Lujain AlAmri","doi":"10.1080/21622965.2024.2417812","DOIUrl":"https://doi.org/10.1080/21622965.2024.2417812","url":null,"abstract":"<p><p>The Gilliam Autism Rating Scale-Third Edition (GARS-3) has emerged as a pivotal instrument in the diagnostic assessment of Autism Spectrum Disorder (ASD), with its utility extending across linguistic and cultural boundaries. This study endeavors to adapt and validate the GARS-3 for the Arabic-speaking population, addressing the paucity of culturally congruent diagnostic tools in the Arab world. The primary objective is to validate the Arabic version of GARS-3 (A-GARS-3) to assess children with and without ASD, ensuring the scale's reliability and validity within the target population. A methodical cross-sectional study design was employed, encompassing a sample of 178 participants from both educational and clinical settings in Saudi Arabia. The process involved direct translation, expert panel review, back-translation, and pilot testing to ensure semantic equivalence and cultural relevance. Data were collected using the A-GARS-3, and analyses included Exploratory and Confirmatory Factor Analysis (EFA and CFA), internal consistency reliability measures, and a One-Way Analysis of Variance (ANOVA) to establish concurrent validity. The A-GARS-3 demonstrated high internal consistency (Cronbach's alpha = 0.971; McDonald's omega = 0.972) and strong construct validity, with factor loadings and model fit indices substantiating the factor structure. Predictive validity was confirmed through significant correlations between the Autism Index and the subscales, particularly in the domains of social interaction and communication. The A-GARS-3 is a psychometrically sound instrument that offers reliable assessment for ASD within the Arab cultural context. The positive validation outcomes indicate that the scale is an effective, culturally adapted tool for the localized diagnosis of ASD. The validated scale has significant implications for enhancing ASD screening and diagnostic practices in Arabic-speaking regions, potentially improving early diagnosis and intervention strategies.</p>","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-14"},"PeriodicalIF":1.4,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142493472","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}