Child Neuropsychology最新文献

Parental stress and social support: exploring the challenges of raising children with special needs. 父母压力和社会支持：探索抚养有特殊需要的孩子的挑战。

IF 1.9 3区心理学

Child Neuropsychology Pub Date : 2026-05-07 DOI: 10.1080/09297049.2026.2639722

Ozcan Palavan, Gul Kahveci

{"title":"Parental stress and social support: exploring the challenges of raising children with special needs.","authors":"Ozcan Palavan, Gul Kahveci","doi":"10.1080/09297049.2026.2639722","DOIUrl":"https://doi.org/10.1080/09297049.2026.2639722","url":null,"abstract":"This study examines the relationship between perceived social support and parental stress among parents of children with special needs, and evaluates how demographic factors influence this relationship. Social support, defined as the help, attention, understanding, and solidarity perceived from one's social environment, serves as a critical buffer against stress, particularly for parents of children with special care needs. Understanding whether higher perceived support reduces stress is vital for sustaining families' psychosocial well-being. A quantitative correlational survey design was used with a sample of 221 parents from various regions of Turkey. Data were collected using the Multidimensional Scale of Perceived Social Support and the Parental Stress Scale. Analyses included ANOVA for group differences and Pearson correlation for relational testing. Findings revealed a moderately negative, statistically significant correlation between perceived social support and stress (r = -0.54, p < .001), indicating that higher perceived social support was associated with lower stress. Parents reporting low support reported the highest stress. Education and income were positively associated with perceived support and inversely related to stress, while no significant differences were observed by type of disability (Autism Spectrum Disorder, Intellectual/Learning Disability). These results highlight social support as a protective factor that mitigates parental stress. Strengthening support mechanisms within family-based intervention programs is recommended, particularly for families with lower levels of education and income. This study contributes to the literature on stress and support in families of children with special needs and offers valuable implications for social work, counseling, and special education policy.","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"1-20"},"PeriodicalIF":1.9,"publicationDate":"2026-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147834280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Processing speed and inhibitory control in children with ADHD and their relationship with the symptoms of ADHD. ADHD儿童加工速度、抑制控制及其与ADHD症状的关系

IF 1.9 3区心理学

Child Neuropsychology Pub Date : 2026-05-06 DOI: 10.1080/09297049.2026.2668396

Ling Sun, Yue Xiong, Jiuju Wang, Jing Zhao

{"title":"Processing speed and inhibitory control in children with ADHD and their relationship with the symptoms of ADHD.","authors":"Ling Sun, Yue Xiong, Jiuju Wang, Jing Zhao","doi":"10.1080/09297049.2026.2668396","DOIUrl":"https://doi.org/10.1080/09297049.2026.2668396","url":null,"abstract":"Attention Deficit/Hyperactivity Disorder (ADHD) is a prevalent neurodevelopmental disorder characterized by persistent patterns of inattention, hyperactivity, and impulsivity that impair functioning across multiple domains. While deficits in inhibitory control and processing speed are well-documented in ADHD, the precise neurocognitive mechanisms underlying these impairments and their specific relationships with ADHD symptom dimensions remain poorly understood. This study examined distinct profiles of processing speed and inhibitory control at the subcomponent level in 41 children with ADHD compared to 45 typically developing peers. Specifically, processing speed was dissociated into perceptual and verbal components, assessed via a visual recognition task (based on the theory of visual attention) and a rapid digit naming task, respectively. Inhibitory control was fractionated into response and interference inhibition, separately evaluated via go/no-go and flanker tasks. ADHD symptoms were assessed using the Swanson, Nolan, and Pelham rating scale IV. Results indicated that children with ADHD exhibited significantly lower verbal processing speed and impaired interference inhibition. Given significant correlations among these cognitive subcomponents and inattentive symptom, four mediation models were tested. Notably, only the model in which verbal processing speed mediated the relationship between interference inhibition and inattention was significant, suggesting that distinct cognitive deficits interact differentially to shape the clinical presentation of ADHD. These findings provide novel insights into the cognitive mechanisms underlying ADHD and have important implications for developing targeted cognitive interventions.","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"1-24"},"PeriodicalIF":1.9,"publicationDate":"2026-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147834309","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Inhibitory control in children with ADHD, SLD, and comorbid conditions. ADHD、SLD和合并症患儿的抑制性控制。

IF 1.9 3区心理学

Child Neuropsychology Pub Date : 2026-05-06 DOI: 10.1080/09297049.2026.2659058

Mohsen Rafikhah, Seyed Pouria Pourmohamad

{"title":"Inhibitory control in children with ADHD, SLD, and comorbid conditions.","authors":"Mohsen Rafikhah, Seyed Pouria Pourmohamad","doi":"10.1080/09297049.2026.2659058","DOIUrl":"https://doi.org/10.1080/09297049.2026.2659058","url":null,"abstract":"This study aimed to provide a comprehensive comparison of inhibitory control performance among children with Attention-Deficit/Hyperactivity Disorder (ADHD), Specific Learning Disorder (SLD), and comorbid ADHD+SLD, relative to typically developing peers. It sought to clarify whether inhibitory control deficits are generalized across tasks or specific to distinct types of inhibition. A total of 120 children (30 per group; aged 9-11 years) participated. Three tasks assessed different facets of inhibitory control: the Stroop Color-Word Test (interference suppression), the Cued Go/No-Go Task (prepotent response inhibition), and the Stop-Signal Task (cancellation of ongoing responses). Analyses controlled for baseline processing speed. Findings revealed distinct inhibitory profiles. Children with ADHD showed broad deficits across all tasks, most pronounced in the Cued Go/No-Go Task, indicating a core weakness in prepotent response inhibition. The SLD group demonstrated slower reaction times, particularly in the Cued Go/No-Go Task in the initial analysis. Slower responses reflect both processing-speed deficits and potential differences in motor planning and execution. However, after statistically controlling for these general speed effects, the SLD group's profile revealed a specific and significant deficit only in interference suppression, with no core impairment in prepotent response inhibition or action cancellation. The comorbid ADHD+SLD group exhibited the most severe and pervasive deficits across all measures, exceeding single-diagnosis groups, suggesting a synergistic impairment. These results support the multidimensional nature of inhibitory control and highlight disorder-specific neurocognitive signatures. The findings underscore the need for differentiated assessment and intervention approaches targeting distinct inhibitory processes and processing-speed deficits, particularly in children with comorbid conditions.","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"1-15"},"PeriodicalIF":1.9,"publicationDate":"2026-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147834306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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 as mediators of theory of mind performance in children with attention-deficit/Hyperactivity disorder. 执行功能对注意缺陷/多动障碍儿童心理理论表现的中介作用。

IF 1.9 3区心理学

Child Neuropsychology Pub Date : 2026-05-04 DOI: 10.1080/09297049.2026.2662971

Wilmar Pineda-Alhucema, Nicole Andrea Rua-Montaño, Edith T Aristizabal-Diazgranados, Johana Escudero-Cabarcas

{"title":"Executive functions as mediators of theory of mind performance in children with attention-deficit/Hyperactivity disorder.","authors":"Wilmar Pineda-Alhucema, Nicole Andrea Rua-Montaño, Edith T Aristizabal-Diazgranados, Johana Escudero-Cabarcas","doi":"10.1080/09297049.2026.2662971","DOIUrl":"https://doi.org/10.1080/09297049.2026.2662971","url":null,"abstract":"Executive functions (EF) and theory of mind (ToM) are frequently impaired in attention-deficit/hyperactivity disorder (ADHD). Due to their close neurocognitive relationship, it is important to determine the extent to which EF mediates ToM performance in this population. The present study analyzed the mediating role of EF in ToM among children diagnosed with ADHD. A clinical group of children with ADHD (n = 63) was compared to a group of typically developing peers (n = 63) matched by age and gender. All participants completed standardized measures of EF and ToM. Group differences and mediation models were examined. Results demonstrated that children with ADHD performed significantly lower than their peers in most EF domains and across all ToM tasks. Working memory and selective attention were the strongest predictors of ToM performance, accounting for 16.8% to 51.8% of the variance in different ToM components. Ten mediation models confirmed partial mediation, with indirect effects accounting for 15.8% to 37.8% of the total effect in most models. In some models, such as Perspective Taking and Second-Order Emotion Attribution, indirect effects exceeded 50%, indicating a more substantial role of EF. Nevertheless, a considerable portion of the effect remained unexplained by EF alone. These findings indicate that EF, particularly working memory and selective attention, play an important but not exclusive role in ToM performance in ADHD. This pattern supports a multidimensional understanding of ToM and emphasizes its relevance for neuropsychological assessment in ADHD.","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"1-27"},"PeriodicalIF":1.9,"publicationDate":"2026-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147811678","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Bibliometric analysis of visual-motor integration skills in early childhood. 幼儿视觉运动整合技能的文献计量学分析。

IF 1.9 3区心理学

Child Neuropsychology Pub Date : 2026-05-03 DOI: 10.1080/09297049.2026.2668386

Mehmet Emin Çay, Mehmet Sağlam, Yasin Tok, Betül Kapkın İçen, Amine Nur Arıkan, Osman Tayyar Çelik

{"title":"Bibliometric analysis of visual-motor integration skills in early childhood.","authors":"Mehmet Emin Çay, Mehmet Sağlam, Yasin Tok, Betül Kapkın İçen, Amine Nur Arıkan, Osman Tayyar Çelik","doi":"10.1080/09297049.2026.2668386","DOIUrl":"https://doi.org/10.1080/09297049.2026.2668386","url":null,"abstract":"This study aimed to analyze 490 existing studies on visual-motor integration in early childhood using bibliometric methods and to reveal the accumulated knowledge, research orientation, and thematic areas in this field of research. The data were obtained from the Web of Science Core Collection database and analyzed using Bibliometrix (Rpackage) and VOSviewer software. Our findings indicate that research on visual-motor integration in early childhood spans approximately 40 years and has shown an uneven but overall increasing trend since 2010, with an annual growth rate of 6.49%. Our analyses indicate that the most productive countries in terms of publications are the United States and China. Thematic analysis revealed that intelligence, psychomotor performance, grip strength, academic achievement, autism, and handwriting fluency are the main research areas of the study. When examining the most recent topics studied, themes such as developmental coordination disorder, obesity, self-regulation, physical activity, early childhood education, mental disability, and hand-eye coordination emerged. Our study emphasizes the interdisciplinary nature of visual-motor integration skills in early childhood and highlights the importance of focusing on these skills because they play a critical role in developmental stages.","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"1-22"},"PeriodicalIF":1.9,"publicationDate":"2026-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147811618","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Neuroescalita: child neuropsychological screening scale for the evaluation of attentional, memory and executive problems in Mexican children. 墨西哥儿童的注意力、记忆和执行问题的儿童神经心理筛选量表。

IF 1.9 3区心理学

Child Neuropsychology Pub Date : 2026-05-01 Epub Date: 2025-10-15 DOI: 10.1080/09297049.2025.2570932

Aldo Antonio-Cruz, Ester Gutiérrez-Velilla, Alejandro Pérez-Ortiz, Belén Prieto-Corona, Ma Guillermina Yáñez-Téllez, Adriana Amaya-Hernández

{"title":"Neuroescalita: child neuropsychological screening scale for the evaluation of attentional, memory and executive problems in Mexican children.","authors":"Aldo Antonio-Cruz, Ester Gutiérrez-Velilla, Alejandro Pérez-Ortiz, Belén Prieto-Corona, Ma Guillermina Yáñez-Téllez, Adriana Amaya-Hernández","doi":"10.1080/09297049.2025.2570932","DOIUrl":"10.1080/09297049.2025.2570932","url":null,"abstract":"Considering the high percentage of children and adolescents with developmental disorders, there is a clear need to build screening instruments that allow a quick and accurate assessment of the main processes that are affected in this population. So, the aim was to develop and obtain psychometric properties of a child neuropsychological scale for the evaluation of cognitive problems in Mexican children and adolescents. Primary caregivers of 728 children and adolescents with typical development, suspected developmental disorder or epilepsy, answered an online battery. Thirty items were developed and their content validity was evaluated by expert judgment. In Exploratory Factor Analysis, a 28 items-model with three factors explained 65.9% of the variance. Three factors were confirmed in Confirmatory Factor Analysis with 16 items: attentional, memory and executive problems; obtaining excellent fit indices (χ2[101] = 223.009; CMIN/DF = 2.208; NFI = .938; CFI = .965; SRMR = .0328; RMSEA = .058[.057-.068], p < .001). Reliability was high (α = .936, ω = .957), and construct/convergent validity were obtained with BRIEF-2 and PedsQL scales (.889 and .721). Significant differences were identified between subgroups with and without epilepsy (p < .001). Neuroescalita proved to be highly reliable and has multiple evidences of validity for adequate assessment of cognitive problems in Mexican children and adolescents.","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"482-500"},"PeriodicalIF":1.9,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145291155","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Evidence based on internal structure of the Brazilian version of ABAS-3 parents forms. 基于巴西版ABAS-3父母表格内部结构的证据。

IF 1.9 3区心理学

Child Neuropsychology Pub Date : 2026-05-01 Epub Date: 2025-10-03 DOI: 10.1080/09297049.2025.2567456

Tally L Tafla, Tatiana Pontrelli Mecca, Felipe Valentini, Ana Paula Santos, Maria Cristina Triguero Veloz Teixeira

{"title":"Evidence based on internal structure of the Brazilian version of ABAS-3 parents forms.","authors":"Tally L Tafla, Tatiana Pontrelli Mecca, Felipe Valentini, Ana Paula Santos, Maria Cristina Triguero Veloz Teixeira","doi":"10.1080/09297049.2025.2567456","DOIUrl":"10.1080/09297049.2025.2567456","url":null,"abstract":"Adaptive behavior assessment is crucial for understanding individuals' functional abilities. The Adaptive Behavior Assessment System-Third Edition (ABAS-3) is widely used for this purpose, but its internal structure requires validation in different cultural contexts. This study examined the internal structure validity evidence of the Brazilian Portuguese version of the ABAS-3 using item-level data. To evaluate the factor structure of the Brazilian Portuguese version of the ABAS-3 Parent Forms and determine the best-fitting model for assessing adaptive functioning. A total of 2594 children from both public and private schools in Brazil, ranging from preschoolers to school-aged individuals, were assessed through parent reports using the Brazilian Portuguese versions of Parent/Primary Caregiver Form/Ages 0-5 and Parent Form/Ages 5-21. Confirmatory factor analyses were conducted to test three models: a three-factor model, a three-factor-plus-general-factor model, and a single general factor model. Hierarchical structures were considered to determine the most appropriate factor solution. The findings supported the validity of the three-factor model (conceptual, social, and practical domains) and three-factor-plus-general-factor model. The latter provided the best fit, allowing for both domain-specific and general adaptive functioning score interpretations. This model aligns with the theoretical framework of adaptive functioning according to the three domains (conceptual, social, and practical). The Brazilian Portuguese version of the ABAS-3 Parent Forms demonstrates strong internal structure validity, supporting its use in assessing adaptive functioning in Brazilian children. The results reinforce the suitability of this instrument for clinical and research applications.","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"443-465"},"PeriodicalIF":1.9,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145211706","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Unpacking the role of working memory in reading comprehension: linear and non-linear perspectives in a transparent orthography. 工作记忆在阅读理解中的作用：透明正字法的线性和非线性视角。

IF 1.9 3区心理学

Child Neuropsychology Pub Date : 2026-05-01 Epub Date: 2025-12-03 DOI: 10.1080/09297049.2025.2596778

José-Pablo Escobar, Victoria Espinoza, Marcelo Valle

{"title":"Unpacking the role of working memory in reading comprehension: linear and non-linear perspectives in a transparent orthography.","authors":"José-Pablo Escobar, Victoria Espinoza, Marcelo Valle","doi":"10.1080/09297049.2025.2596778","DOIUrl":"10.1080/09297049.2025.2596778","url":null,"abstract":"This study examines the direct and indirect effects of working memory on reading comprehension in a sample of 395 Chilean fourth-grade students (Mean age 9.97, SD = 0.51; 46% are females) within the context of Spanish, a transparent orthographic system. Using both linear and non-linear approaches, the research investigates the relation between working memory and reading comprehension, as well as whether this relation is mediated by a set of linguistic variables. The linear component was analyzed using path analysis, and the results showed that working memory has a significant direct effect on reading comprehension, as well as indirect effects through vocabulary, word reading, and reading speed. The indirect effect via vocabulary was the most substantial. The non-linear component was assessed using latent profile analysis, and the results revealed three distinct working memory cognitive profiles defined by child performance, which were associated with significantly different outcomes in reading comprehension and its predictors. These findings suggest that working memory is not only foundational for the development of fluent and meaningful reading but also interacts with language-related skills to support comprehension. The study highlights the importance of considering both inter and intra-individual differences in cognitive functioning to understand better the mechanisms underlying reading development in transparent orthographies.","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"580-597"},"PeriodicalIF":1.9,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145667116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

[Formula: see text] Preliminary efficacy of a novel online parenting skills program for caregivers of preterm children with behavioral challenges. 一种新颖的在线育儿技能项目对行为有挑战的早产儿护理人员的初步效果。

IF 1.9 3区心理学

Child Neuropsychology Pub Date : 2026-05-01 Epub Date: 2025-10-31 DOI: 10.1080/09297049.2025.2579217

Sandra Glazer, Kaylen McCullough, Nehal A Parikh, Maria Barnes-Davis, Weihong Yuan, Jonathan Dudley, Tricia Williams, Shari L Wade

{"title":"[Formula: see text] Preliminary efficacy of a novel online parenting skills program for caregivers of preterm children with behavioral challenges.","authors":"Sandra Glazer, Kaylen McCullough, Nehal A Parikh, Maria Barnes-Davis, Weihong Yuan, Jonathan Dudley, Tricia Williams, Shari L Wade","doi":"10.1080/09297049.2025.2579217","DOIUrl":"10.1080/09297049.2025.2579217","url":null,"abstract":"Objective: Report results of a single-arm pilot trial examining the efficacy of I-InTERACT Preterm (I2P), an accessible, eHealth parenting skills intervention adapted for the special needs of parents of children born very preterm (VPT).Methods: We recruited caregivers of children ages 3-8 who were born at <32 weeks gestational age and exhibited behavioral challenges (e.g. noncompliance, emotion dysregulation). Measures of parent-child interaction (Dyadic Parent-Child Interaction Coding System) and child behavior problems (Child Behavior Checklist; Eyberg Child Behavior Inventory) were assessed pre- and post-intervention. I2P includes seven online modules providing parent-skills training and psychoeducation paired with live coaching with a therapist. Exploratory brain MRI scans collected volumetric and graph theoretical data.Results: Fourteen children and 11 parents completed the intervention. Findings indicated significant increases in positive parenting behavior and significant decreases in negative parenting behavior. Improvements in child outcomes were more evident in children who displayed at least modestly elevated behavior problems at baseline. Neuroimaging showed a slight decrease in white matter hyperintensity volume, although this was not significant.Conclusions: Preliminary findings suggest potential efficacy in strengthening parenting behaviors and reducing child behavior problems for families of VPT children. I2P can be adaptable to different populations with neuropsychological needs, pointing to the necessity for larger-scale trials. Further research is needed on the neural underpinnings of behavioral change in this population.","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"501-519"},"PeriodicalIF":1.9,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145408182","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Single-gene childhood developmental epileptic encephalopathies: a primer for pediatric neuropsychologists. 单基因儿童发育性癫痫性脑病：儿科神经心理学家的入门读物。

IF 1.9 3区心理学

Child Neuropsychology Pub Date : 2026-05-01 Epub Date: 2025-11-26 DOI: 10.1080/09297049.2025.2591632

Ashley L Nguyen-Martinez, Morgan Jolliffe, Lauren M Scimeca, Kristen L Park, Scott Demarest, Kelly G Knupp, Kaitlin Angione, Andrea S Miele

{"title":"Single-gene childhood developmental epileptic encephalopathies: a primer for pediatric neuropsychologists.","authors":"Ashley L Nguyen-Martinez, Morgan Jolliffe, Lauren M Scimeca, Kristen L Park, Scott Demarest, Kelly G Knupp, Kaitlin Angione, Andrea S Miele","doi":"10.1080/09297049.2025.2591632","DOIUrl":"10.1080/09297049.2025.2591632","url":null,"abstract":"The growing fields of genetics and neurogenetics have brought increased attention to developmental and epileptic encephalopathies (DEEs), a group of rare epilepsy disorders that span genetic and neurological pathology. Among the genetic causes of DEEs, single-gene variants represent a significant and increasingly recognized category. These variants often lead to complex and distinct clinical presentations, including variable seizure types, neurocognitive profiles, and developmental trajectories. Foundational knowledge about these disorders, including their molecular and cellular etiologies, accompanying clinical symptoms, and developmental trajectories, can better inform neuropsychological practice, especially in guiding test selection and recommendations as well as highlighting limitations for evaluation. The primary objective of this paper is to provide an evidence-based primer on single-gene developmental epileptic encephalopathies for pediatric neuropsychologists working with these growing clinical and research populations. The manuscript begins with a broad overview of definitions relevant to the care of those with single-gene epilepsies. The paper then describes the clinical features and neurocognitive outcomes associated with the eight most common single-gene pediatric-onset epilepsies, which is subsequently followed by a brief overview of 13 additional single-gene pediatric-onset epilepsies. The paper concludes with a summary of the treatment landscape and discusses current considerations for neuropsychological assessment with this population.","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"551-579"},"PeriodicalIF":1.9,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145630654","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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