Child Neuropsychology最新文献

{"title":"Sex differences in neuropsychological profiles of youth with autism spectrum disorder.","authors":"Abbey Leigh Robbins, Cristian Preciado, Carly Demopoulos","doi":"10.1080/09297049.2026.2744722","DOIUrl":"https://doi.org/10.1080/09297049.2026.2744722","url":null,"abstract":"<p><p>Autism spectrum disorder (ASD) is more prevalent in males, and females are underrepresented in the extant autism research literature, resulting in limited knowledge and historical misconceptions about female presentations. One such misconception is that females with ASD are more likely to be cognitively impaired than males. Empirical studies of sex differences in cognition have focused mainly on IQ and proposed superior performance in males diagnosed with autism. Little research has examined sex differences in broader neuropsychological functioning in autism. In this study, we used multivariate analyses of covariance (MANCOVAs) to compare performance on eight domains of neuropsychological (i.e. Intellectual Abilities, Language, Executive Functioning, Attention, Sensorimotor Skills, Social and Adaptive Functioning, and Emotional and Behavioral Functioning) in 101 autistic children and adolescents aged 8-17 years who were assigned male (MSAB; <i>n</i> = 61) and female (FSAB; <i>n</i> = 40) sex at birth. Follow‑up univariate analyses of covariance (ANCOVAs) were performed on individual measures within domains of functioning where group differences were identified. Significant sex differences were observed in the domains of Language, Executive Functioning, and Emotional and Behavioral Functioning. Follow-up univariate analyses indicated that females scored higher on measures of expressive language and vocabulary, made fewer nonperseverative errors, and had higher levels of parent-reported internalizing problems. Together, these findings do not support previous misconceptions of greater cognitive impairment in females with ASD. In contrast, these results suggest that females with autism may show relative strengths in verbal expression and problem-solving; however, they also may experience higher levels of internalizing symptoms.</p>","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"1-29"},"PeriodicalIF":1.8,"publicationDate":"2026-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149191685","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}

{"title":"Effects of exergames on children and adolescents with autism spectrum disorder: a scoping review.","authors":"Tonglin Shi, Xiaomei Zhan, Ziwei Kuang, Honghong Lai, Lin Zeng, Bangning Wang, Xiaoxin Peng, Xiafang Li","doi":"10.1080/09297049.2026.2741553","DOIUrl":"https://doi.org/10.1080/09297049.2026.2741553","url":null,"abstract":"<p><p>Exergaming, a form of sports entertainment game that integrates human‑computer interaction, motion sensing, virtual reality, and other high‑tech technologies, has been employed in the rehabilitation of children and adolescents with autism spectrum disorder due to its safety and low cost. However, the specific efficacy of implementing exergaming currently lacks systematic synthesis. This study, based on the International Classification of Functioning, Disability and Health for Children and Youth (ICF-CY), conducts a scoping review of intervention protocols, effectiveness, and health benefits of exergaming applied to children and adolescents with autism spectrum disorder, and synthesizes the characteristics of practical outcomes. Following the PRISMA-ScR guidelines, experimental studies on exergaming interventions for children and adolescents with ASD (aged 0-18 years) were retrieved from PubMed, Web of Science, EBSCO, EMBASE, and CINAHL databases, covering the period from 2010 to 2025. Health outcomes of the included studies were coded and analyzed based on the ICF-CY framework. A total of 28 studies (involving 12 countries and 789 participants) were included. Exergaming intervention protocols were characterized by diversity and individualization, showing improvements in multiple indicators among children and adolescents with ASD. A total intervention duration of less than 4 h was sufficient to produce beneficial effects, with sports simulation games being the most effective type of exergaming. Among the 77 outcome indicators, 52 are focused on body functions, 18 on activities and participation, and 7 on environmental factors. Exergaming is an effective non-pharmacological treatment. Future research should delve deeper into the dose-response relationship between intervention frequency and outcomes.</p>","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"1-35"},"PeriodicalIF":1.8,"publicationDate":"2026-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149164907","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}

{"title":"A new task of sustained attention: investigating the role of ADHD symptoms and response time variability in a task requiring children and adolescents to wait.","authors":"Keitaro Machida, Katherine A Johnson","doi":"10.1080/09297049.2026.2744732","DOIUrl":"https://doi.org/10.1080/09297049.2026.2744732","url":null,"abstract":"<p><p>Individuals with Attention Deficit Hyperactivity Disorder (ADHD) typically perform cognitive tasks with greater response time variability than matched peers. This is thought to be due to the greater occurrence of occasional extremely slow responses associated with lowered arousal levels. To test this we designed a new, less arousing task to measure sustained attention, named the Disappearance Detection Task (DDT). This study aimed to investigate the relationship between response time variability and levels of ADHD symptoms both in this new, low-arousal sustained attention task and in the Sustained Attention to Response Task (SART). Twenty-eight children and 49 adolescents participated. On both tasks, ADHD symptom levels were associated with response time variability measures of SDRT and tau, but not with sigma. On the DDT, children with higher ADHD symptoms made more commission errors and were less accurate in detecting the target (d'), whereas adolescents made a similar number of commission errors and d' irrespective of their ADHD symptom levels. This pattern was not present in the SART. The adolescents found the DDT more challenging than the SART as their target sensitivity was lower during the DDT. The children were less confident in nominating the target (criterion) during the DDT than the SART. The results indicate that RTV measures are more consistently associated with ADHD symptoms than other RT measures and that the DDT is a sensitive task of sustained attention and response inhibition performance, particularly in children, and in children with higher symptoms of ADHD.</p>","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"1-22"},"PeriodicalIF":1.8,"publicationDate":"2026-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149164095","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}

{"title":"The mediating role of physical fitness index in the relationship between screen time and executive function in adolescents: the moderating role of gender.","authors":"Huipan Wu, Yi Wang, Jian Wu, Jinxian Wang, Yuanyuan Ma, Wenqing Duan","doi":"10.1080/09297049.2026.2638877","DOIUrl":"10.1080/09297049.2026.2638877","url":null,"abstract":"<p><p>This study aimed to examine the moderating mediating role of adolescent gender and the mediating effect of physical fitness on screen time and executive function. Conducted from September to December 2024, the study recruited 3639 adolescents from six cities - Yantai, Changzhi, Jishou, Xianyang, Kunming, and Changchun - representing China's six major administrative regions. Screen time was assessed using the Physical Activity Level Evaluation for Children and Adolescents Aged 7-18Years. Physical fitness was evaluated via a fitness index calculated from seven physical fitness test indicators. Executive function was measured using a task-prompted paradigm. Physical fitness index mediated the relationship between screen time and working memory reaction times (1-back, 2-back). In the 1-back task, the indirect effect size was 3.281, accounting for 14.58% of the total effect. The indirect effect in the 2-back task was 1.190, accounting for 7.54% of the total effect. Additionally, gender moderated the relationship between adolescent screen time and 1-back task reaction time. and the relationship between adolescent screen time and reaction time on the 2-back task without gender moderation. Physical fitness index partially mediates the relationship between screen time and working memory in adolescents, and gender moderates the association between physical fitness index and 1-back reaction time.</p>","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"1019-1041"},"PeriodicalIF":1.8,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147376145","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}

{"title":"Examining adaptive functioning in pediatric patients with congenital heart disease.","authors":"Corinne M Anton, Kelli N Triplett, Ila A Iverson, Veronica Bordes Edgar, Marsha K Siebenmorgen, Randi J Cheatham-Johnson, Katherine I Magnuson, Angela Canas","doi":"10.1080/09297049.2026.2638890","DOIUrl":"10.1080/09297049.2026.2638890","url":null,"abstract":"<p><p>There is limited understanding of adaptive functioning in young children with congenital heart disease despite ample evidence demonstrating neurodevelopmental impairment in this population and the relevance of adaptive functioning to independent living and quality of life. This study aims to describe adaptive functioning in young children with congenital heart disease. Participants (<i>n</i> = 104) with histories of congenital heart disease, ages 2-5 years, were clinically referred for outpatient cardiac neurodevelopmental evaluation at a large academic medical center between March 2020 and July 2024. English-monolingual and Spanish-bilingual participants and their caregivers were included in the sample. Retrospective data obtained through the center's Cardiac Neurodevelopmental Program's clinical registry included standardized measures of adaptive, developmental, and cognitive functioning. Descriptive and correlation analyses were conducted. Adaptive skills and cognitive abilities were mostly in the low average to below average ranges. Significant associations were established between adaptive skills and developmental and cognitive abilities. Lower adaptive skills were associated with the presence of a genetic syndrome, whereas higher adaptive skills were associated with higher parental education; further, higher conceptual skills were evidenced in females. Implications of the findings and opportunities for future directions are discussed.</p>","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"1061-1081"},"PeriodicalIF":1.8,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147364374","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}

{"title":"[Formula: see text] Should executive functioning be included in models of reading comprehension, and if so, which aspects?","authors":"Zsofia Imre, Michelle Y Kibby","doi":"10.1080/09297049.2026.2636210","DOIUrl":"10.1080/09297049.2026.2636210","url":null,"abstract":"<p><p>The \"Simple View of Reading\" model postulates that reading comprehension (RC) is based on two component skills: basic reading ability and language comprehension. However, others suggest that various aspects of executive functioning (EF) contribute to RC. Thus, we examined EF in a comprehensive fashion to determine which aspects predict RC and to challenge the Simple View of Reading. Although numerous studies have examined working memory as a contributor to RC, and several have examined other specific aspects of EF, ours may be the first to assess multiple aspects of EF as predictors while controlling both basic reading and listening comprehension. Participants included a mixed sample of 250 children, aged 8-12 years. Multiple hierarchical regression was used to predict RC, with working memory, shifting, inhibition, problem-solving, planning, and nonverbal fluency being the independent variables, controlling basic reading, listening comprehension, and IQ. Results indicated that working memory, problem-solving, and nonverbal fluency predicted RC. As we used a cloze RC task, one likely needs WM to hold the passage in mind, and problem-solving and fluency/divergent thinking to derive the best word to complete the passage. In addition, our data support a multifaceted RC paradigm that includes EF over the Simple View of Reading.</p>","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"1003-1018"},"PeriodicalIF":1.8,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147324928","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}

{"title":"Associations between sleep disturbance, sleep-related impairment, and attention and learning disorders in youth with NF1.","authors":"Karin S Walsh, Johanna D Nielsen, Allison D Payne, Rebecca S Levitt, Meredith J Goyette, Kaitlyn Tiplady, Hannah Weisman, Samantha van Terheyden","doi":"10.1080/09297049.2026.2647217","DOIUrl":"10.1080/09297049.2026.2647217","url":null,"abstract":"<p><p>This study aims to address the knowledge gap regarding the prevalence and types of sleep disturbances and impairments in children with NF1 and their association with cognitive difficulties. An anonymous survey was conducted as part of a larger investigation into sleep disturbances and cognitive difficulties in NF1. The survey, distributed through the Children's Tumor Foundation NF Registry, included PROMIS Sleep Disturbance and Sleep-Related Impairment questionnaires and the Child and Adolescent Sleep Checklist (CASC) and comorbidities that may impact sleep. Sleep disturbance interferes with the quality of sleep, while sleep impairment is the resultant functional consequences of poor sleep. Data was collected from caregivers of children with NF1. A total of 202 parents participated. Sleep disturbances were reported in 60.4% of children, and sleep impairment in 42.6%. Children with comorbid ADHD had significantly higher rates of sleep disturbance (F2,199 = 10.40, <i>p</i> < .001, Eta2 = 0.10) and impairment (F(2,199) = 6.01, <i>p</i> < .003, Eta2 = 0.06) than those without ADHD. No significant differences were found based on sex, anxiety, or depression. Learning disorders were significantly associated with sleep impairment (F(2, 199) = 3.68, <i>p</i> =  <.03, Eta2 = 0.04) but not with sleep disturbances. This study highlights the high prevalence of sleep disturbances and impairments in children with NF1, particularly among those with reported ADHD. These findings underscore the need for regular screening and multidisciplinary management of sleep problems in this population. Future research should include comparison groups to better understand these trends.</p>","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"1117-1130"},"PeriodicalIF":1.8,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147627258","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}

{"title":"Cognitive disengagement syndrome has a contributory role in the association between inattention and eveningness chronotype in children and adolescents with ADHD.","authors":"Burcu Kardaş, Ömer Kardaş, Akın Tahıllıoğlu","doi":"10.1080/09297049.2026.2685672","DOIUrl":"10.1080/09297049.2026.2685672","url":null,"abstract":"<p><p>This study aimed to examine the associations between cognitive disengagement syndrome (CDS), chronotype, and Attention-Deficit/ Hyperactivity Disorder (ADHD) symptomatology in children and adolescents, and to identify whether different ADHD presentations show distinct profiles in terms of CDS severity and chronotype preference. The sample included 99 children and adolescents aged 8 to 17 years, evenly divided into three groups: ADHD-inattentive presentation (ADHD-I; <i>n</i> = 33), ADHD-combined presentation (<i>n</i> = 33), and typically developing controls (TDC; <i>n</i> = 33). The assessment was conducted using the Schedule for Affective Disorders and Schizophrenia for School-Age Children. Turgay DSM-IV-Based Disruptive Disorders Rating Scale, Sluggish Cognitive Tempo Scale, Strength and Difficulties Questionnaire and Children's Chronotype Questionnaire were completed by mothers. There were significant group differences in CDS (F = 3.762, <i>p</i> = 0.027) and chronotype (F = 4.709, <i>p</i> = 0.011) scores. Post hoc analysis showed that the ADHD-I group had significantly higher eveningness scores compared to the TDCs (<i>p</i> = 0.014). CDS symptoms, particularly daytime sleepiness, were positively correlated with eveningness (<i>r</i> = 0.461, <i>p</i> < 0.01). Linear regression analysis revealed that inattention was significantly associated with eveningness chronotype (B = 0.20, <i>p</i> = 0.02), and CDS symptoms also emerged as a significant predictor (B = 0.20, <i>p</i> = 0.003). Daytime sleepiness partially mediated the association between inattention and eveningness symptoms (B = 0.09, <i>p</i> < 0.01), even after controlling for age and gender. The findings suggest that CDS symptoms, particularly daytime sleepiness, may play a contributory role in the association between inattention and eveningness chronotype in youth with ADHD. Incorporating chronotype and CDS features into clinical assessment may enhance understanding of attentional profiles and guide targeted behavioral or chronobiological interventions.</p>","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"983-1002"},"PeriodicalIF":1.8,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148175384","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}

{"title":"[Formula: see text] Inter-relationships between executive functions and functional impairments among children with ADHD: findings from a network perspective.","authors":"Wei Zhang, Xiaolan Cao, Zhaomin Wu, Juan Liu, Ying Li, Linlin Zhang, Yufeng Wang, Todd Jackson, Yu-Tao Xiang, Binrang Yang","doi":"10.1080/09297049.2026.2638879","DOIUrl":"10.1080/09297049.2026.2638879","url":null,"abstract":"<p><p>Attention-Deficit/Hyperactivity Disorder (ADHD) is frequently linked to functional impairments and deficits in executive functioning. This study investigated inter-relationships between executive functions and functional impairments among children with ADHD from a network analysis perspective to identify key domains for targeted intervention research. Children with ADHD, diagnosed using a semi-structured interview, were recruited from a pediatric hospital in China. Executive functions were assessed using the Behavior Rating Inventory of Executive Function - Parent Form (BRIEF). Functional impairments were measured using the Weiss Functional Impairment Scale-Parent Form (WFIRS-P). Network analysis was performed to examine interactions between executive functions and functional impairments, identifying central and bridge nodes through Expected Influence (EI) and bridge EI indices. Of the 225 participating children with ADHD, functional impairments ranged from 0.4% (95% CI: [0.0%, 1.3%]) for risky behavior to 15.1% (95% CI: [10.4%, 19.8%]) for self-concept. Network analysis revealed executive functions of \"Monitoring\" (EI = 1.11) and \"Planning\" (EI = 1.07) had the highest centrality values and were the most influential domains in the network model. The most influential bridge nodes linking executive function and functional impairment communities were impairments related to \"Family\" (bridge EI = 0.41) and the executive function, \"Inhibition\" (bridge EI = 0.38). This study highlighted the most influential central and bridge domains within a network model of executive functions and functional impairments among children with ADHD. Findings provide plausible hypotheses for risk factors and targeted interventions. Future research should use longitudinal designs and objective assessments to evaluate our findings further.</p>","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"1042-1060"},"PeriodicalIF":1.8,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147389502","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}

{"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":"10.1080/09297049.2026.2639722","url":null,"abstract":"<p><p>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 (<i>r</i> = -0.54, <i>p</i> < .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.</p>","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"1082-1101"},"PeriodicalIF":1.8,"publicationDate":"2026-10-01","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}