Child Neuropsychology最新文献

{"title":"Neurocognitive overlap across DSM-5-TR presentations in pediatric ADHD under digital assessment.","authors":"Emilio Diaz-Moreno, José Heredia-Jimenez","doi":"10.1080/09297049.2026.2642193","DOIUrl":"10.1080/09297049.2026.2642193","url":null,"abstract":"<p><p>We examined whether DSM-5-TR ADHD presentations (inattentive, hyperactive/impulsive, combined) exhibit meaningful neurocognitive differences under examiner-supervised digital assessment. Children with ADHD (<i>N</i> = 193; 7-12 years) completed the CNS Vital Signs battery following diagnostic reconfirmation and stimulant washout; presentation specifiers were derived from parent SNAP-IV ratings. Ten age-normed domains were analyzed using Kruskal-Wallis tests with false discovery rate control (<i>q</i> = .05), Bayesian ANOVA, and equivalence testing (TOST; <i>d</i> =  ±0.30). No domain differed by presentation after correction (all FDR-adjusted <i>p</i> values = .980; <i>ε</i>² ≤ 0.015). Bayesian factors favored models excluding the presentation factor (BF_inclusion = 0.005-0.011). Observed differences were small (max <i>d</i> = 0.25) and fell within prespecified equivalence bounds, although TOST did not reach <i>p</i> < .05 for strict equivalence confirmation. Multivariately, presentation labels explained negligible variance. In contrast, unsupervised clustering identified two \"Average\" and \"Low\" performance profiles that were independent of DSM-5-TR labels. Results support substantial neurocognitive overlap across presentations under standardized testing conditions. Data-driven profiles provided a complementary, descriptive framework for characterizing heterogeneity to inform educational planning alongside symptom reports. Findings should be interpreted in light of mono-informant presentation assignment and potential underdetection of comorbidities.</p>","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"1102-1116"},"PeriodicalIF":1.8,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147431226","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":"Trends and research patterns in executive function interventions for children and adolescents.","authors":"Kızbes Meral Kılıç, Nazan Kaytez","doi":"10.1080/09297049.2026.2733037","DOIUrl":"https://doi.org/10.1080/09297049.2026.2733037","url":null,"abstract":"<p><p>This bibliometric study analyzes the intellectual structure, thematic evolution, and collaboration patterns of research on executive function interventions in children and adolescents between 2000 and 2026. A total of 692 documents retrieved from the Web of Science Core Collection were analyzed using performance analysis and science mapping techniques with Bibliometrix. The findings indicate a steady and accelerated growth in scientific output, with an annual growth rate of 12.42%, particularly after 2015. The literature shows a clear developmental trajectory from early theoretical and measurement-focused studies to increasingly applied, intervention-oriented, and multidisciplinary research. Results reveal that the field is concentrated around a core set of journals, authors, and highly cited foundational studies, with strong influence from working memory and ADHD-related research. Thematic analysis shows that core constructs such as working memory, attention, self-regulation, and executive functions remain central, while newer themes including emotion regulation, physical activity, virtual reality, and network meta-analysis are emerging. These developments reflect a shift toward more mechanism-oriented and technologically supported intervention approaches. Co-authorship analysis indicates a globally collaborative but geographically uneven structure, with the United States, United Kingdom, and China serving as central hubs, while Europe forms regional clusters and other regions remain more peripheral. In conclusion, EF intervention research in children and adolescents is a rapidly growing and increasingly sophisticated field, moving toward more integrative, mechanism-based, and globally connected scientific frameworks.</p>","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"1-23"},"PeriodicalIF":1.8,"publicationDate":"2026-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149012092","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":"Academic achievement in Noonan Syndrome, spectrum, and related disorders.","authors":"Sara K Pardej, Julia R Plank, Tamar Green","doi":"10.1080/09297049.2026.2709447","DOIUrl":"https://doi.org/10.1080/09297049.2026.2709447","url":null,"abstract":"<p><p>The present study examines (1) the prevalence of learning difficulties; (2) correlates and predictors of academic achievement; and (3) explores IQ minus academic achievement distributions across different Noonan Syndrome spectrum and related genetic variants (NSSD). IQ, academic achievement, executive function, and attention performance-based and/or caregiver-rated measures were completed across two samples of youth with Noonan Syndrome, spectrum, and related disorders (NSSD; <i>n</i> = 123) and unaffected youth (<i>n</i> = 172). Youth with NSSD had significantly lower scores on all academic achievement measures than the unaffected group with large effects. Executive skills (e.g., processing speed, working memory, inhibitory control) were significant predictors of academic skills in addition to whether a participant has NSSD, and together they accounted for ~1/3-1/2 of the variability in academic scores. Exploratory analyses revealed significantly skewed IQ-Achievement distributions in the <i>SOS1</i> and Other Variant groups, but not <i>PTPN11</i> group, as compared to the unaffected youth. Between one fifth and one half of youth with NSSD are estimated to meet criteria for Specific Learning Disorder. Clinicians and educational settings should conduct rigorous, frequent screening of academic difficulties of youth with NSSD to intervene as early as feasible with appropriate services. Executive skills, especially working memory, processing speed, and cognitive flexibility, play a contributory role to difficulties with academics in NSSD, and should also be supported with targeted interventions.</p>","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"1-19"},"PeriodicalIF":1.8,"publicationDate":"2026-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148910859","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 effect of <i>in utero</i> exposure to air pollution and subsequent cognitive and behavioral development in children aged 1-3 years old.","authors":"Sameera Ramjan, Donato DeIngeniis, Claire J Brabander, Veronica J Hinton, Sheow Yun Sie, K Sharon Vemu, Desiree Byrd, Yoko Nomura","doi":"10.1080/09297049.2026.2723475","DOIUrl":"https://doi.org/10.1080/09297049.2026.2723475","url":null,"abstract":"<p><p>This study investigated the effect of in utero exposure to pollution (PM_2.5 and NO₂), on trajectories of cognitive-behavioral development between ages 1.5 and 3 years. The prenatal period represents a critical window for child development, during which the brain is particularly vulnerable to the adverse effects of air pollution. Yet few studies have examined the associations between prenatal air pollution exposure and developmental functioning in early childhood. Data was analyzed from the Stress in Pregnancy (SIP) study, a longitudinal cohort study (<i>n</i> = 210). Neurodevelopmental outcomes were assessed at 18, 24, and 36 months, using the Bayley Scales of Infant and Toddler Development-Third Edition, and the Adaptive Behavior Assessment System, Third Edition at Queens College, CUNY in Queens, New York. Air pollution exposure was obtained from public databases. The most notable findings were sex-specific effects of prenatal air pollution exposure on several developmental markers. PM_2.5 exposure had a significant negative effect on communication, social skills, and gross motor functioning in male children, whereas NO₂ had a negative effect on females in the domains of communication, gross motor functioning, and social-emotional skills. By identifying sex-specific developmental sub-domains that are affected by air pollutants, this study provides a foundation for further investigating the sex-specific effects of pollutants. These findings can also inform early detection protocols for cognitive and behavioral difficulties and support the development of interventions to optimize neurodevelopment in children.</p>","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"1-31"},"PeriodicalIF":1.8,"publicationDate":"2026-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148900288","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":"Working memory, updating and vocabulary development in Albanian-speaking children aged 8 and 10: the primacy of socioeconomic status.","authors":"Fatbardha Qehaja, Elma Berisha","doi":"10.1080/09297049.2026.2720194","DOIUrl":"https://doi.org/10.1080/09297049.2026.2720194","url":null,"abstract":"<p><p>This study examined the relationship between receptive vocabulary, working memory processes, non-verbal intelligence, and socioeconomic status (SES) in Albanian-speaking children during middle childhood. The research was motivated by the linguistic characteristics of Albanian, a morphologically rich and orthographically transparent language that provides an informative context for examining how cognitive resources and environmental factors contribute to vocabulary acquisition. A sample of 168 children aged 8-10 years completed measures of receptive vocabulary (British Picture Vocabulary Scale), verbal working memory (Listening Recall), updating ability (N-back task), and non-verbal intelligence (Raven's Progressive Matrices). Descriptive statistics, correlational analyses, multiple regression, and moderation analyses were conducted to examine the associations among these variables. Results indicated that receptive vocabulary was positively correlated with age, SES, intelligence, and verbal working memory. Multiple regression analysis revealed that parental SES was the only significant predictor of receptive vocabulary performance, accounting for the largest unique proportion of variance. Working memory showed a modest association with receptive vocabulary, whereas updating ability was not a significant predictor. Moderation analyses further demonstrated that SES significantly moderated the relationship between working memory and receptive vocabulary, such that the association was stronger among children from higher SES backgrounds.</p>","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"1-24"},"PeriodicalIF":1.8,"publicationDate":"2026-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148825230","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":"Fronto-central N200 lateralization during cue-dependent attentional orienting and response control in children with developmental dyscalculia.","authors":"Qinfen Zhang, Shiyan Ji, Yuhao Wang, Huilian Guo, Wei Zhang","doi":"10.1080/09297049.2026.2724124","DOIUrl":"https://doi.org/10.1080/09297049.2026.2724124","url":null,"abstract":"<p><p>Developmental dyscalculia (DD) is characterized by persistent mathematical learning difficulty and may also involve weaknesses in domain-general cognitive control. We examined whether children with DD differed from typically developing (TD) children in the fronto-central hemispheric patterns of cue-related attention and response control. The sample comprised 143 children aged 6-11 years, including 71 with DD and 72 TD children. During a cue-dependent continuous performance task, cue-phase P200/N200 responses were contrasted between Cue and Uncue events, and target-phase responses between Go and Nogo events. Mean amplitudes were analyzed over left (F3/C3) and right (F4/C4) clusters. The two N200 Condition × Hemisphere × Developmental Group interactions were Holm-adjusted. During the cue phase, N200 modulation differed by hemisphere and developmental group, <i>F</i>(1, 139) = 4.866, adjusted <i>p</i> = .029, with a stronger right-sided Uncue-Cue effect in DD. During the target phase, the Nogo-Go N200 effect also differed by developmental group and hemisphere, <i>F</i>(1, 139) = 7.262, adjusted <i>p</i> = .016. TD children showed a left-frontocentral condition effect, whereas DD children showed a right-frontocentral effect. P200 did not show the developmental-group-related lateralization pattern observed for N200. Children with DD made fewer correct Go responses and responded more slowly than TD children; older DD children also made more false alarms. These findings indicate an altered scalp distribution of condition-related N200 modulation in DD rather than a uniform reduction in early ERP activity. Together, the ERP and behavioral findings support a broader difference in coordinating cue use, conflict monitoring, and response control in children with DD.</p>","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"1-16"},"PeriodicalIF":1.8,"publicationDate":"2026-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148811976","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":"Deliberate practice reduces developmental neuromotor mismatches.","authors":"Jin H Yan","doi":"10.1080/09297049.2026.2720190","DOIUrl":"https://doi.org/10.1080/09297049.2026.2720190","url":null,"abstract":"<p><p>Motor learning or skill practice strengthens functional neuro-connectivity in movement adaptive processes through the application of deliberate practice (DP) or rapid-cycle DP (RCDP). DP is a concept of practice that refers to a particular approach that involves engaging in purposeful learning activities in a structured manner to enhance performance. DP focuses on improving skills and knowledge with targeted efforts. From a developmental view, this evidence-based review integrates emerging evidence regarding brain function in motor control and learning. Crucially, this review examines <i>four</i> types of cognitive and motor developmental issues among children and adolescents from diverse backgrounds, prior to presenting DP/RCDP as effective solutions for addressing these concerns. This evidence-based framework aims to facilitate the understanding of the evolving characteristics of DP/RCDP while providing practical suggestions for teaching or coaching movement skill acquisition in children and adolescents.</p>","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"1-23"},"PeriodicalIF":1.8,"publicationDate":"2026-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148812027","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":"Adapting the ECLECTIC framework for intellectual disability assessment: an ethical and cross-cultural approach.","authors":"Freddie O'Donald, Molly Smith, Alice Gritti, Corinne Reid, Elaine Whelan, Clara Calia","doi":"10.1080/09297049.2026.2720192","DOIUrl":"https://doi.org/10.1080/09297049.2026.2720192","url":null,"abstract":"<p><p>Child and Adolescent Mental Health Services (CAMHS) clinicians increasingly conduct cognitive assessments with culturally and linguistically diverse children and young people, often using tools and diagnostic pathways developed within narrow cultural, linguistic, and educational contexts. In intellectual disability (ID) assessment, this can generate interpretive and ethical uncertainty, particularly when differences in language exposure, schooling histories, migration experiences, and interpreter-mediated assessment complicate the interpretation of standardized cognitive scores. This study examined the adaptation and implementation of Fujii's ECLECTIC framework within CAMHS cognitive assessments for possible ID, and its integration with the ETHICA-4P ethical reasoning framework, to support structured, developmentally informed, and ethically grounded clinical reasoning. Using a qualitative-dominant mixed-methods design, semi-structured interviews were conducted with 14 clinicians reflecting on their use of the adapted frameworks across 36 assessments involving culturally and linguistically diverse children and young people. Brief descriptive self-report ratings were collected to contextualize qualitative findings. Clinicians described the adapted ECLECTIC framework as supporting more explicit integration of contextual, cultural, linguistic, and developmental information into cognitive interpretation and formulation. Diagnostic certainty was consistently framed as calibrated confidence rather than maximal decisiveness, with explicit articulation of uncertainty regarded as clinically appropriate and ethically defensible, particularly in complex or interpreter-mediated assessments. Integration of ETHICA-4P supported clearer ethical reflection on the limits of interpretation and the potential consequences of diagnostic conclusions. Overall, the findings suggest that cross-cultural and ethical frameworks may function most effectively as decision-support tools, enhancing transparency and proportionality in clinical reasoning rather than producing definitive diagnostic answers.</p>","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"1-27"},"PeriodicalIF":1.8,"publicationDate":"2026-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148812017","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":"Predictive validity between early and middle childhood cognitive assessments in Ugandan children.","authors":"Paul Bangirana, Ruth Namazzi, Chandler Villaverde, Robert O Opoka, Chandy C John, Michael J Boivin","doi":"10.1080/09297049.2026.2722190","DOIUrl":"https://doi.org/10.1080/09297049.2026.2722190","url":null,"abstract":"<p><p>Longitudinal studies follow up children over years to assess their cognitive functioning following exposure to possible cerebral insults. Assessment of similar cognitive domains from early childhood onwards is essential in determining their cognitive developmental trajectory over time. This study measured the predictive validity between cognitive test batteries for early and middle childhood in Ugandan children. Six hundred and thirty-six children (males = 351; 55.2%) ages 18 months to 12 years (mean = 3.82, standard deviation = 1.88) were assessed for overall cognition, attention and memory at baseline and at 6 and 12 months later. The Mullen Scales of Early Learning (MSEL), the Early Childhood Vigilance Test (ECVT) and the Color Object Association Test (COAT) were used to assess overall cognition, attention and memory respectively in children below five years. The Kaufman Assessment Battery for Children, Second Edition (KABC-II) assessed overall cognition and memory in children five years and older, while the Test of Variables of Attention (TOVA) assessed attention. Overall cognition scores for MSEL at baseline correlated with KABC-II cognition (0.71, <i>p</i> < 0.0001) at 12 months and ECVT at baseline correlated with TOVA at 12 months (<i>r</i> = 0.36, <i>p</i> = 0.001). Memory scores from COAT did not correlate with any memory scores from the KABC-II. In conclusion, cognitive ability and attention scores in early childhood are correlated with corresponding middle childhood scores 12 months later from these test batteries. These tests can be used in longitudinal studies of children from early childhood into adolescence.</p>","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"1-13"},"PeriodicalIF":1.8,"publicationDate":"2026-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148807855","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":"Comparing scoring algorithms for NIH Toolbox executive function tasks in children with and without ADHD.","authors":"Berivan Ece, Yusuke Shono, Dylan Davis, Erica LaForte, Y Catherine Han, Aaron J Kaat, Richard C Gershon, Emily H Ho","doi":"10.1080/09297049.2026.2717171","DOIUrl":"10.1080/09297049.2026.2717171","url":null,"abstract":"<p><p>Executive function (EF) supports goal-directed behavior, yet little is known about how different scoring algorithms influence the measurement of executive function performance in pediatric Attention-Deficit/Hyperactivity Disorder (ADHD) remains unclear. We compared four algorithms: <i>Accuracy, Speed, Rate Corrected Score (RCS)</i>, and <i>Linear Integrated Speed-Accuracy Score (LISAS)</i> in 51 children with ADHD (23.5% female; <i>M</i>_<i>age</i> = 12.9, <i>SD</i>_<i>age</i> = 2.8) and 102 matched controls (23.5% female; <i>M</i>_<i>age</i> = 12.8, <i>SD</i>_<i>age</i> = 3.1) using the NIH Toolbox Dimensional Change Card Sort (DCCS) and Flanker Inhibitory Control and Attention (Flanker) tests. Results showed that while <i>RCS</i> and <i>Speed</i> demonstrated high internal consistency across tasks, <i>Accuracy</i> and <i>LISAS</i> indices were less reliable, particularly during cognitive flexibility trials in the ADHD group. Children with ADHD exhibited lower <i>Accuracy</i> and higher switching costs on the DCCS, whereas no group differences were observed on the Flanker task. Group differences in cognitive flexibility were detected by accuracy-based metrics but remained obscured by scores based on speed alone. Findings suggest that integrated methods, particularly accuracy-dominant metrics like <i>RCS</i>, may offer reliable, clinically sensitive alternatives to single-metric scores. Their utility depends on task demands, emphasizing that relying solely on response speed may underestimate cognitive flexibility deficits in ADHD.</p>","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"1-19"},"PeriodicalIF":1.8,"publicationDate":"2026-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148725251","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}