Child Neuropsychology最新文献_第3页

[Formula: see text] Data-driven profiles of behavior in pediatric medical disorders. 儿童医学疾病中数据驱动的行为概况。

IF 1.9 3区心理学

Child Neuropsychology Pub Date : 2026-04-01 Epub Date: 2025-09-21 DOI: 10.1080/09297049.2025.2561041

Chelsea L Black, Xiaozhen You, Eleanor Fanto, Allison Carney, Chandan J Vaidya, Lauren Kenworthy, Stewart H Mostofsky, Madison M Berl

{"title":"[Formula: see text] Data-driven profiles of behavior in pediatric medical disorders.","authors":"Chelsea L Black, Xiaozhen You, Eleanor Fanto, Allison Carney, Chandan J Vaidya, Lauren Kenworthy, Stewart H Mostofsky, Madison M Berl","doi":"10.1080/09297049.2025.2561041","DOIUrl":"10.1080/09297049.2025.2561041","url":null,"abstract":"Behavioral impairment is comorbid with pediatric medical conditions and impacts academic, social-emotional, and medical outcomes. In prior work, we applied graph-theory analysis to parent-report measures of behavior to derive multidimensional profiles in a multi-site database of children with psychiatric disorders and healthy controls (comprised of participants from Children's National Hospital, Georgetown University, and Kennedy Krieger Institute), and identified three unique profiles characterized by relative weaknesses in (a) metacognition, (b) emotion regulation, and (c) inhibition. In this study, we also found broadly the same behavioral profiles within a large (N = 466) cross-sectional clinical database collected at Children's National Hospital from 2014 to 2018 comprised of children with pediatric medical conditions affecting the central nervous system. A support vector machine (SVM) classification derived from the psychiatric sample was then applied to the medical sample and had high (but not perfect) accuracy, suggesting subtle differences in profile composition between medical and nonmedical populations, particularly within the Inhibit subgroup. These findings lend further support to the existence of three transdiagnostic profiles, representing unique targets for personalized intervention. However, findings also highlight that the etiology of behavior problems (psychiatric versus medical) may matter.","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"370-385"},"PeriodicalIF":1.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13068368/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145111728","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Russian Rey Auditory Verbal Learning Test (RAVLT): version comparison and normative data for children aged 5-18 years. 俄罗斯雷伊听觉语言学习测验（RAVLT）： 5-18岁儿童版本比较及规范数据。

IF 1.9 3区心理学

Child Neuropsychology Pub Date : 2026-04-01 Epub Date: 2025-09-08 DOI: 10.1080/09297049.2025.2555311

Olga Buivolova, Svetlana Malyutina, Alexandra Morozova, Makar Fedorov, Militina Gomozova, Vladislava Loshchinina, Olga Dragoy

{"title":"The Russian Rey Auditory Verbal Learning Test (RAVLT): version comparison and normative data for children aged 5-18 years.","authors":"Olga Buivolova, Svetlana Malyutina, Alexandra Morozova, Makar Fedorov, Militina Gomozova, Vladislava Loshchinina, Olga Dragoy","doi":"10.1080/09297049.2025.2555311","DOIUrl":"10.1080/09297049.2025.2555311","url":null,"abstract":"The Rey Auditory Verbal Learning Test (RAVLT) is a widely used neuropsychological tool developed for assessing various aspects of verbal memory. We present a RAVLT version for Russian-speaking children, developed in digital form with two sets of materials. The current study aimed to investigate whether the two versions of the Russian RAVLT are equivalent in terms of psycholinguistic characteristics and whether participants perform comparably on them. Second, we computed the norms based on a large cohort of Russian-speaking children (n = 239) aged 5-18 years using a multivariate regression-based approach. Results demonstrated that the two test versions can be used interchangeably for memory assessment in children. Moreover, we determined the cutoff scores for performance on the nine raw trial scores and five composite scores (total learning, learning rate, retroactive interference, retention, and retrieval efficiency scores). Only age, but not sex or test version, modulated test performance. The new Russian RAVLT for children can be used by clinicians and researchers to detect memory impairments in the Russian-speaking pediatric population.","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"316-331"},"PeriodicalIF":1.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145013984","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

Predictors of learning and memory in pediatric critical congenital heart disease: the important role of working memory. 儿童危重型先天性心脏病学习和记忆的预测因素：工作记忆的重要作用。

IF 1.9 3区心理学

Child Neuropsychology Pub Date : 2026-04-01 Epub Date: 2025-09-02 DOI: 10.1080/09297049.2025.2552743

Kirsty L Coulter, Samantha van Terheyden, Rachel Richie, Mary T Donofrio, Jacqueline H Sanz

{"title":"Predictors of learning and memory in pediatric critical congenital heart disease: the important role of working memory.","authors":"Kirsty L Coulter, Samantha van Terheyden, Rachel Richie, Mary T Donofrio, Jacqueline H Sanz","doi":"10.1080/09297049.2025.2552743","DOIUrl":"10.1080/09297049.2025.2552743","url":null,"abstract":"Learning and memory are crucial neuropsychological skills, linked with the development of play, adaptive skills, and academic functioning. Children and adolescents with critical congenital heart disease (cCHD) are at risk for a range of neurodevelopmental difficulties. Here, we examine visual and verbal learning and memory skills in a school-age sample of children and adolescents with cCHD, and explore how medical, neuropsychological, and social variables predict school-age learning and memory. This is a retrospective observational study of 189 patients with cCHD (age 5-18 years) who attended a neuropsychological evaluation through the Cardiac Neurodevelopmental Program. Results demonstrate that on average, children and adolescents with cCHD show relatively poorer performance on tasks of visual learning and memory and list learning and memory, skills with a higher executive burden, whereas there are no differences in story learning and memory compared to normative samples. Working memory is identified as the most consistent predictor of learning and memory. Medical variables also contribute to learning and memory at school age, whereas social determinants of health are less closely linked. These findings demonstrate the importance of considering downstream effects of core aspects of attention and executive functioning skills on other neurodevelopmental abilities.","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"297-315"},"PeriodicalIF":1.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144944494","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] Language skills at 2 years predict reading comprehension at 11 in children born very preterm - a longitudinal cohort study. 一项纵向队列研究表明，2岁时的语言技能可以预测早产儿11岁时的阅读理解能力。

IF 1.9 3区心理学

Child Neuropsychology Pub Date : 2026-04-01 Epub Date: 2025-09-30 DOI: 10.1080/09297049.2025.2566096

Eveliina Joensuu, Petriina Munck, Anna Nyman, Helena Lapinleimu, Leena Haataja, Suvi Stolt

{"title":"[Formula: see text] Language skills at 2 years predict reading comprehension at 11 in children born very preterm - a longitudinal cohort study.","authors":"Eveliina Joensuu, Petriina Munck, Anna Nyman, Helena Lapinleimu, Leena Haataja, Suvi Stolt","doi":"10.1080/09297049.2025.2566096","DOIUrl":"10.1080/09297049.2025.2566096","url":null,"abstract":"Children born very preterm (VP, <32 gestational weeks and/or birth weight ≤1500 g) are at risk for difficulties in language and reading. It is unclear whether early language is predictive for later reading skills in this population. We aimed to investigate the predictive value of language at 2;0 for reading at 11;0 in children born VP. The study comprised 115 Finnish-speaking children born VP. At 2;0, language skills were assessed with the Finnish long-form of the MacArthur-Bates Communicative Development Inventory. At 11;0, reading fluency and reading comprehension were evaluated using the Finnish Primary School Reading Test. The language variables explained 32%-33% of the variance in reading comprehension at 11;0. No clear associations between early language and reading fluency were found. Early language had high specificity but low sensitivity for identifying weak reading comprehension at 11;0. The findings provide support for the continuum between early language and later reading comprehension in children born VP. Evaluating language skills at 2;0 provides important predictive insight into later reading comprehension. Validated parental-report instruments offer valuable data on the language skills of children born preterm at this age. It is recommended to include these tools in the clinical follow-up of very preterm children.","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"415-430"},"PeriodicalIF":1.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145191287","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

Cognitive functioning in children and adolescents with cerebral palsy living in Sweden. 瑞典脑瘫儿童和青少年的认知功能。

IF 1.9 3区心理学

Child Neuropsychology Pub Date : 2026-04-01 Epub Date: 2025-10-08 DOI: 10.1080/09297049.2025.2566090

Ann I Alriksson-Schmidt, Barbro Lindquist, Maja J Knudsen, Pia Ödman, Åsa Korsfeldt, Kristine Stadskleiv

{"title":"Cognitive functioning in children and adolescents with cerebral palsy living in Sweden.","authors":"Ann I Alriksson-Schmidt, Barbro Lindquist, Maja J Knudsen, Pia Ödman, Åsa Korsfeldt, Kristine Stadskleiv","doi":"10.1080/09297049.2025.2566090","DOIUrl":"10.1080/09297049.2025.2566090","url":null,"abstract":"Cognition in children with cerebral palsy (CP) is often affected. How cognition differs by functional level and subtype is not clear, and the effects of adapted response modes need investigation. In this study, the aims were to investigate how many psychologists reported that interpreters and/or augmentative and alternative communication (AAC) were used, how many assessments were adapted, if there were clinical characteristics associated with whom had been assessed, and to delineate scores from the Wechsler scales with CP by sex, subtype, gross motor function (GMFCS), manual abilities (MACS), and communication level (CFCS). This was a Swedish register study that included two cohorts of children with CP. Wechsler Preschool and Primary Scale of Intelligence (WPPSI-III/IV) and Wechsler Intelligence Scale for Children (WISC-IV/V) served as dependent variables. Descriptive statistics, logistic regression, and multiple regressions were performed. Interpreters and AAC were used in 5% and 13% of the assessments, respectively. Adapted assessments were associated with lower verbal intelligence (VIQ), performance intelligence (PIQ), and full-scale intelligence (FSIQ) mean scores. Assessment practices were associated with GMFCS, MACS, and subtype. Age was negatively associated with PIQ and FSIQ. Children with spastic unilateral CP scored higher than children with ataxic CP on VIQ, PIQ, and FSIQ. Mean scores were significantly different across MACS levels. Children with less affected gross motor, manual, and communication functioning and those with spastic CP were more likely to be assessed. Irrespective of subtype, GMFCS, MACS, and CFCS levels, the ranges of scores were wide, highlighting the great heterogeneity of cognition in this population.","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"386-414"},"PeriodicalIF":1.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145250079","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

Behavioral attention and academic achievement: a comprehensive meta-analysis. 行为注意与学业成就：一项综合元分析。

IF 1.9 3区心理学

Child Neuropsychology Pub Date : 2026-03-15 DOI: 10.1080/09297049.2026.2634751

Anthony R Gioia, Jeremy Miciak, Peng Peng, Matthew W Gallagher, Michael W Williams, Abigail Farrell, Cassidy Salentine, Cristina Boada, Ileana Dragoi, Sirine Harmouch, Andrea Ortiz-Jimenez, Paul T Cirino

{"title":"Behavioral attention and academic achievement: a comprehensive meta-analysis.","authors":"Anthony R Gioia, Jeremy Miciak, Peng Peng, Matthew W Gallagher, Michael W Williams, Abigail Farrell, Cassidy Salentine, Cristina Boada, Ileana Dragoi, Sirine Harmouch, Andrea Ortiz-Jimenez, Paul T Cirino","doi":"10.1080/09297049.2026.2634751","DOIUrl":"https://doi.org/10.1080/09297049.2026.2634751","url":null,"abstract":"Extant literature has found attention and academic achievement to be related throughout development. Surprisingly, there are few comprehensive meta-analytic studies of the size of this effect. Therefore, the present study evaluates the relation between ADHD symptomatology (i.e., ratings of inattention and/or hyperactivity/impulsivity) and academic achievement, over 106 studies and 450 effect sizes, with moderators assessing: study design type; symptomatology type; academic domain and subskills; rater type; gender; and age. Included studies had: students from Kindergarten to undergraduate level; an ADHD group or ADHD symptomatology rating measure; an academic achievement measure; and effect size availability. Effect sizes were converted to pooled correlations, r. The pooled correlation for behavioral attention and academic achievement was r = -.25 (95% CI: -0.29, -0.22; p < .001). Meta-regression analyses significantly differed for the moderators of symptomatology type (inattention r = -.30, hyperactivity/impulsivity r = -.13), and rater (parent r = -.19, teacher r = -.34). No significant differences were found for the other moderators. Post-hoc analyses found that higher academic complexity (e.g., combined reading comprehension, written expression, math word problems) was more related to ADHD symptomatology than lower academic complexity (e.g., combined decoding, spelling, math computation), β = -.10, t =-3.21, p < .01, 95% CI [-.17, -.04]. Overall, this meta-analysis quantified and systematized the significant negative relation between behavioral attention and academic achievement using scientifically rigorous methodology. Findings highlight the importance of ratings specifically of inattention, particularly by teachers, for academic achievement.","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"1-39"},"PeriodicalIF":1.9,"publicationDate":"2026-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147462688","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

Inter-relationships between executive functions and functional impairments among children with ADHD: findings from a network perspective. ADHD儿童执行功能与功能障碍之间的相互关系：来自网络视角的研究结果。

IF 1.9 3区心理学

Child Neuropsychology Pub Date : 2026-03-10 DOI: 10.1080/09297049.2026.2638879

Wei Zhang, Xiaolan Cao, Zhaomin Wu, Juan Liu, Ying Li, Linlin Zhang, Yufeng Wang, Todd Jackson, Yu-Tao Xiang, Binrang Yang

{"title":"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":"https://doi.org/10.1080/09297049.2026.2638879","url":null,"abstract":"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.","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"1-19"},"PeriodicalIF":1.9,"publicationDate":"2026-03-10","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}

引用次数: 0

Neurocognitive overlap across DSM-5-TR presentations in pediatric ADHD under digital assessment. 数字评估下的儿童ADHD在DSM-5-TR表现中的神经认知重叠。

IF 1.9 3区心理学

Child Neuropsychology Pub Date : 2026-03-10 DOI: 10.1080/09297049.2026.2642193

Emilio Diaz-Moreno, José Heredia-Jimenez

{"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":"https://doi.org/10.1080/09297049.2026.2642193","url":null,"abstract":"We examined whether DSM-5-TR ADHD presentations (inattentive, hyperactive/impulsive, combined) exhibit meaningful neurocognitive differences under examiner-supervised digital assessment. Children with ADHD (N = 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 (q = .05), Bayesian ANOVA, and equivalence testing (TOST; d = ±0.30). No domain differed by presentation after correction (all FDR-adjusted p values = .980; ε2 ≤ 0.015). Bayesian factors favored models excluding the presentation factor (BF_inclusion = 0.005-0.011). Observed differences were small (max d = 0.25) and fell within prespecified equivalence bounds, although TOST did not reach p < .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.","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"1-15"},"PeriodicalIF":1.9,"publicationDate":"2026-03-10","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}

引用次数: 0

The mediating role of physical fitness index in the relationship between screen time and executive function in adolescents: the moderating role of gender. 身体健康指数在青少年屏幕时间与执行功能关系中的中介作用：性别的调节作用。

IF 1.9 3区心理学

Child Neuropsychology Pub Date : 2026-03-09 DOI: 10.1080/09297049.2026.2638877

Huipan Wu, Yi Wang, Jian Wu, Jinxian Wang, Yuanyuan Ma, Wenqing Duan

{"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":"https://doi.org/10.1080/09297049.2026.2638877","url":null,"abstract":"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.","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"1-23"},"PeriodicalIF":1.9,"publicationDate":"2026-03-09","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}

引用次数: 0

Examining adaptive functioning in pediatric patients with congenital heart disease. 先天性心脏病患儿的适应性功能检查

IF 1.9 3区心理学

Child Neuropsychology Pub Date : 2026-03-05 DOI: 10.1080/09297049.2026.2638890

Corinne M Anton, Kelli N Triplett, Ila A Iverson, Veronica Bordes Edgar, Marsha K Siebenmorgen, Randi J Cheatham-Johnson, Katherine I Magnuson, Angela Canas

{"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":"https://doi.org/10.1080/09297049.2026.2638890","url":null,"abstract":"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 (n = 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.","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"1-21"},"PeriodicalIF":1.9,"publicationDate":"2026-03-05","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}

引用次数: 0