Child Neuropsychology最新文献_第3页

Neurocognitive functioning of patients treated for pediatric craniopharyngioma and predictors of outcomes. 儿童颅咽管瘤患者的神经认知功能及其预后预测因素。

IF 1.8 3区心理学

Child Neuropsychology Pub Date : 2026-08-10 DOI: 10.1080/09297049.2026.2713033

Skyler S Leonard, Rebecca Ronsley, Jacob Ruzevick, Allison Shields, Ralph Ermoian, David Werny, Amy Lee, Sarah E S Leary, Susanne Duvall

{"title":"Neurocognitive functioning of patients treated for pediatric craniopharyngioma and predictors of outcomes.","authors":"Skyler S Leonard, Rebecca Ronsley, Jacob Ruzevick, Allison Shields, Ralph Ermoian, David Werny, Amy Lee, Sarah E S Leary, Susanne Duvall","doi":"10.1080/09297049.2026.2713033","DOIUrl":"https://doi.org/10.1080/09297049.2026.2713033","url":null,"abstract":"Craniopharyngioma is a rare pediatric brain tumor that is often treated with surgical resection and radiation therapy, all of which can have significant impacts on cognitive abilities. The objectives of the current study were to characterize the neurocognitive functioning of pediatric patients that have been treated for craniopharyngioma and examine the impact of medical, demographic, and treatment variables on neurocognitive outcomes. We completed retrospective chart reviews to collect medical, demographic, and neurocognitive data for 27 patients that were treated for craniopharyngioma and underwent follow-up neuropsychological evaluation. Bivariate correlations revealed that preoperative hydrocephalus was associated with worse performance in IQ, working memory, verbal fluency, learning memory, recall memory, and memory recognition. Patients with hydrocephalus did significantly worse than those without hydrocephalus in almost all cognitive domains. Those who underwent surgical resection via the endoscopic endonasal approach (vs. craniotomy) did significantly worse on recall memory and processing speed. No significant correlations or differences were observed between neurocognitive outcomes and age at treatment, extent of surgical resection, time elapsed since surgery, new hypothalamic injuries, new endocrinopathies, or radiation treatment history. These data suggest hydrocephalus is a key predictor of neurocognitive outcomes among patients treated for craniopharyngioma, with surgery factors also contributing to outcomes. Larger studies are needed to understand the individual risk factors for cognitive impacts within this patient population.","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"1-16"},"PeriodicalIF":1.8,"publicationDate":"2026-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148700880","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

Symptoms of cognitive disengagement syndrome in youth diagnosed with ADHD, mood disorders, and comorbid presentations. 被诊断为多动症、情绪障碍和共病表现的青少年的认知脱离综合征的症状

IF 1.8 3区心理学

Child Neuropsychology Pub Date : 2026-08-07 DOI: 10.1080/09297049.2026.2710791

Emma Grace Choplin, Casey D Calhoun, Jennifer K Youngstrom, Robert L Findling, Eric A Youngstrom

{"title":"Symptoms of cognitive disengagement syndrome in youth diagnosed with ADHD, mood disorders, and comorbid presentations.","authors":"Emma Grace Choplin, Casey D Calhoun, Jennifer K Youngstrom, Robert L Findling, Eric A Youngstrom","doi":"10.1080/09297049.2026.2710791","DOIUrl":"https://doi.org/10.1080/09297049.2026.2710791","url":null,"abstract":"Cognitive Disengagement Syndrome (CDS) is characterized by symptoms such as daydreaming, slowed behavior, and mental confusion, but remains understudied outside of ADHD populations. CDS has recently emerged as a potential transdiagnostic construct, yet most investigations have been limited to ADHD samples. To further clarify the clinical profile of CDS, research is needed in pediatric mood disorder populations and comorbid presentations. This study examined predictors of caregiver-reported CDS symptoms in a racially and socioeconomically diverse sample of treatment-seeking outpatient youth (N = 697), with attention to psychiatric diagnoses (ADHD and mood disorders), youth demographics, caregiver education, and number of other psychiatric diagnoses. A 5-item CBCL-based CDS index demonstrated acceptable psychometric performance and was used to capture youth CDS levels. Hierarchical regression revealed that mood disorder diagnosis was the strongest and most unique predictor of elevated CDS symptoms, followed by ADHD diagnosis, with the comorbid group (ADHD+Mood) showing the highest CDS levels. Clinical and structural factors, including mood and ADHD diagnoses, number of other psychiatric diagnoses, Black racial identity, lower caregiver education, and older age, each independently predicted CDS severity. These findings support CDS as a clinically meaningful construct extending beyond ADHD and underscore the importance of contextually informed, transdiagnostic assessment. Implications are discussed through a developmental psychopathology framework, emphasizing equifinality.","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"1-35"},"PeriodicalIF":1.8,"publicationDate":"2026-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148683463","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

Relative effects of treatment history and family environment on attention functioning in pediatric cancer survivors. 治疗史和家庭环境对儿童癌症幸存者注意功能的相对影响。

IF 1.8 3区心理学

Child Neuropsychology Pub Date : 2026-08-01 Epub Date: 2026-02-09 DOI: 10.1080/09297049.2026.2623924

Mariah Camper, Grace Lozano, Jayme M Palka, Alice Ann Holland

{"title":"Relative effects of treatment history and family environment on attention functioning in pediatric cancer survivors.","authors":"Mariah Camper, Grace Lozano, Jayme M Palka, Alice Ann Holland","doi":"10.1080/09297049.2026.2623924","DOIUrl":"10.1080/09297049.2026.2623924","url":null,"abstract":"Considering the stress of parenting a child through cancer and given prior findings that parental stress can affect children's neuropsychological functioning, the present study examined the relative effects of treatment and family environment on attentional functioning in pediatric cancer survivors. Our sample of survivors (N = 122; 40.9% female; 51.8% non-Hispanic White) was 3.77 ± 3.58 years post-treatment. Multiple linear regression analyses examined demographic, treatment, and family environment factors with respect to parent-reported, self-reported, and performance-based attention. Treatment factors did not significantly predict any form of attentional functioning. Lower socioeconomic status and less social support significantly predicted greater parent-reported hyperactivity and attention problems. Greater parental stress significantly predicted greater parent-reported attention problems, but not parent-reported hyperactivity. Family environment factors uniquely accounted for the most variance in predicted parent-report hyperactivity (total rs2 = .489) and attention problems (total rs2 = .686). Although non-significant, worse parental anxiety and depression also were associated with greater parent-reported hyperactivity and attention problems. Results suggest that family environment factors can strongly predict parent-reported hyperactivity and attention problems in pediatric cancer survivors. These findings highlight the importance of assessing parental stress and emotional functioning in future research on neuropsychological outcomes for pediatric cancer survivors, with potential implications for clinical interventions.","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"847-869"},"PeriodicalIF":1.8,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146141152","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

Characteristics of cognitive disengagement syndrome in children diagnosed with tic disorder. 抽动障碍患儿认知脱离综合征的特点。

IF 1.8 3区心理学

Child Neuropsychology Pub Date : 2026-08-01 Epub Date: 2026-02-10 DOI: 10.1080/09297049.2026.2628721

Ezgi Karagöz Tanıgör, Gonca Özyurt, Burçin Şeyda Karaca, Deniz Aslı Arısoy, Aynur Akay

{"title":"Characteristics of cognitive disengagement syndrome in children diagnosed with tic disorder.","authors":"Ezgi Karagöz Tanıgör, Gonca Özyurt, Burçin Şeyda Karaca, Deniz Aslı Arısoy, Aynur Akay","doi":"10.1080/09297049.2026.2628721","DOIUrl":"10.1080/09297049.2026.2628721","url":null,"abstract":"The study aimed to examine the characteristics of cognitive disengagement syndrome (CDS) in children diagnosed with tic disorders and to compare them with healthy controls. Seventy-one children (35 with tic disorder, 36 healthy controls) and adolescents were assessed using the Pediatric Daytime Sleepiness Scale (PDSS), the Child and Adolescent Behavior Inventory Slow Cognitive Tempo Scale (CABI-SCT), Revised Child Anxiety and Depression Scale (RCADS-CV), Conners's Parent Rating Scale-Revised Short form (CPRS-RS), and Yale Global Tic Severity Scale (YGTSS). The tic disorder group was compared with the healthy control group, and differences were found in the PDSS, CABI-SCT, RCADS-CV, and CPRS-RS scores (p < .05). Additionally, the YGTSS and the RCADS-CV total anxiety and depression scores were correlated, as well as the Conners ADHD index (p < .05). The findings indicate that CDS symptoms are more prominent in children and adolescents with tic disorder and are accompanied by increased emotional symptoms, behavioral difficulties, and daytime sleepiness. To our knowledge, this study contributes to the literature by being the first to investigate the relationship between tic disorder and CDS symptoms.","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"870-881"},"PeriodicalIF":1.8,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146156365","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 profiles of Autism, ADHD, and co-occurring presentations in childhood: insights from an online working memory task. 儿童时期自闭症、多动症和共同出现的表现的认知特征：来自在线工作记忆任务的见解。

IF 1.8 3区心理学

Child Neuropsychology Pub Date : 2026-08-01 Epub Date: 2026-02-21 DOI: 10.1080/09297049.2026.2635616

Astrid Priscilla Martinez Cedillo, Ivonne Leon-Espinoza, Lilia Albores-Gallo, Patricia Zavaleta-Ramirez, Consuelo Romero, Leslie Mireles, Tom Foulsham

{"title":"Cognitive profiles of Autism, ADHD, and co-occurring presentations in childhood: insights from an online working memory task.","authors":"Astrid Priscilla Martinez Cedillo, Ivonne Leon-Espinoza, Lilia Albores-Gallo, Patricia Zavaleta-Ramirez, Consuelo Romero, Leslie Mireles, Tom Foulsham","doi":"10.1080/09297049.2026.2635616","DOIUrl":"10.1080/09297049.2026.2635616","url":null,"abstract":"Access to standardized cognitive assessment remains limited in low- and middle- income countries (LMICs), with direct implications for the identification and support of children with neurodevelopmental disorders. Among these, Autism Spectrum Conditions (ASC) and Attention-deficit/hyperactivity disorder ADHD are highly prevalent and frequently co-occurring yet characterized by distinct cognitive profiles. Online assessment methods represent a promising avenue for scalable, cost-effective screening and research. The present study investigated whether a brief online cognitive task could reliably distinguish performance patterns among children and adolescents with ADHD, ASC, both (ASC + ADHD) and a group of typically developing (TD) peers. Children between the ages of 8 and 14 from diverse regions of Mexico completed a brief online working memory task, where they were required to remember either the identity(N = 61) or the emotional expression (N = 99) of a face. Task completion rates were high, demonstrating the feasibility of remote administration (84.6%). Clinical groups showed expected differences relative to TD peers: the ADHD group was distinguished by poorer overall working memory performance and increased intra-subject variability. The ASC group was selectively impaired in the emotion task. This study demonstrates the feasibility of deploying online cognitive tasks in LMIC contexts, providing a scalable approach to developmental research and early identification and referral. Intra-subject variability is a robust marker for ADHD, while careful future work should continue to disentangle overlapping disorders.","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"931-942"},"PeriodicalIF":1.8,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146257523","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

Neurophysiological evidence for the role of inhibitory control in reading for children with reading difficulties. 抑制性控制在阅读困难儿童阅读中的作用的神经生理学证据。

IF 1.8 3区心理学

Child Neuropsychology Pub Date : 2026-08-01 Epub Date: 2026-02-23 DOI: 10.1080/09297049.2026.2631546

Huilin Sun, Qinxin Shi, Saeedeh Pazoki, Elia F Soto, Steven Woltering

{"title":"Neurophysiological evidence for the role of inhibitory control in reading for children with reading difficulties.","authors":"Huilin Sun, Qinxin Shi, Saeedeh Pazoki, Elia F Soto, Steven Woltering","doi":"10.1080/09297049.2026.2631546","DOIUrl":"10.1080/09297049.2026.2631546","url":null,"abstract":"The present study takes a neurophysiological approach to investigate the inhibitory processes of children with reading difficulties. The N2, an event-related potential related to inhibitory control, was elicited in a Go/No-go task with an emotional condition and a neutral condition. We compared the N2 amplitudes in children with and without reading difficulties and tested the associations between N2 amplitudes and reading skills. Fifty-two English-speaking elementary schoolers (32 typically developing children and 20 children with reading difficulties) completed standardized reading-language tests and a Go/No-go task with a neutral condition and an emotional condition. The No-go N2 amplitude and the ∆N2 (a difference between Go and No-go amplitudes) were extracted. First, we found a group difference; typically developing children showed significantly different Go and No-go N2 amplitudes, but children with reading difficulties did not. Second, the emotional ∆N2 predicted unique variance in reading comprehension beyond working memory, receptive vocabulary, and word reading efficiency. The present study advances our theoretical understanding of reading by providing neurophysiological evidence for the role of inhibitory processes in reading comprehension. The present study is unique in examining the interaction between emotion and inhibitory processes as it relates to reading. The findings also lay the foundation for identifying neural markers of reading difficulties.","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"882-908"},"PeriodicalIF":1.8,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147275721","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] 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 1.8 3区心理学

Child Neuropsychology Pub Date : 2026-08-01 Epub 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":"[Formula: see text] 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":"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":"943-981"},"PeriodicalIF":1.8,"publicationDate":"2026-08-01","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

Redefining peer-assisted instruction in Turkish language teaching: enhancing language and social skills with ADHD student leadership. 重新定义土耳其语教学中的同伴辅助教学：提高ADHD学生领导的语言和社交技能。

IF 1.8 3区心理学

Child Neuropsychology Pub Date : 2026-08-01 DOI: 10.1080/09297049.2026.2710782

Suleyman Aksu

{"title":"Redefining peer-assisted instruction in Turkish language teaching: enhancing language and social skills with ADHD student leadership.","authors":"Suleyman Aksu","doi":"10.1080/09297049.2026.2710782","DOIUrl":"https://doi.org/10.1080/09297049.2026.2710782","url":null,"abstract":" This research aims to examine the roles of students diagnosed with attention deficit hyperactivity disorder (ADHD) who perform above their peers in Turkish language skills in the peer-supported teaching process. The research was carried out in four private education institutions operating in the Turkish Republic of Northern Cyprus. A total of 20 peer instructors from each school, including 5 students who showed high performance in Turkish language skills and were clinically diagnosed with ADHD, participated in the study. Each peer instructor guided 5 students who needed support in Turkish reading, vocabulary, and reading comprehension; thus, a total of 80 students constituted the research application group. Peer tutors participated in structured Turkish instruction activities held two days a week for eight weeks. Reading fluency, vocabulary teaching, text comprehension studies and interactive language activities were used in the teaching process. A mixed-method design was adopted in the research. The findings revealed that students who received peer support showed significant improvement in Turkish reading accuracy, vocabulary and reading comprehension scores. Effect sizes were recalculated using the corrected formula (Cohen's d = M_diff / SD_pooled), yielding medium-to-large effects (d = 0.65-0.82) consistent with educational intervention norms. In addition, significant progress was observed in the communication skills, leadership characteristics, self-efficacy perceptions and social interaction levels of students with ADHD who took on the role of instructors. In conclusion, the research reveals that peer-assisted Turkish teaching models that leverage the strengths of students with ADHD are an effective and inclusive educational approach that supports both academic success and social-emotional development.","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"1-25"},"PeriodicalIF":1.8,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148653095","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] Exploring the association between social skills, social intelligence, and executive dysfunction in adolescents with attention deficit hyperactivity disorder: a mediational analysis. 探讨青少年注意缺陷多动障碍的社会技能、社会智力和执行功能障碍之间的关系：一个中介分析。

IF 1.8 3区心理学

Child Neuropsychology Pub Date : 2026-08-01 Epub Date: 2026-02-16 DOI: 10.1080/09297049.2026.2632136

Ipek Suzer Gamli, Asiye Arici Gurbuz

{"title":"[Formula: see text] Exploring the association between social skills, social intelligence, and executive dysfunction in adolescents with attention deficit hyperactivity disorder: a mediational analysis.","authors":"Ipek Suzer Gamli, Asiye Arici Gurbuz","doi":"10.1080/09297049.2026.2632136","DOIUrl":"10.1080/09297049.2026.2632136","url":null,"abstract":"Individuals with attention deficit hyperactivity disorder (ADHD) frequently experience difficulties in social information processing, social awareness, and exhibit inappropriate social behaviors, which adversely affect their relationships, particularly in adolescence period. This study explores the role of social skills, social intelligence, and executive dysfunction in shaping peer relations in adolescents with ADHD. The study included 151 adolescents with ADHD, receiving medical treatment and 70 healthy controls (HC). Participants completed the Matson Evaluation of Social Skills with Youngsters (MESSY), the Social Support Appraisals Scale (SSAS), the Peer Relations Scale (PRS), and the Tromsø Social Intelligence Scale (TSIS); parents completed the Conners Parent Rating Scale (CPRS) and the Behavior Rating Inventory of Executive Function (BRIEF). Adolescents with ADHD scored significantly higher on MESSY- Inappropriate Assertiveness/Impulsiveness, whereas lower scores on MESSY-appropriate social skills, SSAS friend and teacher subscales, total score, TSIS, and PRS subscales except closeness compared to HC. Lower social information processing and higher inappropriate Assertiveness/Impulsiveness scores were significantly associated with a comorbid externalizing disorder. ADHD symptom severity and level of executive dysfunction were negatively correlated with social skills, appropriate social behaviors, and social support. Social intelligence mediated the relationship between social skills and peer relationships. Mediational analyses have revealed that, each one-unit increase in the TSIS score was associated with a 0.375-point increase in the PRS score. Social impairment may be a key mechanism linking ADHD symptoms to peer relationships, even in adolescents receiving medical treatment. Targeted interventions could enhance peer interactions and social support in adolescents with ADHD.","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"909-930"},"PeriodicalIF":1.8,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146206612","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 links between somatosensation and cognition in children with hemiplegic cerebral palsy. 检查偏瘫性脑瘫儿童体感和认知之间的联系。

IF 1.8 3区心理学

Child Neuropsychology Pub Date : 2026-08-01 Epub Date: 2026-02-03 DOI: 10.1080/09297049.2026.2621691

Kassandra M Hewitt, Donna M Bayliss, Belinda A McLean, Ashleigh L Thornton, Jonson J Moyle

{"title":"Examining links between somatosensation and cognition in children with hemiplegic cerebral palsy.","authors":"Kassandra M Hewitt, Donna M Bayliss, Belinda A McLean, Ashleigh L Thornton, Jonson J Moyle","doi":"10.1080/09297049.2026.2621691","DOIUrl":"10.1080/09297049.2026.2621691","url":null,"abstract":"Children with cerebral palsy (CP) are at increased risk of impaired somatosensation and cognition. Among children with hemiplegia, approximately three-quarters have impaired somatosensation and one-third have intellectual impairment. While somatosensation may relate to cognitive functioning in CP, this relationship has not previously been investigated. This cross-sectional study examined the relationship between somatosensation and cognition in children with hemiplegic CP, and whether the pattern of brain injury, classified using an established MRI classification system, moderates this relationship. Forty-seven children (26 females) with hemiplegic CP participated (mean age = 11.0 years; SD = 3.6; range: 6-16 years). Parent questionnaires provided demographic, educational, and medical history. Cognition was assessed using Index scores from the Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V). Somatosensation in the affected and less-affected hands was measured using subtests from Sense©_Assess Kids. Wrist position sense and haptic ability of the affected hand significantly correlated with most WISC-V Index scores. Somatosensory functioning of the less-affected hand showed inconsistent associations with cognition. Multiple regressions indicated that wrist position sense of the affected hand predicted visuospatial ability, fluid reasoning, and overall intelligence. Haptic ability of the affected hand predicted verbal comprehension and overall intelligence. For the less-affected hand, wrist position sense predicted visuospatial ability, but haptic ability did not predict any cognitive outcomes. Multicategorical moderation showed that the pattern of brain injury did not consistently moderate somatosensation-cognition relationships. Identifying somatosensory difficulties may provide early insight into cognitive performance in children with hemiplegic CP. Further research is needed to understand the direction and mechanisms of this relationship.","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"821-846"},"PeriodicalIF":1.8,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146112407","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