Child Neuropsychology最新文献_第3页

Factor structure and measurement invariance of the Childhood Executive Functioning Inventory (CHEXI) across parents and teachers in Portuguese children. 葡萄牙儿童家长和教师儿童执行功能量表（CHEXI）的因素结构和测量不变性。

IF 1.9 3区心理学

Child Neuropsychology Pub Date : 2025-10-01 Epub Date: 2025-01-18 DOI: 10.1080/09297049.2025.2455469

Octávio Moura, Marcelino Pereira, Cristina P Albuquerque, Mário R Simões

{"title":"Factor structure and measurement invariance of the Childhood Executive Functioning Inventory (CHEXI) across parents and teachers in Portuguese children.","authors":"Octávio Moura, Marcelino Pereira, Cristina P Albuquerque, Mário R Simões","doi":"10.1080/09297049.2025.2455469","DOIUrl":"10.1080/09297049.2025.2455469","url":null,"abstract":"The Childhood Executive Functioning Inventory (CHEXI) is a rating scale that evaluates everyday behaviors associated with executive functions in children. This study aimed to investigate the factor structure and the measurement invariance across parents and teachers of the CHEXI in a sample of 279 Portuguese typically developing children (6 to 12 years old, n = 160 girls and n = 119 boys). Most studies only analyzed the original two-factor model, and the few that investigated the four-factor model found a nearly identical fit between both factor structures. Confirmatory factor analysis was used to test five competing factor models and the four-factor models (slightly better than the two-factor model) demonstrated the most adequate fit to the data for both parents and teachers. The CHEXI showed adequate reliability and convergent validity with the BRIEF2. The measurement invariance of the four-factor model across parents and teachers was fully supported (configural, metric, and scalar invariance). Overall, the CHEXI showed adequate psychometric properties, suggesting that is a useful instrument to assess executive functioning based on reports of behaviors observed by parents and teachers in Portuguese typically developing children.","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"985-1002"},"PeriodicalIF":1.9,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143000748","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

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 : 2025-09-30 DOI: 10.1080/09297049.2025.2566096

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

{"title":"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":"https://doi.org/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":"1-16"},"PeriodicalIF":1.9,"publicationDate":"2025-09-30","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

The clinical utility of the BRIEF2 ERI in detecting comorbid conditions associated with ADHD: a retrospective cohort analysis of clinically referred school-aged children. BRIEF2 ERI在检测ADHD相关合并症中的临床应用：对临床转诊学龄儿童的回顾性队列分析

IF 1.9 3区心理学

Child Neuropsychology Pub Date : 2025-09-29 DOI: 10.1080/09297049.2025.2559896

William A Piña-Anastasiadis, Liz O'Laughlin

{"title":"The clinical utility of the BRIEF2 ERI in detecting comorbid conditions associated with ADHD: a retrospective cohort analysis of clinically referred school-aged children.","authors":"William A Piña-Anastasiadis, Liz O'Laughlin","doi":"10.1080/09297049.2025.2559896","DOIUrl":"https://doi.org/10.1080/09297049.2025.2559896","url":null,"abstract":"The majority of children diagnosed with attention-deficit/hyperactivity disorder (ADHD) meet the criteria for at least one comorbid diagnosis. Prior literature has suggested that the assessment of emotion regulation may be helpful in the differential diagnosis of ADHD comorbidity. Thus, a primary goal of this study was to examine the clinical utility of the Behavior Rating Inventory of Executive Function, Second Edition (BRIEF2) Emotion Regulation Index (ERI) in detecting symptoms commonly comorbid with ADHD (i.e. disruptive and internalizing behaviors). This study also considered the extent to which the ERI may contribute to the overall detection of ADHD and comorbid symptoms, as compared to the BRIEF2 Behavior Regulation Index (BRI) and Cognitive Regulation Index (CRI). Archival data representing 211 male (n = 151) and female (n = 60) children ages 5 to 12 (M = 8.00, SD = 1.63) seen through a university-based ADHD Evaluation Clinic were used. Parent and teacher ratings were analyzed separately. Results revealed that the BRIEF2 ERI reliably detected the presence of ADHD comorbid symptomatology across informants. However, unlike select findings from the BRI and CRI, the ERI and its associated clinical scales did not differentiate between types of comorbidities. Overall, current data suggests that the ERI may make only a small contribution beyond what is already explained by the other two indexes on the BRIEF2 in the assessment of ADHD comorbidity. Nonetheless, from a transdiagnostic perspective, the BRIEF2 ERI clinical scales may provide helpful information for clinicians to help guide assessment and treatment recommendations.","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"1-17"},"PeriodicalIF":1.9,"publicationDate":"2025-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145191318","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

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 : 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":"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":"https://doi.org/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":"1-16"},"PeriodicalIF":1.9,"publicationDate":"2025-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","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":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Near and far transfer of stepwise cognitive training of visuoperceptual organization abilities in children. 儿童视觉知觉组织能力分步认知训练的远近迁移。

IF 1.9 3区心理学

Child Neuropsychology Pub Date : 2025-09-15 DOI: 10.1080/09297049.2025.2558752

Masoumeh Hosseinpour Fatmehsari, Setareh Mokhtari

{"title":"Near and far transfer of stepwise cognitive training of visuoperceptual organization abilities in children.","authors":"Masoumeh Hosseinpour Fatmehsari, Setareh Mokhtari","doi":"10.1080/09297049.2025.2558752","DOIUrl":"https://doi.org/10.1080/09297049.2025.2558752","url":null,"abstract":"Considering that the early school year are critical for the development of visuoperceptual organization skills, we investigated the effect of stepwise training in perceptual strategies using drawing-based materials on children's perceptual and constructional performance. Forty-four children (24 girls), aged 6.5 to 9 years (M = 7.34; SD = 0.64), were randomly assigned to either the experimental or control group (N = 22 per group). All participants completed the Bender Visual- Motor Gestalt Test - II (a graphomotor test of perceptual organization) and the Block Design test (a measure of constructional ability) before and after the training. The experimental group received the stepwise training on copying of the Rey- Osterrieth Complex Figure, while the control group received drawing materials without any instructions. The study employed a 2 (Group: Experimental, Control; between-subject) × 2 (Phase: Pretest, Posttest; within-subject) design. After controlling for the pretest scores, results showed that the experimental group outperformed the control group on both tasks. No effects of age or gender were detected. We suggest that perceptual organization and planning skills promoted by our training contributed to the enhanced performance. Given the varying degree of similarity between each task and the training materials, we proposed that both near and far transfer of skills acquired through visuoperceptual organization training can occur in children.","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"1-21"},"PeriodicalIF":1.9,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145063624","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 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 : 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":"https://doi.org/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":"1-16"},"PeriodicalIF":1.9,"publicationDate":"2025-09-08","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 : 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":"https://doi.org/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":"1-19"},"PeriodicalIF":1.9,"publicationDate":"2025-09-02","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

Unstuck and on target! for children with neurofibromatosis type 1: a feasibility and acceptability study. 脱困，命中目标！儿童1型神经纤维瘤病的可行性和可接受性研究。

IF 1.9 3区心理学

Child Neuropsychology Pub Date : 2025-08-27 DOI: 10.1080/09297049.2025.2549017

Caitlyn J Cap, Rebecca Levitt, Samantha van Terheyden, Meredith J Goyette, Kaitlyn Tiplady, Karin S Walsh

{"title":"Unstuck and on target! for children with neurofibromatosis type 1: a feasibility and acceptability study.","authors":"Caitlyn J Cap, Rebecca Levitt, Samantha van Terheyden, Meredith J Goyette, Kaitlyn Tiplady, Karin S Walsh","doi":"10.1080/09297049.2025.2549017","DOIUrl":"https://doi.org/10.1080/09297049.2025.2549017","url":null,"abstract":"Children with Neurofibromatosis Type 1 (NF1) experience significant executive dysfunction interfering with outcomes across the lifespan. To date, there have been limited interventions targeting executive function impairments, and even less explored within the NF1 population. The primary purpose of this study was to determine if an existing executive functioning intervention, Unstuck and On Target! (UOT), is a feasible and acceptable intervention for children with NF1. Participants were four children with NF1 (75% male; 75% Caucasian) between the ages of 9 to 12 years and their parents. Participants engaged in 20 weekly group sessions of UOT over the course of five months. Attendance rates and satisfaction ratings were primary outcomes. Attendance was >95% and attrition was null. Parent feedback and satisfaction ratings were overwhelmingly positive. In the first study of its kind, the results suggest that UOT is a feasible and acceptable cognitive intervention for children with NF1. Future development of Phase II/III studies of UOT to examine treatment dose and efficacy is supported.","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"1-11"},"PeriodicalIF":1.9,"publicationDate":"2025-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144944555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Executive function behaviors in intellectually gifted/ADHD children compared to intellectually gifted children and ADHD children: the clinical utility of the Behavior Rating Inventory of Executive Function (BRIEF). 与资优儿童和ADHD儿童相比，资优儿童/ADHD儿童的执行功能行为：执行功能行为评定量表（BRIEF）的临床应用

IF 1.9 3区心理学

Child Neuropsychology Pub Date : 2025-08-20 DOI: 10.1080/09297049.2025.2545030

Juliette François-Sévigny, Mathieu Pilon

{"title":"Executive function behaviors in intellectually gifted/ADHD children compared to intellectually gifted children and ADHD children: the clinical utility of the Behavior Rating Inventory of Executive Function (BRIEF).","authors":"Juliette François-Sévigny, Mathieu Pilon","doi":"10.1080/09297049.2025.2545030","DOIUrl":"10.1080/09297049.2025.2545030","url":null,"abstract":"Little is known about the differential display of executive functions in intellectually gifted/ADHD children, although this may be relevant to identify the dual condition better. This study aimed to examine the executive function behaviors of intellectually gifted/ADHD youth, as reported by their parents using the Behavior Rating Inventory of Executive Function (BRIEF), and to compare them with those of youth who were intellectually gifted only and those with ADHD only. Based on a cognitive assessment, a clinical sample of 110 participants (Mage = 10.13; SD = 2.59), aged six to 16, was drawn from attendees of two psychological clinics and divided into three groups: intellectually gifted/ADHD (n = 40), ADHD (n = 40) and intellectually gifted (n = 30). The results revealed that, in general, intellectually gifted/ADHD youth presented more alterations in executive function behaviors, particularly in the BRIEF metacognitive index, than intellectually gifted and ADHD youth, as reported by their parents. Furthermore, mothers rated executive function difficulties more severely on the BRIEF rating scale across all groups than fathers. These findings highlight the clinical utility of the BRIEF, particularly its Organization of Materials, Monitor, and Working Memory subscales, in detecting the co-occurrence of intellectual giftedness and ADHD in children with good sensitivity and specificity. Moreover, they support existing evidence of executive vulnerabilities in intellectually gifted/ADHD children and underscore the importance of supporting their executive function-related behaviors.","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"1-28"},"PeriodicalIF":1.9,"publicationDate":"2025-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144882300","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

Influence of slower processing speed (PS) in children with high cognitive ability on parent- and teacher-reported psychosocial outcomes. 高认知能力儿童较慢的加工速度（PS）对家长和老师报告的社会心理结果的影响。

IF 1.9 3区心理学

Child Neuropsychology Pub Date : 2025-08-06 DOI: 10.1080/09297049.2025.2539695

Gina A Forchelli, Pieter J Vuijk, Mary K Colvin, Lauren E Wolfe, Maya R Koven, Emily N Tetreau, Alysa E Doyle, Ellen B Braaten

{"title":"Influence of slower processing speed (PS) in children with high cognitive ability on parent- and teacher-reported psychosocial outcomes.","authors":"Gina A Forchelli, Pieter J Vuijk, Mary K Colvin, Lauren E Wolfe, Maya R Koven, Emily N Tetreau, Alysa E Doyle, Ellen B Braaten","doi":"10.1080/09297049.2025.2539695","DOIUrl":"10.1080/09297049.2025.2539695","url":null,"abstract":"Processing Speed (PS) has become established as an area of concern in pediatric populations. Research suggests that it can differentially impact academic, social, and adaptive outcomes. A relationship between cognitive ability, PS weakness, and psychosocial outcomes has been indicated in recent literature. The current study sought to explore the relationship between those with higher cognitive ability and a relative difficulty in PS (Weschler VCI > 110 and Weschler VCI - PSI ≥ 15) in parent and teacher reported behaviors, specifically school engagement and services, social relationships, adaptability/resilience, and negative legal outcomes (e.g. substance use). Data were used from a clinically referred sample of 679 children ages 6-17 (11.2 ± 3.2; 37.3% girls) with high cognitive ability that were part of a larger study (Longitudinal Study of Genetic Influences on Cognition (LOGIC)). Results suggest that parents and teachers observe children with a relative PS difficulty to have more struggle with their approach to work. There were particularly strong associations on teacher rating scales. Discussion highlights the importance of teacher input as an indicator of academic struggle in these youth and discuss implications for further research.","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"1-13"},"PeriodicalIF":1.9,"publicationDate":"2025-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144788378","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