Child Neuropsychology最新文献_第4页

Should executive functioning be included in models of reading comprehension, and if so, which aspects? 执行功能应该包括在阅读理解模型中吗？如果是，应该包括哪些方面？

IF 1.9 3区心理学

Child Neuropsychology Pub Date : 2026-03-01 DOI: 10.1080/09297049.2026.2636210

Zsofia Imre, Michelle Y Kibby

{"title":"Should executive functioning be included in models of reading comprehension, and if so, which aspects?","authors":"Zsofia Imre, Michelle Y Kibby","doi":"10.1080/09297049.2026.2636210","DOIUrl":"https://doi.org/10.1080/09297049.2026.2636210","url":null,"abstract":"The \"Simple View of Reading\" model postulates that reading comprehension (RC) is based on two component skills: basic reading ability and language comprehension. However, others suggest that various aspects of executive functioning (EF) contribute to RC. Thus, we examined EF in a comprehensive fashion to determine which aspects predict RC and to challenge the Simple View of Reading. Although numerous studies have examined working memory as a contributor to RC, and several have examined other specific aspects of EF, ours may be the first to assess multiple aspects of EF as predictors while controlling both basic reading and listening comprehension. Participants included a mixed sample of 250 children, aged 8-12 years. Multiple hierarchical regression was used to predict RC, with working memory, shifting, inhibition, problem-solving, planning, and nonverbal fluency being the independent variables, controlling basic reading, listening comprehension, and IQ. Results indicated that working memory, problem-solving, and nonverbal fluency predicted RC. As we used a cloze RC task, one likely needs WM to hold the passage in mind, and problem-solving and fluency/divergent thinking to derive the best word to complete the passage. In addition, our data support a multifaceted RC paradigm that includes EF over the Simple View of Reading.","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"1-16"},"PeriodicalIF":1.9,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147324928","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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 1.9 3区心理学

Child Neuropsychology Pub 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":"https://doi.org/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":"1-27"},"PeriodicalIF":1.9,"publicationDate":"2026-02-23","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

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 1.9 3区心理学

Child Neuropsychology Pub 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":"https://doi.org/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":"1-12"},"PeriodicalIF":1.9,"publicationDate":"2026-02-21","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

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 1.9 3区心理学

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

Ipek Suzer Gamli, Asiye Arici Gurbuz

{"title":"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":"https://doi.org/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":"1-22"},"PeriodicalIF":1.9,"publicationDate":"2026-02-16","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

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 1.9 3区心理学

Child Neuropsychology Pub 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":"https://doi.org/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":"1-12"},"PeriodicalIF":1.9,"publicationDate":"2026-02-10","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

Exploring the impact of trauma exposure on cognitive disengagement syndrome (CDS) in Black and/or Latiné youth with ADHD: a multilevel investigation. 探索创伤暴露对黑人和/或拉丁裔青少年多动症患者认知脱离综合征（CDS）的影响：一项多层次调查。

IF 1.9 3区心理学

Child Neuropsychology Pub Date : 2026-02-10 DOI: 10.1080/09297049.2026.2626378

Zoe R Smith, Victoria R Grant O'Daniel, Marcus A Flax, Xenia Leviyah

{"title":"Exploring the impact of trauma exposure on cognitive disengagement syndrome (CDS) in Black and/or Latiné youth with ADHD: a multilevel investigation.","authors":"Zoe R Smith, Victoria R Grant O'Daniel, Marcus A Flax, Xenia Leviyah","doi":"10.1080/09297049.2026.2626378","DOIUrl":"https://doi.org/10.1080/09297049.2026.2626378","url":null,"abstract":"Youth with cognitive disengagement syndrome (CDS) report experiencing a decoupling or disengagement of effortful mental process from their external environment and hypoactivity. To many familiar with trauma, these symptoms are similar to post-traumatic dissociation, yet there is limited research on CDS and trauma experiences. Black and/or Latiné youth are often excluded from research despite experiencing higher levels of trauma than peers. Thus, the present study examined how CDS is associated with trauma for Black and/or Latiné youth with attention-deficit/hyperactivity disorder (ADHD). This is the first study to examine individual (e.g. PTSD, perceived stress, developmental trauma), community (i.e. community violence, COVID19), and systemic level trauma (i.e. discrimination) and their associations with CDS. Participants were 50 Black and/or Latiné adolescents with ADHD. Path analyses were conducted to assess how different aspects of trauma affected CDS symptom severity. One hundred percent of youth reported at least one trauma exposure. 20% of the sample had PTSD and 7 participants were provided a diagnosis of developmental trauma disorder (DTD) on their integrated report (14%). ADHD inattention, perceived stress, daily and lifetime discrimination, COVID19, and PTSD were moderately associated with CDS. The second path analysis only included the six factors of DTD, with affect regulation and physiological factors being moderately, positively associated with CDS and attachment factor being moderately, negatively associated with CDS. It is necessary to assess for trauma at the individual symptom level, community level, and systems level in Black and/or Latiné youth with ADHD who also experience high levels of CDS.","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"1-22"},"PeriodicalIF":1.9,"publicationDate":"2026-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146156493","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 1.9 3区心理学

Child Neuropsychology Pub 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":"1-23"},"PeriodicalIF":1.9,"publicationDate":"2026-02-09","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

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 1.9 3区心理学

Child Neuropsychology Pub 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":"https://doi.org/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":"1-26"},"PeriodicalIF":1.9,"publicationDate":"2026-02-03","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

The effectiveness of an autonomy-supportive parenting intervention for enhancing maternal parenting skills and executive functioning among preschool-aged children: two preliminary studies. 自主支持性育儿干预对提高母亲育儿技能和学龄前儿童执行功能的有效性：两项初步研究。

IF 1.9 3区心理学

Child Neuropsychology Pub Date : 2026-02-02 DOI: 10.1080/09297049.2025.2612025

Donny Hendrawan, Rahmah Nurul Hayya, Farras Syazwani, Keiko Anarizki Adisya Fahira, Mawla Atqiyya Muhdiar, Nisrina Putri Anandiva, Petra P M Hurks

{"title":"The effectiveness of an autonomy-supportive parenting intervention for enhancing maternal parenting skills and executive functioning among preschool-aged children: two preliminary studies.","authors":"Donny Hendrawan, Rahmah Nurul Hayya, Farras Syazwani, Keiko Anarizki Adisya Fahira, Mawla Atqiyya Muhdiar, Nisrina Putri Anandiva, Petra P M Hurks","doi":"10.1080/09297049.2025.2612025","DOIUrl":"https://doi.org/10.1080/09297049.2025.2612025","url":null,"abstract":"Autonomy-supportive parenting (ASP) is strongly associated with executive functioning (EF) among preschool-aged children, as the ASP helps these children control their thoughts, feelings, and behavior, thereby supporting goal achievement. However, only a limited number of ASP intervention studies have directly targeted EF enhancement for this age group, and the findings are still inconclusive. Herein, we investigated the impact of an ASP intervention on maternal parenting skills and EF among preschool-aged children. EF was measured via maternal perceptions and performance tests and comprises three dimensions: working memory, inhibitory control, and cognitive flexibility. Two preliminary studies were conducted: The first study examined feasibility and time-based changes among participants receiving the intervention, and the second study employed a randomized controlled trial design to evaluate the impact of the intervention by comparing intervention and waitlist control groups. In both studies, four 2-hour ASP training sessions were carried out, allowing mothers to engage deeply with the material and foster children's independence with respect to problem-solving and decision-making. Parenting behavior and children's EF were assessed at the pretest (1 week before intervention), posttest (1 week after intervention), and follow-up (12 weeks after the intervention). The results of these studies suggest that a more extensive intervention significantly enhances maternal skills and children's EF, thus highlighting the importance of tailored support in parenting practices for optimal child development and parenting skills.","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"1-31"},"PeriodicalIF":1.9,"publicationDate":"2026-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146100000","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] Novel neuropsychology school reintegration service for inpatients with neurological conditions: a quality improvement initiative. 新颖的神经心理学学校重返社会服务的住院病人与神经系统疾病：质量改善倡议。

IF 1.9 3区心理学

Child Neuropsychology Pub Date : 2026-02-01 Epub Date: 2025-05-20 DOI: 10.1080/09297049.2025.2503268

Sophie I Leib, Jennifer Cass, Melissa G Chung, Ryan S Bode, Michael F Perry, Megan Rose, Christine Koterba

{"title":"[Formula: see text] Novel neuropsychology school reintegration service for inpatients with neurological conditions: a quality improvement initiative.","authors":"Sophie I Leib, Jennifer Cass, Melissa G Chung, Ryan S Bode, Michael F Perry, Megan Rose, Christine Koterba","doi":"10.1080/09297049.2025.2503268","DOIUrl":"10.1080/09297049.2025.2503268","url":null,"abstract":"Many children who are admitted to pediatric hospitals with new, acute neurological conditions do not receive adequate support to help them reintegrate into school. Lack of communication between the hospital team and school may lead to safety problems, delayed return to school, academic challenges, increased mental health concerns, and/or delayed assessment for special education services. Our team used Quality Improvement (QI) methodology to establish an inpatient consult workflow by including neuropsychological consultation and school reintegration recommendations for inpatients with new (or unaddressed) cognitive and functional needs. Education was provided by the neuropsychology team to medical providers and therapy teams about the school reintegration process and workflow. Additional processes were put into place to ensure that consults were received and completed within an appropriate timeframe. In the first 12 months of implementation, our team successfully completed 36 consults. The percentage of completed consults that included school reintegration recommendations increased from 0% to 100% over the 12-month period. The diagnostic populations included stroke (33%), neuroimmune diagnoses (19%), cardiac arrest (11%), traumatic brain injury (11%), encephalitis (6%), and brain tumor/oncology patients (6%). Our team successfully implemented a consultant workflow aimed at providing school reintegration support. The implementation of a school-reintegration neuropsychology service was feasible and practical. Additional work is needed to demonstrate patient outcomes, improve individualized approaches to service provision, and analyze long-term sustainability across large service lines.","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"135-147"},"PeriodicalIF":1.9,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144109944","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