Child Neuropsychology最新文献_第9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 1.8 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":1.8,"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 1.8 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":1.8,"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 1.8 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":1.8,"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 1.8 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":1.8,"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 1.8 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":1.8,"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

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

[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 1.8 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":1.8,"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

Assessing cognitive development in a diverse age child cohort using the Mullen Scales of Early Learning and the Kaufman Assessment Battery for Children II: a correlational study among children of adolescent mothers in South Africa. 使用马伦早期学习量表和考夫曼儿童评估单元II评估不同年龄儿童群体的认知发展：南非青少年母亲的儿童的相关研究。

IF 1.8 3区心理学

Child Neuropsychology Pub Date : 2026-02-01 Epub Date: 2025-06-16 DOI: 10.1080/09297049.2025.2514487

Katherine Morse, Claire Tatham, Bongiwe Saliwe, Bulelani Gwampi, Lulama Sidloyi, Lorraine Sherr, Elona Toska

{"title":"Assessing cognitive development in a diverse age child cohort using the Mullen Scales of Early Learning and the Kaufman Assessment Battery for Children II: a correlational study among children of adolescent mothers in South Africa.","authors":"Katherine Morse, Claire Tatham, Bongiwe Saliwe, Bulelani Gwampi, Lulama Sidloyi, Lorraine Sherr, Elona Toska","doi":"10.1080/09297049.2025.2514487","DOIUrl":"10.1080/09297049.2025.2514487","url":null,"abstract":"There are significant challenges for research on child cognitive development in resource-scarce environments including the need for contextually appropriate assessments that accommodate diverse age cohorts or span multiple years or rounds of data collection in longitudinal studies. In such cases, combining two cognitive assessments may be necessary to maximize age and assessment item coverage. The Mullen Scales of Early Learning (MSEL) is developed for children aged 2-60 months, while the Kaufman Assessment Battery for Children (KABC-II) is administered to children aged 3-18 years. Understanding the relationship between these scales is essential for drawing valid conclusions across age cohorts and study periods where children may age out of the MSEL. This correlational study examines the relationship between MSEL subscales and KABC-II subtests in a sample of 59 children aged 4-5 years in the Eastern Cape, South Africa using data collected in March-June 2024. Intra-class correlations and paired t-tests demonstrate agreement between the two assessments indicating that the selected subtests are measuring similar underlying constructs. In post-hoc factor analysis the combined subscales had an alpha of 0.86 demonstrating strong agreement between the MSEL and KABC-II. These findings support the comparability of outcomes across different cognitive assessments, enabling researchers to identify risk and resilience pathways for children in low- and middle-income settings.","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"178-193"},"PeriodicalIF":1.8,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144309617","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

Associations of executive functions with physical activity and sedentary time in children aged 5-7 years: a multi-methodological pilot study. 5-7岁儿童执行功能与身体活动和久坐时间的关系：一项多方法试点研究

IF 1.8 3区心理学

Child Neuropsychology Pub Date : 2026-02-01 Epub Date: 2025-05-27 DOI: 10.1080/09297049.2025.2509911

Anni Byman, Natalia Stalchenko, Anssi Vanhala, Pinja Tähti, Tommi Makkonen, Mari Tervaniemi, Pirjo Aunio

{"title":"Associations of executive functions with physical activity and sedentary time in children aged 5-7 years: a multi-methodological pilot study.","authors":"Anni Byman, Natalia Stalchenko, Anssi Vanhala, Pinja Tähti, Tommi Makkonen, Mari Tervaniemi, Pirjo Aunio","doi":"10.1080/09297049.2025.2509911","DOIUrl":"10.1080/09297049.2025.2509911","url":null,"abstract":"Executive functions are critical for early childhood development. High levels of physical activity and reduced sedentary time may benefit execution function development, although prior research has yielded mixed findings. Studying executive functions through both neurophysiological and behavioral measures provides a more comprehensive view of their relationship with physical activity and sedentary time, yet this approach remains underexplored in young children. Thus, this cross-sectional study aimed to explore these associations using a multi-methodological approach. Eighteen children (Mage = 6.75, SD = 0.60, 50% girls) participated. Executive functions were assessed behaviorally (inhibition+switching and working memory with computerized tests) and neuroelectrically (event-related potential EEG paradigm) in early childhood education settings. Physical activity and sedentary time were measured using hip-worn accelerometers. Associations were examined using linear regression. The results showed that faster response times in inhibition+switching task were associated with larger novelty P3 amplitudes (β = -.54, p < .05). Moderate and moderate-to-vigorous physical activity were associated with increased novelty P3 amplitude (β = .72, p < .01; β = .56, p < .05) and longer peak latency (β = .59, p < .05; β = .53, p < .05), while light physical activity was associated with smaller amplitude (β = -.64, p < .05). Sedentary time was associated with shorter latency (β = -.57, p < .05). No associations between physical activity or sedentary time and behavioral measures of executive functions were found. The findings of this pilot study suggest that moderate-to-vigorous physical activity may support neurocognitive processes in early childhood.","PeriodicalId":9789,"journal":{"name":"Child Neuropsychology","volume":" ","pages":"148-177"},"PeriodicalIF":1.8,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144149371","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 1.8 3区心理学

Child Neuropsychology Pub Date : 2026-02-01 Epub 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":"227-254"},"PeriodicalIF":1.8,"publicationDate":"2026-02-01","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