Child Neuropsychology[JOURNAL]
Sun
200 papers
The role of different components of executive function in the relationship between body mass index and dynamic balance in obese and normal children.
Bayat H, Arabi SM
Child Neuropsychol · 2026 Apr · PMID 41944133 · Publisher ↗
Children with obesity commonly demonstrate impairments in both dynamic balance and executive functioning. This study aimed to compare executive function and dynamic balance in 8- to 11-year-old students categorized as no...
Children with obesity commonly demonstrate impairments in both dynamic balance and executive functioning. This study aimed to compare executive function and dynamic balance in 8- to 11-year-old students categorized as normal weight, overweight, and obese. Given the bidirectional relationship between body mass index (BMI) and cognitive function, this study also examined whether working memory, attention, and inhibition mediated the association between BMI and dynamic balance. A total of 300 children (150 boys, 150 girls) aged 8 to 11 years participated. Dynamic balance was assessed using the modified Bass test, while cognitive functions were measured with the Stroop test (selective attention), Flanker test (inhibition), and N-back test (working memory). Data were analyzed via analysis of variance and regression analyses using SPSS 26, with significance set at < .05. Results indicated that children with obesity demonstrated significantly weaker performance in executive functions and dynamic balance compared to their normal-weight peers. Regression analyses showed that working memory and inhibition significantly mediated the relationship between BMI and dynamic balance ( < .001), whereas attention did not exert a mediating effect ( = .288). These findings suggest that working memory and inhibition may play crucial roles in the link between dynamic balance and childhood obesity.
Associations between sleep disturbance, sleep-related impairment, and attention and learning disorders in youth with NF1.
Walsh KS, Nielsen JD, Payne AD … +5 more , Levitt RS, Goyette MJ, Tiplady K, Weisman H, van Terheyden S
Child Neuropsychol · 2026 Apr · PMID 41944082 · Publisher ↗
This study aims to address the knowledge gap regarding the prevalence and types of sleep disturbances and impairments in children with NF1 and their association with cognitive difficulties. An anonymous survey was conduc...
This study aims to address the knowledge gap regarding the prevalence and types of sleep disturbances and impairments in children with NF1 and their association with cognitive difficulties. An anonymous survey was conducted as part of a larger investigation into sleep disturbances and cognitive difficulties in NF1. The survey, distributed through the Children's Tumor Foundation NF Registry, included PROMIS Sleep Disturbance and Sleep-Related Impairment questionnaires and the Child and Adolescent Sleep Checklist (CASC) and comorbidities that may impact sleep. Sleep disturbance interferes with the quality of sleep, while sleep impairment is the resultant functional consequences of poor sleep. Data was collected from caregivers of children with NF1. A total of 202 parents participated. Sleep disturbances were reported in 60.4% of children, and sleep impairment in 42.6%. Children with comorbid ADHD had significantly higher rates of sleep disturbance (F2,199 = 10.40, < .001, Eta2 = 0.10) and impairment (F(2,199) = 6.01, < .003, Eta2 = 0.06) than those without ADHD. No significant differences were found based on sex, anxiety, or depression. Learning disorders were significantly associated with sleep impairment (F(2, 199) = 3.68, = <.03, Eta2 = 0.04) but not with sleep disturbances. This study highlights the high prevalence of sleep disturbances and impairments in children with NF1, particularly among those with reported ADHD. These findings underscore the need for regular screening and multidisciplinary management of sleep problems in this population. Future research should include comparison groups to better understand these trends.
Objective assessment of academic performance using virtual reality and machine learning in early adolescents.
T V M, Muniyandi M
Child Neuropsychol · 2026 Apr · PMID 41930934 · Publisher ↗
Early identification of academic deficits facilitates timely and effective interventions that are essential for individual development and societal progress. Conventional assessment methods provide insights through demog...
Early identification of academic deficits facilitates timely and effective interventions that are essential for individual development and societal progress. Conventional assessment methods provide insights through demographic and prior academic records and subjective measures; however, there is an increasing demand for objective, ecologically valid indicators that reflect real-world learning processes. Extending these approaches to younger learners, particularly those aged 11-12 years, addresses critical research gaps. This study presents an exploratory investigation of a Virtual Reality (VR)-based academic assessment tool designed to capture behavioral and performance metrics from learners. A cohort of 120 typically developing students participated, with teacher evaluations serving as the ground truth. In addition to raw VR metrics, confirmatory factor analysis (CFA) was employed to derive latent cognitive dimensions that provided a structured representation of students' behavioral performance. Multiple machine-learning algorithms were tested to classify performance levels, with the Random Forest classifier achieving the highest accuracy of 95%. The findings demonstrate that VR-captured behavioral indicators have strong feasibility and predictive validity for educational assessment. The study also identifies a minimal, interpretable set of tasks and features that enhances practical deployment. These results provide foundational evidence for integrating VR-based assessment, latent cognitive factors, and ML methods to generate dynamic, ecologically valid insights and to support targeted early interventions for improved educational outcomes.
Behavioral attention and academic achievement: a comprehensive meta-analysis.
Gioia AR, Miciak J, Peng P … +9 more , Gallagher MW, Williams MW, Farrell A, Salentine C, Boada C, Dragoi I, Harmouch S, Ortiz-Jimenez A, Cirino PT
Child Neuropsychol · 2026 Mar · PMID 41834118 · Publisher ↗
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 stud...
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, . The pooled correlation for behavioral attention and academic achievement was = -.25 (95% CI: -0.29, -0.22; < .001). Meta-regression analyses significantly differed for the moderators of symptomatology type (inattention = -.30, hyperactivity/impulsivity = -.13), and rater (parent = -.19, teacher = -.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, =-3.21, < .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.
Neurocognitive overlap across DSM-5-TR presentations in pediatric ADHD under digital assessment.
Diaz-Moreno E, Heredia-Jimenez J
Child Neuropsychol · 2026 Mar · PMID 41805407 · Publisher ↗
We examined whether DSM-5-TR ADHD presentations (inattentive, hyperactive/impulsive, combined) exhibit meaningful neurocognitive differences under examiner-supervised digital assessment. Children with ADHD ( = 193; 7-12 ...
We examined whether DSM-5-TR ADHD presentations (inattentive, hyperactive/impulsive, combined) exhibit meaningful neurocognitive differences under examiner-supervised digital assessment. Children with ADHD ( = 193; 7-12 years) completed the CNS Vital Signs battery following diagnostic reconfirmation and stimulant washout; presentation specifiers were derived from parent SNAP-IV ratings. Ten age-normed domains were analyzed using Kruskal-Wallis tests with false discovery rate control ( = .05), Bayesian ANOVA, and equivalence testing (TOST; = ±0.30). No domain differed by presentation after correction (all FDR-adjusted values = .980; ≤ 0.015). Bayesian factors favored models excluding the presentation factor (BF_inclusion = 0.005-0.011). Observed differences were small (max = 0.25) and fell within prespecified equivalence bounds, although TOST did not reach < .05 for strict equivalence confirmation. Multivariately, presentation labels explained negligible variance. In contrast, unsupervised clustering identified two "Average" and "Low" performance profiles that were independent of DSM-5-TR labels. Results support substantial neurocognitive overlap across presentations under standardized testing conditions. Data-driven profiles provided a complementary, descriptive framework for characterizing heterogeneity to inform educational planning alongside symptom reports. Findings should be interpreted in light of mono-informant presentation assignment and potential underdetection of comorbidities.
Inter-relationships between executive functions and functional impairments among children with ADHD: findings from a network perspective.
Zhang W, Cao X, Wu Z … +7 more , Liu J, Li Y, Zhang L, Wang Y, Jackson T, Xiang YT, Yang B
Child Neuropsychol · 2026 Mar · PMID 41804611 · Publisher ↗
Attention-Deficit/Hyperactivity Disorder (ADHD) is frequently linked to functional impairments and deficits in executive functioning. This study investigated inter-relationships between executive functions and functional...
Attention-Deficit/Hyperactivity Disorder (ADHD) is frequently linked to functional impairments and deficits in executive functioning. This study investigated inter-relationships between executive functions and functional impairments among children with ADHD from a network analysis perspective to identify key domains for targeted intervention research. Children with ADHD, diagnosed using a semi-structured interview, were recruited from a pediatric hospital in China. Executive functions were assessed using the Behavior Rating Inventory of Executive Function - Parent Form (BRIEF). Functional impairments were measured using the Weiss Functional Impairment Scale-Parent Form (WFIRS-P). Network analysis was performed to examine interactions between executive functions and functional impairments, identifying central and bridge nodes through Expected Influence (EI) and bridge EI indices. Of the 225 participating children with ADHD, functional impairments ranged from 0.4% (95% CI: [0.0%, 1.3%]) for risky behavior to 15.1% (95% CI: [10.4%, 19.8%]) for self-concept. Network analysis revealed executive functions of "Monitoring" (EI = 1.11) and "Planning" (EI = 1.07) had the highest centrality values and were the most influential domains in the network model. The most influential bridge nodes linking executive function and functional impairment communities were impairments related to "Family" (bridge EI = 0.41) and the executive function, "Inhibition" (bridge EI = 0.38). This study highlighted the most influential central and bridge domains within a network model of executive functions and functional impairments among children with ADHD. Findings provide plausible hypotheses for risk factors and targeted interventions. Future research should use longitudinal designs and objective assessments to evaluate our findings further.
The mediating role of physical fitness index in the relationship between screen time and executive function in adolescents: the moderating role of gender.
Wu H, Wang Y, Wu J … +3 more , Wang J, Ma Y, Duan W
Child Neuropsychol · 2026 Mar · PMID 41797504 · Publisher ↗
This study aimed to examine the moderating mediating role of adolescent gender and the mediating effect of physical fitness on screen time and executive function. Conducted from September to December 2024, the study recr...
This study aimed to examine the moderating mediating role of adolescent gender and the mediating effect of physical fitness on screen time and executive function. Conducted from September to December 2024, the study recruited 3639 adolescents from six cities - Yantai, Changzhi, Jishou, Xianyang, Kunming, and Changchun - representing China's six major administrative regions. Screen time was assessed using the Physical Activity Level Evaluation for Children and Adolescents Aged 7-18Years. Physical fitness was evaluated via a fitness index calculated from seven physical fitness test indicators. Executive function was measured using a task-prompted paradigm. Physical fitness index mediated the relationship between screen time and working memory reaction times (1-back, 2-back). In the 1-back task, the indirect effect size was 3.281, accounting for 14.58% of the total effect. The indirect effect in the 2-back task was 1.190, accounting for 7.54% of the total effect. Additionally, gender moderated the relationship between adolescent screen time and 1-back task reaction time. and the relationship between adolescent screen time and reaction time on the 2-back task without gender moderation. Physical fitness index partially mediates the relationship between screen time and working memory in adolescents, and gender moderates the association between physical fitness index and 1-back reaction time.
Examining adaptive functioning in pediatric patients with congenital heart disease.
Anton CM, Triplett KN, Iverson IA … +5 more , Bordes Edgar V, Siebenmorgen MK, Cheatham-Johnson RJ, Magnuson KI, Canas A
Child Neuropsychol · 2026 Mar · PMID 41787608 · Publisher ↗
There is limited understanding of adaptive functioning in young children with congenital heart disease despite ample evidence demonstrating neurodevelopmental impairment in this population and the relevance of adaptive f...
There is limited understanding of adaptive functioning in young children with congenital heart disease despite ample evidence demonstrating neurodevelopmental impairment in this population and the relevance of adaptive functioning to independent living and quality of life. This study aims to describe adaptive functioning in young children with congenital heart disease. Participants ( = 104) with histories of congenital heart disease, ages 2-5 years, were clinically referred for outpatient cardiac neurodevelopmental evaluation at a large academic medical center between March 2020 and July 2024. English-monolingual and Spanish-bilingual participants and their caregivers were included in the sample. Retrospective data obtained through the center's Cardiac Neurodevelopmental Program's clinical registry included standardized measures of adaptive, developmental, and cognitive functioning. Descriptive and correlation analyses were conducted. Adaptive skills and cognitive abilities were mostly in the low average to below average ranges. Significant associations were established between adaptive skills and developmental and cognitive abilities. Lower adaptive skills were associated with the presence of a genetic syndrome, whereas higher adaptive skills were associated with higher parental education; further, higher conceptual skills were evidenced in females. Implications of the findings and opportunities for future directions are discussed.
Should executive functioning be included in models of reading comprehension, and if so, which aspects?
Imre Z, Kibby MY
Child Neuropsychol · 2026 Mar · PMID 41766124 · Publisher ↗
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...
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.
Neurophysiological evidence for the role of inhibitory control in reading for children with reading difficulties.
Sun H, Shi Q, Pazoki S … +2 more , Soto EF, Woltering S
Child Neuropsychol · 2026 Feb · PMID 41730797 · Publisher ↗
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/...
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.
Cognitive profiles of Autism, ADHD, and co-occurring presentations in childhood: insights from an online working memory task.
Martinez Cedillo AP, Leon-Espinoza I, Albores-Gallo L … +4 more , Zavaleta-Ramirez P, Romero C, Mireles L, Foulsham T
Child Neuropsychol · 2026 Feb · PMID 41721825 · Publisher ↗
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 t...
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 or the emotional expression of a face. Task completion rates were high, demonstrating the feasibility of remote administration (. 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.
Exploring the association between social skills, social intelligence, and executive dysfunction in adolescents with attention deficit hyperactivity disorder: a mediational analysis.
Suzer Gamli I, Arici Gurbuz A
Child Neuropsychol · 2026 Feb · PMID 41698805 · Publisher ↗
Individuals with attention deficit hyperactivity disorder (ADHD) frequently experience difficulties in social information processing, social awareness, and exhibit inappropriate social behaviors, which adversely affect t...
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.
Characteristics of cognitive disengagement syndrome in children diagnosed with tic disorder.
Karagöz Tanıgör E, Özyurt G, Karaca BŞ … +2 more , Arısoy DA, Akay A
Child Neuropsychol · 2026 Feb · PMID 41668459 · Publisher ↗
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 ...
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 ( < .05). Additionally, the YGTSS and the RCADS-CV total anxiety and depression scores were correlated, as well as the Conners ADHD index ( < .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.
Exploring the impact of trauma exposure on cognitive disengagement syndrome (CDS) in Black and/or Latiné youth with ADHD: a multilevel investigation.
Smith ZR, Grant O'Daniel VR, Flax MA … +1 more , Leviyah X
Child Neuropsychol · 2026 Feb · PMID 41668431 · Publisher ↗
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 sympto...
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.
Relative effects of treatment history and family environment on attention functioning in pediatric cancer survivors.
Camper M, Lozano G, Palka JM … +1 more , Holland AA
Child Neuropsychol · 2026 Feb · PMID 41661569 · Publisher ↗
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...
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 ( = 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 = .489) and attention problems (total = .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.
Examining links between somatosensation and cognition in children with hemiplegic cerebral palsy.
Hewitt KM, Bayliss DM, McLean BA … +2 more , Thornton AL, Moyle JJ
Child Neuropsychol · 2026 Feb · PMID 41634536 · Publisher ↗
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 intellectua...
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.
The effectiveness of an autonomy-supportive parenting intervention for enhancing maternal parenting skills and executive functioning among preschool-aged children: two preliminary studies.
Hendrawan D, Hayya RN, Syazwani F … +4 more , Fahira KAA, Muhdiar MA, Anandiva NP, Hurks PPM
Child Neuropsychol · 2026 Jul · PMID 41622938 · Publisher ↗
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...
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.
X- vs. Y-chromosome dosage effects on human cognition: a deep phenotypic comparison of 47,XXY and 47,XYY syndromes.
Larsen IG, Liu S, Rau S … +8 more , Schaffer L, Ajumobi T, Warling A, Whitman ET, Clasen LS, Torres EN, Mollerstuen S, Raznahan A
Child Neuropsychol · 2026 Jul · PMID 41592873 · Publisher ↗
Sex chromosome aneuploidies are associated with a wide range of neurodevelopmental outcomes, and notably, confer risk for cognitive impairments with varying degrees of severity. Yet, to date, few studies have compared mu...
Sex chromosome aneuploidies are associated with a wide range of neurodevelopmental outcomes, and notably, confer risk for cognitive impairments with varying degrees of severity. Yet, to date, few studies have compared multiple cognitive outcomes between different sex chromosome aneuploidy karyotypes, and it remains unclear how cognitive variation is linked to other elements of functioning. Leveraging high-dimensional data from a large battery of standardized neurocognitive tasks, we systematically characterize cognition across domains among 167 individuals with sex chromosome aneuploidy ( = 102 XXY/Klinefelter syndrome, = 65 XYY) aged 5-25 years. These profiles of cognition are then compared between sex chromosome aneuploidy groups and related to measures of adaptive functioning, caregiver strain, and psychopathology. Age-normed scores and -scores describe the cognitive performance across fifteen scales within XXY/Klinefelter syndrome and XYY syndrome relative to instrument-provided population norms. These profiles are compared between groups, revealing an overall intensification of impairment among the XYY group versus the XXY/Klinefelter syndrome group. The relationships between cognitive scores and adaptive functioning are found to be largely congruent between groups, while we find heterogeneity in the relative coupling of cognitive scores and psychopathology. This multidimensional characterization and comparison of cognitive abilities in XXY/Klinefelter syndrome and XYY syndrome contributes to our understanding of X- versus Y-chromosome dosage effects on neurodevelopment, with the potential to inform karyotype-specific targeting of assessment and intervention that may have unique impacts on functioning.
[Formula: see text] Sex differences in neurodevelopment trajectories over the first 3 years.
Zhang Z, Sheng L, Yue C … +4 more , Qiao X, Yuan M, Liu X, Chen X
Child Neuropsychol · 2026 Jul · PMID 41592849 · Publisher ↗
This study aimed to examine sex-specific neurodevelopment trajectories and associated factors for providing a reference for sex-specific neurodevelopment assessment and early targeted intervention. We hypothesized: 1) bo...
This study aimed to examine sex-specific neurodevelopment trajectories and associated factors for providing a reference for sex-specific neurodevelopment assessment and early targeted intervention. We hypothesized: 1) boys and girls have distinct neurodevelopment trajectories, in total or specific domains; 2) maternal and birth factors were associated with neurodevelopment trajectories differently between boys and girls. A retrospective cohort study was performed in children aged <3 years old, and neurodevelopment was assessed by trained medical staff using CNBS-R2016, a validated tool completed based on observation. Group-based trajectory modeling (GBTM) was used to identify the trajectories of neurodevelopment in boys and girls, respectively. Using GBTM, "persistently high - quickly rising," "persistently high - slowly rising," "persistently low - falling" trajectories were documented in girls, and "persistently high - slowly rising," "persistently low - stable" trajectory was revealed in boys. For girls, totally (92.7%) were in the high development trajectories, compared to 52.6% for boys. In the low development trajectories, there was a higher proportion of boys than girls (47.4% vs. 7.3%), although a falling trend was identified for girls. The trajectories for each domain of neurodevelopment also showed sex-dependent variations, with the adaptivity domain primarily driving total development trajectories in girls, and the language domain in boys. In multinomial regression analysis, gravidity and non-breastfeeding were associated with increased risks of having low development trajectories for both boys and girls. Among girls, preterm birth was also associated with low development trajectory. The findings may have implications for sex-specific neurodevelopment screening and interventions during early childhood.
Agreement between parent- and self-report of executive functioning in childhood-onset systemic lupus erythematosus: implications for clinical practice.
Ledochowski J, Mossad SI, El Tal T … +8 more , Mohamed I, Ng L, Jeyanathan A, Davis A, Hiraki LT, Levy D, Danguecan A, Knight A
Child Neuropsychol · 2026 Jan · PMID 41582086 · Publisher ↗
Systemic lupus erythematosus (SLE) is a chronic autoimmune disorder, with childhood onset (cSLE) impacting 15-20% of all individuals with SLE. Cognitive dysfunction, including difficulties with executive functioning (EF)...
Systemic lupus erythematosus (SLE) is a chronic autoimmune disorder, with childhood onset (cSLE) impacting 15-20% of all individuals with SLE. Cognitive dysfunction, including difficulties with executive functioning (EF), affects 30-70% of individuals with cSLE. EF describes cognitive processes that support goal-directed behavior and contributes to capacity for disease self-management and quality of life. Standardized questionnaires provide clinically valuable information about parental observations and adolescent's self-awareness, however, agreement between adolescent and parent ratings is not yet well understood in cSLE. Thirty-six adolescent-parent dyads completed the Behavior Inventory of Executive Function, Second Edition (BRIEF-2). Intraclass correlation coefficients (ICCs) indicated moderate agreement among most indices and subscales, with the exception of the Emotional Regulation Index and Shift subscale. However, mean T-score comparisons showed that adolescents rated themselves as having significantly greater difficulties compared to parent report on the Global Executive Composite, Behavioral Regulation Index, and Cognitive Regulation Index and the Inhibit, Emotional Control, Working Memory and Planning/Organization subscales. Our findings demonstrate that alongside parental report, considering the adolescent's own perspective of their cognitive functioning is an essential part of assessing EF in cSLE.
About
- Frequency
- Sun
- Papers found
- 200
- RSS feed
- Subscribe