Child Neuropsychology[JOURNAL]
Sun
200 papers
Emotional and behavioral problems in adolescents following childhood arterial ischemic stroke.
Zanetti A, Rivella C, Primavera L … +6 more , Cadirola IM, Severino M, Signa S, Tacchino C, Viterbori P, Bertamino M
Child Neuropsychol · 2026 Jul · PMID 41521626 · Publisher ↗
Although the psychological impact of stroke on children and adults is well known, there is still limited knowledge about its impact on adolescents. This retrospective study examined the prevalence of emotional and behavi...
Although the psychological impact of stroke on children and adults is well known, there is still limited knowledge about its impact on adolescents. This retrospective study examined the prevalence of emotional and behavioral problems in 33 adolescents following childhood arterial ischemic stroke (AIS; age at stroke: = 10.4 years, SD = 4.13, range = 1-15; time since stroke: = 3.9 years, SD = 3.2, range = 0.27-12) administering the CBCL questionnaire to adolescents and their parents. Results indicate elevated psychological problems reported by both adolescents and their parents, with clinical or subclinical scores in Total problems observed in 33% of cases compared to the expected 9.8%. These difficulties include both emotional (49% observed) and behavioral (30% observed) issues and reduced Total competences. In addition, a discrepancy emerged between what parents and adolescents reported, with parents reporting lower internalizing problems than their children. Clinical impairment in the Total Competences subscale was significantly associated with anterior circulation lesions and poor functional outcomes measured by PSOM. In addition, externalizing problems were related to anterior circulation lesions. No other significant associations were observed. Results suggest that routinely including psychological assessment in the clinical follow-up of these patients, considering both the parents and the adolescent's perspective, is necessary to promptly identify individuals who may need psychological support.
[Formula: see text] Effectiveness of executive function interventions in typically developing preschool children: a systematic review and meta-analysis.
Trujillo-Trujillo CC, Cadavid Ruiz N, Sanabria-Mazo JP
Child Neuropsychol · 2026 May · PMID 41491942 · Publisher ↗
Early interventions to enhance executive function (EF) have received growing attention; however, evidence of their effectiveness remains limited. To address this gap, we systematically reviewed and meta-analyzed studies...
Early interventions to enhance executive function (EF) have received growing attention; however, evidence of their effectiveness remains limited. To address this gap, we systematically reviewed and meta-analyzed studies evaluating such interventions in typically developing children aged 3 to 6 years. A database search conducted through January 2025 identified 35 eligible studies (randomized and non-randomized), including 2,367 participants in intervention groups and 1,928 in controls. Interventions comprised 27 cognitive-based, 7 multimodal, and 1 physical activity program. Seventeen randomized trials were included in the meta-analysis, examining inhibitory control, nonverbal working memory, and verbal working memory. Results showed small positive effects on verbal working memory ( = 0.13; = 18%) and inhibitory control ( = 0.10; = 88%), and an almost null effect on nonverbal working memory ( = 0.02; = 86%). Although modest in magnitude, these patterns suggest domain-specific gains that may hold developmental relevance in preschool populations. The small effect sizes likely reflect the brief duration, methodological heterogeneity, and limited statistical power of the included studies, which were primarily conducted in non-clinical samples. Overall, these findings provide cautious yet informative evidence on the potential benefits of early EF interventions and underscore the need for larger, methodologically rigorous studies to identify which approaches yield consistent and meaningful improvements in early executive functioning.
Direct effects of dyscalculia on executive functions: revisiting mediation models.
Zerouali S, Kaddouri H, El-Kamia A … +1 more , Alaoui S
Child Neuropsychol · 2026 Jul · PMID 41468422 · Publisher ↗
Dyscalculia, a specific learning disability in mathematics, is linked to deficits in executive functions, yet integrative studies in Arabic-speaking contexts remain scarce. This study examined working memory, inhibition,...
Dyscalculia, a specific learning disability in mathematics, is linked to deficits in executive functions, yet integrative studies in Arabic-speaking contexts remain scarce. This study examined working memory, inhibition, and cognitive flexibility collectively in children with dyscalculia. Using 64 children (32 per group), advanced techniques including Ridge regression, PCA, and ROC analysis assessed these functions. Both groups demonstrated average intelligence (Raven's Progressive Matrices), with the dyscalculia group showing profound mathematical deficits across nine arithmetic domains. Significant group differences emerged in all three executive functions ( < .001), with large effect sizes (d = -2.15 to -1.80; = 0.80), extremely high predictive accuracy (ROC-AUC = 0.999, requiring replication), and significant correlations with mathematical performance ( = .32 to .62, all < .01). Unexpectedly, no significant mediation was observed (ACME: > .05), with dyscalculia exerting direct effects, and a significant interaction limited to cognitive flexibility (β = 0.62, = .043). These findings contribute to understanding executive function architecture in dyscalculia and mark the first integrative analysis in an Arabic-speaking context. Results may support early diagnostic tools and targeted interventions addressing specific executive function deficits, offering potential advancements for educational practices in Arabic-speaking regions, though cross-cultural validation remains essential.
The impact of autism and ADHD symptomology and cognitive functioning on executive functioning in autistic children.
Benallie KJ, McClain MB, Schwartz SE … +2 more , Davis G, Lopez A
Child Neuropsychol · 2026 Jul · PMID 41457514 · Publisher ↗
Children with ADHD, autism, and/or IDD often demonstrate EF challenges. Many children with these conditions likely demonstrate overlapping and differing EF presentations and profiles of strengths and difficulties. The ex...
Children with ADHD, autism, and/or IDD often demonstrate EF challenges. Many children with these conditions likely demonstrate overlapping and differing EF presentations and profiles of strengths and difficulties. The extant literature investigating the impact of co-occurring ADHD and IDD on the EF of autistic children is limited and contradictory, potentially due to varying levels of symptom severity, undiagnosed co-occurring ADHD and ID, and overlapping areas of EF. Consequently, we examine how autism symptomology, ADHD symptomology, and cognitive functioning predict the EF of autistic children. Participants were 65 autistic children between the ages of 6 and 17 years and their caregivers. Multilevel modeling was used to determine the impact of ADHD symptom severity, autism symptom severity, and cognitive functioning on the EF of children with autism. Aspects of ADHD symptomology - specifically hyperactivity - and autism symptomology - namely social communication difficulties - had a significant and positive relation with EF functioning. After controlling for hyperactivity and social communication skills, there were significant differences in EF domains with emotion regulation being the most negatively impacted. The severity of ADHD and autism symptoms is positively related to EF difficulties in autistic children. Specifically, greater levels of hyperactivity and social communication difficulties predict more EF challenges. Emotion regulation appears to be the EF skill most impacted. A significant association between cognitive functioning and EF was not found in this sample.
In-depth profile analysis and developmental trends in Wechsler performance among individuals with Williams syndrome.
Farmer C, Klein-Tasman BP, Chun A … +5 more , Giserman-Kiss I, Joseph L, Chlebowski C, Kozel BA, Thurm AE
Child Neuropsychol · 2026 Jul · PMID 41431786 · Full text
Williams syndrome is caused by a microdeletion of genes on chromosome 7q11.23. It is estimated that 75% of individuals with Williams syndrome meet criteria for intellectual disability. The existing literature, primarily...
Williams syndrome is caused by a microdeletion of genes on chromosome 7q11.23. It is estimated that 75% of individuals with Williams syndrome meet criteria for intellectual disability. The existing literature, primarily using the Differential Ability Scales, supports a pattern of relative weakness in visuospatial construction and language abilities commensurate with or slightly stronger than overall cognitive functioning. However, it is unclear how cognitive profile patterns are captured by current versions of the Wechsler system of assessment, which is more commonly used in community settings. Further, few longitudinal data on cognitive profiles exist, limiting conclusions about developmental trends. The current study included 59 individuals with Williams syndrome aged 4-24 years assessed with the age-appropriate Wechsler test a median of twice over 3 ± 1.5 years. The results of this study confirmed the profile found in the extant literature, but there was evidence of heterogeneity in relative strengths and weaknesses that necessitates individual evaluation. Careful longitudinal modeling of between- and within-person effects suggested stability of standard scores in all domains. The results of this study inform a developmental understanding of the Williams syndrome cognitive profile and improve the interpretability of research findings for clinical and school settings where the Wechsler system is commonly used.
Cognitive disengagement syndrome and peer relationships of youth with critical congenital heart defects.
Ritchey OG, Darow EL, Riggs AT … +6 more , Goard A, Jackson JL, Mah ML, Taylor HG, Kirkpatrick K, Vannatta K
Child Neuropsychol · 2025 Dec · PMID 41384340 · Full text
Worldwide, approximately 1 in 100 children are born with a congenital heart defect, with 25% of those being classified as critical and posing risks for neurocognitive deficits due to cyanosis. Cognitive Disengagement Syn...
Worldwide, approximately 1 in 100 children are born with a congenital heart defect, with 25% of those being classified as critical and posing risks for neurocognitive deficits due to cyanosis. Cognitive Disengagement Syndrome (CDS) has yet to be examined in children with critical congenital heart defects (cCHD) despite calls for research in pediatric populations with acquired brain injury and associated deficits. Children with cCHD, ages 9-13, were identified through patient registries and comparison classmates CC were matched after completing sociometric surveys of peer relationships in schools. Caregiver ratings of CDS symptoms and children's self-report of peer interaction and social adjustment were obtained at home visits with both groups (N = 108, N = 72). Children with cCHD exhibited greater CDS symptoms than CC ( = 0.31, = .011). CDS symptoms were associated with peer and self-reports of social difficulty, in particular the experience of peer victimization and fewer reciprocated friendships at school relative to healthy peers. CDS symptoms partially accounted for higher self-reported victimization and social problems in cCHD survivors but did not account for group differences in peer-reported social difficulties. These indirect effects were no longer significant after controlling for parent reports of broader symptoms of attention deficit hyperactivity disorder (ADHD). Future research is needed to better disentangle the comparative influence of CDS and ADHD symptoms on the psychosocial outcomes of children with cCHD and other chronic conditions involving brain injury and heightened neurodevelopmental risk.
[Formula: see text] Assessing executive attention in autistic children: strengths, weaknesses and individual differences.
Anderle F, Pasqualotto A, Bentenuto A … +2 more , Venuti P, Benso F
Child Neuropsychol · 2026 Jul · PMID 41363264 · Publisher ↗
Research consistently shows that autistic children often exhibit cognitive challenges, particularly in executive functions (EFs), since the preschool years. EFs are cognitive abilities that help regulate impulses, manage...
Research consistently shows that autistic children often exhibit cognitive challenges, particularly in executive functions (EFs), since the preschool years. EFs are cognitive abilities that help regulate impulses, manage information, filter distractions, and shift focus between tasks. Various performance-based measures have been developed to assess EFs in autistic children. However, inconsistencies in findings have raised concerns about the ability of traditional EF measures to capture the real-life challenges these children face, largely due to reductionist approaches and the overlooked issue of task impurity. Here, we employed a broader comprehensive battery - the - to assess EFs in 43 autistic children aged 8-14 years, compared to 43 neurotypicals matched for age, sex, and fluid reasoning index. The results revealed that neurotypicals outperformed autistic children in most tasks. Specifically, autistic children showed lower performance in cognitive flexibility and generative thinking in a graphical task, as well as in working memory capacity under novel and emotionally stressful conditions. However, when fine motor and verbal skills were excluded from the composite score calculation, no group differences emerged in certain tasks, such as visual search and working memory capacity in a familiar exercise. Our findings highlight the importance of assessing executive attention through multidimensional and context-sensitive tools and offer new insights into cognitive variability in autism.
Unpacking the role of working memory in reading comprehension: linear and non-linear perspectives in a transparent orthography.
Escobar JP, Espinoza V, Valle M
Child Neuropsychol · 2026 May · PMID 41340453 · Publisher ↗
This study examines the direct and indirect effects of working memory on reading comprehension in a sample of 395 Chilean fourth-grade students (Mean age 9.97, SD = 0.51; 46% are females) within the context of Spanish, a...
This study examines the direct and indirect effects of working memory on reading comprehension in a sample of 395 Chilean fourth-grade students (Mean age 9.97, SD = 0.51; 46% are females) within the context of Spanish, a transparent orthographic system. Using both linear and non-linear approaches, the research investigates the relation between working memory and reading comprehension, as well as whether this relation is mediated by a set of linguistic variables. The linear component was analyzed using path analysis, and the results showed that working memory has a significant direct effect on reading comprehension, as well as indirect effects through vocabulary, word reading, and reading speed. The indirect effect via vocabulary was the most substantial. The non-linear component was assessed using latent profile analysis, and the results revealed three distinct working memory cognitive profiles defined by child performance, which were associated with significantly different outcomes in reading comprehension and its predictors. These findings suggest that working memory is not only foundational for the development of fluent and meaningful reading but also interacts with language-related skills to support comprehension. The study highlights the importance of considering both inter and intra-individual differences in cognitive functioning to understand better the mechanisms underlying reading development in transparent orthographies.
Single-gene childhood developmental epileptic encephalopathies: a primer for pediatric neuropsychologists.
Nguyen-Martinez AL, Jolliffe M, Scimeca LM … +5 more , Park KL, Demarest S, Knupp KG, Angione K, Miele AS
Child Neuropsychol · 2026 May · PMID 41299892 · Publisher ↗
The growing fields of genetics and neurogenetics have brought increased attention to developmental and epileptic encephalopathies (DEEs), a group of rare epilepsy disorders that span genetic and neurological pathology. A...
The growing fields of genetics and neurogenetics have brought increased attention to developmental and epileptic encephalopathies (DEEs), a group of rare epilepsy disorders that span genetic and neurological pathology. Among the genetic causes of DEEs, single-gene variants represent a significant and increasingly recognized category. These variants often lead to complex and distinct clinical presentations, including variable seizure types, neurocognitive profiles, and developmental trajectories. Foundational knowledge about these disorders, including their molecular and cellular etiologies, accompanying clinical symptoms, and developmental trajectories, can better inform neuropsychological practice, especially in guiding test selection and recommendations as well as highlighting limitations for evaluation. The primary objective of this paper is to provide an evidence-based primer on single-gene developmental epileptic encephalopathies for pediatric neuropsychologists working with these growing clinical and research populations. The manuscript begins with a broad overview of definitions relevant to the care of those with single-gene epilepsies. The paper then describes the clinical features and neurocognitive outcomes associated with the eight most common single-gene pediatric-onset epilepsies, which is subsequently followed by a brief overview of 13 additional single-gene pediatric-onset epilepsies. The paper concludes with a summary of the treatment landscape and discusses current considerations for neuropsychological assessment with this population.
The Swedish version of the BRIEF2: psychometric properties and age- and gender-related differences in executive functioning across multiple informants.
Ilahi F, Hoff E, Daukantaitė D
Child Neuropsychol · 2026 May · PMID 41178099 · Publisher ↗
This study evaluated the psychometric properties of the Swedish version of the Behavior Rating Inventory of Executive Function - Second Edition (BRIEF2) across self-, parent-, and teacher-report forms in a gender- and ag...
This study evaluated the psychometric properties of the Swedish version of the Behavior Rating Inventory of Executive Function - Second Edition (BRIEF2) across self-, parent-, and teacher-report forms in a gender- and age-balanced community sample of Swedish youth. We examined factor structure, internal consistency, inter-rater reliability, measurement invariance, and age- and gender-related differences in behavioral executive functioning (EF). Participants included 1,257 adolescents (51.8% girls, aged 11-18) who completed the self-report version, 1,340 parents who completed parent reports on their children (46.7% girls, aged 5-18), and 38 teachers who provided teacher reports for 510 adolescents (58.4% girls, aged 13-18). Results supported the original three-factor model (Behavioral, Emotional, and Cognitive Regulation) across all informants, although model fit was somewhat weaker for teacher ratings. Internal consistency ranged from acceptable to excellent. Measurement invariance across age and gender was largely supported, though some scalar non-invariance was observed. Patterns of age- and gender-related differences varied by informant. Specifically, adolescents reported more EF difficulties with increasing age, whereas parents and teachers reported fewer EF difficulties in older youth. Girls self-reported greater EF difficulties, while parents and teachers generally rated girls as having less difficulty - except in the domain of Emotional Control. However, all observed gender and age differences across informants were small in magnitude. Overall, the findings support the Swedish BRIEF2 as having solid psychometric properties across the self-, parent-, and teacher-report forms. However, minor structural inconsistencies, informant discrepancies, the small teacher sample, and signs of item redundancy suggest areas for future improvement and refinement.
[Formula: see text] Preliminary efficacy of a novel online parenting skills program for caregivers of preterm children with behavioral challenges.
Glazer S, McCullough K, Parikh NA … +5 more , Barnes-Davis M, Yuan W, Dudley J, Williams T, Wade SL
Child Neuropsychol · 2026 May · PMID 41169198 · Publisher ↗
OBJECTIVE: Report results of a single-arm pilot trial examining the efficacy of I-InTERACT Preterm (I2P), an accessible, eHealth parenting skills intervention adapted for the special needs of parents of children born ver...
OBJECTIVE: Report results of a single-arm pilot trial examining the efficacy of I-InTERACT Preterm (I2P), an accessible, eHealth parenting skills intervention adapted for the special needs of parents of children born very preterm (VPT). METHODS: We recruited caregivers of children ages 3-8 who were born at <32 weeks gestational age and exhibited behavioral challenges (e.g. noncompliance, emotion dysregulation). Measures of parent-child interaction (Dyadic Parent-Child Interaction Coding System) and child behavior problems (Child Behavior Checklist; Eyberg Child Behavior Inventory) were assessed pre- and post-intervention. I2P includes seven online modules providing parent-skills training and psychoeducation paired with live coaching with a therapist. Exploratory brain MRI scans collected volumetric and graph theoretical data. RESULTS: Fourteen children and 11 parents completed the intervention. Findings indicated significant increases in positive parenting behavior and significant decreases in negative parenting behavior. Improvements in child outcomes were more evident in children who displayed at least modestly elevated behavior problems at baseline. Neuroimaging showed a slight decrease in white matter hyperintensity volume, although this was not significant. CONCLUSIONS: Preliminary findings suggest potential efficacy in strengthening parenting behaviors and reducing child behavior problems for families of VPT children. I2P can be adaptable to different populations with neuropsychological needs, pointing to the necessity for larger-scale trials. Further research is needed on the neural underpinnings of behavioral change in this population.
Neuroescalita: child neuropsychological screening scale for the evaluation of attentional, memory and executive problems in Mexican children.
Antonio-Cruz A, Gutiérrez-Velilla E, Pérez-Ortiz A … +3 more , Prieto-Corona B, Yáñez-Téllez MG, Amaya-Hernández A
Child Neuropsychol · 2026 May · PMID 41089055 · Publisher ↗
Considering the high percentage of children and adolescents with developmental disorders, there is a clear need to build screening instruments that allow a quick and accurate assessment of the main processes that are aff...
Considering the high percentage of children and adolescents with developmental disorders, there is a clear need to build screening instruments that allow a quick and accurate assessment of the main processes that are affected in this population. So, the aim was to develop and obtain psychometric properties of a child neuropsychological scale for the evaluation of cognitive problems in Mexican children and adolescents. Primary caregivers of 728 children and adolescents with typical development, suspected developmental disorder or epilepsy, answered an online battery. Thirty items were developed and their content validity was evaluated by expert judgment. In Exploratory Factor Analysis, a 28 items-model with three factors explained 65.9% of the variance. Three factors were confirmed in Confirmatory Factor Analysis with 16 items: attentional, memory and executive problems; obtaining excellent fit indices (χ2[101] = 223.009; CMIN/DF = 2.208; NFI = .938; CFI = .965; SRMR = .0328; RMSEA = .058[.057-.068], < .001). Reliability was high (α = .936, ω = .957), and construct/convergent validity were obtained with BRIEF-2 and PedsQL scales (.889 and .721). Significant differences were identified between subgroups with and without epilepsy ( < .001). Neuroescalita proved to be highly reliable and has multiple evidences of validity for adequate assessment of cognitive problems in Mexican children and adolescents.
Feasibility of the Test of Variables of Attention (TOVA) and its relationship to intellectual function in children and adolescents with borderline intellectual functioning: A Norwegian mental health study.
Karlsen G, Elgen IB, Døsen KE … +1 more , Lundervold AJ
Child Neuropsychol · 2026 May · PMID 41084139 · Publisher ↗
Continuous Performance Tests are commonly part of neuropsychological evaluations. This study investigates the feasibility and applicability of the Test of Variables of Attention (TOVA) in a clinical paediatric mental hea...
Continuous Performance Tests are commonly part of neuropsychological evaluations. This study investigates the feasibility and applicability of the Test of Variables of Attention (TOVA) in a clinical paediatric mental health sample, focusing on children with Borderline Intellectual Functioning (BIF; Full-Scale IQ [FSIQ] of 70-84). A total of 128 children and adolescents aged 6-15 years were assessed using the TOVA and the Wechsler Intelligence Scale for Children - Fifth Edition (WISC-V), alongside parent and teacher ratings of ADHD symptoms and evaluations of TOVA performance validity. 45% of the total sample met the criteria for BIF. The TOVA demonstrated high feasibility, evidenced by a 94% completion rate with no significant differences in test completion across groups. Children with BIF exhibited significantly more Commission Errors (CE), indicative of reduced inhibitory control, while sustained attention measures showed no significant differences. Hierarchical regression analyses revealed that FSIQ accounted for a small but significant proportion of variance in CE scores, and minimal variance in sustained attention measures. These findings support the TOVA's applicability in clinical paediatric settings, including populations with BIF, yet underscore the necessity of considering intellectual functioning when interpreting inhibitory control metrics. The results emphasize the importance of developing normative data for the TOVA across a broad IQ range to enhance clinical decision-making in cognitively diverse populations.
[Formula: see text] Artificial intelligence as a support to diagnose ADHD: an insight of unorthodox approaches: a scoping review.
Zaheer A, Akhtar A
Child Neuropsychol · 2025 Nov · PMID 41071049 · Publisher ↗
Artificial intelligence (AI) is reshaping the landscape of attention deficit hyperactivity disorder (ADHD) diagnosis through data-driven and technology-enhanced methodologies. This scoping review, conducted in accordance...
Artificial intelligence (AI) is reshaping the landscape of attention deficit hyperactivity disorder (ADHD) diagnosis through data-driven and technology-enhanced methodologies. This scoping review, conducted in accordance with PRISMA guidelines, systematically analyzed 54 studies published over the past two decades to assess AI's role in ADHD detection and evaluation. The included studies primarily explored AI applications in brain imaging (MRI), brain activity monitoring (EEG and ECG), behavioral assessments, virtual reality-based testing, and motion-tracking sensors. Among the AI technologies examined, machine learning (ML) and deep learning (DL) algorithms demonstrated promising diagnostic accuracy, with performance rates ranging from 70% to 95%. Convolutional neural networks (CNNs) and support vector machines (SVMs) were particularly effective in image and signal analysis, while natural language processing (NLP) models showed potential in behavioral and cognitive assessments. Despite these advancements, challenges such as algorithmic bias, inconsistent data quality, and the need for extensive, diverse datasets remain barriers to widespread clinical integration. Moreover, while AI models enhance speed and precision in ADHD detection, their applicability in treatment monitoring and personalized intervention remains an area for future research. This review underscores the transformative potential of AI in ADHD diagnosis and advocates for a hybrid approach that integrates AI-driven tools with traditional clinical assessments to enhance diagnostic reliability and patient outcomes.
Cognitive functioning in children and adolescents with cerebral palsy living in Sweden.
Alriksson-Schmidt AI, Lindquist B, Knudsen MJ … +3 more , Ödman P, Korsfeldt Å, Stadskleiv K
Child Neuropsychol · 2026 Apr · PMID 41060266 · Publisher ↗
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...
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.
Evidence based on internal structure of the Brazilian version of ABAS-3 parents forms.
Tafla TL, Mecca TP, Valentini F … +2 more , Santos AP, Teixeira MCTV
Child Neuropsychol · 2026 May · PMID 41039910 · Publisher ↗
Adaptive behavior assessment is crucial for understanding individuals' functional abilities. The Adaptive Behavior Assessment System-Third Edition (ABAS-3) is widely used for this purpose, but its internal structure requ...
Adaptive behavior assessment is crucial for understanding individuals' functional abilities. The Adaptive Behavior Assessment System-Third Edition (ABAS-3) is widely used for this purpose, but its internal structure requires validation in different cultural contexts. This study examined the internal structure validity evidence of the Brazilian Portuguese version of the ABAS-3 using item-level data. To evaluate the factor structure of the Brazilian Portuguese version of the ABAS-3 Parent Forms and determine the best-fitting model for assessing adaptive functioning. A total of 2594 children from both public and private schools in Brazil, ranging from preschoolers to school-aged individuals, were assessed through parent reports using the Brazilian Portuguese versions of Parent/Primary Caregiver Form/Ages 0-5 and Parent Form/Ages 5-21. Confirmatory factor analyses were conducted to test three models: a three-factor model, a three-factor-plus-general-factor model, and a single general factor model. Hierarchical structures were considered to determine the most appropriate factor solution. The findings supported the validity of the three-factor model (conceptual, social, and practical domains) and three-factor-plus-general-factor model. The latter provided the best fit, allowing for both domain-specific and general adaptive functioning score interpretations. This model aligns with the theoretical framework of adaptive functioning according to the three domains (conceptual, social, and practical). The Brazilian Portuguese version of the ABAS-3 Parent Forms demonstrates strong internal structure validity, supporting its use in assessing adaptive functioning in Brazilian children. The results reinforce the suitability of this instrument for clinical and research applications.
[Formula: see text] Language skills at 2 years predict reading comprehension at 11 in children born very preterm - a longitudinal cohort study.
Joensuu E, Munck P, Nyman A … +3 more , Lapinleimu H, Haataja L, Stolt S
Child Neuropsychol · 2026 Apr · PMID 41024688 · Publisher ↗
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...
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.
The clinical utility of the BRIEF2 in detecting comorbid conditions associated with ADHD: a retrospective cohort analysis of clinically referred school-aged children.
Piña-Anastasiadis WA, O'Laughlin L
Child Neuropsychol · 2026 Apr · PMID 41023579 · Publisher ↗
The majority of children diagnosed with attention-deficit/hyperactivity disorder (ADHD) meet the criteria for at least one comorbid diagnosis. Prior literature has suggested that the assessment of emotion regulation may...
The majority of children diagnosed with attention-deficit/hyperactivity disorder (ADHD) meet the criteria for at least one comorbid diagnosis. Prior literature has suggested that the assessment of emotion regulation may be helpful in the differential diagnosis of ADHD comorbidity. Thus, a primary goal of this study was to examine the clinical utility of the Behavior Rating Inventory of Executive Function, Second Edition (BRIEF2) in detecting symptoms commonly comorbid with ADHD (i.e. disruptive and internalizing behaviors). This study also considered the extent to which the may contribute to the overall detection of ADHD and comorbid symptoms, as compared to the BRIEF2 and . Archival data representing 211 male ( = 151) and female ( = 60) children ages 5 to 12 ( = 8.00, = 1.63) seen through a university-based ADHD Evaluation Clinic were used. Parent and teacher ratings were analyzed separately. Results revealed that the BRIEF2 reliably detected the presence of ADHD comorbid symptomatology across informants. However, unlike select findings from the and , the and its associated clinical scales did not differentiate between types of comorbidities. Overall, current data suggests that the may make only a small contribution beyond what is already explained by the other two indexes on the BRIEF2 in the assessment of ADHD comorbidity. Nonetheless, from a transdiagnostic perspective, the BRIEF2 clinical scales may provide helpful information for clinicians to help guide assessment and treatment recommendations.
[Formula: see text] Data-driven profiles of behavior in pediatric medical disorders.
Black CL, You X, Fanto E … +5 more , Carney A, Vaidya CJ, Kenworthy L, Mostofsky SH, Berl MM
Child Neuropsychol · 2026 Apr · PMID 40977056 · Full text
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 d...
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 ( = 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.
Near and far transfer of stepwise cognitive training of visuoperceptual organization abilities in children.
Hosseinpour Fatmehsari M, Mokhtari S
Child Neuropsychol · 2026 Apr · PMID 40952333 · Publisher ↗
Considering that the early school year are critical for the development of visuoperceptual organization skills, we investigated the effect of stepwise training in perceptual strategies using drawing-based materials on ch...
Considering that the early school year are critical for the development of visuoperceptual organization skills, we investigated the effect of stepwise training in perceptual strategies using drawing-based materials on children's perceptual and constructional performance. Forty-four children (24 girls), aged 6.5 to 9 years ( = 7.34; = 0.64), were randomly assigned to either the experimental or control group ( = 22 per group). All participants completed the Bender Visual- Motor Gestalt Test - II (a graphomotor test of perceptual organization) and the Block Design test (a measure of constructional ability) before and after the training. The experimental group received the stepwise training on copying of the Rey- Osterrieth Complex Figure, while the control group received drawing materials without any instructions. The study employed a 2 (Group: Experimental, Control; between-subject) × 2 (Phase: Pretest, Posttest; within-subject) design. After controlling for the pretest scores, results showed that the experimental group outperformed the control group on both tasks. No effects of age or gender were detected. We suggest that perceptual organization and planning skills promoted by our training contributed to the enhanced performance. Given the varying degree of similarity between each task and the training materials, we proposed that both near and far transfer of skills acquired through visuoperceptual organization training can occur in children.
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