Child Neuropsychology[JOURNAL]
Sun
200 papers
The Russian Rey Auditory Verbal Learning Test (RAVLT): version comparison and normative data for children aged 5-18 years.
Buivolova O, Malyutina S, Morozova A … +4 more , Fedorov M, Gomozova M, Loshchinina V, Dragoy O
Child Neuropsychol · 2026 Apr · PMID 40916952 · Publisher ↗
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 digi...
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 ( = 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.
Predictors of learning and memory in pediatric critical congenital heart disease: the important role of working memory.
Coulter KL, van Terheyden S, Richie R … +2 more , Donofrio MT, Sanz JH
Child Neuropsychol · 2026 Apr · PMID 40891439 · Publisher ↗
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 ris...
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.
Unstuck and on target! for children with neurofibromatosis type 1: a feasibility and acceptability study.
Cap CJ, Levitt R, van Terheyden S … +3 more , Goyette MJ, Tiplady K, Walsh KS
Child Neuropsychol · 2026 Apr · PMID 40864557 · Publisher ↗
Children with Neurofibromatosis Type 1 (NF1) experience significant executive dysfunction interfering with outcomes across the lifespan. To date, there have been limited interventions targeting executive function impairm...
Children with Neurofibromatosis Type 1 (NF1) experience significant executive dysfunction interfering with outcomes across the lifespan. To date, there have been limited interventions targeting executive function impairments, and even less explored within the NF1 population. The primary purpose of this study was to determine if an existing executive functioning intervention, , is a feasible and acceptable intervention for children with NF1. Participants were four children with NF1 (75% male; 75% Caucasian) between the ages of 9 to 12 years and their parents. Participants engaged in 20 weekly group sessions of UOT over the course of five months. Attendance rates and satisfaction ratings were primary outcomes. Attendance was >95% and attrition was null. Parent feedback and satisfaction ratings were overwhelmingly positive. In the first study of its kind, the results suggest that UOT is a feasible and acceptable cognitive intervention for children with NF1. Future development of Phase II/III studies of UOT to examine treatment dose and efficacy is supported.
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).
François-Sévigny J, Pilon M
Child Neuropsychol · 2026 Feb · PMID 40831246 · Publisher ↗
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...
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 ( = 10.13; = 2.59), aged six to 16, was drawn from attendees of two psychological clinics and divided into three groups: intellectually gifted/ADHD ( = 40), ADHD ( = 40) and intellectually gifted ( = 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.
Influence of slower processing speed (PS) in children with high cognitive ability on parent- and teacher-reported psychosocial outcomes.
Forchelli GA, Vuijk PJ, Colvin MK … +5 more , Wolfe LE, Koven MR, Tetreau EN, Doyle AE, Braaten EB
Child Neuropsychol · 2026 Feb · PMID 40768236 · Publisher ↗
Processing Speed (PS) has become established as an area of concern in pediatric populations. Research suggests that it can differentially impact academic, social, and adaptive outcomes. A relationship between cognitive a...
Processing Speed (PS) has become established as an area of concern in pediatric populations. Research suggests that it can differentially impact academic, social, and adaptive outcomes. A relationship between cognitive ability, PS weakness, and psychosocial outcomes has been indicated in recent literature. The current study sought to explore the relationship between those with higher cognitive ability and a relative difficulty in PS (Weschler VCI > 110 and Weschler VCI - PSI ≥ 15) in parent and teacher reported behaviors, specifically school engagement and services, social relationships, adaptability/resilience, and negative legal outcomes (e.g. substance use). Data were used from a clinically referred sample of 679 children ages 6-17 (11.2 ± 3.2; 37.3% girls) with high cognitive ability that were part of a larger study (Longitudinal Study of Genetic Influences on Cognition (LOGIC)). Results suggest that parents and teachers observe children with a PS difficulty to have more struggle with their approach to work. There were particularly strong associations on teacher rating scales. Discussion highlights the importance of teacher input as an indicator of academic struggle in these youth and discuss implications for further research.
[Formula: see text] NIH Toolbox for assessment of neurocognitive, motor and emotional-behavioral function in childhood: a systematic review.
Wei X, McKinlay CJD, Harding JE … +4 more , Wouldes TA, Rogers J, Brown GTL, Franke N
Child Neuropsychol · 2025 Aug · PMID 40693328 · Publisher ↗
The NIH Toolbox is used extensively in various research settings, including clinical trials, observational studies, and longitudinal studies. Its validity and reliability have been systematically appraised only in adults...
The NIH Toolbox is used extensively in various research settings, including clinical trials, observational studies, and longitudinal studies. Its validity and reliability have been systematically appraised only in adults. The current study systematically evaluated the validity and reliability of the NIH Toolbox for assessing neurocognitive, motor and emotional-behavioral functioning in children. Based on 22 studies including over 60,000 participants, sufficient evidence was found for the validity and reliability of most tests in the Cognition Battery and Motor Battery. However, there was insufficient evidence to assess the validity and reliability of the Emotion Battery. Thus, this review supports the use of the NIH Toolbox Cognition and Motor Batteries in assessing neurocognitive functioning in 3-17-year-olds.
Sensory processing skills and school functions in school-aged children with attention deficit hyperactivity disorder: a gender-based analysis.
Ceyhan I, Akyurek G
Child Neuropsychol · 2026 Feb · PMID 40579917 · Publisher ↗
Sensory processing skills are important for school functioning, learning and school participation. Children with attention deficit hyperactivity disorder (ADHD) may need additional support in the school context. This stu...
Sensory processing skills are important for school functioning, learning and school participation. Children with attention deficit hyperactivity disorder (ADHD) may need additional support in the school context. This study aims to assess sensory processing skills and school functions in children with ADHD, focusing on gender differences. We included 118 children of whom 57 had ADHD and 61 were typically developing peers. Sensory processing skills were assessed with the Sensory Integration and Praxis Test subtests (Postrotary Nystagmus, Standing Walk and Balance, Bilateral Motor Coordination), and school functioning was evaluated using the School Function Assessment. Results showed that children with ADHD had worse sensory processing skills and school function, regardless of gender ( < 0.05). In girls with ADHD, Bilateral Motor Coordination emerged as a significant predictor across some sub-parameters of school functioning (Participation: = 0.022; task supports: = 0.020; physical tasks: = 0.012). In boys, balance was particularly significant predictor of physical ( = 0.008) and cognitive functioning ( = 0.008). Boys with ADHD had more difficulty than girls in cognitive/behavioral task adaptations, setup and cleaning, and eating/drinking. Recognizing gender differences among these children is essential for health professionals to deliver more effective and individualized support interventions.
Brain MRI and neurocognitive characteristics of children and adolescents living with HIV.
Martín-Bejarano García M, Jackson C, Okhonskaia L … +13 more , Voronin E, Rozenberg V, Titova MA, Kovalenko T, Wedderburn C, Collins IJ, Crichton S, Velo Higueras C, Salvador E, González-Tomé MI, Turkova A, Ramos-Amador JT, Martinez de Aragón A
Child Neuropsychol · 2026 Feb · PMID 40545967 · Full text
Despite improved outcomes with modern antiretroviral therapy (ART), children living with HIV (CLWHIV) may still face significant cognitive deficits. There are no published studies of the neurocognitive and neuroimaging s...
Despite improved outcomes with modern antiretroviral therapy (ART), children living with HIV (CLWHIV) may still face significant cognitive deficits. There are no published studies of the neurocognitive and neuroimaging status of CLWHIV in Eastern Europe. This was a cross-sectional study in a pediatric HIV referral center in St Petersburg, Russian Federation. Thirty-seven CLWHIV underwent brain magnetic resonance imaging (MRI) and completed the Wechsler Intelligence Scale for Children, third edition (WISC-III) as part of routine care in 2013-15. WISC-III scores were summarized for full-scale intelligence quotient (FSIQ), performance IQ (PIQ) and performance IQ (PIQ) (all with population mean 100), and for subtests of these scores. Factors associated with MRI abnormalities were assessed using logistic regression. Median [IQR] age at the time of the earlier assessment (either MRI or WISC-III) was 10.5 [8.7-11.9] years, 54% were female, 35/37 (95%) had initiated ART at a median age of 57 [27-93] months. Median WISC-III scores were within the average range: 99 [IQR 91-111, range 62-123] for FSIQ, 97 [IQR 85-111, range 67-129] for VIQ and 101 [IQR 94-106, range 62-129] for PIQ. Thirty-four children (92%) scored below average on at least one subtest score. Of 32 children who underwent MRI, 15 (47%) had at least one abnormality. Older age at ART start was associated with MRI abnormalities (OR 1.37 (95% CI 1.01-1.86), = 0.05 per year increase). Although median group indexes were within the average range, a high percentage of CLWHIV underperformed in at least one subtest and might benefit from supportive interventions.
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.
Morse K, Tatham C, Saliwe B … +4 more , Gwampi B, Sidloyi L, Sherr L, Toska E
Child Neuropsychol · 2026 Feb · PMID 40524395 · Publisher ↗
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 multip...
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.
[Formula: see text] It's not just what you do, but the way you do it: network meta-analysis of the effects of different exercise modalities on the executive function of children and adolescents.
Li H, Li L
Child Neuropsychol · 2026 Feb · PMID 40522283 · Publisher ↗
It is recommended that regular exercise be used to improve the executive function of children and adolescents, but the most effective type of exercise remains unclear. This study aimed to compare the effects of different...
It is recommended that regular exercise be used to improve the executive function of children and adolescents, but the most effective type of exercise remains unclear. This study aimed to compare the effects of different exercise types on the executive function of children and adolescents and rank them. Randomized controlled trials (RCTs) on "exercise interventions on the executive function of children and adolescents" were searched in multiple databases up to December 31, 2024. Two researchers independently screened the literature, extracted data, evaluated methodological quality, and performed statistical analysis using Stata 17.0. Forty-three trials with 6944 participants were included. Net Meta-analysis showed that single aerobic exercise, cognitive+exercise, and ball games significantly improved inhibitory control compared to controls. Ball games were superior to combined exercises. Cognitive+exercise improved working memory, while ball games enhanced cognitive flexibility. SUCRA probability ranking indicated that ball games had the most significant effects on inhibitory control (SUCRA = 97.4), working memory (SUCRA = 77.0), and cognitive flexibility (SUCRA = 93.6). Ball games, single aerobic exercise, and cognitive+exercise significantly improved children's executive function. Ball games were the most effective intervention for inhibitory control, working memory, and cognitive flexibility.
Associations of executive functions with physical activity and sedentary time in children aged 5-7 years: a multi-methodological pilot study.
Byman A, Stalchenko N, Vanhala A … +4 more , Tähti P, Makkonen T, Tervaniemi M, Aunio P
Child Neuropsychol · 2026 Feb · PMID 40421921 · Publisher ↗
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...
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 ( = 6.75, = 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, < .05). Moderate and moderate-to-vigorous physical activity were associated with increased novelty P3 amplitude (β = .72, < .01; β = .56, < .05) and longer peak latency (β = .59, < .05; β = .53, < .05), while light physical activity was associated with smaller amplitude (β = -.64, < .05). Sedentary time was associated with shorter latency (β = -.57, < .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.
Associations between mathematical skills and white matter microstructure in children born preterm.
Adrian J, Pecheva D, Sawyer C … +1 more , Akshoomoff N
Child Neuropsychol · 2026 Jan · PMID 40399781 · Full text
Preterm birth affects both white matter microstructure and mathematical skills, but little is known about the association between these outcomes. Using a hypothesis-driven ROI approach, we studied five white matter tract...
Preterm birth affects both white matter microstructure and mathematical skills, but little is known about the association between these outcomes. Using a hypothesis-driven ROI approach, we studied five white matter tracts previously associated with mathematical cognition: the corpus callosum, corticospinal tract (CST), inferior longitudinal fasciculus (ILF), inferior frontal occipital fasciculus (IFOF), and superior longitudinal fasciculus. Forty-eight children born before 33 weeks of gestation and twenty-seven children born full-term received a diffusion weighted MRI scan and completed a standardized mathematics test at age 5 and again at age 7. Term status significantly moderated the effect of fractional anisotropy (FA) of the right and left CST, left ILF, and left IFOF when predicting mathematical skills at 5 and 7 years of age. Post-hoc analyses of these effects revealed a positive association of FA in these tracts with mathematical skills in the full-term group, while this association was absent or negative in the preterm group. These differences may reflect adaptive processes following preterm birth and the recruitment of alternative pathways during mathematical problem-solving.
[Formula: see text] Novel neuropsychology school reintegration service for inpatients with neurological conditions: a quality improvement initiative.
Leib SI, Cass J, Chung MG … +4 more , Bode RS, Perry MF, Rose M, Koterba C
Child Neuropsychol · 2026 Feb · PMID 40394852 · Publisher ↗
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 scho...
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.
[Formula: see text] Unraveling the impact of child opportunity and medical factors on neuropsychological outcomes in school-age patients with critical congenital heart disease.
Coulter KL, van Terheyden S, Richie R … +2 more , Donofrio MT, Sanz J
Child Neuropsychol · 2026 Jan · PMID 40369807 · Full text
We examine the role that medical history and social determinants of health play in predicting school-age intellectual (IQ) and executive functioning (EF) in children with critical congenital heart disease (cCHD). This is...
We examine the role that medical history and social determinants of health play in predicting school-age intellectual (IQ) and executive functioning (EF) in children with critical congenital heart disease (cCHD). This is a retrospective observational study of 197 patients with cCHD (age 5-18 years) who attended a neuropsychological evaluation through the Cardiac Neurodevelopmental Program. Medical history and social determinants of health (SDOH), measured by the Childhood Opportunity Index (COI 3.0), were obtained via chart review. COI was a significant predictor of school-age IQ and EF. Seizure history and genetic condition were predictors of IQ; inclusion of COI improved the model, predicting an additional 14% of the variance. The Education subdomain of COI, reflecting neighborhood-level educational resources, drove this effect. Aortic obstruction and seizure history were significant predictors of parent-reported EF; inclusion of COI provided modest improvement. Only COI was identified as a predictor of performance-based EF. Social determinants of health are important predictors of school-age functioning in children with cCHD, and efforts to promote positive neurodevelopmental outcomes in this population must consider SDOH. IQ at school-age is related to neighborhood educational resources. This suggests that enhancing educational opportunities in patients with cCHD in lower-resourced communities may promote positive neurodevelopment and reduce disparities.
Validation study of the Korean version of the neurocognitive questionnaire in the childhood cancer survivor study.
Jeong SM, Kim J, Shin DW … +5 more , Baek HJ, Chung NG, Sung KW, Lee JW, Song YM
Child Neuropsychol · 2026 Jan · PMID 40289352 · Publisher ↗
Neurocognitive sequelae are common late complications in childhood cancer survivors (CCS), impacting quality of life, yet no validated Korean tool exists to screen neurocognitive function effectively. Korean CCS ( = 638)...
Neurocognitive sequelae are common late complications in childhood cancer survivors (CCS), impacting quality of life, yet no validated Korean tool exists to screen neurocognitive function effectively. Korean CCS ( = 638) and their siblings ( = 218) were included from a cohort study of Korean CCS at three major hospitals in South Korea. To determine the underlying structure of K-NCQ, exploratory factor analysis and confirmatory factor analysis were performed. Pearson's correlations were used to evaluate concurrent and convergent validity. We also explored known-group validity of K-NCQ by comparing the score of K-NCQ across the four risk stratified groups. The mean age of the study participants was 17.5 ± 4.7 years at the time of the survey and 8.8 ± 5.2 years at the time of cancer diagnosis. Exploratory factor analysis supported the five-factor structure within the original four-domains (factor 2 and factor 5 can be incorporated under emotional regulation domain), and confirmatory factor analysis supported the five-factor structure, excluding one item with cross-loadings (item 8) within the original four domains, demonstrating a sufficient level of goodness-of-fit indices (comparative fit index = 0.926, root mean square error of approximation = 0.045). The K-NCQ demonstrated high internal consistency (α = 0.91 for the total scale and α = 0.74-0.89 for each subdomain). Moderate correlations were found between K-NCQ domains and subscales of other questionnaires and tests for cognitive function. Our study demonstrated the validity of K-NCQ, thus supporting that K-NCQ is a useful tool to assess the neurocognitive function in Korean CCS in clinical settings.
A boy with autism spectrum disorder with antibodies to the NMDA-type glutamate receptor: nine-year follow-up, changes in cognitive function .
Takeuchi T, Enokizono T, Tanaka M … +3 more , Jin T, Takahashi Y, Takada H
Child Neuropsychol · 2026 Jan · PMID 40260642 · Publisher ↗
Herein, we report a 12-year-old boy with autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD) who showed a cognitive decline at age 7 and tested positive for cerebrospinal fluid (CSF) N-meth...
Herein, we report a 12-year-old boy with autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD) who showed a cognitive decline at age 7 and tested positive for cerebrospinal fluid (CSF) N-methyl-D-aspartate (NMDA)-type glutamate receptor (GluR) antibodies using an enzyme-linked immunosorbent assay (ELISA). His cognitive function developed between ages 3 and 5, reaching a total domain developmental quotient (DQ) of 61 on the revised Kyoto Scale of Psychological Development 2001. Despite multiple treatments, his total domain DQ declined to 21 at 10 years and 3 months of age and further to 16 at 12 years and 0 month. The child regressed in cognitive function, losing previously acquired knowledge and skills, resulting in an unbalanced profile. Previously recorded strengths, weaknesses, and preferences were no longer evident. The anti-NMDA-type GluR antibodies might hinder the regaining of cognitive functions once lost and the reconstruction of developmental characteristics in patients with ASD/ADHD. Patients with ASD and ADHD who test positive for NMDA-type GluR antibodies (ELISA) may not follow a typical clinical course.
[Formula: see text] Neuropsychological outcomes in pediatric MOGAD: clinical practice and future research.
Rudebeck S, Eyre M, Lim M
Child Neuropsychol · 2026 Jan · PMID 40240317 · Publisher ↗
Myelin Oligodendrocyte Glycoprotein Antibody-Associated Disorder (MOGAD) is a recently identified demyelinating condition affecting children and adults. Its impact on children's cognitive outcomes remains poorly understo...
Myelin Oligodendrocyte Glycoprotein Antibody-Associated Disorder (MOGAD) is a recently identified demyelinating condition affecting children and adults. Its impact on children's cognitive outcomes remains poorly understood but is a growing area of interest due to potential long-term implications. A systematic PubMed search was conducted to identify English-language studies that assessed cognition in individuals under 18 with MOGAD using neuropsychological tests, screening tools, or questionnaires. Children with MOGAD, particularly those with phenotypes such as AcuteDisseminated Encephalomyelitis (ADEM) and Neuromyelitis Optica SpectrumDisorder (NMOSD), often exhibit impairments in intellectual functioning, memory, processing speed, and working memory. However, some children maintain cognitive performance within the normal range. Cognitive difficulties are linked to disease relapses and may develop over time, although brain lesions do not consistently correlate with cognitive outcomes. Current studies, limited by small sample sizes, indicate that children with MOGAD are at risk for cognitive impairments. Regular neuropsychological monitoring is essential for pediatric MOGADpatients to identify and address cognitive challenges early, mitigating risks of academic and occupational underachievement. Multicentre multinational studies are needed to understand the cognitive profile of MOGAD better and assess the influence of disease-related variables on cognitive outcomes.
Exploring sex differences in pediatric mild traumatic brain injury: clinical characteristics and recovery patterns of pediatric mTBI patients with non-credible effort.
Kaldoja ML, Nadendla KD, Ploetz D … +5 more , Caldwell CT, Suskauer SJ, Svingos A, Busch TA, Slomine BS
Child Neuropsychol · 2026 Jan · PMID 40235056 · Publisher ↗
This study investigates sex differences in demographic and injury-related characteristics, along with recovery patterns, in children with mild traumatic brain injury (mTBI) who failed at least one Performance Validity Te...
This study investigates sex differences in demographic and injury-related characteristics, along with recovery patterns, in children with mild traumatic brain injury (mTBI) who failed at least one Performance Validity Test (PVT). A retrospective analysis of 186 patients (8-18 years old; 65.1% females) from a specialty concussion clinic with non-credible effort on PVTs was conducted. Data on demographics, injury-related characteristics, symptoms, as well as recovery patterns, were analyzed. There were significant sex differences in age at injury, pre-injury academic status, ADHD prevalence, physical activity levels, and post-injury emotional symptoms. Girls exhibited longer recovery times, had more clinical visits, and received different provider recommendations. This study revealed significant sex differences between boys and girls with mTBI and non-credible effort on PVTs. These findings underscore the need for sex-informed approaches in pediatric mTBI management and highlight areas for future research.
Sluggish cognitive tempo in children and adolescents: circadian preference and digital gaming addiction.
Avunduk S, Aksoy Avunduk S, Güleç A
Child Neuropsychol · 2026 Jan · PMID 40195750 · Publisher ↗
This study investigates the relationship between Sluggish Cognitive Tempo (SCT) and circadian preferences in children and adolescents. We also aimed to assess the relationship between digital game addiction and SCT, as e...
This study investigates the relationship between Sluggish Cognitive Tempo (SCT) and circadian preferences in children and adolescents. We also aimed to assess the relationship between digital game addiction and SCT, as existing literature is insufficient, particularly given the similarities between SCT and Attention Deficit Hyperactivity Disorder (ADHD) in relation to internalizing symptoms and comorbidity. This study involved 72 children and adolescents with SCT and 77 healthy controls, aged 11-16 years, who were referred to the Child and Adolescent Psychiatry outpatient clinic. We used Sociodemographic Data Form, Schedule for Affective Disorders and Schizophrenia for School-Age Children-Present and Lifetime Version- Turkish Version (K-SADS-PL), Turgay's DSM-IV Based Screening and Assessment Scale for Disruptive Behavior Disorders in Children and Adolescents (T-DSM-IV-S), Child and Adolescent Behavior Inventory-SCT (CABI-SCT), Children's Chronotype Questionnaire (CCQ), Digital Game Addiction Scale (DGAS). In the group with SCT, we found that eveningness preference and digital game addiction were statistically significant. Correlation analyses revealed a moderate positive relationship between chronotype scores (eveningness preferences higher scores) and digital game addiction. Additionally, a strong positive correlation was found between chronotype and SCT scale scores, as well as between digital game addiction and SCT scale scores. These findings highlight the potential role of digital game addiction and circadian preferences in shaping profile of SCT, providing valuable insights into the understanding of SCT symptoms.
Adaptation and psychometric properties of the Head-Toes-Knees-Shoulders task in young Iranian children.
Ahmadi A, McClelland M, Pourmohamadreza Tajrishi M … +3 more , Geldhof J, Rothwell DW, Hatfield BE
Child Neuropsychol · 2025 Nov · PMID 40195088 · Publisher ↗
Executive functions (EF) lay the foundation for healthy development. However, few reliable and valid measures of EF have been developed among children in less developed countries such as Iran. The present study addressed...
Executive functions (EF) lay the foundation for healthy development. However, few reliable and valid measures of EF have been developed among children in less developed countries such as Iran. The present study addressed this gap by examining the factor structure, score variation, and psychometric properties of a short EF task, the Head-Toes-Knees-Shoulders (HTKS), among children from two metropolitan cities (Isfahan and Tehran) in Iran. Participants ( = 693; 58% male; = 5.88 years) were recruited through a convenience sampling approach and tested with the HTKS along with other performance-based EF measures and parent reports of EF difficulties. Confirmatory factor analyses showed that both one-factor and two-factor structures were acceptable and that a one-factor solution was optimal. Results demonstrated significant variability in scores and age-related differences in EF skills, with higher scores observed in older children. The task indicated acceptable internal consistency, interrater agreement, and test-retest stability. For construct validity, the HTKS was significantly related to other performance-based measures of EF, tapping into working memory, cognitive flexibility, and planning skills after controlling for child's age, gender, parental education, and city. Together, these findings underscore the promise of the HTKS task as a brief, economical, and easily administered EF task that reliably and validly captures variation in EF skills among Iranian children.
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