Child Neuropsychology[JOURNAL]
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200 papers
A new psychometric tool for evaluating nonverbal social cue-following: regression-based normative data for children 6 to 10 years old.
Haza B, Mersali J, Pinabiaux C … +1 more , Conty L
Child Neuropsychol · 2026 Jan · PMID 40166861 · Publisher ↗
The ability to follow nonverbal social cues is impaired in several disorders. Our aim was to collect normative data for the first psychometric test (TooN) that assesses this skill in children. The normative sample consis...
The ability to follow nonverbal social cues is impaired in several disorders. Our aim was to collect normative data for the first psychometric test (TooN) that assesses this skill in children. The normative sample consisted of 339 typically developing children aged 6 to 10. TooN is a computerized tool that includes 120 trials in which children must press a button as soon as possible when an object appears on the right or left side of the screen. Each object is preceded by a video of a model gazing and/or pointing to the side where the object appears (i.e. congruent condition) or the opposite side (i.e. incongruent condition). Linear regression analyses were conducted for reaction times (RTs) and for gaze and pointing cuing effects (i.e. the difference between RTs in incongruent and congruent conditions). Regression analyses showed that age, sex and parental education significantly predicted RTs. Age and sex, but not parental education, were significant predictors of gaze cuing effects. However, age was the only significant predictor of pointing cuing effects. Based on these analyses, we provided the equations to calculate the z-scores for RTs and cuing effects. Accuracy scores, stratified by age and/or sex, are reported as percentiles. Based on the performances of typically developing children, we present the normative data of a new psychometric tool designed to assess nonverbal social cue-following. This tool can be valuable for evaluating children with neurodevelopmental disorders. To support this claim, its validity should be tested across various clinical populations.
Correction.
Child Neuropsychol · 2025 Oct · PMID 40143707 · Publisher ↗
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[Formula: see text] The path from trait anxiety to post-concussion symptoms and posttraumatic stress symptoms in children with mTBI: the moderating role of alexithymia.
Aviv I, Shorer M, Fennig S … +4 more , Aviezer H, Singer-Harel D, Apter A, Pilowsky Peleg T
Child Neuropsychol · 2025 Nov · PMID 40139993 · Publisher ↗
Post-concussion symptoms (PCS) and posttraumatic stress symptoms (PTSS) are common after mild traumatic brain injuries (mTBI) in children. Psychological factors, especially pre-injury trait anxiety, are associated with t...
Post-concussion symptoms (PCS) and posttraumatic stress symptoms (PTSS) are common after mild traumatic brain injuries (mTBI) in children. Psychological factors, especially pre-injury trait anxiety, are associated with the development of PCS and PTSS. However, the underlying mechanisms are understudied. The current study aimed to explore whether alexithymia (difficulty in identifying and describing emotions) moderates the associations between children's pre-injury trait anxiety and PCS, as well as PTSS in bothchildren and parents following mTBI. Participants were 53 children aged 8-16 with mTBI and their parents, recruited from the Emergency Department. Immediate mTBI symptoms were assessed by the Emergency Department physician within 24 hours post-injury. One-week post-injury, acute PTSS (children and parents), children's pre-injury trait anxiety, and alexithymia were measured using self-reported questionnaires. PCS were measured by symptom reports (including a baseline; reported by parents) and neuropsychological tests assessing cognitive functioning, including performance validity tests. PCS and cognitive functioning were assessed one-week and four-month post-injury. We found that alexithymia significantly moderated the associations between children's pre-injury trait anxiety and both PCS and PTSS in children and parents at one-week post-injury. Higher levels of alexithymia strengthened these associations. Alexithymia was found significantly associated with PCS at four-month post-injury. However, alexithymia did not moderate the association between pre-injury trait anxiety and PCS at four-month post-injury or cognitive functioning at one-week or four months. In conclusion, pre-injury trait anxiety and alexithymia are crucial in mTBI outcomes, being associated with PCS and PTSS development. Therefore, addressing emotional factors is important in TBI recovery.
Equivalence of in-person and videoconference administration of the Physical and Neurological Examination of Subtle Signs (PANESS) timed motor section.
Huntington KB, Suskauer SJ, Slomine BS … +1 more , Svingos AM
Child Neuropsychol · 2025 Nov · PMID 40099760 · Full text
Demand for telehealth services has increased in many settings as a means of reducing patient burden and increasing access to care. It is therefore critical to understand if clinical tools validated for in-person use are...
Demand for telehealth services has increased in many settings as a means of reducing patient burden and increasing access to care. It is therefore critical to understand if clinical tools validated for in-person use are feasible to administer via telehealth and, if so, how results may vary from those obtained in-person. The Revised Physical and Neurological Examination of Subtle Signs (PANESS) is a validated assessment of pediatric neuromotor functioning that is sensitive to detecting motor dysfunction in youth. The Timed Motor section of the PANESS is an ideal candidate for telehealth administration given its strong inter-rater reliability when scored via video review. Here, we preliminarily examined the feasibility of administering the Timed Motor section of PANESS via videoconferencing and its equivalence with in-person administration. We administered the Timed Motor section of the PANESS in-person and via videoconferencing in 25 typically developing youth ages 10-18 (including = 11 who had clinically recovered from concussion). All were able to complete the assessment via videoconference. We observed moderate to excellent reliability of scores obtained in-person and via videoconference (intraclass correlations ranging from .743 to .971). Results suggest that the Timed Motor Section of the PANESS can be administered remotely in typically developing youth (including those with a history of concussion) and that the scores obtained are stable with in-person scores. Future work is needed to examine the feasibility and equivalence of telehealth-based PANESS administration in clinical settings and patient populations.
The impact of anxiety on prospective memory among children with nonverbal learning disabilities: a multinomial processing tree model.
Shi D, Zhang H, Yao R … +1 more , Wang Z
Child Neuropsychol · 2025 Jul · PMID 40094193 · Publisher ↗
This study investigated differences in prospective memory between children with nonverbal learning disabilities and typically developing children using a color matching task and a multinomial processing tree model. Addit...
This study investigated differences in prospective memory between children with nonverbal learning disabilities and typically developing children using a color matching task and a multinomial processing tree model. Additionally, it examines how trait anxiety and state anxiety influence the internal components of prospective memory in children with nonverbal learning disabilities. The results of this study were as follows. (1) Compared with typically developing children, children with nonverbal learning disabilities exhibited deficits in prospective memory; specifically, the multinomial processing tree model revealed that children with nonverbal learning disabilities presented significant impairments in the prospective component. (2) Children with nonverbal learning disabilities presented significantly higher levels of trait anxiety than typically developing children did, but there was no significant correlation between trait anxiety and prospective memory performance. (3) Under state anxiety, children with nonverbal learning disabilities performed significantly worse in prospective memory tasks than typically developing children did. (4) Children with nonverbal learning disabilities exhibit significantly worse prospective memory performance under state anxiety than under neutral and positive emotional states. These findings suggest that deficits in prospective memory among children with nonverbal learning disabilities are due to impairments in the prospective component. Coexisting trait anxiety and state anxiety significantly impaired attentional resources (i.e., prospective components), thereby leading to worse prospective memory performance. However, trait anxiety alone did not significantly affect prospective memory performance. This study found that children with nonverbal learning disabilities had significant impairments in prospective memory, especially in the prospective component, compared to typically developing children.
Timed and untimed writing and math: shared and differential cognitive predictors in primary school.
Salentine CM, Bick J, Woods SP … +1 more , Cirino PT
Child Neuropsychol · 2025 Nov · PMID 40071577 · Full text
The relationship between writing and math achievement is not well understood. Phonological awareness (PA), working memory (WM), and fine motor skills (FMS) have been individually linked to theories of writing and math, y...
The relationship between writing and math achievement is not well understood. Phonological awareness (PA), working memory (WM), and fine motor skills (FMS) have been individually linked to theories of writing and math, yet are rarely considered together. The current study evaluates the shared cognitive factors underlying writing and math performance, both timed (e.g. fluency/automaticity) and untimed (e.g. spelling and math computation). It does so among third- through fifth-graders ( = 677) who vary in academic abilities. Results revealed differential relationships. WM had a stronger effect on writing than math for timed but not untimed outcomes. PA had a stronger effect on writing compared to math for both timed and untimed outcomes. PA also had a stronger effect on untimed math compared to timed math. Further, WM fully mediated the relationship between FMS and untimed writing but only partially mediated the relationship between FMS and other academic outcomes. Additionally, PA partially mediated the relationship between WM and all writing and math skills These findings underscore the relevance of FMS, WM, and PA in both writing and math achievement, separately and together. These findings additionally provide guidance for developing a firmer theoretical and empirical understanding of the interrelations of writing and math.
The impact of adolescent traumatic brain injury on health risk behaviors.
Bammel AC, Hohman ZP, Littlefield AK … +1 more , Schmidt AT
Child Neuropsychol · 2025 Nov · PMID 40066521 · Full text
Traumatic brain injury (TBI) is associated with disinhibition, impulsivity, and other sequelae which may make adolescent TBI survivors more likely to engage in health risk behaviors though this has not yet been comprehen...
Traumatic brain injury (TBI) is associated with disinhibition, impulsivity, and other sequelae which may make adolescent TBI survivors more likely to engage in health risk behaviors though this has not yet been comprehensively investigated. Extant literature on TBI-related health risk behaviors is limited by a dearth of studies on adolescents, reliance on self-report of TBI, lack of an orthopedic injury (OI) control group, and the fact that TBI's effects on various health risk behavior domains are generally examined separately. The current study clarifies the impact of TBI on health risk behaviors among adolescents, specifically those related to 1) unintentional injury and violence (including aggression- and suicide-related behaviors); 2) tobacco use; and 3) alcohol and other drug use in an analytic sample of 74 adolescents ( = 43 for youth with a complicated mild to severe TBI, = 31 for youth with an OI). Results indicate youth with a TBI exhibited more suicide-related health risk behaviors at 12-month follow-up ( = 6.063; = .016; η = .079), as well as a nonsignificant trend toward greater marijuana use ( = 3.747; = .057; η = .050), compared to youth with an OI while controlling for age. Youth with an OI exhibited greater increases in violence and victimization over the 12-month post-injury period compared to youth with a TBI ( = 4.243; = .044; η = .067) while controlling for age. Interventions to reduce psychological distress and improve social connectedness, problem-solving, coping, and emotion regulation skills may be most relevant for youth who receive a TBI. Emotion regulation and anger management skills may be relevant for youth who receive an OI.
Pediatric central nervous system (CNS) tumors cognitive and psychosocial assessment: key highlights from the Italian (AIEOP) consensus conference.
Chieffo DPR, Marconi E, Zucchetti G … +10 more , Montanaro M, Blom JMC, Poggi G, Albino G, Sani L, Rostagno E, Ciappina S, Massimino M, Mastronuzzi A, Scarponi D
Child Neuropsychol · 2025 Nov · PMID 40017012 · Publisher ↗
Pediatric central nervous system (CNS) tumors represent one of the most intricate challenges faced by children and their families in the context of cancer illness. In Italy, the psychosocial working group (GDL) of the AI...
Pediatric central nervous system (CNS) tumors represent one of the most intricate challenges faced by children and their families in the context of cancer illness. In Italy, the psychosocial working group (GDL) of the AIEOP, composed by professionals (psycho-oncologists/neuropsychologists) involved in the care pathways of patients with CNS tumors, has initiated a consensus process regarding the psychological/neuropsychological assessment of CNS patients to improve accessibility to standardized and shared protocols. Standardized psychological and neuropsychological instruments are proposed in the document, which provides for a selection in a tailor-made approach that is simultaneously shared by various centers.
[Formula: see text] The impact of gestational age on executive function in infancy and early-to-middle childhood following preterm birth: a systematic review.
Bhatoa RS, Nijjar S, Bathelt J … +1 more , de Haan M
Child Neuropsychol · 2025 Oct · PMID 40012110 · Publisher ↗
Lower gestational age (GA) is a risk factor for cognitive and developmental concerns following preterm birth. However, its impact on executive function (EF) is unclear based on conflicting conclusions across the literatu...
Lower gestational age (GA) is a risk factor for cognitive and developmental concerns following preterm birth. However, its impact on executive function (EF) is unclear based on conflicting conclusions across the literature. Moreover, as children below 4 years have largely been neglected from previous reviews, the impact of GA on EF within this early developmental period remains unclear. Hence, this systematic review investigated the impact of GA on EF following preterm birth in infancy and early-to-middle childhood. PubMed, Web of Science, and PsycInfo were searched for articles investigating the impact of GA on EF (inhibition, working memory, shifting) in preterm-born (<37 week gestation) and term-born participants aged 0-10 years. Eighteen studies were included. Most of the studies ( = 10) found no significant association between EF and GA. However, several limitations hindered conclusions to be drawn about the strength of this interpretation. Examples include inconsistencies in the theoretical underpinnings and operationalisations of EF, discrepancies in the reporting and measurement of GA, recruitment biases, and a paucity of infant or longitudinal studies available. Consequently, these issues may have contributed to inconsistent or null findings, and they must be addressed in future research to better clarify the impact of GA on EF in preterm-born infants and children.
Validity, reliability and Turkish adaptation of Preschool Activity Card Sort in autism spectrum disorder.
Yeğiner Dinçer B, Aran OT, Şahin S
Child Neuropsychol · 2025 Nov · PMID 39995341 · Publisher ↗
PURPOSE: The Preschool Activity Ranking (PACS) is a tool that measures preschool children's activity participation by focusing on the frequency and extent of their participation. This study aims to assess the validity an...
PURPOSE: The Preschool Activity Ranking (PACS) is a tool that measures preschool children's activity participation by focusing on the frequency and extent of their participation. This study aims to assess the validity and reliability of the Preschool Activity Card Sort (PACS) by conducting a Turkish cultural adaptation of the scale in children diagnosed with autism spectrum disorder (ASD). METHODS: This study was conducted with a prospective cross-sectional study design. Participants included parents of 70 children with ASD (study group) and 27 typically developing children (control group) aged between 3 and 6 years old. Validity was analyzed using construct validity, while reliability was examined through internal consistency and test-retest methods. RESULTS: Results showed that the control group scored significantly higher than the study group in all sub-scales of the PACS ( < 0.01). Additionally, a statistically significant correlation was found between the PACS and the Canadian Occupational Performance Measure (COPM) in all sub-domains except for the household chores sub-domain. The PACS demonstrated high internal consistency (Cronbach Alpha's = 0.94) and excellent time invariance ICC coefficients for the self-care, social mobility, leisure time (low physical requirement), social interaction, housework, and education sub-domains. For the leisure time (high physical requirement) subdomain, the PACS demonstrated good reliability (ICC = 0.85). CONCLUSION: Overall, the Turkish version of the PACS was found to be a valid and reliable tool for evaluating activity participation in children with ASD.
Symptom presentation and neurocognitive performance following sport-related concussion in adolescents with and without ADHD.
Allen TT, Bunt S, Hicks C … +4 more , Didehbani N, Shurtz L, Silver CH, Cullum CM
Child Neuropsychol · 2025 Oct · PMID 39988929 · Full text
The possible impact of premorbid Attention-Deficit/Hyperactivity Disorder (ADHD) in the recovery process following sport-related concussion (SRC) in adolescents is not clear. The purpose of this study was to investigate...
The possible impact of premorbid Attention-Deficit/Hyperactivity Disorder (ADHD) in the recovery process following sport-related concussion (SRC) in adolescents is not clear. The purpose of this study was to investigate the impact of ADHD together with other selected variables on symptom presentation and neurocognitive performance in a well-matched sample of adolescents with SRC. We hypothesized that more symptoms and poorer neurocognitive performance would be observed in those with ADHD. Symptoms from the Sideline Concussion Assessment Tool-5 and cognitive test results from the Immediate Post-Concussion Assessment and Cognitive Test (ImPACT) were examined at initial visit, and symptoms were re-assessed at 3-months in a sample of 112 participants with ( = 56) and without ( = 56) ADHD (ages 12-18 years; = 14.68, = 1.77) who were matched by age, sex, ethnicity/race, and days post-injury. Exclusion criteria included severe medical illness or moderate/severe brain injury and lack of English fluency. No significant group differences were found in total symptoms ( = .145), symptom severity ( = .179), or neurocognitive functioning at initial visit (all > .79) or at 3 months. However, athletes with ADHD reported more nausea ( = 0.22) and feeling slowed down at initial testing ( = .021). Additionally, premorbid anxiety influenced symptom report ( = .010). ADHD did not appear to pose a specific risk for greater symptom burden or neurocognitive deficits in the first 3 months post-concussion.
The prediction of emotional decision making from working memory and inhibitory control in preschool children: using decision tree model.
Abbaasi M, Mashhadi A, Bigdeli I … +1 more , Shahaeian A
Child Neuropsychol · 2025 Feb · PMID 39960249 · Publisher ↗
While there is a theoretical distinction between cool (cognitive) and hot (emotional) executive functions, potential relationships can be identified between tasks associated with these two aspects. A decision tree serves...
While there is a theoretical distinction between cool (cognitive) and hot (emotional) executive functions, potential relationships can be identified between tasks associated with these two aspects. A decision tree serves as a model for training and analyzing data, predicting the target variable based on independent variables in a hierarchical fashion. In contrast to other predictive methods, this model doesn't necessitate statistical expertise and makes decisions akin to human decision-making through hierarchical "if" and "then" rules, providing an easily interpretable framework. To date, no studies have explored the relationship between cool and hot executive functions using decision tree models. In this study, preschool children specifically Persian-speaking Iranian children aged 4 to 5 years ( = 71, M age = 59.07; SD = 6.03), participated in cool (Forward Digit Span, Backward Digit Span, Day-Night inhibitory control, and Happy-Sad Inhibitory control) and hot (Children Gambling Task) executive function tasks. Analyses were performed using MATLAB programming software. The C4.5 version of the decision tree was employed to predict the final CGT blocks' scores using scores from cool executive function tasks as inputs. By employing this method, a minimal prediction error (approaching zero) was achieved, significantly showing the robust predictive capability of cool executive function in anticipating hot executive function. This outcome suggests potential relationships between the cognitive and emotional aspects of executive function.
[Formula: see text] Traditional and alternative scores in performance tests to measure executive functions: differential associations with children's academic performance.
Hou W, Resch C, Möckel R … +2 more , Borghans L, Hurks PPM
Child Neuropsychol · 2025 Oct · PMID 39950258 · Publisher ↗
This study explores the relationship between children's academic performance and their results on cognitive function tests. Traditionally, cognitive test scores often reflect overall accuracy or speed. Yet, these overall...
This study explores the relationship between children's academic performance and their results on cognitive function tests. Traditionally, cognitive test scores often reflect overall accuracy or speed. Yet, these overall scores are often influenced by both diverse executive functions (EF) and non-EF cognitive processes. To isolate specific cognitive functions, alternative scoring methods have been developed, which aim to measure one cognitive function more purely. We investigated whether combining traditional overall scores with alternative scores claiming to measure strategy use improves the prediction of children's academic performance. Three cognitive tests were administered: Verbal Fluency test, Design Fluency test, and Rey-Osterrieth Complex Figure test, alongside factors such as age, IQ, sex, and parental education, in a sample of 132 Dutch-speaking children (aged 9.48-12.63 years; 61 girls). For each test, we calculated traditional total scores and alternative scores. Academic performance was assessed using arithmetic and reading tests, along with secondary school advice. The findings indicate that both traditional and alternative scores positively correlate with secondary school advice and children's arithmetic and reading performance, but not with parental reports. Combining traditional and alternative scores enhances predictive accuracy for only arithmetic outcomes. However, once IQ was controlled for, the predictive value of alternative scores focused on strategy use diminished. Consequently, our findings suggest that combining both scoring methods can offer a superior prediction of academic outcomes, at least in arithmetic, underscoring their merit in psychodiagnostics assessment.
Deficits in learning and overnight memory consolidation in children with mild sleep-disordered breathing.
Menzies B, Teng A, D'Rozario A … +2 more , Williamson B, Lah S
Child Neuropsychol · 2025 Oct · PMID 39947251 · Publisher ↗
Sleep disordered breathing (SDB) has its peak incidence in early childhood, but research into the impact of disrupted sleep on learning and overnight memory consolidation has been largely neglected in this population. He...
Sleep disordered breathing (SDB) has its peak incidence in early childhood, but research into the impact of disrupted sleep on learning and overnight memory consolidation has been largely neglected in this population. Hence, we aimed to determine if children with SDB show deficits in learning and overnight consolidation of declarative and procedural memories compared to healthy control (HC) children. Forty-nine children aged 7-16 years (24 SDB, 25 HC) completed a cognitive battery, including two declarative (one verbal, one visual) and one procedural memory task. We manipulated the level of learning (three learning trials or 60% set criterion) on the visual memory task. Recall was assessed at two delays (30 minutes and overnight). Children with SDB underwent an overnight polysomnography sleep study. On declarative visual memory tasks, children with SDB needed more learning trials to reach the set criterion but had intact overnight consolidation. Within the SDB group, more trials to reach the criterion was associated with less time in NREM2 sleep. On the procedural memory task, the opposite pattern of intact learning but reduced overnight consolidation was found. Within the SDB group, worse overnight procedural memory consolidation was associated with less NREM2 sleep and more NREM3 sleep. School-aged children with SDB had deficits in overnight procedural memory consolidation and reduced declarative learning. These findings highlight the adverse consequences of SDB on memory and learning in children and underscore the need to assess recovery of cognitive deficits with treatment in future studies.
Adaptation and validation of a social information processing assessment procedure for research.
Ortega Vidal B, Jimeno Jiménez MV, Latorre JM … +1 more , Van Rest MM
Child Neuropsychol · 2025 Oct · PMID 39911028 · Publisher ↗
Biases and deficits in social information processing (SIP) skills are associated with social maladjustment in children and adolescents. There is much literature on the association between processing skills and their rela...
Biases and deficits in social information processing (SIP) skills are associated with social maladjustment in children and adolescents. There is much literature on the association between processing skills and their relationship to aggressive behavior, but there is limited knowledge about their association with other types of antisocial behavior. In this study we conducted a Spanish adaptation and validation of the Sociale Informatie Verwerkings Test, a Dutch research assessment and diagnostic instrument. For this purpose, construct, content and criterion validity were analyzed through their association with antisocial behaviors. Exploratory factor analysis supported the structure of the measure in a sample of 364 adolescents aged 12-18 years (55.2% female) from a high school in Spain. Constructs underlying the items of the new assessment were associated with SIP steps and profiles from SIP theory. SIP steps in the data of the new adaptation were related to each other being consistent with the theoretical conceptualization. The results showed associations between self-reported antisocial behaviors in adolescents with a greater tendency to aggressive SIP processing style. Treatment and training of such behaviors starts with valid assessment of the specific skills and steps that are biased or deficient, to which the current study contributes.
Elevated scaled scores when using the digital version of the WISC-V coding subtest.
Malarbi S, Ellis R, Josev EK … +7 more , Haebich KM, Nguyen TN, Lau K, Burnett AC, Pride N, Payne JM, Anderson PJ
Child Neuropsychol · 2025 Oct · PMID 39898870 · Publisher ↗
This study investigated the digital version of the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V) Coding subtest in a large Australian clinical and non-clinical sample of 6-11 year old children ( = 794)...
This study investigated the digital version of the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V) Coding subtest in a large Australian clinical and non-clinical sample of 6-11 year old children ( = 794). Data was retrospectively pooled from several studies. Results showed the digital Coding scaled score was significantly elevated compared with all other subtests ( difference = 2.01, 95% CI. 1.74-2.27). Overall FSIQ was higher when calculated using Coding compared with Symbol Search ( difference = 2.067, 95% CI. 1.79-2.34). The Coding and Symbol Search discrepancy in digital administration did not vary according to age and was unrelated to general intelligence. Girls scored higher on average than boys on the digital Coding subtest, but there was no sex effect for the digital Symbol Search subtest (girls: = 10.76, 95% CI 10.41-11.12; boys: = 10.27, 95% CI 9.92-10.63). Inflated digital Coding scaled scores were observed across our subsamples of clinical and non-clinical cases, without any significant group differences. Overall, our findings support the notion that the digital WISC-V Coding subtest is inflated, particularly for girls, supporting cessation in the digital administration of this subtest.
Development and revision of the nonverbal ability test for identifying gifted programs in Türkiye(BNV-II).
Bіldіren A, Çіtіl M, Dіldeğmez B … +2 more , Kavruk SZ, Akçayır İ
Child Neuropsychol · 2025 Oct · PMID 39891930 · Publisher ↗
The present study aims to develop the Bildiren Nonverbal Ability Test, Second Version (BNV-II), intended for the identification of gifted children at the primary school level. The first version of the test was originally...
The present study aims to develop the Bildiren Nonverbal Ability Test, Second Version (BNV-II), intended for the identification of gifted children at the primary school level. The first version of the test was originally created as a paper-and-pencil assessment. However, to reduce the risk of individuals becoming overly familiar with the test items due to repeated annual administration without modifications, the BNV-II was revised into a digital format for tablet use, incorporating updated items. In the initial phase of the study, the test was constructed in two forms, A and B, and administered to a pilot sample of 1,360 children aged 6-10 years old, drawn from various locations across Türkiye. The final version of the test was determined through an item difficulty, item discrimination, and item-total score correlation analysis. A norming study was subsequently conducted, involving a total of 6,567 children in Türkiye. The sample for Form A comprised 1,560 females (48%) and 1,659 males (52%), while Form B included 1,628 females (49%) and 1,720 males (51%). Reliability was assessed using test-retest, split-half, KR-20, and KR-21 methods, with standard error, standard deviation, and reliability coefficients calculated. Content, construct, and criterion-related validity were evaluated. The KR-20 reliability coefficient was 0.92 for both forms, and test-retest reliability was 0.91. Parallel-form reliability was 0.86, while correlations between BNV-II total scores and those of NNAT-I, TONI-3, and RSPM were 0.85, 0.86, and 0.77, respectively. These results confirm the BNV-II as a reliable and valid tool for identifying gifted children in Türkiye.
Executive function profiles in survivors of neonatal critical illness - a latent profile analysis in school-aged children born very preterm or with complex congenital heart disease and in typically developing peers.
Steiner C, Ehrler M, Hagmann C … +3 more , Latal B, Rousson V, Wehrle FM
Child Neuropsychol · 2025 Aug · PMID 39878348 · Publisher ↗
Executive function (EF) impairments are prevalent in survivors of neonatal critical illness such as children born very preterm (VPT) or with complex congenital heart disease (cCHD). This paper aimed to describe EF profil...
Executive function (EF) impairments are prevalent in survivors of neonatal critical illness such as children born very preterm (VPT) or with complex congenital heart disease (cCHD). This paper aimed to describe EF profiles in school-aged children born VPT or with cCHD and in typically developing peers, to identify child-specific and family-environmental factors associated with these profiles and to explore links to everyday-life outcomes. Data from eight EF tests assessing working memory, inhibition, cognitive flexibility, switching, and planning in = 529 children aged between 7 and 16 years was subjected into a latent profile analysis. Three EF profiles were identified: The "favorable" profile was defined by mean scores in the normal range (z-scores ≤ -0.5 below the norm; = 263, 49.7%). The "at-risk" profile's mean scores were 0.5 to 1 SD below the norm ( = 236, 44.6%). The "impaired" profile's mean scores were >1 SD below the norm ( = 30, 5.8%). Children of the two clinical groups were more likely to fall into the at-risk or impaired profile. Irrespective of clinical group, lower socioeconomic status, slower processing speed and poorer fine motor skills were associated with a more impaired profile. In turn, falling into the at-risk or impaired profile was associated with a higher need for educational support, poorer everyday-life EFs and more behavioral problems. Children in the impaired profile reported lower psychosocial quality of life. This study provides evidence for an increased risk of survivors of neonatal critical illness to present with an impaired EF profile that translates into everyday-life difficulties. Long-term monitoring is needed to promote optimal outcome.
How do children with Cerebral Visual Impairment (CVI)-related visual difficulties perform on key academic domains in grade 1?
Monteiro S, Esch P, Hipp G … +1 more , Ugen S
Child Neuropsychol · 2025 Aug · PMID 39835648 · Publisher ↗
Previous research estimated a prevalence of 3.4% Cerebral Visual Impairment (CVI)-related visual problems within primary school children, potentially compromising students' performance. This study aimed to clarify how CV...
Previous research estimated a prevalence of 3.4% Cerebral Visual Impairment (CVI)-related visual problems within primary school children, potentially compromising students' performance. This study aimed to clarify how CVI-related visual difficulties relate to academic performance in standardized achievement tests. As part of the Luxembourg school monitoring programme, 1129 first graders (mean age of 7 years) participated in three competence tests (mathematics, early literacy and listening comprehension) and in student and parent questionnaires (background information). The same children took part in a CVI-related visual difficulties screening (Evaluation of Visuo-Attentional abilities battery, optometric and orthoptic measures). The sample was divided post-screening into 38 children with potential CVI-related visual difficulties (18 females, 20 males, mean age 7y, range 6-8y) and 890 typically developing (TD) children (445 females, 430 males, 15 missing, mean age 7y, range 5-10y). Compared to the TD sample children with CVI-related visual difficulties significantly underperformed in early literacy and mathematics, but not in listening comprehension, even when controlling for background characteristics known to influence performance (gender, socio-economic status, migration background, parental education, home language, age). The results confirm the association of CVI-related visual difficulties with learning processes already at primary school level and emphasize the need to implement a systematic screening for CVI-related visual difficulties, as early as possible within the school path, to ensure adequate measures are employed to aid students at risk.
Factor structure and measurement invariance of the Childhood Executive Functioning Inventory (CHEXI) across parents and teachers in Portuguese children.
Moura O, Pereira M, Albuquerque CP … +1 more , Simões MR
Child Neuropsychol · 2025 Oct · PMID 39825828 · Publisher ↗
The Childhood Executive Functioning Inventory (CHEXI) is a rating scale that evaluates everyday behaviors associated with executive functions in children. This study aimed to investigate the factor structure and the meas...
The Childhood Executive Functioning Inventory (CHEXI) is a rating scale that evaluates everyday behaviors associated with executive functions in children. This study aimed to investigate the factor structure and the measurement invariance across parents and teachers of the CHEXI in a sample of 279 Portuguese typically developing children (6 to 12 years old, = 160 girls and = 119 boys). Most studies only analyzed the original two-factor model, and the few that investigated the four-factor model found a nearly identical fit between both factor structures. Confirmatory factor analysis was used to test five competing factor models and the four-factor models (slightly better than the two-factor model) demonstrated the most adequate fit to the data for both parents and teachers. The CHEXI showed adequate reliability and convergent validity with the BRIEF2. The measurement invariance of the four-factor model across parents and teachers was fully supported (configural, metric, and scalar invariance). Overall, the CHEXI showed adequate psychometric properties, suggesting that is a useful instrument to assess executive functioning based on reports of behaviors observed by parents and teachers in Portuguese typically developing children.
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