Child Neuropsychology[JOURNAL]
Sun
200 papers
Neurodevelopmental impacts of unique postnatal adversity subgroups in children with prenatal alcohol exposure.
Delage MN, Speybroeck EL, Cole LL … +5 more , Richardson AA, Merz E, Kautz-Turnbull C, Myers J, Petrenko CLM
Child Neuropsychol · 2026 Jun · PMID 42332982 · Publisher ↗
Individuals prenatally exposed to alcohol experience elevated rates of adverse postnatal experiences, including neglect, abuse, and caregiver separation, which often co-occur. Identifying distinct adversity patterns may...
Individuals prenatally exposed to alcohol experience elevated rates of adverse postnatal experiences, including neglect, abuse, and caregiver separation, which often co-occur. Identifying distinct adversity patterns may clarify their links to neurodevelopmental outcomes. Latent class analysis was conducted in a clinical sample with 811 youth with prenatal alcohol exposure (PAE; mean age 6.9 years, range 0-21) to identify distinct profiles of postnatal adversity. Class differences in neuropsychological functioning were examined using the Bolck, Croon, and Hagenaars method. A four-class solution demonstrated best fit AIC = 5121.272, BIC = 5266.918, aLRT = 55.874, < .001. Classes reflected: 1) high probability of neglect and caregiver change with moderate probability of familial mental health challenges; 2) low familial mental health risk with moderate caregiver change; 3) high probability of familial trauma and neglect; and 4) high probability of all adverse experiences. Classes differed significantly in memory, executive functioning, and mental health domains (anxiety). Demographic differences included age, number of caregiver placements, and age of placement with long-term caregiver. Distinct adversity patterns in youth with PAE are linked to neurodevelopmental outcomes and demographic factors. Findings highlight the importance of early intervention, addressing familial mental health, and developing or adapting trauma-responsive supports for children with PAE.
Psychometric validation of the French adaptation of the Teenage Executive Functioning Inventory (TEXI) among adolescents.
Clermont C, Rodrigue C, Plourde V … +1 more , Bégin C
Child Neuropsychol · 2026 Jun · PMID 42322292 · Publisher ↗
Executive functioning plays a central role in adolescents' emotional and behavioral regulation, yet validated French-language measures remain limited. This study evaluated the psychometric properties of the French Teen E...
Executive functioning plays a central role in adolescents' emotional and behavioral regulation, yet validated French-language measures remain limited. This study evaluated the psychometric properties of the French Teen Executive Functioning Inventory (TEXI) in a community sample of Canadian adolescents ( = 601). Factorial structure was examined using confirmatory factor analysis (CFA) and exploratory structural equation modeling (ESEM). Convergent validity was assessed through associations with reward sensitivity, impulsivity, and internalizing symptoms. Results supported the expected two-factor structure, with ESEM providing the best model fit. Convergent validity analyses revealed theoretically coherent patterns: inhibition difficulties were strongly associated with reward sensitivity (β = .70, < .001) and impulsivity (β = .55, < .001), whereas working memory difficulties showed weaker and differentiated associations once internalizing symptoms were controlled. Overall, findings support the reliability and validity of the French TEXI and its usefulness for screening executive functioning difficulties in French-speaking adolescents.
Emotion regulation and social cognition in adolescents with tic disorders: associations with quality of life.
Sivritaş S, Perdahlı Fiş N
Child Neuropsychol · 2026 Jun · PMID 42319081 · Publisher ↗
This study examined emotion regulation and social cognition in adolescents with tic disorders and explored their associations with psychosocial quality of life. Sixty adolescents (30 with tic disorders and 30 age- and ge...
This study examined emotion regulation and social cognition in adolescents with tic disorders and explored their associations with psychosocial quality of life. Sixty adolescents (30 with tic disorders and 30 age- and gender-matched healthy controls) completed standardized assessments of tic severity, emotion regulation, social cognition, and quality of life. Adolescents with tic disorders demonstrated greater emotion dysregulation, poorer social-cognitive performance, and lower quality of life than controls. Within the tic disorder group, emotion dysregulation emerged as the only independent predictor of psychosocial quality of life, independent of tic severity, attention-deficit/hyperactivity disorder (ADHD) comorbidity, and social cognition measures. Subgroup analyses further indicated that adolescents with comorbid ADHD reported poorer psychosocial functioning, although levels of emotion dysregulation did not differ between those with and without ADHD. Together, these findings highlight emotion dysregulation as a key factor associated with psychosocial functioning in adolescents with tic disorders. Addressing emotion regulation difficulties and co-occurring conditions may be relevant for supporting psychosocial well-being in this population.
Longitudinal associations between preschool executive control and adolescent sleep: exploring the possible moderating role of negative affectivity.
Thilges H, Phillips EM, Goldberg EL … +5 more , Brock RL, Nelson JM, Mason WA, Andrews Espy K, Nelson TD
Child Neuropsychol · 2026 Jun · PMID 42304698 · Publisher ↗
While many adolescents receive insufficient sleep, the role of specific cognitive abilities as modifiable predictors of adolescent sleep remain equivocal. Executive control (EC) comprises cognitive processes important fo...
While many adolescents receive insufficient sleep, the role of specific cognitive abilities as modifiable predictors of adolescent sleep remain equivocal. Executive control (EC) comprises cognitive processes important for self-regulation, but few studies have investigated associations between early EC performance and later sleep. This study examines longitudinal associations between preschool EC and adolescent sleep outcomes (average and intraindividual sleep duration, bedtime, waketime), with preschool negative affectivity (NA) as a possible moderator. Youth completed an EC task battery during preschool (age 5.25 years) and wore an actigraphy monitor to record sleep during adolescence (ages 14 to 18). Caregivers reported on child NA. Multilevel structural equation modeling with a Markov chain Monte Carlo (MCMC) procedure was used to examine EC, NA, and sleep associations. Preschool EC, represented by a latent factor, was significantly associated with adolescent average sleep duration, with better preschool EC significantly related to greater average sleep duration in adolescence. Preschool EC was also significantly associated with adolescent intraindividual variability in bedtimes, with better preschool EC related to more consistent night-to-night bedtimes. No significant interaction between preschool EC and NA was found. Given the ramifications of poor adolescent sleep across domains, findings suggest targeting early EC may support healthy sleep behaviors.
Exploring cognitive diversity in a sample of children from Unsatisfied Basic Needs homes.
Giovannetti F, Pietto ML, Lipina SJ … +2 more , Kamienkowski JE, Segretin MS
Child Neuropsychol · 2026 Jun · PMID 42298897 · Publisher ↗
Child diversity has become an increasingly relevant topic in developmental science with significant methodological and applied implications. Clustering algorithms, a type of machine learning approach, offer accessible me...
Child diversity has become an increasingly relevant topic in developmental science with significant methodological and applied implications. Clustering algorithms, a type of machine learning approach, offer accessible methods for exploring such diversity by identifying the latent data structure, which allows for the extraction of groups or profiles of subjects. Following a person-oriented approach, this study explores the cognitive profiles of a sample of 105 children coming from Unsatisfied Basic Needs homes in Argentina. An ensemble clustering method was applied to performance data from tests assessing attention, inhibitory control, working memory, planning, and fluid reasoning. Results delivered three specific clusters with statistically significant differences in cognitive accuracy and reaction time variables. Specifically, we found a "working memory low-performance group," a "generalized high-performance group," and a "generalized low-performance group." The individual characteristics of these clusters may potentially guide differentiated strategies for future interventions. In addition, the incorporation of diverse performance variables - such as accuracy and response times - can help uncover individual strengths and weaknesses that may inform the design of such interventions. This approach contributes to fostering more inclusive and diverse perspectives in developmental science, moving away from deficit-based interpretations of low or atypical performance and instead recognizing them as expressions of the potential diversity of developmental pathways.
Normative reference values for executive function through the Early Years Toolbox (EYT) in preschoolers.
Alonso-Martínez L, Izquierdo M, Ramírez-Vélez R … +3 more , García-Alonso Y, Legarra-Gorgoñon G, Alonso-Martínez AM
Child Neuropsychol · 2026 Jun · PMID 42261640 · Publisher ↗
The Early Years Toolbox (EYT) is a validated instrument for assessing early language, executive functioning (EF), self-regulation, and social development. However, normative data specific to Spanish-speaking preschoolers...
The Early Years Toolbox (EYT) is a validated instrument for assessing early language, executive functioning (EF), self-regulation, and social development. However, normative data specific to Spanish-speaking preschoolers in Spain are lacking. This study aimed to develop age- and sex-specific normative reference values for EF in Spanish children aged 3-6 years, using the EYT battery. In this cross-sectional study, 567 Spanish preschoolers (49.2% female) were evaluated using four EYT tasks: (visual-spatial working memory), (phonological working memory), (inhibitory control), and (cognitive flexibility). Scores were organized by age group, and smoothed percentile curves were created using the LMS method, incorporating the L (λ), M (μ), and S (σ) parameters. Performance on all EF tasks increased with age, reflecting developmental differences throughout the preschool years. Girls outperformed boys in the , , and tasks. Percentile distributions indicated these age-related differences across EF domains, with the most noticeable changes seen in working memory and cognitive flexibility. Inhibitory control followed a more gradual pattern. Variability between individuals decreases with age, suggesting increased cognitive stability in older preschoolers. This study provides preliminary normative data illustrating the developmental trajectory of executive functioning in Spanish preschool-aged children. These benchmarks offer a culturally relevant reference for school-based EF assessments and enable meaningful cross-national comparisons.
Cognitive disengagement syndrome has a contributory role in the association between inattention and eveningness chronotype in children and adolescents with ADHD.
Kardaş B, Kardaş Ö, Tahıllıoğlu A
Child Neuropsychol · 2026 Jun · PMID 42249890 · Publisher ↗
This study aimed to examine the associations between cognitive disengagement syndrome (CDS), chronotype, and Attention-Deficit/ Hyperactivity Disorder (ADHD) symptomatology in children and adolescents, and to identify wh...
This study aimed to examine the associations between cognitive disengagement syndrome (CDS), chronotype, and Attention-Deficit/ Hyperactivity Disorder (ADHD) symptomatology in children and adolescents, and to identify whether different ADHD presentations show distinct profiles in terms of CDS severity and chronotype preference. The sample included 99 children and adolescents aged 8 to 17 years, evenly divided into three groups: ADHD-inattentive presentation (ADHD-I; = 33), ADHD-combined presentation ( = 33), and typically developing controls (TDC; = 33). The assessment was conducted using the Schedule for Affective Disorders and Schizophrenia for School-Age Children. Turgay DSM-IV-Based Disruptive Disorders Rating Scale, Sluggish Cognitive Tempo Scale, Strength and Difficulties Questionnaire and Children's Chronotype Questionnaire were completed by mothers. There were significant group differences in CDS (F = 3.762, = 0.027) and chronotype (F = 4.709, = 0.011) scores. Post hoc analysis showed that the ADHD-I group had significantly higher eveningness scores compared to the TDCs ( = 0.014). CDS symptoms, particularly daytime sleepiness, were positively correlated with eveningness ( = 0.461, < 0.01). Linear regression analysis revealed that inattention was significantly associated with eveningness chronotype (B = 0.20, = 0.02), and CDS symptoms also emerged as a significant predictor (B = 0.20, = 0.003). Daytime sleepiness partially mediated the association between inattention and eveningness symptoms (B = 0.09, < 0.01), even after controlling for age and gender. The findings suggest that CDS symptoms, particularly daytime sleepiness, may play a contributory role in the association between inattention and eveningness chronotype in youth with ADHD. Incorporating chronotype and CDS features into clinical assessment may enhance understanding of attentional profiles and guide targeted behavioral or chronobiological interventions.
Neuropsychological outcomes in pediatric brain tumor survivors: contributions of sociocontextual factors.
Carruyo Soto YA, Buron L, Kang Dufour MS … +11 more , Dufour C, Longaud A, Kieffer V, Lamore K, Favré E, Karsenti L, Sultan S, Rondeau É, Desjardins L, Flahault C, Lopez C
Child Neuropsychol · 2026 Jun · PMID 42237867 · Publisher ↗
Pediatric Brain Tumor Survivors (PBTS) are at elevated risk of neurocognitive impairments. This study aims to assess the contribution of sociodemographic and family functioning variables on cognitive outcomes in PBTS in...
Pediatric Brain Tumor Survivors (PBTS) are at elevated risk of neurocognitive impairments. This study aims to assess the contribution of sociodemographic and family functioning variables on cognitive outcomes in PBTS in the context of medical factors. PBTS ( = 100; 47% female) were included in the study. They were on average 5.68 years old at diagnosis and were 6.25 years from diagnosis. Participant intelligence quotient (IQ) was measured using the full-scale IQ of the WISC-IV and WISC-V, and executive function using the BRIEF2 Global Executive Composite. Sociocontextual variables included: parental education, parental employment, and family functioning (measured via the Family Assessment Device). Medical factors considered included: child age at diagnosis, sex, time since diagnosis, tumor location, radiation field, chemotherapy and the Neurological Predictor Scale (NPS). Multivariable models were fit separately for the association between sociocontextual variables and the four neurocognitive outcomes adjusting for medical factors. Having two employed parents (betas ranged from 14.79 to 15.63 for WISC outcomes) and higher parental education (betas ranged from 11.98 to 14.72 for WISC outcomes) were significantly associated with better neurocognitive outcomes in PBTS. Better family functioning was associated with higher total IQ (betas ranged from -0.80 to -0.82). Associations were consistent in magnitude and direction when adjusted for medical factors. Findings shed light on the impact of sociocontextual variables on neurocognitive outcomes in PBTS, emphasizing a need for a more holistic, family-centered approach to survivorship care.
Understanding problematic media use in children and youth at risk for attentional difficulties: a comparative study of community, ADHD, and early neurological risk samples.
Lyon RE, Wanstall EA, Toplak ME … +1 more , Williams TS
Child Neuropsychol · 2026 Jun · PMID 42231044 · Publisher ↗
Children with attention difficulties are more susceptible to problematic media use (PMU). However, little consideration has been given to whether the risk of PMU varies based on the nature of attentional difficulties, na...
Children with attention difficulties are more susceptible to problematic media use (PMU). However, little consideration has been given to whether the risk of PMU varies based on the nature of attentional difficulties, namely whether children diagnosed with ADHD or difficulties that co-occur with early neurological risk are differentially related to PMU. The Problematic Media Use Measure (PMUM) was examined in three samples of parents with children aged 6-18: Community ( = 386), ADHD ( = 66) and early neurological risk ( = 65) samples, using a mixed-methods approach. Parents were given questionnaires to assess PMU and screen media use and impact, followed by semi-structured interviews with a subset of parents in the ADHD sample. Group comparisons used an age- and sex-matched subset ( = 36/group). Parents in the ADHD group reported higher PMU and more stress related to screen media use compared to both the Early Neurological Risk and Community groups. Parents in the ADHD group also reported significantly more negative and fewer positive impacts of screen media for their children compared to the Community group. Higher PMU was associated with older age in the Early Neurological Risk group ( = .26, = .04), and higher externalizing behavior in both clinical samples (ADHD, = .29, = .02; neurological, = .56, < .001). Thematic analysis of parent interviews yielded complementary themes, including unique challenges of screen use for children with ADHD. Clinical implications and future research directions are discussed.
Beyond core symptoms: the association between caregiver anxiety and ADHD symptom severity and metacognitive awareness in children.
Karaca BŞ, Alşen Güney S
Child Neuropsychol · 2026 Jun · PMID 42231035 · Publisher ↗
This study examined the association between caregiver anxiety, ADHD symptom severity, and metacognitive awareness in children with attention-deficit/hyperactivity disorder (ADHD), and evaluated whether metacognitive awar...
This study examined the association between caregiver anxiety, ADHD symptom severity, and metacognitive awareness in children with attention-deficit/hyperactivity disorder (ADHD), and evaluated whether metacognitive awareness mediates the relationship between caregiver anxiety and ADHD symptom severity. This cross-sectional study included children aged 7-17 years diagnosed with ADHD and their primary caregivers. Caregiver anxiety was assessed using the Beck Anxiety Inventory (BAI). Children's ADHD symptom severity was evaluated with the Atilla Turgay Disruptive Behavior Disorders Rating Scale, metacognitive awareness with the Junior Metacognitive Awareness Inventory (Jr.MAI), and overall clinical severity with the Clinical Global Impression - Severity scale (CGI-S). Group comparisons were conducted based on caregiver anxiety severity, and correlation, multiple regression, and mediation analyses were performed. Children of caregivers with higher anxiety severity exhibited significantly greater total ADHD symptom severity, particularly in hyperactivity and oppositional defiant symptoms. Metacognitive awareness was negatively correlated with ADHD symptom severity. In regression analyses, metacognitive awareness and CGI-S independently predicted ADHD symptom severity, whereas caregiver anxiety severity did not remain a significant predictor. Mediation analyses indicated that metacognitive awareness did not significantly mediate the relationship between caregiver anxiety and ADHD symptom severity. Caregiver anxiety is associated with increased ADHD symptom severity, particularly behavioral dysregulation domains. Although metacognitive awareness does not function as a mediator, its inverse association with symptom severity highlights its potential protective role. These findings underscore the importance of addressing both caregiver mental health and children's metacognitive skills in comprehensive ADHD interventions.
Clinical validity of Integrated Visual and Auditory Continuous Performance Test in identifying attention-deficit/hyperactivity disorder.
Chen PY, Su YY, Lin CH … +5 more , Chou WJ, Tsai CS, Li CJ, Lee SY, Wang LJ
Child Neuropsychol · 2026 May · PMID 42204859 · Publisher ↗
Neuropsychological assessments such as the Continuous Performance Test (CPT) and the Conners' Continuous Auditory Test of Attention (CATA) are frequently used to evaluate visual and auditory attention in individuals susp...
Neuropsychological assessments such as the Continuous Performance Test (CPT) and the Conners' Continuous Auditory Test of Attention (CATA) are frequently used to evaluate visual and auditory attention in individuals suspected of having attention-deficit/hyperactivity disorder (ADHD). The Integrated Visual and Auditory Continuous Performance Test (IVA-2 CPT) is a computerized assessment tool designed to measure both visual and auditory attention, as well as response control, in individuals aged six years and older. This study aimed to evaluate the discriminant validity of the IVA-2 CPT in identifying ADHD in children. A total of 152 children diagnosed with ADHD and 72 control participants were recruited from Kaohsiung Chang Gung Memorial Hospital. All participants completed the IVA-2 CPT, CPT, and CATA. Receiver operating characteristic (ROC) curve analysis was performed, and the area under the curve (AUC) was used to assess discriminant validity. Children with ADHD performed significantly worse on the IVA-2 CPT, with lower scores on the Attention Quotient (FSAQ), the overall and component scores of the Response Control Quotient (FSRCQ), and the Comprehension Index. The IVA-2 CPT demonstrated good discriminative validity (AUC = 0.76-0.82), comparable to the CPT-3 (AUC = 0.70-0.77) and superior to the CATA (AUC = 0.61-0.67). The IVA-2 CPT shows good discriminant validity in identifying ADHD in children, and validity remained consistent across subgroups stratified by age (≥10 years and <10 years) and gender. It appears to be a promising and reliable tool for the comprehensive assessment of visual and auditory attention in clinical settings.
Child opportunity and cognitive development in a clinically referred sample.
Loblein H, Nielsen J, Godfrey M … +6 more , Strong A, Gao Y, Walsh KS, Sepeta L, Gierdalski M, Berl MM
Child Neuropsychol · 2026 May · PMID 42178655 · Publisher ↗
This study examined associations between neighborhood context (quality of resources/conditions important for healthy child development) and IQ in youth presenting for neuropsychological evaluations. Participants included...
This study examined associations between neighborhood context (quality of resources/conditions important for healthy child development) and IQ in youth presenting for neuropsychological evaluations. Participants included 4,633 DC Metro Area youth (ages 2-22) who underwent neuropsychological evaluation. Neighborhood opportunity was assessed with the Child Opportunity Index (COI) 2.0 (Metro norms). Multiple regression analyses examined associations between COI and IQ and explored moderation of age, sex, and medical condition. Controlling for age, sex, and medical condition, neighborhood opportunity was positively associated with IQ, with the model accounting for approximately 10-14% of the variance in cognitive outcomes (full scale IQ: = 0.198; verbal IQ: = 0.202; non-verbal IQ: = 0.148, < 0.001). Age moderated the association between COI and cognitive outcomes (full scale IQ: = 0.005, = 0.018; verbal IQ: = 0.005, = 0.043; non-verbal IQ: = 0.005, < 0.001) with stronger association at older ages. Cognitive outcomes were associated with educational ( < 0.01) and social/economic ( < 0.001) but not health/environmental opportunity ( = 0.553). Children living in higher opportunity neighborhoods showed higher performance on measures of IQ. A child's neighborhood resources (especially educational and social/economic) are an important consideration when interpreting cognitive performance of children. These findings support the need for advocacy to improve community resources as a path toward addressing inequities that may impact cognitive development.
Dog-assisted therapy and motor coordination in children with autism spectrum disorder: an exploratory pre-post study.
Gnazzo M, Pisanò G, Hedili O … +7 more , Baldini V, Cesaroni CA, Esposito A, D'Onofrio T, Terracciano AM, Bargiacchi G, Carotenuto M
Child Neuropsychol · 2026 May · PMID 42178646 · Publisher ↗
Motor impairments are highly prevalent in children with autism spectrum disorder (ASD) and negatively affect daily functioning and participation. While animal-assisted interventions have shown benefits in social and emot...
Motor impairments are highly prevalent in children with autism spectrum disorder (ASD) and negatively affect daily functioning and participation. While animal-assisted interventions have shown benefits in social and emotional domains, their impact on motor coordination remains poorly investigated. This study aimed to evaluate whether a structured dog-assisted therapy (DAT) program was associated with changes in parent-reported motor coordination in children with ASD. We conducted a single-arm, exploratory pre-post study involving a 12-week DAT program delivered twice weekly. Thirty children with ASD (mean age 7.1 ± 1.8 years; 83% male) completed the intervention. Motor coordination was assessed at baseline (T0) and post-intervention (T1) using the Developmental Coordination Disorder Questionnaire (DCDQ). Within-participant changes were analyzed using paired statistical tests, with effect sizes reported. Mean DCDQ total scores increased from 18.5 ± 5.9 at T0 to 48.7 ± 11.0 at T1 (mean change = 30.2 points; 95% CI 26.9-33.4; < .001), corresponding to a very large effect size (Cohen's d = 3.45). Based on age-specific cutoffs, 57% of participants shifted from an "indicative/suspect" to a "typical" motor coordination range. Attendance was high, and no adverse events were reported. A 12-week dog-assisted therapy program was associated with marked improvements in parent-reported motor coordination in children with ASD. Although findings are preliminary and limited by the uncontrolled design and reliance on parent report, they support further evaluation of DAT in controlled trials incorporating objective motor outcomes.
Reliability and normative standards of CANTAB tests for cognitive assessment in Russian children and adolescents.
Ismatullina V, Deviaterikova A, Likhomanova E … +2 more , Kovaleva A, Malykh S
Child Neuropsychol · 2026 May · PMID 42117360 · Publisher ↗
The Cambridge Neuropsychological Test Automated Battery (CANTAB) is a widely used tool for cognitive assessment, yet its psychometric properties and normative standards for schoolchildren in non-English speaking countrie...
The Cambridge Neuropsychological Test Automated Battery (CANTAB) is a widely used tool for cognitive assessment, yet its psychometric properties and normative standards for schoolchildren in non-English speaking countries, including Russia, remain understudied. This study established test-retest reliability and age-stratified normative data for CANTAB in a Russian schoolchildren sample ( = 689, aged 7-17). Reliability analyses on a subsample ( = 101) showed good-to-excellent reliability for Spatial Working Memory (SWM errors, ICC = 0.72) and Reaction Time (RTI) accuracy, but poorer reliability for Stockings of Cambridge (SOC) planning measures. Analyses revealed minimal gender effects but robust age-related improvements across most cognitive domains, particularly in visuospatial working memory (SWM), recognition memory (SRM), and processing speed (RTI), reflecting the maturation of executive functions. These age-related differences align with international findings. This work provides the first comprehensive reliability and normative data for CANTAB in Russian schoolchildren. It validates the use of specific, reliable parameters (e.g. SWM errors) for clinical and research applications and supplies essential age-stratified norms for accurate cognitive assessment in this population.
Parental stress and social support: exploring the challenges of raising children with special needs.
Palavan O, Kahveci G
Child Neuropsychol · 2026 May · PMID 42095839 · Publisher ↗
This study examines the relationship between perceived social support and parental stress among parents of children with special needs, and evaluates how demographic factors influence this relationship. Social support, d...
This study examines the relationship between perceived social support and parental stress among parents of children with special needs, and evaluates how demographic factors influence this relationship. Social support, defined as the help, attention, understanding, and solidarity perceived from one's social environment, serves as a critical buffer against stress, particularly for parents of children with special care needs. Understanding whether higher perceived support reduces stress is vital for sustaining families' psychosocial well-being. A quantitative correlational survey design was used with a sample of 221 parents from various regions of Turkey. Data were collected using the Multidimensional Scale of Perceived Social Support and the Parental Stress Scale. Analyses included ANOVA for group differences and Pearson correlation for relational testing. Findings revealed a moderately negative, statistically significant correlation between perceived social support and stress ( = -0.54, < .001), indicating that higher perceived social support was associated with lower stress. Parents reporting low support reported the highest stress. Education and income were positively associated with perceived support and inversely related to stress, while no significant differences were observed by type of disability (Autism Spectrum Disorder, Intellectual/Learning Disability). These results highlight social support as a protective factor that mitigates parental stress. Strengthening support mechanisms within family-based intervention programs is recommended, particularly for families with lower levels of education and income. This study contributes to the literature on stress and support in families of children with special needs and offers valuable implications for social work, counseling, and special education policy.
Inhibitory control in children with ADHD, SLD, and comorbid conditions.
Rafikhah M, Pourmohamad SP
Child Neuropsychol · 2026 May · PMID 42089258 · Publisher ↗
This study aimed to provide a comprehensive comparison of inhibitory control performance among children with Attention-Deficit/Hyperactivity Disorder (ADHD), Specific Learning Disorder (SLD), and comorbid ADHD+SLD, relat...
This study aimed to provide a comprehensive comparison of inhibitory control performance among children with Attention-Deficit/Hyperactivity Disorder (ADHD), Specific Learning Disorder (SLD), and comorbid ADHD+SLD, relative to typically developing peers. It sought to clarify whether inhibitory control deficits are generalized across tasks or specific to distinct types of inhibition. A total of 120 children (30 per group; aged 9-11 years) participated. Three tasks assessed different facets of inhibitory control: the Stroop Color-Word Test (interference suppression), the Cued Go/No-Go Task (prepotent response inhibition), and the Stop-Signal Task (cancellation of ongoing responses). Analyses controlled for baseline processing speed. Findings revealed distinct inhibitory profiles. Children with ADHD showed broad deficits across all tasks, most pronounced in the Cued Go/No-Go Task, indicating a core weakness in prepotent response inhibition. The SLD group demonstrated slower reaction times, particularly in the Cued Go/No-Go Task in the initial analysis. Slower responses reflect both processing-speed deficits and potential differences in motor planning and execution. However, after statistically controlling for these general speed effects, the SLD group's profile revealed a specific and significant deficit only in interference suppression, with no core impairment in prepotent response inhibition or action cancellation. The comorbid ADHD+SLD group exhibited the most severe and pervasive deficits across all measures, exceeding single-diagnosis groups, suggesting a synergistic impairment. These results support the multidimensional nature of inhibitory control and highlight disorder-specific neurocognitive signatures. The findings underscore the need for differentiated assessment and intervention approaches targeting distinct inhibitory processes and processing-speed deficits, particularly in children with comorbid conditions.
Processing speed and inhibitory control in children with ADHD and their relationship with the symptoms of ADHD.
Sun L, Xiong Y, Wang J … +1 more , Zhao J
Child Neuropsychol · 2026 May · PMID 42087772 · Publisher ↗
Attention Deficit/Hyperactivity Disorder (ADHD) is a prevalent neurodevelopmental disorder characterized by persistent patterns of inattention, hyperactivity, and impulsivity that impair functioning across multiple domai...
Attention Deficit/Hyperactivity Disorder (ADHD) is a prevalent neurodevelopmental disorder characterized by persistent patterns of inattention, hyperactivity, and impulsivity that impair functioning across multiple domains. While deficits in inhibitory control and processing speed are well-documented in ADHD, the precise neurocognitive mechanisms underlying these impairments and their specific relationships with ADHD symptom dimensions remain poorly understood. This study examined distinct profiles of processing speed and inhibitory control at the subcomponent level in 41 children with ADHD compared to 45 typically developing peers. Specifically, processing speed was dissociated into perceptual and verbal components, assessed via a visual recognition task (based on the theory of visual attention) and a rapid digit naming task, respectively. Inhibitory control was fractionated into response and interference inhibition, separately evaluated via go/no-go and flanker tasks. ADHD symptoms were assessed using the Swanson, Nolan, and Pelham rating scale IV. Results indicated that children with ADHD exhibited significantly lower verbal processing speed and impaired interference inhibition. Given significant correlations among these cognitive subcomponents and inattentive symptom, four mediation models were tested. Notably, only the model in which verbal processing speed mediated the relationship between interference inhibition and inattention was significant, suggesting that distinct cognitive deficits interact differentially to shape the clinical presentation of ADHD. These findings provide novel insights into the cognitive mechanisms underlying ADHD and have important implications for developing targeted cognitive interventions.
Executive functions as mediators of theory of mind performance in children with attention-deficit/Hyperactivity disorder.
Pineda-Alhucema W, Rua-Montaño NA, Aristizabal-Diazgranados ET … +1 more , Escudero-Cabarcas J
Child Neuropsychol · 2026 May · PMID 42077023 · Publisher ↗
Executive functions (EF) and theory of mind (ToM) are frequently impaired in attention-deficit/hyperactivity disorder (ADHD). Due to their close neurocognitive relationship, it is important to determine the extent to whi...
Executive functions (EF) and theory of mind (ToM) are frequently impaired in attention-deficit/hyperactivity disorder (ADHD). Due to their close neurocognitive relationship, it is important to determine the extent to which EF mediates ToM performance in this population. The present study analyzed the mediating role of EF in ToM among children diagnosed with ADHD. A clinical group of children with ADHD ( = 63) was compared to a group of typically developing peers ( = 63) matched by age and gender. All participants completed standardized measures of EF and ToM. Group differences and mediation models were examined. Results demonstrated that children with ADHD performed significantly lower than their peers in most EF domains and across all ToM tasks. Working memory and selective attention were the strongest predictors of ToM performance, accounting for 16.8% to 51.8% of the variance in different ToM components. Ten mediation models confirmed partial mediation, with indirect effects accounting for 15.8% to 37.8% of the total effect in most models. In some models, such as Perspective Taking and Second-Order Emotion Attribution, indirect effects exceeded 50%, indicating a more substantial role of EF. Nevertheless, a considerable portion of the effect remained unexplained by EF alone. These findings indicate that EF, particularly working memory and selective attention, play an important but not exclusive role in ToM performance in ADHD. This pattern supports a multidimensional understanding of ToM and emphasizes its relevance for neuropsychological assessment in ADHD.
Bibliometric analysis of visual-motor integration skills in early childhood.
Çay ME, Sağlam M, Tok Y … +3 more , Kapkın İçen B, Arıkan AN, Çelik OT
Child Neuropsychol · 2026 May · PMID 42070978 · Publisher ↗
This study aimed to analyze 490 existing studies on visual-motor integration in early childhood using bibliometric methods and to reveal the accumulated knowledge, research orientation, and thematic areas in this field o...
This study aimed to analyze 490 existing studies on visual-motor integration in early childhood using bibliometric methods and to reveal the accumulated knowledge, research orientation, and thematic areas in this field of research. The data were obtained from the Web of Science Core Collection database and analyzed using Bibliometrix (Rpackage) and VOSviewer software. Our findings indicate that research on visual-motor integration in early childhood spans approximately 40 years and has shown an uneven but overall increasing trend since 2010, with an annual growth rate of 6.49%. Our analyses indicate that the most productive countries in terms of publications are the United States and China. Thematic analysis revealed that intelligence, psychomotor performance, grip strength, academic achievement, autism, and handwriting fluency are the main research areas of the study. When examining the most recent topics studied, themes such as developmental coordination disorder, obesity, self-regulation, physical activity, early childhood education, mental disability, and hand-eye coordination emerged. Our study emphasizes the interdisciplinary nature of visual-motor integration skills in early childhood and highlights the importance of focusing on these skills because they play a critical role in developmental stages.
Naming speed in children with and without cognitive disengagement syndrome and associations with reading comprehension.
OConnell D, Martinez AC, Miller MC … +3 more , Tamm L, Epstein JN, Becker SP
Child Neuropsychol · 2026 Apr · PMID 42021512 · Publisher ↗
This study tested whether children with and without elevated cognitive disengagement syndrome (CDS) symptoms differ in naming speed and explored whether naming speed moderates the association between CDS and reading achi...
This study tested whether children with and without elevated cognitive disengagement syndrome (CDS) symptoms differ in naming speed and explored whether naming speed moderates the association between CDS and reading achievement. Based on teacher ratings, participants were children with clinically elevated CDS ( = 107) and sex- and grade-matched peers without elevated CDS ( = 104). Teachers also completed ratings of ADHD inattentive symptoms, and children were administered the Rapid Automatized Naming and Rapid Alternating Stimulus (RAN/RAS) Tests, the Reading Comprehension subtest of the Wechsler Individual Achievement Test, Third Edition (WIAT-III), and the Processing Speed Index of the Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV). Children with elevated CDS symptoms had slower naming speed than their peers across most RAN/RAS Tests. Specifically, compared to children without CDS, children with elevated CDS had significantly lower scores in RAN Objects, RAN Numbers, RAN Letters, RAS 2-Set, and RAS 3-Set (s = 0.31-0.50). Effects for RAN Numbers, RAN Letters, and RAS 3-Set were robust to control of family income, ADHD medication use, processing speed, and ADHD inattentive symptom severity. RAS 3-Set scores moderated the association between CDS and WIAT-III Reading Comprehension scores such that CDS status was associated with poorer reading comprehension performance only at low (slower) and mean naming speed performance but not at high (faster) performance. This study provides new evidence linking CDS to slower naming speed performance beyond demographic characteristics, processing speed, and ADHD symptoms. Findings suggest that naming speed may be deficient in children with CDS, which may exacerbate reading difficulties. Implications for assessment and intervention as well as recommendations for future research are discussed.
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