Working Memory Against Neuropsychological And Behavioral Profiles in Children with Neurodevelopmental Disorders

Background: Very few studies have attempted to investigate working memory (WM) in neurodevelopmental disorders (NDD). This study seeks to profile WM in children with NDD against their matched, typically developing children (TDC), all belonging to high socioeconomic status (SES) families. Secondary assessment of gender differences, if any, was also attempted. Profile analysis of certain domains in neuropsychological and behavioural functioning for the children is delineated. Methodology: The study employed a cross-sectional 2-group comparison design by drawing a purposive sample of 84 children (42 in each group of NDD and TDC) in 6 to 8 years from across Bangalore city, India. We recruited the groups by matching them on intelligence, developmental skills, and SES. Assessment of WM was using verbal and visual n-back and spatial span tasks. Results: The study depicted significant differences between the children of the groups in accuracy scores for the tasks. Errors from the n-back tasks showed significant differences, mostly in omission errors. We reported effect size and the probability of superior (PS) outcomes. We did not observe gender differences in the NDD group. Although, we have highlighted differences in profiles of neuropsychological and behavior functions between the groups. Discussion: This dwells on the aspects that might have caused WM's observed deficits and explains the differences in these children's neuropsychological and behavior profiles. Conclusion: WM differs significantly between children with NDD and TDC. However, we have not found differences in WM performance and gender in the NDD group.

Investigation of distinctive characteristics of children with specific learning disorder and borderline intellectual functioning

Abstract Background Borderline intelligence function (BIF) and specific learning disorder (SLD) are common diagnoses in children who are brought up for learning problems and school failure. Objective The aim of our study was to determine whether there were distinctive aspects of cognitive testing routinely used in evaluating SLD and BIF and investigate emotion regulation skills and minor neurologic symptoms. Method Sixty children (30 SLD and 30 BIF) who are currently attending primary school are selected for study. Visual Aural Digit Span Test - Form B, Gessel Figure Drawing Test, Bender Gestalt Visual Motor Perception Test, WISC-R, Emotion Regulation Scale (ERS) and Neurological Evaluation Scale (NES) was administered. Results There was no statistically significant difference between groups in cognitive tests. The emotional regulation ability measured by the emotional regulation subscale was better in the SLD group than the BIF group (p = 0.014). In the NES, sensory integration (p = 0.008), motor coordination (p = 0.047) and other (p < 0.001) subscales showed higher scores in the BIF group. Discussion It has been shown that cognitive tests don't have distinguishing features in the evaluation of SLD and BIF. Emotion regulation subscale score of ERS and sensory integration, motor coordination, and total scores of NES can be used in both discrimination of groups.

Phonological Awareness And Global Visual Spatial Ability Among Malay Speaking Children With Specific Learning Disorder With Dyslexia

@#Children with Specific Learning Disorder (SLD) faces challenges in academic areas and are often negatively labelled. The learning problems in SLD children were mainly due to poor phonological skill but not much was known about the contribution of visuospatial difficulties. Therefore, this study aims to determine the relationship between phonological awareness skills and global visual-spatial abilities among Malay speaking children with SLD, and to compare children with SLD and typical readers on intellectual functioning, phonological awareness and global visual-spatial ability. An equal number of typical readers (n = 36) and children with SLD were recruited. Data were coded and analysed using Kendall’s Tau-b, independent samples t-test and Mann-Whitney U test. Results showed phonological skills have strong negative correlation with global visual-spatial ability (r = .55). The typical readers have significantly higher IQ and better phonological skills and better global visual-spatial skills as compared to the group with SLD. However, there is no conclusive evidence due to specificity of more than one area measured by the assessment tools. Nevertheless, it provides a direction for future research to look into global visual-spatial aspects of SLD to aid in educational instruction in the future, in addition to the long-standing phonology deficit theory.

Wavelet based features of EEG power spectra analysis in children with borderline intellectual functioning / 中华行为医学与脑科学杂志

Objective@#To investigate the features of absolute electroencephalogram (EEG) power spectra in children with borderline intellectual functioning (BIF) as well as their correlation with cognitive function and behavioral problems.@*Methods@#30 children with borderline intellectual functioning and 42 typical developing children (TDC) were recruited in this study. All of them underwent the Chinese Revised Wechsler Intelligence Scale for Children (C-WISC) and their behavioral problems were assessed according to the Conners’ Parent Symptom Questionnaire (PSQ). Resting EEG of 128 electrodes were recorded when the participants closed their eyes and analyzed using wavelet transform to assess the absolute power of alpha, beta, theta, gamma and theta/beta ratio (TBR).@*Results@#(1)PSQ scores of BIF (conduct problems(0.78±0.16), learning problems(1.53±0.14), psychosomatic disorder(0.17±0.04), impulsivity-hyperactivit(1.13±0.14), anxious(0.52±0.08), hyperactivity inde(1.04±0.10))were higher than TDC(conduct problems(0.21±0.03), learning problems(0.35±0.05), psychosomatic disorder(0.07±0.02), impulsivity-hyperactivit(0.27±0.05), anxious(0.26±0.03), hyperactivity index(0.25±0.04)), and the difference was statistically significant(P<0.05). (2)alpha band: the main effects of the two groups on the left and right hemisphere (F=14.44, P<0.01)and the anterior and posterior hemispheres (F=29.54, P<0.01) were significant.The interaction effect between the left and right hemisphere and the anterior and posteriorm hemispheres was significant(F=8.55, P<0.01). The activity of the alpha wave was significant in the right posterior hemisphere.(3)The main effects of the two groups on the left and right hemispheres (F=6.49, P=0.01)and the anterior and posterior hemispheres(F=8.01, P=0.01) were significant.The two groups had significant interaction effects between the left and right hemisphere and the type(F=5.84, P=0.02). The interaction between the left and right hemisphere and anterior and posterior hemispheres was significant(F=10.51, P<0.01). The activity of the right anterior and right posterior parts was more significant.(4)delta band: the main effects of the two groups were significant in the anterior and posterior hemispheres(F=11.15, P<0.01), and the activities in the anterior hemisphere were larger than those in the posterior hemisphere.(5)TBR: the main effects of the two groups were significant in the anterior and posterior hemispheres(F=4.80, P=0.03). The TBR of the two groups was statistically significant in the right hemisphere(t=2.61, P=0.01).@*Conclusion@#The TBR activity of BIF on the right was higher than TDC.The increased TBR activity in the right hemisphere of BIF may be a neurobiological basis for cognitive impairment such as adaptive behavior disorder and executive function.

Necesidades específicas de apoyo educativo en el alumnado con capacidad intelectual límite: aspectos para su intervención psicopedagógica / Specific needs in educational support for students with borderline intellectual capacity: factors for psychoeducational intervention

Los niños y niñas con capacidad intelectual límite presentan unas necesidades específicas de apoyo educativo. Estas están centradas en el desarrollo de la memoria de trabajo con sus asociaciones a lo perceptivo-atencional y al lenguaje, así como en la mejora de los aprendizajes lectoescritor y de razonamiento matemático, debiendo ser reforzado su pensamiento estratégico. En este artículo, se hace un primer acercamiento conceptual y definitorio de la capacidad intelectual límite, situándolo en un ámbito psicopedagógico, estableciendo de forma general sus posibles dificultades de aprendizaje. En una segunda parte, se determinan las necesidades específicas que este alumnado plantea, haciéndose algunas consideraciones sobre la evaluación psicopedagógica las cuales se encuentran fundamentadas en el conocimiento del caso (alumno y contextos), mediante una propuesta de adecuación a ese alumno y con objetivos de compensación y favorecimiento del desarrollo de sus capacidades. Por último, de acuerdo al análisis de la revisión teórica, se concluye que la intervención psicopedagógica en el alumnado con capacidad intelectual límite debe realizarse desde un análisis profundo y riguroso de sus características personales y de contexto. De este modo, los resultados de la evaluación psicopedagógica se convierten en necesidades específicas de apoyo educativo. Todo ello en un ámbito de inclusión social y educativa y desde criterios de normalización.

Children with borderline intellectual functioning present specific needs of educational support. These are focused on the development of work memory associated with perception, attention and language, as well as the improvement of reading and writing skills and mathematic reasoning, enhancing strategic thinking. This paper attempts to provide a general conceptual framework about borderline intellectual functioning, from an educational psychology approach, establishing thus possible learning difficulties from a general perspective. Moreover, the specific needs experienced by these students are determined, taking into account some considerations about psychoeducational assessment that are based on case study (student and contexts), through an educational proposal for this student, which includes compensation objectives and strengthening of their capacities. Finally, according to the literature review, it is concluded that psychoeducational intervention on students with borderline intellectual functioning, must be carried out from a thorough analysis of their personal and contextual characteristics. In this way, the results of psychoeducational assessment become specific needs of educational support, in a framework of socio-educational inclusion and standardization criteria.

Behavioral problems and executive functioning characteristics in children with borderline intellectual functioning and attention deficit hyperactivity disorder / 中华行为医学与脑科学杂志

Objective To investigate the behavioral problems,intellectual ability and executive functioning characteristics as well as their correlations in children with borderline intellectual functioning (BIF) and attention deficit hyperactivity disorder (ADHD).Methods 60 children with BIF,60 children with ADHD and 60 typical developing children (TDC) participated this study.Parental report measures of behavioral problems were administrated using the Conners' Parent Symptom Questionnaire (PSQ) and Achenbach Children Behavior Checklist Scale (CBCL).All the participants performed the Chinese Revised Wechsler Intelligence Scale for Children (C-WISC) and a neuropsychological test named integrated visual and auditory continuous performance test (IVA-CPT).Comparison of cognitive profiles and correlation between psychological features were carried out to test the differences and commons among the groups.Results (1) Behavioral problems:the children with BIF had higher scores(3.68±2.85) in withdrawal factor than the children with ADHD (2.82±2.24) and TDC (1.03± 1.59).The children with ADHD had higher scores in conduct,impulsivity,aggressive and delinquent behavior than the children with BIF and TDC.The children with BIF/ADHD had higher scores in learning,anxiety,depression,somatic complaint and hyperactivity than the TDC.(2) Executive functioning:the children with BIF had more visual omission error (12.17± 10.48) than the children with ADHD (6.95±7.20) and TDC (2.33±2.48).The children with BIF and ADHD had lower auditory accuracy and higher visual reaction time,visual/auditory response variability,visual/auditory misrepresentation and auditory omission numbers than the TDC.These was no group difference in auditory reaction time.(3) Correlation analysis:intellectual ability was correlated with behavior problems and neurophysiological index such as conduct,learning,impulsivity,anxiety,depression factors,visual/auditory accuracy,visual reaction time and visual/auditory response variability.Conclusion BIF and ADHD are associated with poor executive functioning and increased behavior problems.The cognitive deficit may be a marker of vulnerability of poor academic and social outcomes in children with BIF and/or ADHD.

Factors Associated with Disclosure of Sexual Abuse of Children and Adolescent Victims

OBJECTIVES: The purpose of this study was to analyze the factors related to the disclosure patterns of sexual abuse in children and adolescent victims. METHODS: A sample of 153 children and adolescents who visited the Sunflower children's Center (Incheon) between January 1, 2011 and December 31, 2012 were analyzed. The medical records of the victims were reviewed retrospectively. RESULTS: Ninety (58.8%) subjects made a disclosure of sexual abuse voluntarily. The revelation was most commonly made to a parent. The severity and duration of sexual abuse were related to the disclosure patterns. In addition, the group that displayed below average intelligence, particularly subjects in the group with borderline intellectual functioning, tended to disclose their history of abuse less voluntarily than the subjects with normal intelligence. CONCLUSION: The current study provides insight into the factors that affect disclosure patterns in children and adolescent sexual abuse victims. To prevent sexual abuse, we suggest that special legal assistance and social concern be required for children and adolescents with borderline intellectual functioning.

Desempenho cognitivo de crianças e jovens com transtorno do déficit de atenção e hiperatividade / Cognitive performance of children and youth with attention deficit hyperactivity disorder

O presente artigo teve como objetivo comparar os resultados do desempenho cognitivo de crianças e jovens diagnosticados com os diferentes subtipos do Transtorno do Déficit de Atenção e Hiperatividade (TDAH) na Escala de Inteligência Wechsler para Crianças (WISC-III). Foram analisados dados dos registros de 24 prontuários de crianças e jovens entre 06 e 14 anos, ambos os gêneros, cursando ensino fundamental, que foram diagnosticados com TDAH subtipos desatento e combinado. Os resultados apontaram que o desempenho obtido pelo grupo subtipo combinado foi melhor em relação ao grupo subtipo predominantemente desatento em todos os QIs e índices fatoriais avaliados, embora com diferença significativa apenas em relação ao QI Verbal, QI Total, Índice de Compreensão Verbal e Índice de Resistência a Distração. Tais resultados sugerem que crianças/jovens com TDAH subtipo combinado apresentam melhores resultados no WISC III em relação ao subtipo desatento

This article aims to analyze and describe the results of cognitive performance of children and young people diagnosed with different subtypes of Attention Deficit Disorder and Hyperactivity (ADHD) in Wechsler Intelligence Scale for Children (WISC-III). We analyzed data from 24 records of children and young people between 06 and 14 years, both sexes, attending elementary school, who were diagnosed with ADHD. The results showed that the performance of the combined subtype group was better than combined subtype group in all IQs and factor indexes evaluated, albeit with significant differences only in relation to verbal IQ, total IQ, verbal comprehension Index and Resistance to Distraction Index