[Comparison of psychometric and pathopsychological approaches in the assessment of intellectual activity in children and adolescents with progressive forms of schizophrenia]. / Sopostavlenie psikhometricheskogo i patopsikhologicheskogo podkhodov v otsenke intellektual'noi deyatel'nosti u detei i podrostkov s progredientnymi formami shizofrenii.

OBJECTIVE: To study the intellectual activity of children and adolescents with progressive forms of schizophrenia using quantitative and qualitative diagnostic methods. MATERIAL AND METHODS: An experimental group consisted of 67 children and adolescents (mean age 11.1±2.8 years) with mental pathology of schizophrenia spectrum with varying severity of the disease (malignant, progressive, and low progressive course) and leading clinical syndromes (catatonic, psychopathic, neurosis-like, and hyperkinetic). A control group included 63 children and adolescents (mean age 11.1±3.0 years) without a verified psychiatric diagnosis, secondary schools' students. The Wechsler Intelligence Scale for Children (WISC) was used for assessing intelligence, the Design of objects method was used for assessing the characteristics of thinking. RESULTS: The relationship between thinking disorders and the parameters of verbal intelligence in patients with schizophrenia was shown (the Information subtest is related to all Object Construction parameters, r=0.401 to r=0.634; verbal IQ score is associated with some Object Construction scores, r=0.541 to r=0.537). In the control group, such a relationship was not noted. A decrease in the level of intelligence and severe thinking disorders is associated with such clinical factors as the malignant course of the disease (mean Full IQ score is 60.1, z-value of the coefficient of standardization in relation to the age norm is -2.1) and catatonic syndrome (mean Full IQ score is 68.1, coefficient of standardization is 60%). CONCLUSION: The use of psychometric and pathopsychological approaches in the diagnosis of intellectual activity complements each other.

[Psychological diagnosis of cognitive dysontogenesis]. / Psikhologicheskaia diagnostika kognitivnogo dizontogeneza.

The article discusses a systematic clinical and psychological approach to different types of impaired cognitive development in children and adolescents with mental disorders in the context of the concept of cognitive dysontogenesis. The authors describe the types of cognitive dysontogenesis in schizophrenic and autistic spectrum disorders and present two models of its estimation: with complex psychometric and pathopsychological diagnosis and with a support on pathopsychological diagnosis of cognitive development only. Special attention is paid to domestic techniques developed in MHRC, which classify the types of cognitive dysontogenesis in children and adolescents with different disorders of mental development without reliance on psychometric indicators. The developed model of cognitive development profiles allows to make a conclusion about a typical picture of cognitive disorders in different versions of mental pathology.

[On the problem of psychological (psychometric) diagnosis of intelligence in children with developmental disorders]. / Psikhometricheskaia otsenka intellekta u deteĭ s narusheniiami psikhicheskogo razvitiia.

A review includes the following sections corresponded with methods of investigation and groups of patients: Wechsler test for atypical autism and schizophrenia; Psycho Educational Profile (PEP) in endogenous mental pathology, the Kaufman Test of Educational Achievement in children schizophrenia, Edinburgh Picture Test in mental dysontogenesis. The results of the studies in these fields are presented.

[Variants of cognitive development in children and adolescents with different forms of schizophrenia].

OBJECTIVE: To explore cognitive disorders in children and adolescents with schizophrenia from the perspective of cognitive dysontogenesis concept, assess severity and specificity of cognitive deficits and identify variants of the dynamics and types of cognitive development. MATERIAL AND METHODS: Three diagnostic groups of patients were studied: 1) childhood onset schizophrenia, 2) schizotypal disorder, and 3) other types of schizophrenia. RESULTS AND СONCLUSION: There was a predomination of cognitive development types, named cognitive dysontogenesis, which structure was determined by a combination of the dynamics of cognitive development and severity of cognitive deficits. Severity and type of the dynamics of cognitive deficits were associated with the diagnosis and cognitive process.

[Differences in the EEG synchrony between healthy children and adolescents and patients with schizophrenia].

In this paper, we have used a method for EEG synchrony estimation (an analysis of correlation synchrony of EEG. EEG recording was performed in a group of children and adolescents, aged 8-15 years, normal group (n=40) and schizophrenic group (n=30). One of the basic features of the integrated EEG picture is the presence of a pathology of extended zones of sharply lowered EEG-synchrony dividing the local and isolated areas in frontal and occipital regions, mainly of normal or sometimes raised synchrony. Also, there were significant correlations of synchrony estimates with memory and attention. The results obtained are in line with the theory of disintegration of cortical electrical activity in schizophrenia spectrum disorders. It is important that the used method provides the high reliability (up to 100%) of the differentiation between normalcy and a pathology.