bluuebunny/crossref_metadata_2025_split huggingface dataset:
A - 33 Impact of Cognitive Stimulation Therapy on Neuropsychiatric Symptoms and Everyday Functioning in a Veteran Sample
Authors: Marceaux Janice C , Talamantes Melissa A 
Published: September 2024

Abstract

Objective
Cognitive stimulation therapy (CST) is a well-supported nonpharmacological intervention, found to improve or maintain global cognition, daily functioning, and quality of life with persons with dementia. There are fewer studies assessing the effect of CST on neuropsychiatric symptoms; however, pilot studies have identified improvement in depression and anxiety in studies of persons with Alzheimer’s disease. The purpose of this program evaluation was to evaluate the impact of CST on neuropsychiatric symptoms and everyday functioning is a veteran sample.

Method
Twenty-six male veterans diagnosed with cognitive disorder (84.6% dementia, 15.4% mild cognitive impairment) completed a 7-week CST program. The sample was diverse (46.2% White/Caucasian, 42.3% Hispanic/Latino, 7.7% Black/African American; 38.5% bilingual). Most frequent etiologies included mixed (26.8%), Alzheimer’s (23.1%), and vascular (19.2%). Ages ranged from 43–86 (M = 74.5; SD = 7.6). Pre-group/post-group assessment included Geriatric Depression Scale-Short Form (GDS-SF), Geriatric Anxiety Inventory (GAI), Neuropsychiatric Inventory (NPI-informant), Everyday Cognitive (ECOG), and Texas Functional Living Scale (TFLS). Analyses included paired-samples t-test and Wilcoxon signed-rank test.

Results
Post-group GAI scores were significantly lower (Median = 1) than pre-group scores (Median = 3), z = −2.574, p = 0.01, r = −0.515. There were no significant declines or improvements across other measures of neuropsychiatric symptoms. Measures of IADLs/everyday functioning also remained stable.

Conclusions
Consistent with prior studies, CST was effective in reducing anxiety symptoms of veterans with cognitive disorders. While measures of everyday functioning did not improve, performance and informant-report remained stable. CST presents a unique opportunity to impact both cognition and neuropsychiatric symptoms that may cause significant distress in veterans with dementia and their caregivers.
A - 34 CBT Improves Cognitive Functioning in ADHD, Mixed Type
Authors: Constantinou Marios 
Published: September 2024

Abstract

Objective
To further expand on previous smaller study (with 25 participants) that found that children with ADHD, Mixed Type, improved their cognitive functioning after 12 weeks of CBT.

Method
In the current study 68 children (20 girls) diagnosed with ADHD, mixed type, between the ages of 9 and 12 (M = 10.25, SD = 1.88) were assessed with the WISC-V, CBCL, TEA-Ch2, and CPT-2, clinical interview with parents and teachers before the beginning of CBT. The same assessment was repeated 14 weeks later, following 12, weeks of individualized CBT. CBT included thought restructuring, impulse control exercises, relaxation techniques, and mindfulness exercises.

Results
Average Based Change (ABC) was employed and significant improvements, with large Cohen’s d (&gt;. 80) effect size, were detected for Working Memory, Hyperactivity, Externalizing Behavior, Impulsivity, Selective, Sustained, and Everyday Attention. Ratings, during interviews, by teachers, psychologists, and parents agreed also that there was a significant clinical improvement.

Conclusion
In agreement with the first study, and other literature, CBT seems to be an important tool in helping significantly children with ADHD, Mixed Type, improve in behavior and cognitive functioning. More studies with younger and older children are needed to cement the utility of CBT with children and teens.
A - 37 ADHD-Related Hyperactivity and Impulsivity: Distinct or Overlapping Dimensions?
Authors: Greenwood Nicole , Kibby Michelle Y 
Published: September 2024

Abstract

Objective
It is debated whether hyperactivity and impulsivity should remain combined within the (DSM) hyperactivity/impulsivity domain or be separated. To address this dispute, we sought to determine whether hyperactivity and impulsivity are differentially related to executive functioning (EF), a common deficit area in ADHD.

Method
Participants included 120 children (ages 8–11; 89.9% White; 51.6% girls) from a community sample tested in a laboratory setting. To be included, they must have ADHD (59.4%) or be typically developing (40.6%). Hyperactivity and impulsivity scales were created from symptoms from a parent-report Behavior Assessment System for Children and DSM-IV questionnaire, ADHD section. The Behavior Rating Inventory of Executive Functioning (BRIEF) Working Memory scale (WMsc) and the Children’s Memory Scale Picture Locations (visuospatial sketchpad), Numbers Forward (phonological loop), and Sequences (central executive) subtests were used to assess working memory (WM). Inhibition was assessed with the BRIEF Inhibition scale (Isc) and A Developmental Neuropsychological Assessment (NEPSY) Tower Rule Violations (RV). Emotional control (EC) was measured with the BRIEF’s EC scale.

Results
Confirmatory linear regressions (SPSS Enter method) with all EF measures as IVs revealed Isc and WMsc were significant predictors of impulsivity [F(7,120) = 24.85, p &lt; 0.001]. For hyperactivity [F(7,120) = 21.40, p &lt; 0.001], WMsc, Isc, and RV were significant predictors. Exploratory analyses revealed WMsc was related to hyperactivity in controls but impulsivity in ADHD.

Conclusions
Similarities and differences were found between hyperactivity and impulsivity in relation to EF. Whereas inhibition was similarly related to hyperactivity and impulsivity, WM’s relationships were dissociable between groups. Hence, further research is needed, including areas affected in ADHD besides EF.
A - 40 Food Insecurity Is Associated with Serious Cognitive Difficulties among Adolescents with Attention-Deficit/Hyperactivity Disorder and Learning Disabilities
Authors: Iverson Ila A , Nyberg Gisela 
Published: September 2024

Abstract

Objective
Youth with neurodevelopmental disorders, such as attention-deficit/hyperactivity disorder (ADHD) and learning disabilities (LD), experience cognitive difficulties in their daily lives. Food insecurity, a public health problem, disproportionately affects youth with neurodevelopmental disorders and is associated with mental health and academic functioning. We examined the association between parent-reported food insecurity and cognitive difficulty among youth after adjusting for factors associated with cognitive difficulty.

Methods
The 2022 National Survey of Children’s Health, conducted in the United States, is designed to provide parent-reported information on the health and well-being of children and adolescents. Associations between cognitive difficulty, food insecurity, adverse childhood experiences (ACEs), psychiatric conditions, flourishing, receiving federal assistance, and low socioeconomic status were analyzed using binary logistic regressions.

Results
There were 6422 youth (aged 6–17) with ADHD and/or LD (63.4% boys). Around half had parent-reported serious cognitive difficulties (50.5%). A third (31.9%) were reported to have mild food insecurity and 6.7% had moderate/severe food insecurity. In the multivariable model [χ2(6) = 1138.25, p &lt; 0.001; Nagelkerke R2 = 0.22], food insecurity [Odds Ratio (OR) = 1.21; 95% confidence interval (CI) = 1.07–1.34)] was an independent predictor of serious cognitive difficulty, in addition to ACEs (OR = 1.121, 95%CI = 1.075–1.168), anxiety or depression (OR = 2.279, 95%CI = 2.041–2.545), flourishing (OR = 0.473, 95%CI = 0.442–0.505), and free or reduced school meals (OR = 1.244, 95%CI = 1.108–1.397).

Conclusion
Food insecurity was independently associated with parent-reported cognitive problems among youth with ADHD and LD. Better understanding the mechanisms that underlie the associations between food insecurity, other social determinants of health, and cognitive difficulties can facilitate the development of targeted, evidence-informed interventions to bolster functional and academic outcomes for youth with neurodevelopmental disorders.
A - 41 Serious Cognitive Difficulties Are Associated with Food Insecurity after Adjusting for Adverse Childhood Experiences among Adolescents in the United States
Authors: Iverson Ila A , Nyberg Gisela 
Published: September 2024

Abstract

Objective
Food insecurity, a public health problem, is associated with worse academic and mental health outcomes in adolescents. Correlates of cognitive difficulty among adolescents include neurodevelopmental disorders, psychiatric conditions, and adverse childhood experiences (ACEs). We examined the association between parent-reported food insecurity and cognitive difficulties, after statistically adjusting for neurodevelopmental disorders, psychiatric conditions, and ACEs.

Methods
The 2021 National Survey of Children’s Health is a parent-reported survey of youth in the United States that addresses their physical and emotional health. Associations between cognitive difficulty, food insecurity, neurodevelopmental and psychiatric conditions, and ACEs were examined using chi-squared tests and binary logistic regressions.

Results
Participants were 13,448 adolescents (aged 13–17; 48% girls), and 13.5% had parent-reported cognitive difficulties (14.7% of boys and 12.2% of girls). Among those with cognitive problems, 95% had a diagnosis of a neurodevelopmental or psychiatric condition. In the total sample, 21.7% were rated as having mild food insecurity and 3.4% had moderate–severe food insecurity. ACEs were associated with food insecurity and cognitive difficulties. Binary logistic regressions examined the associations between food insecurity and cognitive difficulties after statistically adjusting for sex, ACEs, and neurodevelopmental and psychiatric conditions [χ2(4) = 3941.339, p &lt; 0.001; Nagelkerke R2 = 0.465]. Food insecurity was independently associated with cognitive difficulty (Odds Ratio = 1.28; 95% confidence interval = 1.15–1.42).

Conclusion
Food insecurity was associated with serious cognitive difficulty among adolescents in the United States after adjusting for sex, neurodevelopmental or psychiatric conditions, and ACEs. It is important to better understand the correlates of cognitive difficulties among adolescents to bolster precision care designed to support youth with these difficulties.
A - 43 Neuropsychological Profile of MED13L Syndrome: a Rare Genetic Disorder
Authors: Rowcliffe Stacey A , Culotta Vincent P , Griffith Kirk 
Published: September 2024

Abstract

Objective
This study examined the neuropsychological profile of a child with Mediator complex subunit 13-like gene (MED13L) syndrome, a rare developmental disorder (1 of 100,00). The MED13L gene provides protein instructions for control of cell growth and repression of cell cycle target genes. MED13L syndrome is known for intellectual disabilities, congenital heart defects, hypotonia, developmental delays, and distinctive facial features. Autism spectrum characteristics may be evident in children with MED13L.

Method
This single-subject design examines an 8-year-old, 2nd grade female referred for neuropsychological assessment secondary to significant neurodevelopmental delays related to MED13L syndrome. Assessment goals included identification of strengths and weakness, intervention guidance, educational planning, and family education.

Results
Results were consistent with a diagnosis of Autism Spectrum Disorder secondary to MED13L. Assessment results indicated intellectual impairment, language impairment, developmental coordination disorder, and restricted and repetitive behaviors. Strengths included social motivation to interact with others, a sense of humor and positive interpersonal relationships.

Conclusion
The subject’s profile revealed features consistent with literature regarding MED13L syndrome including autism spectrum features. However, notable exceptions were apparent such as preserved visuospatial skills, and preserved social motivation and social intent. This study illustrates the value of early neuropsychological assessment in identifying individual variances in rare genetic disorders and the role of testing in the development and implementation of interventions. The findings also raise research worthy interesting questions regarding the neural underpinnings of preserved social motivation, a desire for affiliation, and a pleasant disposition in genetic disorders such as Trisomy 21, Williams Syndrome, and the current presentation of MED13L.
A - 48 A Preliminary Comparison of Performance on the D-KEFS Advanced Trail Making Test across ADHD, ASD, and Math LD Clinical Groups
Authors: Ramos Mayra , Huber Ann , Holdnack James A , Drozdick Lisa W , Puig Jennifer 
Published: September 2024

Abstract

Objective
Exploratory analyses on executive function performance between clinical groups was conducted using the Delis-Kaplan Executive Function System Advanced (D-KEFS Advanced) Trail Making Test (TMT). Our goal was to see if TMT could detect differences in the cognitive profiles of examinees diagnosed with attention-deficit hyperactivity disorder (ADHD), autism spectrum disorder (ASD), and math learning disorder (MLD) clinical groups.

Method
Participants ages of 8 and 16, diagnosed with ADHD (N = 56), ASD (N = 27), or MLD (N = 25) completed the D-KEFS Advanced TMT. DSM5 diagnostic criteria were used for diagnosis. Additionally, participants with comorbid diagnoses across the three groups were excluded from the clinical samples. Mean Correct (with errors) Connection Time for the five conditions was captured for each clinical group, as well as error rates.

Results
Multiple differences were found, but only two reached significances at the p &lt; 0.01 level. Unpaired t-test results revealed a statistically significant difference between ADHD (M = 9.34, SD = 3.16) and ASD (M = 7.00, SD = 3.16) groups in Mean Correct (with errors) Connection Time scores for TMT Number Sequencing, t(81) = 3.16, p = 0.002, 95% CI [0.87, 3.81]. Additionally, Mean Correct (with errors) Connection Time scores for TMT Switching-Distraction condition between ADHD (M = 8.41, SD = 2.51) and ASD (M = 6.48, SD = 3.04) groups was statistically significant, t(81) = 3.06, p = 0.003, 95% CI [0.67–3.19].

Conclusion
Overall, these preliminary findings suggest good clinical utility; however, further research is needed to determine if performance differences can aid in the evaluation of patterns of cognitive difficulties between groups.
A - 51 Neuropsychological Development in Twins with Chromosome 7p14.1 Duplication
Authors: Marshall Blaine , Morton Carla 
Published: September 2024

Abstract

Objective
The aim of this study is to evaluate the neuropsychological development of female identical twins with a history of cognitive and language deficits as well as psychiatric symptoms. Each patient has notable genetic history for de novo chromosome 7p14.1 duplication. At this time, 7p14.1 duplication is classified as a variant of uncertain significance.

Method
Results were reviewed from neuropsychological evaluations at an outpatient neuropsychology clinic at a children’s hospital when the patients were 13, 14, and 17 years of age. The patients were evaluated across multiple neuropsychological domains.

Results
Both patients have exhibited significant deficits in numerous areas of cognitive and adaptive functioning since their initial evaluation. Across time, both patients have shown a lack of development in their overall intelligence, with current functioning between a 6- and 11-year-old level. Despite frequent exposure to English since six years of age, including several years of monolingual English academic instruction, they both continue to demonstrate severe receptive and expressive English language deficits, requiring the need for Spanish interpreters for all evaluations. In addition, both twins have exhibited symptoms of depression, anxiety, and psychosis (e.g., command hallucinations).

Conclusions
Results from this study reveal similar neuropsychological profiles across time in identical twins with an understudied chromosomal mutation. Key findings include diagnoses of Intellectual Disability and Language Disorder as well as histories of serious psychiatric symptoms. Our findings add to the limited literature on neuropsychological profiles in individuals with chromosome 7p14.1 duplication.
A - 56 Cumulative Childhood Adversity Is Linked with Reduced Cognitive Performance during Late Childhood to Adolescence
Authors: Stinson Elizabeth A , Shankula Chase A , Navarro Gabriella Y , Lisdahl Krista M 
Published: September 2024

Abstract

Objective
History of adverse childhood experiences (ACEs) has been linked with poorer cognitive performance in young adulthood and cognitive decline in older adults; however, few studies have examined these relationships during childhood and adolescence, which are key periods for neurocognitive development. The current study investigated the longitudinal relationships between ACEs and cognitive performance during late childhood/adolescence.

Method
10,827 participants (ages = 9–15.5 years old; 48% female) were included from the Adolescent Brain Cognitive Development Study. Cumulative ACE scores were created using annual parent and child reports of youth’s exposure to ACEs from baseline (ages 9–10) to Year 4 follow-up (ages 13–15). Cognitive performance was assessed using the NIH Toolbox (completed at baseline, Year 2, and Year 4). Separate linear mixed-effects models examined associations between ACEs and cognitive performance while accounting for time, age, sex assigned at birth, caregiver education, household income, pubertal status, internalizing and externalizing symptoms, and random effects of subject and family/twin status. Additional analyses tested for interactions with time.

Results
Greater ACEs were associated with poorer cognitive performance on tasks measuring verbal (p’s &lt; 0.001) and visual (p &lt; 0.001) memory, working memory (p = 0.01), cognitive flexibility (p = 0.004), processing speed (p &lt; 0.001), and language (p’s &lt; 0.001), above and beyond covariates. ACEs were not associated with attention (p = 0.09). Cognitive performance improved over time; however, compared to baseline, youth with greater ACE history at Year 4 demonstrated poorer attentional performance (p = 0.008).

Conclusions
Findings suggest that ACEs influence cognitive performance during key neurodevelopmental periods, and future work should assess clinical utility of targeted cognitive remediation in youth with adversity history.
A - 57 Lack of Exposure or Cognitive Disorder? Using a Flexible, Process Oriented Neuropsychological Evaluation to Clarify Etiology of Social and Academic Weakness in a 13-Year-Old Boy
Authors: Seshadri Deepak , Weiss Erica , McGinley John , Stimmel Marnina , Bronshteyn Diana , Masur David , Facchini Ronda 
Published: September 2024

Abstract

Objective
Inadequate socialization and lack of academic exposure are known to impact developmental and academic milestones. Attention deficit hyperactivity disorder (ADHD) is a condition with high rates of global prevalence, and comorbidity with Autism Spectrum Disorder (ASD) and Specific Learning Disorder (SLD). We present the case of a 13-year old boy with social difficulties and academic concerns in the context of atypical academic experiences to demonstrate how a flexible and process-oriented approach distinguishes lack of appropriate academic and social exposures from underlying diagnoses.

Methods
Comprehensive neuropsychological evaluation with a focus on flexibility and process of a 13-year-old boy with a history of ADHD and hypotonia who was homeschooled and is currently in an online project-based program.

Results
Overall intellectual functioning was average. Deficits observed in mathematics and visuomotor skills (fine motor control). Variable performances noted in language, visuospatial, memory, executive functioning, and behavioral/emotional functioning (anxiety). Limit testing, documentation of patient process, and considering the patient’s prior exposure to academic material through robust clinical interview helped confirm the presence of ADHD, ASD, SLD (written expression and mathematics), and developmental coordination disorder (DCD).

Conclusion
This case highlights the challenges of distinguishing overlapping clinical and neuropsychological features of comorbid ADHD, ASD, SLD, and DCD in children with atypical social and academic exposures. It emphasizes how a process oriented neuropsychological approach differentiates overlapping features and clarifies diagnoses to tailor recommendations for maximized outcomes.
A - 59 An Exploration of a Passive Decision Making Style within the Cognitive Disengagement Syndrome Population and its Contribution to Social Isolation
Authors: Lee Madeline , Castillo Brandon , Young Cara , Perry James , Alsaif Haifa , Hurt Beth 
Published: September 2024

Abstract

Objective
Recent research has shown that Cognitive Disengagement Syndrome (CDS) may reduce decision-making independence. In this way, CDS may include a prognosis of social disengagement due to symptoms of the disorder such as apathy, low motivation, passivity, and low energy. This poster investigates the relationship between CDS symptoms and social disengagement and explores possible treatment focuses that could increase individuals’ connection to others and the world around them.

Data Selection
Information regarding this poster was obtained through a review of the literature including peer-reviewed articles from 2019–2024. Articles were gathered from the Journal of Clinical Child and Adolescent Psychology, Journal of Attention Disorders, Journal of Pediatric Psychology, Child Neuropsychology, and Research in Developmental Disabilities. Informal analyses were used to determine themes including keywords such as sluggish cognitive tempo, cognitive disengagement syndrome, decision-making, social isolation, and apathy.

Data Synthesis
CDS is associated with lower levels of assertiveness and higher levels of passivity than in the Attention Deficit Hyperactivity Disorder Inattentive Type (ADHD-IN) population. Current research suggests CDS is associated with social isolation influenced by difficulty initiating conversations and being more likely to engage in anxious rumination during conversations. Treatment interventions for CDS should target shyness, task-unrelated thought patterns, behavioral inhibition, hyperreactivity to social stressors, socially isolating behavioral addictions, verbal inhibition, and difficulty with divided attention.

Conclusions
Based on conclusions drawn in this poster, future studies should examine the impact of loneliness on social initiation frequency within the CDS population. The development of a questionnaire that aims to differentiate ADHD-IN from CDS may also be useful.