bluuebunny/crossref_metadata_2025_split huggingface dataset:
B - 05 Intervention Resistant Dyslexia: a Neuropsychological Profile
Authors: McCarthy Hannah , Culotta Vincent P , Culotta Stephanie O 
Published: October 2023

Abstract

Objective
Dyslexia is a brain based neurodevelopmental disorder marked by deficits in phonemic awareness and fluency. Brain structures implicated include the left superior temporal gyrus, planum temporal, and frontal regions. Convergent research supports the efficacy of multisensory, systematic, hierarchically organized, phonics-based instruction This study examines a bright, severely dyslexic youngster who, despite seven years of intensive intervention, has made little appreciable progress. Co-morbid neuropsychological weaknesses are implicated in his failure to respond to intervention.

Method
The subject is a 13-year-old, 8th grade boy who presented for neuropsychological evaluation subsequent to a history of dyslexia. He attends a specialized school employing evidence-based reading interventions in a small classroom. Despite intellectual functions in the high average range and seven years of consistent intervention, he continues to read at a first to second grade level.

Results
Findings from a comprehensive neuropsychological assessment revealed a complex profile characteristic of dyslexia with multiple unexpected deficits in several neurocognitive processes. Data revealed weaknesses in processing speed, verbal working memory, retention, and executive functions.

Conclusion
There is little empirical research examining response to intervention in severely dyslexic children. In this case study, the cumulative impact of underlying cognitive weaknesses in speed, working memory, verbal retention, and executive functions are thought to have negatively impacted progress. This youngster is among a small population of individuals with severe dyslexia who do not respond well to intervention. There is a need for awareness of such youngsters and both neuropsychological assessment and research to determine the impact of co-occurring neurocognitive deficits contributing to poor progress.
B - 06 Exploring Educator Readiness to Identify, Interpret, and Support Memory Functioning in Youth with Neurodevelopmental Disabilities
Authors: Samuels Jody , Perazzo Donna C , Worley Tiffany 
Published: October 2023

Abstract

Objective
Though over 3 million students receive special education services under eligibility categories related to neuropsychological functioning, educators report feeling unprepared to identify student needs or interpret assessment data related to specific neurocognitive functions including memory (Barrio & Combes, 2015; Vollmer, Gettinger & Begeny, 2019). To best support students, it is critical for educators working with students with neurodevelopmental disabilities to understand the underlying neurocognitive functions that contribute to academic skills (Pohlman, 2008).

Method
The present study examined how educators define, identify, and support students’ working memory, short term memory, and long-term memory using a semi-structured qualitative approach guided by the Consolidated Framework for Implementation Research (CFIR). Interviews were conducted with educators (N = 16; 93.75% Female; 100% White; 1–23 years of experience) and focused on interpretation of memory-related constructs, how deficits impact classroom performance, and specific strategies related to memory needs. An inductive approach to coding and constant comparative analysis allowed themes to emerge and reduce potential confirmatory bias (Strauss & Corbin, 1998; Maxwell, 2013).

Results
All educators recognized the terms working memory, short-term memory, and long-term memory. Long-term memory was correctly defined by all educators, with fewer accurate definitions related to critical temporal aspects of short-term memory (50%) and working memory (37.5%). Relatedly, educators reported fewer specific, evidence-based strategies for aiding short-term and working memory than long-term memory.

Conclusions
Despite wanting to differentiate instruction for students, educators were unclear on critical aspects of short-term and working memory functioning, leading to less confidence in identifying and supporting students with neurodevelopmental disabilities in need.
B - 08 Differences in Memory Performance between Adjustment Disorder and ADHD among Children
Authors: Abinader Melodie L , Molina Karla , Golden Charles J 
Published: October 2023

Abstract

Objective
To measure the differences in cognitive performance between a sample of children diagnosed with adjustment disorder (ad) and ADHD.

Methods
Participants were selected from a de-identified child outpatient clinical database. The ad group (n = 257; Mage = 8.75, SD =2.03; Med = 3.07, SD = 1.86) had 61.5% male, 47% White, 19.2% Black, 26.3% Hispanic, and 7.2% other race. The ADHD group (n = 149; Mage = 7.85, SD = 1.84; Med = 2.23, SD = 1.74) had 75.3% male, 54.1% White, 17.6% Black, 18.8% Hispanic, and 9.4% other race. Groups differed on age and education. ANCOVAs were used to test differences between groups controlling for significant covariates.

Results
At the group level, individuals with ad performed significantly better than those with ADHD on the WISC-IV working memory index [F(1, 127) = 8.10, p = 0.01], WRAML-2 verbal memory index [F(1, 163) = 11.81, p &lt; 0.001], visual memory index [F(1, 161) = 4.48, p = 0.04], attention and concentration index [F(1, 153) = 13.27, p &lt; 0.001], general memory index [F(1, 161) = 12.89, p &lt; 0.001], screening memory index [F(1, 141) = 9.35, p = 0.003], and general recognition index [F(1, 152) = 8.57, p = 0.004].

Conclusion
Individuals with ADHD tend to have deficits in encoding and digesting information, which can create memory-retrieval difficulties. Meanwhile, individuals with ad may experience intrusive memories that gradually fade away and do not interfere with short- or long-term memory retrieval, and may partially explain their better performance in memory tasks. Limitations of the study include the lack of premorbid measures of memory ability and lack of information about comorbidity. Future research could explore the impact of different ADHD presentations on memory ability.
B - 12 fMRI Investigation of Socio-Moral Agency in Children and Adolescents
Authors: Eslinger Paul , Poger Jennifer 
Published: October 2023

Abstract

Objective
This study investigated the neural substrate of agency in social judgments of children and adolescents. The main hypothesis was that a network of proposed “social brain” structures (the medial prefrontal cortex (mPFC), medial precuneus (mPc), temporal pole (TP), and temporoparietal junction (TPJ) would be recruited when comparing self vs. other agents in socio-moral situations. We suspected that such judgments would incur self/other referential and social cognitive processing and lead to overlapping but also distinctive neural activations in the social brain network.

Method
The developmental sample was 9–17-year-old participants (11 male, 8 female) with no medical, neurological or psychiatric history, learning disability, or medication usage. Neuropsychological functions, academic achievement, and social–emotional development were normal. Participants read brief scripts in a high field magnet and provided judgments of whether the social actions were right or wrong. Scripts were balanced for right vs. wrong behaviors, comparing the participant’s own actions vs the actions of others as well as a non-social baseline condition. Data were analyzed in Matlab.

Results
Results revealed recruitment of mPFC, mPc, TP, and TPJ throughout development, linking agency to other mentalizing processes. There was overlapping recruitment of mPFC, mPc and left TPJ across the 2 conditions. Right TPJ activated only during the self-agency condition; left TP activated only during the other-agency condition.

Conclusions
Findings support a specific network of mPFC, mPc, TP and TPJ regions associated with mediation of social agency, similar to adults, which is likely an important neural substrate for maturation of self-regulation and social cognition.
B - 14 Facial Affect Recognition among Individuals with Autism Spectrum Conditions (ASC) Compared to Individuals without ASC
Authors: Abdallah Salayna , Seeling Ashley , Poreh Amir 
Published: October 2023

Abstract

Objective
This study aims to assess whether individuals with autism spectrum conditions (ASC) are less effective in recognizing facial affect (emotions) when compared to other individuals.

Methods
1675 adult volunteers (ages 18+) were recruited via Research Match. All participants were asked to indicate their mental health history and were placed into one of two groups: (1) individuals with ASC (n = 586) and (2) individuals without ASC (n = 1089). Both groups took the Ekman Friesen Picture of Facial Affect scale (POFA). The POFA scale consists of 110 grayscale photos who posed with seven facial expressions: happy, sad, angry, fearful, surprise, disgust, and neutral. Participants were instructed to choose which emotion the photos best represented. Using the scoring manual, we recoded the participant’s responses to represent whether they accurately determined the emotion presented in each photo. Next, we computed a total score for each emotion. Finally, we conducted an Independent Samples T-test for each of the emotions to compare the mean of each group’s accuracy in determining the correct emotions.

Results
For all emotions, the ASD group was significantly less accurate in determining facial affect compared to the control group. Happy: t(1673) = 3.50, p = &lt;0.001. Sad: t(1673) = 3.10, p = 0.002. Angry: t(1673) = 3.57, p = &lt;0.001. Fearful: t(1673) = 3.55, p = &lt;0.001. Surprised: t(1673) = 3.48, p = &lt;0.001. Neutral: t(1673) = 5.60, p = &lt;0.001.

Conclusion
These findings indicate that individuals with ASC may be less accurate in determining facial affect when compared to individuals without ASC.
B - 16 Prevalence of Comorbid Diagnoses among Individuals with a Clinical Vs. Self-Diagnosis of Autism Spectrum Conditions (ASC)
Authors: Abdallah Salayna , Seeling Ashley , Poreh Amir 
Published: October 2023

Abstract

Objective
The evolution of ASC has changed drastically since its initial conceptualization. Therefore, it is possible that numerous individuals remain undiagnosed and untreated based on lack of knowledge about this condition. Diagnoses of ASC often include multiple other detrimental comorbid disorders. To elucidate whether the issue of underdiagnosis is relevant, it is important to determine if there are individuals who believe they qualify for a diagnosis of ASC, who remain undiagnosed. This study aims to compare the prevalence of comorbid diagnoses between individuals diagnosed by a clinician with those who self-report having ASC.

Methods
391 adults who self-reported have ASC (ages 18+) were recruited via Research Match. The call for subjects stated that the study was looking for individuals with a diagnosis of ASC to participate. Volunteers were asked to indicate if they were diagnosed with ASC, and if so, from whom they were diagnosed. One of the options for who gave the diagnosis was “self”. Finally, participants were asked to indicate any comorbid diagnoses they had.

Results
Of the 391 participants, 180 self-reported having ASC, and 211 participants indicated that they were diagnosed by a clinician. A one-way ANOVA was significant, indicating significant differences among groups, F(5,389) = 2.84, p = 0.016. Specifically, those who were diagnosed by a psychiatrist (M = 4.41) had significantly more comorbid diagnoses when compared with those who were self-diagnosed (M = 3.62).

Conclusion
As 180 participants who claimed to have ASC were not clinically diagnosed, the results suggest that under-diagnoses of this condition may be prevalent.
B - 18 Identifying Cognitive Deficits in Perinatally HIV-Infected Children
Authors: Rios Guevara Linda V , Alcina Jorge , Duarte Andres , Perez-Haddock Yanelee , Gonzalez Dayron , Villafana Mei-Ling 
Published: October 2023

Abstract

Objective
The systematic review aimed to explore areas of cognitive deficits in children diagnosed with human immunodeficiency virus (HIV) through vertical infection.

Method
A systematic review of current literature pertaining to cognitive deficits among children with HIV through vertical infection was conducted from 2011 to 2023. Peer-reviewed empirical studies in English were obtained through Google Scholar, PsychInfo, PubMed, and PsychARTICLES using keywords vertical infection, HIV, and children born with HIV. Initial search yielded 50 articles, of which 8 were retained.

Results
Across studies, it was found that HIV-infected children present substantial impairments in domains of attention, language, verbal learning and memory, visuomotor functions, fine motor skills, and executive functions. In one study, a cohort of 35 perinatally HIV-infected children was compared to 37 healthy children. Results highlighted that HIV-infected children scored lower than healthy controls on all cognitive domains, with cognitive impairment found in 6 HIV-infected children. Finally, another study found that mean baseline cognitive performance was generally subnormal, and between 33% and 81% of the children possessed subnormal intelligence quotients.

Conclusions
While HIV can be treated with immunosuppressive therapy, interventions for cognitive deficits experienced by patients are not very well known. The literature conveyed that the prevalence and extent of deficits when compared to healthy children, is increasingly significant. Although HIV-infected children can have an average intelligence, neurological and neurocognitive performance, and deficits are often prevalent. Limitations of the present review include limited literature focused on this area of study.
B - 20 Neuropsychological Functioning of Pediatric CAR T-Cell Therapy Patients
Authors: Schofield Hannah-Lise , Srsich Alannah 
Published: October 2023

Abstract

Objective
Chimeric antigen receptor (CAR) T-cell therapy is a promising treatment for relapsed/refractory acute lymphoblastic leukemia (ALL) in pediatric oncology. However, little is known about the cognitive functioning of these patients. This study examines the neuropsychological functioning of pediatric patients referred for CAR T-cell therapy.

Method
Data was obtained from a longitudinal observational study of CAR T-cell therapy patients (ages 1–30 years) at the Children’s Hospital of Philadelphia. Neuropsychological data and neurotoxicity ratings were collected before and after CAR T-cell infusion, with brief cognitive testing at 28 days and 180 days post-infusion to assess acute changes. Cognitive testing included pencil-and-paper measures of intellectual functioning, attention, processing speed, and psychological functioning, as well as NIH Toolbox subtests.

Results
Of 13 patients completing pre-infusion cognitive testing, 44% of patients scored below average (1 SD below the mean) on a timed visual-motor processing speed test. 20–25% of the sample scored below average on measures of executive functioning, attention/working memory, and expre0111111ssive vocabulary, exceeding what would be expected in a normal distribution. Fewer patients completed post-infusion assessments (n = 8, 28 days; n = 5, 6 months; n = 3, 1 year), with up to 50% scoring below average on the timed visual-motor processing speed test and 33% scoring below average on a measure of inhibitory control and selective attention after 1 year.

Conclusions
Pediatric CAR T-cell therapy patients have high rates of cognitive dysfunction prior to receiving infusions, with evidence for increasing problems with timed visual-motor and executive functioning. Findings highlight the need to monitor pediatric CAR T-cell therapy patients throughout treatment.
B - 21 What Does BASC-3 Tell us about ASD in Females
Authors: Shamji Jabeen , Erickson Cheryl S 
Published: October 2023

Abstract

Objective
This study explored parent endorsements on Behavior Assessment System for Children, Third Edition (BASC-3) for females diagnosed with Autism Spectrum Disorder (ASD) and how they differ by age group.

Method
Data for 121 females (mean age 9.94) was collected between 2022 and 2023 for ages 2–5 (N = 21), 6–11 (N = 55), and 12–21(N = 45). Participants (White = 66%, Hispanic = 12%, Black = 5%, Biracial = 10%, and other = 5.8%) at a private group practice serving suburban and rural counties completed a standard neuropsychological evaluation for ASD. Seven subscales from the BASC-3 were analyzed; four subscales with strong theoretical relationships with ASD and three exploratory scales.

Results
A between-subjects ANOVA was conducted to compare the effect of age on BASC-3 for selected subscales. There was a significant effect of age on Externalizing Problems [F(2, 118) = 9.01, p &lt; 0.001, η2 = 0.13], Internalizing Problems [F(2, 118) = 6.63, p = 0.002, η2 = 0.10], Atypicality [F(2, 118) = 15.07, p &lt; 0.001, η2 = 0.20], and Adaptive Skills [F(2, 118) = 4.39, p = 0.015, η2 = 0.07]. Post hoc comparisons indicated significant differences across age groups on most scales, but especially for 6–11 ages. However, no significant differences were noted for Withdrawal, Developmental Social Disorder, and ASD probability.

Conclusion
Age plays a significant role in the symptomatic presentation of ASD. Parents endorse more problematic behaviors for ages 6 to 11 than other age groups. Moreover, atypicality was the only subscale that showed differential elevations, but all theoretically relevant subscales were at risk. Females with ASD are equally as likely to demonstrate internalizing and externalizing behaviors.
B - 23 The Effects of Family Functioning on Medication Adherence in Pediatric Cancer Patients
Authors: Tuinstra Kaitlin , Kuwabara Hana 
Published: October 2023

Abstract

Objective
Despite life-threatening consequences of pediatric cancer, treatment non-adherence rates range from 10–75%. Given the neurocognitive effects of chemotherapy it is important to study medication adherence to prevent disease relapse. The current study examined potential predictors of medication adherence among pediatric cancer patients.

Methods
Survey data was collected from 104 parents of pediatric cancer patients through online and social media portals, family support groups, pediatric cancer websites, and foundations. Informed by the McMaster Model of Family Functioning, it was hypothesized that poor medication adherence would be predicted by multiple factors using multiple regression analysis.

Results
Results indicated poor communication (p = 0.049), behavioral control (p &lt; 0.001), and affective responsiveness (p = 0.005) are predictors of poor medication adherence. Poor problem solving (p = 0.016) and higher degree of effort (p &lt; 0.001) predict higher medication adherence. Post-hoc analysis indicated that when controlling for problem solving, child’s sex had a significant effect on medication adherence. There was a significant effect of time since diagnosis on medication adherence after controlling for the effect of problem solving, communication, behavior control, and condition management effort. There was a significant effect of family’s income on medication adherence after controlling for the effect of problem solving, communication, affective responsiveness, and condition management effort.

Conclusion
In the current study, several predictors of adherence were identified. This knowledge helps medical and psychological professionals to work collaboratively to promote adherence. Future research is needed to further understand multicultural factors that may predict poor adherence and how specific pediatric cancer diagnoses impact family functioning.
B - 26 Examining Montreal Cognitive Assessment (MoCA) Performance by Primary and Testing Language
Authors: Roop Samantha , Rolin Summe , Davis Jeremy 
Published: October 2023

Abstract

Objective
The MoCA has been translated into almost 100 languages including a Spanish version used in multiple validation studies. Research considering primary language and language of test administration is limited. We compared MoCA scores of primary Spanish speakers tested in English (S-E) with those of primary Spanish speakers tested in Spanish (S-S).

Method
This project involved secondary analysis of deidentified National Alzheimer’s Coordinating Center data. Cases with first visit MoCA data, demographics, and primary language of Spanish were included resulting in a final sample (N = 395) of S-S (n = 265) and S-E (n = 130) participants. Coarsened exact matching was used to derive a sample subset matched on age, education, and Clinical Dementia Rating global score (n = 160). Participants were compared on demographics and MoCA.

Results
In the final sample, S-S and S-E participants were not different in age, but educational level was lower in S-S (M = 10.0; SD = 5.3) than S-E (M = 14.6; SD = 3.9; p &lt; 0.001) participants. MoCA scores were lower in S-S (M = 19.1, SD = 6.2) than S-E participants (M = 21.2, SD = 6.1; p = 0.002). A larger proportion of the S-S group (79%) had an abnormal MoCA compared to the S-E group (67%; p = 0.021). In the matched sample, MoCA scores were not significantly different between S-S (M = 21.2; SD = 4.8) and S-E (M = 21.2; SD = 5.3; p = 0.95) participants; rates of abnormal MoCA scores were not significantly different between S-S (73%) and S-E (66%; p = 0.39) participants.

Conclusions
Relationships between primary language, test administration language, and MoCA score were reduced in groups matched on education. Future research should explore additional education and language interactions among bilingual older adults.
B - 27 Philadelphia Neuropsychology Society’s Equity Forum: Efforts to Address Local Level Needs for Equity in Neuropsychology
Authors: Erani Fareshte , Split Molly , Tassoni Molly , Greth Zach , Tinker Jennifer , Mechanic-Hamilton Dawn , Black Chelsea , Gallo Jennifer , Glenn Megan , Minniti Nancy , Irani Farzin 
Published: October 2023

Abstract

Objective
While there are growing national advocacy efforts to advance equity in neuropsychology, fewer initiatives exist at local and regional levels. The Philadelphia Neuropsychology Society’s (PNS) Equity Forum was created to provide diversity, equity, and inclusion (DEI)-related support, advocacy, and resources to local trainees, professionals, and communities. We describe the Forum’s efforts to promote policies, educate, and offer support at a local level.

Method
We conducted an archival review of activities of the PNS Equity Forum from January 2021 to April 2023, including a PNS needs assessment survey (NAS), the southeastern PA Regional Community Health Needs Assessment (rCHNA), electronic correspondence, and website traffic.

Results
Results identified the need to increase access to resources for 1) culturally responsive research, 2) bilingual providers, 3) low-cost care, and 4) brain health education for the local public. In response, the Forum implemented the following initiatives: monthly ce seminars and journal club, quarterly newsletter, and a resource repository for culturally, linguistically, and socioeconomically diverse communities in the Philadelphia region. The Forum provided DEI-related education to monthly PNS speakers and created safe discussion spaces after national tragedies. The PNS Forum website page saw a 114% increase in views, the list of bilingual and culturally-aware providers received 25% more views, and the quarterly newsletter saw a 100% increase in views in the last month.

Conclusions
Neuropsychologists can serve as social change agents in local and regional neuropsychology organizations, and create transformational spaces for accessible, equitable, and sustainable neuropsychology practices and training environments.