Adaptive Skills Research Articles

Challenging Case: Family Navigation for Autism Spectrum Disorder.

Leo is a 28-month-old boy from a monolingual Spanish-speaking family who was referred to a developmental-behavioral pediatrics (DBP) clinic for concerns regarding autism. His parents migrated to the United States 8 years ago and currently live and work on a farm. He was born in a US hospital after an uncomplicated pregnancy and has been generally healthy. His parents first became concerned about his development when he was 16 months old. He stopped saying mama/dada in Spanish and started lining up random objects. He had frequent temper tantrums and was difficult to console during unexpected changes in his routine. He screened positive on the Modified Checklist for Autism in Toddlers,Revised with Follow-Up (M-CHAT-R/F) at his 18-month well-child visit, and his pediatrician referred him to the local early intervention program. Calls from the early intervention program to his parents were unanswered. At his 24-month well-child visit, he again screened positive on the M-CHAT-R/F, and his pediatrician placed a referral for a DBP consultation. During the DBP visit at 28 months of age, developmental testing indicated his receptive and expressive language skills to be in the extremely low range, with significant scatter in his cognitive and adaptive skills. Behavioral observations were consistent with parental history and showed differences in social communication and interaction, the presence of repetitive behaviors, and extreme distress with transitions. He was diagnosed with autism spectrum disorder. Recommendations, including referral to early intervention, applied behavior analysis therapy, speech and language therapy, audiology evaluation, and genetic testing, were discussed with his parents through an interpreter. An autism packet, written in Spanish, with detailed information about autism and community resources was given to the family. By the time of a follow-up DBP visit 6 months later, Leo had not started on any early intervention or therapeutic services. Where do you go from here?

Promises and challenges of generative artificial intelligence for human learning.

Generative artificial intelligence (GenAI) holds the potential to transform the delivery, cultivation and evaluation of human learning. Here the authors examine the integration of GenAI as a tool for human learning, addressing its promises and challenges from a holistic viewpoint that integrates insights from learning sciences, educational technology and human-computer interaction. GenAI promises to enhance learning experiences by scaling personalized support, diversifying learning materials, enabling timely feedback and innovating assessment methods. However, it also presents critical issues such as model imperfections, ethical dilemmas and the disruption of traditional assessments. Thus, cultivating AI literacy and adaptive skills is imperative for facilitating informed engagement with GenAI technologies. Rigorous research across learning contexts is essential to evaluate GenAI's effect on human cognition, metacognition and creativity. Humanity must learn with and about GenAI, ensuring that it becomes a powerful ally in the pursuit of knowledge and innovation, rather than a crutch that undermines our intellectual abilities.

Early Intervention services in the era of genomic medicine: setting a research agenda.

Newborn genomic sequencing (NBSeq) has the potential to substantially improve early detection of rare genetic conditions, allowing for pre-symptomatic treatment to optimize outcomes. Expanding conceptions of the clinical utility of NBSeq include earlier access to behavioral early intervention to support the acquisition of core motor, cognitive, communication, and adaptive skills during critical windows in early development. However, important questions remain about equitable access to early intervention programs for the growing number of infants identified with a genetic condition via NBSeq. We review the current NBSeq public health, clinical, and research landscape, and highlight ongoing international research efforts to collect population-level data on the utility of NBSeq for healthy newborns. We then explore the challenges facing a specific Early Intervention (EI) system-the US federally supported "Part C" system-for meeting the developmental needs of young children with genetic diagnoses, including structural limitations related to funding, variable eligibility criteria, and lack of collaboration with newborn screening programs. We conclude with a set of questions to guide future research at the intersection of NBSeq, newborn screening, and EI, which once answered, can steer future policy to ensure that EI service systems can optimally support the developmental needs of infants impacted by broader implementation of NBSeq. IMPACT: Existing literature on the clinical benefits of genome sequencing in newborns tends to focus on earlier provision of medical interventions, with less attention to the ongoing developmental needs of very young children with genetic conditions. This review outlines the developmental needs of a growing number of children diagnosed with genetic conditions in infancy and describes the strengths and limitations of the United States Early Intervention system (IDEA Part C) for meeting those needs.

Identifying Social-Cognitive Factors Influencing Aggression in Adolescents: A Cross-Sectional Indian Study

Adolescence is a critical period during which the likelihood of experiencing self-regulation failures like aggressive outbursts is increased. Recent Indian studies on adolescents have reported an increasing incidence of aggressive acts during this time of transition, which is a threat to the adolescent, the victim and society in general. This study focuses on the social-cognitive perspective, implying that aggression is a social behaviour that is largely affected by one’s beliefs about the acceptability of aggression and the degree of cognitive and effortful control they have over their emotions. Such beliefs are likely to be influenced by emotion socialisation, wherein parents and peers act as key agents. With this perspective, the current study, through a mediational model, explains the social-cognitive factors predicting aggressive behaviour in adolescents. This is a cross-sectional, descriptive study carried out on a sample of 475 adolescent students from the Delhi-NCR region recruited through purposive sampling. The data were collected through self-report questionnaires from schools and colleges. The model was tested using SPSS AMOS and was found to be a good fit for the data. The findings of this study are crucial from a risk and intervention perspective. It emphasises the need to build socially and emotionally competent students who not only have the skills needed to succeed but also nurture healthy social relationships and maintain positive mental health through adaptive emotion regulation skills.

Talent management: features and benefits for the organisation in the conditions of digitalisation

Today, high-performance employees who are capable of rapid learning, have developed adaptability skills to environmental changes and specific competencies, the so-called “talents”, are of particular value to organisations. Such employees represent a strategic asset of the company and can help in the implementation of various business strategies. The talented employee management system allows to identify, develop, and retain such specialists, which in turn helps to reduce staff turnover and improve the efficiency of the team. The introduction of talented employee management is especially important in the context of digital transformation of the economy as it allows to use all the advantages of digital technologies to achieve corporate goals Also, talent management is not an easy task, and its implementation may require significant efforts and resources. Despite the fact that this process is associated with certain difficulties, such as search and selection of talented specialists in highly competitive conditions, its advantages significantly outweigh the possible risks. It is important to understand that talent management requires constant monitoring and adaptation to changing conditions. This paper describes the features of the talent management system and the advantages of its implementation for an organisation in the context of digital transformation of society.

Longitudinal Analyses of Mental Health in Autistic Individuals: A Systematic Review.

Co-occurring mental health conditions affect autistic individuals at high rates, impacting their well-being and quality of life. Mental health conditions are often appropriate treatment targets that can improve the lives of autistic individuals. Because of this, there is growing interest in predictors of mental health and behavioral outcomes. Given the rapidly evolving evidence base and growing literature using longitudinal cohorts, it is unclear which predictors of symptoms of anxiety and depression are consistent, and which are not. Additionally, it is difficult to deduce which predictors of mental health symptoms at a given time also predict change over time. This can be partially due to the different statistical approaches that are implemented, including trajectory vs. non-trajectory methodologies. We conducted a systematic review to evaluate how non-trajectory and trajectory analyses inform our knowledge of how symptoms of anxiety and depression change over time. Additionally, we aimed to identify important predictors of change and later anxiety and depressive symptoms in autistic individuals. There is variability in symptoms of anxiety and depression in autistic individuals. Adaptive skills arose as significant predictors of change and of later symptoms of both anxiety and depression. Peer relationships in school age seem to be particularly important in predicting later symptoms of depression. This review provides evidence that there are different trajectories and different patterns of mental health symptoms over the lifespan, providing further evidence that autism is a developmental condition that changes over time in different ways for different people. Implications and future directions are further discussed.

Psychological barriers to adherence to pharmacological treatment of cardiovascular risk conditions in healthcare workers.

Cardiovascular diseases (CVD) are the leading cause of death globally. This burden of disease is particularly high among healthcare workers (HCW). However, adherence to treatment of well-known cardiovascular risk conditions (CRC) still represents a challenge, even among healthcare workers (HCW). Since the identification of modifiable related factors is a prerequisite for developing effective public health interventions, the purpose of this study was to develop a predictive model for adherence to pharmacological treatment (APT) for CRC in HCW, using psychological variables related to CVD mortality, such as the type A behavior pattern, perceived stress, depression, anxiety and attitudes toward treatment adherence. An anonymous online survey was completed by a non-probabilistic sample of 1,377 Mexican HCW from tertiary public hospitals, with a diagnosis of only one of the following CRC: ischemic heart disease, diabetes, high blood pressure or dyslipidemia. Sociodemographic questionnaires and self-reported measures were used to collect data: PSS-14 for perceived stress, Type A Behavior Pattern Withdrawal Scale, HADS for anxiety and depression symptoms, the Attitudes toward Medication Scale and the Therapeutics Adherence Scale for Patients with Chronic Diseases. Anxiety and depression symptoms were higher in the group with risk for non-adherence, while perceived stress and positive attitudes toward medication were higher in the group with likelihood of adherence (p ≤ 0.05). The Type A behavior pattern and sociodemographic variables did not differ between groups. In a regression model, positive attitudes toward medication and perceived stress doubled APT (OR = 2.04, CI95% = 1.39-2.97; OR = 2.02, CI95% = 1.71-2,39, respectively) whereas depression decreased its likelihood (OR = 0.61, CI95% = 0.58-0.73). In conclusion, psychoeducation for patients with CRC should include information on the advantages of medication for treating their condition, even if they are HCW. Promoting adaptative coping skills to handle daily stressful events, including their CRC, could reduce the level of stress that could increase their APT but also their cardiovascular risk. Moreover, our data provide evidence regarding the importance of identifying and treating depressive symptoms as part of the standard care of this population.

Enhancing Social-Communication and Behavior Skills in Adolescents with Intellectual Disabilities through Computerized Cognitive Training

Although it is not disputed that cognitive training can affect similar domains (near transfer) such as similar working memory tasks, it is still hotly debated whether they advance seemingly different domains (far transfer), such as social skills improvement. This study aimed to investigate the possibility of far transfer in enhancing social-communication and adaptive behavior skills using a computerized cognitive training program (CCTP) in adolescents with intellectual disabilities (ID). The two research participants aged 14 & 16 conducted a 16-week home-based CCTP using CogniFit for 2-4 days a week, at 20 minutes a day. After the 16-week CCTP, an adjusted 4-week CCTP based on CogniFit activities and on added social cues was followed. The participants underwent pre and post assessments for examining far transfer skills using a) the Test of Pragmatic Language-2, b) the Social Skills Improvement System Rating Scale, and c) the Vineland Adaptive Behavior Scales II. The results showed that this intervention program can benefit adolescents with ID in social-communication and adaptive skills, which can function as an important driver of cognitive development and academic outcomes.

Investigating the Impact of Different Learning Assessments on Students' Adoption of Learning Strategies Through Explore-Exploit Tensions

In the current educational reform, learning assessment activities demonstrate diversity and integration. students can actively engage in the evaluation process and monitor their learning performance across different aspects over time. However, limited research conducted on students' psychological acceptance and utilization of diverse types of learning assessments. This study examines the psychological changes in young students' learning assessment activities from the perspective of their trade-off between information exploration and exploitation. Regarding participation, students tend to rely more on teachers' intuitive quantitative evaluations rather than placing trust in results obtained through interactions with their teachers and peers. Regarding the use of evaluation results, grade-related assessments are easier for students to utilize, while assessments involving strategies, attitudes, and emotions are often perceived as less valuable. In terms of self-regulation and knowledge application, students encounter challenges when attempting to acquire useful information independently and adjust their future learning strategies. Adjusting future learning strategies based on quantifiable results such as grades is relatively straightforward for students. Based on these findings, this study proposes three pedagogical recommendations. Firstly, the teacher should establish an appropriate assessment environment. Secondly, the cultivation of students' self-regulation skills should be emphasized throughout the evaluation process. Finally, the teacher should set short-term learning goals for enhancing student abilities while fostering long-term goals aimed at developing personal adaptability skills.

A Longitudinal Study of Aggression in People with Autism and Other Neurodevelopmental Disabilities.

Aggression is common in autism and neurodevelopmental disorders, but longitudinal research on aggression is lacking. We longitudinally tracked aggression in 254 individuals from toddlerhood to emerging adulthood. Our sample included participants with a range of cognitive abilities, with 39.9% classified as more-cognitively-abled (MCA; IQ ≥ 70) and 60.1% as less-cognitively-abled (LCA; IQ < 70). Aggression Composite scores were derived from data from the autism diagnostic observation schedule, autism diagnostic interview-revised, and child behavior checklist at ages 2, 9, and 18. Fifty-four percent, 69%, and 42% of the sample showed aggression in toddlerhood, school age, and emerging adulthood, respectively. LCA individuals had higher rates of aggression in school age (80%) and emerging adulthood (58%) compared to MCA individuals (48 and 22%, respectively). Longitudinal aggression profiles revealed distinct patterns of change over time: 31% displayed persistent aggression, 25% increased, 23% decreased, and 13% never displayed aggression. Higher autism symptoms, lower VIQ, NVIQ, and less-developed adaptive skills correlated with more aggression cross-sectionally. Nonverbal IQ and repetitive behaviors related to aggression longitudinally: people in decreasing or absent profiles had higher NVIQ and fewer RRBs than those with persistent or increasing profiles. Participants with aggression at 9 were four times likelier to exhibit aggression at 18. Aggression is common in autism and NDDs, peaking around age 9, and declining in emerging adulthood. Patterns of change varied widely, with evidence that higher NVIQ and fewer RRBs may be protective. Findings have implications for clinical practices, highlighting important developmental periods and high-risk subgroups.

COGNITIVE SKILLS OF EMPLOYEES OF INDUSTRIAL ENTERPRISES UNDER CONDITIONS OF DIGITAL TRANSFORMATION

Discussions about how technological developments affect the skills required for work have a long history. However, in the context of digitalisation, especially in the light of the concept of Industry 4.0, these discussions take on a new urgency. The aim of this article is to identify the necessary relevant skills for successful adaptation to digital industrialisation. Having studied the works of domestic and foreign researchers, modern cognitive requirements for employees of the industrial sector were identified.

Decreasing self‐injury in a child with multiple disabilities: A practitioner's demonstration

AbstractSelf‐injurious behavior is thought to be the product of interactions between deficits related to a primary disability (e.g., limited communication repertoires and adaptive skills) and learning experiences that reinforce problem behavior (e.g., consoling the child, terminating non‐preferred activities, etc.). For these cases, functional communication training (FCT) may be prescribed to decrease challenging behavior and increase the client's communicative repertoire. However, FCT procedures for individuals with multiple physical impairments may require considerable individualization and modifications. Unfortunately, the existing body of research related to the assessment and treatment of behavior of individuals with motor, visual, or other impairments is relatively limited. The purpose of this report is to demonstrate how practitioners can modify assessment and treatment procedures to decrease challenging behavior and promote independence when working with individuals with multiple impairments. We provide an example of effective skill acquisition and behavior reduction interventions for a young girl, Ava, presenting with multiple disabilities—including visual, hearing, and motor impairments. Consistent with the habilitative aims of applied behavior analysis, the intervention was effective at decreasing Ava's challenging behavior and increasing her independent communication and adaptive behavior.

Kemampuan Adaptasi Dan Komunikasi Mahasiswa Perantau Di Wonogiri

Migrant students often have difficulty understanding the culture and language of local students. So that students anxious when meeting and interanting directly with students on the STAB Negeri Raden Wijaya Wonogiri campus. The adaptability and communication skills of migrant students are relatively low due to the cultural differences between migrant students and local environment. This research aims to analyze the adaptation and communication skills of migrant students in Wonogiri. In this research, researchhers used quantitative methods and the research was designed as explanatory survey research. The results of the research show that overseas students are able to interact and communicate with local students who of course have different cultures. Apart from that, as long as migrant students adapt and communicate, migrant students learn a lot about the culture that exists in the STAB Negeri Raden Wijaya Wonogiri campus environment and they learn that adaptation and communication are really needed when they in a new living environment. The statistical test results show that each categories shows a high category and percentage.

Abstract B112: Empowering cancer advocates: Evaluating the impact of a comprehensive training program

Abstract The Cancer Advocacy Training Program aimed to enhance participants' knowledge, skills, and confidence in cancer advocacy, particularly addressing disparities in cancer health outcomes. This evaluation assesses the program's impact through pre- and post-training survey comparisons. The program included 25 participants from various states and focused on comprehensive training. Surveys measured changes in knowledge, attitudes, self-perceived skills, and confidence. Results showed that accurate identification of cancer's main categories increased from 83% to 96%, and awareness of the NCI's mammogram recommendations rose from 70% to 96%. Recognition of the root causes of health disparities remained at 100%, and belief in the inclusivity of cancer advocacy roles was consistently high. Understanding of trust dynamics in advocacy increased by 50%, and recognition of essential political advocacy components improved by 14%. Specific learning outcomes indicated consistent identification of research advocates, a 23% increase in knowledge of strategic funding sources, a 31% improvement in understanding health communication audiences, a 19% rise in awareness of patient advocacy benefits, and a 13% increase in comprehension of informed consent. Confidence in advocacy skills also saw significant improvements. "Extremely confident" participants increased to 33% in problem-solving, adaptability, and communication with stakeholders. Confidence in fundraising and partnership building rose to 19%, evaluation of advocacy outcomes to 24%, identifying key issues to 29%, presentation skills to 33%, and using digital tools to 29%. Self-efficacy results demonstrated notable gains: confidence in solving difficult problems related to cancer advocacy increased with participants reporting "extremely confident" rising from 11% to 33%. Confidence in adaptability under stress improved significantly, with "extremely confident" participants rising from 11% to 33%. Effective communication with stakeholders saw a significant increase, with "extremely confident" participants rising from 17% to 33%. Fundraising and partnership-building confidence increased from 6% to 19%, and confidence in evaluating advocacy outcomes improved, with "extremely confident" participants rising from 6% to 24%. The program effectively enhanced participants' knowledge, attitudes, and advocacy skills, integrating theoretical and practical learning. Gains in confidence across problem-solving, adaptability, and communication skills underline the program's success in preparing participants for real-world advocacy. Participant feedback confirmed the program's relevance and efficacy, suggesting future iterations should emphasize diversity in advocacy and deepen content on key topics. This program serves as a valuable model for empowering cancer advocates and addresses the critical need for targeted training to reduce cancer health disparities. Citation Format: Manisha Salinas, Monica Albertie. Empowering cancer advocates: Evaluating the impact of a comprehensive training program [abstract]. In: Proceedings of the 17th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2024 Sep 21-24; Los Angeles, CA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2024;33(9 Suppl):Abstract nr B112.

Correlation between dental microwear analysis and dietary habits of Neanderthal populations in the Iberian Peninsula

Abstract The dietary habits of Neanderthals are considered an issue of great interest in the literature and have opened an important number of fruitful debates. Indeed, understanding diets can provide important information regarding issues of palaeoenvironmental reconstructions and subsistence strategies. In this respect, dental remains can play a vital role in the conducted efforts to reconstruct the palaeoecological niches securely and accurately since dental microwear analyses have precisely detected dietary patterns of the populations in the past. In this context, the Iberian Peninsula forms an interesting model for examining Neanderthal populations, their subsistence strategies, and adaptive skills. This study aims the examination of already published data in order to provide a holistic approach regarding the dietary habits of H. neanderthalensis populations in the Iberian Peninsula, along with the importance of the utilization of dental microwear analysis in the archaeological record.

Evidencia de estrategias de desarrollo de habilidades socioemocionales y su impacto en el aprendizaje y el ajuste escolar

The objective of the study was to analyze the evidence on strategies for developing social-emotional skills and their impact on learning and school adjustment. A literature review was conducted of 25 scientific articles that addressed teaching strategies, programs, and theoretical approaches. The inclusion criteria were: publications in Spanish and English, empirical studies published between 2020 and 2024, that discussed strategies or programs for developing social-emotional skills in educational contexts, and that analyzed the impact of these strategies on student learning and/or school adjustment. The systematic search for studies was conducted in the databases: Scopus, Dialnet, and Google Scholar, considering the keywords “social-emotional learning,” “emotional intelligence,” “academic performance,” “school adjustment,” among others. Among the results, the studies support that the development of social-emotional skills, through teaching strategies such as social and emotional learning, positively impacts learning, school adaptation, and student well-being. These strategies strengthen key dimensions of emotional intelligence, such as self-awareness, self-management, social awareness, and relationship management. It is concluded that integrating the development of social-emotional skills into the school curriculum is relevant, through the implementation of comprehensive programs and teaching strategies that involve students, teachers, families, and communities. This contributes to the formation of more resilient students, with better self-regulation and adaptation skills, which results in more effective learning and school adjustment.

INTEGRATING MULTIMODAL ADAPTATION INTO TRANSLATOR TRAINING: A THEORETICAL RATIONALE

With evolving multimedia communication, traditional translation studies focusing on fidelity are being transformed by the need for multimodal and intersemiotic approaches. Extending this discussion to translator training, this study argues for the necessity of teaching adaptation skills in the training of future translators in line with the needs of the multimedia age. By viewing translation as a process of re-creation, the study stresses the often-overlooked creative potential of translation. At this point, the inclusion of adaptations in translator training offers the opportunity to experience the inherent creative potential of translation and emphasizes the intersemiotic dimension. The paper first offers a theoretical justification for this approach, then discusses methods of implementation as well as potential benefits. Integrating adaptation into translator training can be approached theoretically, analytically, and practically. It offers advantages such as broadening the scope of translation beyond language, bridging the gap between training and market needs, and enhancing interdisciplinary knowledge.

Ecological-Dynamic Approach vs. Traditional Prescriptive Approach in Improving Technical Skills of Young Soccer Players.

Background: This study contributes to expanding the existing literature on learning technical skills in youth soccer by comparing the effectiveness of different training approaches in the development of passing skills. The ecological-dynamic approach, which emphasizes the continuous and adaptive interaction between the athlete and the environment, is analyzed in comparison to the traditional prescriptive approach, which relies on predefined techniques and exercises. The aim of the study is to determine which of the two approaches is more effective in improving the performance of young soccer players. Methods: Thirty players (age 12 ± 1.2 years) were randomly assigned to two groups: the ecological-dynamic group (ECG) and a control group (CON). Both groups underwent an eight-week training program with equal sessions. The ECG group's training focused on adjusting constraints like the learning environment, game rules, and visual restrictions to boost adaptability and problem-solving skills. The CON group followed a traditional prescriptive approach with specific instructions, goal setting, immediate feedback, and structured exercise progression. Passing abilities were evaluated before and after the program using the Loughborough Soccer Passing Test, with a retention test administered five weeks later. Descriptive statistics, including mean values and percentage improvements, were used. A repeated measures ANOVA compared differences between the groups. Results: The analysis revealed a significant Occasion × Group interaction for all performance variables, indicating that the ECG group experienced greater improvements than the CON group. Specifically, the ECG group showed significant reductions in Trial Time (p = 0.001, ηp2 = 0.6), Penalty Time (p = 0.016, ηp2 = 0.4), and Overall Performance (p = 0.011, ηp2 = 0.8) from pre-test to post-test. However, these improvements did not persist into the retention test (p = 0.131, p = 0.792, and p = 0.192, respectively). The CON group also improved significantly in Trial Time (p = 0.003), Penalty Time (p = 0.002), and Overall Performance (p = 0.001) from pre-test to post-test, but with smaller effect sizes and no sustained gains at retention. Conclusions: The ecological-dynamic approach (EDG) has proven to be more effective in enhancing passing skills compared to the traditional prescriptive approach (CON). Although both methods led to performance improvements, the EDG group achieved more significant progress.

Direct and Indirect Effects of Inhibition, Working Memory and Cognitive Flexibility on Reading Comprehension of Narrative and Expository Texts: Same or Different Effects?

Reading skills are essential adaptive skills for daily life, enabling individuals to function effectively in society. This study examines the relations between executive functions components - including inhibition, working memory, and cognitive flexibility - and reading comprehension in both narrative and expository texts. A total of 263 fourth grade elementary school students participated in this study, who were evaluated on their reading comprehension skills, as well as on their executive functions and reading variables such as word reading, fluency and vocabulary. The results of this study suggest that inhibition, working memory and cognitive flexibility have direct and indirect effects on reading comprehension of narrative and expository texts. Especially, the direct effect of working memory is highlighted, both for reading comprehension of expository and narrative texts. Additionally, academic vocabulary is an important mediating variable between executive functions, especially inhibition, and reading comprehension in students of this age. These findings underscore the relevance of strengthening executive functions to improve reading comprehension, especially in middle school students.

PGR – 2 More than Just an EEG; The Role of Neuropsychological Evaluation in Pediatric Seizure Diagnosis with Complex Comorbidities

Abstract Objective Despite the prevalence of epilepsy, diagnosis remains limited by both subjective and objective examination (Urbańska et al., 2024). This is especially true of time-limited Electroencephalogram (EEG) (Baud et al., 2021). Ability to predict who will develop epilepsy after first time seizure is also limited (Drenthen et al., 2021). Neuropsychological changes inform clinical diagnosis and provides deeper understanding of functional limitations in daily life (Tolchin et al., 2020). Method Patient is a 12-year-old left-handed boy with history of in utero drug exposure and neglect prior to adoption at 3-years-old. Evaluation was sought for developmental delays concerning for Autism Spectrum Disorder (ASD). Additional concerns included frequent falls, severe migraines, reduced attention and memory, fatigue, and tremor. He had two clinical seizures around 9 years old, though subsequent EEG was normal. Given this and prophylactic treatment with Keppra, likelihood of seizures was thought to be low. Results Cognitive and adaptive skills were in the low range. Results were concerning for atypical developmental progress and a lateralizing profile. Specifically, skills associated with the left hemisphere (verbal abilities) were developing steadily, while skills associated with the right hemisphere (spatial and pattern recognition skills) were weaker. Difficulties with processing speed and higher order executive function were also present. No unifying diagnosis was identified, but addition of Keppra and Topamax resulted in marked improvement in energy, motor functioning, and cognitive functioning. Conclusion Neuropsychological evaluation was able to identify previously undetected seizure activity resulting in significant clinical impairment. Neuropsychological evaluation is invaluable in diagnosing and monitoring epilepsy (Kishk et al., 2022).