Cognitive Strengths Research Articles

Learning to drive with neurological conditions: profile of users of an adapted driver training program and cognitive factors associated with success

Purpose To describe the sociodemographic and cognitive profile of participants enrolled in an adapted driving program for individuals with neurological conditions, to explore the association between cognitive functioning and driving program outcome, and to describe driving habits after program completion. Methods This study combined retrospective chart review and cross-sectional data collection. Results The sample included 71 participants with neurological disorders (aged 15–56 years, M = 22.2 ± 8.6; 39% women). Driving program was either successful (47%), failed (7%), discontinued (34%), or ongoing (13%). Among 35 participants with complete neuropsychological and driving program outcome data, those who successfully completed the program showed better attention functioning, and better performance relative to global functioning for attention, executive functions, and working memory, compared to those who discontinued/failed the program. Among 21 participants who completed a telephone questionnaire on average 3.7 years after program enrollment, 67% obtained their driver’s license and drove regularly. Participants reported high levels of satisfaction with the program. Conclusion These results suggest that approximately half of the persons enrolled in a driver training program designed for learners with neurological conditions, obtain a driver’s license; and that attention, and to a lesser extent executive functioning and working memory, are related to driving program success. IMPLICATIONS FOR REHABILITATION In individual with neurological conditions, learning how to drive can be challenging. An adapted driver training program, involving collaboration between driving instructors and healthcare professionals, simplification of theoretical learning, and increasing driving practice opportunities, can be effective, both in terms of licensing success and client satisfaction. Conducting a pre-driving program neuropsychological assessment, with identification of cognitive strengths and weaknesses, can provide valuable information for clinicians and driving instructors for optimizing training and predicting outcome. Better performance in attention, and better relative to global cognitive functioning in attention, executive functions, and working memory, are related to higher success rate of an adapted driving program.

Neurodevelopmental and behavioral outcomes of very preterm infants: latent profile analysis in the Environmental influences on Child Health Outcomes (ECHO) Program.

Very preterm infants are at high risk for neurodevelopmental impairments. We used a child-centered approach (latent profile analysis [LPA]) to describe 2-year neurobehavioral profiles for very preterm infants based on cognitive, motor, and behavioral outcomes. We hypothesized that distinct outcome profiles would differ in the severity and co-occurrence of neurodevelopmental and behavioral impairment. We studied children born <33 weeks' gestation from the Environmental influences on Child Health Outcomes Program with at least one neurobehavioral assessment at age 2 (Bayley Scales of Infant and Toddler Development, Child Behavior Checklist, Modified Checklist for Autism in Toddlers, cerebral palsy diagnosis). We applied LPA to identify subgroups of children with different patterns of outcomes. In 2036 children (52% male; 48% female), we found four distinct neurobehavioral profiles. Most children (~85%) were categorized into one of two profiles characterized by no/mild neurodevelopmental delay and a low prevalence of behavioral problems. Fewer children (~15%) fell into one of two profiles characterized by severe neurodevelopmental impairments. One profile consisted of children (5%) with co-occurring neurodevelopmental impairment and behavioral problems. Child-centered approaches provide a comprehensive, parsimonious description of neurodevelopment following preterm birth and can be useful for clinical and research purposes. Most research on outcomes for children born very preterm have reported rates of impairment in single domains. Child-centered approaches describe profiles of children with unique combinations of cognitive, motor, and behavioral strengths and weaknesses. We capitalized on data from the nationwide Environmental influences on Child Health Outcomes Program to examine these profiles in a large sample of children born <33 weeks gestational age. We found four distinct neurobehavioral profiles consisting of different combinations of cognitive, motor, and behavioral characteristics. This information could aid in the development of clinical interventions that target different profiles of children with unique developmental needs.

Reply to 'Tailoring Cognitive Interventions to Individuals' Cognitive Profiles: Commentary on "Prevalence of Cognitive Impairments and Strengths in the Early Course of Psychosis and Depression" by Stainton et al.'

Reply to 'Tailoring Cognitive Interventions to Individuals' Cognitive Profiles: Commentary on "Prevalence of Cognitive Impairments and Strengths in the Early Course of Psychosis and Depression" by Stainton et al.'

Tailoring cognitive interventions to individuals' cognitive profiles: commentary on 'Prevalence of cognitive impairments and strengths in the early course of psychosis and depression' by Stainton et al.

Tailoring cognitive interventions to individuals' cognitive profiles: commentary on 'Prevalence of cognitive impairments and strengths in the early course of psychosis and depression' by Stainton et al.

Prevalence of cognitive impairments and strengths in the early course of psychosis and depression.

Studies investigating cognitive impairments in psychosis and depression have typically compared the average performance of the clinical group against healthy controls (HC), and do not report on the actual prevalence of cognitive impairments or strengths within these clinical groups. This information is essential so that clinical services can provide adequate resources to supporting cognitive functioning. Thus, we investigated this prevalence in individuals in the early course of psychosis or depression. A comprehensive cognitive test battery comprising 12 tests was completed by 1286 individuals aged 15-41 (mean age 25.07, s.d. 5.88) from the PRONIA study at baseline: HC (N = 454), clinical high risk for psychosis (CHR; N = 270), recent-onset depression (ROD; N = 267), and recent-onset psychosis (ROP; N = 295). Z-scores were calculated to estimate the prevalence of moderate or severe deficits or strengths (>2 s.d. or 1-2 s.d. below or above HC, respectively) for each cognitive test. Impairment in at least two cognitive tests was as follows: ROP (88.3% moderately, 45.1% severely impaired), CHR (71.2% moderately, 22.4% severely impaired), ROD (61.6% moderately, 16.2% severely impaired). Across clinical groups, impairments were most prevalent in tests of working memory, processing speed, and verbal learning. Above average performance (>1 s.d.) in at least two tests was present for 40.5% ROD, 36.1% CHR, 16.1% ROP, and was >2 SDs in 1.8% ROD, 1.4% CHR, and 0% ROP. These findings suggest that interventions should be tailored to the individual, with working memory, processing speed, and verbal learning likely to be important transdiagnostic targets.

Cognitive subtyping of university students with dyslexia in a semi-transparent orthography: what can weaknesses and strengths tell us about compensation?

Developmental dyslexia is characterized by a profile of reading- and writing-related difficulties which stands out as a core deficit in phonological processing. Although these difficulties seem to persist into adulthood, it is still an open question to what extent they are immune, or not, to the extensive training resulting from extended schooling. The main objective of this study was to explore the heterogeneity of the cognitive profile of European Portuguese highly literate adults with dyslexia. Thirty-one university students diagnosed with dyslexia during childhood and their matched skilled adult control readers were assessed through a battery of reading and cognitive tests. A cluster analysis of data obtained from participants with dyslexia identified two profile groups. While Cluster 1 grouped participants with clear phonological deficits and concomitant reading difficulties, Cluster 2 showed better performance on most of the core skills associated with reading and also better general cognitive abilities, suggesting that these dyslexic readers have partially resolved their phonological constraints along the development, probably due to the systematic exposure to reading and writing. As Cluster 2 matched typical readers in general cognitive abilities, it might also be the case that cognitive strengths associated with general intelligence worked as protective factors, helping students to strategically compensate for their reading difficulties. Overall, these results suggest that both mechanisms–partial remediation of the core phonological deficit and adoption of compensatory strategies supported by general cognitive skills–might contribute together to improving the reading performance of highly literate adults with dyslexia.

The Cognitive Daisy (COG-D) for improving care for residents with dementia in care homes: protocol of a feasibility RCT

BackgroundCognitive problems associated with dementia affect a large proportion of older adults living in residential care. Knowledge of cognitive impairments is important for providing person-centred care (PCC). The impact of specific cognitive impairments on residents’ needs is often overlooked in dementia training and information about residents’ individual cognitive profiles are frequently underspecified in care-plans, potentially undermining the delivery of PCC. This can lead to reduced resident quality of life and increased distressed behaviours—a major cause of staff stress and burnout. The COG-D package was developed to fill this gap. Daisies provide a visual representation of a resident’s individual cognitive strengths and weaknesses in a colourful flower (Daisy) representing five cognitive domains. By viewing a resident’s Daisy, care-staff can flexibly adjust in-the-moment care-decisions and can consult Daisies in care-plans for longer-term planning. The primary aim of this study is to assess the feasibility of implementing the COG-D package in residential care homes for older adults.Methods/designThis 24-month feasibility cluster randomized controlled trial involves a 6-month intervention of the use of Cognitive Daisies in 8–10 residential care homes for older adults after training of care staff on the use of Cognitive Daisies in daily care (basic training) and on conducting the COG-D assessments with residents (advanced training). The key feasibility outcomes include % residents recruited, % COG-D assessments completed, and % staff completing the training. Candidate outcome measures for residents and staff will be obtained at baseline, and at 6 and 9 months post-randomization. COG-D assessments of residents will be repeated 6 months after the first assessment. A process evaluation will assess intervention implementation and barriers and facilitators to this through care-plan audits, interviews and focus groups with staff, residents, and relatives. Feasibility outcomes will be analysed against progression criteria to a full trial.DiscussionThe results of this study will provide important information about the feasibility of using COG-D in care homes and will inform the design of a future large-scale cluster RCT to assess the effectiveness and cost-effectiveness of the COG-D intervention in care homes.Trial registrationThis trial was registered on 28/09/2022 (ISRCTN15208844) and is currently open to recruitment.

Cognitive functioning and clinical characteristics of children with non-syndromic orofacial clefts: A case-control study.

The higher rate of neuropsychiatric disorders in individuals with non-syndromic orofacial clefts has been well documented by previous studies. Our goal was to identify children with non-syndromic orofacial clefts that are at risk for abnormal neurodevelopment by assessing their developmental history and present cognitive functioning. A single-center, case-controlled study was carried out at the Department of Pediatrics of the University of Pécs in Hungary. The study consisted of three phases including questionnaires to collect retrospective clinical data and psychometric tools to assess IQ and executive functioning. Forty children with non-syndromic oral clefts and 44 age-matched controls participated in the study. Apgar score at 5 min was lower for the cleft group, in addition to delays observed for potty-training and speech development. Psychiatric disorders were more common in the cleft group (15%) than in controls (4.5%), although not statistically significant with small effect size. The cleft group scored lower on the Continuous Performance Test. Subgroup analysis revealed significant associations between higher parental socio-economic status, academic, and cognitive performance in children with non-syndromic orofacial clefts. Analyzes additionally revealed significant associations between early speech and language interventions and higher scores on the Verbal Comprehension Index of the WISC-IV in these children. Children with non-syndromic orofacial clefts seem to be at risk for deficits involving the attention domain of the executive system. These children additionally present with difficulties that affect cognitive and speech development. Children with non-syndromic orofacial clefts show significant skill development and present with similar cognitive strengths as their peers. Longitudinal studies with larger sample sizes are needed to provide more conclusive evidence on cognitive deficits in children with non-syndromic orofacial clefts at risk for neurodevelopmental difficulties.

FROM TEACHERS’ BELIEFS ABOUT GIFTED STUDENTS TO POSITIVE EDUCATION OF THE GIFTED

This paper examines two important topics relevant to the field of positive education: a) intellectual giftedness as one of the inherently positive characteristics of students and b) teachers’ beliefs about gifted students. Teachers are considered to be representatives of educational institutions whose role is to contribute to the development of positive characteristics and enable positive subjective experiences of all students. Positive education relies on students’ cognitive and non-cognitive strengths and tends to contribute to their academic achievement and well-being. An important prerequisite for positive education of gifted students is that teachers understand their characteristics and educational needs. Teachers who do not understand intellectually gifted students’ characteristics can contribute to their academic underachievement and dissatisfaction in the educational context, mainly due to the phenomenon of self-fulfilling prophecy. In this paper, research findings regarding teachers’ beliefs about non-cognitive characteristics of gifted students, their status in the peer group and the nature of student–teacher relationship are being compared with the findings of previous empirical research studies which investigated gifted students’ personality traits and their actual relationships. The comparison indicates that teachers’ assessments regarding certain personality dimensions are accurate – when they perceive gifted students as more open to experiences, equally conscientious and less agree- able than typical students. In contrast, teachers mistakenly attribute elevated neuroticism and introversion to the gifted, which is inconsistent with the well-established research findings about the personality traits of gifted students. Findings on the perception of gifted students’ elationships with typical peers and teachers also indicate that they are perceived as maladjusted and having socio-emotional issues. This perception might be due to gifted students’ negative reactions to inappropriate educational settings and teachers’ misinterpretation of these reactions. It is also possible that certain characteristics, which are more often present in gifted students – more pronounced assertiveness, less pronounced gregariousness, as well as lower scores on the facets of modesty, altruism, tender-mindedness and lower agreeableness in general – are negatively interpreted and perceived as undesirable. We argue that teachers should modify their peceptions ‒ instead of considering giftedness as vulnerability they should consider it as a resource. This would contribute to teachers’ competencies for positive education of gifted students including their cognitive and socio-emotional development. Besides, it would possibly increase the likelihood of the gifted students’ satisfactory relationships with their teachers and thе overall more positive experience of education.

Artificial intelligence in healthcare: Complementing, not replacing, doctors and healthcare providers.

The utilization of artificial intelligence (AI) in clinical practice has increased and is evidently contributing to improved diagnostic accuracy, optimized treatment planning, and improved patient outcomes. The rapid evolution of AI, especially generative AI and large language models (LLMs), have reignited the discussions about their potential impact on the healthcare industry, particularly regarding the role of healthcare providers. Concerning questions, "can AI replace doctors?" and "will doctors who are using AI replace those who are not using it?" have been echoed. To shed light on this debate, this article focuses on emphasizing the augmentative role of AI in healthcare, underlining that AI is aimed to complement, rather than replace, doctors and healthcare providers. The fundamental solution emerges with the human-AI collaboration, which combines the cognitive strengths of healthcare providers with the analytical capabilities of AI. A human-in-the-loop (HITL) approach ensures that the AI systems are guided, communicated, and supervised by human expertise, thereby maintaining safety and quality in healthcare services. Finally, the adoption can be forged further by the organizational process informed by the HITL approach to improve multidisciplinary teams in the loop. AI can create a paradigm shift in healthcare by complementing and enhancing the skills of healthcare providers, ultimately leading to improved service quality, patient outcomes, and a more efficient healthcare system.

INCOG 2.0 Guidelines for Cognitive Rehabilitation Following Traumatic Brain Injury: What's Changed From 2014 to Now?

INCOG 2.0 Guidelines for Cognitive Rehabilitation Following Traumatic Brain Injury: What's Changed From 2014 to Now?

Online Cognitive Diagnostic Assessment for Relationship of Time

Cognitive diagnostic assessment (CDA) is an essential classroom assessment that could provide high-specific diagnostic information. To support teachers' practical implementation of CDA in the mathematics classrooms, this study sought to develop an online CDA for assessing students' skills mastery of ‘relationship of time'. The study involved 90 grade four students in Penang state, Malaysia. With the excellent model-data fit, the inferences drawn about students' mastery attribute tested in the online CDA were valid. Therefore, the online CDA could be a useful tool for mathematics teachers to pinpoint students' cognitive strengths and weaknesses on ‘relationship of time'.

Heritage language learners of English: Linguistic gaps and cognitive strengths

Purpose This study examined whether Heritage Language Learners (HLLs) of English display profile effects in their performance on knowledge- and processing-dependent measures relative to the standardised mean scores of monolingual speakers. The study also investigated the influence of several experiential factors on HLL performance. Method Participants were 59 Arabic-speaking HLLs from six to nine years old. The children completed a battery of linguistic tests in their L1 and L2, as well as cognitive measures of short-term and working memory and non-verbal intelligence. Result Significantly lower standardised scores were observed for HLLs as compared to the standardised mean scores on all Arabic/English language tasks except L2 word reading. HLLs scored at or above age-level expectations on cognitive measures except the Arabic nonword repetition task. Stepwise regression analyses examining variance in HLLs' performance, age and richness of environment consistently explained HLLs' performance in L1 Arabic, but different factors accounted for HLLs' performance in English depending on the task. Age was the only variable that consistently explained variance in performance on the cognitive measures. Conclusion The results suggest that processing-dependent measures may be less sensitive to difference in language experience than traditional knowledge-based measures such as standardised measures of language and vocabulary.

An Evaluation of Multiple Intelligence Theory on Architecture Students

Abstract: The term intelligence defines the intellectual capacity of any human being. The point here is that if a person has high intelligent quotient (IQ) it does not mean he/she will excel in other fields as well. Every individual is different and has its own interest of area where that person applies his/her full knowledge and hard work. Therefore, the discussion starts with every person is different and has its own sets of interest. The design tasks are complex in nature which in today scenario requires every individual with a wide range of skills– such as spatial visualization and creation, problem solving skills, communication skills which involves both interpersonal and intrapersonal skills, verbal and non-verbal skills, and so on. Identifying and recognizing these multiple intelligences becomes essential and an important factor for architects and researchers to deal and nurture diversity in architecture field, empathize with the variety of cognitive strengths and weaknesses, and implementing divergent tools which will help to evaluate different design thinking skills. The study deals with the comparative analysis of existing theories on Intelligence by numerous psychologists. This paper, furthermore explores and evaluates the multiple intelligence theory by psychologist Howard Gardner (1983) in his book “Frames of Mind” which states about the theory of intelligence and also types of intelligence at large. The use of this theory in architectural design studio could be relevant in the ways to think as a diverse set of intelligences and to understand individual differences among all. The paper investigates about what type of intelligences are more in Architecture Students. A MIDAS test consists of 80 questions were carried out on 750 students of Architecture, 150 students from each year of B.Arch. program for examining the study. The hypothesis of this research is based on inspecting the existing multiple intelligence that Architectural students have spatial visualization intelligence more than other intelligence. The research concludes with a notion that intelligence in design or any other field cannot be restricted to only one set of variables but rather should be considered as a flexible framework that can be adopted for a desired learning outcome.

The cognitive costs and advantages of children's exposure to parental relationship instability: Testing an evolutionary-developmental hypothesis.

Guided by evolutionary-developmental models, this study tested the hypothesis that children's exposure to parental relationship instability, defined by initiation and dissolution of caregiver intimate relationships, has both costs in cognitive impairments and benefits in enhanced learning skills. Participants included 243 mothers and their preschool children (M age 4.60 years; 56% girls) from diverse racial and ethnic backgrounds (e.g., 46% Black; 19% Latinx). Consistent with hypotheses, higher levels of parental relationship instability during preschool predicted children's poorer performance on explicit, higher-order cognitive functioning tasks (e.g., IQ, working memory) and better performance in detecting reward probabilities in an implicit learning task 2 years later. Results of the piecewise latent growth curve analysis of the implicit learning task revealed that children experiencing greater family instability were able to more rapidly identify the locations of the hidden rewards in the early, rather than later, stages of the games. Additional findings supported the role of children's antagonistic representations of family relationships as an intermediary mechanism. More specifically, parental relationship instability significantly predicted higher levels of children's antagonistic representations of their families 2 years later after controlling for their earlier antagonistic representations and demographic covariates. Children's antagonistic representations, in turn, were concurrently linked with poorer explicit cognitive functioning and better implicit learning abilities when they were in first grade. The findings inform an understanding of cognitive tradeoffs of experiencing parental relationship instability and may have important implications for modifying educational and clinical programs to capitalize on the cognitive strengths of children who experience environmental unpredictability. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Supporting the Transition to Adulthood for Youth With Spina Bifida: A Call for Neuropsychology-Informed Interventions.

Supporting the Transition to Adulthood for Youth With Spina Bifida: A Call for Neuropsychology-Informed Interventions.

Social Workers’ Use of Theories and Methods in Practice: Identifying What Informs Social Work Practice in New York City

ABSTRACT This study examined social workers’ perceived use of theories and methods in practice through a questionnaire completed by social workers in New York City (N=105) followed by individual interviews (N=20). Social workers received approximately one to six courses on theory in their education that moderately influenced their current practice. The most commonly used theories in practice included Cognitive Behavioral Therapy, Strengths Perspective, and Trauma-Informed Care. Social workers either applied theory to practice in an intentional and systematic way or indicated their “practice was not that intentional.” Social work education was reported to provide a breadth but not depth of knowledge on theory. Recommendations for social work education to strengthen the link between theory and practice are provided.

Performance of children with ASD on the WISC‐V ancillary index scales

AbstractAncillary index scales provide assessment professionals the opportunity to conduct a more comprehensive interpretation of a student's performance on the Wechsler Intelligence Scales for Children, Fifth Edition (WISC‐V); however, little is known about the performance of children with autism spectrum disorder (ASD) on these scales. The ASD special group population from the standardization sample of the WISC‐V and their demographically matched controls were included in the study (total n = 124; mean age = 11.5 years). The results of a discriminant analysis revealed that the Auditory Working Memory Index, the Cognitive Proficiency Index, and the Full‐Scale IQ were the best at discriminating among the different groups suggesting that the various groups perform differently on these indexes. School psychologists should calculate all ancillary index scales to obtain the most comprehensive understanding of the cognitive strengths and weaknesses of a child with ASD.

Celebrating Diversity and Inclusion in the Outdoors

Delegates from 22 countries and four continents assembled in Ireland during September 2019, for the European Institute for Outdoor Adventure Education and Experiential Learning (EOE Network) conference which was themed on the celebration of diversity and inclusion in the outdoors. Conference delegates were invited to have their presentations considered for conversion to journal articles for inclusion in a specially themed issue of JOEE. In this special issue, the majority of articles relate to the inclusion of persons with a disability, social inclusion, and issues related to inclusive practice in schools-based outdoor programming. Here, we celebrate some of the many participants in outdoor and environmental education and the authors and educators who have chosen to learn about equity and are campaigning to have more equity in their organizations and their work in outdoor education. Likely no outdoor professional intends to be ableist, racist, genderist, or sexist. However, we can, unintentionally, adopt any one of these stances if we do not educate ourselves appropriately. Diversity is a fact. The world is comprised of diverse populations of people; and within those populations there is incredible diversity on many dimensions: race (though race is artificially constructed), gender, age, ethnicity, physical and cognitive strengths, body shape, family constellation, immigration status, and more. These articles offer professionals in the field much to consider as they transform OE to be equitable and inclusive, helping more people enjoy and learn outside.

Cognitive strengths in first-episode psychosis: perspectives from young people with lived experience

ABSTRACT Background Identifying cognitive strengths may be one avenue for enhancing functional recovery in people with first-episode psychosis (FEP). This study explored the perspectives of young people with FEP on the conceptualisation of cognitive strengths and the perceived risks and benefits, and pragmatic considerations, of a cognitive strengths-based approach to assessment and treatment. Methods Ten participants, aged 18 to 26 (M age = 21.44 years, SD = 2.70), were recruited from an early psychosis assessment and treatment service. Data were collected using a semi-structured interview and analyzed using thematic analysis. Results Four overarching themes emerged, related to: 1) Understanding cognitive strengths in FEP; 2) Potential benefits; 3) Barriers and risks; and 4) Considerations for development and implementation. Young people held positive views toward assessment and treatment methods focused on cognitive strengths, suggesting that identifying strengths and building confidence beliefs may promote greater functioning. Potential barriers, including harms related to being unable to identify cognitive strengths or neglecting deficits, were areas requiring further consideration. Discussion A cognitive strengths-based approach to assessment and treatment in FEP is a promising area of investigation, according to young people with FEP. The results provide insight regarding a cognitive strengths definition and the ways that these could be measured in future.