Functions Profiles In Children Research Articles

The comparison of cool and hot executive functions profiles in children with ADHD symptoms and normal children.

The study aimed to compare cool and hot executive functions profiles in children with ADHD symptoms and normal children. The statistical population consisted of all boys with ADHD symptoms and normal children in elementary school in Isfahan. In causal-comparative study, 200 participants were selected by multi-stage random sample method. Data were collected from Children Symptoms Inventory (CSI-4), Behavior Rating Inventory of Executive Function (BRIEF) and demographic inventory. Data were analyzed by using an analysis of covariance and Kruskal-Wallis test. There is significant difference between groups mean in variable of executive functions and all of their subscales (P < 0.05). Results from paired comparisons showed that in comparison with both subgroups of predominantly inattentive and predominantly hyperactive/ impulsive, combined subgroup indicate more damage to executive functions and all of subscales. In addition, subgroups of HD and AD are damaged more than normal group in executive functions and their subscales. Subgroups of HD and AD did not show any significant difference in inhibition, shifting and emotional control subscales (BRI). However, there were significant differences in initiation, monitoring, planning/organizing of materials subscales and total executive function. Negative mean difference in some variables indicates that in comparison with HD, AD has more problems in these subscales (MCI) and total executive function. Performing such studies can help to understand the underlying causes of treatment that has not been addressed so far in relation to this disorder and facilitate the establishment of optimal mechanisms and methods in treatment and standardization of psychological treatments.

Executive Function and Emotional, Behavioral, and Social Competence Problems in Children with Epilepsy

Many researchers have reported elevated rates of emotional, behavioral, and social competence problems (EBSP) in children with epilepsy. Although executive function has been found to be associated with EBSP in children with typical development, almost no research has looked at the individual components of executive function as potential predictors of EBSP in children with epilepsy. This is surprising given the deficits in executive function in children with epilepsy. We investigated EBSP and executive function in 42 children with epilepsy, aged 6.0 to 18.1 years and found, as expected, that EBSP were associated with executive function in these children even after epilepsy-related variables, such as seizure type, were accounted for. However, different components of executive function were related to different emotional, behavioral, and social competence problems in these children. Shifting of mental sets was a significant predictor of emotional, behavioral, and social competence problems whereas inhibition was a significant predictor of behavioral problems. This suggests that different executive function profiles in children with epilepsy may place them at-risk for developing different types of emotional, behavioral, and social competence problems. These results may help researchers and clinicians develop new techniques to identify and treat emotional, behavioral, and social competence problems in children with epilepsy.

Comparisons of severity classification systems for oropharyngeal dysfunction in children with cerebral palsy: Relations with other functional profiles

This study aimed to investigate the relationships between various classification systems assessing the severity of oropharyngeal dysphagia and communication function and other functional profiles in children with cerebral palsy (CP). This is a prospective, cross-sectional, study in a university-affiliated, tertiary-care hospital. We recruited 151 children with CP (mean age 6.11 years, SD 3.42, range 3–18yr). The Eating and Drinking Ability Classification System (EDACS) and the dysphagia scales of Functional Oral Intake Scale (FOIS), Swallow Function Scales (SFS), and Food Intake Level Scale (FILS) were used. The Communication Function Classification System (CFCS) and Viking Speech Scale (VSS) were employed to classify communication function and speech intelligibility, respectively. The Pediatric Evaluation of Disability Inventory (PEDI) with the Gross Motor Function Classification System (GFMCS) and the Manual Ability Classification System (MACS) level were also assessed. Spearman correlation analysis to investigate the associations between measures and univariate and multivariate logistic regression models to identify significant factors were used. Median GMFCS level of participants was III (interquartile range II–IV). Significant dysphagia based on EDACS level III–V was noted in 23 children (15.2%). There were strong to very strong relationships between the EDACS level with the dysphagia scales. The EDACS presented strong associations with MACS, CFCS, and VSS, a moderate association with GMFCS level, and a moderate to strong association with each domain of the PEDI. In multivariate analysis, poor functioning in EDACS were associated with poor functioning in gross motor and communication functions.

Age-related differences in inhibitory control and memory updating in boys with Asperger syndrome

Deficits in specific executive domains are highly prevalent in autism spectrum disorder; however, age-related improvements in executive functions (reflecting prefrontal maturational changes) have been reported even in individuals diagnosed with autism. The current study examined two components of cognitive flexibility (inhibition of prepotent responses and memory monitoring/updating) by using a random-motor-generation task (MPT) in a group of 23 boys with Asperger syndrome (AS) and 23 matched healthy controls. We found poorer inhibition and more repetitive responses in younger AS children solely, but comparable memory monitoring/updating skills across groups. Overall, our findings correspond well with previous studies and reveal that even in AS specific EFs may improve with age and, thus, call for a more differentiated view of executive (dys) function profiles in children diagnosed with AS. Tests such as the random-motor-generation task may help to disentangle more specific processes of executive deficits in autism spectrum disorder as compared to the more classical tests.