Children's Task Performance Research Articles

Magic-themed motor training on daily bimanual task performance in children with unilateral spastic cerebral palsy: A systematic review and meta-analysis.

Magic-themed motor training on daily bimanual task performance in children with unilateral spastic cerebral palsy: A systematic review and meta-analysis.

The real magic of magic therapy: Improving daily bimanual task performance in children with unilateral spastic cerebral palsy.

The real magic of magic therapy: Improving daily bimanual task performance in children with unilateral spastic cerebral palsy.

The use of Treatment and Education of Autistic and Related Communication Handicapped Children in schools to improve the ability of children with autism to complete tasks independently: A single-case meta-analysis.

To investigate the effectiveness of a Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH) intervention in schools for improving independent task performance in children with autism spectrum disorders (ASD). We screened relevant studies published up to December 2022 from Web of science, ERIC, PsycINFO and other databases using predefined inclusion/exclusion criteria to identify suitable intervention studies for meta-analysis. Tau-U effect sizes were calculated for each A-B comparison extracted from the included experiments. Moderated analyses were conducted to examine the type of intervention (independent variable), intervention target behaviours (dependent variable), participant characteristics, setting characteristics and intervener characteristics. A total of 14 studies (38 participants) met the criteria and were included in the meta-analysis. The analysis results showed that TEACCH had a significant intervention effect, and the overall intervention effect size was Tau-U = 0.85[0.77, 0.91]. There were significant differences in the intervention target behaviour variables (p < 0.01), limited variation in the intervention type variables, but no differences in participant characteristics, setting characteristics and intervenor characteristics. The use of TEACCH is effective in improving independent task completion in children with ASD and provides evidence-based recommendations for its extended use in schools.

Sulcal variability in anterior lateral prefrontal cortex contributes to variability in reasoning performance among young adults.

Identifying structure-function correspondences is a major goal among biologists, cognitive neuroscientists, and brain mappers. Recent studies have identified relationships between performance on cognitive tasks and the presence or absence of small, shallow indentations, or sulci, of the human brain. Building on the previous finding that the presence of the ventral para-intermediate frontal sulcus (pimfs-v) in the left anterior lateral prefrontal cortex (aLPFC) was related to reasoning task performance in children and adolescents, we tested whether this relationship extended to a different sample, age group, and reasoning task. As predicted, the presence of this aLPFC sulcus was also associated with higher reasoning scores in young adults (ages 22-36). These findings have not only direct developmental, but also evolutionary relevance-as recent work shows that the pimfs-v is exceedingly rare in chimpanzees. Thus, the pimfs-v is a key developmental, cognitive, and evolutionarily relevant feature that should be considered in future studies examining how the complex relationships among multiscale anatomical and functional features of the brain give rise to abstract thought.

Prefrontal cortex hemodynamic activity during a test of lower extremity functional muscle strength in children with cerebral palsy: A functional near-infrared spectroscopy study.

Children with cerebral palsy (CP) exhibit impaired motor control and significant muscle weakness due to a brain lesion. However, studies that assess the relationship between brain activity and performance on dynamic functional muscle strength assessments in CP are needed. The aim of this study was to determine the effect of a progressive lateral step-up test on prefrontal cortex (PFC) hemodynamic activity in children with CP. Fourteen ambulatory children with spastic CP (Gross Motor Function Classification System level I; 5-11 y) and 14 age- and sex-matched typically developing control children completed a progressive lateral step-up test at incremental step heights (0, 10, 15 and 20 cm) using their non-dominant lower limb. Hemodynamic activity in the PFC was assessed using non-invasive, portable functional neuroimaging (functional near-infrared spectroscopy). Children with CP completed fewer repetitions at each step height and exhibited lower PFC hemodynamic activity across step heights compared to controls. Lower PFC activation in CP was maintained after statistically controlling for the number of repetitions completed at each step height. PFC hemodynamic activity was not associated with LSUT task performance in children with CP, but a positive relationship was observed in controls at the most challenging 20 cm step height. The results suggest there is an altered PFC recruitment pattern in children with CP during a highly dynamic test of functional strength. Further studies are needed to explore the mechanisms underlying the suppressed PFC activation observed in children with CP compared to typically developing children.

Divergent auditory activation in relation to inhibition task performance in children and adults.

Adults and children show remarkable differences in cortical auditory activation which, in children, have shown relevance for cognitive performance, specifically inhibitory control. However, it has not been tested whether these differences translate to functional differences in response inhibition between adults and children. We recorded auditory responses of adults and school-aged children (6-14 years) using combined magneto- and electroencephalography (M/EEG) during passive listening conditions and an auditory Go/No-go task. The associations between auditory cortical responses and inhibition performance measures diverge between adults and children; while in children the brain-behavior associations are not significant, or stronger responses are beneficial, adults show negative associations between auditory cortical responses and inhibitory performance. Furthermore, we found differences in brain responses between adults and children; the late (~200 ms post stimulation) adult peak activation shifts from auditory to frontomedial areas. In contrast, children show prolonged obligatory responses in the auditory cortex. Together this likely translates to a functional difference between adults and children in the cortical resources for performance consistency in auditory-based cognitive tasks.

Associations Between Preterm Birth, Inhibitory Control-Implicated Brain Regions and Tracts, and Inhibitory Control Task Performance in Children: Consideration of Socioeconomic Context.

Preterm birth (PTB) is associated with increased risk for unfavorable outcomes such as deficits in attentional control and related brain structure alterations. Crucially, PTB is more likely to occur within the context of poverty. The current study examined associations between PTB and inhibitory control (IC) implicated brain regions/tracts and task performance, as well as the moderating role of early life poverty on the relation between PTB and IC-implicated regions/tracts/task performance. 2,899 children from the ABCD study were sampled for this study. Mixed effects models examined the relation between PTB and subsequent IC performance as well as prefrontal gray matter volume, white matter fractional anisotropy (FA), and mean diffusivity (MD). Household income was examined as a moderator. PTB was significantly associated with less improvement in IC task performance over time and decreased FA in left uncinate fasciculus (UF) and cingulum bundle (CB). Early life poverty moderated the relation between PTB and both CB FA and UF MD.

Hydration and Cognitive Task Performance in Children: A Systematic Review

Hydration and Cognitive Task Performance in Children: A Systematic Review

Neural Mechanisms Underlying the Effects of Novel Sounds on Task Performance in Children With and Without ADHD.

Distractibility is one of the key features of attention deficit hyperactivity disorder (ADHD) and has been associated with alterations in the neural orienting and alerting networks. Task-irrelevant stimuli are thus expected to have detrimental effects on the performance of patients with ADHD. However, task-irrelevant presentation of novel sounds seems to have the opposite effect and improve subsequent attentional performance particularly in patients with ADHD. Here, we aimed to understand the neural modulations of the attention networks underlying these improvements. Fifty boys (25 with ADHD) participated in a functional magnetic resonance imaging (fMRI) study in which unique (novel) or repeatedly presented (familiar) sounds were placed before a visual flanker task in 2/3 of the trials. We found that presenting any sound improved task performance in all participants, but the underlying neural mechanisms differed for the type of sound. Familiar sounds led to a stronger increase in activity in the left posterior insula in patients with ADHD compared to typically developing peers. Novel sounds led to activations of the fronto-temporoparietal ventral attention network, likewise in ADHD and TD. These changes in signaling by novelty in the right inferior frontal gyrus were directly related to improved response speed showing that neural orienting network activity following novel sounds facilitated subsequent attentional performance. This mechanism of behavioral enhancement by short distractions could potentially be useful for cognitive trainings or homework situations.

Early childhood learning patterns for a home visiting program in rural China.

This paper uses novel experimental data from a prototypical early childhood home visiting program in China with high-frequency measurements to investigate the growth of multiple skills. After identifying the presence of child skill development on multiple skills during the intervention, we further study the features of child learning patterns. We find that individual heterogeneity and previous task performance (state dependence) are key properties of the child's task performance during the intervention, consistent with models of reinforcement learning.

Development of a learning disabilities test: a case study at elementary school

Development of a learning disabilities test: a case study at elementary school

Implementation of the diffusion model on dot-probe task performance in children with behavioral inhibition.

Attentional bias to threat, the process of preferentially attending to potentially threatening environmental stimuli over neutral stimuli, is positively associated with behavioral inhibition (BI) and trait anxiety. However, the most used measure of attentional bias to threat, the dot-probe task, has been criticized for demonstrating poor reliability. The present study aimed to assess whether utilizing a sequential sampling model to describe performance could detect adequate test-retest reliability for the dot-probe task, demonstrate stronger cueing effects, and improve the association with neural signals of early attention. One hundred and twenty children aged 9-12years completed the dot-probe task twice. During the second administration, event-related potentials (ERPs) were obtained as time-sensitive neural markers of attention. BI was not associated with traditional or diffusion model measures of performance. Traditional and diffusion model measures of performance were also not associated with N1, P2, or N2 ERP amplitude. There were main effects of Visit, in which RTs were faster and standard deviation of RT smaller during the second administration due to an increase in drift rate and a decrease in non-decision time. The traditional RT bias score (r = 0.06) and bias scores formed via diffusion model parameters (all r's < 0.40) all demonstrated poor reliability. Results confirm recommendations to move away from using the dot-probe task as the primary or sole index of attentional bias.

ADHD severity as a predictor of cognitive task performance in children with Autism Spectrum Disorder (ASD)

BackgroundIn recent years, a number of studies have begun to explore the nature of Attention-Deficit/Hyperactivity Disorder (ADHD) in children with Autism Spectrum Disorder (ASD). In this study, we examined the relationship between both symptoms of ADHD and symptoms of ASD on cognitive task performance in a sample of higher-functioning children and adolescents with ASD. Participants completed cognitive tasks tapping aspects of attention, impulsivity/inhibition, and immediate memory. AimsWe hypothesized that children with ASD who had higher levels of ADHD symptom severity would be at higher risk for poorer sustained attention and selective attention, greater impulsivity/disinhibition, and weaker memory. Methods and proceduresThe sample included 92 children (73 males) diagnosed with ASD (Mean Age = 9.41 years; Mean Full Scale IQ = 84.2). Outcomes and resultsUsing regression analyses, more severe ADHD symptomatology was found to be significantly related to weaker performance on tasks measuring attention, immediate memory, and response inhibition. In contrast, increasing severity of ASD symptomatology was not associated with higher risk of poorer performance on any of the cognitive tasks assessed. Conclusions and implicationsThese results suggest that children with ASD who have more severe ADHD symptoms are at higher risk for impairments in tasks assessing attention, immediate memory, and response inhibition—similar to ADHD-related impairments seen in the general pediatric population. As such, clinicians should assess various aspects of cognition in pediatric patients with ASD in order to facilitate optimal interventional and educational planning.

Examining the social influence of reputation for partner productivity level on the collaborative task performance of young children

AbstractHumans adjust behaviour in the presence of others in a phenomenon called social influence, which can be categorized into social facilitation (promotional effects) and social loafing (inhibitory effects). The study examined whether the productivity level of the partner in individual and collaborative tasks produced a social influence on children's task performance. The participants were aged 4‐ to 6‐years‐old and grouped as high‐productivity, low‐productivity, and control according to the productivity level of the partners. Experiments 1 and 2 assigned adults and young peers as partners, respectively. Children's performance in the collaborative task decreased compared with the individual task. This effect was unobserved when the adult partner was highly productive but occurred regardless of productivity level when the partner was a peer. Positive correlations were also observed between children's and partners' performance in both experiments. The results thus suggested that young children adjust their behaviour based on the partner's actions.Highlights The social influence of partner's productivity level on young children's task performance was examined during a collaborative task. Children performed individual and collaborative tasks with an adult (Experiment 1) or child partner (Experiment 2). Positive correlations were observed between children's and partners' performance in both experiments.

Design of an Intelligent Agent to Measure Collaboration and Verbal-Communication Skills of Children with Autism Spectrum Disorder in Collaborative Puzzle Games.

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterized by core deficits in social interaction and communication. Collaborative puzzle games are interactive activities that can be played to foster the collaboration and verbal-communication skills of children with ASD. In this paper, we have designed an intelligent agent that can play collaborative puzzle games with children and verbally communicate with them as if it is another human player. Furthermore, this intelligent agent is also able to automatically measure children's task-performance and verbal-communication behaviors throughout game play. Two preliminary studies were conducted with children with ASD to evaluate the feasibility and performance of the intelligent agent. Results of Study I demonstrated the intelligent agent's ability to play games and communicate with children within the game-playing domain. Results of Study II indicated its potential to measure the communication and collaboration skills of human users.

Locomotor patterns during obstacle avoidance in children with cerebral palsy.

We investigated how early injuries to developing brain affect the interaction of locomotor patterns with the voluntary action required by obstacle clearance. This task requires higher cognitive load and specific anticipatory sensorimotor integration than more automated steady-state gait. To this end, we compared the adaptive gait patterns during obstacle clearance in 40 children with cerebral palsy (CP) (24 diplegic, 16 hemiplegic, 2-12 yr) and 22 typically developing (TD) children (2-12 yr) by analyzing gait kinematics, joint moments during foot elevation, electromyographic (EMG) activity of 11 pairs of bilateral muscles, and muscle modules evaluated by factorization of the EMG signals. The results confirmed generally slower task performance, plus difficulty in motor planning and control in CP. Thus ~30% of diplegic children failed to perform the task. Children with CP demonstrated higher foot lift, smaller range of motion of distal segments, difficulties in properly activating the hamstring muscles at liftoff, and a modified hip strategy when elevating the trailing limb. Basic muscle modules were generally roughly similar to TD patterns, though they showed a limited adaptation. Thus a distinct activation burst in the adaptable muscle module timed to the voluntary task (liftoff) was less evident in CP. Children with CP also showed prolonged EMG burst durations. Impaired obstacle task performance may reflect impaired or less adaptable supraspinal and spinal control of gait when a locomotor task is superimposed with the voluntary movement. Neurorehabilitation of gait in CP may thus be beneficial by adding voluntary tasks such as obstacle clearance during gait performance.NEW & NOTEWORTHY Previous studies mainly evaluated the neuromuscular pattern generation in cerebral palsy (CP) during unobstructed gait. Here we characterized impairments in the obstacle task performance associated with a limited adaptation of the task-relevant muscle module timed to the foot lift during obstacle crossing. Impaired task performance in children with CP may reflect basic developmental deficits in the adaptable control of gait when the locomotor task is superimposed with the voluntary movement.

Effects of Extended-Release Methylphenidate Treatment on Cognitive Task Performance in Children with Autism Spectrum Disorder and Attention-Deficit/Hyperactivity Disorder.

Objective: To examine the effectiveness of four doses of psychostimulant medication, combining extended-release methylphenidate (ER-MPH) in the morning with immediate-release MPH (IR-MPH) in the afternoon, on cognitive task performance. Method: The sample comprised 24 children (19 boys and 5 girls) who met the Diagnostic and Statistical Manual of Mental Disorders, 4th Edition Text Revision (DSM-IV-TR) criteria for an autism spectrum disorder (ASD) on the Autism Diagnostic Interview-R and the Autism Diagnostic Observation Schedule, and had significant symptoms of attention-deficit/hyperactivity disorder (ADHD). This sample consisted of elementary school-age, community-based children (mean chronological age = 8.8 years, SD = 1.7; mean intelligence quotient = 85; SD = 16.8). Effects of placebo and three dose levels of ER-MPH (containing 0.21, 0.35, and 0.48 mg/kg equivalent of IR-MPH) on cognitive task performance were compared using a within-subject, crossover, placebo-controlled design. Each of the four MPH dosing regimens (placebo, low-dose MPH, medium-dose MPH, and high-dose MPH) was administered for 1 week; the dosing order was counterbalanced across children. Results: MPH treatment was associated with significant performance gains on cognitive tasks tapping sustained attention, selective attention, and impulsivity/inhibition. Dose/response was generally linear in the dose range studied, with no evidence of deterioration in performance at higher MPH doses in the dose range studied. Conclusion: The results of this study suggest that MPH formulations are associated with significant improvements on cognitive task performance in children with ASD and ADHD.

Investigating dual-task interference in children versus young adults with the overlapping task paradigm

Previous studies demonstrated that dual-task impairments (i.e., dual-task costs) are higher in children than in young adults. However, these studies did not specify the mechanisms explaining higher dual-task costs and did not assess the specific task processes that particularly impair simultaneous task performance in children. We assessed sources of higher dual-task costs in children (n = 32) as compared with young adults (n = 32) by combining auditory (Task 1) and visual (Task 2) sensorimotor tasks into dual tasks of the psychological refractory period (PRP) type. Both tasks are separated by a varying stimulus onset asynchrony (SOA). In Visual Task 2, we manipulated task difficulty at the perceptual stage (contrast manipulation) and response selection stage (mapping manipulation) in order to identify age-related changes in capacity limitations during dual-task performance. The results showed that the response selection manipulation and SOA yielded additive effects in children and young adults, providing evidence for interference at response selection processes in both age groups. In contrast, the perceptual stage manipulation and SOA resulted in underadditive effects in young adults and additive effects in children. This age-related difference is consistent with the assumption that limitations in central processing are present in both age groups, whereas perceptual interference between tasks seems to be larger in children than in young adults.

The Attention Network Test Database: ADHD and Cross-Cultural Applications.

Attention is a central component of cognitive and behavioral processes and plays a key role in basic and higher-level functioning. Posner’s model of attention describes three components or networks of attention: the alerting, which involves high intensity states of arousal; the orienting, which involves the selective direction of attention; and the executive control, which involves cognitive functions such as conflict resolution and working memory. The Attention Network Test (ANT) is a computerized testing measure that was developed to measure these three networks of attention. This project describes the ANT, its widely used variants, and the recently developed ANT Database, a repository of data extracted from all studies that have used the ANT as of 2019. To illustrate the potential uses of the database, two meta-analyses conducted using the ANT Database are described. One explores task performance in children with and without attention deficit/hyperactivity disorder (ADHD). The other one explores regional differences between studies conducted in China, Europe, and the United States. We are currently in the process of integrating the database into a publicly available web interface. When that work is complete, researchers, clinicians, and the general public will be able to use the database to explore topics of interest related to attention.

Differentiating Symptoms of ADHD in Preschoolers: The Role of Emotion Regulation and Executive Function

Objective: This study examined the extent to which individual differences in executive function (EF) and emotion regulation (ER) were uniquely associated with inattention and hyperactivity symptoms of ADHD, respectively. Method: Participants included 249 preschool children with at-risk or clinically elevated levels of externalizing behavior problems (EBPs). Results: Regression analyses were conducted examining the association between EF and ER—as reported by parents/teachers and assessed via child task performance—and hyperactivity and inattention. Even after accounting for IQ, age, sex, and severity of oppositional defiant disorder, greater levels of parent/teacher-reported EF problems and worse EF performance were associated with greater inattention. In addition, better observed ER was associated with lower inattention. Conversely, greater levels of parent/teacher-reported EF problems and worse parent/teacher-reported ER were associated with greater hyperactivity. Conclusion: Our findings suggest that underlying deficits in EF and ER do differentially relate to ADHD symptoms.