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Journal articles on the topic 'Neuropsychological'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 March 2023

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1

ALLEN, DANIEL N., GERALD GOLDSTEIN, and ERIN WARNICK. "A consideration of neuropsychologically normal schizophrenia." Journal of the International Neuropsychological Society 9, no. 1 (January 2003): 56–63. http://dx.doi.org/10.1017/s135561770391006x.

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Neuropsychological deficits are considered by many to be core features of schizophrenia. However, about 20% of patients with schizophrenia appear to have normal neuropsychological function. This study investigates this subgroup by comparing a “neuropsychologically normal” schizophrenia group to a non-schizophrenic, non-brain damaged patient comparison (PC) sample, and to patients with definitive brain damage who performed normally on neuropsychological testing. All patients completed the Halstead-Reitan Neuropsychological Test Battery and were classified as neuropsychologically normal or impaired using the Average Impairment Rating (AIR). In a sample of 113 patients with schizophrenia, 19.5% were classified as neuropsychologically normal. The brain damaged neuropsychologically normal group (BD-NN) consisted of 14.3% of 124 subjects. These groups were compared with a patient non-schizophrenic, non-brain damaged group who were selected on the basis of having an Average Impairment Rating in the neuropsychologically normal range. The neuropsychologically normal schizophrenic group performed less well than the non-brain damaged, non-schizophrenic patient comparison group on a number of tests, indicating that patients in this group may not be completely neuropsychologically normal, and would be better characterized as “high-functioning” or near normal. The results are discussed in regard to possible neurobiological differences between neuropsychologically impaired and intact schizophrenic patients, and implications for course and outcome. (JINS, 2003, 9, 56–63.)

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2

Coghill, D. R., S. Seth, and K. Matthews. "A comprehensive assessment of memory, delay aversion, timing, inhibition, decision making and variability in attention deficit hyperactivity disorder: advancing beyond the three-pathway models." Psychological Medicine 44, no. 9 (October 31, 2013): 1989–2001. http://dx.doi.org/10.1017/s0033291713002547.

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BackgroundAlthough attention deficit hyperactivity disorder (ADHD) has been associated with a broad range of deficits across various neuropsychological domains, most studies have assessed only a narrow range of neuropsychological functions. Direct cross-domain comparisons are rare, with almost all studies restricted to less than four domains. Therefore, the relationships between these various domains remain undefined. In addition, almost all studies included previously medicated participants, limiting the conclusions that can be drawn. We present the first study to compare a large cohort of medication-naive boys with ADHD with healthy controls on a broad battery of neuropsychological tasks, assessing six key domains of neuropsychological functioning.MethodThe neuropsychological functioning of 83 medication-naive boys with well-characterized ADHD (mean age 8.9 years) was compared with that of 66 typically developing (TYP) boys (mean age 9.0 years) on a broad battery of validated neuropsychological tasks.ResultsData reduction using complementary factor analysis (CFA) confirmed six distinct neuropsychological domains: working memory, inhibition, delay aversion, decision making, timing and response variability. Boys with ADHD performed less well across all six domains although, for each domain, only a minority of boys with ADHD had a deficit [effect size (% with deficit) ADHD versus TYP: working memory 0.95 (30.1), inhibition 0.61 (22.9), delay aversion 0.82 (36.1), decision making 0.55 (20.5), timing 0.71 (31.3), response variability 0.37 (18.1)].ConclusionsThe clinical syndrome of ADHD is neuropsychologically heterogeneous. These data highlight the complexity of the relationships between the different neuropsychological profiles associated with ADHD and the clinical symptoms and functional impairment.

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3

Rajan, Jamuna, Saumya Udupa, and Srikala Bharat. "Hypoxia: Can Neuropsychological Rehabilitation Attenuate Neuropsychological Dysfunction." Indian Journal of Psychological Medicine 32, no. 1 (January 2010): 65–68. http://dx.doi.org/10.4103/0253-7176.70544.

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4

Uno, Akira, Masato Kaneko, Noriko Haruhara, Hiroshi Matsuda, Motoichirou Kato, and Mari Kasahara. "Developmental dyslexia: Neuropsychological and cognitive-neuropsychological analysis." Higher Brain Function Research 22, no. 2 (2002): 130–36. http://dx.doi.org/10.2496/apr.22.130.

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5

Volovitzr, Ilan. "Neuropsychological Assessment of Traumatic Brain Injury." Neuroscience and Neurological Surgery 2, no. 2 (April 20, 2018): 01–02. http://dx.doi.org/10.31579/2578-8868/028.

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6

Fraser, Melissa A., Stephen W. Marshall, Jason P. Mihalik, and Kevin M. Guskiewicz. "Neuropsychological Measures." Medicine & Science in Sports & Exercise 48 (May 2016): 331. http://dx.doi.org/10.1249/01.mss.0000486002.73679.ea.

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7

YAMASHITA, HIKARU. "Neuropsychological tests." Japanese Journal of Rehabilitation Medicine 31, no. 9 (1994): 651–58. http://dx.doi.org/10.2490/jjrm1963.31.651.

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8

Wilson, Barbara A. "Neuropsychological Rehabilitation." Annual Review of Clinical Psychology 4, no. 1 (April 2008): 141–62. http://dx.doi.org/10.1146/annurev.clinpsy.4.022007.141212.

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9

Jahanshahi, M. "Neuropsychological Rehabilitation." Journal of Neurology, Neurosurgery & Psychiatry 52, no. 2 (February 1, 1989): 294–95. http://dx.doi.org/10.1136/jnnp.52.2.294-a.

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10

Kapur, Narinder. "Neuropsychological neurology." Neuropsychological Rehabilitation 24, no. 2 (January 30, 2014): 296–97. http://dx.doi.org/10.1080/09602011.2013.872829.

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11

Zucchella, Chiara, Angela Federico, Alice Martini, Michele Tinazzi, Michelangelo Bartolo, and Stefano Tamburin. "Neuropsychological testing." Practical Neurology 18, no. 3 (February 22, 2018): 227–37. http://dx.doi.org/10.1136/practneurol-2017-001743.

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Neuropsychological testing is a key diagnostic tool for assessing people with dementia and mild cognitive impairment, but can also help in other neurological conditions such as Parkinson’s disease, stroke, multiple sclerosis, traumatic brain injury and epilepsy. While cognitive screening tests offer gross information, detailed neuropsychological evaluation can provide data on different cognitive domains (visuospatial function, memory, attention, executive function, language and praxis) as well as neuropsychiatric and behavioural features. We should regard neuropsychological testing as an extension of the neurological examination applied to higher order cortical function, since each cognitive domain has an anatomical substrate. Ideally, neurologists should discuss the indications and results of neuropsychological assessment with a clinical neuropsychologist. This paper summarises the rationale, indications, main features, most common tests and pitfalls in neuropsychological evaluation.

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12

Braun, Michelle, David Tupper, Paul Kaufmann, Michael McCrea, Karen Postal, Michael Westerveld, Karen Wills, and Teresa Deer. "Neuropsychological Assessment." Cognitive And Behavioral Neurology 24, no. 3 (September 2011): 107–14. http://dx.doi.org/10.1097/wnn.0b013e3182351289.

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13

Hartlage, Lawrence C. "Neuropsychological Assessment." Special Services in the Schools 2, no. 2-3 (June 26, 1986): 107–19. http://dx.doi.org/10.1300/j008v02n02_08.

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14

Teng, Evelyn L., and Jennifer J. Manly. "Neuropsychological Testing." Alzheimer Disease & Associated Disorders 19, no. 4 (October 2005): 267–71. http://dx.doi.org/10.1097/01.wad.0000190805.13126.8e.

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15

de Koning, Inge. "Neuropsychological Assessment." Stroke 40, no. 9 (September 2009): 2949–50. http://dx.doi.org/10.1161/strokeaha.109.556050.

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16

Benton, Arthur L. "Neuropsychological Assessment." Annual Review of Psychology 45, no. 1 (January 1994): 1–23. http://dx.doi.org/10.1146/annurev.ps.45.020194.000245.

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17

Peper, Martin. "Neuropsychological Toxicology." European Psychologist 4, no. 2 (June 1999): 90–105. http://dx.doi.org/10.1027//1016-9040.4.2.90.

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Humans exposed to neurotoxins may exhibit alterations in cognitive and affective functioning and report a wide range of subjective symptoms. The multidisciplinary field of “neuropsychological toxicology” provides a framework for the systematic assessment and interpretation of adverse effects. Neuropsychological assessment is of interest not only to clinicians, but also to regulatory and legislative authorities. The importance of neuropsychological toxicology in the area of occupational risk research is increasingly being recognized. Possible fields of application include behavioral monitoring for preventive purposes, expert assessment in the context of compensation cases, and treatment in rehabilitation programs. This article reviews common research approaches, selected findings, and methodological problems of this emerging discipline and summarizes the implications for related fields of psychological research.

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18

Cipolotti, L., and E. K. Warrington. "Neuropsychological assessment." Journal of Neurology, Neurosurgery & Psychiatry 58, no. 6 (June 1, 1995): 655–64. http://dx.doi.org/10.1136/jnnp.58.6.655.

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19

Reynolds, C. R., and J. J. Sweet. "Neuropsychological toxicology." Archives of Clinical Neuropsychology 4, no. 2 (January 1, 1989): 197–99. http://dx.doi.org/10.1093/arclin/4.2.197.

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20

Callahan, Charles D., and David J. Fordyce. "Neuropsychological Interventions." Journal of Head Trauma Rehabilitation 18, no. 2 (March 2003): 207–9. http://dx.doi.org/10.1097/00001199-200303000-00012.

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21

Tranel, Daniel. "Neuropsychological Assessment." Psychiatric Clinics of North America 15, no. 2 (June 1992): 283–99. http://dx.doi.org/10.1016/s0193-953x(18)30237-5.

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22

Kolpan, Kenneth I. "NEUROPSYCHOLOGICAL ASSESSMENT." Journal of Head Trauma Rehabilitation 3, no. 1 (March 1988): 96–97. http://dx.doi.org/10.1097/00001199-198803000-00015.

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23

Young, Terry. "Neuropsychological Rehabilitation." Journal of Head Trauma Rehabilitation 3, no. 2 (June 1988): 99–100. http://dx.doi.org/10.1097/00001199-198806000-00016.

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24

Wade, D. T. "Neuropsychological Rehabilitation." Postgraduate Medical Journal 64, no. 749 (March 1, 1988): 254–55. http://dx.doi.org/10.1136/pgmj.64.749.254-b.

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25

Castles, Anne, Gregor M. T. McLean, and Genevieve McArthur. "Dyslexia (neuropsychological)." Wiley Interdisciplinary Reviews: Cognitive Science 1, no. 3 (May 2010): 426–32. http://dx.doi.org/10.1002/wcs.16.

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26

Sturm, Walter. "Neuropsychological assessment." Journal of Neurology 254, S2 (May 2007): II12—II14. http://dx.doi.org/10.1007/s00415-007-2004-7.

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27

Mazzucchi, A. "Neuropsychological rehabilitation." Neuropsychologia 27, no. 4 (January 1989): 583. http://dx.doi.org/10.1016/0028-3932(89)90065-1.

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28

Maeshima, Shinichiro, and Aiko Osawa. "Outline of Neuropsychological Tests(Brain Surgery and Neuropsychological Function)." Japanese Journal of Neurosurgery 18, no. 4 (2009): 264–70. http://dx.doi.org/10.7887/jcns.18.264.

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29

Jauch-Chara, Kamila, and Kerstin M. Oltmanns. "Obesity – A neuropsychological disease? Systematic review and neuropsychological model." Progress in Neurobiology 114 (March 2014): 84–101. http://dx.doi.org/10.1016/j.pneurobio.2013.12.001.

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30

Perrotta, G. "Executive Functions: Definition, Contexts and Neuropsychological Profiles." Neuroscience and Neurological Surgery 4, no. 3 (August 7, 2019): 01–04. http://dx.doi.org/10.31579/2578-8868/058.

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Starting from the concept of "executive functions", we proceeded to describe the object under examination in a more complete and functional way, and their possible role in neuropsychology and developmental psychopathology. The use of statistical methods and clinical observation have allowed us to emphasize the understanding of the multicomponential structure of the processes themselves. Paying particular attention to the psychopathological contents listed in the DSM-V psychiatric manual, the main pathological forms were then analyzed to better contextualize the present discussion, also from a psychotherapeutic point of view, with the preferential choice of the strategic approach for the management of pathological disorders related to the deficit of executive functions

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31

Huang, Lin, Keliang Chen, Zhao Liu, and Qihao Guo. "A Conceptual Framework for Research on Cognitive Impairment with no Dementia in Memory Clinic." Current Alzheimer Research 17, no. 6 (October 7, 2020): 517–25. http://dx.doi.org/10.2174/1567205017666200807193253.

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Background: Identifying and classifying individuals with Cognitive Impairment-No Dementia (CIND) has further challenged diagnostic methods, since varying the cutoffs for objective impairment as well as the neuropsychological tests considered can significantly affect diagnosis. Therefore, we investigated the applicability of an actuarial neuropsychological approach for clinical subdivision of CIND and quantified the variability in diagnostic outcomes that results from diverse neuropsychologically derived definition of objective cognitive impairment. Methods: 1459 non-demented, clinic-based individuals were recruited from a monocentric memory clinic from 1/1/2016/ to 1/1/2018 and classified as Cognitively Normal (NC), Slight Cognitive Symptom (SCS), SSubtle Cognitive Decline (SCD) or Mild Cognitive Impairment (MCI) via different diagnostic strategies, which varied the composition of objective cognitive assessments involved in the diagnostic process. Results: We compared two methods of criteria proposed by Jak/Bondi and Petersen/Winblad to classify individuals with CIND. A substantial range of differences in the percentages recognized as NC, SCS, SCD, and MCI was presented, depending on the classification criteria adopted. Our data revealed that the application of a set of six neuropsychological scores dividing CIND into 4 subgroups (NC, SCS, SCD, and MCI) was able to classify all non-demented individuals without overlap or omission. Conclusion: Our study provided clinical support for an operational framework of the CIND classification system and underlined the value of applying comprehensive neuropsychological assessments for definition. The concept of SCS, considered appropriate for a preclinical stage, was proposed as the symptomatic definition for early intervention.

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32

Rysalieva, N., and O. Uzakov. "Poststroke Neuropsychological Disorders." Bulletin of Science and Practice 6, no. 7 (July 15, 2020): 118–26. http://dx.doi.org/10.33619/2414-2948/56/13.

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The aim of research. The aim of the study was to evaluate neuropsychological disorders in patients with ischemic stroke in the acute period. Materials and methods. 100 patients with primary and repeated ischemic stroke in the carotid artery and vertebro-basilar arterial system in the acute period were examined. Patients did not have severe motor and speech disorders that could prevent neuro-psychological examination. The ischemic focus was visualized for 1–6 days from the onset of the disease by magnetic resonance imaging and computed tomography. Cognitive functions were assessed using a Mini Mental State Examination scale, a 10-word memorization test, and Schulte tables. Results. In the acute period of stroke, cognitive deficit was observed in 77% of cases and according to Mini Mental State Examination was 26.87±0.8 points in young patients, 22.83±0.8 points-in middle-aged patients. More pronounced disorders of higher brain functions were found in patients hospitalized during a period of more than 12 hours from the beginning of the disease clinic and amounted to 23.2±0.6 points. Conclusion. The study revealed that in the acute period of ischemic stroke, cognitive disorders were observed in 77% of cases, while late hospitalization of patients was accompanied by more pronounced violations of neuropsychological functions. And cognitive impairment was significantly prevalent in individuals of middle and old age compared to younger patients. Repeated stroke led to more significant not only neurological, but also cognitive impairment, which is associated with structural and functional damage to the substance of the brain and a decrease in the reserve capacity of the Central nervous system.

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33

Collie, A. "Computerised neuropsychological testing." British Journal of Sports Medicine 37, no. 1 (February 1, 2003): 2. http://dx.doi.org/10.1136/bjsm.37.1.2.

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34

Hryshchenko, Svitlana, Nataliia Beseda, Volodymyr Slobodianyk, Myroslava Kulesha-Liubinets, Oksana Bashtovenko, and Olena Tryfonova. "Neuropsychological Health Technologies." BRAIN. Broad Research in Artificial Intelligence and Neuroscience 13, no. 3 (September 30, 2022): 166–80. http://dx.doi.org/10.18662/brain/13.3/360.

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The article reveals the problem of neuropsychological technologies for maintaining, strengthening and developing human health from early to adulthood as a set of corrective and developmental measures to ensure the relationship of an optimal level of a functional brain function with efficiency and learning - conditions of well-being and quality of a life in different age groups. . The functional role of neuropsychological health technologies is reflected. Within the objectives of the article, an attempt is made to define health as a condition for effectiveness in learning and activities, a sense of comfort through the optimal provision of an interhemispheric interaction and the development of higher mental functions. Neuropsychological health technologies are primarily concerned with the prevention of a nervous exhaustion, mental retardation and neuropsychological corrective effects. The professional tasks of a modern neuropsychologist of an international level should serve needs of the individual subject of their own life with the value of maintaining and developing health, in a person-centered humanistic approach. Implementation of neuropsychological technologies of preservation, strengthening and development of health requires competent neuropsychological and subject (personality-oriented) humanistic approaches taking into account individual features of the subject of interaction with the specialist of a neuropsychological professional training, specifics of a neuropsychological problem and social demands for values to preserve, strengthen and develop, above all, physical and mental health.

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35

Butler, Michelle, Paul D. Retzlaff, and Rodney Vanderploeg. "Neuropsychological test usage." Professional Psychology: Research and Practice 22, no. 6 (1991): 510–12. http://dx.doi.org/10.1037/0735-7028.22.6.510.

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36

Yeo, Ronald A. "Neuropsychological Assessment Strategies." Contemporary Psychology: A Journal of Reviews 31, no. 4 (April 1986): 254–56. http://dx.doi.org/10.1037/024644.

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37

Henrikson, Elizabeth White. "Neuropsychological Differential Diagnosis." Psychiatric Services 51, no. 7 (July 2000): 941. http://dx.doi.org/10.1176/appi.ps.51.7.941.

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38

O'Leary, Kathleen M. "NEUROPSYCHOLOGICAL TESTING RESULTS." Psychiatric Clinics of North America 23, no. 1 (March 2000): 41–60. http://dx.doi.org/10.1016/s0193-953x(05)70142-8.

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39

Zohar, Joseph. "Extending Neuropsychological Testing." CNS Spectrums 7, no. 5 (May 2002): 337. http://dx.doi.org/10.1017/s1092852900017776.

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40

Woo, Ellen. "Computerized Neuropsychological Assessments." CNS Spectrums 13, S16 (2008): 14–17. http://dx.doi.org/10.1017/s1092852900026985.

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Computer-based measures to evaluate cognition have been used with growing frequency in recent years. These batteries are shown to be useful for identifying mild cognitive impairment (MCI) and dementia. There are few requirements to administer these tests. All that is typically needed is a computer, a response pad for patients to input their answers, and an examiner. In many cases, the examiner does not need to be a trained neuropsychologist. These computer-based assessments should yield a score report detailing the patient’s cognitive profile.An important advantage of computerized assessments over standard paper-and-pencil testing is that they can provide precise measurement at the millisecond level. This can be a more sensitive measure of cognitive impairment, especially in high-functioning older adults and in patients with milder levels of cognitive deficit. Computer tests also have a shorter assessment time. Many batteries take <1 hour to administer, whereas many standard neuropsychological batteries require >4 hours to complete. The presentation of items in some batteries can be adapted to patients’ performance levels to avoid floor effects (the test restricts how low a patients’ scores can be) and ceiling effects (the test restricts how high scores can be). Computer tests have increased standardization; they are administered the same way every time. Scoring is automatic, meaning the results are available immediately and human scoring error is reduced. Examiner effects are reduced, which is an important advantage because clinicians may differ in how they administer standard tests, which may impact patients’ responses. In addition, the batteries are easily transported, and multiple tasks can be made available on a single computer.

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41

HARVEY, PHILIP D. "Neuropsychological Differential Diagnosis." American Journal of Psychiatry 159, no. 3 (March 2002): 501–2. http://dx.doi.org/10.1176/appi.ajp.159.3.501.

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42

Oakes, Howard J., and David W. Lovejoy. "Independent Neuropsychological Evaluations." Psychological Injury and Law 6, no. 1 (February 24, 2013): 51–62. http://dx.doi.org/10.1007/s12207-013-9146-y.

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43

Farmer, Mary E., Lon R. White, Steven J. Kittner, Edith Kaplan, Elizabeth Moes, Pat Mcnamara, Michael M. Wolz, Philip A. Wolf, and Manning Feinleib. "Neuropsychological Test Performance in Framingham: A Descriptive Study." Psychological Reports 60, no. 3_part_2 (June 1987): 1023–40. http://dx.doi.org/10.1177/0033294187060003-201.1.

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In 1976–1978, a battery of eight neuropsychologic tests was administered to 2,123 participants in the Framingham Study aged 55 to 89 yr. The battery was designed to sample multiple areas of cognitive function including language skills, memory, learning, reproduction of designs, attention, and abstract thinking. Performance is described for several groups in this population: a large community-dwelling sample, those with hearing impairments, and those with documented strokes. Performance is described by age, sex, and education strata for the community sample. This normative information should be useful for interpreting individual test performance on neuropsychological tests.

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KUMAGAI, Keiko. "Concept of Arithmetic Disabilities : From Neuropsychological and Cognitive Neuropsychological Perspectives." Japanese Journal of Special Education 35, no. 3 (1997): 51–61. http://dx.doi.org/10.6033/tokkyou.35.51_2.

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45

Libon, David J., Ganesh Baliga, Rod Swenson, and Rhoda Au. "Digital Neuropsychological Assessment: New Technology for Measuring Subtle Neuropsychological Behavior." Journal of Alzheimer's Disease 82, no. 1 (June 29, 2021): 1–4. http://dx.doi.org/10.3233/jad-210513.

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Technology has transformed the science and practice of medicine. In this special mini-forum, data using digital neuropsychological technology are reported. All of these papers demonstrate how coupling digital technology with standard paper and pencil neuropsychological tests are able to extract behavior not otherwise obtainable. As digital assessment methods mature, early identification of persons with emergent neurodegenerative and other neurological illness may be possible.

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46

Ryu, Hui Jin, and Dong Won Yang. "The Seoul Neuropsychological Screening Battery (SNSB) for Comprehensive Neuropsychological Assessment." Dementia and Neurocognitive Disorders 22, no. 1 (2023): 1. http://dx.doi.org/10.12779/dnd.2023.22.1.1.

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47

Dvořáková, Zuzana, Lenka Krámská, and Julie Žalmanová. "Validation study of the Neuropsychological Assessment Battery Czech version." Diskuze v psychologii 3, no. 1 (November 1, 2021): 36–42. http://dx.doi.org/10.5507/dvp.2021.001.

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48

Gracey, Fergus, Donna Malley, Adam P. Wagner, and Isabel Clare. "Characterising neuropsychological rehabilitation service users for service design." Social Care and Neurodisability 5, no. 1 (February 4, 2014): 16–28. http://dx.doi.org/10.1108/scn-09-2013-0034.

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Purpose – Needs of people following acquired brain injury vary over their life-course presenting challenges for community services, especially for those with “hidden” neuropsychological needs. Characterisation of subtypes of rehabilitation service user may help improve service design towards optimal targeting of resources. This paper aims to characterise a neuropsychologically complex group of service users. Design/methodology/approach – Preliminary data from 35 participants accepted for a holistic neuropsychological rehabilitation day programme were subject to cluster analysis using self-ratings of mood, executive function and brain injury symptomatology. Findings – Analysis identified three clusters significantly differentiated in terms of symptom severity (Cluster 1 least and Cluster 2 most severe), self-esteem (Clusters 2 and 3 low self-esteem) and mood (Cluster 2 more anxious and depressed). The three clusters were then compared on characteristics including age at injury, type of injury, chronicity of problems, presence of pre-injury problems and completion of rehabilitation. Cluster 2 were significantly younger at time of injury, and all had head injury. Research limitations/implications – Results suggest different subgroups of neuropsychological rehabilitation service user, highlighting the importance of early identification and provision of rehabilitation to prevent deterioration, especially for those injured when young. Implications for design of, and research into, community rehabilitation service design for those with “hidden disability” are considered. Originality/value – The paper findings suggests that innovative conceptual frameworks for understanding potentially complex longer term outcomes are required to enable development of tools for triaging and efficient allocation of community service resources.

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Iqbal, Hina, Madiha Asghar, Gulshan Tara, and Mussarat Zahra. "Neuropsychological Impairment among Juvenile Delinquents." Peshawar Journal of Psychology and Behavioral Sciences (PJPBS) 4, no. 1 (July 15, 2018): 139–52. http://dx.doi.org/10.32879/picp.2018.4.1.139.

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The aim of the present study was to investigate the role of neuropsychological impairment among delinquents and non- delinquents. The total sample comprised of two hundred participants consisting of one hundred juvenile and non-juvenile with age range of 10-17 years (M=15.76, SD= 1.93). Data was collected from the incarcerated subjects from three main jails of Khyber Pakhtunkhwa they include, Central Prisons of Kohat, Peshawar Swabi and Haripur with the help of Psychologists serving in the prison. It was hypothesized that delinquents will score higher on neuropsychological impairment scale as compared to non-delinquents. Neuropsychological impairment will be significantly correlated with the scores of delinquency. The results revealed significant impairment in the neurological functioning of the delinquents as compared to non-delinquents. In the present study six neuropsychological deficits were measured, they included neuropsychological emotional, learning, sensory motor, concentration, and neuropsychological depression in association with delinquency. Hence the results produced three key findings, first the sub-scales of neuropsychological impairment were significantly positively associated with delinquency. Second, sub-scales of neuropsychological impairment predicted variation in the magnitude of association with delinquency. Third, of all the six sub-scales neuropsychological emotional problems, neuropsychological motor problems and neuropsychological depression were slightly strongly associated with delinquency as compared to learning, sensory motor and concentration problem.

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50

Stepanchenko, Nataliya, Neonila Partyko, Petro Rybalko, Svitlana Bobrovytska, Nataliia Serdiuk, and Olena Mudryk. "Neuropsychological Support for Teaching Young School-Age Children Annotation." BRAIN. Broad Research in Artificial Intelligence and Neuroscience 12, no. 4 (December 20, 2021): 250–62. http://dx.doi.org/10.18662/brain/12.4/248.

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Abstract:

The article is devoted to the problems of neuropsychological support of the educational process in elementary school, prevention possible disorders of primary school children’s mental processes and neuropsychological correction of difficulties in their learning. The neuropsychological causes of school failure are generalized (summarized). The methods of correctional and developmental education of elementary school children with specific neuropsychological features are analyzed. Neuropsychological factors of educational failure, particulary left-handed children and psychophysiological principles of special children’s psychological and pedagogical support in an inclusive environment are described. Organizational-didactic, diagnostic and correctional conditions of individual neuropsychological support of elementary school education are analyzed. A correctional and developmental program for neuropsychological diagnostics and correction of young schoolchildren’s educational failure is developed. The neuropsychological approach to the psychological and pedagogical supervision of first-grade pupils, taking into account their learning success, the level of communicative skills development and cognitive mental processes are come near.

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