More dual language learners (DLLs) are being identified early with autism spectrum disorder (ASD). However, many families are still being advised against dual language exposure, despite a lack of evidence of negative impacts on language development in ASD. Research in typically developing children has noted advantages for bilinguals in domains such as executive functioning and social skills, but less is known about the effects in ASD. The present study evaluated differences in executive functioning and social communication in young children (n=55) with ASD. Dual-language learners with ASD had significantly fewer parent reported executive functioning problems and repetitive behaviors; parent-reported social communication skills were generally comparable across groups. Our findings indicate that the bilingual advantage in executive functioning may extend to children with neurodevelopmental conditions.

Despite well-accepted findings of a "downward shift" in intellectual functioning in children with neurofibromatosis type 1 (NF1), research has not examined the contribution of the individual indices in this lower performance on intelligence (IQ) measures. Although 30-50 % of children with NF1 meet criteria for a diagnosis of attention deficit/ hyperactivity disorder (ADHD), research has not established the relation between ADHD and intellectual profiles in these children. To clarify these issues, this study examined the Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV) profiles of children with NF1, with and without comorbid ADHD, using a comparison group of children with developmental ADHD. We found that rather than an overall lowering of IQ, children with NF1 demonstrated an uneven intellectual profile. While verbal abilities were generally preserved, nonverbal, working memory, and processing speed abilities were lower than the population norms. Children with NF1 and comorbid ADHD showed significantly lower performance on tests of working memory than children with NF1 without ADHD or children with developmental ADHD. These results suggest that global intellect is inadequate in describing the cognitive phenotype in children with NF1 and that in children with NF1 comorbid ADHD may manifest as additional cognitive burden with respect to working memory.

With an age range from 3 to 13 years, the Kaufman Assessment Battery for Children–Second Edition (KABC-II) offers an appealing option for the assessment of cognitive abilities for children. Although independent research has provided evidence of the construct validity of the KABC-II for school-age children, previous studies have rarely included an examination of preschool-age children. This study used confirmatory factor analysis to investigate the structure of the KABC-II in preschool children in relation to the Cattell-Horn-Carroll (CHC) theory of intelligence. By examining competing models based on CHC theory, this study found that the constructs measured by the KABC-II subtests matched those specified within the manual, for children ages 4 through 5. In addition, these results suggested that Gf and Gv are in fact distinct broad abilities for this age group. These findings provide support for differentiated cognitive abilities within young children.

This article presents a case example which illustrates the multidisciplinary model for presurgical assessment for epilepsy patients. Nearly three million people in the United States are diagnosed with epilepsy and more than one third of this population is refractory to pharmacological treatment. Poor seizure control is associated with additional impairment in quality of life and cognitive and social functioning, and even with premature death. In accordance with these concerns, surgical intervention is increasingly recognized as a viable treatment option, which should be considered soon after drug resistance becomes apparent. Despite the widespread evidence of effectiveness surgery is often delayed, in part because of the necessity, and difficulties, of correctly applying a multidisciplinary approach to presurgical assessment. And yet, a multidisciplinary team is crucial in the evaluation of risks and benefits of possible surgical intervention and in guiding the surgical procedure to maximize seizure control and minimize risk to eloquent cortex. In the model and complex case presented, the neuropsychologist has a critical role in the presurgical evaluation, as well as in the postsurgical evaluation of outcome.