In this review we systematically assess our currently available knowledge about psychogenic non-epileptic seizures (PNES) with an emphasis on the psychological mechanisms that underlie PNES, possibilities for psychological treatment as well as prognosis. Relevant studies were identified by searching the electronic databases. Case reports were not considered. 93 papers were identified; 65 of which were studies. An open non-randomized design, comparing patients with PNES to patients with epilepsy is the dominant design. A working definition for PNES is proposed. With respect to psychological etiology, a heterogeneous set of factors have been identified. Not all factors have a similar impact, though. On the basis of this review we propose a model with several factors that may interact in both the development and prolongation of PNES. These factors involve psychological etiology, vulnerability, shaping, as well as triggering and prolongation factors. A necessary first step of intervention in patients with PNES seems to be explaining the diagnosis with care. Although the evidence for the efficacy of additional treatment strategies is limited, variants of cognitive (behavioural) therapy showed to be the preferred type of treatment for most patients. The exact choice of treatment should be based on individual differences in the underlying factors. Outcome can be measured in terms of seizure occurrence (frequency, severity), but other measures might be of greater importance for the patient. Prognosis is unclear but studies consistently report that 1/3rd to 1/4th of the patients become chronic.

The relation between cognitive and motor performance was studied in a sample of 378 children aged 5-6. Half of these children had no behavior problems; the others were selected for externalizing (38%) or internalizing problems (12%). Quantitative and qualitative aspects of motor performance were related to several aspects of cognition, after controlling for the influence of attention. No relation between global aspects of cognitive and motor performance was found. Specific positive relations were found between both aspects of motor performance, visual motor integration and working memory, and between quantitative aspects of motor performance and fluency. These findings reveal interesting parallels between normal cognitive and motor development in 5- to 6-year-old children that cannot be ascribed to attention processes.

Both gray and white matter is affected in boys with DMD at a whole brain level. Differences between the DMD_Dp140(-) subgroup and controls indicate an important role for the Dp140 dystrophin isoform in cerebral development.

Duchenne muscular dystrophy (DMD) is a muscular dystrophy with high incidence of learning and behavioural problems and is associated with neurodevelopmental disorders. To gain more insights into the role of dystrophin in this cognitive phenotype, we performed a comprehensive analysis of the expression patterns of dystrophin isoforms across human brain development, using unique transcriptomic data from Allen Human Brain and BrainSpan atlases. Dystrophin isoforms show large changes in expression through life with pronounced differences between the foetal and adult human brain. The Dp140 isoform was expressed in the cerebral cortex only in foetal life stages, while in the cerebellum it was also expressed postnatally. The Purkinje isoform Dp427p was virtually absent. The expression of dystrophin isoforms was significantly associated with genes implicated in neurodevelopmental disorders, like autism spectrum disorders or attention-deficit hyper-activity disorders, which are known to be associated to DMD. We also identified relevant functional associations of the different isoforms, like an association with axon guidance or neuron differentiation during early development. Our results point to the crucial role of several dystrophin isoforms in the development and function of the human brain.

Objective-This study examined whether neighbourhood level socioeconomic variables have an independent eVect on reported child behaviour problems over and above the eVect of individual level measures of socioeconomic status. 45).Conclusions-Living in a more deprived neighbourhood is associated with higher levels of child problem behaviour, irrespective of individual level socioeconomic status. The additional eVect of the neighbourhood may be attributable to contextual variables such as the level of social cohesion among residents. (J Epidemiol Community Health 2001;55:246-250) As it is known that behaviour problems in children increase the risk for later psychopathology, 1 unravelling the aetiology of early problem behaviour may provide possibilities for prevention of adult mental disorder. Many studies have shown that individual level variables, such as exposure to marital discord or coming from a low income family, are associated with behaviour problems in children. [2][3][4] In addition, behaviour problems occur more frequently in children living in deprived urban areas than in children living in rural communities.5 6 However, whether neighbourhood level socioeconomic variables have an independent eVect on child behaviour problems over and above the eVect of individual level variables has scarcely been studied. Duncan and colleagues have demonstrated that neighbourhood economic conditions and poverty status are powerful correlates of the behaviour of children even after accounting for family structure and maternal education.7 However, most studies on the eVects of neighbourhood on child behaviour have been hampered by the absence of data combining information at the individual, family, and neighbourhood levels in the appropriate statistical model. Thus, most studies on neighbourhood diVerences on child behaviour problems have not taken into account the hierarchical fashion in which such data are organised. Data that are grouped according to neighbourhood are, in statistical terms, part of a multilevel structure, with level one units (individuals) being clustered into level two units (neighbourhoods). Individuals from the same neighbourhood are more similar to each other than individuals from diVerent areas, implying that the variation of reported child behaviour problems is smaller than if it were completely random. A conventional regression technique cannot take into account the variance components of two diVerent levels, thus underestimating the standard errors of regression coeYcients.

Verbal fluency was operationalized as the number of words produced in a restricted category (i.e., semantic category [SCF] and words beginning with a given letter [ILF]) in 60 seconds. Word production in the first 15 seconds of either type of fluency task was defined as a measure of automatic information processing, whereas word production in the remaining 45 seconds (in 15-second periods) was taken as a measure of controlled information processing. Data revealed that over 60 seconds healthy children aged 8.4-9.7 years (n = 91) produced significantly more words and less incorrect responses on the SCF task than on the ILF task. Although word production was a function of both type of task and time, it was highest in the initial time slice of either type of fluency and decreased as time on task increased. Finally, no sex differences were found for any measure of performance on either type of fluency task. In contrast, the level of occupational achievement of the caregiver (LOA) appeared to be a determinant of the child's performance on either type of fluency task, indicating that LOA affects higher-order processes, such as the automation of newly learned verbal skills and effortful processing.

The effectiveness of working memory (WM) training programmes is still a subject of debate. Previous reviews were heterogeneous with regard to participant characteristics of the studies included. To examine whether these programmes are of added value for children with learning disabilities (LDs), a systematic meta-analytic review was undertaken focusing specifically on LDs. Thirteen randomised controlled studies were included, with a total of 307 participants (age range = 5.5-17, Mean age across studies = 10.61, SD = 1.77). Potential moderator variables were examined, i.e., age, type of LD, training programme, training dose, design type, and type of control group. The meta-analysis indicated reliable short-term improvements in verbal WM, visuo-spatial WM, and word decoding in children with LDs after training (effect sizes ranged between 0.36 and 0.63), when compared to the untrained control group. These improvements sustained over time for up to eight months. Furthermore, children > 10 years seemed to benefit more in terms of verbal WM than younger children, both immediately after training as well as in the long-term. Other moderator variables did not have an effect on treatment efficacy.

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