Developmental assessment of neuropsychological function with the aid of the NEPSY

Korkman, Marit; Kemp, Sarah L.; Kirk, Ursula

doi:10.1017/cbo9780511526794.012

Cited by 280 publications

(417 citation statements)

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“…All standardized tests demonstrated acceptable reliability and validity. 7,11,25,33,50,51 A caregiver interview was used to update family demographic information and medical history and to provide information on interventions that the child was currently receiving or had received since their last assessment at age 3 (e.g., speech or language therapy). In keeping with ethical standards for the use of psychometric tests in research with minors, 27 parents were offered a written summary of their child's test results; they were encouraged to share this information with their child's pediatrician or teacher.…”

Section: Methodsmentioning

confidence: 99%

“…Verbal fluency was assessed by administering the NEPSY-II: A Developmental Neuropsychological Assessment (NEPSY-II) 25 Word Generation subtest. Children are asked to provide as many words within a category (semantic) or that begin with a specific letter (initial letter) as they are able within a specified time frame.…”

Section: Nepsy-ii: a Developmental Neuropsychological Assessmentmentioning

confidence: 99%

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Language, learning, and memory in children with and without single-suture craniosynostosis

Kapp-Simon

Wallace²,

Collett

et al. 2016

PED

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OBJECTIVE The language and memory functions of children with and without single-suture craniosynostosis (SSC) were compared at school age (mean 7.45 years, standard deviation [SD] 0.54 years). The children in this cohort were originally recruited in infancy and prior to cranial surgery for those with SSC. METHODS Individual evaluations of 179 school-aged children with SSC and 183 controls were conducted (70% of the original cohort) using standardized measures of language, learning, and memory. Parents participated in an interview about specialized education interventions and school progress. Parents and teachers completed questionnaires about language development. RESULTS Children with SSC (cases) obtained lower scores than controls on all measures. The adjusted differences in language, learning, and memory scores were modest, with SD ranging from 0.0 to −0.4 (p values ranged from 0.001 to 0.99). Censored normal regression was used to account for intervention services received prior to the school-age evaluation; this increased case-control differences (SD range 0.1 to −0.5, p value range 0.001 to 0.50). Mean scores for cases in each SSC diagnostic group were lower than those for controls, with the greatest differences observed among children with unilateral coronal craniosynostosis. CONCLUSIONS Children with SSC continue to show poorer performance than controls on language, learning, and memory tasks at early elementary school age, even when controlling for known confounders, although mean differences are small. Multidisciplinary care, including direct psychological assessment, for children with SSC should extend through school age with a specific focus on language and conceptual learning, as these are areas of potential risk. Future research is needed to investigate language, memory, and learning for this population during the middle to high school years.

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Section: Methodsmentioning

confidence: 99%

Section: Nepsy-ii: a Developmental Neuropsychological Assessmentmentioning

confidence: 99%

Language, learning, and memory in children with and without single-suture craniosynostosis

Kapp-Simon

Wallace²,

Collett

et al. 2016

PED

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“…Verbal memory was evaluated with the List Learning subtest of the Finnish version of the NEPSY Developmental Neuropsychological Assessment (23,24), where the participants had to recall over five trials an auditorily presented 15-item wordlist. In addition, immediate and delayed recall of a story were assessed by administering the Story subtest from the WMS-R (25,26) for the participants who were 11 years or older at the beginning of the follow-up period.…”

Section: Cognitive Test Materialsmentioning

confidence: 99%

Cognitive effects of aromatase inhibitor therapy in peripubertal boys

Hero

Maury²,

Luotoniemi³

et al. 2010

European Journal of Endocrinology

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Objective: Aromatase inhibitors, blockers of oestrogen biosynthesis, have emerged as a new potential treatment modality for boys with short stature. The cognitive effects of such therapy are unknown. In this study, we explored the effects of aromatase inhibition on cognitive performance in peripubertal boys. Design: Prospective, double-blind, randomised, placebo-controlled clinical study. Methods: Twenty-eight boys, aged 9.0-14.5 years, with idiopathic short stature were treated with the aromatase inhibitor letrozole (2.5 mg/day) or placebo, for 2 years. During the treatment, the progression of physical signs of puberty and the concentrations of sex hormones were followed up. A selection of cognitive tests, focusing on memory function, was administered to the participants at entry, at 12 months and at 24 months after the start of the treatment. Results: Letrozole effectively inhibited the conversion of androgen to oestrogen, as indicated by high serum testosterone and low serum oestradiol concentrations in letrozole-treated boys who progressed into puberty. In both the groups, there was a gain in performance during the follow-up period in tests of verbal performance, in most of the tests of visuospatial performance and in some tests of verbal memory. No significant differences between the letrozole-and placebo-treated boys in development of cognitive performance were found in any of the tests during the follow-up period. Conclusions: Our results suggest that blockade of oestrogen biosynthesis with an aromatase inhibitor does not influence cognitive performance in peripubertal males.

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“…Additionally, the children with epilepsy were assessed with the memory subtests (Memory for Faces, Narrative Memory, Memory for Names, and Sentence Repet ition) and the attention and executive subtests (Auditory Attention and Response Set, Visual Attention, Tower, Statue, and Design Fluency) from the Neuropsychological Assessment (NEPSY) test battery. 19 Results of the NEPSY subtests are given as raw scores and compared with age-related normative data. …”

Section: Neuropsychological Assessmentmentioning

confidence: 99%

Speech, language, and cognition in preschool children with epilepsy

Selassie

Viggedal

Olssøn

et al. 2008

Develop Med Child Neuro

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We studied expressive and receptive language, oral motor ability, attention, memory, and intelligence in 20 6-year-old children with epilepsy (14 females, six males; mean age 6y 5mo, range 6y-6y 11mo) without learning disability, cerebral palsy (CP), and/or autism, and in 30 reference children without epilepsy (18 females, 12 males; mean age 6y 5mo, range 6y-6y 11mo). Ten children had partial, six primarily generalized, and four unclassified epilepsy. Fourteen were having monotherapy and six were taking two or more antiepileptic drugs; 13 children were free from seizures 3 months before the assessment. Results show no statistically significant difference between the groups concerning Verbal IQ, expressive and receptive grammar, and receptive vocabulary. The children with epilepsy had a significantly lower Performance IQ and lower scores in tests of oral motor ability, articulation, emerging literacy, auditory attention, short-term memory, and rapid word retrieval. Parent ratings revealed no significant difference in communicative ability. Polytherapy and early onset of epilepsy influenced some results. Preschool children with epilepsy without learning disability, CP, and/or autism may have receptive verbal ability within the normal range but visuoperceptual, auditory attentional, and speechlanguage difficulties that could affect school achievement. Careful testing of children with epilepsy who appear to be functioning within the normal range is needed because this may reveal specific impairments that require appropriate professional input.

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Developmental assessment of neuropsychological function with the aid of the NEPSY

Cited by 280 publications

References 0 publications

Language, learning, and memory in children with and without single-suture craniosynostosis

Language, learning, and memory in children with and without single-suture craniosynostosis

Cognitive effects of aromatase inhibitor therapy in peripubertal boys

Speech, language, and cognition in preschool children with epilepsy

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