[Cognitive Development in Children with Benign Rolandic Epilepsy of Childhood with Centrotemporal Spikes - Results of a Current Systematic Database Search]. / Kognitive Entwicklung von Kindern mit benigner Epilepsie des Kindesalters mit zentrotemporalen Spitzen (Rolando-Epilepsie) ­ Ergebnisse einer aktuellen systematischen Literaturrecherche.

Benign Rolandic Epilepsy (BRE) is one of the most common epilepsy syndromes in childhood. Although global intellectual performance is typically normal in BRE-patients, problems were found in specific cognitive domains. To summarize recent empirical findings concerning cognitive development in children with BRE a systematic literature search of clinical studies published between 2009 and 2015 was performed. 19 studies of relevance were found.In most recent studies children with BRE consistently showed general intellectual performance within the normal range. However, in two of the studies patients showed a significantly poorer (but still normal) performance in comparison to controls. The studies provide clear indications for a high prevalence of impairments in language (10 out of 12 studies) and academic performance (6 out of 8 studies) in children with BRE. Regarding deficits in other cognitive domains (attention, memory, visual/auditory perception, executive functions) current findings are inconsistent. In addition, no clear results are found in studies examining cognitive development after remission of BRE. Studies on the relationship between selected clinical/electroencephalographic characteristics (e. g. EEG-patterns, focus lateralization) and cognitive performance and studies on potential benefits of anti-epileptic therapy for cognitive functions also have not yielded consistent results. Studies using fMRI and evoked potentials provide evidence for functional reorganization of neural networks in BRE.Due to the developmental risks in children with BRE early cognitive assessment, early treatment and follow-up assessments are important.

[The Impact of Visual Perceptual Abilities on the Performance on the Wechsler Nonverbal Scale of Ability (WNV)]. / Der Einfluss von visuellen Wahrnehmungsleistungen auf die Ergebnisse in der Wechsler Nonverbal Scale of Ability (WNV).

BACKGROUND: The use of psychometric tests in with children and adolescents is especially important in psychological diagnostics. Nonverbal intelligence tests are very often used to diagnose psychological abnormalities and generate developmental prognosis independent of the child´s verbal abilities. METHODS: The correlation of the German version of the Developmental Test of Visual Perception - Adolescents and Adults (DTVP-A) with the Wechsler Nonverbal Scala of Abilities (WNV) was calculated based on the results of 172 children, adolescents and young adults aged 9-21 years. Furthermore, it was examined if individuals with poor visual perceptual abilities scored lower on the WNV than healthy subjects. RESULTS: The correlations of the results scored on DTVP-A and WNV ranged from moderate to strong. The group with poor visual perceptual abilities scored significantly lower on the WNV than the control group. CONCLUSIONS: Nonverbal intelligence tests like the WNV are not reliable for estimating the intelligence of individuals with low visual perceptual abilities. Therefore, the intelligence of these subjects should be tested with a test that also contains verbal subtests. If poor visual perceptual abilities are suspected, then they should be tested. The DTVP-A seems to be the right instrument for achieving this goal.

[Relationship between Intelligence and Executive Function]. / Zusammenhang zwischen Intelligenz und exekutiven Funktionen.

AIM OF THE STUDY: In this study the correlation between executive functions and intelligence as assessed by the BRIEF-P and WNV, respectively will be examined. METHODS: A sample of 447 children at the 4;0-5;11 year age group was assessed with the WNV. Additionally, parents answered a questionnaire on executive functions (BRIEF-P) and a second questionnaire concerning family background. Partial correlations were calculated on the subtest and scale level and linear regression models were tested. RESULTS: The primary scale Working Memory (BRIEF-P) contributes to an explanation of cognitive functions (WNV), as does the maternal educational level. WM an the Emergent Metacognition Index, which is incorporated the WM scale, shows significant correlation with subtests and with both of the higher order IQ scales of the WNV. CONCLUSION: Already at the preschool age, executive functions play an important role in intelligence. Deficits in EF are related to ADHD and to negative school careers. Early programs for prevention or intervention should be implemented to improve conditions for academic learning.

[Language Competence and Behavioural Problems in Preschool]. / Sprachkompetenz und Verhaltensauffälligkeiten im Vorschulalter.

AIM OF THE STUDY: Children with language disorders are at increased risk of developing behavioural and emotional problems. The analysis focused on the question whether behavioural problems differ depending on the type of language deficit. The present study examines the behaviour of preschool children with different language impairments. METHOD: The results of N=540 children aged between 4;0 and 5;11 years were analyzed. Language impairments were classified into phonetics/phonology (n=44), vocabulary (n=44), grammar (n=58), pragmatics (n=26) and multiple language impairments (n=171). In addition, a distinction was made between deficits in language production and comprehension. The children were compared with an unimpaired control group (n=197). The extent of emotional and behavioural problems were analyzed. RESULTS: The results indicate that emotional and behavioural problems differ depending on the type of language deficit already in preschoolers. Especially deficits in language comprehension, pragmatic impairments and multiple language impairments increase the risk of behavioural and emotional problems and hyperactivity. CONCLUSIONS: The relationship between language skills and emotional and behavioural problems should be emphasized in the developmental observation and documentation in preschool. In particular, the distinction between deficits in pragmatics and behavioural problems requires a differentiated examination to ensure an optimal intervention.

[Relationship Between General Cognitive Abilities and School Achievement: The Mediation Role of Learning Behavior]. / Zum Zusammenhang von allgemeinen kognitiven Fähigkeiten und schulischer Leistung: Welche Rolle spielt das Lernverhalten?

BACKGROUND: General cognitive abilities are still considered as the most important predictor of school achievement and success. Whether the high correlation (r=0.50) can be explained by other variables has not yet been studied. Learning behavior can be discussed as one factor that influences the relationship between general cognitive abilities and school achievement. METHODS: This study examined the relationship between intelligence, school achievement and learning behavior. Mediator analyses were conducted to check whether learning behavior would mediate the relationship between general cognitive abilities and school grades in mathematics and German. RESULTS: Statistical analyses confirmed that the relationship between general cognitive abilities and school achievement was fully mediated by learning behavior for German, whereas intelligence seemed to be the only predictor for achievement in mathematics. These results could be confirmed by non-parametric bootstrapping procedures. CONCLUSION: RESULTS indicate that special training of learning behavior may have a positive impact on school success, even for children and adolescents with low IQ.

[Relationship between self-reported ADHD symptoms and WAIS-IV performance]. / Zusammenhang zwischen selbsteingeschätzter ADHS-Symptomatik und der Leistungsfähigkeit in der WAIS-IV.

This study has examined the relationship between cognitive functions and self-reported symptoms in ADHD adults. Cognitive functions were investigated with the Wechsler Adult Intelligence Scale-IV (WAIS-IV) in N=113 ADHD adults. The severity of self-reported symptoms was based on a screening questionnaire (ADHS-E). Results indicated only weak correlations between self-reported ADHD symptoms and WAIS-IV performance. The ADHS-E scale "Emotion & Affect" accounted for a small but significant variance on most WAIS-IV indices and turned out to be the most important variable to explain performance. The findings suggest that concurrent and discrepant information contribute to a differentiated examination on adult ADHD and that both objective performance diagnostics and self-reports complement each other within the diagnostic process.

[The relationships of intelligence and memory assessed using the WAIS-IV and the WMS-IV]. / Zusammenhänge von Intelligenz- und Gedächtnis-diagnostik anhand von WAIS-IV und WMS-IV.

BACKGROUND: This study examines the relationships of intelligence and memory scores derived from WAIS-IV and WMS-IV. We were especially interested in the reciprocal predictive values of the test scales. METHODS: A sample of 137 healthy adults with an age range between 16 and 69 years was assessed with the WAIS-IV and the WMS-IV. The test order was balanced. Pearson correlations were conducted on the subtest and scale level. A series of 14 linear regression models was tested with memory performance as predictor for intelligence and vice versa. RESULTS AND CONCLUSION: A model including the 3 main memory scales of the WMS-IV was able to predict the global IQ best. It nevertheless explained only 46% of the variance. The memory and intelligence measures show significant relationships, but also represent distinct functions. WAIS-IV and WMS-IV complement one another.

[The assessment and course of development of cognitive abilities in the elderly]. / Diagnostik und Verlauf von kognitiven Fähigkeiten bei älteren Menschen.

BACKGROUND: The assessment of the appropriate level of development in children belongs to the standard duties of physicians in the public health system. Due to a steady increase of dementia in Germany the assessment of cognitive abilities of the elderly is becoming more and more the focus of future activities. Such an assessment of cognitive functioning reveals whether the respective person is aging normally or whether the impaired cognitive functioning is probably based on a pathological process. OBJECTIVE: The aim of the present study is to present cognitive changes in the aged and 2 psychometric tests for the assessment of cognitive functioning: the Wechsler Adult Intelligence Scale (WAIS-IV) and the Short Cognitive Performance Test (SKT), a test for the assessment of memory impairments and impairment of attention. In addition, similarities and dissimilarities are presented. METHODS: As part of a multi-centre study in German-speaking countries the data of 504 cognitively healthy persons between the age of 60 and 90 were tested with the WAIS-IV and the SKT. RESULTS AND CONCLUSION: The results revealed a significant cognitive decline in the fluid and crystal intelligence depending on age. Only 2 subtests of the WAIS-IV (General Information and Block Design) showed no significant variation due to age. The SKT scores of memory and attention correlated significantly with almost all subtests of the WAIS-IV. The highest correlations were between the SKT attention score and the WAIS-IV subtests for processing speed, perceptual reasoning and working memory. The decline in cognitive abilities is mainly due to reduced capacities in speed of information processing and working memory.

[The impact of precursors on reading, spelling, and arithmetic at school 2nd grade]. / Der Einfluss von Vorläuferfähigkeiten auf die Rechtschreib-, Lese- und Rechenleistung in der Grundschule.

AIM OF THE STUDY: The aim of this study was to determine the role of precursors in the prediction of school achievement. 372 children were followed from health examination for school entry to the second grade. METHODS: Preschool skills assessed by a screening of developmental stage (SOPESS) were related to second-grade reading (ELFE 1-6), spelling (DERET 1-2+), and arithmetic (DEMAT 1+) by correlation and regression analyses. RESULTS: Correlations between numeracy and math abilities (r=0,340) met with our expectations as also did those between verbal abilities and spelling (r=0,276). The subtests of attention and counting (SOPESS) contribute significantly to an explanation of the variance in school achievement. Numeracy predicts math achievement, and verbal memory contributes to school achievement in math and spelling. CONCLUSIONS: Our findings support the contribution of visual selective attention, phonological memory, and verbal abilities to the development of reading, spelling, and math at primary school.

[SOPESS results and medical recommendations for school beginners]. / Zusammenhang zwischen SOPESS-Ergebnissen und ärztlicher Befundbewertung.

AIM OF THE STUDY: The purpose of this study was to investigate the distribution of results of a developmental screening for school entry and procedures initiated by school doctors. METHOD: Based on achievement in SOPESS of 372 children (188 female, 184 male) and the resulting recommendations of the school doctors, the distribution of frequencies in cross-classified tables was analysed, and Cramer's V was calculated. RESULTS: No sex differences were found in early numeracy and coordination skills. Girls performed more frequently without any problems in the other domains assessed by SOPESS. Recommendations of school doctors referring to clarification of the finding or treatment are lower than the frequencies of critical results in SOPESS. This effect is especially critical in the domains of numeracy and attention. Critical SOPESS achievements in numeracy are found in 12% (attention: 10,2%) of the children, but only 0,5% (attention: 2,4%) are given recommendations for further treatment. An increase of documentation for parent counselling can be observed. CONCLUSION: Documentation of the findings shows that medical recommendations for most domains of SOPESS are in accordance with frequencies of critical screening results. Further information is necessary for the domains of attention and numeracy.

[Prediction of learning disability at school by means of SOPESS]. / Vorhersage von schulischen Lernstörungen durch SOPESS.

AIM OF THE STUDY: The responsibilities of public health authorities include early detection of risks for healthy development at school. Reading /writing disorder and math disorder are among the most common developmental disorders in childhood. METHOD: The present study conveys information about the prevalence of specific developmental disorders of scholastic skills (N=372) and assesses the prognostic validity of the social-paediatric screening of developmental status for school entry (SOPESS), the relevant criteria being DERET 1-2+, DEMAT 1+, and ELFE 1-6. RESULTS: The prevalence of specific developmental disorders of scholastic skills ranges from 1.1% for dyscalculia to 3.0% for dyslexia. Adequate correlations of r= -0.42(DERET 1-2+; DEMAT 1+) and r= -0.43 (ELFE 1-6) as well as substantial negative predictive values (0.80-0.93) suggest an acceptable screening performance. CONCLUSION: Children without clinical findings in SOPESS do not display any learning disabilities at onset of the 2nd grade while children marked at risk by SOPESS seem to benefit from concurrent intervention (e.g., language promotion programmes): such disabilities emerge in only half of these children.

[Assessment of developmental status considering current requirements of the health examination for school entry]. / Erhebung des Entwicklungsstandes im Rahmen der ärztlichen Schuleingangsuntersuchung.

Society and education policy have led to significant changes for school starters. This not only concerns the lowering of school entry age but also the focus of health examinations for school entry on promotion-oriented diagnostics. This examination aims to evaluate the child's school readiness to ensure that from a (work-) medical point of view, the child will be able to meet the expected requirements at his/her future work place, namely, school. The present article demonstrates the consequences of the current requirements by discussing the example of the health examination for school entry in North Rhine-Westphalia. By focusing specifically on the assessment of the child's developmental status as one component of the health examinations for school entry, the effects of the changing conditions become visible. Aspects of health policy are shown considering "the new morbidity" and early preventive medical check-ups. Using the example of the assessment of developmental status the effects of the current requirements and the consequent need for a new concept of this particular component of the health examination for school entry are described.

[Social pediatric screening of developmental status for school entry (SOPESS): validity in the cognitive domain]. / Screening des Entwicklungsstandes bei der Einschulungsuntersuchung: Validität der kognitiven Skalen des SOPESS.

The newly developed social paediatric screening of developmental status for school entry (SOPESS) comprises assessments in visuomotor coordination, selective attention, precursors of number and set comprehension as well as visual cognition and reasoning. In various validation studies, these domains are correlated to coextensive scales of well-established psychometric instruments. In addition, a preliminary evaluation of screener performance in terms of sensitivity, specificity and predictive capability is given. The SOPESS features high specificity and results in reliable true negative findings. In the intended field of application, a mild proneness to false positive findings is tolerable, and may also be attributed to a limited reliability of the criteria instuments in the lower ranges of performance.

[Social pediatric screening of developmental status for school entry (SOPESS): validity in the domain of speech and language]. / Die Validität der Sprachskala des SOPESS unter Berücksichtigung der Erstsprache.

In addition to general cognitive and motor skills, the social-pediatric screening of developmental status for school entry (SOPESS) provides subtests for assessing speech and language in a differentiated way. In a special validation study, these domains are correlated to coextensive scales of SETK 3-5. The SOPESS features high specificity and results in reliable true negative findings. In addition, a preliminary evaluation of language skills considering migrant background is given. Children with an unsatisfactory status of language competence are treated separately in the SOPESS.

[Development and standardisation of the social-pediatric screening SOPESS]. / Entwicklung und Normierung des Einschulungsscreenings SOPESS.

This paper offers insight into the development and the standardisation of the social-pediatric screening, SOPESS. The screening was developed for assessing children's developmental stages in the context of the health examination for school entry in North Rhine Westphalia. As the cutoff date regarding age, time of school entry has been rendered flexible, health examinations are due up to six months earlier than before. The screening's theoretical basis is described, its development and standardisation are presented, and its psychometric properties reported.

Smoking during Pregnancy Is a Risk Factor for Executive Function Deficits in Preschool-aged Children.

Introduction: Maternal nicotine use during pregnancy has a negative impact on the child. Numerous studies have demonstrated an association between smoking during pregnancy and psychological deficits. This study looks at deficits in executive functioning in preschool-aged children. Methods: The executive functioning of preschool children was assessed by asking parents to complete the parental form of the Behavior Rating Inventory of Executive Functions - Preschool Version (BRIEF-P, German version). The results for preschool children whose mothers had smoked during pregnancy (n = 71) were compared with those of a control group. In a subsample, parental assessments of children of smokers (n = 42) and non-smokers (n = 27) were complemented by the teacher form of the BRIEF-P (German version), which allowed inter-rater agreement (parents vs. preschool teachers) to be assessed. Results: An increased incidence of executive function deficits was noted in the children of smokers, based on parental assessment. Clinically relevant deficits were particularly evident with regard to inhibition, with inhibitory deficits in children of smokers found to be almost four times higher than in the control group (p = 0.006). Inhibitory deficits were reported both by parents and by preschool teachers. Discussion: The increased percentage of executive function deficits described here, particularly the increased inhibitory deficits, confirms the current state of research on smoking during pregnancy. Poor inhibition or impulse control is a key symptom of ADHD.

[Behavioral disorders and psycho-social outcome after stroke in children]. / Psychische Auffälligkeiten und psychosoziale Folgen nach Schlaganfällen im Kindesalter.

OBJECTIVE: The present study examines if there is an increase of behavioral and emotional disorders after stroke in childhood. METHOD: 111 children who suffered a stroke aged 3 to 18 were examined. The CBCL/4 - 18, a parent questionnaire, was analysed to assess the child's competencies as well as behavioral and emotional problems. Differences in means were analysed according to the date of stroke, sex, affected hemisphere and child's intelligence. RESULTS: Children tend to develop more behavioral problems due to stroke. Especially, there is an increase of social and attention deficiencies. Furthermore the children show an increase of school-based problems. More problems in behavior and temperament can be found in patients with perinatal stroke and stroke in childhood than children with stroke in infancy. CONCLUSIONS: This study emphasises the importance of comprehensive psychological diagnostics and multiprofessional intervention at an early stage to prevent stable psychological or psychiatric disorders after stroke in childhood.

[Stroke in children and adolescents. Epidemiology--etiology--neurological deficits--neuropsychological manifestations]. / Schlaganfälle bei Kindern und Jugendlichen. Epidemiologie-Atiologie-neurologische Defizite-neuropsychologische Beeinträchtigungen.

Significant epidemiological facts for stroke are different in children and adolescents than in adults. A wide range of causes and risk factors are available for assessment, which is not the case for older patients. Long-term outcome must be regarded by different aspects such as spontaneous remission or the neural plasticity of child brain. Stroke in childhood results in neurological and specific neuropsychological impairments which depend on phases of brain maturity. Special attention should be paid to psychosocial effects of the disease and the impairments that result.