Developmental trajectory of hot and cold executive functions in children with and without attention deficit-hyperactivity disorder (ADHD).

BACKGROUND: Children with attention deficit hyperactivity disorder (ADHD) have a delayed development. Two main cognitive models of ADHD are executive (cold) and motivational (hot) models. In this study, we aimed to compare the development of hot and cold executive functions in children with and without ADHD. METHODS AND PROCEDURES: Forty-six children with ADHD symptoms (56% boys) and forty-four typically developing controls (54% boys), in three age groups of 6-8, 8-10 and 10-12 years, were participated in the study. Go/No-Go Task (GNGT), One-Back Test (OBT) and Shifting Attention Test (SAT), Delay Discounting Test (DDT) and Balloon Analogue Risk Task (BART) were used for assessment. OUTCOMES AND RESULTS: Children with ADHD showed lower performance in GNG, OBT, SAT, and BART, but intact performance in DDT. The tasks' performance was significantly different between three age groups in GNG and SAT, but similar in OBT and BART. The interaction effect was significant only for the BART measures. CONCLUSIONS AND IMPLICATIONS: Children with ADHD compared to typically developing children, experience impaired hot and cold executive functions. The cognitive delay was found only in risky decision making as a hot executive function.

Spatial Ability in Children with Mathematics Learning Disorder (MLD) and Its Impact on Executive Functions.

Mathematics Learning Disorder (MLD) has been found to be related to impairments in cognitive functions. Spatial ability (SA), which is made up of eight single but unified elements can be assumed to have a leading part in different areas of math skills. The first objective of this study was to explore differences in SA factors in 128 school children of third to sixth grade with and without MLD. The Flexibility of Closure, Closure Speed, Perceptual Speed, Visualization, Spatial Relation, Spatial Orientation, Spatial Temporal, and Wayfinding were measured through eight tasks. The second objective of the study was to explore the SA factors' ability to predict the performance of MLD participants in three executive functions. The results revealed that participants with MLD had poorer performance in all the SA tasks and it took longer to finish the visualization, spatial relation, and spatial orientation tasks compared to children with typical development (TD). Regression analysis indicated that some of the SA factors could predict working memory and cognitive flexibility, but they were unable to predict response inhibition. Regarding these results, applying SA factors in cognitive rehabilitation programs of children with MLD seems necessary.

A pilot study of family-based management of behavioral excesses in young Iranian children with autism spectrum disorder.

OBJECTIVE: Parent-mediated early behavioral interventions are considered as effective approaches in the treatment of children with Autism Spectrum Disorder (ASD). The majority of these interventions focus on social-communication deficits rather than behavioral excesses which severely irrupt child and family social life as well as the child's appearance behavior and learning processes. The study examines the effectiveness and feasibility of Family-based Management of Behavioral Excesses of Autism Program (FMBEAP) on Iranian families. METHOD: This pre-post and follow-up intervention study involved 17 parents of children with DSM-5 diagnosis of ASD recruited from Tehran Autism Center. All parents conducted FMBEAP on their children while receiving 10-weekly group supervision on top of everyday on-line individual coaching. The study's measures were Repetitive Behavior Scale-R, video-monitoring of child-parent Interaction, Clinical Global Impression-Improvement Scale, Parental Self-Efficacy and Parenting Stress Index-short form. The measures were applied to the sample three times: pre and post-intervention and at one-month follow-up. RESULTS: The Results showed high and low order behavioral excesses significantly decreased at post-intervention and the follow-up. 15 out of 17 children reached to recovered or highly recovered at post-test. Parents showed significant improvements in self-efficacy and parenting stress scales. The intervention was highly accepted by them. CONCLUSION: FMBEAP is shown to be a feasible, acceptable and effective intervention to improve autistic behavioral. The parents should also benefit from the program in terms of self-efficacy and parenting stress. FMBEAP is highly recommended for overcoming behavioral excesses along with those interventions focus on behavioral deficits in ASD.

Behavioral and electrophysiological evidence for parent training in young children with autism symptoms and excessive screen-time.

Recent studies have shown the relationship between excessive screen time and autism symptoms. Unfortunately, there are no studies that evaluated the interventions for children with autism symptoms and excessive screen-time. This paper is a preliminary attempt to examine the effects of parent training on the duration of screen-time, repetitive behaviors and brain electrophysiological characteristics in young children with subthreshold autism symptoms and excessive screen time. Results showed that after the 2 months' parent-child interaction, children's screen-time and repetitive behaviors decreased and EEG ratio power in some channels changed. Our findings suggest that parent training have positive effects on young children with excessive screen-time and autism symptoms.

The mediating role of social skills and sensation seeking in the relationship between trait emotional intelligence and school adjustment in adolescents.

Drawing upon a sample of 400 female high school students in Tehran, Iran, the present study examines the mediating role of social skills and sensation seeking in the relationship between trait emotional intelligence and school adjustment in adolescent girls. Statistical analysis revealed positive correlations between trait emotional intelligence and school adjustment; trait emotional intelligence and social skills; and social skills and school adjustment. The study also revealed a negative correlation between trait emotional intelligence and sensation seeking, as well as sensation seeking and school adjustment. In addition, the data provided a good fit to the hypothesized model of the mediating role of social skills and sensation seeking in the relationship between trait emotional intelligence and school adjustment.