Background: The suboptimal compliance to vaccinations continues to be a major public health problem.

Factors associated with

Bias in Mental Testing.

Attention deficit hyperactivity disorder (ADHD) symptoms can be difficult to treat. We previously reported that a 20-session brain-computer interface (BCI) attention training programme improved ADHD symptoms. Here, we investigated a new more intensive BCI-based attention training game system on 20 unmedicated ADHD children (16 males, 4 females) with significant inattentive symptoms (combined and inattentive ADHD subtypes). This new system monitored attention through a head band with dry EEG sensors, which was used to drive a feed forward game. The system was calibrated for each user by measuring the EEG parameters during a Stroop task. Treatment consisted of an 8-week training comprising 24 sessions followed by 3 once-monthly booster training sessions. Following intervention, both parent-rated inattentive and hyperactive-impulsive symptoms on the ADHD Rating Scale showed significant improvement. At week 8, the mean improvement was −4.6 (5.9) and −4.7 (5.6) respectively for inattentive symptoms and hyperactive-impulsive symptoms (both p<0.01). Cohen’s d effect size for inattentive symptoms was large at 0.78 at week 8 and 0.84 at week 24 (post-boosters). Further analysis showed that the change in the EEG based BCI ADHD severity measure correlated with the change ADHD Rating Scale scores. The BCI-based attention training game system is a potential new treatment for ADHD.

Trial Registration
ClinicalTrials.gov NCT01344044

/pdf/a-brain-computer-interface-based-attention-training-program-4o6xnlfnjg.pdf

A brain-computer interface based attention training program for treating attention deficit hyperactivity disorder.

ogy readers have been presented with reviews of two sets of measures that are now commonly employed in the neuropsychological assessment of children: the Wechsler Intelligence Scale for Children-Revised {WISC-R),3 and the Kaufman Assessment Battery for Children (K-ABC).4 It may be helpful to those who consider referrals for neuropsychological assessment to know what child-clinical neuropsychologists typically aim to provide in such assessments. The following is my attempt, within the brief space available, to characterize these aims and to suggest additional readings that may be of some benefit. Recently, there has been considerable research and theory generation in the emerging field of developmental and child-clinical neuropsychol-ogy.5-10 The findings and implications of this scientific enterprise have led to the formulation of neuro-psychological assessment strategies and techniques for the evaluation of children with various types of neurological disease and dysfunction.6·8·9·11-13 At the minimum, the child-clinical neuropsychologist typically aims to provide a comprehensive assessment of children that emphasizes the interrelationships of the following: sensory-perceptual skills, motor and psychomotor abilities, attentional and mnestic capacities , linguistic skills, and high-order cognitive and problem-solving capacities. It is for this reason that the use of multifaceted tests and batteries such as the WISC-R and the K-ABC have come to form part of this process for a number of child-clinical neuropsy-chologists. These instruments and other, more traditional , test batteries such as the Reitan-Indiana Neuropsychological Test Battery 14 are frequently employed by practitioners in the field. The purpose of this exercise is usually twofold: (1) to clarify in a reliable fashion the nature and extent of the child's adaptive abilities and deficits, and (2) to suggest ways in which the child's abilities and skills may be enhanced so that he or she may deal more effectively with present and future developmental demands. For example, in the case of a child aged 8 years who has sustained a closed head injury of some severity, it is crucial to determine prior to the child's return to the academic situation the extent to which he or she likely to deploy the attentional, mnestic, and problem-solving capacities that are demanded in the classroom milieu. It is also important that school authorities and parents become aware of the implications of any relatively permanent or transitory deficits exhibited by the child so that these caretakers might better be able to arrange for modifications in the child's environment that are necessary to enhance academic and social …

Neuropsychological Assessment of Children

Objective To evaluate the concurrent validity and diagnostic accuracy of the pediatric Automated Neuropsychological Assessment Metrics (Ped-ANAM) when used in childhood-onset systemic lupus erythematosus (SLE). Methods Formal neuropsychological testing and the Ped-ANAM were performed on 27 children with SLE who had not been previously diagnosed with neuropsychiatric SLE. Performance when completing the 10 Ped-ANAM tests was based on accuracy (AC), mean time to correct response, coefficient of variation of the time required for a correct response (CVc), and throughput. Formal neuropsychological testing was used as a criterion standard for diagnosing neurocognitive dysfunction (NCD; yes/no). Results NCD was common and present in 16 (59%) of 27 participants. Ped-ANAM performance parameters were often moderately correlated with the Z scores on formal neuropsychological testing. The NCD group differed significantly (P Conclusion The Ped-ANAM has concurrent validity when used in children with SLE. Initial validation suggests that the Ped-ANAM could be a useful screening tool for NCD in children with SLE.

https://onlinelibrary.wiley.com/doi/pdf/10.1002/art.23005

Validation of the Pediatric Automated Neuropsychological Assessment Metrics in childhood-onset systemic lupus erythematosus.

This article introduces the neuroclinician to the Kaufman Assessment Battery for Children (K-ABC), a new test of intelligence and achievement with a strong theoretical base supported by diverse cognitive and neuropsychological research. The K-ABC global scales and their subtests are described in some detail, followed by a discussion of the neuropsychological relevance of the K-ABC subtests. The article also provides discussions of research in the following areas: psychometric properties of the K-ABC and a comparison to the Wechsler scales; interpretation and remediation of sequential-simultaneous processing differences; the value of the K-ABC in the assessment of minority children; and controversy surrounding the K-ABC.

Introduction to the Kaufman Assessment Battery for Children (K-ABC) for pediatric neuroclinicians.

A public school district in Alabama uses the Otis Lennon School Ability Test (OLSAT) in place of the Wechsler Intelligence Scale for Children (Revised) (WISC-R) as a screening device for students who are referred for possible special education placement. To determine the relationship between the two tests, Pearson product moment correlation coefficients were computed for all referrals and for the following subgroups: (1) sex; (2) race; and (3) subsequent placement category (gifted, learning disabled, EMR, and no recommended placement). Also, the Potthoff technique was used to detect bias for sex, race, or the total group. WISC-R Full Scale IQ scores, OLSAT scores, and OLSAT School Ability Index were available for 431 of the students referred for placement in 1985-86, Subjects were ages 6-16; 283 were male, 148 female; 273 were white, 158 black. Correlations between the two tests were statistically significant for all but the gifted group. Correlations were slightly higher for females and whites; the EMR subgroup showed thrt lowest correlation. The Potthoff technique revealed a bias in prediction for race, but not for sex, for the group as a whole. Differences were also revealed within the learning disabled group and those not recommended for placement. (MGD)

Anna H. Avant

Papers

Introduction to the Kaufman Assessment Battery for Children (K-ABC) for pediatric neuroclinicians.

Investigation of the Otis-Lennon School Ability Test to Predict WISC-R Full Scale IQ for Referred Children.