Effects of longstanding degraded auditory signal on visuospatial, visuomotor, and visual attention skills in adults with hearing loss.

Objective: This study examined the consequences of long-term auditory deprivation on visuospatial functions, visuomotor functions, and visual attention skills in adults with early-onset hearing loss.

Methods: Fifteen adults with bilateral, early-onset (before age 3), severe-to-profound hearing loss who used spoken language participated in this study. Visuospatial (figure ground, form constancy, visual perception) and visuomotor functions (visuomotor integration, visual search) were examined using norm-referenced tests.

Working memory, short-term memory and reading proficiency in school-age children with cochlear implants.

Objective: The objective of the study was to examine short-term memory and working memory through both visual and auditory tasks in school-age children with cochlear implants. The relationship between the performance on these cognitive skills and reading as well as language outcomes were examined in these children.

Methods: Ten children between the ages of 7 and 11 years with early-onset bilateral severe-profound hearing loss participated in the study.

Neuropsychological Profiles of Written Expression Learning Disabilities Determined by Concordance-Discordance Model Criteria.

Children with specific learning disabilities (SLD) have disparate neuropsychological processing deficits that interfere with academic achievement in spelling, writing fluency, and/or written expression (WE). Although there are multiple potential causes of WE SLD, there is a paucity of research exploring this critical academic skill from a neuropsychological perspective. This study examined the neuropsychological profiles of WE SLD subtypes defined using the concordance-discordance model (C-DM) of SLD identification.

Psychosocial subtypes on the behavior assessment system for children, second edition following pediatric traumatic brain injury.

This study identified the subtypes of psychosocial functioning in children who had sustained traumatic brain injury using the Behavior Assessment System for Children, Second Edition. Participants (N = 91) were aged 6-20. Using hierarchical agglomerative clustering techniques, a reliable typology emerged that consisted of two subtypes, which were labeled as Normal and Pervasive Emotional Difficulties.

Utilization of the comprehensive trail making test as a measure of executive functioning in children and adolescents with traumatic brain injuries.

Traumatic brain injury (TBI) often results in long-term negative effects in attention, memory, perception, language, and executive functioning. Children and adolescents are the most vulnerable as TBIs are the leading cause of death and disability for this age group. Despite these high proportions and detrimental effects, few studies have utilized a developmentally appropriate, standardized measure to assess executive functioning within a pediatric TBI population.