Validity of specific CPT indices in differentiating school-aged children previously diagnosed with attention deficit/hyperactivity disorder from school-aged children with non-attention deficit/hyperactivity disorder in general education classrooms: a case control study.

Background: Continuous performance tests (CPTs) are a popular tool for evaluating the symptoms of attention-deficit/hyperactivity disorder (ADHD). Performance measurements are typically linked to the biological features and cognitive functions of individuals. To determine the validity of specific CPT indices in differentiating between school-aged children with ADHD from with non-ADHD, each student's sex, chronological age, and cognitive abilities should be considered.

Exploring word-referent mapping in Mandarin-speaking late-talkers at 33 months and its language predictors at 27 months: An eye-tracking study.

Background And Aims: This longitudinal study investigated the language skills, phonological working memory and lexical-tone perception of Mandarin-speaking late-talkers (LTs) and those with typical language development (TLD) at 27 months, while also examining their connections with novel word-referent mapping (W-R mapping) through eye-tracking at 33 months.

Methods And Procedures: Participants included 22 Mandarin-speaking 27-month-old LTs and 22 toddlers with TLD. Data on expressive and receptive language abilities, as well as phonological working memory and lexical-tone perception, were collected when participants were 27 months old.

Event-related potentials of familiar monosyllabic words with unexpected lexical tones: A picture-word study of Mandarin-speaking preschoolers with and without a history of late talking.

This study examined how Mandarin-speaking preschoolers with and without a history of late talking (LT) process familiar monosyllabic words with unexpected lexical tones, focusing on both phonological and semantic violations. This study initially enrolled 64 Mandarin-speaking toddlers: 31 with a history of LT (mean age: 27.67 months) and 33 without a history of LT (non-LT) (mean age: 27.

Association between children's home-schooling and parental psychological distress during the COVID-19 pandemic in Taiwan: Risk and protective factors in a multilevel approach.

Background: The role home-schooling of children in parental mental health during the COVID-19 pandemic in Taiwan remains unknown. This study aimed to assess the association between parental psychological distress and home-schooling in a socio-ecological context during the peak of the first wave of the COVID-19 pandemic in Taiwan.

Methods: This was a prospective cohort study.

The impact of parenting stress on parents of school-age children with drug-resistant epilepsy.

Background: Psychological burdens can affect the quality of life among parents of children with epilepsy, especially parents of children with poor seizure control. The impact of stress on the parents of children with epilepsy is significantly comorbid with their children's cognitive dysfunction and the severity of epilepsy. The aim of this study was to assess the stress levels of parents of school-age children with drug-resistant epilepsy (DRE) and controlled-epilepsy after considering the children's cognitive ability.

Temporal stability of parent-reported behavior problems in late talkers over 2 years: a prospective case-control study from toddlerhood to preschool age.

Background: Late talking (LT) in toddlers is a risk factor for language weakness that may interfere with the development of using language to regulate behavior and emotion and contribute to the development of behavior problems from early childhood. This study examined the temporal stability of parent-reported behavior problems among Mandarin-speaking LT toddlers from ages 2 to 4 in Taiwan.

Methods: Thirty-one LT and 31 typical language development (TLD) toddlers were assessed for their vocabulary production at age 2 with the Words and Sentences Forms of the MacArthur-Bates Communicative Developmental Inventories Toddler Form (Taiwan version).

Social alienation of adolescents with obesity in classrooms: A multilevel approach.

Introduction: Adolescents with obesity are more likely to be isolated by peers, but whether they also choose to disengage from their peers remains unclear.

Methods: This study examined a sample of 646 adolescents between the age of 13 and 16 across 34 classrooms in 3 junior high schools in Taiwan, with data collected from May to June 2019. The sociometric network nomination method assessed peer relationships, such as unpopularity, unsociability, and alienation.

The school environment and bullying victimization among seventh graders with autism spectrum disorder: a cohort study.

Background: There is strong evidence to support the association between bullying and the onset of mental health conditions in students with ASD (autism spectrum disorder). In Taiwan, the seventh grade marks the first year of middle school, following elementary school. This period is also when peers tend to perform bullying behaviours to establish status among the peer group.

Association of sibling presence with language development before early school age among children with developmental delays: A longitudinal study.

Background/purpose: Having siblings is a crucial ecological factor in children's language development. Whether siblings play a role in the language development of children with developmental delays remains unknown. This study therefore aimed to assess the association between sibling presence and changes in language trajectories of children with developmental delays before reaching early school age.

Behavioral problems of Mandarin-speaking late-talking toddlers and preschool aged children: A prospective case-control study in Taiwan.

This study aimed to examine whether Mandarin-speaking late-talking (LT) toddlers have a higher incidence of behavioral problems than typical language developing (TLD) children in toddlerhood and at preschool age from a community sample in Taiwan.This prospective case-control study comprised 32 LT and 32 TLD toddlers. Participants' parents provided reports about their children at 2 and 4 years using the Child Behaviors Checklist, a component of the Achenbach System of Empirically Based Assessment.