scholarly journals Prenatal polybrominated diphenyl ether and perfluoroalkyl substance exposures and executive function in school-age children

2016 ◽  
Vol 147 ◽  
pp. 556-564 ◽  
Author(s):  
Ann M. Vuong ◽  
Kimberly Yolton ◽  
Glenys M. Webster ◽  
Andreas Sjödin ◽  
Antonia M. Calafat ◽  
...  
Keyword(s):  
Executive Function ◽  
Diphenyl Ether ◽  
Polybrominated Diphenyl Ether ◽  
School Age Children ◽  
School Age

scholarly journals Factors Associated with Serum Polybrominated Diphenyl Ether (PBDE) Levels Among School-Age Children in the CHAMACOS Cohort

2012 ◽  
Vol 46 (13) ◽  
pp. 7373-7381 ◽  
Author(s):  
Asa Bradman ◽  
Rosemary Castorina ◽  
Andreas Sjödin ◽  
Laura Fenster ◽  
Richard S. Jones ◽  
...  
Keyword(s):  
Diphenyl Ether ◽  
Polybrominated Diphenyl Ether ◽  
School Age Children ◽  
School Age ◽  
Factors Associated

Executive Dysfunction in School-Age Children With ADHD

2010 ◽  
Vol 15 (8) ◽  
pp. 646-655 ◽  
Author(s):  
Rikke Lambek ◽  
Rosemary Tannock ◽  
Soeren Dalsgaard ◽  
Anegen Trillingsgaard ◽  
Dorte Damm ◽  
...  
Keyword(s):  
Executive Function ◽  
Clinical Sample ◽  
Population Sample ◽  
Executive Dysfunction ◽  
School Age Children ◽  
School Age ◽  
Neuropsychological Measures ◽  
Children With Adhd ◽  
Individual Level ◽  
The Individual

Objective: The study examined executive function deficits (EFD) in school-age children (7 to 14 years) with ADHD. Method: A clinical sample of children diagnosed with ADHD ( n = 49) was compared to a population sample ( n = 196) on eight executive function (EF) measures. Then, the prevalence of EFD in clinical and non-clinical children was examined at the individual level according to three methods previously applied to define EFD, and a fourth method was included to control for the effect of age on performance. Results: Children with ADHD were significantly more impaired on measures of EF than children without ADHD at the group level. However, only about 50% of children with ADHD were found to have EFD at the individual level, and results appeared relatively robust across methods applied to define EFD. Conclusion: As a group, children with ADHD displayed more problems on neuropsychological measures of EF than non-clinical children; at the individual level, there appeared to be heterogeneity in EF impairment.

Attention Deficit Hyperactivity Disorder, Combined Type: Better Executive Function Performance With Longer-Term Psychostimulant Medication

2003 ◽  
Vol 37 (5) ◽  
pp. 570-576 ◽  
Author(s):  
Alasdair L. A. Vance ◽  
Paul Maruff ◽  
Rebecca Barnett
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Executive Function ◽  
Primary School ◽  
Attention Deficit ◽  
School Age Children ◽  
School Age ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Primary School Age ◽  
Psychostimulant Medication

Objective: Executive function deficits are evident in primary school-age children with attention deficit hyperactivity disorder, combined type (ADHD-CT) and are possibly improved by longer-term psychostimulant medication. In contrast, a substantial subgroup of children with ADHD-CT become symptomatic despite longer-term psychostimulant medication use. We investigated the hypothesis that better executive function performance is associated with the use of longer-term psychostimulant medication in primary school-age children with ADHD-CT who are again symptomatic of ADHD-CT, despite its use. Method: A cross-sectional study of 40 primary school-age psychostimulant medicationnaïve children with ADHD-CT, 26 with symptomatic ADHD-CT and treated with psychostimulant medication, and 26 control children without ADHD-CT was conducted. Nonverbal tasks of executive function were compared across the three groups. Results: The longer-term psychostimulant medication-treated group had a better executive function performance, despite being symptomatic for ADHD-CT, than the psychostimulant medication-naïve group. Conclusion: Improved executive function may be a marker of psychostimulant medication effect in children with ADHD-CT treated in the longer term. This improvement may not correlate with that of the ADHD-CT symptoms. Longitudinal studies are required.

scholarly journals Prenatal and childhood polybrominated diphenyl ether (PBDE) exposure and attention and executive function at 9–12years of age

2015 ◽  
Vol 52 ◽  
pp. 151-161 ◽  
Author(s):  
Sharon K. Sagiv ◽  
Katherine Kogut ◽  
Fraser W. Gaspar ◽  
Robert B. Gunier ◽  
Kim G. Harley ◽  
...  
Keyword(s):  
Executive Function ◽  
Diphenyl Ether ◽  
Polybrominated Diphenyl Ether

The contributions of intelligence and executive function to behaviour problems in school‐age children born very preterm

2021 ◽  
Author(s):  
Darren W. T. Dai ◽  
Nike Franke ◽  
Trecia A. Wouldes ◽  
Gavin T. L. Brown ◽  
Anna C. Tottman ◽  
...  
Keyword(s):  
Executive Function ◽  
School Age Children ◽  
Behaviour Problems ◽  
School Age ◽  
Very Preterm

Executive Function and Psychosocial Quality of Life in School Age Children with Congenital Heart Disease

2018 ◽  
Vol 202 ◽  
pp. 63-69 ◽  
Author(s):  
Jacqueline H. Sanz ◽  
Jichuan Wang ◽  
Madison M. Berl ◽  
Anna C. Armour ◽  
Yao I. Cheng ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Congenital Heart Disease ◽  
Heart Disease ◽  
Executive Function ◽  
Congenital Heart ◽  
School Age Children ◽  
School Age

Word learning from context in school-age children: relations with language ability and executive function

2020 ◽  
Vol 47 (5) ◽  
pp. 1006-1029
Author(s):  
Margaret S. HILL ◽  
Stacy A. WAGOVICH
Keyword(s):  
Executive Function ◽  
Cognitive Flexibility ◽  
Word Learning ◽  
Language Ability ◽  
The Other ◽  
School Age Children ◽  
Word Knowledge ◽  
School Age ◽  
Word Meanings ◽  
Knowledge Gains

AbstractPurpose: Although school-age children learn most new word meanings from surrounding context, the joint roles of language ability and executive function (EF) in the word learning process remain unclear. This study examined children's acquisition of word meanings from context in relation to oral language ability and three EF skills (working memory, inhibitory control, and cognitive flexibility). Method: Typically developing school-age children completed measures of language and EF, then read and listened to short stories containing unfamiliar target words. A multiple-choice pretest–posttest measure assessed children's target word knowledge gains. Results: Regression analyses showed that language and cognitive flexibility were both related to word knowledge gains; each skill assumed greater importance among children with relative weakness in the other skill. Conclusion: Language ability and cognitive flexibility may each play a direct role in contextual word learning among school-age children, with children naturally relying on one skill if the other is weaker.

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