79 Concordance Between Theorized Cognitive Profiles, Medical Risk Factors, and Clinical Diagnoses Within Preschool-Aged Children

Objective: Early childhood is recognized as a critical window of rapid cognitive development. Unfortunately, many risk factors for atypical cognitive development may occur during this period, including genetic syndromes, congenital neuroanatomical malformations, pre- or perinatal injury, and neurolo...

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Published in:Journal of the International Neuropsychological Society 2023-11, Vol.29 (s1), p.71-72
Main Authors: Kaseda, Erin T., Koop, Jennifer I., Pardej, Sara K., Miller, Lauren E., Heffelfinger, Amy K.
Format: Article
Language:English
Subjects:
Anatomy
Attention deficit hyperactivity disorder
Children
Classification
Cognitive ability
Cognitive development
Congenital defects
Developmental disabilities
Executive function
Hyperactivity
Intellectual disabilities
Language
Language disorders
Medical/Neurological Disorders/Other (Child)
Neurodevelopment
Neurological diseases
Poster Session 01: Medical | Neurological Disorders | Neuropsychiatry | Psychopharmacology
Risk factors
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Summary:Objective: Early childhood is recognized as a critical window of rapid cognitive development. Unfortunately, many risk factors for atypical cognitive development may occur during this period, including genetic syndromes, congenital neuroanatomical malformations, pre- or perinatal injury, and neurological and medical disorders. The impact of these risk factors on cognitive functioning may not always map onto patterns typically observed in adults. Limited literature exists on the presentation of cognitive profiles within clinical populations in the preschool developmental period. The present study aimed to evaluate whether discrete a priori cognitive profiles consistent with common neurobehavioral syndromes emerge and are distinguishable on testing in early childhood in a mixed clinical sample. We also aimed to determine if there was a consistent association between known medical risk factors and resultant cognitive profiles. Participants and Methods: Participants included 163 children aged 1-5 years (M=48.5 months, SD=12.8 months) referred for neuropsychological evaluation. The sample was predominantly male (67.5%) and White (72.9%), followed by other/mixed race (11.6%), Black (9.7%), and Latino/Hispanic (5.8%). Cognitive abilities assessed included broad intellectual abilities, verbal abilities, nonverbal abilities, attention, and executive functioning. Continuous test scores were transformed into categorical ranges of performance, with scores classified as “above average,” “average,” “below average,” or “extremely low” to allow for profile classification. Theoretical clinical profiles consistent with common neurobehavioral syndromes were determined a priori by consensus among three authors (JK, AH, LM). Chi square tests of independence were conducted to compare membership across neurobehavioral diagnostic groups, clinical profile groups, and medical groups. Results: Based on cognitive data, 55.2% of the sample (n=90) was classified as Global Developmental Delay/Intellectual Disability, 19.6% (GDD/ID; n=32) was classified as Language Disorder, and 18.4% (n=30) was classified as Typical Cognitive Development. 4.3% (n=7) of the sample was classified as Attention-Deficit/Hyperactivity Disorder (ADHD), and 2.5% (n=4) was classified as Nondominant Hemisphere Dysfunction. As hypothesized, cognitive profile group membership was consistent with diagnostic impressions, as actual clinical diagnoses of Language Disorder, ADHD, GDD/ID, or a classification of typical c
ISSN:1355-6177
1469-7661
DOI:10.1017/S1355617723001595