Relevant bibliographies by topics / NEPSY

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  1. Journal articles
  2. Dissertations / Theses
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  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'NEPSY'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 June 2025

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Journal articles on the topic "NEPSY"

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Davis, John L., and Robb N. Matthews. "NEPSY-II Review." Journal of Psychoeducational Assessment 28, no. 2 (2010): 175–82. http://dx.doi.org/10.1177/0734282909346716.

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Thickpenny-Davis, Kirsten L., Jenni A. Ogden, and Kris Fernando. "The Starship Post-Traumatic Amnesia Scale: Does It Predict Outcome After Mild to Moderate Traumatic Brain Injury in Children Aged 3 to 7 Years?" Brain Impairment 6, no. 2 (2005): 101–8. http://dx.doi.org/10.1375/brim.2005.6.2.101.

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AbstractThis study assesses whether the Starship Post-Traumatic Amnesia scale, developed for children aged 3 to 7 years, can predict neuropsychological impairment and behavioural outcome following mild to moderate traumatic brain injury. Participants are 19 children aged from 3 to 7 years with a GCS score of >13, and a PTA of 0–3 days. Neuropsychological outcome is measured by the NEPSY, and behavioural outcome by the Child Behaviour Checklist (CBCL) two months after the TBI. The duration of PTA contributed to the prediction of scores on the NEPSY memory and learning domain. In all cases the longer the duration of PTA, the poorer the memory scores were. The duration of PTA did not contribute to the prediction of NEPSY visuospatial processing or attention and executive functions domain scores, or to any of the CBCL scores. This preliminary study suggests that the Starship PTA scale has good sensitivity for this very young age group, even when the TBI is mild.
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Palmer, Glen A., Deborah N. Weinhaus, and Craig Pohiman. "Book Review: NEPSY: A developmental neuropsychological assessment." Journal of Psychoeducational Assessment 19, no. 1 (2001): 89–95. http://dx.doi.org/10.1177/073428290101900108.

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Mosconi, Matthew, Lauren Nelson, and Stephen R. Hooper. "Confirmatory Factor Analysis of the Nepsy for Younger and Older School-Age Children." Psychological Reports 102, no. 3 (2008): 861–66. http://dx.doi.org/10.2466/pr0.102.3.861-866.

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Using the standardization sample from the NEPSY, confirmatory factor analysis was conducted to examine the factor structure for ages 5 through 12 of the NEPSY sample, as well as for the younger (5 to 8 years, n = 400) and older (9 to 12 years, n = 400) age bands, to explore possible differences in test structure at different developmental epochs. Using four standard fit indices, results indicated that a 5-factor model was less than adequate for the entire sample and produced negative error variance for the younger and older age groups, making any solutions for the two subgroups inadmissible. A 4-factor model without the Attention/Executive Function subtests produced satisfactory fit statistics for the entire sample and the younger group, but did not fit the data as well for the older group. A 1-factor model did not fit well for the full sample. These results indicated that the structure for the NEPSY is not invariant across development, with the 4-factor model best fitting the data for the younger age group and for the entire school-age sample.
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Ahmad, Saadia A., and Erin M. Warriner. "Review of the NEPSY: A Developmental Neuropsychological Assessment." Clinical Neuropsychologist 15, no. 2 (2001): 240–49. http://dx.doi.org/10.1076/clin.15.2.240.1894.

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Brooks, Brian L., Elisabeth M. S. Sherman, and Esther Strauss. "NEPSY-II: A Developmental Neuropsychological Assessment, Second Edition." Child Neuropsychology 16, no. 1 (2009): 80–101. http://dx.doi.org/10.1080/09297040903146966.

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DE BELLIS, MICHAEL D., STEPHEN R. HOOPER, EVE G. SPRATT, and DONALD P. WOOLLEY. "Neuropsychological findings in childhood neglect and their relationships to pediatric PTSD." Journal of the International Neuropsychological Society 15, no. 6 (2009): 868–78. http://dx.doi.org/10.1017/s1355617709990464.

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AbstractAlthough child neglect is the most prevalent form of child maltreatment, the neurocognitive effects of neglect are understudied. We examined IQ, reading, mathematics, and neurocognitive domains of fine-motor skills, language, visual-spatial, memory/learning, and attention/executive functions in two groups of nonsexually abused medically healthy neglected children, one withDSM-IVposttraumatic stress disorder (PTSD) and one without, and a demographically similar healthy nonmaltreated control group. Significantly lower IQ, reading, mathematics, and selected differences in complex visual attention, visual memory, language, verbal memory and learning, planning, problem solving, and speeded naming were seen in Neglect Groups. The Neglect with PTSD Group performed worse than controls on NEPSY Design Copying, NEPSY Tower, and Mathematics; and performed worse than controls and Neglect without PTSD on NEPSY Memory for Faces-Delayed. Negative correlations were seen between PTSD symptoms, PTSD severity, and maltreatment variables, and IQ, Academic Achievement, and neurocognitive domains. Neglected children demonstrated significantly lower neurocognitive outcomes and academic achievement than controls. Lower IQ, neurocognitive functions, and achievement may be associated with more PTSD symptoms (particularly re-experiencing symptoms), greater PTSD severity, and a greater number of maltreatment experiences. Trauma experiences may additionally contribute to subsequent neurodevelopmental risk in neglected children. (JINS, 2009,15, 868–878.)
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Mohai, Katalin. "Neuropsychological factors underlying developmental dyslexia, measured by NEPSY-I." Magyar Pszichológiai Szemle 69, no. 1 (2014): 65–89. http://dx.doi.org/10.1556/mpszle.69.2014.1.5.

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Bender, Heidi A., Bonnie C. Marks, Eric R. Brown, Lillian Zach, and Charles M. Zaroff. "Neuropsychologic Performance of Children with Epilepsy on the NEPSY." Pediatric Neurology 36, no. 5 (2007): 312–17. http://dx.doi.org/10.1016/j.pediatrneurol.2007.01.011.

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Korkman, Marit. "NEPSY-An adaptation of Luria's investigation for young children." Clinical Neuropsychologist 2, no. 4 (1988): 375–92. http://dx.doi.org/10.1080/13854048808403275.

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Dissertations / Theses on the topic "NEPSY"

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Couvadelli, Barbara. "NEPSY profiles in children diagnosed with different ADHD subtypes." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5416/.

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The purpose of this study was to determine if attention-deficit/hyperactivity disorder (ADHD) subtypes (predominantly hyperactive/impulsive, ADHD-HI; predominantly inattentive, ADHD-IA; combined, ADHD-C) exhibit distinct neuropsychological profiles, using the Attention and Executive Function subtests of the Developmental Neuropsychological Assessment, (NEPSY) and the omission and commission scores obtained on the Conners' Continuous Performance Test-II (CPT-II), a test that assesses attention processes. The sample was selected using archival data collected in a neurodevelopmental clinic over the past decade and consisted of 138 children between the ages of 6 and 12 years old. Using the Diagnostic and Statistical Manual of Mental Disorders (4th ed.) (DSM-IV) criteria, the children were placed in either the ADHD-HI (n = 40), ADHD-IA (n = 35), or ADHD-C (n = 36) group, or a symptom free comparison group (n = 27). It was hypothesized that children with elevations on the impulsivity/ hyperactivity (ADHD-HI and ADHD-C) scale would be impaired on measures of inhibition and those with elevations on the inattention scale (ADHD-IA and ADHD-C) would be impaired on tests of attention, vigilance, and other executive functions. A one-way multivariate analyses of variance (MANOVA) was conducted (Group X Task), with significant results for overall main effect for group on the 7 dependent variables post hoc tests using the Tukey's honestly significant difference (HSD) revealed the following: the ADHD-HI group scored significantly lower on tests that require behavioral inhibition processes (Knock and Tap, Statue and CPT-Commission errors). The ADHD-IA group scored significantly lower on tests of problem-solving and planning (Tower) but not on tests of attention as was expected. The ADHD-C group scored significantly lower on tests of inhibition, attention, and other executive functions (Auditory Attention Response Set, Visual Attention, Tower, Knock and Tap, Statue, and CPT-Omission and CPT-Commission errors). Overall results suggest that the NEPSY Attention and Executive Function subtests are able to differentiate ADHD subtypes. Recommendations for future research are discussed.
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Jarratt, Kelly Pizzitola. "The CAS and NEPSY as measures of cognitive processes: examining the underlying constructs." Texas A&M University, 2005. http://hdl.handle.net/1969.1/4366.

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Although there appears to be increasing popularity in neuropsychology across disciplines of study, only modest work has been conducted with preschool and schoolage children. Changes in the structure of cognitive processes during early childhood and the extent of frontal lobe maturation are important to consider when conducting assessments with young children. Many neuropsychological theories, however, are based primarily on adult research (e.g., Luria’s theory) and respective assessment measures are often the extension or slight modification of items from adult assessments. Because adults and children differ on a number of neuropsychological measures, especially at younger ages, the same underlying constructs and interpretive strategies may not be appropriate for use with young children. The CAS and NEPSY are two assessment measures based on Luria’s theory; however, each posits a different conclusion regarding the number of factors that explain neuropsychological functioning in young children. Luria asserted that neuropsychological functioning is comprised of three functional units, while Naglieri and Das (e.g., CAS) suggested a four factor model, and the authors of the NEPSY declared a five factor model of functioning. Due to the emerging development of a child’s frontal lobes, and the inconsistency regarding the number of factors related to neuropsychological functioning in young children, this study examined the CAS and NEPSY using factor analyses and model fit indices to determine the underlying structural model(s). The study also examined the usefulness of combining specific subscales from the CAS, NEPSY, and Peabody Picture Vocabulary Test-III (PPVT-III; Dunn & Dunn, 1997) to create a cross-battery approach to assessing neuropsychological functioning in young children. In addition to the CAS, NEPSY, and PPVT-III, data was obtained from the Behavioral Assessment System for Children (BASC; Reynolds & Kamphaus, 1992), and the Behavior Rating Inventory of Executive Function (BRIEF; Gioia, Isquith, Guy, & Kenworthy, 2000) to gather background information and to assess parent and teacher ratings of behavioral and neuropsychological functioning.
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Pottinger, Lindy Sylvan. "Identifying AD/HD subtypes using the cognitive assessment system and the NEPSY." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2874/.

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The purpose of this study was to examine the ability of the Cognitive Assessment System (CAS) and the NEPSY, A Developmental Neuropsychological Assessment, to differentiate between the subtypes of Attention Deficit/ Hyperactivity Disorder (AD/HD). The CAS and NEPSY are neuropsychological instruments which provide norms for AD/HD children in general. This study examined the performance of the two subtypes of AD/HD on the CAS and NEPSY. In addition, this study examined the performance of the two AD/HD groups on the Screening Test for Auditory Processing Disorders (SCAN). Since AD/HD children tend to have difficulty with language, the SCAN was used to determine if any of the AD/HD subjects had auditory processing difficulties that might impact their performance on the CAS and/or NEPSY subtests. The sample consisted of 118 children between the ages of 8 and 12 years of age. Using the DSM-IV criteria, the children were diagnosed as having three types of AD/HD: A Predominantly Hyperactive-Impulsive Type (AD/HD-HI), a Predominantly Inattentive Type (AD/HD-I) and a Combined Type The subtypes were also identified by the Attention Deficit Disorders Evaluation Scale-Home Version (ADDES-H). Only two subtypes, AD/HD-I and AD/HD-C, were identified by the ADDES-H. There were not enough AD/HD-HI subjects to include in the study. Therefore, this study focused on the AD/HD-I and AD/HD-C subtypes. A binomial logistic regression analysis was conducted on the AD/HD-I and AD/HD-C subtypes with selected subtests of the NEPSY and the four PASS Scales of the CAS. Results indicated a significant difference between the AD/HD-I and AD/HD-C groups on the Tower subtest of the NEPSY and the Planning Scale of the CAS. The Tower and the Planning Scale are both purported measures of executive functioning; however, results of the Planning Scale were in an unexpected direction. No significant difference was found between the two AD/HD groups on the other subtests examined. The results of the SCAN analysis suggested there were no significant differences in auditory processing between the two AD/HD groups. Recommendations for future research are discussed.
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Vargens, Fernanda Lima da Costa [UNIFESP]. "Perfil de desempenho de escolares em tarefas de funções executivas avaliado pela bateria NEPSY II." Universidade Federal de São Paulo (UNIFESP), 2012. http://repositorio.unifesp.br/handle/11600/22394.

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Made available in DSpace on 2015-12-06T23:45:46Z (GMT). No. of bitstreams: 0 Previous issue date: 2012<br>O presente estudo teve por objetivo investigar o desenvolvimento das funcoes executivas, atraves do desempenho de escolares entre 5 e 16 anos em subtestes de funcoes executivas da bateria neuropsicologica desenvolvimental NEPSY-II (Atencao Auditiva e Conjunto de Respostas, Classificando Animais, Fluencia em Desenhos, Inibindo Respostas e Produzindo Palavras). Foram avaliadas 267 criancas de escolas publicas e particulares, de ambos os generos, na cidade de São Paulo, agrupadas nas seguintes faixas etarias: 5-6 anos, 7-8 anos, 9-10 anos, 11-12 anos, 13-14 anos e 15-16 anos. Testes ANOVA, ANCOVA e post hoc Bonferroni foram computados, a fim de investigar o efeito da idade sobre o desempenho nos subtestes. Os resultados em funcao das idades indicou desenvolvimento heterogeneo e nao linear dos subcomponentes do funcionamento executivo avaliados<br>BV UNIFESP: Teses e dissertações
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Abreu, Katiusha de Cerqueira. "Perfil neuropsicológico e comportamental de crianças com doença falciforme." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/59/59137/tde-29072013-180153/.

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A Doença Falciforme (DF) constitui patologia hematológica que leva a diversas complicações sistêmicas, sobretudo sequelas neurológicas e déficits cognitivos. Algumas pesquisas têm correlacionado exames de Imagem por Ressonância Magnética (IRM) e Doppler Transcraniano (DTC) com avaliações neuropsicológicas em crianças com DF, sinalizando prejuízos cognitivos específicos e déficit intelectual geral que tendem a predispor ao baixo desempenho acadêmico e maior índice de retenção escolar. No Brasil há alta prevalência dessa doença, tornando-se importante a realização de estudos em crianças, visto que o diagnóstico precoce de dificuldades neuropsicológicas possibilita intervenções de caráter preventivo e formulação de programas de reabilitação em quadros de disfunção cerebral. Objetivo: Caracterizar o desempenho neuropsicológico e comportamental de crianças com DF, na faixa de 7 a 12 anos. Pretende-se avaliar e descrever as principais funções cognitivas (atenção/função executiva, aprendizagem e memória, linguagem, processamento visoespacial, função sensoriomotora) e possíveis dificuldades comportamentais e correlacionar esses resultados com variáveis sociodemográficas e clínicas. Método: Participaram dessa pesquisa 60 crianças, compondo dois grupos de 30 voluntários (clínico e controle), pareados em função do sexo, origem escolar e idade. Foram utilizados como instrumentos de avaliação psicológica: QI Estimado do WISC III e Matrizes Progressivas Coloridas de Raven, NEPSY II - Avaliação Neuropsicológica do Desenvolvimento e o Child Behavior Checklist (CBCL). O Grupo Clínico realizou exame neurológico clínico, IRM, DTC e hemograma. Resultados: As crianças com DF apresentaram significativos prejuízos no desempenho intelectual geral e déficits em diversos domínios neuropsicológicos específicos, principalmente função executiva, linguagem, memória visoespacial e habilidade visoespacial, comparativamente ao Grupo Controle. Nos exames médicos do Grupo Clínico, todos DTC foram considerados dentro da faixa normal e na IRM houve prevalência de 24% da amostra com infarto cerebral silencioso (ICS). O comprometimento na capacidade intelectual geral, na memória narrativa e visoespacial e no processamento fonológico foram mais significativos no Grupo com ICS. Essas diversas alterações neuropsicológicas no Grupo Clínico tendem a predispor a dificuldades no desempenho acadêmico e maior repetência escolar. Além disso, houve evidências de significativos índices de problemas comportamentais e emocionais nas crianças com DF. Observou-se declínio cognitivo em distintas funções neuropsicológicas com o aumento da idade cronológica, porém não foi evidenciada influência das variáveis como sexo, tipo genético, tipo de medicação e índices do hemograma nos resultados neuropsicológicos e comportamentais das crianças. Esses resultados trazem relevantes implicações para o tratamento dos portadores de DF, pois ressaltam a importância do acompanhamento multiprofissional e a necessidade da realização da avaliação neuropsicológica e de adequada intervenção em centros de reabilitação, com objetivo de promover melhor qualidade de vida e condições favoráveis ao desenvolvimento dessas crianças (CAPES e FAPESP).<br>The Sickle Cell Disease (SCD) is a haematological pathology that leads to several systemic complications, especially neurological sequelae and cognitive deficits. Some studies have correlated exams of Magnetic Resonance Imaging (MRI) and Transcranial Doppler (TCD) ultrasonography with neuropsychological assessment in children with SCD, indicating specific cognitive impairments and general intellectual deficit that tend to predispose to poor academic performance and higher rates of school retention. In Brazil there is a high prevalence of this disease, making it important to conduct studies in children, since early diagnosis of neuropsychological difficulties enables preventive interventions and formulation of rehabilitation programs in frames of brain dysfunction. Objective: To characterize the behavioral and neuropsychological performance of children with SCD, in the range 7-12 years. Aims to assess and describe the main cognitive functions (attention / executive function, learning and memory, language, visuospatial processing, sensorimotor function) and possible behavioral difficulties and to correlate these results with clinical and sociodemographic variables. Method: In this study, participated 60 children, also composing two groups of 30 volunteers (clinical and control) matched for sex, age and school origin. Were used as instruments of psychological assessment: IQ Estimate the WISC III and Raven\'s Coloured Progressive Matrices, NEPSY II - Neuropsychological Development and Child Behavior Checklist (CBCL). The Clinical Group conducted clinical neurological examination, MRI, TCD and blood count. Results: Children with SCD in neuropsychological profile showed impairments in general intellectual functioning and deficits in several specific neuropsychological domains, especially executive function, language, visuospatial memory and visuospatial skills compared to the Control Group. In medical examinationof Clinical Group, all TCD were considered within the normal range and prevalence of MRI was 24% of the sample with silent cerebral infarction (ICS). The impairment in general intellectual ability, narrative and visuospatial memory and phonological processing were more significant in the Group with ICS. These diverse neuropsychological deficits in Clinical Group tend to predispose to difficulties in academic performance and increased school failure. Furthermore, there was evidence of significant levels of behavioral and emotional problems in children with SCD. Observed cognitive decline in various neuropsychological functions with increasing chronologic age, but it has not shown the influence of variables such as gender,iables such as gender, genetic type, type of medication and the blood count indices in neuropsychological and behavioral outcomes in these children. These results provide relevant implications for the treatment of patients with SCD, because it emphasizes the importance of multidisciplinary monitoring and the need to conduct neuropsychological assessment and adequate intervention in rehabilitation centers with the aim of promoting a better quality of life and favorable conditions for the development of these children. (CAPES e FAPESP).
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Seiple, Deborah Ann. "AN INVESTIGATION OF THE CONCURRENT CRITERION-RELATED VALIDITY OF THE COMPREHENSIVE EXECUTIVE FUNCTION INVENTORY (CEFI) - SELF-REPORT MEASURE." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/387690.

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School Psychology<br>Ph.D.<br>Executive function (EF) processes are crucial for meeting demands in the classroom. Because of this impact on schooling, it is important to have tools that accurately measure EF in order to facilitate the identification of student needs and the development of interventions. This project assessed the concurrent, criterion-related validity of one of these tools, the Comprehensive Executive Functioning Inventory, Self-Report (CEFI-SR; Naglieri & Goldstein, 2013). This study correlated adolescents’ reports about their own behavior to scores derived from a direct measure of executive function to determine if teens were able to accurately rate their own EF abilities, indicating that the CEFI-SR had concurrent validity. Seventy-nine seventh and eighth grade students from a suburban middle school were recruited. The average age for the sample was 13 years and 10 months old, and 62% of the sample consisted of female students. Participants completed the CEFI-SR in small groups, and then, the lead examiner returned to the school to complete direct one-on-one testing with each student. Data were analyzed using Pearson product-moment correlations and t-tests. The t-tests were used to determine if significant differences between groups were present. Results from the t-tests indicated that there were no significant differences in performance across genders or grades. Additionally, no significant correlations were found between the rating scale scores and the results of the direct testing. These findings do not support the hypotheses that the CEFI-SR subscales would have moderate correlations with the direct testing scores from the NEPSY-II, indicating that the two measures may not be measuring the same constructs.<br>Temple University--Theses
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Greiner, Lea Ashley. "Measures of executive function in children with cochlear implants." Thesis, University of Iowa, 2010. https://ir.uiowa.edu/etd/506.

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This study aimed to answer whether current research addressing executive function abilities in cochlear implant users was accurately depicting their impairments. Secondly, this study aimed to identify differences in identification of executive function impairments when measured using parent report versus behavioral measures of executive function. Results suggest that children do have executive function impairments in areas of measure nonverbal planning, problem-solving, monitoring, and self-regulation abilities as well as attention to a visually presented array of pictures which has been documented in previous research. However, it is likely that these abilities are modulated by children with cochlear implants' poorer language ability as demonstrated on the PPVT, which seems not to be related to their age of implantation. The behavioral measures and parent report measures identified impairments in the subsets which required a greater language demand and subsequently subsets that were significantly more difficult for CI children.
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Barros, Priscila Magalh?es. "Perfil desenvolvimental das fun??es executivas em crian?as de 05 a 08 anos da cidade de Natal - RN." Universidade Federal do Rio Grande do Norte, 2014. http://repositorio.ufrn.br/handle/123456789/19404.

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Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2015-12-01T20:35:38Z No. of bitstreams: 1 PriscilaMagalhaesBarros_DISSERT.pdf: 2266258 bytes, checksum: 5fcfac1c6ff4213a3e3c4c4aa0f05f90 (MD5)<br>Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2015-12-08T22:57:04Z (GMT) No. of bitstreams: 1 PriscilaMagalhaesBarros_DISSERT.pdf: 2266258 bytes, checksum: 5fcfac1c6ff4213a3e3c4c4aa0f05f90 (MD5)<br>Made available in DSpace on 2015-12-08T22:57:04Z (GMT). No. of bitstreams: 1 PriscilaMagalhaesBarros_DISSERT.pdf: 2266258 bytes, checksum: 5fcfac1c6ff4213a3e3c4c4aa0f05f90 (MD5) Previous issue date: 2014-04-25<br>Este estudo objetivou estabelecer o perfil desenvolvimental de componentes executivos no desenvolvimento t?pico infantil. Trata-se de estudo correlacional, transversal, de natureza predominantemente quantitativa. Os instrumentos de coleta de dados s?o os subtestes do dom?nio ?Aten??o/ Fun??es Executivas? do NEPSY-II. Foram avaliadas 80 crian?as entre 5 e 8 anos de idade, de ambos os sexo, estudantes de escolas p?blicas e particulares da cidade de Natal - RN. A amostra foi segmentada em intervalos de seis meses para posterior an?lise das estrat?gias e tipos de erros. Foram realizadas an?lises de vari?ncia (multivariada e univariada), testes post hoc de Tukey e Games-Howell para verificar o efeito da idade sobre o desempenho nos testes. Correla??es posteriores indicaram a for?a e a dire??o do relacionamento entre as vari?veis. Identificaram-se dois picos de desenvolvimento no intervalo de seis meses adotado para as habilidades de aten??o seletiva e controle inibit?rio. Os resultados indicam que n?o h? influencia significativa do sexo e tipo de escola sobre o desempenho da amostra. O desempenho dos pr?-escolares (5 e 6 anos) foi inferior aos demais subgrupos na maioria dos testes. Destaca-se o papel do discurso de autoregula??o entre os pr?-escolares durante as atividades de maior demanda executiva e o recurso da abstra??o como estrat?gia de resolu??o entre os mais velhos. Identificaram-se trajet?rias de desenvolvimento semelhantes entre as habilidades de aten??o seletiva e controle inibit?rio. De maneira geral, h? decr?scimo no n?mero de erros e aumento de acertos com a progress?o da idade. Pesquisas longitudinais futuras podem ampliar a faixa et?ria abarcada neste estudo, investigando o curso desenvolvimental das habilidades executivas.<br>This study aimed to establish the developmental profile of executives components in typical child development. This is a correlational cross-sectional study of predominantly quantitative. The instruments for data collection are the subtests included in the NEPSY-II Attention and Executive Functioning domain. Eighty children between 5 and 8 years of age, of both genders, students from public and private schools in the city of Natal were evaluated. The sample was divided into six-month intervals for subsequent analysis of strategies and types of errors. Analysis of variance (univariate and multivariate) and Tukey and Games-Howell post hoc tests were conducted to verify the effect of age on test performance. Subsequent correlations indicate the strength and direction of the relationship between variables. Were identified two peaks of development in the six-month interval adopted for the skills of selective attention and inhibitory control. The results indicate that there?s no significant influence of sex and type of school on the performance of the sample. The performance of preschool children (5 and 6 years) was lower than the other subgroups in most tests. Highlights the role of autoregulation discourse among preschool children during activities of greater executive demand and the abstraction resource as a resolution strategy between the older. Were identified similar development trajectories among selective attention abilities and inhibitory control. In general, there is a decrease in the number of mistakes and increase of success with the age progression. Future longitudinal research can extend the age range encompassed in this study, investigating the developmental course of executive abilities.
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Sanscartier, Annie. "Prématurité et difficultés d'attention à l'âge scolaire." Master's thesis, Université Laval, 2003. http://hdl.handle.net/20.500.11794/44492.

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Cette étude vise à vérifier la relation entre la prématurité et les habiletés d'attention à l'âge scolaire. Quarante-trois enfants prématurés et 31 enfants nés à terme âgés de huit et neuf ans sont évalués à l'aide d'un questionnaire comportemental (CPRS-R) et d'un test neuropsychologique (NEPSY) de l'attention. Les associations entre ces deux mesures sont faibles. Aussi, les résultats montrent que, selon l'évaluation faite par les parents, les enfants prématurés n'affichent pas plus de comportements inattentifs et/ou hyperactifs que les enfants témoins. Par contre, ils obtiennent des performances significativement inférieures à l'évaluation neuropsychologique des habiletés attentionnelles et exécutives. Les analyses indiquent également que l'adversité familiale apporte une contribution unique à l'explication des comportements inattentifs. Par ailleurs, le degré de risque néonatal n'est associé à aucune des deux mesures de l'attention. Cette étude conclut qu'à l'âge scolaire, les enfants prématurés sont sujets à présenter des difficultés au plan de l'attention et des fonctions exécutives.
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Schmitt, Ara J. Swerdlik Mark E. Wodrich David L. "The ability of theory based assessment to discriminate among children with brain impairments." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064501.

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Thesis (Ph. D.)--Illinois State University, 2001.<br>Title from title page screen, viewed March 14, 2006. Dissertation Committee: Mark E. Swerdlik (chair), David L. Wodrich (co-chair), Valeri Farmer-Dougan, Alvin House. Includes bibliographical references (leaves [106]-117) and abstract. Also available in print.
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Books on the topic "NEPSY"

1

Marit, Korkman, ed. Essentials of NEPSY-II assessment. John Wiley & Sons, 2010.

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Korkman, Marit. NEPSY: A proposed neuropsychological test battery for young developmentally disabled children : theory and evaluation. University of Helsinki, 1988.

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Gavazzi, Michèle. Nessy Names. Éditions Porte-bonheur, 2006.

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Paule, Christa & Eckert, Hans. Das Netzsimulationssystem NESSY: Der Netzsimulationsmodul NESSY-S. GMD, 1985.

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Paule, Christa. Das Netzsimulationssystem NESSY, die Netzsprache NESSY-L: Beschreibung. Gesellschaft für Mathematik und Datenverarbeitung, 1985.

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Watt, Artiss N. Descendants of Noble, Nefsy grandpa's [sic]. A.N. Watt, 1990.

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ill, Freeman-Hines Laura, ed. Nikki & Deja: The newsy news newsletter. Sandpiper, 2010.

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English, Karen. Nikki & Deja: The newsy news newsletter. Sandpiper, 2010.

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Paule, Christa. Das Netzsimulationssystem NESSY: Beschreibung der Codegenerierung fur ein in der Netz-Sprache NESSY-L spezifiziertes Netz. Gesellschaft fur Mathematik und Datenverarbeitung, 1985.

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English, Karen. Nikki and Deja: The newsy news newsletter. Clarion Books, 2009.

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Book chapters on the topic "NEPSY"

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McGrath, Marie C. "NEPSY." In Encyclopedia of Child Behavior and Development. Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_1935.

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Kemp, Sally L. "NEPSY-II." In Encyclopedia of Clinical Neuropsychology. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_1575.

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Anagnostou, Evdokia, Deepali Mankad, Joshua Diehl, et al. "NEPSY-II." In Encyclopedia of Autism Spectrum Disorders. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_353.

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Hooper, Stephen R. "NEPSY-II." In Encyclopedia of Autism Spectrum Disorders. Springer New York, 2017. http://dx.doi.org/10.1007/978-1-4614-6435-8_353-3.

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Holcomb, Matthew J., and Andrew S. Davis. "NEPSY-II." In Encyclopedia of Child Behavior and Development. Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_825.

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Kemp, Sally L. "NEPSY-II." In Encyclopedia of Clinical Neuropsychology. Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-79948-3_1575.

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Kemp, Sally L. "NEPSY-II." In Encyclopedia of Clinical Neuropsychology. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56782-2_1575-3.

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Hooper, Stephen R. "NEPSY-II." In Encyclopedia of Autism Spectrum Disorders. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_353.

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Korkman, Marit. "NEPSY-A Tool for Comprehensive Assessment of Neurocognitive Disorders in Children." In Comprehensive Handbook of Psychological Assessment. John Wiley & Sons, Inc., 2013. http://dx.doi.org/10.1002/9780471726753.ch11.

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Korkman, Marit. "A Test-Profile Approach in Analyzing Cognitive Disorders in Children: Experiences of the NEPSY." In Advances in Child Neuropsychology. Springer New York, 1995. http://dx.doi.org/10.1007/978-1-4612-4178-2_4.

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Conference papers on the topic "NEPSY"

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Bilac, Snjezana, Tatjana Puljiz, Lidija Sajfert, and Katarina Bosnjak Nad. "GP228 Neuropsychological profile on nepsy in children at perinatal risk with and without cerebral palsy – similar or different?" In Faculty of Paediatrics of the Royal College of Physicians of Ireland, 9th Europaediatrics Congress, 13–15 June, Dublin, Ireland 2019. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2019. http://dx.doi.org/10.1136/archdischild-2019-epa.287.

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"NEPs-Lingua: A New Textual Language to Program NEPs." In AI Methods for Interdisciplinary Research in Language and Biology. SciTePress - Science and and Technology Publications, 2011. http://dx.doi.org/10.5220/0003308200370046.

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Ito, Seigo, Hiroko Sodeyama, Kiyoaki Takiguchi, and Toru Matsumoto. "Failure Analysis Method of Using Laser Nano Electrostatic Field Probe Sensor (L-NEPS)." In ISTFA 2011. ASM International, 2011. http://dx.doi.org/10.31399/asm.cp.istfa2011p0387.

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Abstract We propose in this paper to introduce the L-NEPS (Laser Nano Electro-static field Probe Sensor), which can detect the slight quasi-electrostatic field generated by optical excitation and thermal excitation occurred when laser beam irradiates on the surface and back of the Die of LSI under non-bias and non-contact conditions, as well as the method to locate the failure point with this device. This report explains the principle of quasi-electrostatic field sensing by L-NEPS and the detection mechanism, and also illustrates the effectiveness of this detection method on the basis of analysis data of two examples of LSI failures (ESD breakdown).
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Navarrete, Carmen Navarrete, Marina de la Cruz Echeandia, Eloy Anguiano Rey, Alfonso Ortega de la Puente, and Jose Miguel Rojas Silas. "Parallel Simulation of NEPs on Clusters." In 2011 IEEE/WIC/ACM International Joint Conferences on Web Intelligence (WI) and Intelligent Agent Technologies. IEEE, 2011. http://dx.doi.org/10.1109/wi-iat.2011.131.

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William B. Faulkner, Derek P. Whitelock, Gary R. Gamble, and Bryan W. Shaw. "Formation of Neps in Pima Cotton during Mechanical Harvesting." In 2006 Portland, Oregon, July 9-12, 2006. American Society of Agricultural and Biological Engineers, 2006. http://dx.doi.org/10.13031/2013.21457.

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Ponomarev-Stepnoi, N. N., Veniamin Usov, Gennadi L. Yefremov, et al. "A proposed Russian-American NEPST program utilizing Russian launch and support systems." In Proceedings of the 12th symposium on space nuclear power and propulsion: Conference on alternative power from space; Conference on accelerator-driven transmutation technologies and applications. AIP, 1995. http://dx.doi.org/10.1063/1.47129.

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Ito, Seigo, and Toru Matsumoto. "A failure analysis technique using the Nano Electrostatic field Probe Sensor (NEPS)." In 2013 20th IEEE International Symposium on the Physical and Failure Analysis of Integrated Circuits (IPFA). IEEE, 2013. http://dx.doi.org/10.1109/ipfa.2013.6599208.

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"PNEPS FOR SHALLOW PARSING - NEPs Extended For Parsing Applied To Shallow Parsing." In Special Session on Computing Languages with Multi-Agent Systems and Bio-Inspired Devices. SciTePress - Science and and Technology Publications, 2010. http://dx.doi.org/10.5220/0002789004030410.

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Ito, Seigo, Kiyoaki Takiguchi, Hiroko Sodeyama, and Toru Matsumoto. "Failure analysis of semiconductor device using Nano Electro-static field Probe Sensor (NEPS)." In 2011 18th IEEE International Symposium on the Physical and Failure Analysis of Integrated Circuits (IPFA 2011). IEEE, 2011. http://dx.doi.org/10.1109/ipfa.2011.5992742.

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Nevat, Ido, Ory Eger, Gareth Peters, and Francois Septier. "NEPS: “Narrowband Efficient Positioning System” for delivering resource efficient GNSS receivers." In 2014 IEEE Ninth International Conference on Intelligent Sensors, Sensor Networks and Information Processing (ISSNIP). IEEE, 2014. http://dx.doi.org/10.1109/issnip.2014.6827605.

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Reports on the topic "NEPSY"

1

Bittmann, Felix. Academic track mismatch and the temporal development of well-being and competences in German secondary education. Verlag der Österreichischen Akademie der Wissenschaften, 2021. http://dx.doi.org/10.1553/populationyearbook2021.res5.1.

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Formal education is one of the most influential predictors of professional success. As parents in Germany are aware of the importance of education, they often try to enable their children to enrol in the prestigious academic schooling track (Gymnasium). This explains why the transition recommendation made by the teacher after the fourth grade is sometimes ignored if the desired track was not recommended for a particular student. How the mismatch between the teacher’s recommendation and the parents’ choice of schooling for their child affects the child’s development is not sufficiently known. It is very likely that such a mismatch can have consequences for the child’s well-being, competences and overall academic success. Based on five consecutive panel waves of German National Educational Panel Study (NEPS) data (waves 1 to 5, collected between 2010 and 2016) (n = 2;790 in wave 1), our analyses demonstrate that social background and the probability of ignoring a teacher’s recommendation are associated, and that highly educated parents are more likely to overrule the teacher’s recommendation. Panel regression models show that pupils who pursued the academic track (Gymnasium) despite the absence of a teacher’s recommendation were more likely to drop out of the academic schooling track, and were not able to catch up with their peers with respect to both objective and subjective academic competences over the entire observation window. However, the models also show that academic track mismatch did not seem to negatively influence the health and well-being of these pupils.
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