Selective eating (SE) refers to an individual narrowing their range of preferred foods, resulting in a restricted food intake, high levels of rigidity and food refusal (Bryant-Waugh, 2000). SE is encompassed in the new Diagnostic and Statistical Manual of Mental Disorders 5th Edition (DSM-V) (American Psychiatric Association, 2013) category avoidant restrictive food intake disorder (ARFID). Such difficulties are common in children with an autism spectrum disorder (ASD) (Raiten & Massaro, 1986) and neuropsychological differences have been found in children with ASD (Hill, 2004). This research aimed to be the first to investigate whether a distinct neuropsychological profile exists in children and adolescents with SE and furthermore, whether aspects of the profile vary depending on whether the child or adolescent displays elevated autistic traits. A case series of 10 children between the ages of 8 to 13 years old were recruited. A well-established neuropsychological test battery, the Ravello Profile (Rose, Frampton & Lask, 2012), was modified and administered to assess visuospatial processing, central coherence, executive functions (including cognitive flexibility, inhibition and planning) and theory of mind abilities. The results demonstrated a high degree of variability across the group in terms of visuospatial processing and theory of mind, weak central coherence across all participants and otherwise relatively intact abilities in executive function domains. There were no substantive findings in relation to those children with elevated autistic traits although a trend toward visuospatial processing differences did emerge. This exploratory case series was the first attempt to describe a neuropsychological profile in SE, however the small sample size and high variability in the data meant that a distinct neuropsychological profile did not emerge. The results did however provide an initial indication of possible trends in strengths and weaknesses across neuropsychological domains in SE. These findings have implications for the assessment and treatment of SE difficulties.

Thesis (MA)--Stellenbosch University, 2015 / ENGLISH ABSTRACT : Worldwide there are various reports on the prevalence of depression in patients diagnosed with brain tumours. In South Africa, psychological research in relation to psychiatric symptoms among patients with brain tumours is lacking. The aims of this study were to determine the incidence of depression in patients diagnosed with brain tumours and to clarify our understanding of the relationship between depression and tumour localisation, histopathological type of tumour, and participant characteristics. The study sample consisted of 35 patients (11 males and 24 females) aged between 21 and 64 years with a solitary primary brain tumour. The patients were treated at the neurosurgery clinics located at Tygerberg Hospital in the Western Cape and Universitas Hospital in the Free State between mid-2010 and 2013. The major histological subgroup consisted of meningiomas (47%), glioblastomas (22%), astrocytomas (19%), gliomas (9%) and epidiomas (3%). The tumour distribution was as follows: 52% in the left hemisphere, 37% in the right hemisphere, and 11 % in the midline. The psychiatric symptoms of the patients were assessed before treatment by the Beck Depression Inventory and Mini International Neuropsychiatric Interview. In addition, the patients’ neuropsychological functions were evaluated by a short neuropsychological test battery (Mini Mental State Examination, Trail Making Test (Part A), Letter Number Sequencing subtest, Hopkins Verbal Learning Test – Revised, and Brief Visuospatial Memory Test – Revised). Results from the quantitative data, showed the prevalence of mild depression was 26% for men and 43% for women. Overall 37% of the total sample had depressive symptoms. No significant relationship was found between depression and tumour location or between the various neuropsychological characteristics and neurological symptoms and tumour location. The study showed that depression is a common symptom in patients diagnosed with brain tumours and therefore depression symptoms have to be recognised and treated by psycho-educating the patients and their families, pharmacotherapy, or psychotherapy as soon as possible. However, due to the relatively small sample size, the results are of limited generalisability. / AFRIKAANSE OPSOMMING : Wêreldwyd is daar verskeie verslae oor die voorkoms van depressie in pasiënte gediagnoseer met breingewasse. In Suid-Afrika is daar ’n tekort aan sielkundige navorsing met betrekking tot psigiatriese simptome by pasiënte. Die doel van hierdie studie was om die voorkoms van depressie te bepaal in pasiënte gediagnoseer met breingewasse en om duidelikheid te kry oor die verband tussen depressie en die ligging van breingewasse, histopatologiese tipe gewas en karakter eienskappe van die deelnemers. Die steekproef van die studie het bestaan uit 35 pasiënte (11 mans en 24 vroue) tussen die ouderdomme 21 en 64 jaar met ‘n soliede breingewas. Die pasiënte is behandel by die neurochirurgiese klinieke by Tygerberg Hospitaal in die Wes-Kaap en by Universitas Hospitaal in die Vrystaat vanaf middel 2010 tot 2013. Die mees algemene histologiese subgroep het bestaan uit meningiome (47%), glioblastomas (22%), astrocytomas (19%), gliomas (9%) en epidiomas (3%). Die verspreiding van die gewasse was soos volg: 52% in die linkerhemisfeer, 37% in die regterhemisfeer en 11% in die middel. Die psigiatriese simptome van die pasiënte is voor behandeling geëvalueer met behulp van die Beck Depression Inventory en die Mini International Neuropsychiatric Interview. Bykomend is die pasiënte se neurosielkundige funksies geëvalueer met behulp van ‘n neurosielkundige toetsbattery (Mini Mental State Examination, Trail Making Test (Part A), Letter Number Sequencing subtest, Hopkins Verbal Learning Test – Revised en Brief Visuospatial Memory Test – Revised). Die resultate van die kwantitatiewe data het getoon die voorkoms van matige depressie was 26% vir mans en 43% vir vroue. In geheel het 37% van die totale steekproef depressiewe simptome getoon. Daar was geen beduidende verhouding tussen depressie en die ligging van die gewas of tussen die verskeie neurosielkundige eienskappe en die ligging van die gewas nie. Die studie het getoon dat depressie ’n algemene simptoom is in pasiënte gediagnoseer met breingewasse en daarom moet depressiewe simptome herken en so gou as moontlik behandel word deur psigo-opvoeding van die pasiënte en hul familie, farmakoterapie of psigoterapie. As gevolg van die relatiewe klein steekproef grootte het die resultate ’n beperkte veralgemeenbaarheid.

Esta dissertação é composta por dois estudos conduzidos a fim de compreender de maneira integrada os fatores cognitivos/neuropsicológicos e ambientais relacionados ao desempenho em leitura (precisão e fluência) de crianças. A amostra foi composta por 185 alunos, 78 (42,2%) meninos e 107 (57,8%) meninas, do 4º ano do Ensino Fundamental de escolas públicas de Porto Alegre e Belo Horizonte. No primeiro estudo, foram investigadas as variáveis cognitivas/neuropsicológicas e ambientais que melhor explicam o desempenho de leitura (precisão e fluência). Nas análises de regressão linear observou-se a consciência fonológica e a nomeação seriada rápida (NSR) como melhores preditores na precisão de leitura, apoiando a hipótese de que o processamento fonológico é um contribuinte fundamental para a leitura no nível lexical. As variáveis ambientais importantes para leitura de palavras irregulares e fluência em leitura foram o nível socioeconômico (NSE) e o índice de desempenho (IDEB) da escola de origem. No segundo estudo, comparou-se o desempenho neuropsicológico, características comportamentais e ambientais de 3 grupos de crianças provenientes do estudo 1: com dificuldades de leitura/escrita (DLE); com dificuldade combinada de leitura/escrita e aritmética (DC) e sem dificuldades de aprendizagem (SD). Os grupos DLE e DC apresentaram desempenho estatisticamente inferior ao das crianças sem dificuldades de aprendizagem em consciência fonológica, NSR e memória de trabalho fonológica. O grupo DC apresentou desempenho inferior ao do grupo com DLE apenas em fluência verbal ortográfica. As crianças com dificuldades acadêmicas (DLE e DC) apresentaram maior escore no questionário de características de desatenção e hiperatividade e menor NSE. Os resultados contribuem para a compreensão de modelos multifatoriais (cognitivo/neuropsicológico, comportamental e ambiental) no desempenho da leitura e nas dificuldades de aprendizagem. Ambos os estudos mostram que a leitura no nível da palavra está mais relacionada às habilidades de processamento fonológico do que as habilidades visuoespaciais ou funções executivas, nas crianças avaliadas no quarto ano. É importante considerar a inserção de atividades para promover estas habilidades no currículo no Ensino Infantil e Ensino Fundamental como medida preventiva (primária e secundária) de dificuldades de leitura. / This dissertation consists of two studies conducted to understand cognitive, neuropsychological and environmental factors related to children’s reading performance (accuracy and fluency) in an integrated way. The sample consisted of 185 4th grade students, 78 (42.2%) boys and 107 (57.8%) girls, from public elementary schools from Porto Alegre city and Belo Horizonte city. In the first study, we investigated the cognitive and environmental variables that best explain the reading performance (accuracy and fluency). In linear regression analyzes observed phonological awareness and rapid serial nomination as best predictors of the accuracy, supporting the hypothesis that phonological processing is a key contributor to the reading on the lexical level. Important environmental variables for reading irregular words and fluency in reading were the socioeconomic status (SES) and the index of Brazilian education. In the second study, we compared the neuropsychological performance, behavioral and environmental characteristics of 3 groups of children from the study 1: difficulties with reading / writing (DLE); combined with reading / writing and arithmetic (DC) and without difficulty (SD). DLE and DC groups had statistically lower performance than children without learning difficulties in phonological awareness, NSR and phonological working memory. The DC group had underperformed the group with DLE only orthographic verbal fluency. Children with academic difficulties (DLE and DC) had higher scores on the questionnaire of inattention and hyperactivity characteristics and were from lower SES families. The results contribute to the understanding of multifactorial models for reading performance and learning difficulties, given the performance results from the interaction among different factors (cognitive/neuropsychological, behavioral and environmental). Both studies showed that the word reading level is more consistent related to phonological processing skills than visuospatial abilities and executive functions in this 4th grade sample. It is important to consider the inclusion of these skills in the curriculum in Infant and Primary Education as a preventive measure (primary and secondary) of reading difficulties.

Esta dissertação é composta por dois estudos conduzidos a fim de compreender de maneira integrada os fatores cognitivos/neuropsicológicos e ambientais relacionados ao desempenho em leitura (precisão e fluência) de crianças. A amostra foi composta por 185 alunos, 78 (42,2%) meninos e 107 (57,8%) meninas, do 4º ano do Ensino Fundamental de escolas públicas de Porto Alegre e Belo Horizonte. No primeiro estudo, foram investigadas as variáveis cognitivas/neuropsicológicas e ambientais que melhor explicam o desempenho de leitura (precisão e fluência). Nas análises de regressão linear observou-se a consciência fonológica e a nomeação seriada rápida (NSR) como melhores preditores na precisão de leitura, apoiando a hipótese de que o processamento fonológico é um contribuinte fundamental para a leitura no nível lexical. As variáveis ambientais importantes para leitura de palavras irregulares e fluência em leitura foram o nível socioeconômico (NSE) e o índice de desempenho (IDEB) da escola de origem. No segundo estudo, comparou-se o desempenho neuropsicológico, características comportamentais e ambientais de 3 grupos de crianças provenientes do estudo 1: com dificuldades de leitura/escrita (DLE); com dificuldade combinada de leitura/escrita e aritmética (DC) e sem dificuldades de aprendizagem (SD). Os grupos DLE e DC apresentaram desempenho estatisticamente inferior ao das crianças sem dificuldades de aprendizagem em consciência fonológica, NSR e memória de trabalho fonológica. O grupo DC apresentou desempenho inferior ao do grupo com DLE apenas em fluência verbal ortográfica. As crianças com dificuldades acadêmicas (DLE e DC) apresentaram maior escore no questionário de características de desatenção e hiperatividade e menor NSE. Os resultados contribuem para a compreensão de modelos multifatoriais (cognitivo/neuropsicológico, comportamental e ambiental) no desempenho da leitura e nas dificuldades de aprendizagem. Ambos os estudos mostram que a leitura no nível da palavra está mais relacionada às habilidades de processamento fonológico do que as habilidades visuoespaciais ou funções executivas, nas crianças avaliadas no quarto ano. É importante considerar a inserção de atividades para promover estas habilidades no currículo no Ensino Infantil e Ensino Fundamental como medida preventiva (primária e secundária) de dificuldades de leitura. / This dissertation consists of two studies conducted to understand cognitive, neuropsychological and environmental factors related to children’s reading performance (accuracy and fluency) in an integrated way. The sample consisted of 185 4th grade students, 78 (42.2%) boys and 107 (57.8%) girls, from public elementary schools from Porto Alegre city and Belo Horizonte city. In the first study, we investigated the cognitive and environmental variables that best explain the reading performance (accuracy and fluency). In linear regression analyzes observed phonological awareness and rapid serial nomination as best predictors of the accuracy, supporting the hypothesis that phonological processing is a key contributor to the reading on the lexical level. Important environmental variables for reading irregular words and fluency in reading were the socioeconomic status (SES) and the index of Brazilian education. In the second study, we compared the neuropsychological performance, behavioral and environmental characteristics of 3 groups of children from the study 1: difficulties with reading / writing (DLE); combined with reading / writing and arithmetic (DC) and without difficulty (SD). DLE and DC groups had statistically lower performance than children without learning difficulties in phonological awareness, NSR and phonological working memory. The DC group had underperformed the group with DLE only orthographic verbal fluency. Children with academic difficulties (DLE and DC) had higher scores on the questionnaire of inattention and hyperactivity characteristics and were from lower SES families. The results contribute to the understanding of multifactorial models for reading performance and learning difficulties, given the performance results from the interaction among different factors (cognitive/neuropsychological, behavioral and environmental). Both studies showed that the word reading level is more consistent related to phonological processing skills than visuospatial abilities and executive functions in this 4th grade sample. It is important to consider the inclusion of these skills in the curriculum in Infant and Primary Education as a preventive measure (primary and secondary) of reading difficulties.

The epilepsy is a neurological disorder manifested by recurrent unprovoked seizures, resulting in harmful effects on the patients. Epileptic seizures are generated from hypersincronic abnormal discharges of neurons, eventually resulting in irreversible damage. The consequences involve damages in the neurobiological, neurochemical, cognitive and psychological scopes. As a result, the objective of this study was to investigate the cognitive function (NEUPSILIN test), depression score (Hamilton Rating Scale) and inflammatory markers (TNF, IL1β, AChE), cell death (caspase 3) and DNA damage (PicoGreen) in epileptic patients, compared to individuals without the disease. The results showed significant memory damages in patients with epilepsy, as well as a high depression score. The inflammatory markers, cell death and DNA damage also were showed high. In addition, there was not observed significant correlation when were compared the seizures duration with memory impairment and depression score. There was also no significant correlation when comparing the depression scores and the enzyme acetylcholinesterase activity with memory impairment. In this way, the results of this study suggest that the neurophysiological changes caused by the epilepsy may be responsible for the memory damages and higher rates of depression in patients. Furthermore, it can be suggested that the seizures contribute to the development of neuroinflammation, releasing inflammatory mediators and, by this way, initiating a apoptotic cascade that culminates in the DNA damage. / A epilepsia é um distúrbio neurológico manifestado por recorrência de crises não provocadas, resultando em efeitos prejudiciais sobre os pacientes. As crises epilépticas são geradas a partir de descargas hipersincrônicas anormais dos neurônios, eventualmente resultando em danos irreversíveis. As consequências envolvem prejuízo no âmbito neurobiológico, neuroquímico, cognitivo e psicológico. Em virtude disso, o objetivo do presente estudo foi investigar a função cognitiva (teste NEUPSILIN), escore de depressão (Escala de Hamilton) e marcadores inflamatórios (TNFα, IL1β, AChE), de morte celular (caspase 3) e dano ao DNA (picogreen), em pacientes epilépticos, comparando com indivíduos sem a doença. Os resultados mostraram um prejuízo de memória significativo nos pacientes com epilepsia, bem como um elevado escore de depressão. Os marcadores inflamatórios, de morte celular e dano ao DNA também se apresentaram elevados. Além disso, não foi observada uma correlação significativa quando comparado o tempo de duração das crises epilépticas com o prejuízo da memória e o escore de depressão. Também não houve correlação significativa quando se comparou o escore de depressão e a atividade da enzima acetilcolinesterase com o prejuízo da memória. Desta maneira, os resultados deste estudo sugerem que as alterações neurofisiológicas provocadas pela epilepsia possam ser as responsáveis pelo prejuízo da memória e índices mais elevados de depressão nos pacientes. Além disso, pôde-se sugerir que as crises epilépticas contribuem para o desenvolvimento da neuroinflamação, liberando os mediadores inflamatórios e, desta forma, iniciando uma cascata apoptótica que culmina no dano ao DNA.

Esta dissertação é composta por dois estudos conduzidos a fim de compreender de maneira integrada os fatores cognitivos/neuropsicológicos e ambientais relacionados ao desempenho em leitura (precisão e fluência) de crianças. A amostra foi composta por 185 alunos, 78 (42,2%) meninos e 107 (57,8%) meninas, do 4º ano do Ensino Fundamental de escolas públicas de Porto Alegre e Belo Horizonte. No primeiro estudo, foram investigadas as variáveis cognitivas/neuropsicológicas e ambientais que melhor explicam o desempenho de leitura (precisão e fluência). Nas análises de regressão linear observou-se a consciência fonológica e a nomeação seriada rápida (NSR) como melhores preditores na precisão de leitura, apoiando a hipótese de que o processamento fonológico é um contribuinte fundamental para a leitura no nível lexical. As variáveis ambientais importantes para leitura de palavras irregulares e fluência em leitura foram o nível socioeconômico (NSE) e o índice de desempenho (IDEB) da escola de origem. No segundo estudo, comparou-se o desempenho neuropsicológico, características comportamentais e ambientais de 3 grupos de crianças provenientes do estudo 1: com dificuldades de leitura/escrita (DLE); com dificuldade combinada de leitura/escrita e aritmética (DC) e sem dificuldades de aprendizagem (SD). Os grupos DLE e DC apresentaram desempenho estatisticamente inferior ao das crianças sem dificuldades de aprendizagem em consciência fonológica, NSR e memória de trabalho fonológica. O grupo DC apresentou desempenho inferior ao do grupo com DLE apenas em fluência verbal ortográfica. As crianças com dificuldades acadêmicas (DLE e DC) apresentaram maior escore no questionário de características de desatenção e hiperatividade e menor NSE. Os resultados contribuem para a compreensão de modelos multifatoriais (cognitivo/neuropsicológico, comportamental e ambiental) no desempenho da leitura e nas dificuldades de aprendizagem. Ambos os estudos mostram que a leitura no nível da palavra está mais relacionada às habilidades de processamento fonológico do que as habilidades visuoespaciais ou funções executivas, nas crianças avaliadas no quarto ano. É importante considerar a inserção de atividades para promover estas habilidades no currículo no Ensino Infantil e Ensino Fundamental como medida preventiva (primária e secundária) de dificuldades de leitura. / This dissertation consists of two studies conducted to understand cognitive, neuropsychological and environmental factors related to children’s reading performance (accuracy and fluency) in an integrated way. The sample consisted of 185 4th grade students, 78 (42.2%) boys and 107 (57.8%) girls, from public elementary schools from Porto Alegre city and Belo Horizonte city. In the first study, we investigated the cognitive and environmental variables that best explain the reading performance (accuracy and fluency). In linear regression analyzes observed phonological awareness and rapid serial nomination as best predictors of the accuracy, supporting the hypothesis that phonological processing is a key contributor to the reading on the lexical level. Important environmental variables for reading irregular words and fluency in reading were the socioeconomic status (SES) and the index of Brazilian education. In the second study, we compared the neuropsychological performance, behavioral and environmental characteristics of 3 groups of children from the study 1: difficulties with reading / writing (DLE); combined with reading / writing and arithmetic (DC) and without difficulty (SD). DLE and DC groups had statistically lower performance than children without learning difficulties in phonological awareness, NSR and phonological working memory. The DC group had underperformed the group with DLE only orthographic verbal fluency. Children with academic difficulties (DLE and DC) had higher scores on the questionnaire of inattention and hyperactivity characteristics and were from lower SES families. The results contribute to the understanding of multifactorial models for reading performance and learning difficulties, given the performance results from the interaction among different factors (cognitive/neuropsychological, behavioral and environmental). Both studies showed that the word reading level is more consistent related to phonological processing skills than visuospatial abilities and executive functions in this 4th grade sample. It is important to consider the inclusion of these skills in the curriculum in Infant and Primary Education as a preventive measure (primary and secondary) of reading difficulties.

No description available.

A qualitative case study research design is used to investigate the results of a neuropsychological test battery, collated and used with four individual cases. A literature study consisting of research with respect to AS as well as neuropsychological assessments provides the theoretical framework from which existing theory is tested and expanded on. The cases are analysed individually and then by cross case analysis to ascertain any patterns of strength and weaknesses which could result in a "typical" profile of a learner with AS. Findings conclude confusions with respect to diagnostic criteria for AS and a distinction of DSM-IV-TR criteria is used. The neuropsychological test battery includes questionnaires (personal history, Gilliam Asperger's disorder scale, Conners' parent and teacher questionnaire, Dunn's sensory profile) interviews (parents, teachers), observations (classroom and playground) and formal testing (intelligence, motor functions, academic achievement, theory of mind and executive functions). Findings from the literature show similarities between AS children and children with non verbal learning disabilities. Evidence of AS differing from individuals with high functioning autism is conclusive in all previous research using theory of mind tests. Evidence from the literature shows many children had been given another diagnosis, typically ADHD, before being given the diagnosis of AS. Additional disorders such as anxiety and depression were also given. AS children had consistent difficulties with social interaction. A typical neuropsychological profile of AS is not identified, but rather a "personality type" that is dominated by anxiety and individual "quirks" of personality which affects responses to the formal test battery - thereby influencing the scores obtained. Two of the cases presented with an academic profile similar to that of a non verbal learning disability and one presented with similarities with a semantic pragmatic disorder. The thesis concludes with a proposed differentiating model of behavioural, communication and learning disorders in which AS is defined in terms of that originally described by Hans Asperger himself, and specifically treated within the education environment. / Educational Studies / D.Ed. (Psychology of Education)

A qualitative case study research design is used to investigate the results of a neuropsychological test battery, collated and used with four individual cases. A literature study consisting of research with respect to AS as well as neuropsychological assessments provides the theoretical framework from which existing theory is tested and expanded on. The cases are analysed individually and then by cross case analysis to ascertain any patterns of strength and weaknesses which could result in a "typical" profile of a learner with AS. Findings conclude confusions with respect to diagnostic criteria for AS and a distinction of DSM-IV-TR criteria is used. The neuropsychological test battery includes questionnaires (personal history, Gilliam Asperger's disorder scale, Conners' parent and teacher questionnaire, Dunn's sensory profile) interviews (parents, teachers), observations (classroom and playground) and formal testing (intelligence, motor functions, academic achievement, theory of mind and executive functions). Findings from the literature show similarities between AS children and children with non verbal learning disabilities. Evidence of AS differing from individuals with high functioning autism is conclusive in all previous research using theory of mind tests. Evidence from the literature shows many children had been given another diagnosis, typically ADHD, before being given the diagnosis of AS. Additional disorders such as anxiety and depression were also given. AS children had consistent difficulties with social interaction. A typical neuropsychological profile of AS is not identified, but rather a "personality type" that is dominated by anxiety and individual "quirks" of personality which affects responses to the formal test battery - thereby influencing the scores obtained. Two of the cases presented with an academic profile similar to that of a non verbal learning disability and one presented with similarities with a semantic pragmatic disorder. The thesis concludes with a proposed differentiating model of behavioural, communication and learning disorders in which AS is defined in terms of that originally described by Hans Asperger himself, and specifically treated within the education environment. / Educational Studies / D.Ed. (Psychology of Education)