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Yayın Treatment of preschool children with obsessive compulsive disorder(SAGE Publications Ltd, 2023-04) İnci İzmir, Sevim Berrin; Ercan, Eyüp SabriThe aim was to examine the clinical features of Obsessive-Compulsive Disorder (OCD) in preschool and the effectiveness of aripiprazole with a standardized Cognitive-Behavioral Family Therapy (CBFT) in the treatment of preschoolers with OCD. Twelve preschool children, 36–72 months of age were diagnosed with OCD according to the Diagnostic and Statistical Manual of Mental Disorders, the Fifth Edition criteria by a fellowship-trained child and adolescent psychiatrist. They were evaluated with Kiddie Schedule for Affective Disorders and Schizophrenia for School-Age Children Present and Lifetime version and Childhood Yale-Brown Obsessive Compulsive Scale (CY-BOCS) at baseline, at the end of the 12th and 24th weeks of treatment. The baseline mean of total CY-BOCS score decreased from 33.67 to 13.83 at the 12th week and 5.58 at the end of the 24th week of treatment. Also, 66.7% of them had at least one psychiatric comorbidity. Overall, this study revealed the effect of aripiprazole with CBFT in preschool-aged children with OCD. Also, the presence of comorbidity that is seen frequently in preschoolers with OCD may complicate the treatment. Therefore, there is a need to increase awareness of OCD and its comorbidities in preschoolers to supply treatment at an early age.Yayın The comparison of psychological factors and executive functions of children with Attention Deficit Hyperactivity Disorder and Cognitive Disengagement Syndrome to ADHD and ADHD comorbid with Oppositional Defiant Disorder(SAGE Publications Inc., 2024-10) İnci İzmir, Sevim Berrin; Aktan, Zekeriya Deniz; Ercan, Eyüp SabriObjective: The study aims to examine family functionality, emotion regulation difficulties, preference for loneliness, social exclusion, internalizing and externalizing disorders, and executive functions in children with Attention Deficit Hyperactivity Disorder (ADHD) and Cognitive Disengagement Syndrome (CDS) and compare with ADHD, and ADHD+ Oppositional Defiant Disorder (ODD). Method: This study included 842 children aged 8–12 years. The subjects were categorized according to DSM-V as ADHD (n = 246), ADHD + ODD (n = 212), ADHD + CDS (n = 176), and Control group (n = 207). The solitude and social exclusion, difficulties in emotion dysregulation and Barkley SCT scales, Child Behavior Checklist, family assessment device, and Central Vital Signs (CNSVS) test were used. Results: According to the study, children with ADHD + CDS had higher rates of internalizing disorders. They also preferred being alone and experienced more difficulty communicating with their parents and solving problems within the family. Additionally, these children had difficulty recognizing and understanding the emotional reactions of others. The ADHD + ODD group presented a poorer performance on CNSVS domain tests except for the psychomotor speed test than other groups. Also, ADHD + CDS children had the lowest psychomotor speed scores and lower scores on reaction time and cognitive flexibility than pure ADHD children. Conclusion: This study will contribute to the etiology, treatment, and clinical discrimination of ADHD + CDS.Yayın “Can we use a biomarker detection algorithm to measure the effectiveness of 14-channel neurofeedback in dyslexia?”(Routledge, 2025-10-01) Eroğlu, Günet; Harb, Raja AbouDyslexia, one of children’s most common neurological diversities, primarily manifests as a reduced reading ability. Genetic factors contribute to dyslexia, with contemporary theories attributing it to a delay in left hemispheric lateralization that reduces effective reading and writing skills. To assist dyslexic children, smartphone application, Auto Train Brain, has been developed to enhance reading comprehension and speed. Previously, the efficacy of the mobile application’s training program was assessed using psychometric tests; however, our study employed a biomarker detection software to evaluate the neurofeedback’s impact. Machine learning (ML) techniques have recently gained traction in differentiating between dyslexia and typically developing children (TDC). The dataset of this study consists of 100 sessions of 2-minute resting-state eyes-open 14-channel Quantitative Electroencephalography (QEEG) data from 100 children with dyslexia and 100 TDC. Therefore, the dyslexia biomarker detection software assessed the efficacy of the 14-channel neurofeedback administered via Auto Train Brain. Results showed significant improvement in electrophysiological normalization, increasing from 30% in the first 20 sessions to 61% by the end of the training. A two-proportion Z-test confirmed this improvement was statistically significant (Z = −3.96, p = 0.00007), particularly between the 1–20 and 1–60 session intervals (Z = −2.66, p = 0.0079).
