Neurocognitive development in children
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Full Text E-thesis
Date
2025
Authors
Blackburne, Megan
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Volume Title
Publisher
University College Cork
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Abstract
Empirical Study 1:
Early intervention for neurodevelopmental problems is dependent on early, accurate detection and identification of potential problems. However, developmental trajectories are non-linear and variable, thus, challenges exist. Issues with the sensitivity and reliability of screening and assessment tools has also been suggested, leading to a failure to identify a high proportion of children developmentally at risk. This longitudinal study evaluates the concurrent and predictive validity of CogniTOT, a novel touchscreen-based cognitive assessment tool, designed for children aged 22-30 months, in predicting later neurodevelopmental outcomes at age five. A community-based sample of 80 typically developing children and 7 children with a history of hypoxic ischemic encephalopathy (HIE) participated in the study. Early CogniTOT scores were compared with scores from the Bayley-III, and later neurodevelopmental outcomes were assessed using WPPSI-IV and NEPSY-II subscales. The results demonstrated small to moderate effect size associations between CogniTOT subscales, such as Working Memory and Sustained Attention, and later verbal reasoning and memory tasks. While some associations aligned with expected patterns, others contradicted the anticipated direction, highlighting issues with the tool’s scoring logic. These findings underscore the need for refinement in CogniTOT’s subscale structure and scoring algorithms. Despite these challenges, the study provides preliminary evidence supporting the utility of touchscreen-based assessments for capturing early cognitive functioning. The findings suggest that such tools may offer a feasible, scalable alternative to traditional assessments, with potential for broader implementation in early childhood developmental screening. Future research should focus on further validating these tools across diverse populations and exploring their potential for early identification of children at risk for neurodevelopmental difficulties.
Empirical Study 2:
This longitudinal study examined the relative contributions of early cognitive functioning and family-level factors to neurodevelopmental and psychosocial outcomes in early childhood. Drawing on a community-based sample of 87 children assessed at two time points (infancy and age five), the study aimed to evaluate whether family structural and dynamic variables enhance the prediction of child outcomes beyond early cognitive ability. Early cognitive functioning was assessed between 22–30 months using the Bayley Scales of Infant and Toddler Development, Third Edition (Bayley-III), and the CogniTOT touchscreen assessment. At follow-up, child outcomes were measured using standardised neuropsychological tools (WPPSI-IV; NEPSY-II) and the parent-reported Strengths and Difficulties Questionnaire (SDQ). Family factors were measured using validated psychometric instruments.
Hierarchical multiple regression analyses revealed that parenting stress emerged as the most consistent and robust predictor of psychosocial functioning, accounting for the largest unique variance in SDQ Total Difficulties and Prosocial Behaviour scores. Other family dynamic factors, such as emotional expressiveness, also contributed to prosocial outcomes. Early cognitive scores accounted for a significant but modest proportion of variance in later neurodevelopmental outcomes, particularly in language and visuospatial domains. The inclusion of family structural and dynamic variables significantly improved model fit across most neurodevelopmental outcomes, with parenting stress, parental anxiety, and aspects of family environment associated with cognitive performance at age five.
Findings underscore the multifactorial nature of early development and highlight the importance of family context, particularly modifiable dynamic factors, in shaping child outcomes. These results support the integration of family wellbeing assessments into early developmental monitoring and intervention frameworks and point to the value of targeting parenting stress and emotional climate as essential mechanisms for supporting optimal developmental trajectories in early childhood.
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Keywords
Child development , Child neurocognitive development
Citation
Blackburne, M. 2025. Neurocognitive development in children. DClinPsych Thesis, University College Cork.