De Bellis, M. D., Hooper, S. R., Spratt, E. G., & Woolley, D. P.2014-06-242014-06-242009De Bellis, M. D., Hooper, S. R., Spratt, E. G., & Woolley, D. P. (2009). Neuropsychological findings in childhood neglect and their relationships to pediatric PTSD. Journal of the International Neuropsychological Society, 15(06), 868-878.http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3036972/pdf/nihms266183.pdfhttp://hdl.handle.net/11212/1513Statement of the problem: Although child neglect is the most prevalent form of child maltreatment, the neurocognitive effects of neglect is understudied. Methods: 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 non-sexually abused medically healthy neglected children, one with DSM-IV posttraumatic stress disorder (PTSD) and one without, and a demographically similar healthy non-maltreated control group. Key findings: 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. Conclusions: 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. (Author Abstract)en-USchild abuseneglectneurocognitive functioningcognitive functioningacademic achievementattentionmemoryIQexecutive functionneuropsychological teststraumaposttraumatic stressresearchArticle