Attention, memory, and executive functioning in children with posttraumatic stress symptomatology

Children with posttraumatic stress disorder display a range of symptoms, including cognitive symptoms that influence memory and attention/concentration. The adult literature strongly supports an association between posttraumatic stress disorder and resultant neuropsychological deficits, specifically in the realms of attention, memory, and executive functioning. Limited research has explored these questions with children, and no studies have investigated the association between posttraumatic stress disorder and neuropsychological functioning in children from underserved populations.; The present study examined the relationship between posttraumatic stress symptoms and neuropsychological functioning in the areas of attention, memory, and executive functioning in a largely low socioeconomic status, inner-city, ethnic minority sample of children between the ages of 8 and 16. Fifty-five children participated in this study with their caregivers. Children were assessed with a testing battery measuring intelligence, attention, memory, executive functioning, and symptoms of depression, anxiety, posttraumatic stress disorder, and trauma exposure. Caregivers completed paper-and-pencil instruments assessing their child's functioning.; Correlations, ANCOVAs, and multiple regressions were conducted to evaluate the study hypotheses. Results indicated that higher levels of posttraumatic stress symptoms were associated with impaired attention and executive functioning on some measures, after controlling for the effects of demographic variables. Children's posttraumatic stress symptoms were not significantly associated with memory. Taken together, these findings indicate that neuropsychological impairment may represent one important correlate of posttraumatic stress symptomatology in some children. While further research is needed, these results suggest that academic settings should consider implementing neuropsychological assessments and interventions with traumatized children.