Nuestros investigadores

Juan Narbona García

Publicaciones científicas más recientes (desde 2010)

Autores: Garriz Luis, Maite (Autor de correspondencia); Narbona García, Juan; Sánchez-Carpintero Abad, Rocío; et al.
ISSN 0387-7604  Vol. 43  Nº 4  2021  págs. 556 - 562
Background: Increasing clinical and scientific attention is given to the transition of neurological stages from child to adult. Data on brain plasticity during adolescence is interesting for providing adequate evidence-based medical attention to neurological conditions in this population. Acquired aphasia is well described in adults and children, but not in adolescence. Objective: We describe a 5-year follow-up of language in three adolescent subjects with post-brain injury aphasia. Methods: We analysed and scored formal aspects of language three times, language hemispheric dominance twice with dichotic listening test and functional magnetic resonance imaging (fMRI) brain activation patterns that supported expressive and comprehensive language during the recovery period. Results: We found similarities to both paediatric and adult aphasia in these three adolescents. While the level of recovery resembled that of children with aphasia, a more efficient language rehabilitation occurred in those who remained with left hemispheric dominance in the chronic stage, as it is reported in adults. Conclusions: Our analysis and long-term follow-up provide data for a better understanding on how the injured brain matures during adolescence. More studies with larger samples will help to understand the function of the remaining networks and the recovery from injury in this particular age group.
Autores: Crespo Eguilaz, Nerea; Domínguez Echávarri, Pablo Daniel; Vaquero, M.; et al.
ISSN 0210-0010  Vol. 66  Nº Supl. 1  2018  págs. S83 - S89
AIM: To contribute to neuropsychological profiling of developmental amnesia subsequent to bilateral damage to both hippocampi in early age. SUBJECTS AND METHODS: The total sample of 24 schoolchildren from both sexes is distributed in three groups: perinatal hypoxic-ischaemic encephalopathy and everyday complaints of memory in school age (n = 8); perinatal hypoxic-ischaemic encephalopathy without memory complaints (n = 7); and a group of typically developing (n = 9). All participants in every groups did have normal general intelligence and attention. Both clinical groups had, as another clinical consequence, spastic cerebral palsy (diplegia). Neuropsychological exam consisted on tests of general intelligence, attentional abilities, declarative memory and semantic knowledge. All participants had a brain magnetic resonance image and spectroscopy of hippocampi. Scheltens criteria were used for visual estimation of hippocampal atrophy. Parametric and non-parametric statistical contrasts were made. RESULTS: Despite preservation of semantic and procedural learning, declarative-episodic memory is impaired in the first group versus the other two groups. A significant proportion of bilateral hippocampal atrophy is only present in the first group versus the other two non-amnesic groups using Scheltens estimation on MRI. Two cases without evident atrophy did have diminished NAA/(Cho + Cr) index in both hippocampi. CONCLUSIONS: Taken together, these results contribute to delineate developmental amnesia as an specific impairment due to early partial bihippocampal damage, in agreement with previous studies. After diagnosis of developmental amnesia, a specific psychoeducational intervention must be made; also this impairment could be candidate for pharmacological trials in the future.
Autores: Garriz Luis, Maite; Irimia Sieira, Pablo; Alcalde Navarrete, Juan Manuel; et al.
ISSN 0174-304X  Vol. 48  Nº 1  2016  págs. 53-56
There are only four previous pediatric reports of the glossopharyngeal neuralgic form of the stylohyoid complex syndrome. Stylohyoid complex has merely been described as cases of glossopharyngeal neuralgia in children. Case Report¿A 12-year-old boy came to our hospital because of recurrent episodes of severe cranial pain (9/10) lasting for 5 to 15 minutes. Pain affected the right tonsillar fossa, ear, and mastoid region. Since the start at the age of 9 years, the frequency of painful episodes has progressively increased: when admitted to our clinics 3 years later, the child was having up to five episodes daily in spite of analgesic, antiepileptic, and antidepressant drugs; he had abandoned school and leisure. Between episodes, neurological examination detected only discomfort to pressure on the right tonsillar fossa. Three-dimensional computed tomography images of the skull base showed an elongated right styloid process and bilateral calcification of the stylohyoid ligament. After surgical excision of the right styloid process and of part of the stylohyoid ligament, the glossopharyngeal painful episodes ceased. The patient remains asymptomatic seven years later. Conclusion¿In spite of its rarity in childhood, this debilitating but treatable syndrome should be kept in mind for the differential diagnosis of recurrent cranial pain in the pediatric population.
Autores: Crespo Eguilaz, Nerea; Magallón Recalde, Sara; Sánchez-Carpintero Abad, Rocío; et al.
ISSN 0210-0010  Vol. 62  Nº Supl. 1  2016  págs. S49-S57
Autores: Magallón Recalde, Sara; Narbona García, Juan; Crespo Eguilaz, Nerea
ISSN 1549-1277  Vol. 11  Nº 7  2016  págs. e0158684
Background Procedural memory allows acquisition, consolidation and use of motor skills and cognitive routines. Automation of procedures is achieved through repeated practice. In children, improvement in procedural skills is a consequence of natural neurobiological development and experience. Methods The aim of the present research was to make a preliminary evaluation and description of repetition-based improvement of procedures in typically developing children (TDC). Ninety TDC children aged 6-12 years were asked to perform two procedural learning tasks. In an assembly learning task, which requires predominantly motor skills, we measured the number of assembled pieces in 60 seconds. In a mirror drawing learning task, which requires more cognitive functions, we measured time spent and efficiency. Participants were tested four times for each task: three trials were consecutive and the fourth trial was performed after a 10-minute nonverbal interference task. The influence of repeated practice on performance was evaluated by means of the analysis of variance with repeated measures and the paired-sample test. Correlation coefficients and simple linear regression test were used to examine the relationship between age and performance. Results TDC achieved higher scores in both tasks through repetition. Older children fitted more pieces than younger ones in assembling learning and they were faster and more efficient at the mirror drawing learning task. Conclusions These findings ...
Autores: Reynoso, C.; Crespo Eguilaz, Nerea; Alcázar Zambrano, Juan Luis; et al.
ISSN 1695-4033  Vol. 82  Nº 3  2015  págs. 183-191
Autores: Magallón Recalde, Sara; Crespo Eguilaz, Nerea; Narbona García, Juan
ISSN 0883-0738  Vol. 30  Nº 11  2015  págs. 1496-506
The aim is to assess repetition-based learning of procedures in children with developmental coordination disorder (DCD), reading disorder (RD) and attention-deficit hyperactivity disorder (ADHD). Participants included 187 children, studied in 4 groups: (a) DCD comorbid with RD and ADHD (DCD+RD+ADHD) (n = 30); (b) RD comorbid with ADHD (RD+ADHD) (n = 48); (c) ADHD (n = 19); and typically developing children (control group) (n = 90). Two procedural learning tasks were used: Assembly learning and Mirror drawing. Children were tested on 4 occasions for each task: 3 trials were consecutive and the fourth trial was performed after an interference task. Task performance by DCD+RD+ADHD children improved with training (P < .05); however, the improvement was significantly lower than that achieved by the other groups (RD+ADHD, ADHD and controls) (P < .05). In conclusion, children with DCD+RD+ADHD improve in their use of cognitive-motor procedures over a short training period. Aims of intervention in DCD+RD+ADHD should be based on individual learning abilities.
Autores: Crespo Eguilaz, Nerea; Magallón Recalde, Sara; Narbona García, Juan
ISSN 1662-5161  Vol. 8  2014  págs. 449
Autores: Narbona García, Juan
ISSN 0210-0010  Vol. 58   Nº Supl. 1  2014  págs. S71 - S75
Introducción. La depresión, en sus diversas formas, afecta al 8-10% de niños y adolescentes y en la mayor parte de casos su origen es primario, siguiendo el modelo genético multifactorial. Pero hay una proporción de pacientes, no bien cuantificada todavía, en la que la depresión acompaña precozmente una enfermedad neurológica o marca un punto de inflexión en el curso de ésta. El objetivo es revisar la bibliografía al respecto. Desarrollo. Se observa fenomenología depresiva, con una frecuencia significativamente mayor que por azar, en niños y adolescentes afectos de epilepsia, trastornos del sueño, cefaleas primarias crónicas recurrentes, enfermedades neurometabólicas y tumores intracraneales. En varias de estas patologías neuropediátricas se hipotetizan puntos de coincidencia fisiopatológica con la depresión a través de un déficit de disponibilidad cerebral de serotonina y noradrenalina. No se considera aquí la depresión disadaptativa a una neurodiscapacidad crónica. Conclusiones. En niños y adolescentes, los trastornos del ánimo sintomáticos de enfermedad neurológica deben sospecharse en ausencia de antecedentes familiares o de experiencias vitales que los expliquen. La búsqueda sistemática de anomalías neurológicas y los exámenes complementarios permitirían en estos casos abordar precozmente el tratamiento de la enfermedad cerebral causante del cuadro depresivo. A su vez, como ocurre en casos de epilepsia, cefaleas o trastorno del sueño, la terapia farmacológica y psicológica del cuadro depresivo contribuye a mejorar la calidad de vida de los afectados.
Autores: Díaz-Orueta, U.; García-López, C.; Crespo Eguilaz, Nerea; et al.
ISSN 0929-7049  Vol. 20  Nº 3  2014  págs. 328 - 342
The majority of neuropsychological tests used to evaluate attention processes in children lack ecological validity. The AULA Nesplora (AULA) is a continuous performance test, developed in a virtual setting, very similar to a school classroom. The aim of the present study is to analyze the convergent validity between the AULA and the Continuous Performance Test (CPT) of Conners. The AULA and CPT were administered correlatively to 57 children, aged 6¿16 years (26.3% female) with average cognitive ability (IQ mean = 100.56, SD¿=¿10.38) who had a diagnosis of attention deficit/hyperactivity disorder (ADHD) according to DSM-IV-TR criteria. Spearman correlations analyses were conducted among the different variables. Significant correlations were observed between both tests in all the analyzed variables (omissions, commissions, reaction time, and variability of reaction time), including for those measures of the AULA based on different sensorial modalities, presentation of distractors, and task paradigms. Hence, convergent validity between both tests was confirmed. Moreover, the AULA showed differences by gender and correlation to Perceptual Reasoning and Working Memory indexes of the WISC-IV, supporting the relevance of IQ measures in the understanding of cognitive performance in ADHD. In addition, the AULA (but not Conners¿ CPT) was able to differentiate between ADHD children with and without pharmacological treatment for a wide range of measures related to inattention, impulsivit
Autores: Yglesias-Pereira, A.; Garcia-Lopez, C.; Narbona García, Juan
ISSN 0210-0010  Vol. 55  Nº 3  2012  págs. 137-147
Introduction. Dichotic listening test can estimate hemispheric dominance for language. Aim. To study the usefulness of a new set of dichotic pairs of Spanish stimuli in middle childhood. Subjects and methods. The stratified control group comprised 40 healthy, right-handed children, aged 3.5- 7.5 years, of both sexes, with average ability at speaking Spanish. The clinical sample comprised 12 children with right spastic hemiparetic cerebral palsy, average general intelligence and sentence repetition index over -2z. Each listening series is composed of 20 age-appropriate dichotic pairs: one syllable, word, or number; or trains of two or three syllables or numbers. Voice onset time, duration and stress of stimuli were balanced. Hemispheric dominance index (HDI) for language was calculated using a formula with the scores of stimuli from right or left ears. Statistical analysis evaluated the age-related accuracy and discriminant power of each HDI. Results. In the non-forced attention paradigm, the range of HDI is 0-200. Values of HDI >= 112 indicate left hemisphere dominance for language, whereas values of HDI 88 indicate right hemisphere dominance. All 40 typical subjects showed left HDI for language, without influence of age and sex. In contrast, ten out of twelve (83%) right hemiparetic children had right HDI. Conclusions. The results show that this new set of dichotic pairs is useful in the initial assessment of cerebral dominance for language and valid for use in Spanish speaking children aged 3.5 years or more.
Autores: Crespo Eguilaz, Nerea; Narbona García, Juan; Magallón Recalde, Sara
ISSN 0210-0010  Vol. 55  Nº 9  2012  págs. 513-519
Introduction. Children with coordination disorder-non verbal learning disorder, procedural learning disorder (PLD)-have difficulties in understanding complex simultaneous visual information. Aim. Validation of two different visual tasks to measure central coherence function of children with PLD. Subjects and methods. A chimeric image and a complex visual story are showed to 200 schoolchildren: 20 of them have PLD, 60 have PLD plus attention deficit/hyperactivity disorder (PLD + ADHD), 60 have non comorbid ADHD, and 60 subjects are typical control children. A chi square test and a discriminant analysis are used to study the performances of the different groups in verbal description of both images. Results. Performance is lower in children with PLD and PLD + ADHD than in those with non-comorbid ADHD or controls. Moreover 93% and 92% of children with poor performance in, respectively, chimeric and complex images, have PLD or PLD + ADHD. Eighty seven per cent of subjects with PLD + ADHD fail in some of the tasks and, by contrast only 15% of children with ADHD do. Conclusions. Children with PLD have disability in quick understanding of simultaneous complex information and central coherence. The two tasks used in this research are useful to detect these difficulties, with high sensibility and specificity.
Autores: Sánchez-Carpintero Abad, Rocío; Nuñez Martínez, Maria Teresa; Aznárez Sanado, Nerea; et al.
ISSN 1695-4033  Vol. 76  Nº 4  2012  págs. 218-223
Dravet syndrome is a drug resistant epilepsy which starts in the first year of life with febrile seizures, followed by cognitive impairment and epilepsy with multiple seizure types. Diagnosis has been typically made at the age of three to four years, but earlier diagnosis is now possible as clinical features are better recognised and molecular diagnosis is available. PATIENTS AND METHODS: We studied a series of 14 children with Dravet syndrome or Dravet spectrum epilepsy. A screening test, developed by other authors to distinguish the febrile seizures in Dravet syndrome from febrile seizures from other origin, was applied to the clinical features of the seizures occurring during the first year of life in our patients. RESULTS: Clinical suspicion of Dravet spectrum epilepsy was possible in 100% of children in our series. Moreover, taking into consideration only the first seizure, 79% of patients scored sufficiently to detect Dravet syndrome. CONCLUSIONS: Dravet syndrome can be recognised during the first year of life. It is important that physicians are made aware of these clinical criteria capable to distinguish febrile seizures in Dravet syndrome from febrile seizures of other origin, and set up a protocol to collect appropriate data regarding febrile seizures occurring in the first year of life.
Autores: Narbona García, Juan; Crespo Eguilaz, Nerea
ISSN 0210-0010  Vol. 54  2012  págs. S127 - S130
Introduction. Plasticity makes possible adaptative modelling of the nervous system to experiences i.e. learning and development. Aim. To review current literature on clinical long term evolution and functional magnetic resonance imaging (fMRI) features of brain remodelling after focal stroke in left perisylvian regions involved in basic language processing during infancy and childhood. Development. Each of the main neurocognitive subsystems develops with different timing, so altered plasticity and vulnerability are diverse, according with age at insult and its topography. Genetic programming makes human brain capable for installing basic formal linguistic abilities on an associative perisylvian subsystem, highly specialised. A focal lesion of this region leads to remodelling phenomena by disinhibition of contralateral frontal and perisylvian structures and by a more or less efficacious activation of neighboring homolateral cortex, as it has been shown by fMRI studies and DTI tractography. As a result, very early local stroke to language areas is generally well compensated in terms of linguistic behaviour. Meanwhile acquired aphasias into middle and late childhood, even if they have a better prognosis than in adults, they fail to resume without lexical access defaults and/or difficulties in written language. Conclusion. Brain plasticity can promote restoration and further development of language following a stroke in left perisylvian areas, specially when lesion occurs at perinatal to middle childhood.
Autores: Sánchez-Carpintero Abad, Rocío; Urrestarazu Bolumburu, Elena; Perea, D.A.; et al.
ISSN 0013-9580  Vol. 52  Nº Supl.6  2011  págs. 4
Autores: Crespo Eguilaz, Nerea; Narbona García, Juan
ISSN 0210-0010  Vol. 52  Nº Supl 1  2011  págs. S39-41
These difficulties may reflect a central coherence dysfunction and can partly account for the deficient ability to adapt their social behaviour displayed by these children.
Autores: Narbona García, Juan
Libro:  Tratado de Pediatría Cruz
Vol. 2  2014  págs. 2197 - 2200
Autores: Narbona García, Juan; Alzina de Aguilar, Valentín
Libro:  Neurología para Pediatras: Enfoque y manejo práctico
2011  págs. 175-188
Autores: Narbona García, Juan; Crespo Eguilaz, Nerea
Libro:  Trastornos del neurodesarrollo
2011  págs. 195-229
Autores: Narbona García, Juan; Crespo Eguilaz, Nerea; Magallón Recalde, Sara
Libro:  Trastornos del neurodesarrollo
2011  págs. 427-449