51
|
Koltermann G, Becker N, Wauke APT, de Oliveira CP, Gomides MRDA, Paiva GM, Haase VG, de Salles JF. Intragroup differences and similarities in performance on rapid automatized naming tasks in children with ADHD symptoms, children with reading disabilities, and controls. TRENDS IN PSYCHIATRY AND PSYCHOTHERAPY 2020; 42:190-194. [PMID: 32520167 DOI: 10.1590/2237-6089-2019-0014] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/10/2019] [Accepted: 07/22/2019] [Indexed: 06/11/2023]
Abstract
Introduction Rapid automatized naming (RAN) is the ability to name, as fast as possible, symbols such as letters, digits and figures. The present study aimed to investigate intragroup performance patterns on RAN tasks in children with attention deficit hyperactivity disorder (ADHD) symptoms alone, children with reading disability (RD) alone and controls with typical development. Methods A total of 216 Brazilian children between 8 to 11 years old were selected from public schools located in two Brazilian capitals, namely Porto Alegre and Belo Horizonte, to participate in the study. Mixed 3 (participant group: ADHD symptoms, RD or control group) × 3 (type of stimulus: letters, numbers or figures) ANOVAs were performed using response time and number of errors as dependent variables. Only intragroup comparisons are described in this paper. Results The groups with ADHD symptoms and RD showed similar performance results on naming speed. There were no differences between letters and numbers within each group, but we found slower responses in figure naming compared to the other tasks for both groups. Concerning accuracy, children with ADHD symptoms showed a similar number of errors in all three tasks. These patterns were distinct from the performance of the control group. Conclusion Results suggest a shared deficit in naming speed of alphanumeric stimuli in children with ADHD symptoms and those with RD, and impairments in naming digits correctly in children with ADHD symptoms.
Collapse
Affiliation(s)
| | - Natália Becker
- Universidade Federal do Rio Grande do Sul, Porto Alegre, RS, Brazil
| | | | | | | | | | | | | |
Collapse
|
52
|
Gabriely R, Tarrasch R, Velicki M, Ovadia-Blechman Z. The influence of mindfulness meditation on inattention and physiological markers of stress on students with learning disabilities and/or attention deficit hyperactivity disorder. RESEARCH IN DEVELOPMENTAL DISABILITIES 2020; 100:103630. [PMID: 32163834 DOI: 10.1016/j.ridd.2020.103630] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/23/2019] [Revised: 02/16/2020] [Accepted: 03/02/2020] [Indexed: 06/10/2023]
Abstract
BACKGROUND Over recent decades, the number of students diagnosed with learning disabilities and/or attention deficit hyperactivity disorders has substantially increased. These students face various challenges and experience stress when receiving higher education. AIMS The purpose of this study was to compare two non-pharmacological interventions: mindfulness and device-guided slow breathing, with a control group. METHODS Seventy-three students (age = 25.76, std. dev = 3.10) with attention problems and/or learning disabilities were randomly assigned to three groups: mindfulness meditation, device guided breathing practice and waiting-list control. Before and after the intervention physiological and psychological measures were collected. RESULTS Our results show that only mindfulness practice improved awareness of the present moment and decreased hyperactivity and inattention. Furthermore, both mindfulness and practice with device-guided breathing were associated with stress reduction, as shown by an increase in the galvanic skin response only in the control group. CONCLUSIONS Implementation of the study results may lead to an advance in treating attention deficit disorders and learning disabilities, especially among higher education students.
Collapse
Affiliation(s)
| | - Ricardo Tarrasch
- School of Education, Tel Aviv University, Israel; Sagol School of Neuroscience, Tel Aviv University, Israel.
| | - Maria Velicki
- School of Medical Engineering, Afeka - Tel Aviv Academic College of Engineering, Israel
| | | |
Collapse
|
53
|
Koltermann G, Becker N, Lopes-Silva JB, Gomides MRDA, Paiva GM, Haase VG, de Salles JF. Are "cool" executive function impairments more salient in ADHD symptoms than in reading disability? Dement Neuropsychol 2020; 14:47-55. [PMID: 32206198 PMCID: PMC7077861 DOI: 10.1590/1980-57642020dn14-010008] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022] Open
Abstract
Introduction: Reading disability (RD) and Attention Deficit Hyperactivity Disorder (ADHD)
symptoms often co-occur in school-age children. Methods: The present study evaluated the performance of 216 Brazilian children from
3rd and 4th grades on “cool” executive function
(EF) abilities and phonological processing. The children were divided into
three groups: those with ADHD symptoms only, those with RD only, and
controls. Results: MANOVA analyses, controlling for age and nonverbal intelligence, showed worse
performance for the RD group, compared to the ADHD symptoms group, on
measures of phonological processing (phonemic awareness, phonological
short-term memory, and lexical access) and “cool” EF components
(orthographic verbal fluency and processing speed). The ADHD symptoms group
did not differ from the control group on the majority of the “cool” EF
tasks. Compared to the control group, the ADHD symptoms group and the RD
group both showed significantly more errors in rapid automatized naming of
figures, which evaluates the inhibition component of EF; performance on this
task was similar for these groups. Conclusion: We conclude that children with RD have greater impairment in phonological
processing and “cool” EF compared to those with ADHD symptoms. Furthermore,
deficits in inhibitory control may be shared among children with both
conditions.
Collapse
Affiliation(s)
| | - Natália Becker
- Universidade Federal do Rio Grande do Sul, Porto Alegre, RS, Brasil
| | | | | | | | | | | |
Collapse
|
54
|
Li M, Truong DT, DeMille M, Malins JG, Lovett MW, Bosson-Heenan J, Gruen JR, Frijters JC. Effect of READ1 on latent profiles of reading disorder and comorbid attention and language impairment subtypes. Child Neuropsychol 2020; 26:145-169. [PMID: 31411106 PMCID: PMC8163097 DOI: 10.1080/09297049.2019.1648642] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/18/2018] [Accepted: 07/15/2019] [Indexed: 12/21/2022]
Abstract
Recent studies of co-occurring reading disorder (RD) and attention deficit/hyperactivity disorder (ADHD), and co-occurring RD and language impairment (LI), support a core disability plus co-occurrence model focused on language and attention. Genetic factors have been associated with poor reading performance. However, little is known about whether different genetic variants independently contribute to RD co-occurrence subtypes. We aimed to identify subgroups of struggling readers using a latent profile analysis (LPA) in a sample of 1,432 Hispanic American and African American youth. RD classes were then tested for association with variants of READ1, a regulatory element within the candidate RD risk gene, DCDC2. Six groups were identified in the LPA using RD designation as a known-class variable. The three RD classes identified groups of subjects with neurocognitive profiles representing RD+ADHD, specific phonological deficit RD, and RD+LI. Genetic associations across RD subtypes were investigated against functional groupings of READ1. The RU1-1 group of READ1 alleles was associated with RD cases that were marked by deficits in both processing speed and attention (RD+ADHD). The DCDC2 microdeletion that encompasses READ1 was associated with RD cases showing a phonological deficit RD profile. These findings provide evidence for differential genetic contribution to RD subtypes, and that previously implicated genetic variants for RD may share an underlying genetic architecture across population groups for reading disorder.
Collapse
Affiliation(s)
- Miao Li
- Department of Curriculum and Instruction, College of Education, University of Houston, Houston, TX, USA
| | - Dongnhu T. Truong
- Departments of Pediatrics and Genetics, Yale University School of Medicine, New Haven, CT, USA
| | - Mellissa DeMille
- Departments of Pediatrics and Genetics, Yale University School of Medicine, New Haven, CT, USA
| | - Jeffrey G. Malins
- Departments of Pediatrics and Genetics, Yale University School of Medicine, New Haven, CT, USA
- Haskins Laboratories, New Haven, CT, USA
| | - Maureen W. Lovett
- Neurosciences & Mental Health Program, The Hospital for Sick Children, Toronto, Ontario,Canada
| | - Joan Bosson-Heenan
- Departments of Pediatrics and Genetics, Yale University School of Medicine, New Haven, CT, USA
| | - Jeffrey R Gruen
- Departments of Pediatrics and Genetics, Yale University School of Medicine, New Haven, CT, USA
| | - Jan C. Frijters
- Department of Child and Youth Studies, Brock University, St. Catharines, Ontario, Canada
| |
Collapse
|
55
|
Arnold LE, Hodgkins P, Kahle J, Madhoo M, Kewley G. Long-Term Outcomes of ADHD: Academic Achievement and Performance. J Atten Disord 2020; 24:73-85. [PMID: 25583985 DOI: 10.1177/1087054714566076] [Citation(s) in RCA: 167] [Impact Index Per Article: 41.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/21/2023]
Abstract
Objective: The aim of this study was to synthesize published data regarding long-term effects of ADHD on information learned (measured via achievement tests) and success within the school environment (academic performance). Method: A systematic search identified 176 studies (1980-2012) of long-term (≥2 years) academic outcomes with ADHD. Results: Achievement test outcomes (79%) and academic performance outcomes (75%) were worse in individuals with untreated ADHD compared with non-ADHD controls, also when IQ difference was controlled (72% and 81%, respectively). Improvement in both outcome groups was associated with treatment, more often for achievement test scores (79%) than academic performance (42%), also when IQ was controlled (100% and 57%, respectively). More achievement test and academic performance outcomes improved with multimodal (100% and 67%, respectively) than pharmacological (75% and 33%) or non-pharmacological (75% and 50%) treatment alone. Conclusion: ADHD adversely affects long-term academic outcomes. A greater proportion of achievement test outcomes improved with treatment compared with academic performance. Both improved most consistently with multimodal treatment.
Collapse
Affiliation(s)
| | - Paul Hodgkins
- Global Health Economics & Outcomes Research, Shire, Wayne, PA, USA.,Vertex Pharmaceuticals, Boston, MA, USA
| | | | - Manisha Madhoo
- Behavioural Health Medical Strategy, Shire, Wayne, PA, USA
| | - Geoff Kewley
- Learning Assessment & Neurocare Centre, West Sussex, UK
| |
Collapse
|
56
|
Zee M, de Bree E, Hakvoort B, Koomen HM. Exploring relationships between teachers and students with diagnosed disabilities: A multi-informant approach. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2020. [DOI: 10.1016/j.appdev.2019.101101] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
|
57
|
Lambez B, Harwood-Gross A, Golumbic EZ, Rassovsky Y. Non-pharmacological interventions for cognitive difficulties in ADHD: A systematic review and meta-analysis. J Psychiatr Res 2020; 120:40-55. [PMID: 31629998 DOI: 10.1016/j.jpsychires.2019.10.007] [Citation(s) in RCA: 74] [Impact Index Per Article: 18.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/12/2019] [Revised: 09/15/2019] [Accepted: 10/09/2019] [Indexed: 12/12/2022]
Abstract
Attention deficit hyperactivity disorder (ADHD) is the most common neurodevelopmental disorder in children and is associated with significant risk of educational failure, interpersonal problems, mental illness, and delinquency. Despite a number of comparative and comprehensive reviews on the effects of ADHD treatments on ADHD core symptoms, evidence synthesizing the effects of ADHD interventions on cognitive difficulties is limited. In this meta-analysis, the neuropsychological effects of non-pharmacological interventions for ADHD were examined across studies published between 1980 and 2017. Data were extracted from studies that used objective cognitive measures (either computerized or pencil-and-paper), and multiple meta-analyses were conducted to compare the effectiveness across these interventions. Publication bias was assessed, as well as quality of the evidence, using Cochrane risk of bias tool for randomized control trials studies. Our final meta-analysis included 18 studies with interventions that were categorized into four categories: neurofeedback, cognitive-behavioral therapy, cognitive training, and physical exercises. Physical exercises demonstrated the highest average effect size (Morris d = 0.93). A further evaluation of cognitive functions yielded 49 effect sizes for the five categories, including attention, inhibition, flexibility, and working memory. Analyses demonstrated a homogenous, medium to large, effect size of improvement across interventions, with inhibition demonstrating the largest average effect size (Morris d = 0.685). This study highlights the positive effect of psychological interventions on ADHD cognitive symptomology and supports the inclusion of non-pharmacological interventions in conjunction with the commonly used pharmacological treatments.
Collapse
Affiliation(s)
- Bar Lambez
- Department of Psychology, Bar Ilan University, Ramat-Gan, Israel
| | - Anna Harwood-Gross
- Department of Psychology, Bar Ilan University, Ramat-Gan, Israel; Herman Dana Division of Child and Adolescent Psychiatry, Hadassah Hospital, Jerusalem, Israel
| | - Elana Zion Golumbic
- Leslie and Susan Gonda (Goldschmied) Multidisciplinary Brain Research Center, Bar-Ilan University, Ramat-Gan, Israel
| | - Yuri Rassovsky
- Department of Psychology, Bar Ilan University, Ramat-Gan, Israel; Leslie and Susan Gonda (Goldschmied) Multidisciplinary Brain Research Center, Bar-Ilan University, Ramat-Gan, Israel; Department of Psychiatry and Biobehavioral Sciences, University of California, Los Angeles (UCLA), California, USA.
| |
Collapse
|
58
|
McGrath LM, Peterson RL, Pennington BF. The Multiple Deficit Model: Progress, Problems, and Prospects. SCIENTIFIC STUDIES OF READING : THE OFFICIAL JOURNAL OF THE SOCIETY FOR THE SCIENTIFIC STUDY OF READING 2019; 24:7-13. [PMID: 32440085 PMCID: PMC7241589 DOI: 10.1080/10888438.2019.1706180] [Citation(s) in RCA: 52] [Impact Index Per Article: 10.4] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/16/2023]
Abstract
The multiple deficit model (MDM) was proposed because the prevailing single-deficit model provided an inadequate account of atypical neuropsychological development. Across methods and levels of analysis, there has been support for the two fundamental tenets of the MDM, that multiple predictors contribute probabilistically to neurodevelopmental disorders and shared risk factors contribute to comorbidity. Diagnostically, the multiplicity of factors means that no single cognitive deficit or combination of deficits can be used to rule in or out most neurodevelopmental disorders. Challenges for the MDM are that the theory is difficult to falsify and that current cross-sectional studies cannot establish causality. Prospects for further development of the MDM include incorporating an explicit focus on promotive and protective factors and pursuing mechanistic connections between multiple factors across levels of analysis.
Collapse
Affiliation(s)
| | - Robin L Peterson
- Department of Physical Medicine and Rehabilitation, University of Colorado School of Medicine, Aurora, CO
| | | |
Collapse
|
59
|
Jacobson LA, Mahone EM. Sluggish Cognitive Tempo Predicts Academic Fluency, Beyond Contributions of Core Academic Skills, Attention, and Motor Speed. J Atten Disord 2019; 23:1703-1710. [PMID: 29781345 PMCID: PMC6541530 DOI: 10.1177/1087054718776468] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
Abstract
OBJECTIVE Sluggish Cognitive Tempo (SCT) is a distinct behavioral phenotype characterized by such symptoms as being slow to complete tasks, appearing drowsy or sleepy, and lacking initiative. Subcomponents of SCT appear differentially associated with inattention symptoms and child outcomes. Much of the work in this area has examined associations between SCT symptoms and ratings of behavior; few studies have examined associations with child performance. METHOD We examined associations between SCT and timed reading and math skills in 247 referred youth (M age = 11.55, range = 6-20; 67.6% male), controlling for the untimed academic skills, inattention, and graphomotor speed. RESULTS SCT consistently predicted timed academic fluency, after controlling for other component skills, for both reading (SCT ΔR2 = .039, p = .001) and math (ΔR2 = .049, p = .001). CONCLUSION Results provide initial evidence for the unique association of SCT with timed academic performance. Understanding associations of SCT with actual child performance may allow for greater specificity in targeting interventions to address speed of performance.
Collapse
Affiliation(s)
- Lisa A. Jacobson
- Johns Hopkins School of Medicine, Baltimore, MD, USA,Kennedy Krieger Institute, Baltimore, MD, USA
| | - E. Mark Mahone
- Johns Hopkins School of Medicine, Baltimore, MD, USA,Kennedy Krieger Institute, Baltimore, MD, USA
| |
Collapse
|
60
|
McGrath LM, Stoodley CJ. Are there shared neural correlates between dyslexia and ADHD? A meta-analysis of voxel-based morphometry studies. J Neurodev Disord 2019; 11:31. [PMID: 31752659 PMCID: PMC6873566 DOI: 10.1186/s11689-019-9287-8] [Citation(s) in RCA: 29] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/19/2018] [Accepted: 10/04/2019] [Indexed: 01/18/2023] Open
Abstract
BACKGROUND Dyslexia and Attention-deficit/hyperactivity disorder (ADHD) are highly comorbid neurodevelopmental disorders (estimates of 25-40% bidirectional comorbidity). Previous work has identified strong genetic and cognitive overlap between the disorders, but neural overlap is relatively unexplored. This study is a systematic meta-analysis of existing voxel-based morphometry studies to determine whether there is any overlap in the gray matter correlates of both disorders. METHODS We conducted anatomic likelihood estimate (ALE) meta-analyses of voxel-based morphometry studies in which individuals with dyslexia (15 studies; 417 cases, 416 controls) or ADHD (22 studies; 898 cases, 763 controls) were compared to typically developing controls. We generated ALE maps for dyslexia vs. controls and ADHD vs. controls using more conservative (p < .001, k = 50) and more lenient (p < .005, k = 50) thresholds. To determine the overlap of gray matter correlates of dyslexia and ADHD, we examined the statistical conjunction between the ALE maps for dyslexia vs. controls and ADHD vs. controls (false discovery rate [FDR] p < .05, k = 50, 5000 permutations). RESULTS Results showed largely distinct gray matter differences associated with dyslexia and ADHD. There was no evidence of statistically significant gray matter overlap at our conservative threshold, and only one region of overlap in the right caudate at our more lenient threshold. Reduced gray matter in the right caudate may be relevant to shared cognitive correlates in executive functioning and/or procedural learning. The more general finding of largely distinct regional differences in gray matter between dyslexia and ADHD suggests that other neuroimaging modalities may be more sensitive to overlapping neural correlates, and that current neuroimaging recruitment approaches may be hindering progress toward uncovering neural systems associated with comorbidity. CONCLUSIONS The current study is the first to meta-analyze overlap between gray matter differences in dyslexia and ADHD, which is a critical step toward constructing a multi-level understanding of this comorbidity that spans the genetic, neural, and cognitive levels of analysis.
Collapse
Affiliation(s)
- Lauren M. McGrath
- Department of Psychology, University of Denver, Frontier Hall, 2155 S. Race St., Denver, CO 80208 USA
| | - Catherine J. Stoodley
- Department of Psychology and Center for Behavioral Neuroscience, American University, Washington, DC USA
| |
Collapse
|
61
|
Lewis BA, Freebairn L, Tag J, Igo RP, Ciesla A, Iyengar SK, Stein CM, Taylor HG. Differential Long-Term Outcomes for Individuals With Histories of Preschool Speech Sound Disorders. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2019; 28:1582-1596. [PMID: 31604025 PMCID: PMC7251599 DOI: 10.1044/2019_ajslp-18-0247] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/18/2018] [Revised: 03/25/2019] [Accepted: 06/28/2019] [Indexed: 05/26/2023]
Abstract
Purpose The goal of this study was to determine whether adolescent outcomes for individuals with histories of early speech sound disorders (SSD) could be differentiated by speech and language skills at earlier ages (preschool, 4-6 years, and school age, 7-10 years). Method The study used a retrospective longitudinal design. Participants with and without histories of early SSD were classified in adolescence as having no SSD, resolved SSD, low multisyllabic word (MSW; difficulty with MSW repetition but no errors in conversational speech), or persistent speech disorders (errors in both conversational speech and MSW repetition). Analysis of variance was employed to determine whether early speech, language, and literacy skills distinguished these adolescent outcome groups. Results Preschool and school-age skills differed for adolescents whose SSD had resolved from those who had persistent speech errors. Adolescents with errors solely in production of MSWs (Low MSW) did not differ in early speech and language skills from adolescents who had difficulty with both MSWs and persistent errors in conversation. Conclusions Speech and language assessments earlier in childhood can help establish risks for persistent SSD and other language and literacy difficulties in adolescence. Early identification of these clinically relevant subgroups of SSD may allow for early targeted interventions. Supplemental Material https://doi.org/10.23641/asha.9932279.
Collapse
Affiliation(s)
- Barbara A. Lewis
- Department of Psychological Sciences, Case Western Reserve University, Cleveland, OH
| | - Lisa Freebairn
- Department of Psychological Sciences, Case Western Reserve University, Cleveland, OH
| | - Jessica Tag
- Department of Psychological Sciences, Case Western Reserve University, Cleveland, OH
| | - Robert P. Igo
- Department of Population and Quantitative Health Sciences, Case Western Reserve University, Cleveland, OH
| | - Allison Ciesla
- Department of Population and Quantitative Health Sciences, Case Western Reserve University, Cleveland, OH
| | - Sudha K. Iyengar
- Department of Population and Quantitative Health Sciences, Case Western Reserve University, Cleveland, OH
| | - Catherine M. Stein
- Department of Population and Quantitative Health Sciences, Case Western Reserve University, Cleveland, OH
| | - H. Gerry Taylor
- Center for Biobehavioral Health, Research Institute at Nationwide Children's Hospital, and Department of Pediatrics, The Ohio State University, Columbus
| |
Collapse
|
62
|
Ammawat W, Attanak A, Kornpetpanee S, Wongupparaj P. Pre-schoolers' visual perception and attention networks influencing naming speed: An individual difference perspective. Heliyon 2019; 5:e02587. [PMID: 31660445 PMCID: PMC6806663 DOI: 10.1016/j.heliyon.2019.e02587] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/03/2019] [Revised: 08/14/2019] [Accepted: 10/02/2019] [Indexed: 12/21/2022] Open
Abstract
Naming speed is considered to be one of the essential components used to predict reading capacity in school. The current study examined how visual perception and attention networks influence naming speed, and analyzed the relationship between visual perception and attention networks. The total number of participants was 163 Thai preschool children between the ages of five and seven years selected through multistage random sampling. Visual perception, attention networks, and naming speed were assessed using the Developmental Test of Visual Perception 3 (DTVP-3), Attention Network Task (ANT), and Rapid Automatized Naming (RAN), respectively. Structural equation modeling was used to test naming speed hypotheses. The hypothesis of a causal model was supported by the evidence generated by this study. A direct positive association between both visual perception and attention networks to naming speed was observed. Compared with attention networks, visual perception had a higher significant effect on naming speed performance. Consequently, children who have higher visual perception are more likely to demonstrate a better naming speed performance. These results indicate that visual perception is strongly urged to naming speed, as doing so can help predict children's reading readiness before they start learning to read.
Collapse
Affiliation(s)
- Watthanaree Ammawat
- Cognitive Science and Innovation Research Unit, College of Research Methodology and Cognitive Science, Burapha University, Thailand
- Division of Occupational Therapy, Faculty of Physical Therapy, Mahidol University, Thailand
| | - Attapol Attanak
- Cognitive Science and Innovation Research Unit, College of Research Methodology and Cognitive Science, Burapha University, Thailand
- Language Institute, Khon Kaen University, Thailand
| | - Suchada Kornpetpanee
- Cognitive Science and Innovation Research Unit, College of Research Methodology and Cognitive Science, Burapha University, Thailand
| | - Peera Wongupparaj
- Cognitive Science and Innovation Research Unit, College of Research Methodology and Cognitive Science, Burapha University, Thailand
- Department of Psychology, Institute of Psychiatry, Psychology, and Neuroscience, King's College London, UK
- Corresponding author.
| |
Collapse
|
63
|
Lonergan A, Doyle C, Cassidy C, MacSweeney Mahon S, Roche RA, Boran L, Bramham J. A meta-analysis of executive functioning in dyslexia with consideration of the impact of comorbid ADHD. JOURNAL OF COGNITIVE PSYCHOLOGY 2019. [DOI: 10.1080/20445911.2019.1669609] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Affiliation(s)
- Aoife Lonergan
- Department of Psychology, University College Dublin, Dublin, Ireland
| | - Caoilainn Doyle
- School of Nursing and Human Sciences, Dublin City University, Dublin, Ireland
| | - Clare Cassidy
- Department of Psychology, National University of Ireland, Galway, Ireland
| | | | | | - Lorraine Boran
- School of Nursing and Human Sciences, Dublin City University, Dublin, Ireland
| | - Jessica Bramham
- Department of Psychology, University College Dublin, Dublin, Ireland
| |
Collapse
|
64
|
Azizifar A, Salamati M, Mohamadian F, Veisani Y, Cheraghi F, Alirahmi M, Aibod S. The effectiveness of an intervention program -barton intervention program- on reading fluency of Iranian students with dyslexia. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2019; 8:167. [PMID: 31867352 PMCID: PMC6796286 DOI: 10.4103/jehp.jehp_28_19] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 01/26/2019] [Accepted: 04/27/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND Difficulty with reading fluency has been increasingly acknowledged as a significant aspect of reading disabilities which is called dyslexia. To investigate this important issue, this research aims to examine the impact of an intervention program on reading fluency of dyslexic students. MATERIALS AND METHODS The research is an experimental one. The population of the study included all the second- and third-grade male and female students in the city of Ilam, Iran, among whom 68 students were recognized to be dyslexic using a screening inventory reading test (IRT) developed by Shafiei et al., in 2009, they were selected using purposeful sampling method. The students were equally divided and assigned into a control and an experimental group. The experimental group received the Barton intervention program for 10 weeks. The reading fluency test was administered for the measurement of reading fluency in pre- and post-tests. Data were analyzed using descriptive statistics (mean and standard deviation) and paired t-test. RESULTS The analysis of the finding through t-test found a statistically significant difference between the control and experimental groups after the intervention program at P < 0.01. CONCLUSIONS The results revealed that the students who received the intervention program of the experimental group were improved in terms of their reading fluency.
Collapse
Affiliation(s)
- Akbar Azizifar
- Department of Psycholinguistics, School of Medicine, Ilam University of Medical Sciences, Ilam, IR, Iran
| | - Majid Salamati
- Department of Surgery, Emam Khomini Hospital, Ilam University of Medical Sciences, Ilam, IR, Iran
| | - Fathola Mohamadian
- Department of Psychology, Psychosocial Injuries Research Center, Ilam University of Medical Sciences, Ilam, IR, Iran
| | - Yousef Veisani
- Psychosocial Injuries Research Center, Ilam University of Medical Sciences, Ilam, IR, Iran
| | - Fariba Cheraghi
- Psychosocial Injuries Research Center, Ilam University of Medical Sciences, Ilam, IR, Iran
| | - Mostafa Alirahmi
- Department of Psychology , Mostafa Khomini Hospital, Ilam University of Medical Sciences, Ilam, IR, Iran
| | - Sehat Aibod
- Psychosocial Injuries Research Center, Ilam University of Medical Sciences, Ilam, IR, Iran
| |
Collapse
|
65
|
Gooch D, Sears C, Maydew H, Vamvakas G, Norbury CF. Does Inattention and Hyperactivity Moderate the Relation Between Speed of Processing and Language Skills? Child Dev 2019; 90:e565-e583. [PMID: 30737991 PMCID: PMC6801354 DOI: 10.1111/cdev.13220] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
The causal role of speed of processing (SOP) in developmental language disorder (DLD) is unclear given that SOP has been implicated in other neurodevelopmental disorders such as attention-deficit/hyperactivity disorder. This study investigated associations between SOP, language, and inattention/hyperactivity in a U.K. epidemiological cohort (N = 528). Monolingual children from a range of socioeconomic backgrounds were assessed longitudinally; at ages 5-6 (2012/2013) and 7-8 years (2014/2015). Persistent weaknesses in SOP characterized children with DLD but did not predict language longitudinally. Ratings of inattention/hyperactivity moderated the association between SOP and language, indicating that SOP deficits are particularly detrimental for language when coupled with poor attention/hyperactivity. SOP may be a shared risk factor for DLD and inattention/hyperactivity or a general marker of neurodevelopmental disorder.
Collapse
Affiliation(s)
- Debbie Gooch
- University of Surrey
- University College London
- Royal HollowayUniversity of London
| | - Claire Sears
- University College London
- Royal HollowayUniversity of London
| | | | | | | |
Collapse
|
66
|
Arrington CN, Malins JG, Winter R, Mencl WE, Pugh KR, Morris R. Examining individual differences in reading and attentional control networks utilizing an oddball fMRI task. Dev Cogn Neurosci 2019; 38:100674. [PMID: 31252201 PMCID: PMC6969343 DOI: 10.1016/j.dcn.2019.100674] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/21/2018] [Revised: 01/28/2019] [Accepted: 06/17/2019] [Indexed: 12/15/2022] Open
Abstract
The aim of the current study was to develop an fMRI task capable of characterizing individual differences in reading and attentional domains. Forty-nine students with a range of reading and attentional control abilities completed an event-related fMRI oddball task consisting of printed word and false font stimuli. Reading network activation was assessed by contrasting printed words with false font stimuli. Left inferior frontal gyrus and superior/middle temporal gyrus showed a main effect of stimulus type. The magnitude of the difference in activation between words and false font was correlated with word reading for both regions and reading fluency for superior/middle temporal gyrus. Regions including bilateral middle cingulate, insula and right inferior frontal gyrus showed a main effect of trial type. The difference in activation between oddball and standard trials in the right superior/middle temporal gyrus and left cerebellum was correlated with attentional control measures. Results indicate the task tapped both reading and attentional control resources. Understanding the contribution of the neural networks supporting each of these domains may provide insight into the shared neural deficits underlying the co-morbidity between developmental dyslexia and attention deficit hyperactivity disorder.
Collapse
Affiliation(s)
- C Nikki Arrington
- Department of Psychology, Georgia State University, Atlanta, GA 30303, United States.
| | - Jeffrey G Malins
- Department of Psychology, Georgia State University, Atlanta, GA 30303, United States; Department of Pediatrics, Yale University School of Medicine, New Haven, CT 06520, United States; Haskins Laboratories, New Haven, CT 06511, United States
| | - Rebecca Winter
- Department of Psychology, Georgia State University, Atlanta, GA 30303, United States
| | - W Einar Mencl
- Haskins Laboratories, New Haven, CT 06511, United States; Department of Linguistics, Yale University, New Haven, CT 06520, United States
| | - Kenneth R Pugh
- Haskins Laboratories, New Haven, CT 06511, United States; Department of Linguistics, Yale University, New Haven, CT 06520, United States; Department of Psychological Sciences, University of Connecticut, Storrs, CT 06269, United States
| | - Robin Morris
- Department of Psychology, Georgia State University, Atlanta, GA 30303, United States
| |
Collapse
|
67
|
Roberts GJ, Cho E, Garwood JD, Goble GH, Robertson T, Hodges A. Reading Interventions for Students with Reading and Behavioral Difficulties: a Meta-analysis and Evaluation of Co-occurring Difficulties. EDUCATIONAL PSYCHOLOGY REVIEW 2019. [DOI: 10.1007/s10648-019-09485-1] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/01/2023]
|
68
|
Willcutt EG, McGrath LM, Pennington BF, Keenan JM, DeFries JC, Olson RK, Wadsworth SJ. Understanding Comorbidity Between Specific Learning Disabilities. New Dir Child Adolesc Dev 2019; 2019:91-109. [PMID: 31070302 DOI: 10.1002/cad.20291] [Citation(s) in RCA: 27] [Impact Index Per Article: 5.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Abstract
Current definitions of specific learning disability (SLD) identify a heterogeneous population that includes individuals with weaknesses in reading, math, or writing, and these academic difficulties often co-occur in many of the same individuals. The Colorado Learning Disabilities Research Center (CLDRC) is an interdisciplinary, multisite research program that uses converging levels of analysis to understand the genetic and environmental etiology, neuropsychology, and developmental outcomes of SLDs in reading (RD), math (MD), and writing (WD), along with the comorbidity between these SLDs and other developmental disorders. The latest results from the CLDRC twin study suggest that shared genetic influences contribute to the significant covariance between all aspects of reading (word reading, reading fluency, and reading comprehension) and math (calculations, math fluency, and word problems), and distinct genetic or environmental influences also contribute to weaknesses in each specific academic domain. RD and MD are associated with a range of negative outcomes on both concurrent measures and measures of functional outcomes completed 5 years after the twins were first assessed. Over the next several years the CLDRC will continue to expand on this work by administering a comprehensive test battery that includes measures of all dimensions of academic achievement that are described in current definitions of SLD and incorporating these measures in new neuroimaging and molecular genetic studies.
Collapse
|
69
|
Zaccariello MJ, Frank RD, Lee M, Kirsch AC, Schroeder DR, Hanson AC, Schulte PJ, Wilder RT, Sprung J, Katusic SK, Flick RP, Warner DO. Patterns of neuropsychological changes after general anaesthesia in young children: secondary analysis of the Mayo Anesthesia Safety in Kids study. Br J Anaesth 2019; 122:671-681. [PMID: 30982593 DOI: 10.1016/j.bja.2019.01.022] [Citation(s) in RCA: 49] [Impact Index Per Article: 9.8] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/04/2018] [Revised: 01/04/2019] [Accepted: 01/18/2019] [Indexed: 01/16/2023] Open
Abstract
BACKGROUND We hypothesised that exposure to multiple, but not single, procedures requiring general anaesthesia before age 3 yr is associated with a specific pattern of deficits in processing speed and fine motor skills. METHODS A secondary analysis (using factor and cluster analyses) of data from the Mayo Anesthesia Safety in Kids study was conducted, in which unexposed, singly exposed, and multiply exposed children born in Olmsted County, MN, USA from 1994 to 2007 were sampled using a propensity-guided approach and underwent neuropsychological testing at ages 8-12 or 15-20 yr. RESULTS In the factor analysis, the data were well fit to a five factor model. For subjects multiply (but not singly) exposed to anaesthesia, a factor reflecting motor skills, visual-motor integration, and processing speed was significantly lower [standardised difference of -0.35 (95% confidence interval {CI} -0.57 to -0.13)] compared with unexposed subjects. No other factor was associated with exposure. Three groups were identified in the cluster analysis, with 106 subjects (10.6%) in Cluster A (lowest performance in most tests), 557 (55.9%) in Cluster B, and 334 (33.5%) in Cluster C (highest performance in most tests). The odds of multiply exposed children belonging to Cluster A was 2.83 (95% CI: 1.49-5.35; P=0.001) compared with belonging to Cluster B; there was no other significant association between exposure status and cluster membership. CONCLUSIONS Multiple, but not single, exposures to procedures requiring general anaesthesia before age 3 yr are associated with a specific pattern of deficits in neuropsychological tests. Factors predicting which children develop the most pronounced deficits remain unknown.
Collapse
Affiliation(s)
| | | | - Minji Lee
- Department of Health Sciences Research
| | | | | | | | | | - Robert T Wilder
- Department of Anesthesiology and Perioperative Medicine, Mayo Clinic, Rochester, MN, USA
| | - Juraj Sprung
- Department of Anesthesiology and Perioperative Medicine, Mayo Clinic, Rochester, MN, USA
| | | | - Randall P Flick
- Department of Anesthesiology and Perioperative Medicine, Mayo Clinic, Rochester, MN, USA
| | - David O Warner
- Department of Anesthesiology and Perioperative Medicine, Mayo Clinic, Rochester, MN, USA.
| |
Collapse
|
70
|
Piotrowska B, Willis A. Beyond the global motion deficit hypothesis of developmental dyslexia: A cross-sectional study of visual, cognitive, and socio-economic factors influencing reading ability in children. Vision Res 2019; 159:48-60. [PMID: 30885877 DOI: 10.1016/j.visres.2019.03.007] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/30/2018] [Revised: 03/12/2019] [Accepted: 03/12/2019] [Indexed: 11/16/2022]
Abstract
Although primarily conceptualized as a disorder of phonological awareness, developmental dyslexia is often associated with broader problems perceiving and attending to transient or rapidly-moving visual stimuli. However, the extent to which such visual deficits represent the cause or the consequence of dyslexia remains contentious, and very little research has examined the relative contributions of phonological, visual, and other variables to reading performance more broadly. We measured visual sensitivity to global motion (GM) and global form (GF), performance on various language and other cognitive tasks believed to be compromised in dyslexia (phonological awareness, processing speed, and working memory), together with a range of social and demographic variables often omitted in previous research, such as age, gender, non-verbal intelligence, and socio-economic status in an unselected sample (n = 132) of children aged 6-11.5 yrs from two different primary schools in Edinburgh, UK. We found that: (i) Mean GM sensitivity (but not GF) was significantly lower in poor readers (medium effect size); (ii) GM sensitivity accounted for only 3% of the variance in reading scores; (iii) GM sensitivity deficits were observed in only 16% of poor readers; (iv) the best predictors of reading performance were phonological awareness, non-verbal intelligence, and socio-economic status, suggesting the importance of controlling for these in future studies of vision and reading. These findings suggest that developmental dyslexia is unlikely to represent a single category of neurodevelopmental disorder underpinned by lower-level deficits in visual motion processing.
Collapse
Affiliation(s)
- Barbara Piotrowska
- School of Applied Sciences, Edinburgh Napier University, 9 Sighthill Ct, Edinburgh EH11 4BN, UK.
| | - Alexandra Willis
- School of Health in Social Science, The University of Edinburgh, Medical School, Teviot Place, Edinburgh EH8 9AG, UK.
| |
Collapse
|
71
|
Role of Neurocognitive Factors in Academic Fluency for Children and Adults With Spina Bifida Myelomeningocele. J Int Neuropsychol Soc 2019; 25:249-265. [PMID: 30864535 DOI: 10.1017/s1355617718001200] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
OBJECTIVES Fluency is a major problem for individuals with neurodevelopmental disorders, including fluency deficits for academic skills. The aim of this study was to determine neurocognitive predictors of academic fluency within and across domains of reading, writing, and math, in children and adults, with and without spina bifida. In addition to group differences, we expected some neurocognitive predictors (reaction time, inattention) to have similar effects for each academic fluency outcome, and others (dexterity, vocabulary, nonverbal reasoning) to have differential effects across outcomes. METHODS Neurocognitive predictors were reaction time, inattention, dexterity, vocabulary, and nonverbal reasoning; other factors included group (individuals with spina bifida, n=180; and without, n=81), age, and demographic and untimed academic content skill covariates. Univariate and multivariate regressions evaluated hypotheses. RESULTS Univariate regressions were significant and robust (R 2 =.78, .70, .73, for reading, writing, and math fluency, respectively), with consistent effects of covariates, age, reaction time, and vocabulary; group and group moderation showed small effect sizes (<2%). Multivariate contrasts showed differential prediction across academic fluency outcomes for reaction time and vocabulary. CONCLUSIONS The novelty of the present work is determining neurocognitive predictors for an important outcome (academic fluency), within and across fluency domains, across population (spina bifida versus typical), over a large developmental span, in the context of well-known covariates. Results offer insight into similarities and differences regarding prediction of different domains of academic fluency, with implications for addressing academic weakness in spina bifida, and for evaluating similar questions in other neurodevelopmental disorders. (JINS, 2019, 25, 249-265).
Collapse
|
72
|
Same or Different: The Overlap Between Children With Auditory Processing Disorders and Children With Other Developmental Disorders: A Systematic Review. Ear Hear 2019; 39:1-19. [PMID: 28863035 PMCID: PMC7654752 DOI: 10.1097/aud.0000000000000479] [Citation(s) in RCA: 28] [Impact Index Per Article: 5.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Supplemental Digital Content is available in the text. Objectives: Children diagnosed with auditory processing disorders (APD) experience difficulties in auditory functioning and with memory, attention, language, and reading tasks. However, it is not clear whether the behavioral characteristics of these children are distinctive from the behavioral characteristics of children diagnosed with a different developmental disorder, such as specific language impairment (SLI), dyslexia, attention-deficit hyperactivity disorder (ADHD), learning disorder (LD), or autism spectrum disorder. This study describes the performance of children diagnosed with APD, SLI, dyslexia, ADHD, and LD to different outcome measurements. The aim of this study was to determine (1) which characteristics of APD overlap with the characteristics of children with SLI, dyslexia, ADHD, LD, or autism spectrum disorder; and (2) if there are characteristics that distinguish children diagnosed with APD from children diagnosed with other developmental disorders. Design: A systematic review. Six electronic databases (Pubmed, CINAHL, Eric, PsychINFO, Communication & Mass Media Complete, and EMBASE) were searched to find peer-reviewed studies from 1954 to May 2015. The authors included studies reporting behaviors and performance of children with (suspected) APD and children diagnosed with a different developmental disorder (SLI, Dyslexia, ADHD, and LD). Two researchers identified and screened the studies independently. Methodological quality of the included studies was assessed with the American Speech-Language-Hearing Association’s levels-of-evidence scheme. Results: In total, 13 studies of which the methodological quality was moderate were included in this systematic review. In five studies, the performance of children diagnosed with APD was compared with the performance of children diagnosed with SLI: in two with children diagnosed with dyslexia, one with children diagnosed with ADHD, and in another one with children diagnosed with LD. Ten of the studies included children who met the criteria for more than one diagnosis. In four studies, there was a comparison made between the performances of children with comorbid disorders. There were no studies found in which the performance of children diagnosed with APD was compared with the performance of children diagnosed with autism spectrum disorder. Children diagnosed with APD broadly share the same characteristics as children diagnosed with other developmental disorders, with only minor differences between them. Differences were determined with the auditory and visual Duration Pattern Test, the Children’s Auditory Processing Performance Scale questionnaire, and the subtests of the Listening in Spatialized Noise-Sentences test, in which noise is spatially separated from target sentences. However, these differences are not consistent between studies and are not found in comparison to all groups of children with other developmental disorders. Conclusions: Children diagnosed with APD perform equally to children diagnosed with SLI, dyslexia, ADHD, and LD on tests of intelligence, memory or attention, and language tests. Only small differences between groups were found for sensory and perceptual functioning tasks (auditory and visual). In addition, children diagnosed with dyslexia performed poorer in reading tasks compared with children diagnosed with APD. The result is possibly confounded by poor quality of the research studies and the low quality of the used outcome measures. More research with higher scientific rigor is required to better understand the differences and similarities in children with various neurodevelopmental disorders.
Collapse
|
73
|
Langer N, Benjamin C, Becker BLC, Gaab N. Comorbidity of reading disabilities and ADHD: Structural and functional brain characteristics. Hum Brain Mapp 2019; 40:2677-2698. [PMID: 30784139 DOI: 10.1002/hbm.24552] [Citation(s) in RCA: 42] [Impact Index Per Article: 8.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/18/2018] [Revised: 01/16/2019] [Accepted: 02/06/2019] [Indexed: 12/12/2022] Open
Abstract
Reading disabilities (RD) and attention-deficit/hyperactivity disorder (ADHD) are two of the most common developmental disorders. RD and ADHD frequently co-occur, which raises questions about how the disorders interact and to what extent they can be differentiated. To date, the underlying neural mechanisms leading to RD-ADHD comorbidity (COM) are not understood. In this study, structural and functional magnetic resonance imaging (fMRI) were combined with comprehensive behavioral testing in order to characterize the behavior, brain structure, and neural correlates of executive function, phonological processing and reading fluency in 60 children with clinical diagnoses of RD, ADHD, or COM, and controls. Whole-brain analyses of variance were performed on cortical thickness values and on the data of the three fMRI tasks to investigate overall group differences. To validate these findings, a region of interest analysis was performed in regions that have previously been shown to exhibit group differences in children with RD or ADHD using the same paradigms. The neuroimaging results demonstrated structural and functional atypicalities for COM in regions that are frequently associated with deficits in children with isolated ADHD or RD. A combination of shared and distinctive brain alterations between the clinical groups was identified, supporting the multiple deficit model for ADHD, RD, and its comorbidity.
Collapse
Affiliation(s)
- Nicolas Langer
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, Massachusetts.,Harvard Medical School, Boston, Massachusetts.,Methods of Plasticity Research, Department of Psychology, University of Zurich, Zurich, Switzerland.,University Research Priority Program (URPP) Dynamics of Healthy Aging, Zurich, Switzerland.,Neuroscience Center Zurich (ZNZ), Zurich, Switzerland
| | - Christopher Benjamin
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, Massachusetts.,Neurology, Neurosurgery & Psychology, Yale University, New Haven, Connecticut
| | - Bryce L C Becker
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, Massachusetts.,University of California, Berkeley, California
| | - Nadine Gaab
- Laboratories of Cognitive Neuroscience, Division of Developmental Medicine, Department of Medicine, Boston Children's Hospital, Boston, Massachusetts.,Harvard Medical School, Boston, Massachusetts
| |
Collapse
|
74
|
Holmes J, Bryant A, Gathercole SE. Protocol for a transdiagnostic study of children with problems of attention, learning and memory (CALM). BMC Pediatr 2019; 19:10. [PMID: 30621646 PMCID: PMC6328007 DOI: 10.1186/s12887-018-1385-3] [Citation(s) in RCA: 28] [Impact Index Per Article: 5.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/12/2018] [Accepted: 12/26/2018] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND A substantial proportion of the school-age population experience cognitive-related learning difficulties. Not all children who struggle at school receive a diagnosis, yet their problems are sufficient to warrant additional support. Understanding the causes of learning difficulties is the key to developing effective prevention and intervention strategies for struggling learners. The aim of this project is to apply a transdiagnostic approach to children with cognitive developmental difficulties related to learning to discover the underpinning mechanisms of learning problems. METHODS A cohort of 1000 children aged 5 to 18 years is being recruited. The sample consists of 800 children with problems in attention, learning and / memory, as identified by a health or educational professional, and 200 typically-developing children recruited from the same schools as those with difficulties. All children are completing assessments of cognition, including tests of phonological processing, short-term and working memory, attention, executive function and processing speed. Their parents/ carers are completing questionnaires about the child's family history, communication skills, mental health and behaviour. Children are invited for an optional MRI brain scan and are asked to provide an optional DNA sample (saliva). Hypothesis-free data-driven methods will be used to identify the cognitive, behavioural and neural dimensions of learning difficulties. Machine-learning approaches will be used to map the multi-dimensional space of the cognitive, neural and behavioural measures to identify clusters of children with shared profiles. Finally, group comparisons will be used to test theories of development and disorder. DISCUSSION Our multi-systems approach to identifying the causes of learning difficulties in a heterogeneous sample of struggling learners provides a novel way to enhance our understanding of the common and complex needs of the majority of children who struggle at school. Our broad recruitment criteria targeting all children with cognitive learning problems, irrespective of diagnoses and comorbidities, are novel and make our sample unique. Our dataset will also provide a valuable resource of genetic, imaging and cognitive developmental data for the scientific community.
Collapse
Affiliation(s)
- Joni Holmes
- MRC Cognition and Brain Sciences Unit, University of Cambridge, 15 Chaucer Road, Cambridge, CB2 7EF England
| | - Annie Bryant
- MRC Cognition and Brain Sciences Unit, University of Cambridge, 15 Chaucer Road, Cambridge, CB2 7EF England
| | - the CALM Team
- MRC Cognition and Brain Sciences Unit, University of Cambridge, 15 Chaucer Road, Cambridge, CB2 7EF England
| | - Susan Elizabeth Gathercole
- MRC Cognition and Brain Sciences Unit, University of Cambridge, 15 Chaucer Road, Cambridge, CB2 7EF England
| |
Collapse
|
75
|
Paula EMSD, Navas AL. Profile of reading difficulties in children with attention deficit hyperactivity disorder: a literature review. REVISTA CEFAC 2018. [DOI: 10.1590/1982-021620182064718] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
ABSTRACT Purpose: to characterize the reading alterations in individuals with attention deficit hyperactivity disorder. Methods: PubMed and SciELO platforms from 2006 to 2016 with the keywords "reading" and "attention deficit hyperactivity disorder", with their equivalents in Portuguese, were searched. Results: seven hundred ninety articles were found in the two databases, of which 119 were relevant. After a full reading, twenty five articles were selected for the analysis, according to relevance and other exclusion/inclusion criteria. In 21 of the studies, individuals with attention deficit hyperactivity disorder presented worse performance in reading, as compared with their peers. Of these, 14 studies identified a delay in some skills that are important for reading: processing speed, reading accuracy, phonological awareness, comprehension and/or orthographic processing. Conclusion: these results corroborate other studies that have verified the presence of a deficit in academic performance, especially in reading skills, in individuals with attention deficit hyperactivity disorder, that may persist in their adulthood.
Collapse
|
76
|
Sánchez-Morán M, Hernández JA, Duñabeitia JA, Estévez A, Bárcena L, González-Lahera A, Bajo MT, Fuentes LJ, Aransay AM, Carreiras M. Genetic association study of dyslexia and ADHD candidate genes in a Spanish cohort: Implications of comorbid samples. PLoS One 2018; 13:e0206431. [PMID: 30379906 PMCID: PMC6209299 DOI: 10.1371/journal.pone.0206431] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/02/2017] [Accepted: 10/13/2018] [Indexed: 01/21/2023] Open
Abstract
Dyslexia and attention deficit hyperactivity disorder (ADHD) are two complex neuro-behaviorally disorders that co-occur more often than expected, so that reading disability has been linked to inattention symptoms. We examined 4 SNPs located on genes previously associated to dyslexia (KIAA0319, DCDC2, DYX1C1 and FOXP2) and 3 SNPs within genes related to ADHD (COMT, MAOA and DBH) in a cohort of Spanish children (N = 2078) that met the criteria of having one, both or none of these disorders (dyslexia and ADHD). We used a case-control approach comparing different groups of samples based on each individual diagnosis. In addition, we also performed a quantitative trait analysis with psychometric measures on the general population (N = 3357). The results indicated that the significance values for some markers change depending on the phenotypic groups compared and/or when considering pair-wise marker interactions. Furthermore, our quantitative trait study showed significant genetic associations with specific cognitive processes. These outcomes advocate the importance of establishing rigorous and homogeneous criteria for the diagnosis of cognitive disorders, as well as the relevance of considering cognitive endophenotypes.
Collapse
Affiliation(s)
- Mirian Sánchez-Morán
- BCBL-Basque Center on Cognition Brain and Language, Donostia-San Sebastian, Gipuzkoa, Spain
- CIC bioGUNE, Derio, Bizkaia, Spain
| | | | - Jon Andoni Duñabeitia
- BCBL-Basque Center on Cognition Brain and Language, Donostia-San Sebastian, Gipuzkoa, Spain
| | | | | | | | - María Teresa Bajo
- Research Center for Brain, Mind & Behavior, Universidad de Granada, Granada, Spain
| | | | - Ana M. Aransay
- CIC bioGUNE, Derio, Bizkaia, Spain
- CIBERehd, Instituto de Salud Carlos III, Madrid, Spain
| | - Manuel Carreiras
- BCBL-Basque Center on Cognition Brain and Language, Donostia-San Sebastian, Gipuzkoa, Spain
- Ikerbasque, Basque Foundation for Science, Bilbao, Spain
- Universidad del Pais Vasco UPV/EHU, Leioa, Bizkaia, Spain
| |
Collapse
|
77
|
Froehlich T, Fogler J, Barbaresi WJ, Elsayed NA, Evans SW, Chan E. Using ADHD Medications to Treat Coexisting ADHD and Reading Disorders: A Systematic Review. Clin Pharmacol Ther 2018; 104:619-637. [PMID: 30053315 PMCID: PMC6141313 DOI: 10.1002/cpt.1192] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/01/2018] [Accepted: 07/11/2018] [Indexed: 11/10/2022]
Abstract
Attention-deficit/hyperactivity disorder (ADHD), the most common pediatric neurobehavioral disorder, frequently presents with coexisting reading disorders (RDs). Despite this, it is unclear whether medication improves symptoms and function in children with comorbid ADHD and RD. We present a systematic review of studies investigating the effects of ADHD medications on ADHD symptoms, academic outcomes, and neuropsychological measures in this important group.
Collapse
Affiliation(s)
- Tanya Froehlich
- Division of Developmental and Behavioral Pediatrics, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH
- Department of Pediatrics, University of Cincinnati College of Medicine
| | - Jason Fogler
- Division of Developmental Medicine, Boston Children’s Hospital, Boston MA
- Harvard Medical School, Boston, MA
| | - William J. Barbaresi
- Division of Developmental Medicine, Boston Children’s Hospital, Boston MA
- Harvard Medical School, Boston, MA
| | - Nada A. Elsayed
- Department of Pharmacology and Systems Physiology, University of Cincinnati College of Medicine
| | | | - Eugenia Chan
- Division of Developmental Medicine, Boston Children’s Hospital, Boston MA
- Harvard Medical School, Boston, MA
| |
Collapse
|
78
|
Jagger-Rickels AC, Kibby MY, Constance JM. Global gray matter morphometry differences between children with reading disability, ADHD, and comorbid reading disability/ADHD. BRAIN AND LANGUAGE 2018; 185:54-66. [PMID: 30189332 PMCID: PMC6940023 DOI: 10.1016/j.bandl.2018.08.004] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/04/2017] [Revised: 04/04/2018] [Accepted: 08/18/2018] [Indexed: 05/20/2023]
Abstract
Extensive, yet disparate, research exists elucidating structural anomalies in individuals with Reading Disability (RD) or ADHD. Despite ADHD and RD being highly comorbid, minimal research has attempted to determine shared patterns of morphometry between these disorders. In addition, there is no published research examining the morphometry of comorbid RD and ADHD (RD/ADHD). Hence, we conducted voxel-based morphometry on the MRI scans of 106 children, ages 8-12 years, with RD, ADHD, or RD/ADHD, and typically developing controls. We found right caudate and superior frontal regions in both RD and ADHD, along with areas specific to RD and to ADHD that are consistent with current theories on these disorders. Perhaps most importantly, we found a potential neurobiological substrate for RD/ADHD. Further, our findings illustrate both shared and specific contributors to RD/ADHD, supporting two current theories on the comorbidity of RD and ADHD, thereby facilitating future work on potential etiologies of RD/ADHD.
Collapse
|
79
|
Mohl B, Ofen N, Jones LL, Casey JE, Stanley JA. Novel reading index for identifying disordered reading skill development: A preliminary study. APPLIED NEUROPSYCHOLOGY. CHILD 2018; 7:287-297. [PMID: 28569544 PMCID: PMC6161359 DOI: 10.1080/21622965.2017.1328681] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
Children with ADHD are at high risk of developing a Reading Disability (RD), although the reasons remain unclear. ADHD-associated impairments, including processing speed, can complicate clinical evaluation for a co-occurring RD diagnosis. We propose a novel metric to (a) assess reading development and (b) provide an alternative method to classifying readers that may aid investigations for etiologies of RD in ADHD. Specifically, as both phonological decoding and word recognition skills are important precursors of reading fluency, we propose a new quantitative method comparing these skills after accounting for variations in perception, motor response, or processing speeds. Forty boys (14 control, 15 ADHD, 11 ADHD/ + RD) completed a lexical decision task testing decoding and another assessing word recognition. Response time data was modeled using a Drift Diffusion approach to estimate the underlying reading skills. Using these reading skill estimates, we calculated a novel Reading Tendency Index and classified participants into three reading groups (Decoders, Balanced Readers, and Sight Readers). The reading and cognitive performance of these groups were consistent with theoretical predictions and subsequently provided external validity for the novel Reading Tendency Index classification. Our findings demonstrate a potential classification tool for readers based on individual's developed, reading tendencies.
Collapse
Affiliation(s)
- Brianne Mohl
- a Radiology , University of Colorado Denver School of Medicine , Aurora , Colorado
| | - Noa Ofen
- b Institute of Gerontology and Merrill Palmer Skillman Institute for Child and Family Development , Wayne State University , Detroit , Illinois
| | - Lara L Jones
- c Psychology , Wayne State University , Detroit , Illinois
| | - Joseph E Casey
- d Psychology , University of Windsor , Windsor , Ontario , Canada
| | - Jeffrey A Stanley
- e Psychiatry and Behavioral Neurosciences , Wayne State University School of Medicine , Detroit , Illinois
| |
Collapse
|
80
|
Ring J, Black JL. The multiple deficit model of dyslexia: what does it mean for identification and intervention? ANNALS OF DYSLEXIA 2018; 68:104-125. [PMID: 29691707 DOI: 10.1007/s11881-018-0157-y] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/28/2017] [Accepted: 03/16/2018] [Indexed: 05/28/2023]
Abstract
Research demonstrates that phonological skills provide the basis of reading acquisition and are a primary processing deficit in dyslexia. This consensus has led to the development of effective methods of reading intervention. However, a single phonological deficit is not sufficient to account for the heterogeneity of individuals with dyslexia, and recent research provides evidence that supports a multiple-deficit model of reading disorders. Two studies are presented that investigate (1) the prevalence of phonological and cognitive processing deficit profiles in children with significant reading disability and (2) the effects of those same phonological and cognitive processing skills on reading development in a sample of children that received treatment for dyslexia. The results are discussed in the context of implications for identification and an intervention approach that accommodates multiple deficits within a comprehensive skills-based reading program.
Collapse
Affiliation(s)
- Jeremiah Ring
- Luke Waites Center for Dyslexia and Learning Disorders, Texas Scottish Rite Hospital for Children, 2222 Welborn St, Dallas, TX, 75219, USA.
| | - Jeffrey L Black
- Luke Waites Center for Dyslexia and Learning Disorders, Texas Scottish Rite Hospital for Children, 2222 Welborn St, Dallas, TX, 75219, USA
| |
Collapse
|
81
|
Doyle C, Smeaton AF, Roche RAP, Boran L. Inhibition and Updating, but Not Switching, Predict Developmental Dyslexia and Individual Variation in Reading Ability. Front Psychol 2018; 9:795. [PMID: 29892245 PMCID: PMC5985558 DOI: 10.3389/fpsyg.2018.00795] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/07/2017] [Accepted: 05/03/2018] [Indexed: 12/18/2022] Open
Abstract
To elucidate the core executive function profile (strengths and weaknesses in inhibition, updating, and switching) associated with dyslexia, this study explored executive function in 27 children with dyslexia and 29 age matched controls using sensitive z-mean measures of each ability and controlled for individual differences in processing speed. This study found that developmental dyslexia is associated with inhibition and updating, but not switching impairments, at the error z-mean composite level, whilst controlling for processing speed. Inhibition and updating (but not switching) error composites predicted both dyslexia likelihood and reading ability across the full range of variation from typical to atypical. The predictive relationships were such that those with poorer performance on inhibition and updating measures were significantly more likely to have a diagnosis of developmental dyslexia and also demonstrate poorer reading ability. These findings suggest that inhibition and updating abilities are associated with developmental dyslexia and predict reading ability. Future studies should explore executive function training as an intervention for children with dyslexia as core executive functions appear to be modifiable with training and may transfer to improved reading ability.
Collapse
Affiliation(s)
- Caoilainn Doyle
- School of Nursing and Human Sciences, Dublin City University, Dublin, Ireland
| | - Alan F. Smeaton
- Insight Centre for Data Analytics, Dublin City University, Dublin, Ireland
| | | | - Lorraine Boran
- School of Nursing and Human Sciences, Dublin City University, Dublin, Ireland
| |
Collapse
|
82
|
Child AE, Cirino PT, Fletcher JM, Willcutt EG, Fuchs LS. A Cognitive Dimensional Approach to Understanding Shared and Unique Contributions to Reading, Math, and Attention Skills. JOURNAL OF LEARNING DISABILITIES 2018; 52:15-30. [PMID: 29779434 PMCID: PMC6212329 DOI: 10.1177/0022219418775115] [Citation(s) in RCA: 38] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/20/2023]
Abstract
Disorders of reading, math, and attention frequently co-occur in children. However, it is not yet clear which cognitive factors contribute to comorbidities among multiple disorders and which uniquely relate to one, especially because they have rarely been studied as a triad. Thus, the present study considers how reading, math, and attention relate to phonological awareness, numerosity, working memory, and processing speed, all implicated as either unique or shared correlates of these disorders. In response to findings that the attributes of all three disorders exist on a continuum rather than representing qualitatively different groups, this study employed a dimensional approach. Furthermore, we used both timed and untimed academic variables in addition to attention and activity level variables. The results supported the role of working memory and phonological awareness in the overlap among reading, math, and attention, with a limited role of processing speed. Numerosity was related to the comorbidity between math and attention. The results from timed variables and activity level were similar to those from untimed and attention variables, although activity level was less strongly related to cognitive and academic/attention variables. These findings have implications for understanding cognitive deficits that contribute to comorbid reading disability, math disability, and/or attention-deficit/hyperactivity disorder.
Collapse
Affiliation(s)
| | | | | | - Erik G. Willcutt
- Department of Psychology and Neuroscience, University of Colorado
| | - Lynn S. Fuchs
- Department of Special Education, Vanderbilt University
| |
Collapse
|
83
|
Marchand-Krynski MÈ, Bélanger AM, Morin-Moncet O, Beauchamp MH, Leonard G. Cognitive predictors of sequential motor impairments in children with dyslexia and/or attention deficit/hyperactivity disorder. Dev Neuropsychol 2018; 43:430-453. [PMID: 29764201 DOI: 10.1080/87565641.2018.1467421] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/25/2022]
Abstract
This study examined cognitive predictors of sequential motor skills in 215 children with dyslexia and/or attention deficit/hyperactivity disorder (ADHD). Visual working memory and math fluency abilities contributed significantly to performance of sequential motor abilities in children with dyslexia (N = 67), ADHD (N = 66) and those with a comorbid diagnosis (N = 82), generally without differentiation between groups. In addition, primary diagnostic features of each disorder, such as reading and inattention, did not contribute to the variance in motor skill performance of these children. The results support a unifying framework of motor impairment in children with neurodevelopmental disorders such as dyslexia and ADHD.
Collapse
Affiliation(s)
- Marie-Ève Marchand-Krynski
- a Department of Psychology & Research Center in Neuropsychology and Cognition (CERNEC) , University of Montreal , Montreal , Canada
| | - Anne-Marie Bélanger
- b Department of Neurology and Neurosurgery , Montreal Neurological Institute and Hospital , Montreal , Canada
| | - Olivier Morin-Moncet
- a Department of Psychology & Research Center in Neuropsychology and Cognition (CERNEC) , University of Montreal , Montreal , Canada
| | - Miriam H Beauchamp
- c Department of Psychology , University of Montreal & Ste-Justine Hospital Research Center , Montreal , Canada
| | - Gabriel Leonard
- b Department of Neurology and Neurosurgery , Montreal Neurological Institute and Hospital , Montreal , Canada
| |
Collapse
|
84
|
Vadnais SA, Kibby MY, Jagger-Rickels AC. Which neuropsychological functions predict various processing speed components in children with and without attention-deficit/hyperactivity disorder? Dev Neuropsychol 2018; 43:403-418. [PMID: 29718727 DOI: 10.1080/87565641.2018.1469135] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
Abstract
We identified statistical predictors of four processing speed (PS) components in a sample of 151 children with and without attention-deficit/hyperactivity disorder (ADHD). Performance on perceptual speed was predicted by visual attention/short-term memory, whereas incidental learning/psychomotor speed was predicted by verbal working memory. Rapid naming was predictive of each PS component assessed, and inhibition predicted all but one task, suggesting a shared need to identify/retrieve stimuli rapidly and inhibit incorrect responding across PS components. Hence, we found both shared and unique predictors of perceptual, cognitive, and output speed, suggesting more specific terminology should be used in future research on PS in ADHD.
Collapse
Affiliation(s)
- Sarah A Vadnais
- a Department of Psychology , Southern Illinois University , Carbondale , IL , USA
| | - Michelle Y Kibby
- a Department of Psychology , Southern Illinois University , Carbondale , IL , USA
| | | |
Collapse
|
85
|
Chacko A, Bedard ACV, Marks D, Gopalan G, Feirsen N, Uderman J, Chimiklis A, Heber E, Cornwell M, Anderson L, Zwilling A, Ramon M. Sequenced neurocognitive and behavioral parent training for the treatment of ADHD in school-age children. Child Neuropsychol 2018; 24:427-450. [PMID: 28277151 PMCID: PMC6224162 DOI: 10.1080/09297049.2017.1282450] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/20/2023]
Abstract
The present study examines the potential of sequencing a neurocognitive intervention with behavioral parent training (BPT) to improve executive functions (EFs), psychiatric symptoms, and multiple indices of functional impairment in school-age children aged 7 to 11 years who have been diagnosed with attention-deficit/hyperactivity disorder (ADHD). Specifically, in a randomized controlled trial design, 85 children were assigned to either Cogmed Working Memory Training (CWMT) followed by an empirically supported, manualized BPT intervention, or to a placebo version of CWMT followed by the same BPT intervention. Working memory maintenance (i.e., attention control/short-term memory), working memory processing and manipulation, ADHD and oppositional defiant disorder (ODD) symptoms, impairment in parent-child dynamics, familial impairment, and overall functional compromise were evaluated as outcomes. The results suggest specific effects of the combined CWMT and BPT program on verbal and nonverbal working memory storage and nonverbal working memory processing and manipulation but no incremental benefits in regard to ADHD symptoms, ODD symptoms, and functional outcomes. The present findings do not support the hypothesis regarding the complementary and augmentative benefits of sequenced neurocognitive and BPT interventions for the treatment of ADHD. These results, the study's limitations, and future directions for research are further discussed.
Collapse
Affiliation(s)
- A Chacko
- a Department of Applied Psychology , New York University , NY , USA
| | - A-C V Bedard
- b Department of Applied Psychology and Human Development, Ontario Institute for Studies in Education , University of Toronto , Canada
| | - D Marks
- c Department of Child and Adolescent Psychiatry , New York University School of Medicine , NY , USA
| | - G Gopalan
- d Department of Social Work , University of Maryland at Baltimore , MD , USA
| | - N Feirsen
- e Department of Psychology , City University of New York , NY , USA
| | - J Uderman
- e Department of Psychology , City University of New York , NY , USA
| | - A Chimiklis
- e Department of Psychology , City University of New York , NY , USA
| | - E Heber
- e Department of Psychology , City University of New York , NY , USA
| | - M Cornwell
- e Department of Psychology , City University of New York , NY , USA
| | - L Anderson
- e Department of Psychology , City University of New York , NY , USA
| | - A Zwilling
- e Department of Psychology , City University of New York , NY , USA
| | - M Ramon
- e Department of Psychology , City University of New York , NY , USA
| |
Collapse
|
86
|
Arnett AB, Cairney BE, Wallace AS, Gerdts J, Turner TN, Eichler EE, Bernier RA. Comorbid symptoms of inattention, autism, and executive cognition in youth with putative genetic risk. J Child Psychol Psychiatry 2018; 59:268-276. [PMID: 28921525 PMCID: PMC5812799 DOI: 10.1111/jcpp.12815] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 08/03/2017] [Indexed: 11/26/2022]
Abstract
BACKGROUND Symptoms of autism spectrum disorder (ASD) and inattention (IA) are highly comorbid and associated with deficits in executive cognition. Cognitive deficits have been posited as candidate endophenotypes of psychiatric traits, but few studies have conceptualized cognitive deficits as psychiatric comorbidities. The latter model is consistent with a latent factor reflecting broader liability to neuropsychological dysfunction, and explains heterogeneity in the cognitive profile of individuals with ASD and IA. METHODS We tested competing models of covariance among symptoms of ASD, IA, and cognition in a sample of 73 youth with a known genetic mutation. RESULTS A common executive factor fit best as a cognitive comorbidity, rather than endophenotype, of the shared variance between measures of IA and ASD symptoms. Known genetic risk explained a third of the shared variance among psychiatric and cognitive measures. CONCLUSIONS Comorbid symptoms of ASD, IA, and cognitive deficits are likely influenced by common neurogenetic factors. Known genetic risk in ASD may inform future investigation of putative genetic causes of IA.
Collapse
Affiliation(s)
| | | | | | | | | | - Evan E. Eichler
- University of Washington, Department of Genome Sciences and Howard Hughes Medical Institute
| | | |
Collapse
|
87
|
Plourde V, Boivin M, Brendgen M, Vitaro F, Robaey P, Tremblay RE, Dionne G. Cognitive mechanisms underlying the associations between inattention and reading abilities. Dev Neuropsychol 2018; 43:92-105. [PMID: 29319358 DOI: 10.1080/87565641.2017.1422508] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/14/2022]
Abstract
This study aims to test cognitive skills underlying the association between inattention and reading in early primary school. Teachers rated inattention symptoms when children (N = 523-962) were 6-7 years old. Children were assessed at age 7-8 on phonological awareness, rapid automatized naming (RAN), rapid auditory and bimodal processing, vocabulary, and reading (decoding and comprehension). Phonological awareness, RAN of numbers, and vocabulary mediated the association between inattention and both decoding and comprehension. Rapid bimodal processing mediated the association between inattention and decoding, while RAN of colors mediated the association between inattention and comprehension. This study highlights mediators underlying inattention-reading associations.
Collapse
Affiliation(s)
- Vickie Plourde
- a Faculty Saint-Jean , University of Alberta , Alberta , Canada
| | - Michel Boivin
- b Research Unit on Children's Psychosocial Maladjustment , Québec , Canada.,c School of Psychology , Université Laval, Québec , Canada.,d Institute of Genetic, Neurobiological, and Social Foundations of Child Development , Tomsk State University , Tomsk , Russian Federation
| | - Mara Brendgen
- b Research Unit on Children's Psychosocial Maladjustment , Québec , Canada.,e Department of Psychology , Université du Québec à Montréal , Québec , Canada.,f Sainte-Justine Hospital Research Center , Québec , Canada
| | - Frank Vitaro
- b Research Unit on Children's Psychosocial Maladjustment , Québec , Canada.,f Sainte-Justine Hospital Research Center , Québec , Canada.,g School of Psychoeducation , Université de Montréal , Québec , Canada
| | - Philippe Robaey
- f Sainte-Justine Hospital Research Center , Québec , Canada.,h Children's Hospital of Eastern Ontario (CHEO) , Ontario , Canada.,i Department of Psychiatry , University of Ottawa , Ontario , Canada
| | - Richard E Tremblay
- b Research Unit on Children's Psychosocial Maladjustment , Québec , Canada.,d Institute of Genetic, Neurobiological, and Social Foundations of Child Development , Tomsk State University , Tomsk , Russian Federation.,j Departments of Pediatrics and Psychology , Université de Montréal , Québec , Canada.,k School of Public Health and Population Sciences , University College Dublin , Dublin , Ireland
| | - Ginette Dionne
- b Research Unit on Children's Psychosocial Maladjustment , Québec , Canada.,c School of Psychology , Université Laval, Québec , Canada
| |
Collapse
|
88
|
Early adolescent outcomes of joint developmental trajectories of problem behavior and IQ in childhood. Eur Child Adolesc Psychiatry 2018; 27:1595-1605. [PMID: 29663072 PMCID: PMC6245124 DOI: 10.1007/s00787-018-1155-7] [Citation(s) in RCA: 20] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/31/2017] [Accepted: 04/05/2018] [Indexed: 11/23/2022]
Abstract
General cognitive ability (IQ) and problem behavior (externalizing and internalizing problems) are variable and inter-related in children. However, it is unknown how they co-develop in the general child population and how their patterns of co-development may be related to later outcomes. We carried out this study to explore this. Using data from 16,844 Millennium Cohort Study children, we fitted three-parallel-process growth mixture models to identify joint developmental trajectories of internalizing, externalizing and IQ scores at ages 3-11 years. We then examined their associations with age 11 outcomes. We identified a typically developing group (83%) and three atypical groups, all with worse behavior and ability: children with improving behavior and low (but improving in males) ability (6%); children with persistently high levels of problems and low ability (5%); and children with worsening behavior and low ability (6%). Compared to typically developing children, the latter two groups were more likely to show poor decision-making, be bullies or bully victims, engage in antisocial behaviors, skip and dislike school, be unhappy and have low self-esteem. By contrast, children (especially males) in the improver group had outcomes that were similar to, or even better than, those of their typically developing peers. These findings encourage the development of interventions to target children with both cognitive and behavioral difficulties.
Collapse
|
89
|
Wandell BA, Le RK. Diagnosing the Neural Circuitry of Reading. Neuron 2017; 96:298-311. [PMID: 29024656 DOI: 10.1016/j.neuron.2017.08.007] [Citation(s) in RCA: 26] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/11/2017] [Revised: 07/18/2017] [Accepted: 08/04/2017] [Indexed: 12/21/2022]
Abstract
We summarize the current state of knowledge of the brain's reading circuits, and then we describe opportunities to use quantitative and reproducible methods for diagnosing these circuits. Neural circuit diagnostics-by which we mean identifying the locations and responses in an individual that differ significantly from measurements in good readers-can help parents and educators select the best remediation strategy. A sustained effort to develop and share diagnostic methods can support the societal goal of improving literacy.
Collapse
Affiliation(s)
- Brian A Wandell
- Psychology Department, Stanford University, Stanford, CA 94305, USA.
| | - Rosemary K Le
- Psychology Department, Stanford University, Stanford, CA 94305, USA
| |
Collapse
|
90
|
Abstract
Over the past 50 years, research on children and adults with learning disabilities has seen significant advances. Neuropsychological research historically focused on the administration of tests sensitive to brain dysfunction to identify putative neural mechanisms underlying learning disabilities that would serve as the basis for treatment. Led by research on classifying and identifying learning disabilities, four pivotal changes in research paradigms have produced a contemporary scientific, interdisciplinary, and international understanding of these disabilities. These changes are (1) the emergence of cognitive science, (2) the development of quantitative and molecular genetics, (3) the advent of noninvasive structural and functional neuroimaging, and (4) experimental trials of interventions focused on improving academic skills and addressing comorbid conditions. Implications for practice indicate a need to move neuropsychological assessment away from a primary focus on systematic, comprehensive assessment of cognitive skills toward more targeted performance-based assessments of academic achievement, comorbid conditions, and intervention response that lead directly to evidence-based treatment plans. Future research will continue to cross disciplinary boundaries to address questions regarding the interaction of neurobiological and contextual variables, the importance of individual differences in treatment response, and an expanded research base on (a) the most severe cases, (b) older people with LDs, and (c) domains of math problem solving, reading comprehension, and written expression. (JINS, 2017, 23, 930-940).
Collapse
|
91
|
Peterson RL, Arnett AB, Pennington BF, Byrne B, Samuelsson S, Olson RK. Literacy acquisition influences children's rapid automatized naming. Dev Sci 2017; 21:e12589. [PMID: 28812316 DOI: 10.1111/desc.12589] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2015] [Accepted: 02/26/2017] [Indexed: 11/30/2022]
Abstract
Previous research has established that learning to read improves children's performance on reading-related phonological tasks, including phoneme awareness (PA) and nonword repetition. Few studies have investigated whether literacy acquisition also promotes children's rapid automatized naming (RAN). We tested the hypothesis that literacy acquisition should influence RAN in an international, longitudinal population sample of twins. Cross-lagged path models evaluated the relationships among literacy, PA, and RAN across four time points from pre-kindergarten through grade 4. Consistent with previous research, literacy showed bidirectional relationships with reading-related oral language skills. We found novel evidence for an effect of earlier literacy on later RAN, which was most evident in children at early phases of literacy development. In contrast, the influence of earlier RAN on later literacy was predominant among older children. These findings imply that the association between these two related skills is moderated by development. Implications for models of reading development and for dyslexia research are discussed.
Collapse
Affiliation(s)
- Robin L Peterson
- Department of Rehabilitation Medicine, Children's Hospital Colorado, USA.,Department of Physical Medicine and Rehabilitation, University of Colorado School of Medicine, CO, USA
| | - Anne B Arnett
- Department of Psychiatry and Behavioral Sciences, University of Washington, Seattle, WA, USA
| | | | - Brian Byrne
- Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden.,School of Cognitive, Behavioural, and Social Sciences, University of New England, Armidale, New South Wales, Australia.,Australian Research Council Centre of Excellence in Cognition and its Disorders, Sydney, New South Wales, Australia.,National Health and Medical Research Council Centre of Research Excellence in Twin Research, Australia
| | - Stefan Samuelsson
- Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden
| | - Richard K Olson
- Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden.,Department of Psychology, University of Colorado at Boulder, CO, USA
| |
Collapse
|
92
|
van der Donk ML, van Viersen S, Hiemstra-Beernink AC, Tjeenk-Kalff AC, van der Leij A, Lindauer RJ. Individual Differences in Training Gains and Transfer Measures: An Investigation of Training Curves in Children with Attention-Deficit/Hyperactivity Disorder. APPLIED COGNITIVE PSYCHOLOGY 2017. [DOI: 10.1002/acp.3327] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
- Marthe L.A. van der Donk
- Department of Child and Adolescent Psychiatry, Academic Medical Center Amsterdam; University of Amsterdam; Amsterdam The Netherlands
- De Bascule: Academic Center for Child and Adolescent Psychiatry; Duivendrecht The Netherlands
| | - Sietske van Viersen
- Research Institute Child Development and Education; University of Amsterdam; Amsterdam The Netherlands
| | | | - Ariane C. Tjeenk-Kalff
- De Bascule: Academic Center for Child and Adolescent Psychiatry; Duivendrecht The Netherlands
| | - Aryan van der Leij
- Research Institute Child Development and Education; University of Amsterdam; Amsterdam The Netherlands
| | - Ramón J.L. Lindauer
- Department of Child and Adolescent Psychiatry, Academic Medical Center Amsterdam; University of Amsterdam; Amsterdam The Netherlands
- De Bascule: Academic Center for Child and Adolescent Psychiatry; Duivendrecht The Netherlands
- Collaborative Antwerp Psychiatric Research Institute (CAPRI); University of Antwerp; Antwerp Belgium
| |
Collapse
|
93
|
Arnett AB, Pennington BF, Peterson RL, Willcutt EG, DeFries JC, Olson RK. Explaining the sex difference in dyslexia. J Child Psychol Psychiatry 2017; 58:719-727. [PMID: 28176347 PMCID: PMC5438271 DOI: 10.1111/jcpp.12691] [Citation(s) in RCA: 49] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 12/13/2016] [Indexed: 11/27/2022]
Abstract
BACKGROUND Males are diagnosed with dyslexia more frequently than females, even in epidemiological samples. This may be explained by greater variance in males' reading performance. METHODS We expand on previous research by rigorously testing the variance difference theory, and testing for mediation of the sex difference by cognitive correlates. We developed an analytic framework that can be applied to group differences in any psychiatric disorder. RESULTS Males' overrepresentation in the low performance tail of the reading distribution was accounted for by mean and variance differences across sex. There was no sex difference at the high performance tail. Processing speed (PS) and inhibitory control partially mediated the sex difference. Verbal reasoning emerged as a strength in males. CONCLUSIONS Our results complement a previous finding that PS partially mediates the sex difference in symptoms of attention deficit/hyperactivity disorder (ADHD), and helps explain the sex difference in both dyslexia and ADHD and their comorbidity.
Collapse
Affiliation(s)
| | | | - Robin L. Peterson
- Children’s Hospital Colorado,University of Colorado School of Medicine
| | | | | | | |
Collapse
|
94
|
Fourneret P, Poissant H. [Learning disorders in ADHD: How are they related?]. Arch Pediatr 2017; 23:1276-1283. [PMID: 28492169 DOI: 10.1016/j.arcped.2016.09.006] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/02/2015] [Revised: 08/03/2016] [Accepted: 09/19/2016] [Indexed: 11/29/2022]
Abstract
Learning difficulties in general and learning disabilities in particular are almost constant in attention deficit disorder with or without hyperactivity (ADHD). Despite a major research effort, the extent and diversity of these comorbid events still raise many questions about the exact nature of their pathogenetic condition (simple consequences of ADHD or specific related disorders?) and consequently the best way to support them. This article aims to present a brief review of the current data.
Collapse
Affiliation(s)
- P Fourneret
- Service psychopathologie du développement, hôpital Femme-Mère-Enfant, hospices civils de Lyon, 59, boulevard Pinel, 69677 Bron cedex, France; Laboratoire L2C2 UMR 5304 CNRS, université Claude-Bernard-Lyon 1, 69677 Bron, France; Département d'éducation et de pédagogie, faculté des sciences humaines, institut des sciences cognitives, UQAM, Montréal, Canada.
| | - H Poissant
- Département d'éducation et de pédagogie, faculté des sciences humaines, institut des sciences cognitives, UQAM, Montréal, Canada
| |
Collapse
|
95
|
Hogue A, Evans SW, Levin FR. A Clinician's Guide to Co-occurring ADHD among Adolescent Substance Users: Comorbidity, Neurodevelopmental Risk, and Evidence-based Treatment Options. JOURNAL OF CHILD & ADOLESCENT SUBSTANCE ABUSE 2017; 26:277-292. [PMID: 30828239 PMCID: PMC6392461 DOI: 10.1080/1067828x.2017.1305930] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/17/2023]
Abstract
This article introduces neurodevelopmental and clinical considerations for treating adolescents with co-occurring Attention-Deficit/Hyperactivity Disorder (ADHD) and substance use (ASU) in outpatient settings. We first describe neurobiological impairments common to ADHD and ASU, including comorbidity with conduct disorder, that evoke a profile of multiplicative developmental risk. We then present two evidence-based options for targeting ADHD-related problems during ASU treatment. Medication integration interventions utilize family ADHD psychoeducation to prompt decision-making about ADHD medication and integrate medication management into behavioral services. Clinic-based academic training interventions utilize family interventions to improve the home academic environment and boost organization skills. We conclude with recommendations for ADHD assessment and intervention sequencing.
Collapse
Affiliation(s)
- Aaron Hogue
- National Center on Addiction and Substance Abuse, New York, NY, USA
| | | | - Frances R Levin
- Columbia University, New York, NY, USA, New York State Psychiatric Institute
| |
Collapse
|
96
|
Huang F, Sun L, Qian Y, Liu L, Ma QG, Yang L, Cheng J, Cao QJ, Su Y, Gao Q, Wu ZM, Li HM, Qian QJ, Wang YF. Cognitive Function of Children and Adolescents with Attention Deficit Hyperactivity Disorder and Learning Difficulties: A Developmental Perspective. Chin Med J (Engl) 2017; 129:1922-8. [PMID: 27503016 PMCID: PMC4989422 DOI: 10.4103/0366-6999.187861] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022] Open
Abstract
Background: The cognitive function of children with either attention deficit hyperactivity disorder (ADHD) or learning disabilities (LDs) is known to be impaired. However, little is known about the cognitive function of children with comorbid ADHD and LD. The present study aimed to explore the cognitive function of children and adolescents with ADHD and learning difficulties in comparison with children with ADHD and healthy controls in different age groups in a large Chinese sample. Methods: Totally, 1043 participants with ADHD and learning difficulties (the ADHD + learning difficulties group), 870 with pure ADHD (the pure ADHD group), and 496 healthy controls were recruited. To investigate the difference in cognitive impairment using a developmental approach, all participants were divided into three age groups (6–8, 9–11, and 12–14 years old). Measurements were the Chinese-Wechsler Intelligence Scale for Children, the Stroop Color-Word Test, the Trail-Making Test, and the Behavior Rating Inventory of Executive Function-Parents (BRIEF). Multivariate analysis of variance was used. Results: The results showed that after controlling for the effect of ADHD symptoms, the ADHD + learning difficulties group was still significantly worse than the pure ADHD group, which was, in turn, worse than the control group on full intelligence quotient (98.66 ± 13.87 vs. 105.17 ± 14.36 vs. 112.93 ± 13.87, P < 0.001). The same relationship was also evident for shift function (shifting time of the Trail-Making Test, 122.50 [62.00, 194.25] s vs. 122.00 [73.00, 201.50] s vs. 66.00 [45.00, 108.00] s, P < 0.001) and everyday life executive function (BRIEF total score, 145.71 ± 19.35 vs. 138.96 ± 18.00 vs. 122.71 ± 20.45, P < 0.001) after controlling for the effect of the severity of ADHD symptoms, intelligence quotient, age, and gender. As for the age groups, the differences among groups became nonsignificant in the 12–14 years old group for inhibition (meaning interference of the Stroop Color-Word Test, 18.00 [13.00, 25.00] s vs. 17.00 [15.00, 26.00] s vs. 17.00 [10.50, 20.00] s, P = 0.704) and shift function (shifting time of the Trail-Making Test, 62.00 [43.00, 97.00] s vs. 53.00 [38.00, 81.00] s vs. 101.00 [88.00, 114.00] s, P = 0.778). Conclusions: Children and adolescents with ADHD and learning difficulties have more severe cognitive impairment than pure ADHD patients even after controlling for the effect of ADHD symptoms. However, the differences in impairment in inhibition and shift function are no longer significant when these individuals were 12–14 years old.
Collapse
Affiliation(s)
- Fang Huang
- Department of Child Psychiatry Research, Peking University Sixth Hospital, Peking University Institute of Mental Health, Key Laboratory of Mental Health, Ministry of Health (Peking University), Beijing 100191, China
| | - Li Sun
- Department of Child Psychiatry Research, Peking University Sixth Hospital, Peking University Institute of Mental Health, Key Laboratory of Mental Health, Ministry of Health (Peking University), Beijing 100191, China
| | - Ying Qian
- Department of Child Psychiatry Research, Peking University Sixth Hospital, Peking University Institute of Mental Health, Key Laboratory of Mental Health, Ministry of Health (Peking University), Beijing 100191, China
| | - Lu Liu
- Department of Child Psychiatry Research, Peking University Sixth Hospital, Peking University Institute of Mental Health, Key Laboratory of Mental Health, Ministry of Health (Peking University), Beijing 100191, China
| | - Quan-Gang Ma
- Department of Child Psychiatry Research, Peking University Sixth Hospital, Peking University Institute of Mental Health, Key Laboratory of Mental Health, Ministry of Health (Peking University), Beijing 100191, China
| | - Li Yang
- Department of Child Psychiatry Research, Peking University Sixth Hospital, Peking University Institute of Mental Health, Key Laboratory of Mental Health, Ministry of Health (Peking University), Beijing 100191, China
| | - Jia Cheng
- Department of Child Psychiatry Research, Peking University Sixth Hospital, Peking University Institute of Mental Health, Key Laboratory of Mental Health, Ministry of Health (Peking University), Beijing 100191, China
| | - Qing-Jiu Cao
- Department of Child Psychiatry Research, Peking University Sixth Hospital, Peking University Institute of Mental Health, Key Laboratory of Mental Health, Ministry of Health (Peking University), Beijing 100191, China
| | - Yi Su
- Department of Child Psychiatry Research, Peking University Sixth Hospital, Peking University Institute of Mental Health, Key Laboratory of Mental Health, Ministry of Health (Peking University), Beijing 100191, China
| | - Qian Gao
- Department of Child Psychiatry Research, Peking University Sixth Hospital, Peking University Institute of Mental Health, Key Laboratory of Mental Health, Ministry of Health (Peking University), Beijing 100191, China
| | - Zhao-Min Wu
- Department of Child Psychiatry Research, Peking University Sixth Hospital, Peking University Institute of Mental Health, Key Laboratory of Mental Health, Ministry of Health (Peking University), Beijing 100191, China
| | - Hai-Mei Li
- Department of Child Psychiatry Research, Peking University Sixth Hospital, Peking University Institute of Mental Health, Key Laboratory of Mental Health, Ministry of Health (Peking University), Beijing 100191, China
| | - Qiu-Jin Qian
- Department of Child Psychiatry Research, Peking University Sixth Hospital, Peking University Institute of Mental Health, Key Laboratory of Mental Health, Ministry of Health (Peking University), Beijing 100191, China
| | - Yu-Feng Wang
- Department of Child Psychiatry Research, Peking University Sixth Hospital, Peking University Institute of Mental Health, Key Laboratory of Mental Health, Ministry of Health (Peking University), Beijing 100191, China
| |
Collapse
|
97
|
Peterson RL, Boada R, McGrath LM, Willcutt EG, Olson RK, Pennington BF. Cognitive Prediction of Reading, Math, and Attention: Shared and Unique Influences. JOURNAL OF LEARNING DISABILITIES 2017; 50:408-421. [PMID: 26825667 PMCID: PMC4967036 DOI: 10.1177/0022219415618500] [Citation(s) in RCA: 39] [Impact Index Per Article: 5.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/06/2023]
Abstract
The current study tested a multiple-cognitive predictor model of word reading, math ability, and attention in a community-based sample of twins ages 8 to 16 years ( N = 636). The objective was to identify cognitive predictors unique to each skill domain as well as cognitive predictors shared among skills that could help explain their overlap and thus help illuminate the basis for comorbidity of related disorders (reading disability, math disability, and attention deficit hyperactivity disorder). Results indicated that processing speed contributes to the overlap between reading and attention as well as math and attention, whereas verbal comprehension contributes to the overlap between reading and math. There was no evidence that executive functioning skills help account for covariation among these skill domains. Instead, specific executive functions differentially related to certain outcomes (i.e., working memory to math and inhibition to attention). We explored whether the model varied in younger versus older children and found only minor differences. Results are interpreted within the context of the multiple deficit framework for neurodevelopmental disorders.
Collapse
Affiliation(s)
- Robin L Peterson
- 1 Children's Hospital Colorado and University of Colorado School of Medicine, Aurora, USA
| | - Richard Boada
- 1 Children's Hospital Colorado and University of Colorado School of Medicine, Aurora, USA
| | | | | | | | | |
Collapse
|
98
|
Lúcio PS, Salum GA, Rohde LA, Swardfager W, Gadelha A, Vandekerckhove J, Pan PM, Polanczyk GV, do Rosário MC, Jackowski AP, Mari JJ, Cogo-Moreira H. Poor stimulus discriminability as a common neuropsychological deficit between ADHD and reading ability in young children: a moderated mediation model. Psychol Med 2017; 47:255-266. [PMID: 27697085 DOI: 10.1017/s0033291716002531] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
BACKGROUND Attention deficit hyperactivity disorder (ADHD) is frequently associated with poorer reading ability; however, the specific neuropsychological domains linking this co-occurrence remain unclear. This study evaluates information-processing characteristics as possible neuropsychological links between ADHD symptoms and RA in a community-based sample of children and early adolescents with normal IQ (⩾70). METHOD The participants (n = 1857, aged 6-15 years, 47% female) were evaluated for reading ability (reading single words aloud) and information processing [stimulus discriminability in the two-choice reaction-time task estimated using diffusion models]. ADHD symptoms were ascertained through informant (parent) report using the Development and Well-Being Assessment (DAWBA). Verbal working memory (VWM; digit span backwards), visuospatial working memory (VSWM, Corsi Blocks backwards), sex, socioeconomic status, and IQ were included as covariates. RESULTS In a moderated mediation model, stimulus discriminability mediated the effect of ADHD on reading ability. This indirect effect was moderated by age such that a larger effect was seen among younger children. CONCLUSION The findings support the hypothesis that ADHD and reading ability are linked among young children via a neuropsychological deficit related to stimulus discriminability. Early interventions targeting stimulus discriminability might improve symptoms of inattention/hyperactivity and reading ability.
Collapse
Affiliation(s)
- P S Lúcio
- Department of Psychiatry,Federal University of Sao Paulo (UNIFESP),Sao Paulo,Brazil
| | - G A Salum
- National Institute of Developmental Psychiatry for Children and Adolescents (INCT-CNPq),Sao Paulo,Brazil
| | - L A Rohde
- National Institute of Developmental Psychiatry for Children and Adolescents (INCT-CNPq),Sao Paulo,Brazil
| | - W Swardfager
- Department of Pharmacology & Toxicology,University of Toronto,Toronto,Canada
| | - A Gadelha
- National Institute of Developmental Psychiatry for Children and Adolescents (INCT-CNPq),Sao Paulo,Brazil
| | - J Vandekerckhove
- Department of Cognitive Sciences and Department of Statistics,University of California,Irvine, CA,USA
| | - P M Pan
- Department of Psychiatry,Federal University of Sao Paulo (UNIFESP),Sao Paulo,Brazil
| | - G V Polanczyk
- National Institute of Developmental Psychiatry for Children and Adolescents (INCT-CNPq),Sao Paulo,Brazil
| | - M C do Rosário
- National Institute of Developmental Psychiatry for Children and Adolescents (INCT-CNPq),Sao Paulo,Brazil
| | - A P Jackowski
- Department of Psychiatry,Federal University of Sao Paulo (UNIFESP),Sao Paulo,Brazil
| | - J J Mari
- Department of Psychiatry,Federal University of Sao Paulo (UNIFESP),Sao Paulo,Brazil
| | - H Cogo-Moreira
- Department of Psychiatry,Federal University of Sao Paulo (UNIFESP),Sao Paulo,Brazil
| |
Collapse
|
99
|
Christopher ME, Keenan JM, Hulslander J, DeFries JC, Miyake A, Wadsworth SJ, Willcutt E, Pennington B, Olson RK. The genetic and environmental etiologies of the relations between cognitive skills and components of reading ability. J Exp Psychol Gen 2016; 145:451-66. [PMID: 26974208 DOI: 10.1037/xge0000146] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Although previous research has shown cognitive skills to be important predictors of reading ability in children, the respective roles for genetic and environmental influences on these relations is an open question. The present study explored the genetic and environmental etiologies underlying the relations between selected executive functions and cognitive abilities (working memory, inhibition, processing speed, and naming speed) with 3 components of reading ability (word reading, reading comprehension, and listening comprehension). Twin pairs drawn from the Colorado Front Range (n = 676; 224 monozygotic pairs; 452 dizygotic pairs) between the ages of 8 and 16 (M = 11.11) were assessed on multiple measures of each cognitive and reading-related skill. Each cognitive and reading-related skill was modeled as a latent variable, and behavioral genetic analyses estimated the portions of phenotypic variance on each latent variable due to genetic, shared environmental, and nonshared environmental influences. The covariance between the cognitive skills and reading-related skills was driven primarily by genetic influences. The cognitive skills also shared large amounts of genetic variance, as did the reading-related skills. The common cognitive genetic variance was highly correlated with the common reading genetic variance, suggesting that genetic influences involved in general cognitive processing are also important for reading ability. Skill-specific genetic variance in working memory and processing speed also predicted components of reading ability. Taken together, the present study supports a genetic association between children's cognitive ability and reading ability.
Collapse
Affiliation(s)
| | | | | | - John C DeFries
- Department of Psychology, University of Colorado Boulder
| | - Akira Miyake
- Department of Psychology and Neuroscience, University of Colorado Boulder
| | | | - Erik Willcutt
- Department of Psychology and Neuroscience, University of Colorado Boulder
| | | | - Richard K Olson
- Department of Psychology and Neuroscience, University of Colorado Boulder
| |
Collapse
|
100
|
Tannock R, Frijters JC, Martinussen R, White EJ, Ickowicz A, Benson NJ, Lovett MW. Combined Modality Intervention for ADHD With Comorbid Reading Disorders: A Proof of Concept Study. JOURNAL OF LEARNING DISABILITIES 2016; 51:55-72. [PMID: 27895238 DOI: 10.1177/0022219416678409] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
To evaluate the relative efficacy of two reading programs with and without adjunctive stimulant medication for children with attention-deficit/hyperactivity disorder and comorbid reading disorder (ADHD+RD). Sixty-five children (7-11 years in age) were assigned randomly to one of three intensive remedial academic programs (phonologically or strategy-based reading instruction, or general academic strategy and social skills training) in combination with either immediate-release methylphenidate or placebo. Multiple-blind procedures were used for medication/placebo, given twice daily. Children received 35 hours of instruction in 10 weeks, taught by a trained teacher in a separate school classroom, in small matched groups of 2 to 3. Children's behavior and reading abilities were assessed before and after intervention. Stimulant medication produced expected beneficial effects on hyperactive/impulsive behavioral symptoms (reported by classroom teachers) but none on reading. Children receiving a reading program showed greater gains than controls on multiple standardized measures of reading and related skills (regardless of medication status). Small sample sizes precluded interpretation of possible potentiating effects of stimulant medication on reading skills taught in particular reading programs. Intensive reading instruction, regardless of treatment with stimulant medication, may be efficacious in improving reading problems in children with ADHD+RD and warrants further investigation in a large-scale study.
Collapse
Affiliation(s)
- Rosemary Tannock
- 1 The Hospital for Sick Children, Toronto, ON, Canada
- 2 University of Toronto, ON, Canada
| | | | | | | | - Abel Ickowicz
- 1 The Hospital for Sick Children, Toronto, ON, Canada
- 2 University of Toronto, ON, Canada
| | | | - Maureen W Lovett
- 1 The Hospital for Sick Children, Toronto, ON, Canada
- 2 University of Toronto, ON, Canada
| |
Collapse
|