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Friedman LM, Eckrich SJ, Rapport MD, Bohil CJ, Calub C. Working and short-term memory in children with ADHD: an examination of prefrontal cortical functioning using functional Near-Infrared Spectroscopy (fNIRS). Child Neuropsychol 2024; 30:462-485. [PMID: 37199502 DOI: 10.1080/09297049.2023.2213463] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/08/2022] [Accepted: 05/05/2023] [Indexed: 05/19/2023]
Abstract
Working memory impairments are an oft-reported deficit among children with ADHD, and complementary neuroimaging studies implicate reductions in prefrontal cortex (PFC) structure and function as a neurobiological explanation. Most imaging studies, however, rely on costly, movement-intolerant, and/or invasive methods to examine cortical differences. This is the first study to use a newer neuroimaging tool that overcomes these limitations, functional Near Infrared Spectroscopy (fNIRS), to investigate hypothesized prefrontal differences. Children (aged 8-12) with ADHD (N = 22) and typically developing (N = 18) children completed phonological working memory (PHWM) and short-term memory (PHSTM) tasks. Children with ADHD evinced poorer performance on both tasks, with greater differences observed in PHWM (Hedges' g = 0.67) relative to PHSTM (g = 0.39). fNIRS revealed reduced hemodynamic response among children with ADHD in the dorsolateral PFC while completing the PHWM task, but not within the anterior or posterior PFC. No between-group fNIRS differences were observed during the PHSTM task. Findings suggest that children with ADHD exhibit an inadequate hemodynamic response in a region of the brain that underlies PHWM abilities. The study also highlights the use of fNIRS as a cost-effective, noninvasive neuroimaging technique to localize/quantify neural activation patterns associated with executive functions.
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Affiliation(s)
| | - Samuel J Eckrich
- Department of Psychology, University of Central Florida, Orlando, FL, USA
- Department of Neuropsychology, Kennedy Krieger/Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - Mark D Rapport
- Department of Psychology, University of Central Florida, Orlando, FL, USA
| | - Corey J Bohil
- Department of Psychology, University of Central Florida, Orlando, FL, USA
| | - Catrina Calub
- Department of Psychiatry, University of California, Sacramento, CA, USA
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2
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Wokuri S, Gonthier C, Marec-Breton N, Majerus S. Heterogeneity of short-term memory deficits in children with dyslexia. DYSLEXIA (CHICHESTER, ENGLAND) 2023; 29:385-407. [PMID: 37519030 DOI: 10.1002/dys.1749] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/25/2022] [Revised: 06/12/2023] [Accepted: 07/11/2023] [Indexed: 08/01/2023]
Abstract
Many studies have highlighted short-term memory (STM) impairment in dyslexic individuals. Several studies showed deficits for both item and serial order aspects of verbal STM in dyslexic individuals. These group-based studies, however, do not inform us about the prevalence of these deficits and, importantly, their potential heterogeneity at the individual level. The present study examined both group-level and individual STM profiles in dyslexic and age-matched non-dyslexic children. While confirming previous group-based results of both item and serial order STM deficits, individual analyses indicated two distinct profiles: one profile was associated with verbal item STM and phonological impairment while another profile showed selective serial STM deficits in both verbal and visual domains. Our results highlight the need for practitioners to consider the heterogeneous nature of STM impairment in dyslexia and to adapt STM and reading treatment strategies accordingly.
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Affiliation(s)
- Sarah Wokuri
- Department of Psychology, University of Rennes, Laboratoire de Psychologie Cognition, Comportement et Communication (LP3C), Rennes, France
| | - Corentin Gonthier
- Department of Psychology, University of Nantes, Laboratoire de Psychologie des Pays de la Loire (LPPL - UR 4638), Nantes, France
| | - Nathalie Marec-Breton
- Department of Psychology, University of Rennes, Laboratoire de Psychologie Cognition, Comportement et Communication (LP3C), Rennes, France
| | - Steve Majerus
- Fund for Scientific Research, FNRS, Liège, Belgium
- Psychology and Neuroscience of Cognition Research Unit, University of Liège, Liège, Belgium
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3
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Zhang Z, Feng J, Xue Y, Jia F, Wang T. Planning processing in ADHD with comorbid reading disabilities is worse than in ADHD: Based on Das-Naglieri Cognitive Assessment System. Front Pediatr 2022; 10:898348. [PMID: 36172393 PMCID: PMC9510745 DOI: 10.3389/fped.2022.898348] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/17/2022] [Accepted: 08/23/2022] [Indexed: 11/13/2022] Open
Abstract
OBJECTIVE To explore and compare the cognitive processing weakness of children with Attention deficit hyperactivity disorder (ADHD) and comorbid reading disabilities (RD) (ADHD+RD) and children with ADHD only using the Das-Naglieri Cognitive Assessment System (DN:CAS). METHODS Eighty-eight children with ADHD who visited the hospital for the first time from September 2021 to November 2021 and had a Full scale intelligence quotient (IQ) of ≥85 on the Wechsler Intelligence Scale for Children revised in China (C-WISC) were selected (Age: 6-12 years; Grade: 2-6). Based on comorbidity with RD and the subtypes of ADHD (e.g., Inattention dominant type, ADHD-I, Hyperactivity/Impulse dominant type, ADHD-H and Combined type, ADHD-C), these children were divided into the ADHD+RD group (n = 30) and ADHD group (n = 58) as well as the corresponding subgroups. Clinical data on gender, age, grade, IQ scores, and DN:CAS processing scores were compared between both groups/subgroups. Spearman's correlation test was used for correlation analysis of results of interest. RESULTS No differences in age, grade, male-to-female ratio, verbal IQ, performance IQ, and full scale IQ were observed between the ADHD+RD group and ADHD group as well as the corresponding subgroups (P > 0.05). Children in the ADHD-C+RD subgroup had lower scores in Planning processing of DN:CAS than those in the ADHD-C subgroup (P = 0.040). However, there were no significant difference between the ADHD-I+RD subgroup and ADHD-I subgroup in Planning scores of DN:CAS assessment; The grade of ADHD-C+RD and ADHD-I+RD subgroups were positively correlated with the Planning scores of DN: CAS (r = 0.599, P = 0.030 and r = 0.508, P = 0.044, respectively). The grade of ADHD-C subgroup was positively correlated with the Planning and Simultaneous processing scores of DN: CAS (r = 0.409, P = 0.042 and r = 0.406, P = 0.044, respectively). CONCLUSION Our study confirmed that children of ADHD-C with comorbid RD have a more severe Planning processing weakness compared to children with ADHD-C only. Among the children of ADHD-C+RD, ADHD-I+RD and ADHD-C, such a Planning processing impairment may improve with increasing educational skills.
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Affiliation(s)
- Zunwei Zhang
- Department of Developmental and Behavioral Pediatrics, The First Hospital of Jilin University, Changchun, China
| | - Junyan Feng
- Department of Developmental and Behavioral Pediatrics, The First Hospital of Jilin University, Changchun, China
| | - Yang Xue
- Department of Developmental and Behavioral Pediatrics, The First Hospital of Jilin University, Changchun, China
| | - Feiyong Jia
- Department of Developmental and Behavioral Pediatrics, The First Hospital of Jilin University, Changchun, China
| | - Tiantian Wang
- Department of Developmental and Behavioral Pediatrics, The First Hospital of Jilin University, Changchun, China
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4
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Brandenburg J, Huschka SS, Visser L, Hasselhorn M. Are Different Types of Learning Disorder Associated With Distinct Cognitive Functioning Profiles? Front Psychol 2021; 12:725374. [PMID: 34759867 PMCID: PMC8573071 DOI: 10.3389/fpsyg.2021.725374] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2021] [Accepted: 09/08/2021] [Indexed: 12/03/2022] Open
Abstract
Introduction: DSM-5 presented a revised conceptualization of specific learning disorders (LD). Contrary to former versions, the various types of LD-i.e., mathematics disorder, reading disorder, and writing disorder-are not treated as distinct diagnostic entities but are integrated into one single LD category. In support of this new classification, it has been argued that the various types of LD overlap to a great extent in their cognitive functioning profiles and therefore do not exhibit a distinct set of cognitive causes. In contrast, ICD-11 still adheres to the idea of discrete categories and thus follows the specificity hypothesis of LD. Using latent profile analysis (LPA), we therefore tested the specificity of cognitive strengths and weaknesses in children with different types of LD. Secondly, we aimed at examining the extent to which observed LD characteristics (type and severity of LD as well as IQ-achievement discrepancy) were consistent with the membership of a given latent profile. Method: 302 German third-graders (134 girls; IQ ≥ 85; M age = 111.05 months; SD = 5.76) with single or comorbid types of LD in the domains of mathematics, reading, and spelling completed a wide range of domain-specific and domain-general cognitive functioning measures. Results: Five qualitative distinct profiles of cognitive strengths and weaknesses were identified. Profile 1 (23% of the sample) showed Comprehensive Cognitive Deficits, performing low in all measures except for naming speed, language, and inhibition. Profile 2 (21%) included children with a Double Deficit in Phonological Awareness and Phonological Short-term Memory. Profile 3 (20%) was characterized by a Double Deficit of Phonological Awareness and Naming Speed. Profile 4 (19%) included children with a Single Deficit in Attention, and profile 5 (17%) consisted of children without any cognitive deficits. Moreover, type and severity of LD as well as IQ-achievement discrepancy discriminated between the profiles, which is in line with the specificity hypothesis of LD. Discussion: Overall, the finding of specific associations between the LD types and the identified cognitive profiles supports the ICD-11 classification of LD. Yet, those inferences may not be valid for an individual child but need to be examined through comprehensive diagnostic.
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Affiliation(s)
- Janin Brandenburg
- Leibniz Institute for Research and Information in Education (DIPF), Frankfurt, Germany
- Individual Development and Adaptive Education, Frankfurt, Germany
| | - Sina S. Huschka
- Leibniz Institute for Research and Information in Education (DIPF), Frankfurt, Germany
- Individual Development and Adaptive Education, Frankfurt, Germany
| | - Linda Visser
- Leibniz Institute for Research and Information in Education (DIPF), Frankfurt, Germany
- Individual Development and Adaptive Education, Frankfurt, Germany
| | - Marcus Hasselhorn
- Leibniz Institute for Research and Information in Education (DIPF), Frankfurt, Germany
- Individual Development and Adaptive Education, Frankfurt, Germany
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5
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Farah R, Ionta S, Horowitz-Kraus T. Neuro-Behavioral Correlates of Executive Dysfunctions in Dyslexia Over Development From Childhood to Adulthood. Front Psychol 2021; 12:708863. [PMID: 34497563 PMCID: PMC8419422 DOI: 10.3389/fpsyg.2021.708863] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/12/2021] [Accepted: 07/08/2021] [Indexed: 01/18/2023] Open
Abstract
Dyslexia is a neurobiological learning disability in the reading domain that has symptoms in early childhood and persists throughout life. Individuals with dyslexia experience difficulties in academia and cognitive and emotional challenges that can affect wellbeing. Early intervention is critical to minimize the long-term difficulties of these individuals. However, the behavioral and neural correlates which predict dyslexia are challenging to depict before reading is acquired. One of the precursors for language and reading acquisition is executive functions (EF). The present review aims to highlight the current atypicality found in individuals with dyslexia in the domain of EF using behavioral measures, brain mapping, functional connectivity, and diffusion tensor imaging along development. Individuals with dyslexia show EF abnormalities in both behavioral and neurobiological domains, starting in early childhood that persist into adulthood. EF impairment precedes reading disability, therefore adding an EF assessment to the neuropsychological testing is recommended for early intervention. EF training should also be considered for the most comprehensive outcomes.
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Affiliation(s)
- Rola Farah
- Educational Neuroimaging Center, Faculty of Education in Science and Technology, Technion, Haifa, Israel
- Reading and Literacy Discovery Center and the Pediatric Neuroimaging Research Center, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH, United States
| | - Silvio Ionta
- Sensory-Motor Lab (SeMoLa), Department of Ophthalmology, University of Lausanne, Lausanne, Switzerland
- Jules Gonin Eye Hospital-Fondation Asile des Aveugles, Lausanne, Switzerland
| | - Tzipi Horowitz-Kraus
- Educational Neuroimaging Center, Faculty of Education in Science and Technology, Technion, Haifa, Israel
- Reading and Literacy Discovery Center and the Pediatric Neuroimaging Research Center, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH, United States
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6
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Kibby MY, Newsham G, Imre Z, Schlak JE. Is executive dysfunction a potential contributor to the comorbidity between basic reading disability and attention-deficit/hyperactivity disorder? Child Neuropsychol 2021; 27:888-910. [PMID: 33849390 DOI: 10.1080/09297049.2021.1908532] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Our study is one of the few to analyze executive functioning (EF) in a comprehensive, multi-modal fashion as a potential contributor to the comorbidity between attention-deficit/hyperactivity disorder (ADHD) and basic reading disability (RD). We included multiple, traditional, neuropsychological measures of EF, along with the Behavior Rating Inventory of Executive Function (BRIEF) questionnaire, to assess inhibit, shift, working memory (WM), planning, generation fluency, and problem-solving. Participants included 263 children, ages 8-12 years, with RD, ADHD, RD/ADHD, and typically developing controls. When using the traditional measures in a 2 × 2 MANCOVA, we found both RD and ADHD had poor cognitive EF in most areas at the group level, with phonological loop deficits being more specific to RD and behavioral regulation deficits being more specific to ADHD. Children with RD/ADHD performed comparably to those with RD and ADHD alone. Results were similar on the BRIEF. In contrast, only WM predicted both basic reading and inattention when the data were assessed in a continuous fashion. It also explained the correlations between basic reading and inattention, being worthy of longitudinal research to determine if it is a shared contributor to RD/ADHD. When comparing hypotheses as to the nature of RD/ADHD, we found the multiple deficit hypothesis was better supported by our EF data than the phenocopy hypothesis or the cognitive subtype hypothesis.
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Affiliation(s)
- Michelle Y Kibby
- School of Psychological and Behavioral Sciences, Southern Illinois University-Carbondale, Carbondale, IL, USA
| | - Genni Newsham
- School of Psychological and Behavioral Sciences, Southern Illinois University-Carbondale, Carbondale, IL, USA
| | - Zsofia Imre
- School of Psychological and Behavioral Sciences, Southern Illinois University-Carbondale, Carbondale, IL, USA
| | - Jennifer E Schlak
- School of Psychological and Behavioral Sciences, Southern Illinois University-Carbondale, Carbondale, IL, USA
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7
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Zhang L, Li Y, Zhou H, Zhang Y, Shu H. Sentence Context Differentially Modulates Contributions of Fundamental Frequency Contours to Word Recognition in Chinese-Speaking Children With and Without Dyslexia. Front Psychol 2020; 11:598658. [PMID: 33343469 PMCID: PMC7744682 DOI: 10.3389/fpsyg.2020.598658] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/25/2020] [Accepted: 11/05/2020] [Indexed: 12/03/2022] Open
Abstract
Previous work has shown that children with dyslexia are impaired in speech recognition in adverse listening conditions. Our study further examined how semantic context and fundamental frequency (F0) contours contribute to word recognition against interfering speech in dyslexic and non-dyslexic children. Thirty-two children with dyslexia and 35 chronological-age-matched control children were tested on the recognition of words in normal sentences versus wordlist sentences with natural versus flat F0 contours against single-talker interference. The dyslexic children had overall poorer recognition performance than non-dyslexic children. Furthermore, semantic context differentially modulated the effect of F0 contours on the recognition performances of the two groups. Specifically, compared with flat F0 contours, natural F0 contours increased the recognition accuracy of dyslexic children less than non-dyslexic children in the wordlist condition. By contrast, natural F0 contours increased the recognition accuracy of both groups to a similar extent in the sentence condition. These results indicate that access to semantic context improves the effect of natural F0 contours on word recognition in adverse listening conditions by dyslexic children who are more impaired in the use of natural F0 contours during isolated and unrelated word recognition. Our findings have practical implications for communication with dyslexic children when listening conditions are unfavorable.
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Affiliation(s)
- Linjun Zhang
- Beijing Advanced Innovation Center for Language Resources and College of Advanced Chinese Training, Beijing Language and Culture University, Beijing, China
| | - Yu Li
- Department of Applied Psychology, Beijing Normal University-Hong Kong Baptist University United International College, Zhuhai, China
| | - Hong Zhou
- International Cultural Exchange School, Shanghai University of Finance and Economics, Shanghai, China
| | - Yang Zhang
- Department of Speech-Language-Hearing Sciences, University of Minnesota, Minneapolis, MN, United States.,Center for Neurobehavioral Development, University of Minnesota, Minneapolis, MN, United States
| | - Hua Shu
- National Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, China
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8
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Santhana Gopalan PR, Loberg O, Lohvansuu K, McCandliss B, Hämäläinen J, Leppänen P. Attentional Processes in Children With Attentional Problems or Reading Difficulties as Revealed Using Brain Event-Related Potentials and Their Source Localization. Front Hum Neurosci 2020; 14:160. [PMID: 32536857 PMCID: PMC7227392 DOI: 10.3389/fnhum.2020.00160] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/16/2019] [Accepted: 04/14/2020] [Indexed: 01/22/2023] Open
Abstract
Visual attention-related processes include three functional sub-processes: alerting, orienting, and inhibition. We examined these sub-processes using reaction times, event-related potentials (ERPs), and their neuronal source activations during the Attention Network Test (ANT) in control children, attentional problems (AP) children, and reading difficulties (RD) children. During the ANT, electroencephalography was measured using 128 electrodes on three groups of Finnish sixth-graders aged 12–13 years (control = 77; AP = 15; RD = 23). Participants were asked to detect the direction of a middle target fish within a group of five fish. The target stimulus was either preceded by a cue (center, double, or spatial), or without a cue, to manipulate the alerting and orienting sub-processes of attention. The direction of the target fish was either congruent or incongruent in relation to the flanker fish, thereby manipulating the inhibition sub-processes of attention. Reaction time performance showed no differences between groups in alerting, orienting, and inhibition effects. The group differences in ERPs were only found at the source level. Neuronal source analysis in the AP children revealed a larger alerting effect (double-cued vs. non-cued target stimuli) than control and RD children in the left occipital lobe. Control children showed a smaller orienting effect (spatially cued vs. center-cued target stimuli) in the left occipital lobe than AP and RD children. No group differences were found for the neuronal sources related to the inhibition effect. The neuronal activity differences related to sub-processes of attention in the AP and RD groups suggest different underlying mechanisms for attentional and reading problems.
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Affiliation(s)
| | - Otto Loberg
- Department of Psychology, University of Jyväskylä, Jyväskylä, Finland
| | - Kaisa Lohvansuu
- Department of Psychology, University of Jyväskylä, Jyväskylä, Finland
| | - Bruce McCandliss
- Graduate School of Education, Stanford University, Stanford, CA, United States
| | - Jarmo Hämäläinen
- Department of Psychology, University of Jyväskylä, Jyväskylä, Finland
| | - Paavo Leppänen
- Department of Psychology, University of Jyväskylä, Jyväskylä, Finland
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9
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Janusz J, Harrison C, Boada C, Cordeiro L, Howell S, Tartaglia N, Boada R. Executive function in XXY: Comparison of performance-based measures and rating scales. AMERICAN JOURNAL OF MEDICAL GENETICS PART C-SEMINARS IN MEDICAL GENETICS 2020; 184:469-481. [PMID: 32519473 DOI: 10.1002/ajmg.c.31804] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/10/2020] [Revised: 04/28/2020] [Accepted: 05/11/2020] [Indexed: 11/07/2022]
Abstract
Few studies have systematically assessed executive functioning (EF) skills in boys with XXY, and these are limited by small samples and restricted EF assessment. This study used a broader battery of performance-based measures as well as parent-rating scales of EF in 77 boys and adolescents with XXY (mean age = 12.5 years), recruited from a clinical trial and an outpatient clinic. Exploratory factor analyses were used to create EF domains from performance-based measures, and similar domains were measured using the Behavior Rating Inventory of Executive Function and Conners Parent-Rating Scales. The boys with XXY showed a distinct EF profile, with the greatest deficit in attention and more moderate deficits in working memory, switching, and planning/problem solving. Parent ratings showed similar challenges, as well as impaired inhibition. Independent sample t-tests showed no difference on performance measures between boys diagnosed or not diagnosed with attention-deficit/hyperactivity disorder (ADHD), although parents of boys diagnosed with ADHD reported more difficulties. There were no differences on performance-based tests between those diagnosed pre- and postnatally, although parents of postnatally diagnosed boys reported more metacognitive problems. Language deficits, cognition, and socio-economic status did not account for EF deficits.
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Affiliation(s)
- Jennifer Janusz
- Department of Pediatrics, University of Colorado School of Medicine, Aurora, Colorado, USA.,Division of Neurology, Children's Hospital Colorado, Aurora, Colorado, USA.,eXtraordinarY Kids Program, Children's Hospital Colorado, Aurora, Colorado, USA
| | - Caroline Harrison
- Department of Pediatrics, University of Colorado School of Medicine, Aurora, Colorado, USA
| | - Cristina Boada
- Department of Pediatrics, University of Colorado School of Medicine, Aurora, Colorado, USA
| | - Lisa Cordeiro
- Department of Pediatrics, University of Colorado School of Medicine, Aurora, Colorado, USA
| | - Susan Howell
- Department of Pediatrics, University of Colorado School of Medicine, Aurora, Colorado, USA.,eXtraordinarY Kids Program, Children's Hospital Colorado, Aurora, Colorado, USA
| | - Nicole Tartaglia
- Department of Pediatrics, University of Colorado School of Medicine, Aurora, Colorado, USA.,eXtraordinarY Kids Program, Children's Hospital Colorado, Aurora, Colorado, USA
| | - Richard Boada
- Department of Pediatrics, University of Colorado School of Medicine, Aurora, Colorado, USA.,Division of Neurology, Children's Hospital Colorado, Aurora, Colorado, USA.,eXtraordinarY Kids Program, Children's Hospital Colorado, Aurora, Colorado, USA
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10
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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.
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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
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11
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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
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12
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Hautala J, Loberg O, Azaiez N, Taskinen S, Tiffin-Richards SP, Leppänen PH. What information should I look for again? Attentional difficulties distracts reading of task assignments. LEARNING AND INDIVIDUAL DIFFERENCES 2019. [DOI: 10.1016/j.lindif.2019.101775] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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13
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Ramos AA, Hamdan AC, Machado L. A meta-analysis on verbal working memory in children and adolescents with ADHD. Clin Neuropsychol 2019; 34:873-898. [PMID: 31007130 DOI: 10.1080/13854046.2019.1604998] [Citation(s) in RCA: 51] [Impact Index Per Article: 10.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
Abstract
Objective: Previous meta-analyses have demonstrated verbal working memory (WM) dysfunction in children and adolescents with attention deficit/hyperactivity disorder (ADHD); however, the findings are inconsistent. The main objective of this meta-analysis was to investigate the performance of children and adolescents with ADHD in the Digit Span Backwards (DSB) subtest from the Wechsler Intelligence Scale for Children or Wechsler Adult Intelligence Scale. We also sought to provide an updated meta-analysis on WM in children and adolescents with ADHD.Method: PubMed, PsyINFO, Scopus, and Web of Science were searched to locate studies published between 1990 and 2016 that report DSB scores both of children and adolescents with ADHD and matched controls. Potential moderator variables were also analyzed.Results: Forty-nine studies comparing children and adolescents with ADHD (n = 4956) against healthy controls (n = 3249) generated a medium-sized effect (Hedges' g) of 0.56 (95% CI [0.49, 0.64]), indicating poorer verbal WM performance in those with ADHD. A subgroup meta-analysis of studies with participants aged 8-16 years only demonstrated low heterogeneity (I2 = 17.06, cf. 55.50 for the main analysis). Moreover, the meta-regression showed a negative association (β = -.05, p = .02) between DSB performance differences and increasing age, indicating that for every one year increase in age the effect size decreased by .05.Conclusion: These results, which emanated from the largest meta-analysis concerning verbal WM in ADHD reported to date, reinforce WM as a key domain of cognitive dysfunction in ADHD, and point to age as the main variable influencing DSB performance difficulties.
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Affiliation(s)
- Ari Alex Ramos
- Department of Psychology, Federal University of Paraná, Curitiba, Brazil.,Department of Psychology, University of Otago, Dunedin, New Zealand
| | | | - Liana Machado
- Department of Psychology, University of Otago, Dunedin, New Zealand
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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.
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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
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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.
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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
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16
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Horowitz-Kraus T, DiCesare C, Kiefer AW. Longer Fixation Times During Reading Are Correlated With Decreased Connectivity in Cognitive-Control Brain Regions During Rest in Children. MIND, BRAIN AND EDUCATION : THE OFFICIAL JOURNAL OF THE INTERNATIONAL MIND, BRAIN, AND EDUCATION SOCIETY 2018; 12:49-60. [PMID: 32405320 PMCID: PMC7220207 DOI: 10.1111/mbe.12168] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Dyslexia, or reading difficulty (RD), is characterized by slow, inaccurate reading and accompanied by deficit in executive functions (EF) and altered functional connectivity (FC) in the related networks (i.e., cingulo-opercular). Individuals with RD also present with altered oculomotor gaze patterns that include longer fixation times. The researchers examined the relationship between fixation times and FC of neural circuits related to EF during rest in children with RD and typical readers. Nineteen children participated in a 10-min resting-state scan. FC analysis was performed with the anterior cingulate cortex (ACC), related to cognitive control, chosen as a seed. Fixation time during word reading was used as a covariate of interest. Results demonstrated that FC between the ACC and the left inferior frontal cortex pars triangularis and left inferior prefrontal cortex during rest were negatively correlated with fixation times during word reading. These exploratory results support the critical role for the cingulo-opercular network, which is related to cognitive control, in the reading process, and likely also in reading impairment.
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Affiliation(s)
- Tzipi Horowitz-Kraus
- Educational Neuroimaging Center, Faculty of Education in Science and Technology and Faculty of Biomedical Engineering, Technion
- Department of Pediatrics, Reading and Literacy Discovery Center
- Pediatric Neuroimaging Research Consortium
| | - Christopher DiCesare
- Division of Sports Medicine, Department of Pediatrics, Cincinnati Children’s Hospital Medical Center, University of Cincinnati College of Medicine
- Center for Cognition, Action and Perception, University of Cincinnati
| | - Adam W. Kiefer
- Division of Sports Medicine, Department of Pediatrics, Cincinnati Children’s Hospital Medical Center, University of Cincinnati College of Medicine
- Center for Cognition, Action and Perception, University of Cincinnati
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17
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Horowitz-Kraus T. Familial history of reading difficulty is associated with diffused bilateral brain activation during reading and greater association with visual attention abilities. ANNALS OF DYSLEXIA 2017; 67:281-298. [PMID: 29098513 DOI: 10.1007/s11881-017-0144-8] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/24/2016] [Accepted: 05/05/2017] [Indexed: 06/07/2023]
Abstract
Reading difficulty (RD; or dyslexia) is a heritable condition characterized by slow, inaccurate reading accompanied by executive dysfunction, specifically with respect to visual attention. The current study was designed to examine the effect of familial history of RD on the relationship between reading and visual attention abilities in children with RD using a functional MRI reading task. Seventy-one children with RD participated in the study. Based on parental reports of the existence of RD in one or both of each child's parents, children with RD were divided into two groups: (1) those with a familial history of RD and (2) those without a familial history of RD. Reading and visual attention measures were collected from all participants. Functional MRI data during word reading was acquired in 30 participants of the entire cohort. Children with or without a familial history of RD demonstrated below-average reading and visual attention scores, with greater interaction between these measures in the group with a familial history of RD. Greater bilateral and diffused activation during word reading also were found in this group. We suggest that a familial history of RD is related to greater association between lower reading abilities and visual attention abilities. Parental history of RD therefore may be an important preschool screener (before reading age) to prompt early intervention focused on executive functions and reading-related skills.
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Affiliation(s)
- Tzipi Horowitz-Kraus
- Educational Neuroimaging Center, Faculty of Eduucation in Science and Technology, Technion, Mt Carmel, Haifa, Israel.
- Reading and Literacy Discovery Center and the Pediatric Neuroimaging Research Consortium, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA.
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18
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Korrel H, Mueller KL, Silk T, Anderson V, Sciberras E. Research Review: Language problems in children with Attention-Deficit Hyperactivity Disorder - a systematic meta-analytic review. J Child Psychol Psychiatry 2017; 58:640-654. [PMID: 28186338 DOI: 10.1111/jcpp.12688] [Citation(s) in RCA: 55] [Impact Index Per Article: 7.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 11/21/2016] [Indexed: 11/30/2022]
Abstract
BACKGROUND Children with Attention-Deficit Hyperactivity Disorder (ADHD) appear to have a higher risk of language problems compared with typically developing children, although the types of language problems experienced are less clear. This review aims to establish the types of language problems experienced by children with ADHD according to systematically reviewed literature and determine the empirical evidence for language problems in children with ADHD compared with non-ADHD controls. METHODS A standardized search protocol was used on databases: CINAHL, Medline, and PsychINFO. We identified studies with the following inclusion criteria: (a) confirmed ADHD status at the time of the study, (b) inclusion of a non-ADHD control group, (c) use of a validated language measure, and (d) age ≤ 18. t-Tests, Pearson's r, and Hedges g effect sizes (ES) were calculated using summary statistics. Random effects meta-analyses were conducted for the language domain suitable for analysis. Publication bias was investigated using both the trim and fill and p-curve techniques. RESULTS Twenty-one studies were included in the systematic review (ADHD = 1,209; Control = 1,101), within which 60 of 68 separate analyses found significant differences between the ADHD and control group on the language measures (p < .05). Follow-up meta-analyses found evidence for large deficits in the ADHD groups overall (10/11 studies met p < .05; weighted mean ES [WMES]: 1.04); expressive (10/10 met p < .05; WMES: 1.23); receptive (12/14 met p < .05; WMES: 0.97), and pragmatic language (4/4 studies met p < .05; WMES: 0.98) compared with controls. CONCLUSIONS This study demonstrates that children with ADHD have poorer performance on measures of overall, expressive, receptive, and pragmatic language compared with controls. A screening of language functioning may be a valuable addition to the assessment of ADHD.
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Affiliation(s)
- Hannah Korrel
- Murdoch Childrens Research Institute, Parkville, Vic., Australia.,The Melbourne School of Psychological Sciences, The University of Melbourne, Parkville, Vic., Australia
| | - Kathryn L Mueller
- Department of Communication Sciences and Disorders, University of Iowa, Iowa City, IA, USA
| | - Tim Silk
- Murdoch Childrens Research Institute, Parkville, Vic., Australia.,Department of Paediatrics, The University of Melbourne, Parkville, Vic., Australia
| | - Vicki Anderson
- Murdoch Childrens Research Institute, Parkville, Vic., Australia.,The Melbourne School of Psychological Sciences, The University of Melbourne, Parkville, Vic., Australia.,Department of Paediatrics, The University of Melbourne, Parkville, Vic., Australia.,The Royal Children's Hospital, Parkville, Vic., Australia
| | - Emma Sciberras
- Murdoch Childrens Research Institute, Parkville, Vic., Australia.,Department of Paediatrics, The University of Melbourne, Parkville, Vic., Australia.,School of Psychology, Deakin University, Geelong, Vic., Australia
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19
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De Groot BJA, Van den Bos KP, Van der Meulen BF, Minnaert AEMG. Rapid Naming and Phonemic Awareness in Children With or Without Reading Disabilities and/or ADHD. JOURNAL OF LEARNING DISABILITIES 2016; 50:168-179. [PMID: 26475322 DOI: 10.1177/0022219415609186] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Abstract
Employing a large sample of children from Dutch regular elementary schools, this study assessed the contributing and discriminating values of reading disability (RD) and attention-deficit/hyperactivity disorder (ADHD) to two types of phonological processing skills, phonemic awareness (PA) and rapid automatized naming (RAN). A second objective was to investigate whether comorbidity of RD and ADHD should be considered as an additive phenomenon as to RAN and PA. A total of 1,262 children, aged 8 to 13 years, were classified as RD ( n = 121), ADHD ( n = 17), comorbid (RD+ADHD; n = 16), or control ( n = 1,108). Phonological processing was assessed by standardized tests of PA and RAN. Disability groups were compared to each other and contrasted to the control group. Although results indicate substantial effects for all three disability groups on both types of phonological processing, and the RAN/PA compound measure in particular, effect sizes were considerably larger for the RD groups, as compared to the ADHD-only group. Theoretical and practical implications are discussed.
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20
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Brandenburg J, Klesczewski J, Fischbach A, Schuchardt K, Büttner G, Hasselhorn M. Working Memory in Children With Learning Disabilities in Reading Versus Spelling: Searching for Overlapping and Specific Cognitive Factors. JOURNAL OF LEARNING DISABILITIES 2015; 48:622-634. [PMID: 24532828 DOI: 10.1177/0022219414521665] [Citation(s) in RCA: 30] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
In transparent orthographies like German, isolated learning disabilities in either reading or spelling are common and occur as often as a combined reading and spelling disability. However, most issues surrounding the cognitive causes of these isolated or combined literacy difficulties are yet unresolved. Recently, working memory dysfunctions have been demonstrated to be promising in explaining the emergence of literacy difficulties. Thus, we applied a 2 (reading disability: yes vs. no) × 2 (spelling disability: yes vs. no) factorial design to examine distinct and overlapping working memory profiles associated with learning disabilities in reading versus spelling. Working memory was assessed in 204 third graders, and multivariate analyses of variance were conducted for each working memory component. Children with spelling disability suffered from more pronounced phonological loop impairments than those with reading disability. In contrast, domain-general central-executive dysfunctions were solely associated with reading disability, but not with spelling disability. Concerning the visuospatial sketchpad, no impairments were found. In sum, children with reading disability and those with spelling disability seem to be characterized by different working memory profiles. Thus, it is important to take both reading and spelling into account when investigating cognitive factors of literacy difficulties in transparent orthographies.
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Affiliation(s)
- Janin Brandenburg
- German Institute for International Educational Research (DIPF), Frankfurt am Main, Germany Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt am Main, Germany
| | - Julia Klesczewski
- Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt am Main, Germany Goethe University Frankfurt, Frankfurt am Main, Germany
| | - Anne Fischbach
- German Institute for International Educational Research (DIPF), Frankfurt am Main, Germany Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt am Main, Germany
| | | | - Gerhard Büttner
- Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt am Main, Germany Goethe University Frankfurt, Frankfurt am Main, Germany
| | - Marcus Hasselhorn
- German Institute for International Educational Research (DIPF), Frankfurt am Main, Germany Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt am Main, Germany Goethe University Frankfurt, Frankfurt am Main, Germany
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21
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Horowitz-Kraus T, Toro-Serey C, DiFrancesco M. Increased Resting-State Functional Connectivity in the Cingulo-Opercular Cognitive-Control Network after Intervention in Children with Reading Difficulties. PLoS One 2015. [PMID: 26197049 PMCID: PMC4511005 DOI: 10.1371/journal.pone.0133762] [Citation(s) in RCA: 61] [Impact Index Per Article: 6.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
Abstract
Dyslexia, or reading difficulty, is characterized by slow, inaccurate reading accompanied by executive dysfunction. Reading training using the Reading Acceleration Program improves reading and executive functions in both children with dyslexia and typical readers. This improvement is associated with increased activation in and functional connectivity between the anterior cingulate cortex, part of the cingulo-opercular cognitive-control network, and the fusiform gyrus during a reading task after training. The objective of the current study was to determine whether the training also has an effect on functional connectivity of the cingulo-opercular and fronto-parietal cognitive-control networks during rest in children with dyslexia and typical readers. Fifteen children with reading difficulty and 17 typical readers (8-12 years old) were included in the study. Reading and executive functions behavioral measures and resting-state functional magnetic resonance imaging data were collected before and after reading training. Imaging data were analyzed using a graphical network-modeling tool. Both reading groups had increased reading and executive-functions scores after training, with greater gains among the dyslexia group. Training may have less effect on cognitive control in typical readers and a more direct effect on the visual area, as previously reported. Statistical analysis revealed that compared to typical readers, children with reading difficulty had significantly greater functional connectivity in the cingulo-opercular network after training, which may demonstrate the importance of cognitive control during reading in this population. These results support previous findings of increased error-monitoring activation after reading training in children with dyslexia and confirm greater gains with training in this group.
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Affiliation(s)
- Tzipi Horowitz-Kraus
- Pediatric Neuroimaging Research Consortium, Cincinnati Children’s Hospital Medical Center, Cincinnati, Ohio, United States of America
- Reading and Literacy Discovery Center, Cincinnati Children’s Hospital Medical Center, Cincinnati, Ohio, United States of America
- * E-mail:
| | - Claudio Toro-Serey
- Reading and Literacy Discovery Center, Cincinnati Children’s Hospital Medical Center, Cincinnati, Ohio, United States of America
| | - Mark DiFrancesco
- Pediatric Neuroimaging Research Consortium, Cincinnati Children’s Hospital Medical Center, Cincinnati, Ohio, United States of America
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22
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de Groot BJA, van den Bos KP, van der Meulen BF, Minnaert AEMG. The attentional blink in typically developing and reading-disabled children. J Exp Child Psychol 2015; 139:51-70. [PMID: 26079274 DOI: 10.1016/j.jecp.2015.05.003] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/22/2014] [Revised: 05/05/2015] [Accepted: 05/06/2015] [Indexed: 11/19/2022]
Abstract
This study's research question was whether selective visual attention, and specifically the attentional blink (AB) as operationalized by a dual target rapid serial visual presentation (RSVP) task, can explain individual differences in word reading (WR) and reading-related phonological performances in typically developing children and reading-disabled subgroups. A total of 407 Dutch school children (Grades 3-6) were classified either as typically developing (n = 302) or as belonging to one of three reading-disabled subgroups: reading disabilities only (RD-only, n = 69), both RD and attention problems (RD+ADHD, n = 16), or both RD and a specific language impairment (RD+SLI, n = 20). The RSVP task employed alphanumeric stimuli that were presented in two blocks. Standardized Dutch tests were used to measure WR, phonemic awareness (PA), and alphanumeric rapid naming (RAN). Results indicate that, controlling for PA and RAN performance, general RSVP task performance contributes significant unique variance to the prediction of WR. Specifically, consistent group main effects for the parameter of AB(minimum) were found, whereas there were no AB-specific effects (i.e., AB(width) and AB(amplitude)) except for the RD+SLI group. Finally, there was a group by measurement interaction, indicating that the RD-only and comorbid groups are differentially sensitive for prolonged testing sessions. These results suggest that more general factors involved in RSVP processing may explain the group differences found.
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Affiliation(s)
- Barry J A de Groot
- Department of Special Education and Clinical Educational Sciences, University of Groningen, 9712 TS Groningen, The Netherlands.
| | - Kees P van den Bos
- Department of Special Education and Clinical Educational Sciences, University of Groningen, 9712 TS Groningen, The Netherlands
| | - Bieuwe F van der Meulen
- Department of Special Education and Clinical Educational Sciences, University of Groningen, 9712 TS Groningen, The Netherlands
| | - Alexander E M G Minnaert
- Department of Special Education and Clinical Educational Sciences, University of Groningen, 9712 TS Groningen, The Netherlands
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23
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Horowitz-Kraus T, Holland SK. Greater functional connectivity between reading and error-detection regions following training with the reading acceleration program in children with reading difficulties. ANNALS OF DYSLEXIA 2015; 65:1-23. [PMID: 25680742 DOI: 10.1007/s11881-015-0096-9] [Citation(s) in RCA: 32] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/19/2014] [Accepted: 01/20/2015] [Indexed: 06/04/2023]
Abstract
The Reading Acceleration Program is a computerized program that improves reading and the activation of the error-detection mechanism in individuals with reading difficulty (RD) and typical readers (TRs). The current study aims to find the neural correlates for this effect in English-speaking 8-12-year-old children with RD and TRs using a functional connectivity analysis. Functional magnetic resonance imaging data were collected during a lexical decision task before and after 4 weeks of training with the program, together with reading and executive functions measures. Results indicated improvement in reading, visual attention, and speed of processing in children with RD. Following training, greater functional connectivity was observed between the left fusiform gyrus and the right anterior cingulate cortex in children with RD and between the left fusiform gyrus and the left anterior cingulate cortex in TRs. The change in functional connectivity after training was correlated with increased behavioral scores for word reading and visual attention in both groups. The results support previous findings of improved monitoring and mental lexicon after training with the Reading Acceleration Program in children with RD and TRs. The differences in laterality of the anterior cingulate cortex in children with RD and the presumable role of the cingulo-opercular control network in language processing are discussed.
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Affiliation(s)
- Tzipi Horowitz-Kraus
- Pediatric Neuroimaging Research Consortium, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA,
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24
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Comorbidity between attention deficit hyperactivity disorder and reading disabilities: Implications for assessment and treatment. ACTA ACUST UNITED AC 2015. [DOI: 10.1108/s0735-004x(2011)0000024010] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register]
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25
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Moura O, Simões MR, Pereira M. Working Memory in Portuguese Children With Developmental Dyslexia. APPLIED NEUROPSYCHOLOGY-CHILD 2014; 4:237-48. [DOI: 10.1080/21622965.2014.885389] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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Horowitz-Kraus T. Pinpointing the deficit in executive functions in adolescents with dyslexia performing the Wisconsin card sorting test: an ERP study. JOURNAL OF LEARNING DISABILITIES 2014; 47:208-223. [PMID: 22907884 DOI: 10.1177/0022219412453084] [Citation(s) in RCA: 46] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
Adolescents with dyslexia exhibit well-established impairments in executive abilities. The Wisconsin card sorting test (WCST) is an executive test that yields surprisingly inconsistent results with this population. The current study aimed to shed light on the contradictory findings in the literature regarding the performance levels by individuals with dyslexia in WCST. We used a computerized-WCST (named the 'Madrid-Card Sorting Test') assessing executive functions using the Event-Related Potentials (ERPs) methodology. Adolescents with dyslexia exhibited a higher error rate and slower reaction times. This was most evident in the later trials of the series. However, differences in ERPs between the two groups were found only in the "target-locked" conditions, where individuals with dyslexia displayed decreased ERP components (N100, P300) compared to skilled readers. The changes between the groups in the "shift" compared to the "stay" conditions suggest the central role of working memory both in basic (e.g., shifting) and higher order (e.g., reading) processes in individuals with dyslexia. These findings suggest the central role of working memory both in basic (e.g., shifting) and higher order (e.g., reading) processes in individuals with dyslexia. The intact shifting mechanism and the working memory deficit may guide the building of more efficient intervention programs for individuals with dyslexia in the future.
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27
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Klassen RM, Tze VMC, Hannok W. Internalizing problems of adults with learning disabilities: a meta-analysis. JOURNAL OF LEARNING DISABILITIES 2013; 46:317-327. [PMID: 22043025 DOI: 10.1177/0022219411422260] [Citation(s) in RCA: 36] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/31/2023]
Abstract
In this article the authors report a meta-analysis that examines the association between internalizing problems (anxiety and depressive symptoms) and learning disabilities (LD) in adults. Two hypotheses about the relationship between internalizing problems and LD in adults are posited and tested: the abeyance hypothesis (internalizing problems decline in adulthood) and the continuance hypothesis (internalizing problems continue in adulthood). From an initial pool of 171 relevant studies, 15 studies met the inclusion criteria, with eight published articles and seven dissertations yielding 48 effect sizes, N Total = 16,239). The overall effect size was significant and of medium magnitude (d = 0.51, p < .001). Results from the study suggest support for the continuance hypothesis, with rates of adult internalizing problems similar to those found in studies of children and adolescents with LD. Moderating variables are explored, and implications for practice and research are offered.
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28
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Cheung CH, Wood AC, Paloyelis Y, Arias-Vasquez A, Buitelaar JK, Franke B, Miranda A, Mulas F, Rommelse N, Sergeant JA, Sonuga-Barke EJ, Faraone SV, Asherson P, Kuntsi J. Aetiology for the covariation between combined type ADHD and reading difficulties in a family study: the role of IQ. J Child Psychol Psychiatry 2012; 53:864-73. [PMID: 22324316 PMCID: PMC3414694 DOI: 10.1111/j.1469-7610.2012.02527.x] [Citation(s) in RCA: 26] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/31/2022]
Abstract
BACKGROUND Twin studies using both clinical and population-based samples suggest that the frequent co-occurrence of attention deficit hyperactivity disorder (ADHD) and reading ability/disability (RD) is largely driven by shared genetic influences. While both disorders are associated with lower IQ, recent twin data suggest that the shared genetic variability between reading difficulties and ADHD inattention symptoms is largely independent from genetic influences contributing to general cognitive ability. The current study aimed to extend the previous findings that were based on rating scale measures in a population sample by examining the generalisability of the findings to a clinical population, and by measuring reading difficulties both with a rating scale and with an objective task. This study investigated the familial relationships between ADHD, reading difficulties and IQ in a sample of individuals diagnosed with ADHD combined type, their siblings and control sibling pairs. METHODS Multivariate familial models were run on data from 1,789 individuals at ages 6-19. Reading difficulties were measured with both rating scale and an objective task. IQ was obtained using the Wechsler Intelligence Scales (WISC-III/WAIS-III). RESULTS Significant phenotypic (.2-.4) and familial (.3-.5) correlations were observed among ADHD, reading difficulties and IQ. Yet, 53%-72% of the overlapping familial influences between ADHD and reading difficulties were not shared with IQ. CONCLUSIONS Our finding that familial influences shared with general cognitive ability, although present, do not account for the majority of the overlapping familial influences on ADHD and reading difficulties extends previous findings from a population-based study to a clinically ascertained sample with combined type ADHD.
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Affiliation(s)
- Celeste H.M. Cheung
- King’s College London, MRC Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, UK
| | - Alexis C. Wood
- Department of Epidemiology and Section of Statistical Genetics, University of Alabama at Birmingham, Birmingham, AL, USA
| | - Yannis Paloyelis
- King’s College London, Department of Neuroimaging and Department of Psychology, Institute of Psychiatry, UK
| | - Alejandro Arias-Vasquez
- Department of Human Genetics, Radboud University Nijmegen Medical Center, Nijmegen, The Netherlands,Department of Psychiatry, Donders Institute for Brain, Cognition and Behavior, Centre for Neuroscience, Radboud University Nijmegen Medical Center, Nijmegen, The Netherlands
| | - Jan K. Buitelaar
- Department of Cognitive Neuroscience, Donders Institute for Brain, Cognition and Behavior, Centre for Neuroscience, Radboud University Nijmegen Medical Center, Nijmegen, The Netherlands
| | - Barbara Franke
- Department of Human Genetics, Radboud University Nijmegen Medical Center, Nijmegen, The Netherlands,Department of Psychiatry, Donders Institute for Brain, Cognition and Behavior, Centre for Neuroscience, Radboud University Nijmegen Medical Center, Nijmegen, The Netherlands
| | - Ana Miranda
- Department of Developmental and Educational Psychology, University of Valencia, Spain
| | - Fernando Mulas
- Department of Neuropaediatrics, La Fe University Hospital, Faculty of Medicine, Valencia, Spain
| | - Nanda Rommelse
- Department of Psychiatry, Donders Institute for Brain, Cognition and Behavior, Centre for Neuroscience, Radboud University Nijmegen Medical Center, Nijmegen, The Netherlands
| | - Joseph A. Sergeant
- Department of Clinical Neuropsychology, Vrije Universiteit, Amsterdam, The Netherlands
| | - Edmund J. Sonuga-Barke
- Developmental Brain-Behaviour Laboratory, University of Southampton, UK,Department of Experimental Clinical and Health Psychology, Ghent University, Belgium
| | - Stephen V. Faraone
- Department of Neuroscience, SUNY Upstate Medical University, Syracuse, NY, USA,Department of Psychiatry, SUNY Upstate Medical University, Syracuse, NY, USA
| | - Philip Asherson
- King’s College London, MRC Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, UK
| | - Jonna Kuntsi
- King’s College London, MRC Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, UK
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Kasper LJ, Alderson RM, Hudec KL. Moderators of working memory deficits in children with attention-deficit/hyperactivity disorder (ADHD): a meta-analytic review. Clin Psychol Rev 2012; 32:605-17. [PMID: 22917740 DOI: 10.1016/j.cpr.2012.07.001] [Citation(s) in RCA: 235] [Impact Index Per Article: 19.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/11/2011] [Revised: 07/02/2012] [Accepted: 07/07/2012] [Indexed: 11/16/2022]
Abstract
Working memory has assumed a prominent role as a primary neurocognitive deficit or endophenotype in extant models of attention-deficit/hyperactivity disorder (ADHD). The current study updated previous reviews and employed meta-analytic techniques to examine a broad range of moderating variables of effect size heterogeneity across phonological and visuospatial working memory tasks. Collectively, results revealed large between-group effect sizes across both working memory domains. In addition, several sample (percent female) and task (number of experimental trials, recall vs. recognition tasks, and demands on the central executive) moderating variables explained significant effect size variability among phonological and visuospatial studies. These findings suggest that children with ADHD exhibit statistically significant, large magnitude working memory deficits relative to their typically developing peers.
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Affiliation(s)
- Lisa J Kasper
- Oklahoma State University, Department of Psychology, 116 N. Murray, Stillwater, OK 74078-3064, USA
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Ruland A, Willmes K, Günther T. Zusammenhang zwischen Aufmerksamkeitsdefiziten und Lese-Rechtschreibschwäche. KINDHEIT UND ENTWICKLUNG 2012. [DOI: 10.1026/0942-5403/a000053] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Neben anderen Voraussetzungen sind beim Lese- und Rechtschreiberwerb Aufmerksamkeitsprozesse essentiell. In der vorliegenden Studie wurde modellorientiert erfasst, in welchen Teilkomponenten der Aufmerksamkeit Kinder mit einer Lese- Rechtschreibstörung (LRS) auffällig sind. Dazu wurden 32 Kinder mit einer LRS aus dem dritten und vierten Schuljahr mit 31 Kontrollkindern verglichen. Alle Kinder führten computergestützte Aufmerksamkeitsaufgaben durch, mit denen Intensitätsaspekte, Selektivitätsaspekte, Kontrollfunktionen und räumliche Ausrichtung der Aufmerksamkeit überprüft wurden. Es zeigte sich, dass Defizite im Lesen und Schreiben mit Leistungen im Bereich der Aufmerksamkeit korrelieren. Im Vergleich zur Kontrollgruppe konnten Defizite für Intensitätsaspekte der Aufmerksamkeit, räumliche Aufmerksamkeitsaspekte und kontrollierende Aufmerksamkeitsfunktionen festgestellt werden. Schlussfolgernd sprechen die Ergebnisse dafür, dass eine LRS mit Defiziten in der Aufmerksamkeit assoziiert ist.
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Affiliation(s)
- Anne Ruland
- Klinik für Neurologie des Universitätsklinikums der RWTH Aachen
- School of Speech and Language Therapy, Zuyd University, Heerlen
| | - Klaus Willmes
- Klinik für Neurologie des Universitätsklinikums der RWTH Aachen
| | - Thomas Günther
- School of Speech and Language Therapy, Zuyd University, Heerlen
- Lehr- und Forschungsgebiet für klinische Neuropsychologie des Kindes- und Jugendalters, Universitätsklinikum der RWTH Aachen
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31
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Abstract
Der folgende Beitrag gibt eine Einführung in das Schwerpunktheft zum Thema „Lern- und Aufmerksamkeitsstörungen“. Zunächst wird der aktuelle Forschungsstand insbesondere im Hinblick auf die diagnostischen Kriterien und häufig auftretende Komorbiditäten dieser Störungsbilder skizziert. Anschließend wird ein Ausblick auf die Beiträge im Heft gegeben, die größtenteils im Rahmen des Frankfurter IDeA Zentrums entstanden sind. Zusammengenommen weisen diese Beiträge die Richtung in eine zunehmend differenzierte Betrachtung der neurobiologischen Grundlagen von Lern- und Aufmerksamkeitsstörungen, die mit hoher Wahrscheinlichkeit zu Verbesserungen in Diagnostik, Prävention und Behandlung führen wird.
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Affiliation(s)
- Marcus Hasselhorn
- Deutsches Institut für Internationale Pädagogische Forschung (DIPF) und Center for Individual Development and Adaptive Education of Children at Risk (IDeA) Frankfurt am Main
| | - Ulrike Hartmann
- Deutsches Institut für Internationale Pädagogische Forschung (DIPF) und Center for Individual Development and Adaptive Education of Children at Risk (IDeA) Frankfurt am Main
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33
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Ludwig KU, Roeske D, Herms S, Schumacher J, Warnke A, Plume E, Neuhoff N, Bruder J, Remschmidt H, Schulte-Körne G, Müller-Myhsok B, Nöthen MM, Hoffmann P. Variation in GRIN2B contributes to weak performance in verbal short-term memory in children with dyslexia. Am J Med Genet B Neuropsychiatr Genet 2010; 153B:503-511. [PMID: 19591125 DOI: 10.1002/ajmg.b.31007] [Citation(s) in RCA: 31] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/19/2023]
Abstract
A multi-marker haplotype within GRIN2B, a gene coding for a subunit of the ionotropic glutamate receptor, has recently been found to be associated with variation in human memory performance [de Quervain and Papassotiropoulos, 2006]. The gene locus is located within a region that has been linked to a phonological memory phenotype in a recent genome scan in families with dyslexia [Brkanac et al., 2008]. These findings may indicate the involvement of GRIN2B in memory-related aspects of human cognition. Memory performance is one of the cognitive functions observed to be disordered in dyslexia patients. We therefore investigated whether genetic variation in GRIN2B contributes to specific quantitative measures in a German dyslexia sample by genotyping 66 SNPs in its entire genomic region. We found supportive evidence that markers in intron 3 are associated with short-term memory in dyslexia, and were able to demonstrate that this effect is even stronger when only maternal transmission is considered. These results suggest that variation within GRIN2B may contribute to the genetic background of specific cognitive processes which are correlates of the dyslexia phenotype.
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Affiliation(s)
- Kerstin U Ludwig
- Department of Genomics, Life & Brain Center, University of Bonn, Bonn, Germany.,Institute of Human Genetics, University of Bonn, Bonn, Germany
| | | | - Stefan Herms
- Department of Genomics, Life & Brain Center, University of Bonn, Bonn, Germany.,Institute of Human Genetics, University of Bonn, Bonn, Germany
| | | | - Andreas Warnke
- Department of Child and Adolescent Psychiatry and Psychotherapy, University of Würzburg, Würzburg, Germany
| | - Ellen Plume
- Department of Child and Adolescent Psychiatry and Psychotherapy, University of Würzburg, Würzburg, Germany
| | - Nina Neuhoff
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Hospital Munich, Munich, Germany
| | - Jennifer Bruder
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Hospital Munich, Munich, Germany
| | - Helmut Remschmidt
- Department of Child and Adolescent Psychiatry and Psychotherapy, University of Marburg, Marburg, Germany
| | - Gerd Schulte-Körne
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Hospital Munich, Munich, Germany
| | | | - Markus M Nöthen
- Department of Genomics, Life & Brain Center, University of Bonn, Bonn, Germany.,Institute of Human Genetics, University of Bonn, Bonn, Germany
| | - Per Hoffmann
- Department of Genomics, Life & Brain Center, University of Bonn, Bonn, Germany.,Institute of Human Genetics, University of Bonn, Bonn, Germany
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34
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Liotti M, Pliszka SR, Higgins K, Perez R, Semrud-Clikeman M. Evidence for specificity of ERP abnormalities during response inhibition in ADHD children: a comparison with reading disorder children without ADHD. Brain Cogn 2010; 72:228-37. [PMID: 19850394 PMCID: PMC4321824 DOI: 10.1016/j.bandc.2009.09.007] [Citation(s) in RCA: 35] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/06/2008] [Revised: 08/17/2009] [Accepted: 09/18/2009] [Indexed: 11/19/2022]
Abstract
Executive function and working memory deficits are not only present in ADHD, but also in reading disorder (RD). Here, high-density ERPs were recorded during the Stop Signal Task in 53 children and adolescents: An ADHD-combined type group, a group with RD, and a healthy control group. The ADHD-C group displayed unique abnormalities of the frontal N200. Both healthy controls and RD groups showed a success-related right frontal N200 modulation, which was absent in the ADHD group. Second, for Success Inhibition trials, the ADHD-C had smaller right frontal N200 waves relative to healthy controls, while the RD group did not. In contrast, NoGo-P3 abnormalities were present both in the ADHD-C and RD groups. Impaired early response inhibition mechanisms, indexed by the frontal N200, appear to be limited to ADHD-C. In contrast, deficits in later cognitive control and error monitoring mechanisms, indexed by the NoGo-P3, appear to be present in both conditions.
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Affiliation(s)
- Mario Liotti
- Department of Psychology, Simon Fraser University, Burnaby, Canada; Department of Psychiatry, University of Nottingham, Nottingham, UK.
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Abstract
Aktuelle Modelle zur Ätiopathogenese der Aufmerksamkeitsdefizit-/Hyperaktivitätsstörung (ADHS) postulieren vor allem Defizite in den exekutiven Funktionen sowie motivationale Störungen als zentrale neuropsychologische Komponenten bei den betroffenen Patienten. Um die kognitiven und exekutiven Defizite der ADHS zu erfassen, finden derzeitig vor allem im englischen Sprachraum Testverfahren Anwendung, die auf der PASS-Theorie basieren. Durch die Erfassung der dynamischen kognitiven Prozesse Planungsfähigkeit und Aufmerksamkeit sowie sequenzielle und simultane Informationsverarbeitung zeigt sich die PASS-Theorie sensibel bezüglich der spezifischen kognitiven Probleme und exekutiven Defizite von Kindern mit Störungen der Aufmerksamkeit oder Hyperaktivität. Die Übersicht setzt sich ausführlich mit den neuropsychologischen Grundlagen der ADHS auseinander und stellt entsprechende diagnostische Verfahren vor. Die Rolle aktueller, auf der PASS-Theorie basierender Testverfahren für den diagnostischen Prozess und daraus resultierende Implikationen für den klinischen Alltag werden diskutiert.
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Affiliation(s)
| | - Anne Toussaint
- Zentrum für Klinische Psychologie und Rehabilitation der Universität Bremen
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Gerlach M, Deckert J, Rothenberger A, Warnke A. Pathogenesis and pathophysiology of attention-deficit/hyperactivity disorder: from childhood to adulthood. J Neural Transm (Vienna) 2008; 115:151-3. [DOI: 10.1007/s00702-007-0870-x] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
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