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Functional connectivity based brain signatures of behavioral regulation in children with ADHD, DCD, and ADHD-DCD. Dev Psychopathol 2023; 35:85-94. [PMID: 34937602 DOI: 10.1017/s0954579421001449] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
Behavioral regulation problems have been associated with daily-life and mental health challenges in children with neurodevelopmental conditions such as attention-deficit/hyperactivity disorder (ADHD) and developmental coordination disorder (DCD). Here, we investigated transdiagnostic brain signatures associated with behavioral regulation. Resting-state fMRI data were collected from 115 children (31 typically developing (TD), 35 ADHD, 21 DCD, 28 ADHD-DCD) aged 7-17 years. Behavioral regulation was measured using the Behavior Rating Inventory of Executive Function and was found to differ between children with ADHD (i.e., children with ADHD and ADHD-DCD) and without ADHD (i.e., TD children and children with DCD). Functional connectivity (FC) maps were computed for 10 regions of interest and FC maps were tested for correlations with behavioral regulation scores. Across the entire sample, greater behavioral regulation problems were associated with stronger negative FC within prefrontal pathways and visual reward pathways, as well as with weaker positive FC in frontostriatal reward pathways. These findings significantly increase our knowledge on FC in children with and without ADHD and highlight the potential of FC as brain-based signatures of behavioral regulation across children with differing neurodevelopmental conditions.
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Mayes W, Gentle J, Parisi I, Dixon L, van Velzen J, Violante I. Top-down Inhibitory Motor Control Is Preserved in Adults with Developmental Coordination Disorder. Dev Neuropsychol 2021; 46:409-424. [PMID: 34486462 DOI: 10.1080/87565641.2021.1966431] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
Two paradigms were employed to disentangle information processing from executive motor inhibition in adults with Developmental Coordination Disorder (DCD). Choice Reaction and Stop Signal Tasks were compared between 13 adults fulfilling DSM-5 DCD criteria and 42 typically developing adults. Additional analyses included 16 probable DCD (pDCD) participants, who had motor difficulties but did not fulfil DSM-5 criteria. Analyses employed frequentist and Bayesian modeling. While DCD+pDCD showed slower reaction times and difficulty initiating Go responses, no impairments in Stop actions were found. These findings indicated no executive deficit in DCD, suggesting that previous results may be explained by inefficient information processing.
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Affiliation(s)
- William Mayes
- School Of Psychology, University Of Surrey, Guildford, UK
| | - Judith Gentle
- School Of Psychology, University Of Surrey, Guildford, UK
| | - Irene Parisi
- Department Of Psychology, Goldsmiths, University Of London, London, UK
| | - Laura Dixon
- Department Of Psychology, Goldsmiths, University Of London, London, UK
| | - José van Velzen
- Department Of Psychology, Goldsmiths, University Of London, London, UK
| | - Ines Violante
- School Of Psychology, University Of Surrey, Guildford, UK
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Abstract
Developmental coordination disorder (DCD) is a neurodevelopmental disorder that affects children's ability to execute coordinated motor actions, resulting in slow, clumsy, or inaccurate motor performances and learning difficulties (of new motor tasks or to adapt previously learned gestures to a modified or additional constraint). In the course of development, children with DCD exhibit a diversity of motor signs, including fine and gross motor problems with impaired postural control and balance, and sensorimotor coordination or motor learning difficulties. The prevalence ranges between 1.8% and 8%, depending on the diagnostic criteria used, based on the cutoff of motor scores from standardized scales. Four main hypotheses have been postulated to explain DCD in terms of deficits in visuospatial functions, procedural learning, internal modeling, or executive functions. Neuroimaging studies are scarce but have highlighted several brain regions, including the parietal, frontal, and cerebellar cortices. Meta-analyses have supported task-oriented approaches as effective therapies to improve motor performance in children with DCD.
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Affiliation(s)
- Maëlle Biotteau
- Toulouse NeuroImaging Center, University of Toulouse, INSERM, Université Paul Sabatier, Toulouse, France; Pediatric Neurology Unit, Children's Hospital, Toulouse-Purpan University Hospital, Toulouse, France.
| | - Jean-Michel Albaret
- Psychomotricity Training Institute, University of Toulouse, Université Paul Sabatier, Toulouse, France
| | - Yves Chaix
- Toulouse NeuroImaging Center, University of Toulouse, INSERM, Université Paul Sabatier, Toulouse, France; Pediatric Neurology Unit, Children's Hospital, Toulouse-Purpan University Hospital, Toulouse, France
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Nicolson RI, Fawcett AJ. Development of Dyslexia: The Delayed Neural Commitment Framework. Front Behav Neurosci 2019; 13:112. [PMID: 31178705 PMCID: PMC6536918 DOI: 10.3389/fnbeh.2019.00112] [Citation(s) in RCA: 37] [Impact Index Per Article: 7.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2019] [Accepted: 05/03/2019] [Indexed: 01/08/2023] Open
Abstract
It is now evident that explanations of many developmental disorders need to include a network perspective. In earlier work, we proposed that developmental dyslexia (DD) is well-characterized in terms of impaired procedural learning within the language networks, with the cerebellum being the key structure involved. Here, we deepen the analysis to include the child's developmental process of constructing these networks. The "Delayed Neural Commitment (DNC)" framework proposes that, in addition to slower skill acquisition, dyslexic children take longer to build (and to rebuild) the neural networks that underpin the acquisition of reading. The framework provides an important link backwards in time to the development of executive function networks and the earlier development of networks for language and speech. It is consistent with many theories of dyslexia while providing fruitful suggestions for further research at the genetic, brain, cognitive and behavioral levels of explanation. It also has significant implications for assessment and teaching.
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Affiliation(s)
| | - Angela J. Fawcett
- Department of Psychology, College of Human and Health Sciences, Swansea University, Swansea, United Kingdom
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He J, Fuelscher I, Coxon J, Barhoun P, Parmar D, Enticott P, Hyde C. Impaired motor inhibition in developmental coordination disorder. Brain Cogn 2018; 127:23-33. [DOI: 10.1016/j.bandc.2018.09.002] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/01/2018] [Revised: 08/09/2018] [Accepted: 09/11/2018] [Indexed: 01/30/2023]
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Stuhr C, Hughes CML, Stöckel T. Task-specific and variability-driven activation of cognitive control processes during motor performance. Sci Rep 2018; 8:10811. [PMID: 30018399 PMCID: PMC6050332 DOI: 10.1038/s41598-018-29007-3] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/10/2017] [Accepted: 07/02/2018] [Indexed: 12/20/2022] Open
Abstract
It has long been postulated that cognitive and motor functions are functionally intertwined. While the idea received convincing support from neuroimaging studies providing evidence that motor and cognitive processes draw on common neural mechanisms and resources, findings from behavioral studies are rather inconsistent. The purpose of the present study was to identify and verify key factors that act on the link between cognitive and motor functions. Specifically we investigated whether it is possible to predict motor skills from cognitive functions. While our results support the idea that motor and cognitive functions are functionally intertwined and different motor skills entail distinct cognitive functions, our data also strongly suggest that the impact of cognitive control processes on motor skill proficiency depends on performance variability, i.e. on how challenging a motor task is. Based on these findings, we presume that motor skills activate specific cognitive control processes on two levels: basic processes that are solely related to the type of the motor task, and variability-driven processes that come into play when performance variability is high. For practitioners, these findings call for specific and challenging motor training interventions to directly tap into the to-be-improved cognitive skills and to involve a maximum of cognitive processes.
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Affiliation(s)
- Christina Stuhr
- Sport & Exercise Psychology Unit, Department of Sport Science, University of Rostock, Ulmenstraße 69, 18057, Rostock, Germany
| | - Charmayne Mary Lee Hughes
- Health Equity Institute, San Francisco, CA, 94132, USA.,Department of Kinesiology, San Francisco State University, San Francisco, CA, 94132, USA
| | - Tino Stöckel
- Sport & Exercise Psychology Unit, Department of Sport Science, University of Rostock, Ulmenstraße 69, 18057, Rostock, Germany.
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Nicolson RI, Fawcett AJ. Procedural Learning, Dyslexia and Delayed Neural Commitment. LITERACY STUDIES 2018. [DOI: 10.1007/978-3-319-90805-2_12] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/25/2023]
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Wilson PH, Smits-Engelsman B, Caeyenberghs K, Steenbergen B, Sugden D, Clark J, Mumford N, Blank R. Cognitive and neuroimaging findings in developmental coordination disorder: new insights from a systematic review of recent research. Dev Med Child Neurol 2017; 59:1117-1129. [PMID: 28872667 DOI: 10.1111/dmcn.13530] [Citation(s) in RCA: 133] [Impact Index Per Article: 19.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 05/17/2017] [Indexed: 11/29/2022]
Abstract
AIM To better understand the neural and performance factors that may underlie developmental coordination disorder (DCD), and implications for a multi-component account. METHOD A systematic review of the experimental literature published between June 2011 and September 2016 was conducted using a modified PICOS (population, intervention, comparison, outcomes, and study type) framework. A total of 106 studies were included. RESULTS Behavioural data from 91 studies showed a broad cluster of deficits in the anticipatory control of movement, basic processes of motor learning, and cognitive control. Importantly, however, performance issues in DCD were often shown to be moderated by task type and difficulty. As well, we saw new evidence of compensatory processes and strategies in several studies. Neuroimaging data (15 studies, including electroencephalography) showed reduced cortical thickness in the right medial orbitofrontal cortex and altered brain activation patterns across functional networks involving prefrontal, parietal, and cerebellar regions in children with DCD than those in comparison groups. Data from diffusion-weighted magnetic resonance imaging suggested reduced white matter organization involving sensorimotor structures and altered structural connectivity across the whole brain network. INTERPRETATION Taken together, results support the hypothesis that children with DCD show differences in brain structure and function compared with typically developing children. Behaviourally, these differences may affect anticipatory planning and reduce automatization of movement skill, prompting greater reliance on slower feedback-based control and compensatory strategies. Implications for future research, theory development, and clinical practice are discussed.
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Affiliation(s)
- Peter H Wilson
- School of Psychology, Australian Catholic University, Melbourne, Victoria, Australia.,Centre for Disability and Development Research, Australian Catholic University, Melbourne, Victoria, Australia
| | - Bouwien Smits-Engelsman
- Department of Health and Rehabilitation Services, University of Cape Town, Cape Town, South Africa
| | - Karen Caeyenberghs
- School of Psychology, Australian Catholic University, Melbourne, Victoria, Australia.,Centre for Disability and Development Research, Australian Catholic University, Melbourne, Victoria, Australia
| | - Bert Steenbergen
- Centre for Disability and Development Research, Australian Catholic University, Melbourne, Victoria, Australia.,Behavioural Science Institute, Radboud University, Nijmegen, the Netherlands
| | - David Sugden
- School of Special Needs Education, University of Leeds, Leeds, UK
| | - Jane Clark
- School of Public Health, University of Maryland, College Park, MD, USA
| | - Nick Mumford
- Centre for Disability and Development Research, Australian Catholic University, Melbourne, Victoria, Australia
| | - Rainer Blank
- Institute of Public Health, University of Heidelberg, Heidelberg, Germany.,Child Centre, Maulbronn, Germany
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Houwen S, van der Veer G, Visser J, Cantell M. The relationship between motor performance and parent-rated executive functioning in 3- to 5-year-old children: What is the role of confounding variables? Hum Mov Sci 2017; 53:24-36. [PMID: 28153568 DOI: 10.1016/j.humov.2016.12.009] [Citation(s) in RCA: 32] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/19/2016] [Revised: 12/15/2016] [Accepted: 12/31/2016] [Indexed: 01/30/2023]
Abstract
It is generally agreed that motor performance and executive functioning (EF) are intertwined. As the literature on this issue concerning preschool children is scarce, we examined the relationship between motor performance and parent-rated EF in a sample of 3- to 5-year-old children with different levels of motor skill proficiency, while controlling for age, gender, socio-economic status (SES), and attention-deficit-hyperactivity disorder (ADHD) symptomatology. EF was reported by parents of 153 children (mean age 4years 1months, SD 8months; 75 male) by means of the Behaviour Rating Inventory of Executive Function-Preschool version (BRIEF-P). Parent-reported ADHD symptoms were assessed using the Hyperactivity-Inattention subscale of the Strengths and Difficulties Questionnaire3-4. In addition, the children performed the Movement Assessment Battery for Children-2 (MABC-2). Several weak to moderate relationships were found between the MABC-2 Total Score and the EF subscales. Once other variables such as age, gender, SES, and ADHD symptomatology were taken into account, the only BRIEF-P subscale that was associated with the MABC-2 Total Score was the Working Memory subscale. Compared to their typically developing peers, children who are at risk for motor coordination difficulties (⩽the 16th percentile on the MABC-2) performed poorly on the Working Memory subscale, which confirms the results of the regression analyses. The at risk group also performed significantly worse on the Planning/Organize subscale, however. This is one of the first studies investigating the relationship between motor performance and parent-rated EF in such a young age group. It shows that the relationship between motor performance and EF in young children is complex and may be influenced by the presence of confounding variables such as ADHD symptomatology.
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Affiliation(s)
- Suzanne Houwen
- University of Groningen, Department of Special Needs Education and Youth Care, Grote Rozenstraat 38, 9712 TJ Groningen, The Netherlands.
| | - Gerda van der Veer
- University of Groningen, Department of Special Needs Education and Youth Care, Grote Rozenstraat 38, 9712 TJ Groningen, The Netherlands.
| | - Jan Visser
- University of Groningen, Department of Special Needs Education and Youth Care, Grote Rozenstraat 38, 9712 TJ Groningen, The Netherlands.
| | - Marja Cantell
- University of Groningen, Department of Special Needs Education and Youth Care, Grote Rozenstraat 38, 9712 TJ Groningen, The Netherlands.
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Revealing hot executive function in children with motor coordination problems: What’s the go? Brain Cogn 2016; 106:55-64. [DOI: 10.1016/j.bandc.2016.04.010] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/04/2015] [Revised: 04/18/2016] [Accepted: 04/19/2016] [Indexed: 11/22/2022]
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Leonard HC. The Impact of Poor Motor Skills on Perceptual, Social and Cognitive Development: The Case of Developmental Coordination Disorder. Front Psychol 2016; 7:311. [PMID: 27014127 PMCID: PMC4779971 DOI: 10.3389/fpsyg.2016.00311] [Citation(s) in RCA: 37] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/02/2015] [Accepted: 02/18/2016] [Indexed: 11/13/2022] Open
Affiliation(s)
- Hayley C. Leonard
- School of Psychology, Faculty of Health and Medical Sciences, University of SurreySurrey, UK
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Executive Difficulties in Developmental Coordination Disorder: Methodological Issues and Future Directions. CURRENT DEVELOPMENTAL DISORDERS REPORTS 2015. [DOI: 10.1007/s40474-015-0044-8] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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