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Ibrahimi D, Aviles M, Rodríguez-Reséndiz J. Oculomotor Patterns in Children with Poor Reading Abilities Measured Using the Development Eye Movement Test. J Clin Med 2024; 13:4415. [PMID: 39124682 PMCID: PMC11312819 DOI: 10.3390/jcm13154415] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/13/2024] [Revised: 07/16/2024] [Accepted: 07/25/2024] [Indexed: 08/12/2024] Open
Abstract
Objectives: The main purpose of this work was to clinically assess the oculomotricity of one hundred Mexican children with poor reading skills but without any specific learning disorder. Methods: The D.E.M. psychometric test was used. Sex and age analyses of the ratio, type, horizontal and vertical performance, and errors were carried out. Results: Our data suggest that 84% of poor readers exhibit oculomotor difficulties. Sex did not significantly influence the results (p > 0.05), whereas age was associated with the horizontal (p = 0.04) and vertical (p = 0.29) performance, as well as the number of errors (p = 0.001). Omissions were the most prevalent error type. Conclusions: This research gives insights into the role of oculomotricity in children with poor reading skills. Our results suggest that oculomotor performance should be included in the evaluation protocol to assess poor readers to identify any influence of the visual system.
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Affiliation(s)
- Danjela Ibrahimi
- Facultad de Medicina, Universidad Autónoma de Querétaro, Santiago de Querétaro 76010, Mexico;
| | - Marcos Aviles
- Facultad de Ingeniería, Universidad Autónoma de Querétaro, Santiago de Querétaro 76010, Mexico;
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2
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Megari K, Sofologi M, Kougioumtzis G, Thomaidou E, Thomaidis G, Katsarou D, Yotsidi V, Theodoratou M. Neurocognitive and psycho-emotional profile of children with disabilities. APPLIED NEUROPSYCHOLOGY. CHILD 2024:1-6. [PMID: 38574392 DOI: 10.1080/21622965.2024.2304781] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 04/06/2024]
Abstract
OBJECTIVE Neurocognitive deficits in attention, short-term memory, and sequential information processing are present in children with a variety of disabilities, whereas language and visuospatial abilities vary. METHOD We compared the performance of 59 children (mean age, 15 years) with learning disabilities (n = 18), Down syndrome (n = 21), and intellectual disabilities (n = 20). A series of neuropsychological tests were used to evaluate the neurocognitive processes of memory, attention, visuospatial perception, and executive function. To better understand what emotions they experience, we assessed emotions like anxiety, depression, and positive and negative mood. RESULTS The performance of children with Down syndrome was statistically significantly different from that of other groups, indicating lower performance (p = 0.001). In comparison to other groups, children with Down syndrome performed significantly worse across all cognitive domains. Additionally, there were no statistically significant differences between groups and low emotional functioning scores across the board for all children. People with DS frequently have distinctive neurocognitive and neurobehavioral profiles that appear during particular developmental phases and have many distinct strengths and weaknesses that should be respected as they mature over the course of their lives. The current findings have substantial consequences for interventions that are focused on achieving the best results.
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Affiliation(s)
- Kalliopi Megari
- Department of Psychology, CITY College, University of York Europe Campus, Thessaloniki, Greece
- School of Psychology, University of Western Macedonia, Florina, Greece
| | - Maria Sofologi
- Department of Psychology, University of Ioannina, Ioannina, Greece
| | - George Kougioumtzis
- Department of Turkish Studies and Modern Asian Studies, Faculty of Economic and Political Sciences, National and Kapodistrian University of Athens, Greece
| | | | | | - Dimitra Katsarou
- Department of Preschool Education Sciences and Educational Design, Faculty of Humanities, University of the Aegean, Mytilene, Greece
| | - Vasiliki Yotsidi
- Department of Psychology, Panteion University of Social and Political Sciences, Athens, Greece
| | - Maria Theodoratou
- Department of Psychology, School of Health Sciences, Neapolis University Pafos, Paphos, Cyprus
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3
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Potier Watkins C, Dehaene S, Friedmann N. Characterizing different types of developmental dyslexias in French: The Malabi screener. Cogn Neuropsychol 2023; 40:319-350. [PMID: 38831527 DOI: 10.1080/02643294.2024.2327665] [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: 02/02/2023] [Accepted: 02/16/2024] [Indexed: 06/05/2024]
Abstract
Reading is a complex process involving multiple stages. An impairment in any of these stages may cause distinct types of reading deficits- distinct types of dyslexia. We describe the Malabi, a screener to identify deficits in various orthographic, lexical, and sublexical components of the reading process in French. The Malabi utilizes stimuli that are sensitive to different forms of dyslexia, including "attentional dyslexia", as it is traditionally refered to, characterized by letter-to-word binding impairments leading to letter migrations between words (e.g., "bar cat" misread as "bat car"), and "letter-position dyslexia", resulting in letter transpositions within words (e.g., "destiny" misread as "density"). After collecting reading error norms from 138 French middle-school students, we analyzed error types of 16 students with developmental dyslexia. We identified three selective cases of attentional dyslexia and one case of letter-position dyslexia. Further tests confirmed our diagnosis and demonstrate, for the first time, how these dyslexias are manifested in French. These results underscore the significance of recognizing and discussing the existence of multiple dyslexias, both in research contexts when selecting participants for dyslexia studies, and in practical settings where educators and practitioners work with students to develop personalized support. The test and supporting materials are available on Open Science Framework (https://osf.io/3pgzb/).
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Affiliation(s)
- Cassandra Potier Watkins
- Cognitive Neuroimaging Unit, CEA, INSERM, Université Paris-Saclay, NeuroSpin Center, Gif/Yvette, France
- Collège de France, Université Paris-Sciences-Lettres (PSL), Paris, France
| | - Stanislas Dehaene
- Cognitive Neuroimaging Unit, CEA, INSERM, Université Paris-Saclay, NeuroSpin Center, Gif/Yvette, France
- Collège de France, Université Paris-Sciences-Lettres (PSL), Paris, France
| | - Naama Friedmann
- Language and Brain Lab, Tel Aviv University, Tel Aviv, Israel
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4
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Nielsen TR, Vinnner P. Cognitive assessment of literacy learning difficulties in adult non- or low-literate second language learners. Scand J Psychol 2023. [PMID: 36773002 DOI: 10.1111/sjop.12905] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/07/2022] [Revised: 12/19/2022] [Accepted: 01/21/2023] [Indexed: 02/12/2023]
Abstract
The population of non- or low-literate adult immigrants studying a new language is large and growing in many countries. The aim of this study was to develop and validate a new instrument for the assessment of cognitive impairment that may hinder literacy learning in adult non- or low-literate L2 learners, the Cognitive Assessment of Literacy Learning Difficulties (CALL), in a language center setting. This was a case-control study in which the CALL was validated in adult non- or low-literate students, or students who were not literate in the Latin alphabet, in nine Danish language centers. Educator classification of students with very slow progression in learning basic Danish literacy was used as a benchmark for literacy learning difficulties. Classification was further based on the number of lessons participants had required to pass tests during Danish language program levels. An acceptable discriminative validity (AUC 0.76; specificity 0.94, sensitivity 0.64) for literacy learning difficulties (n = 32) versus schooling and sex matched control participants (n = 28) was found. In comparison, years of formal schooling had an AUC of 0.58. Age had a small effect on the ability of the CALL to predict literacy learning difficulties (OR = 1.097, p = 0.013), whereas sex and years of schooling did not. CALL was found to be a valid instrument for identification of cognitive impairment that may hinder literacy learning in adult non- or low-literate L2 learners in a Danish language center setting.
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Affiliation(s)
- T Rune Nielsen
- Danish Dementia Research Centre, Department of Neurology, Copenhagen University Hospital, Rigshospitalet, Copenhagen, Denmark
| | - Pernille Vinnner
- Danish Agency for International Recruitment and Integration (SIRI), Ministry of Immigration and Integration, Copenhagen, Denmark
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5
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Neurodevelopmental Disorders: Past, Present, and Future. CHILDREN (BASEL, SWITZERLAND) 2022; 10:children10010031. [PMID: 36670582 PMCID: PMC9856894 DOI: 10.3390/children10010031] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/25/2022] [Revised: 12/11/2022] [Accepted: 12/21/2022] [Indexed: 12/28/2022]
Abstract
Recent decades have seen a dramatic increase in neurodevelopmental disorders and the attention paid to them. Since their emergence in the not-so-distant past, some neurodevelopmental disorders have undergone considerable redefinition and, beginning in the 21st century, there has been a massive increase in research. In this paper, we briefly review the history of some of them, address some of the issues that characterize their current management and relationship with neurological pathologies, and share some insights for the future.
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6
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Arioli M, Rini J, Anguera-Singla R, Gazzaley A, Wais PE. Validation of At-Home Application of a Digital Cognitive Screener for Older Adults. Front Aging Neurosci 2022; 14:907496. [PMID: 35847674 PMCID: PMC9283580 DOI: 10.3389/fnagi.2022.907496] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/29/2022] [Accepted: 06/06/2022] [Indexed: 11/13/2022] Open
Abstract
Standardized neuropsychological assessments of older adults are important for both clinical diagnosis and biobehavioral research. Over decades, in-person testing has been the basis for population normative values that rank cognitive performance by demographic status. Most recently, digital tools have enabled remote data collection for cognitive measures, which offers the significant promise to extend the basis for normative values to be more inclusive of a larger cross section of the older population. We developed a Remote Characterization Module (RCM), using a speech-to-text interface, as a novel digital tool to administer an at-home, 25-min cognitive screener that mimics eight standardized neuropsychological measures. Forty cognitively healthy participants were recruited from a longitudinal aging research cohort, and they performed the same measures of memory, attention, verbal fluency and set-shifting in both in-clinic paper-and-pencil (PAP) and at-home RCM versions. The results showed small differences, if any, for how participants performed on in-person and remote versions in five of eight tasks. Critically, robust correlations between their PAP and RCM scores across participants support the finding that remote, digital testing can provide a reliable assessment tool for rapid and remote screening of healthy older adults' cognitive performance in several key domains. The implications for digital cognitive screeners are discussed.
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Affiliation(s)
- Melissa Arioli
- Department of Neurology, Neuroscape and Weill Institute for Neurosciences, University of California, San Francisco, San Francisco, CA, United States
| | - James Rini
- Ochsner Health, New Orleans, LA, United States
| | - Roger Anguera-Singla
- Department of Neurology, Neuroscape and Weill Institute for Neurosciences, University of California, San Francisco, San Francisco, CA, United States
| | - Adam Gazzaley
- Department of Neurology, Neuroscape and Weill Institute for Neurosciences, University of California, San Francisco, San Francisco, CA, United States
- Departments of Physiology and Psychiatry, University of California, San Francisco, San Francisco, CA, United States
| | - Peter E. Wais
- Department of Neurology, Neuroscape and Weill Institute for Neurosciences, University of California, San Francisco, San Francisco, CA, United States
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7
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Fishstrom S, Wang HH, Bhat BH, Daniel J, Dille J, Capin P, Vaughn S. A meta-analysis of the effects of academic interventions on academic achievement and academic anxiety outcomes in elementary school children. J Sch Psychol 2022; 92:265-284. [PMID: 35618374 PMCID: PMC9136152 DOI: 10.1016/j.jsp.2022.03.011] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/25/2021] [Revised: 12/30/2021] [Accepted: 03/25/2022] [Indexed: 11/21/2022]
Abstract
Research has shown that academic anxiety can affect academic performance and emotional well-being. Despite previous research emphasizing the importance of understanding academic anxiety and indicating a strong association between academic performance and academic anxiety, no systematic reviews or meta-analyses have examined the effects of academic interventions on academic and anxiety outcomes. This article reports on a meta-analysis of studies examining academic interventions conducted with elementary students (kindergarten to Grade 6), in which both academic achievement and academic anxiety outcomes were reported. The systematic search yielded 13 studies comprising 1545 participants and revealed statistically significant differences favoring academic treatments over the control for academic achievement outcomes (g = 0.63, k = 11) but no statistically significant benefits for academic anxiety outcomes (g = -0.06, k = 11). The authors caution against drawing strong conclusions due to the heterogeneity in effects and the small number of studies in the extant literature.
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Affiliation(s)
- Sarah Fishstrom
- The Meadows Center for Preventing Educational Risk, The University of Texas at Austin, USA.
| | | | - Bethany H Bhat
- The Meadows Center for Preventing Educational Risk, The University of Texas at Austin, USA
| | | | - Jordan Dille
- The Meadows Center for Preventing Educational Risk, The University of Texas at Austin, USA; University of Nebraska Kearney, USA
| | - Philip Capin
- The Meadows Center for Preventing Educational Risk, The University of Texas at Austin, USA
| | - Sharon Vaughn
- The Meadows Center for Preventing Educational Risk, The University of Texas at Austin, USA
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8
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Colvin MK, Reesman J, Glen T. Reforming learning disorder diagnosis following COVID-19 educational disruption. NATURE REVIEWS PSYCHOLOGY 2022; 1:251-252. [PMID: 35541282 PMCID: PMC8988098 DOI: 10.1038/s44159-022-00052-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Accepted: 03/29/2022] [Indexed: 12/01/2022]
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9
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Mikula C, Kim JH, Phenis R, Kiselica A. Specific learning disorder in mathematics and moyamoya disease: A case report. APPLIED NEUROPSYCHOLOGY: CHILD 2022; 12:157-164. [PMID: 35138968 DOI: 10.1080/21622965.2022.2033745] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
Moyamoya disease (MMD) is a rare neurological condition that causes impaired blood flow to the brain, transient ischemic attacks or strokes, and accompanying cognitive impairments, especially in executive functioning. There is little data on the impact of this rare condition on academic outcomes in late childhood and adolescence. Here, we present the case of Ms. X, a 17-year-old white female diagnosed with MMD, who presented with evidence of a specific learning disorder (SLD) in mathematics. Ms. X was diagnosed with MMD at 6 years old and underwent revascularization surgery. Though she recovered well and progressed adequately in home schooling, she and her mother noticed a decline in memory and academic performance around 16 years old, prompting a neuropsychological evaluation. Cognitive testing revealed low average overall cognitive abilities with impaired planning and organizational skills. While her reading and spelling skills were consistent with her 10th grade academic level, she scored in the 1st percentile on the WRAT-5 Math Computation section, and her mathematical skills were estimated to be at a 2nd grade level. This case adds to the literature by documenting a specific area of academic deficit in an adolescent with MMD. The case highlights that individuals with MMD, especially those with similar executive deficits, may experience selective learning challenges in mathematics. Children with MMD may benefit from specialized academic services and interventions in specific areas of difficulty.
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Affiliation(s)
- Cynthia Mikula
- Department of Health Psychology, University of Missouri, Columbia, Missouri, USA
| | - Jeong Hye Kim
- Department of Psychiatry, University of Iowa, Iowa City, Iowa, USA
| | - Richard Phenis
- Department of Neurology, Baylor Scott and White Health, Temple, Texas, USA
| | - Andrew Kiselica
- Department of Health Psychology, University of Missouri, Columbia, Missouri, USA
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10
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Billard C, Jung C, Munnich A, Gassama S, Touzin M, Mirassou A, Willig TN. External Validation of BMT- i Computerized Test Battery for Diagnosis of Learning Disabilities. Front Pediatr 2021; 9:733713. [PMID: 34660490 PMCID: PMC8517505 DOI: 10.3389/fped.2021.733713] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/30/2021] [Accepted: 08/31/2021] [Indexed: 11/13/2022] Open
Abstract
Background: Learning disabilities (LDs) are a major public health issue, affecting cognitive functions and academic performance for 8% of children. If LDs are not detected early and addressed through appropriate interventions, they have a heavy impact on these children in the social, educational, and professional spheres, at great cost to society. The BMT-i (Batterie Modulable de Tests informatisée, or "computerized Adaptable Test Battery") enables fast, easy, reliable assessments for each cognitive domain. It has previously been validated in children ages 4-13 who had no prior complaints. The present study demonstrates the sensitivity of the BMT-i, relative to reference test batteries, for 191 children with cognitive difficulties. Materials and Methods: These 191 subjects were included in the study by the 14 pediatricians treating them for complaints in five cognitive domains: written language [60 (cases)]; mathematical cognition (40); oral language (60); handwriting, drawing, and visuospatial construction (45); and attention and executive functioning (45). In accordance with a predefined protocol, the children were administered BMT-i tests first, by their pediatricians, and reference tests later, by specialists to whom the BMT-i test results were not disclosed. Comparison of BMT-i and reference test results made it possible to evaluate sensitivity and agreement between tests. Results: For each of the five domains, the BMT-i was very sensitive (0.91-1), and normal BMT-i results were highly predictive of normal results for specialized reference tests [negative likelihood ratio (LR-): 0-0.16]. There was close agreement between BMT-i and reference tests in all domains except attention and executive functioning, for which only moderate agreement was observed. Conclusion: The BMT-i offers rapid, reliable, simple computerized assessments whose sensitivity and agreement with reference test batteries make it a suitable first-line instrument for LD screening in children 4-13 years old.
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Affiliation(s)
- Catherine Billard
- Association pour la Recherche sur les Troubles des Apprentissages, Paris, France
| | - Camille Jung
- Clinical Research Center, Centre Hospitalier Intercommunal de Créteil, Créteil, France
| | - Arnold Munnich
- Université de Paris and Imagine Institute (INSERM UMR1163), Paris, France
| | - Sahawanatou Gassama
- Association pour la Recherche sur les Troubles des Apprentissages, Paris, France
- Centre Ressource sur les Troubles des Apprentissages, Paris Santé Réussite, Paris, France
| | - Monique Touzin
- Association pour la Recherche sur les Troubles des Apprentissages, Paris, France
- Centre Ressource sur les Troubles des Apprentissages, Paris Santé Réussite, Paris, France
| | - Anne Mirassou
- Association pour la Recherche sur les Troubles des Apprentissages, Paris, France
| | - Thiébaut-Noël Willig
- ELSAN & EvEnTAil Assessment Center, Toulouse, France
- Association Française de Pédiatrie Ambulatoire, Orléans, France
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11
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Thomas T, Khalaf S, Grigorenko EL. A systematic review and meta-analysis of imaging genetics studies of specific reading disorder. Cogn Neuropsychol 2021; 38:179-204. [PMID: 34529546 DOI: 10.1080/02643294.2021.1969900] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
The imaging genetics of specific reading disabilities (SRD) is an emerging field that aims to characterize the disabilities' neurobiological causes, including atypical brain structure and function and distinct genetic architecture. The present review aimed to summarize current imaging genetics studies of SRD, characterize the effect sizes of reported results by calculating Cohen's d, complete a Fisher's Combined Probability Test for genes featured in multiple studies, and determine areas for future research. Results demonstrate associations between SRD risk genes and reading network brain phenotypes. The Fisher's test revealed promising results for the genes DCDC2, KIAA0319, FOXP2, SLC2A3, and ROBO1. Future research should focus on exploratory approaches to identify previously undiscovered genes. Using comprehensive neuroimaging (e.g., functional and effective connectivity) and genetic (e.g., sequencing and epigenetic) techniques, and using larger samples, diverse stages of development, and longitudinal investigations, would help researchers understand the neurobiological correlates of SRD to improve early identification.
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Affiliation(s)
- Tina Thomas
- Department of Psychology, University of Houston, Houston, TX, USA.,Texas Institute for Measurement, Evaluation, and Statistics, University of Houston, Houston, TX, USA
| | - Shiva Khalaf
- Texas Institute for Measurement, Evaluation, and Statistics, University of Houston, Houston, TX, USA
| | - Elena L Grigorenko
- Department of Psychology, University of Houston, Houston, TX, USA.,Texas Institute for Measurement, Evaluation, and Statistics, University of Houston, Houston, TX, USA.,Molecular and Human Genetics, Baylor College of Medicine, Houston, TX, USA
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12
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Brimo K, Dinkler L, Gillberg C, Lichtenstein P, Lundström S, Åsberg Johnels J. The co-occurrence of neurodevelopmental problems in dyslexia. DYSLEXIA (CHICHESTER, ENGLAND) 2021; 27:277-293. [PMID: 33759268 DOI: 10.1002/dys.1681] [Citation(s) in RCA: 17] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/20/2020] [Revised: 01/13/2021] [Accepted: 03/02/2021] [Indexed: 06/12/2023]
Abstract
The primary aim of this study was to explore the overlaps between dyslexia and a range of neurodevelopmental disorders and problems (NDPs), specifically symptoms of attention-deficit/hyperactivity disorder, autism spectrum disorder, atypical sensory perception and developmental coordination disorder. Capitalizing on a population-based sample of twins, secondary aims included estimating the heritability of dyslexia and reporting on the measurement characteristics of the scale used to assess dyslexia. A telephone interview regarding symptoms of dyslexia and other NDPs was conducted with parents of 1,688 nine-year-old twins. The prevalence and the heritability of dyslexia were estimated at 8 and 52%, respectively. The boy: girl ratio was 1.5:1. Results revealed that there was more than an eight-fold increase in (diagnostic proxy) NDPs prevalence in the dyslexia group as compared to typical readers. Quantitatively measured symptoms of inattention, oral language problems and atypical sensory perception significantly predicted dyslexia status in a multivariate analysis. By contrast, ASD-related inflexibility was inversely associated with dyslexia in the multivariate model. In sum, dyslexia often overlaps with other NDPs. The current study provides new knowledge supporting the position to move beyond isolated diagnostic categories into behavioural profiles of co-occurring problems when trying to understand the pattern of strengths and needs in individuals with dyslexia.
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Affiliation(s)
- Katarzyna Brimo
- Gillberg Neuropsychiatry Centre, Institute of Neuroscience and Physiology, University of Gothenburg, Gothenburg, Sweden
| | - Lisa Dinkler
- Gillberg Neuropsychiatry Centre, Institute of Neuroscience and Physiology, University of Gothenburg, Gothenburg, Sweden
| | - Christopher Gillberg
- Gillberg Neuropsychiatry Centre, Institute of Neuroscience and Physiology, University of Gothenburg, Gothenburg, Sweden
| | - Paul Lichtenstein
- Department of Medical Epidemiology and Biostatistics, Karolinska Institutet, Stockholm, Sweden
| | - Sebastian Lundström
- Gillberg Neuropsychiatry Centre, Institute of Neuroscience and Physiology, University of Gothenburg, Gothenburg, Sweden
| | - Jakob Åsberg Johnels
- Gillberg Neuropsychiatry Centre, Institute of Neuroscience and Physiology, University of Gothenburg, Gothenburg, Sweden
- Speech and Language Pathology unit, Institute of Neuroscience and Physiology, University of Gothenburg, Gothenburg, Sweden
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13
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Söderlund GBW, Åsberg Johnels J, Rothén B, Torstensson-Hultberg E, Magnusson A, Fälth L. Sensory white noise improves reading skills and memory recall in children with reading disability. Brain Behav 2021; 11:e02114. [PMID: 34096202 PMCID: PMC8323032 DOI: 10.1002/brb3.2114] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/18/2020] [Revised: 02/28/2021] [Accepted: 03/01/2021] [Indexed: 11/12/2022] Open
Abstract
BACKGROUND Reading disability (RD) is characterized by slow and inaccurate word reading development, commonly reflecting underlying phonological problems. We have previously shown that exposure to white noise acutely improves cognitive performance in children with ADHD. The question addressed here is whether white noise exposure yields positive outcomes also for RD. There are theoretical reasons to expect such a possibility: a) RD and ADHD are two overlapping neurodevelopmental disorders and b) since prior research on white noise benefits has suggested that a central mechanism might be the phenomenon of stochastic resonance, then adding certain kinds of white noise might strengthen the signal-to-noise ratio during phonological processing and phoneme-grapheme mapping. METHODS The study was conducted with a group of 30 children with RD and phonological decoding difficulties and two comparison groups: one consisting of skilled readers (n = 22) and another of children with mild orthographic reading problems and age adequate phonological decoding (n = 30). White noise was presented experimentally in visual and auditory modalities, while the children performed tests of single word reading, orthographic word recognition, nonword reading, and memory recall. RESULTS For the first time, we show that visual and auditory white noise exposure improves some reading and memory capacities "on the fly" in children with RD and phonological decoding difficulties. By contrast, the comparison groups displayed either no benefit or a gradual decrease in performance with increasing noise. In interviews, we also found that the white noise exposure was tolerable or even preferred by many children. CONCLUSION These novel findings suggest that poor readers with phonological decoding difficulties may be immediately helped by white noise during reading. Future research is needed to determine the robustness, mechanisms, and long-term practical implications of the white noise benefits in children with reading disabilities.
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Affiliation(s)
- Göran B W Söderlund
- Faculty of Teacher Education Arts and Sports, Western Norway University of Applied Sciences, Sogndal, Norway.,Department of Education and Special Education, University of Gothenburg, Gothenburg, Sweden
| | - Jakob Åsberg Johnels
- Speech and Language Pathology Unit & the Gillberg Neuropsychiatry Centre, Institute of Neuroscience and Physiology, Silvia Children's Hospital, University of Gothenburg & The Child Neuropsychiatric Clinic, Gothenburg, Sweden
| | - Bodil Rothén
- Department of Pedagogy and Learning, Linnaeus University, Växjö, Sweden
| | | | - Andreas Magnusson
- Complex Adaptive Systems, Chalmers University of Technology, Gothenburg, Sweden
| | - Linda Fälth
- Department of Pedagogy and Learning, Linnaeus University, Växjö, Sweden
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14
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Burenkova OV, Naumova OY, Grigorenko EL. Stress in the onset and aggravation of learning disabilities. DEVELOPMENTAL REVIEW 2021; 61. [PMID: 34219858 DOI: 10.1016/j.dr.2021.100968] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/07/2023]
Abstract
Despite substantial grounds for such research, the role of chronic exposure to stressors in the onset and aggravation of learning disabilities (LDs) is largely unexplored. In this review, we first consider the hormonal, (epi)genetic, and neurobiological mechanisms that might underlie the impact of adverse childhood experiences, a form of chronic stressors, on the onset of LDs. We then found that stress factors combined with feelings of inferiority, low self-esteem, and peer victimization could potentially further aggravate academic failures in children with LDs. Since effective evidence-based interventions for reducing chronic stress in children with LDs could improve their academic performance, consideration of the role of exposure to stressors in children with LDs has both theoretical and practical importance, especially when delivered in combination with academic interventions.
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Affiliation(s)
- Olga V Burenkova
- Department of Psychology, University of Houston, Houston, Texas, United States of America.,Department of Psychology, Saint-Petersburg State University, Saint Petersburg, Russian Federation
| | - Oksana Yu Naumova
- Department of Psychology, University of Houston, Houston, Texas, United States of America.,Department of Psychology, Saint-Petersburg State University, Saint Petersburg, Russian Federation.,Human Genetics Laboratory, Vavilov Institute of General Genetics RAS, Moscow, Russian Federation
| | - Elena L Grigorenko
- Department of Psychology, University of Houston, Houston, Texas, United States of America.,Department of Psychology, Saint-Petersburg State University, Saint Petersburg, Russian Federation.,Baylor College of Medicine, Houston, Texas, United States of America
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Veloso A, López Giménez J, Vázquez MC, Corcuera JR, Guinot F, Puigdollers A. Correlación entre el patrón de erupción de la dentición definitiva y la predominancia de la lateralidad de la función motriz: un estudio transversal. An Pediatr (Barc) 2021. [DOI: 10.1016/j.anpedi.2020.05.027] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022] Open
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16
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Colvin MK, Sherman JC. Considering learning disabilities and attention-deficit hyperactivity disorder when assessing for neurodegenerative disease. Neurol Clin Pract 2021; 10:520-526. [PMID: 33520414 DOI: 10.1212/cpj.0000000000000799] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/27/2019] [Accepted: 10/25/2019] [Indexed: 11/15/2022]
Abstract
Purpose of review When evaluating an older adult for a possible neurodegenerative disease, the role of premorbid specific learning disabilities or attention-deficit hyperactivity disorder (ADHD) should be considered. These neurodevelopmental conditions can manifest as lifelong weaknesses and variability in cognitive functions that complicate assessment of cognitive decline. There is also accumulating evidence that certain neurodevelopmental disorders may entail greater risk for specific neurodegenerative disorders. Recent findings We describe clinical cases where diagnosis of neurodegenerative disease was influenced by preexisting neurodevelopmental disorders. We also present a questionnaire to assist with screening for premorbid learning disabilities and ADHD in older adults. Summary This article offers clinical guidance for practicing neurologists in the identification and assessment of neurodevelopmental disorders in older adult patients, which informs management and treatment. Consideration of lifetime functioning has become increasingly important with research linking neurodevelopmental disabilities to increased risk of specific neurodegenerative diseases.
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Affiliation(s)
- Mary K Colvin
- Department of Psychiatry (MKC, JCS), Massachusetts General Hospital, Boston, MA
| | - Janet C Sherman
- Department of Psychiatry (MKC, JCS), Massachusetts General Hospital, Boston, MA
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17
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Veloso A, López Giménez J, Vázquez MC, Corcuera JR, Guinot F, Puigdollers A. Relationship between the order of permanent tooth eruption and the predominance of motor function laterality: a cross-sectional study. An Pediatr (Barc) 2021; 94:396-402. [PMID: 34090636 DOI: 10.1016/j.anpede.2020.12.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/02/2020] [Accepted: 05/03/2020] [Indexed: 11/15/2022] Open
Abstract
OBJECTIVES To assess whether the order of permanent tooth eruption may be a useful indicator of motor function laterality. METHODS We conducted a cross-sectional study in schoolchildren aged 6-8 years old evaluated in the annual school-based routine dental health examinations conducted by the staff of the primary care centre of an urban district in Barcelona, Spain. We also evaluated hand, foot, eye, and auditory lateralities using a battery of simple exercises. Bivariate and multivariate analysis of data was performed. RESULTS The study sample included 388 children, 51.3% female, with a mean age of 6.5 years. Right laterality was the predominant side in every variable under study, especially in tooth eruption (310 children; 80%), handedness (349; 89.9%), and footedness (337; 86.8%). In the bivariate analysis, we found a statistically significant association of tooth eruption laterality with handedness and footedness, and of tooth eruption laterality with ocular and auditory lateralities (p<.001). In the multivariate analysis, tooth eruption laterality and foot laterality were independent variables significantly associated with hand laterality. The diagnostic accuracy of tooth eruption laterality and foot laterality in relation to hand laterality as reference, showed a similar sensitivity and positive and negative predictive values, but the specificity of dentition laterality was higher (79% versus 66%). CONCLUSIONS Laterality in the order of dental eruption is a useful indicator of right or left motor function laterality in developing individuals that may be particularly helpful to determine the main dominance in cases of crossed laterality.
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Affiliation(s)
- Ana Veloso
- Área de Odontopediatría, Facultad de Odontología, Universitat Internacional de Catalunya (UIC) y Hospital Nen Deu, Barcelona, Spain
| | | | - M Carmen Vázquez
- Odontología en Pacientes Especiales, Facultad de Odontología, Universidad de Sevilla, Sevilla, Spain
| | - José Ramón Corcuera
- Área de Odontopediatría, Facultad de Odontología, Universitat Internacional de Catalunya, Barcelona, Spain
| | - Francisco Guinot
- Área de Odontopediatría, Facultad de Odontología, Universitat Internacional de Catalunya, Barcelona, Spain
| | - Andreu Puigdollers
- Área de Ortodoncia y Ortopedia Dentofacial, Facultad de Odontología, Universitat Internacional de Catalunya, Barcelona, Spain.
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18
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Reda F, Gorgoni M, D’Atri A, Scarpelli S, Carpi M, Di Cola E, Menghini D, Vicari S, Stella G, De Gennaro L. Sleep-Related Declarative Memory Consolidation in Children and Adolescents with Developmental Dyslexia. Brain Sci 2021; 11:73. [PMID: 33429959 PMCID: PMC7826880 DOI: 10.3390/brainsci11010073] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/10/2020] [Revised: 12/31/2020] [Accepted: 01/04/2021] [Indexed: 02/05/2023] Open
Abstract
Sleep has a crucial role in memory processes, and maturational changes in sleep electrophysiology are involved in cognitive development. Albeit both sleep and memory alterations have been observed in Developmental Dyslexia (DD), their relation in this population has been scarcely investigated, particularly concerning topographical aspects. The study aimed to compare sleep topography and associated sleep-related declarative memory consolidation in participants with DD and normal readers (NR). Eleven participants with DD and 18 NR (9-14 years old) underwent a whole-night polysomnography. They were administered a word pair task before and after sleep to assess for declarative memory consolidation. Memory performance and sleep features (macro and microstructural) were compared between the groups, and the intercorrelations between consolidation rate and sleep measures were assessed. DD showed a deeper worsening in memory after sleep compared to NR and reduced slow spindles in occipito-parietal and left fronto-central areas. Our results suggest specific alterations in local sleep EEG (i.e., sleep spindles) and in sleep-dependent memory consolidation processes in DD. We highlight the importance of a topographical approach, which might shed light on potential alteration in regional cortical oscillation dynamics in DD. The latter might represent a target for therapeutic interventions aimed at enhancing cognitive functioning in DD.
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Affiliation(s)
- Flaminia Reda
- Department of Psychology, Sapienza University of Rome, 00185 Rome, Italy; (F.R.); (M.G.); (M.C.); (E.D.C.)
| | - Maurizio Gorgoni
- Department of Psychology, Sapienza University of Rome, 00185 Rome, Italy; (F.R.); (M.G.); (M.C.); (E.D.C.)
| | - Aurora D’Atri
- Department of Biotechnological and Applied Clinical Sciences, University of L’Aquila, 67100 L’Aquila, Italy;
| | | | - Matteo Carpi
- Department of Psychology, Sapienza University of Rome, 00185 Rome, Italy; (F.R.); (M.G.); (M.C.); (E.D.C.)
| | - Erica Di Cola
- Department of Psychology, Sapienza University of Rome, 00185 Rome, Italy; (F.R.); (M.G.); (M.C.); (E.D.C.)
| | - Deny Menghini
- Child and Adolescent Psychiatry Unit, IRCCS Bambino Gesù Children’s Hospital, 00165 Rome, Italy; (D.M.); (S.V.)
| | - Stefano Vicari
- Child and Adolescent Psychiatry Unit, IRCCS Bambino Gesù Children’s Hospital, 00165 Rome, Italy; (D.M.); (S.V.)
- Department of Life Science and Public Health, Catholic University of the Sacred Heart, 00153 Rome, Italy
| | - Giacomo Stella
- Department of Education and Human Sciences, University of Modena and Reggio Emilia, 42121 Reggio Emilia, Italy;
| | - Luigi De Gennaro
- Department of Psychology, Sapienza University of Rome, 00185 Rome, Italy; (F.R.); (M.G.); (M.C.); (E.D.C.)
- IRCCS Fondazione Santa Lucia, 00179 Rome, Italy;
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Billard C, Thiébaut E, Gassama S, Touzin M, Thalabard JC, Mirassou A, Munnich A. The Computerized Adaptable Test Battery (BMT- i) for Rapid Assessment of Children's Academic Skills and Cognitive Functions: A Validation Study. Front Pediatr 2021; 9:656180. [PMID: 34307248 PMCID: PMC8295558 DOI: 10.3389/fped.2021.656180] [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] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/20/2021] [Accepted: 05/24/2021] [Indexed: 11/19/2022] Open
Abstract
Background: Learning disabilities in children are a major public health concern worldwide, having a prevalence of 8%. They are associated with lost social, educational, and ultimately, professional opportunities for individuals. These disabilities are also very costly to governments and raise the issue of the appropriate means of screening. Unfortunately, validated tools for preliminary appraisal of learning and cognitive function in struggling children are presently restricted to specific age ranges and cognitive domains. This study sought to validate a first-line battery for assessment of academic skills and cognitive functions. Materials and Methods: The computerized Adaptable Test Battery, or BMT-i, includes a panel of tests for the first-line assessment of children's academic skills and cognitive functions. The tests reflect expected abilities for the age group in question, exploring academic skills (written language and mathematical cognition) and cognitive domains (verbal, non-verbal, and attentional/executive functions). The authors relied on the results of these tests for a sample of 1,074 Francophone children representative of the mainland French school-age population (522 boys and 552 girls, ages 4-13, from 39 classes at 7 public and 5 private schools). Thirteen speech-language pathologists and neuropsychologists individually administered the tests. Results: The psychometric characteristics of the empirical data obtained showed acceptable to good test homogeneity, internal consistency (Cronbach's alpha: > 0.70), test-retest reliability (intraclass correlation coefficients: ~0.80), and consistency with reference test batteries (r: 0.44-0.96). Conclusion: The BMT-i was validated in a large sample of children in mainstream French schools, paving the way for its use in first-line screening of learning disabilities among children with complaints, whether their learning difficulties have been flagged by their parents or by their teachers.
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Affiliation(s)
- Catherine Billard
- Association pour la Recherche sur les Troubles des Apprentissages (ARTA), Paris, France
| | - Eric Thiébaut
- Laboratoire Lorrain de Psychologie et Neurosciences de la Dynamique des Comportements (2LPN), Université de Lorraine (EA 7489), Nancy, France
| | - Sahawanatou Gassama
- Association pour la Recherche sur les Troubles des Apprentissages (ARTA), Paris, France.,Centre Ressources sur les Troubles des Apprentissages Paris Santé Réussite, Paris, France
| | - Monique Touzin
- Association pour la Recherche sur les Troubles des Apprentissages (ARTA), Paris, France.,Centre Ressources sur les Troubles des Apprentissages Paris Santé Réussite, Paris, France
| | | | - Anne Mirassou
- Association pour la Recherche sur les Troubles des Apprentissages (ARTA), Paris, France
| | - Arnold Munnich
- Université de Paris-Sorbonne Paris Cité, Imagine Institute, INSERM UMR1163, Paris, France
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20
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Tripathi R, Salvi D. Comments on "Development of a Battery to Assess Perceptual-Motor, Cognition, Language, and Scholastic Skills among Bengali Children with Neuro Developmental Disorders". Indian J Psychol Med 2020; 42:482-483. [PMID: 33414598 PMCID: PMC7750850 DOI: 10.1177/0253717620945130] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 07/07/2020] [Indexed: 11/16/2022] Open
Affiliation(s)
- Ravikesh Tripathi
- Dept. of Clinical Psychology, Gujarat Forensic Sciences University, Gandhinagar, Gujarat, India
| | - Deepak Salvi
- Dept. of Clinical Psychology, Mahatma Gandhi Medical College, Jaipur, Rajasthan, India
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21
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Nukari JM, Poutiainen ET, Arkkila EP, Haapanen ML, Lipsanen JO, Laasonen MR. Both Individual and Group-Based Neuropsychological Interventions of Dyslexia Improve Processing Speed in Young Adults: A Randomized Controlled Study. JOURNAL OF LEARNING DISABILITIES 2019; 53:213-227. [PMID: 31872791 DOI: 10.1177/0022219419895261] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
Effectiveness of individual and group-based neuropsychological interventions on cognitive aspects of dyslexia in young adults was evaluated. Dyslexic adults were randomly assigned into individual intervention (n = 40), group intervention (n = 40), or wait-list control group (n = 40). The interventions focused on cognitive strategy learning, supporting self-esteem, and using psychoeducation. Cognitive performance and symptoms were assessed via psychometric testing and self-report questionnaires at baseline, after the intervention/wait-list control time at 5 months and at 10 months. And, 15 months post intervention long-term status was checked via mailed inquiry. Wait-list control group also received an intervention after the 5-month control period. No significant effects were found in primary self-report outcome measures. Both interventions had a positive effect on a measure of processing speed and attention and the effect remained after the 5-month follow-up period. In self-reported cognitive symptoms, a positive trend was evident in self-reported reading habits. Furthermore, minor self-evaluated benefits reaching up to 15 months post intervention were found. There were no significant differences between the results of individual and group intervention as both interventions improved cognitive performance. The results indicate that a structured neuropsychological intervention could be effective in ameliorating dyslexia-related cognitive symptoms in young adults.
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Affiliation(s)
| | - Erja T Poutiainen
- Rehabilitation Foundation, Helsinki, Finland
- University of Helsinki, Finland
| | - Eva P Arkkila
- University of Helsinki, Finland
- Helsinki University Hospital, Finland
| | | | | | - Marja R Laasonen
- University of Helsinki, Finland
- Helsinki University Hospital, Finland
- University of Turku, Finland
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22
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Parsons TD, Duffield T. National Institutes of Health initiatives for advancing scientific developments in clinical neuropsychology. Clin Neuropsychol 2019; 33:246-270. [PMID: 30760117 DOI: 10.1080/13854046.2018.1523465] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/21/2022]
Abstract
OBJECTIVE The current review briefly addresses the history of neuropsychology as a context for discussion of developmental milestones that have advanced the profession, as well as areas where the progression has lagged. More recently in the digital/information age, utilization and incorporation of emerging technologies has been minimal, which has stagnated ongoing evolution of the practice of neuropsychology despite technology changing many aspects of daily living. These authors advocate for embracing National Institutes of Health (NIH) initiatives, or interchangeably referred to as transformative opportunities, for the behavioral and social sciences. These initiatives address the need for neuropsychologists to transition from fragmented and data-poor approaches to integrated and data-rich scientific approaches that ultimately improve translational applications. Specific to neuropsychology is the need for the adoption of novel means of brain-behavior characterizations. METHOD Narrative review Conclusions: Clinical neuropsychology has reached a developmental plateau where it is ready to embrace the measurement science and technological advances which have been readily adopted by the human neurosciences. While there are ways in which neuropsychology is making inroads into these areas, a great deal of growth is needed to maintain relevance as a scientific discipline (see Figures 1, 2, and 3) consistent with NIH initiatives to advance scientific developments. Moreover, implications of such progress require discussion and modification of training, ethical, and legal mandates of the practice of neuropsychology.
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Affiliation(s)
- Thomas D Parsons
- a NetDragon Digital Research Centre , Denton , Texas.,b Computational Neuropsychology and Simulation (CNS) Laboratory , Denton , Texas.,c College of Information , Denton , Texas
| | - Tyler Duffield
- d Department of Family/Sports Medicine , Oregon Health and Science University , Portland , Oregon , USA
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