1
|
Özyurt G, Karagöz Tanıgör E, Buran BŞ, Öztürk Y, Tufan AE, Akay A. Similarities and differences of neuropsychological functions, metacognitive abilities and resilience in Cognitive Disengagement Syndrome (CDS) and Attention Deficit/Hyperactivity Disorder (ADHD). APPLIED NEUROPSYCHOLOGY. CHILD 2024:1-12. [PMID: 38801523 DOI: 10.1080/21622965.2024.2358239] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/29/2024]
Abstract
It was aimed to evaluate the relationships between neuropsychological functions, self-reported metacognitive abilities, and resilience levels among children with Attention Deficit Hyperactivity Disorder (ADHD) and those with Cognitive Disengagement Syndrome (CDS) compared to healthy controls. This cross-sectional, case-control study was consisted of 36 children with CDS only, 36 with ADHD only, 33 with CDS and ADHD and 39 control children were enrolled for a total sample of 144 children. The intellectual and neuropsychological functioning of the participating children was evaluated using the WISC-IV. Metacognitive Awareness Inventory for Children(MAI-C), Emotional Resilience Scale(ERS), and Revised Child Anxiety and Depression Scale(RCADS) were used. In both Processing Speed Index (PSI) and Perceptual Reasoning Index (PRI), children with CDS had significantly lower scores compared to those with ADHD, while those with ADHD and ADHD + CDS were similar to each other and controls. Children with CDS had greater metacognitive awareness than those with ADHD only and those with ADHD + CDS, whereas controls had the greatest level of metacognitive awareness. The emotional sensitivity of children with CDS was similar to that of children with ADHD + CDS and significantly greater than that of children with ADHD and controls, while control children had the lowest levels. The results of this study suggest that metacognitive abilities and emotional resilience may be targeted in rehabilitation/therapy of children with CDS ± ADHD and that interventions targeting processing speed and perceptual reasoning in younger children with CDS symptoms may be beneficial.
Collapse
Affiliation(s)
- Gonca Özyurt
- Department of Child and Adolescent Psychiatry, Katip Çelebi University School of Medicine, İzmir, Turkey
| | - Ezgi Karagöz Tanıgör
- Department of Child and Adolescent Psychiatry, Katip Çelebi University School of Medicine, İzmir, Turkey
| | - Burçin Şeyda Buran
- Department of Child and Adolescent Psychiatry, Balıkesir Atatürk State Hospital, Balıkesir, Turkey
| | - Yusuf Öztürk
- Department of Child and Adolescent Psychiatry, Health Sciences University School of Medicine, Ankara, Turkey
| | - Ali Evren Tufan
- Department of Child and Adolescent Psychiatry, Bolu Abant İzzet Baysal University School of Medicine, Bolu, Turkey
| | - Aynur Akay
- Department of Child and Adolescent Psychiatry, Dokuz Eylul University School of Medicine, İzmir, Turkey
| |
Collapse
|
2
|
Despature I, Galiana A. Clinical and Cognitive Features of Attention Deficit Hyperactivity Disorder with Intellectual Giftedness: A Systematic Review. Dev Neuropsychol 2023; 48:347-360. [PMID: 37929569 DOI: 10.1080/87565641.2023.2279117] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/19/2023] [Accepted: 10/30/2023] [Indexed: 11/07/2023]
Abstract
A systematic review was carried out on publications from the last 15 years that have studied the effect of intellectual giftedness, defined as IQ > 115, on the clinical and cognitive features of ADHD. Studies indicate that about 15% of people with high IQ meet ADHD criteria. IQ has shown no effect on the pharmacological treatment, and comorbidity does not differ from that of other children with ADHD. High IQ-ADHD, compared to average IQ-ADHD, tends to show less severity in cognitive and behavioral symptoms, as well as a better prognosis; however high IQ may mask ADHD symptoms delaying diagnosis and treatment.
Collapse
Affiliation(s)
- Inès Despature
- Faculty of Health Sciences and Education, Department of Psychology of Health. Collado Villalba, Universidad a Distancia de Madrid, Madrid, Spain
| | - Adrián Galiana
- Faculty of Health Sciences and Education, Department of Psychology of Health. Collado Villalba, Universidad a Distancia de Madrid, Madrid, Spain
| |
Collapse
|
3
|
Wang Y, Wang F, Kong Y, Gao T, Zhu Q, Han L, Sun B, Guan L, Zhang Z, Qian Y, Xu L, Li Y, Fang H, Jiao G, Ke X. High definition transcranial direct current stimulation of the Cz improves social dysfunction in children with autism spectrum disorder: A randomized, sham, controlled study. Autism Res 2023; 16:2035-2048. [PMID: 37695276 DOI: 10.1002/aur.3018] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/20/2023] [Accepted: 08/08/2023] [Indexed: 09/12/2023]
Abstract
The purpose of this study was to determine the effect of the Cz of high-definition 5-channel tDCS (HD-tDCS) on social function in 4-12 years-old children with autism spectrum disorder (ASD). This study was a randomized, double-blind, pseudo-controlled trial in which 45 ASD children were recruited and divided into three groups with sex, age, and rehabilitation treatment as control variables. Each group of 15 children with ASD was randomly administered active HD-tDCS with the Cz as the central anode, active HD-tDCS with the left dorsolateral prefrontal cortex (F3) as the central anode, and sham HD-tDCS with the Cz as the central anode with 14 daily sessions in 3 weeks. The Social Responsiveness Scale Chinese Version (SRS-Chinese Version) was compared 1 week after stimulation with values recorded 1 week prior to stimulation. At the end of treatment, both the anodal Cz and anodal left DLFPC tDCS decreased the measures of SRS-Chinese Version. The total score of SRS-Chinese Version decreased by 13.08%, social cognition decreased by 18.33%, and social communication decreased by 10.79%, which were significantly improved over the Cz central anode active stimulation group, especially in children with young age, and middle and low function. There was no significant change in the total score and subscale score of SRS-Chinese Version over the Cz central anode sham stimulation group. In the F3 central anode active stimulation group, the total score of SRS-Chinese Version decreased by 13%, autistic behavior decreased by 19.39%, and social communication decreased by 14.39%, which were all significantly improved. However, there was no significant difference in effect between the Cz and left DLPFC stimulation conditions. HD-tDCS of the Cz central anode may be an effective treatment for social dysfunction in children with ASD.
Collapse
Affiliation(s)
- Yonglu Wang
- Child Mental Health Research Center, The Affiliated Brain Hospital of Nanjing Medical University, Nanjing, China
| | - Fei Wang
- Child Mental Health Research Center, The Affiliated Brain Hospital of Nanjing Medical University, Nanjing, China
| | - Yue Kong
- Child Mental Health Research Center, The Affiliated Brain Hospital of Nanjing Medical University, Nanjing, China
| | - Tianshu Gao
- Child Mental Health Research Center, The Affiliated Brain Hospital of Nanjing Medical University, Nanjing, China
| | - Qingyao Zhu
- Child Mental Health Research Center, The Affiliated Brain Hospital of Nanjing Medical University, Nanjing, China
| | - Lu Han
- Child Mental Health Research Center, The Affiliated Brain Hospital of Nanjing Medical University, Nanjing, China
| | - Bei Sun
- Child Mental Health Research Center, The Affiliated Brain Hospital of Nanjing Medical University, Nanjing, China
| | - Luyang Guan
- Child Mental Health Research Center, The Affiliated Brain Hospital of Nanjing Medical University, Nanjing, China
| | - Ziyi Zhang
- Child Mental Health Research Center, The Affiliated Brain Hospital of Nanjing Medical University, Nanjing, China
| | - Yuxin Qian
- Child Mental Health Research Center, The Affiliated Brain Hospital of Nanjing Medical University, Nanjing, China
| | - Lingxi Xu
- Child Mental Health Research Center, The Affiliated Brain Hospital of Nanjing Medical University, Nanjing, China
| | - Yun Li
- Child Mental Health Research Center, The Affiliated Brain Hospital of Nanjing Medical University, Nanjing, China
| | - Hui Fang
- Child Mental Health Research Center, The Affiliated Brain Hospital of Nanjing Medical University, Nanjing, China
| | - Gongkai Jiao
- Child Mental Health Research Center, The Affiliated Brain Hospital of Nanjing Medical University, Nanjing, China
| | - Xiaoyan Ke
- Child Mental Health Research Center, The Affiliated Brain Hospital of Nanjing Medical University, Nanjing, China
| |
Collapse
|
4
|
Ayoub AEA, Aljughaiman AM, Alabbasi AMA, Abo Hamza EG. Do Different Types of Intelligence and Its Implicit Theories Vary Based on Gender and Grade Level? Front Psychol 2022; 12:712330. [PMID: 35153886 PMCID: PMC8830112 DOI: 10.3389/fpsyg.2021.712330] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/20/2021] [Accepted: 12/16/2021] [Indexed: 01/16/2023] Open
Abstract
The current study investigated correlations among gifted students' academic performance; emotional, social, analytical, creative, and practical intelligence; and their implicit theories of intelligence. Furthermore, it studied the effect of gender and grade on these variables. The participants included 174 gifted fifth (41.4%) and sixth (58.6%) grade students, comprising 53.4% male and 46.6% female. The following analytical, creative, and practical intelligence tests were administered: Aurora Battery, the emotional intelligence scale, the implicit theories of intelligence scale, and an assessment scale of students' performances. The results revealed significant correlations among academic performance, kinds of intelligence, and implicit theories of intelligence. There were no significant differences between the male and female students in these measures. There were, however, significant differences between the fifth and sixth grade students, with the sixth-grade students showing higher levels of all kinds of intelligence, except emotional intelligence. Moreover, the results indicated that the intelligence measures were non-significantly affected by either gender or gender-grade interaction. Overall, our results showed that most types of intelligence are related to giftedness, and that there were no gender differences among gifted students on measures of intelligence.
Collapse
Affiliation(s)
- Alaa Eldin A. Ayoub
- College of Graduate Studies, Arabian Gulf University, Manama, Bahrain
- Department of Educational Psychology, Aswan University, Aswan, Egypt
| | | | | | - Eid G. Abo Hamza
- College of Humanities and Sciences, Ajman University, Ajman, United Arab Emirates
- Faculty of Education, Tanta University, Tanta, Egypt
| |
Collapse
|
5
|
Tibken C, Richter T, von der Linden N, Schmiedeler S, Schneider W. The role of metacognitive competences in the development of school achievement among gifted adolescents. Child Dev 2021; 93:117-133. [PMID: 34370311 DOI: 10.1111/cdev.13640] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
Gifted underachievers perform worse in school than would be expected based on their high intelligence. Possible causes for underachievement are low motivational dispositions (need for cognition) and metacognitive competences. This study tested the interplay of these variables longitudinally with gifted and non-gifted students from Germany (N = 341, 137 females) in Grades 6 (M = 12.02 years at t1) and 8 (M = 14.07 years). Declarative and procedural metacognitive competences were assessed in the domain of reading comprehension. Path analyses showed incremental effects of procedural metacognition over and above intelligence on the development of school achievement in gifted students (β = .139). Moreover, declarative metacognition and need for cognition interactively predicted procedural metacognition (β = .169), which mediated their effect on school achievement.
Collapse
Affiliation(s)
- Catharina Tibken
- Department of Psychology IV, University of Würzburg, Würzburg, Germany
| | - Tobias Richter
- Department of Psychology IV, University of Würzburg, Würzburg, Germany.,Counseling Center for the Gifted and Talented, University of Würzburg, Würzburg, Germany
| | - Nicole von der Linden
- Counseling Center for the Gifted and Talented, University of Würzburg, Würzburg, Germany
| | - Sandra Schmiedeler
- Counseling Center for the Gifted and Talented, University of Würzburg, Würzburg, Germany
| | - Wolfgang Schneider
- Counseling Center for the Gifted and Talented, University of Würzburg, Würzburg, Germany
| |
Collapse
|