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Arrhenius B, Surcel HM, Hinkka Yli-Salomäki S, Brown A, Cheslack-Postava K, Sourander A. Vitamin D levels of pregnant immigrant women and developmental disorders of language, learning and coordination in offspring. PLoS One 2024; 19:e0299808. [PMID: 38422005 PMCID: PMC10903893 DOI: 10.1371/journal.pone.0299808] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/27/2023] [Accepted: 02/15/2024] [Indexed: 03/02/2024] Open
Abstract
BACKGROUND Prenatal vitamin D deficiency is a common health concern among immigrants. No previous studies have examined the associations between prenatal vitamin D levels and developmental disorders of language, scholastic skills, and coordination in an immigrant sample. METHODS The sample included 542 immigrant mothers of cases with language, scholastic, coordination or mixed developmental disorders, 443 immigrant mothers of controls without these disorders and 542 Finnish mothers of controls. Maternal vitamin D was measured in serum samples collected during early pregnancy and stored in a national biobank. RESULTS The mean vitamin D levels during pregnancy were 25.0 (SD 14.4) nmol/L for immigrant mothers of cases, 25.4 (SD 15.5) for immigrant mothers of controls and 42.3 (SD 19.1) for Finnish mothers of controls. Low maternal vitamin D levels during pregnancy were not associated with the selected developmental disorders in offspring when immigrant mothers of cases were compared to immigrant mothers of controls (adjusted OR for continuous log-transformed vitamin D: 1.01, 95% CI 0.75-1.36, p = 0.96). When immigrant mothers of cases were compared to Finnish mothers of controls, the adjusted OR for continuous vitamin D was 18.94 (95% CI 11.47-31.25), p <0.001). The results were similar when vitamin D was examined as a categorical variable or divided into quintiles. CONCLUSIONS Prenatal vitamin D levels were low, and similar, among immigrant mothers of cases with selected developmental disorders and unaffected controls. This indicates that vitamin D unlikely mediates previously observed associations between maternal immigrant status and the selected developmental disorders in offspring. The proportion of immigrant mothers with severe vitamin D deficiency was very high, which underlines the importance of prenatal counselling and overall public health efforts to improve immigrant health.
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Affiliation(s)
- Bianca Arrhenius
- Department of Child Psychiatry, University of Turku, Turku, Finland
- INVEST Research Flagship, University of Turku, Turku, Finland
| | - Heljä-Marja Surcel
- Faculty of Medicine, University of Oulu, Oulu, Finland
- Biobank Borealis of Northern Finland, Oulu University Hospital, Oulu, Finland
| | - Susanna Hinkka Yli-Salomäki
- Department of Child Psychiatry, University of Turku, Turku, Finland
- INVEST Research Flagship, University of Turku, Turku, Finland
| | - Alan Brown
- Department of Psychiatry, New York State Psychiatric Institute, Columbia University, New York, New York, United States of America
- Department of Epidemiology, Columbia University Mailman School of Public Health, New York, New York, United States of America
| | - Keely Cheslack-Postava
- Department of Psychiatry, New York State Psychiatric Institute, Columbia University, New York, New York, United States of America
| | - Andre Sourander
- Department of Child Psychiatry, University of Turku, Turku, Finland
- INVEST Research Flagship, University of Turku, Turku, Finland
- Department of Child Psychiatry, Turku University Hospital, Turku, Finland
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Hongyao HE, Chun JI, Xiaoyan G, Fangfang L, Jing Z, Lin Z, Pengxiang Z, Zengchun L. Associative gene networks reveal novel candidates important for ADHD and dyslexia comorbidity. BMC Med Genomics 2023; 16:208. [PMID: 37667328 PMCID: PMC10478365 DOI: 10.1186/s12920-023-01502-1] [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: 03/29/2022] [Accepted: 03/26/2023] [Indexed: 09/06/2023] Open
Abstract
BACKGROUND Attention deficit hyperactivity disorder (ADHD) is commonly associated with developmental dyslexia (DD), which are both prevalent and complicated pediatric neurodevelopmental disorders that have a significant influence on children's learning and development. Clinically, the comorbidity incidence of DD and ADHD is between 25 and 48%. Children with DD and ADHD may have more severe cognitive deficiencies, a poorer level of schooling, and a higher risk of social and emotional management disorders. Furthermore, patients with this comorbidity are frequently treated for a single condition in clinical settings, and the therapeutic outcome is poor. The development of effective treatment approaches against these diseases is complicated by their comorbidity features. This is often a major problem in diagnosis and treatment. In this study, we developed bioinformatical methodology for the analysis of the comorbidity of these two diseases. As such, the search for candidate genes related to the comorbid conditions of ADHD and DD can help in elucidating the molecular mechanisms underlying the comorbid condition, and can also be useful for genotyping and identifying new drug targets. RESULTS Using the ANDSystem tool, the reconstruction and analysis of gene networks associated with ADHD and dyslexia was carried out. The gene network of ADHD included 599 genes/proteins and 148,978 interactions, while that of dyslexia included 167 genes/proteins and 27,083 interactions. When the ANDSystem and GeneCards data were combined, a total of 213 genes/proteins for ADHD and dyslexia were found. An approach for ranking genes implicated in the comorbid condition of the two diseases was proposed. The approach is based on ten criteria for ranking genes by their importance, including relevance scores of association between disease and genes, standard methods of gene prioritization, as well as original criteria that take into account the characteristics of an associative gene network and the presence of known polymorphisms in the analyzed genes. Among the top 20 genes with the highest priority DRD2, DRD4, CNTNAP2 and GRIN2B are mentioned in the literature as directly linked with the comorbidity of ADHD and dyslexia. According to the proposed approach, the genes OPRM1, CHRNA4 and SNCA had the highest priority in the development of comorbidity of these two diseases. Additionally, it was revealed that the most relevant genes are involved in biological processes related to signal transduction, positive regulation of transcription from RNA polymerase II promoters, chemical synaptic transmission, response to drugs, ion transmembrane transport, nervous system development, cell adhesion, and neuron migration. CONCLUSIONS The application of methods of reconstruction and analysis of gene networks is a powerful tool for studying the molecular mechanisms of comorbid conditions. The method put forth to rank genes by their importance for the comorbid condition of ADHD and dyslexia was employed to predict genes that play key roles in the development of the comorbid condition. The results can be utilized to plan experiments for the identification of novel candidate genes and search for novel pharmacological targets.
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Affiliation(s)
- H E Hongyao
- Medical College of Shihezi University, Shihezi, China
| | - J I Chun
- Medical College of Shihezi University, Shihezi, China
| | - Gao Xiaoyan
- Medical College of Shihezi University, Shihezi, China
| | - Liu Fangfang
- Medical College of Shihezi University, Shihezi, China
| | - Zhang Jing
- Medical College of Shihezi University, Shihezi, China
| | - Zhong Lin
- Medical College of Shihezi University, Shihezi, China
| | - Zuo Pengxiang
- Medical College of Shihezi University, Shihezi, China.
| | - Li Zengchun
- Medical College of Shihezi University, Shihezi, China.
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Attention-Deficit/Hyperactivity Disorder and Academic Functioning: Reading, Writing, and Math Abilities in a Community Sample of Youth with and without ADHD. Res Child Adolesc Psychopathol 2023; 51:583-596. [PMID: 36480079 DOI: 10.1007/s10802-022-01004-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/21/2022] [Indexed: 12/13/2022]
Abstract
Previous studies have shown that Attention-Deficit/Hyperactivity disorder (ADHD) is marked by impairments in academic functioning in reading, writing, and mathematics. Yet, virtually no studies have examined academic functioning in terms of both basic skills (e.g., word recognition, handwriting/spelling, arithmetic calculations) and more complex advanced skills (e.g., reading comprehension, writing composition, and mathematical problem-solving) within the same sample. In the present study, 518 children with ADHD were compared to a control group of 851 children without ADHD (ages 8-18) and assessed on a comprehensive battery of reading, writing, and math assessments. It was hypothesized that ADHD diagnostic status would uniquely predict performance on advanced skill measures even after controlling for performance on basic skills in that academic domain. ADHD status was associated with worse performance across all academic tests. Results also indicated that ADHD independently predicted performance for measures of writing composition and one measure of reading comprehension, even after controlling for performance on basic skills in those domains. However, ADHD did not independently predict mathematical problem-solving performance. These findings add to the literature on ADHD and academic functioning and indicate that inattention may weaken skills necessary for effective reading comprehension and writing composition.
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4
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Escobar JP, Tenorio M. Trastornos específicos del aprendizaje: origen, identificación y acompañamiento. REVISTA MÉDICA CLÍNICA LAS CONDES 2022. [DOI: 10.1016/j.rmclc.2022.09.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2022] Open
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5
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Carrasco-Chaparro X. Sobre el trastorno por déficit de atención e hiperactividad: consolidaciones, actualizaciones y perspectivas. REVISTA MÉDICA CLÍNICA LAS CONDES 2022. [DOI: 10.1016/j.rmclc.2022.08.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022] Open
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6
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Price KM, Wigg KG, Misener VL, Clarke A, Yeung N, Blokland K, Wilkinson M, Kerr EN, Guger SL, Lovett MW, Barr CL. Language Difficulties in School-Age Children With Developmental Dyslexia. JOURNAL OF LEARNING DISABILITIES 2022; 55:200-212. [PMID: 33890525 PMCID: PMC8996296 DOI: 10.1177/00222194211006207] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
Developmental dyslexia (DD) is a common reading disability, affecting 5% to 11% of children in North America. Children classified as having DD often have a history of early language delay (ELD) or language impairments. Nevertheless, studies have reported conflicting results as to the association between DD-ELD and the extent of current language difficulties in children with DD. To examine these relationships, we queried the parents of school-age children with reading difficulties on their child's early and current language ability. Siblings were also examined. Children were directly assessed using quantitative tests of language and reading skills. To compare this study with the literature, we divided the sample (N = 674) into three groups: DD, intermediate readers (IR), and skilled readers (SR). We found a significant association between DD and ELD, with parents of children in the DD/IR groups reporting their children put words together later than the SR group. We also found a significant association between DD and language difficulties, with children with low reading skills having low expressive/receptive language abilities. Finally, we identified early language predicted current language, which predicted reading skills. These data contribute to research indicating that children with DD experience language difficulties, suggesting early recognition may help identify reading problems.
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Affiliation(s)
- Kaitlyn M. Price
- University Health Network, Toronto,
Ontario, Canada
- The Hospital for Sick Children,
Toronto, Ontario, Canada
- University of Toronto, Ontario,
Canada
| | | | | | - Antoine Clarke
- The Hospital for Sick Children,
Toronto, Ontario, Canada
| | - Natalie Yeung
- The Hospital for Sick Children,
Toronto, Ontario, Canada
| | | | | | - Elizabeth N. Kerr
- The Hospital for Sick Children,
Toronto, Ontario, Canada
- University of Toronto, Ontario,
Canada
| | | | - Maureen W. Lovett
- The Hospital for Sick Children,
Toronto, Ontario, Canada
- University of Toronto, Ontario,
Canada
| | - Cathy L. Barr
- University Health Network, Toronto,
Ontario, Canada
- The Hospital for Sick Children,
Toronto, Ontario, Canada
- University of Toronto, Ontario,
Canada
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7
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Perrino PA, Chasse RY, Monaco AP, Molnár Z, Velayos‐Baeza A, Fitch RH. Rapid auditory processing and medial geniculate nucleus anomalies in Kiaa0319 knockout mice. GENES, BRAIN, AND BEHAVIOR 2022; 21:e12808. [PMID: 35419947 PMCID: PMC9744489 DOI: 10.1111/gbb.12808] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/28/2021] [Revised: 03/23/2022] [Accepted: 03/31/2022] [Indexed: 11/29/2022]
Abstract
Developmental dyslexia is a common neurodevelopmental disorder characterized by difficulties in reading and writing. Although underlying biological and genetic mechanisms remain unclear, anomalies in phonological processing and auditory processing have been associated with dyslexia. Several candidate risk genes have also been identified, with KIAA0319 as a main candidate. Animal models targeting the rodent homolog (Kiaa0319) have been used to explore putative behavioral and anatomic anomalies, with mixed results. For example after downregulation of Kiaa0319 expression in rats via shRNA, significant adult rapid auditory processing impairments were reported, along with cortical anomalies reflecting atypical neuronal migration. Conversely, Kiaa0319 knockout (KO) mice were reported to have typical adult auditory processing, and no visible cortical anomalies. To address these inconsistencies, we tested Kiaa0319 KO mice on auditory processing tasks similar to those used previously in rat shRNA knockdown studies. Subsequent neuroanatomic analyses on these same mice targeted medial geniculate nucleus (MGN), a receptive communication-related brain structure. Results confirm that Kiaa0319 KO mice exhibit significant auditory processing impairments specific to rapid/brief stimuli, and also show significant volumetric reductions and a shift toward fewer large and smaller neurons in the MGN. The latter finding is consistent with post mortem MGN data from human dyslexic brains. Combined evidence supports a role for KIAA0319 in the development of auditory CNS pathways subserving rapid auditory processing functions critical to the development of speech processing, language, and ultimately reading. Results affirm KIAA0319 variation as a possible risk factor for dyslexia specifically via anomalies in central acoustic processing pathways.
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Affiliation(s)
- Peter A. Perrino
- Department of Psychological Science/Behavioral NeuroscienceUniversity of ConnecticutStorrsConnecticutUSA
| | - Renee Y. Chasse
- Department of Psychological Science/Behavioral NeuroscienceUniversity of ConnecticutStorrsConnecticutUSA
| | | | - Zoltán Molnár
- Department of Physiology, Anatomy, and GeneticsUniversity of OxfordOxfordUK
| | - Antonio Velayos‐Baeza
- Department of Physiology, Anatomy, and GeneticsUniversity of OxfordOxfordUK,Wellcome Centre for Human GeneticsUniversity of OxfordOxfordUK
| | - R. Holly Fitch
- Department of Psychological Science/Behavioral NeuroscienceUniversity of ConnecticutStorrsConnecticutUSA
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The Impact of School Strategies and the Home Environment on Home Learning Experiences During the COVID-19 Pandemic in Children With and Without Developmental Disorders. J Autism Dev Disord 2022; 53:1642-1672. [PMID: 35013867 PMCID: PMC8747872 DOI: 10.1007/s10803-021-05383-0] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/22/2021] [Indexed: 01/03/2023]
Abstract
Using the Opportunity-Propensity Model (Byrnes in Dev Rev 56:100911, 2020; Byrnes & Miller in Contemp Educ Psychol 32(4);599–629, 2007), the current study investigated which factors helped predicting children’s home learning experiences during the COVID-19 pandemic, thereby examining differences between children with (DD; n = 779) and without (TD; n = 1443) developmental disorders. MANCOVA results indicated more negative experiences for DD children and their parents. SEM-results revealed the alignment between different teachers and autonomous motivation in children as the most important predictors for the outcome variables. Less predictors were significant for DD as compared to TD children which suggests other factors are at play in the DD group. Limitations, strengths and suggestions for future research are being discussed, together with some implications for classroom practices and remote learning approaches.
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9
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Wakeman HN, Leopold DR, Olson RK, Willcutt EG. Modeling the Speeded Determinants of Adolescents' Academic and Attentional Functioning. Dev Neuropsychol 2022; 47:61-77. [PMID: 34894917 PMCID: PMC9332135 DOI: 10.1080/87565641.2021.2010735] [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: 10/19/2022]
Abstract
The current study utilized a large, unselected sample of adolescent twins to examine whether processing speed (PS) is an important shared predictor that accounts for covariance among reading, math, ADHD, and rapid naming (RN). The best fitting model included correlated but distinguishable latent measures of PS, RN, reading, math, inattention, hyperactivity/impulsivity, and academic fluency. PS was a shared predictor across all outcomes, while RN was uniquely associated with reading, fluency, and (albeit weakly) math. The results add to a growing literature suggesting that PS and RN may be important components of comprehensive neuropsychological models of academics, ADHD, and their covariation.
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Affiliation(s)
- Holly N. Wakeman
- Department of Psychology and Neuroscience, University of Colorado Boulder, Boulder, CO, USA,Correspondence regarding this article should be addressed to Holly N. Wakeman, M.A.; Graduate Student; ; (720) 900-4980; 1905 Colorado Ave., 345 UCB, Boulder, CO 80309
| | - Daniel R. Leopold
- Department of Psychology and Neuroscience, University of Colorado Boulder, Boulder, CO, USA,Department of Psychiatry, University of Colorado School of Medicine, Aurora, CO, USA
| | - Richard K. Olson
- Department of Psychology and Neuroscience, University of Colorado Boulder, Boulder, CO, USA
| | - Erik G. Willcutt
- Department of Psychology and Neuroscience, University of Colorado Boulder, Boulder, CO, USA
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10
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Arrhenius B, Sariaslan A, Suominen A, Sourander A, Gyllenberg D. Familial confounding affected the associations between maternal smoking during pregnancy and offspring speech and language, scholastic and coordination disorders. Acta Paediatr 2021; 110:3275-3283. [PMID: 34363238 DOI: 10.1111/apa.16062] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/27/2021] [Revised: 08/05/2021] [Accepted: 08/05/2021] [Indexed: 01/16/2023]
Abstract
AIM This study examined the associations between prenatal smoking and speech and language, scholastic, coordination and mixed developmental disorders in offspring, using sibling and population controls. METHODS National Finnish registers were used to identify all 690 654 singletons born between 1996 and 2007 and any cases diagnosed with speech and language, scholastic, coordination and mixed developmental disorders by the end of 2012. Cases were compared to population controls, biological full-siblings and maternal half-siblings born during the same period. Conditional logistic regression was used to assess any associations between smoking during pregnancy and the selected developmental disorders. RESULTS Prenatal smoking was higher in the mothers of the 27 297 cases (21.7%) than the 99 876 population controls (14.5%). The adjusted odds ratio for smoking throughout pregnancy, and any diagnosis of speech and language, scholastic, coordination or mixed developmental disorders, was 1.29 (95% confidence interval 1.24-1.34). However, when we compared a subsample of 15 406 cases and their 20 657 siblings, the association was no longer statistically significant (odds ratio 1.09, 95% confidence interval 0.98-1.21). CONCLUSION The sibling comparisons suggested that the associations between prenatal smoking and speech and language, scholastic, coordination and mixed developmental disorders were confounded by familial factors shared by differentially exposed siblings.
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Affiliation(s)
- Bianca Arrhenius
- Department of Child Psychiatry University of Turku Turku Finland
- INVEST Research Flagship Center University of Turku Turku Finland
- Child and Youth Health Services City of Helsinki Finland
| | - Amir Sariaslan
- Department of Child Psychiatry University of Turku Turku Finland
- Social and Public Policy Unit Faculty of Social Sciences University of Helsinki Helsinki Finland
| | - Auli Suominen
- Department of Child Psychiatry University of Turku Turku Finland
- INVEST Research Flagship Center University of Turku Turku Finland
| | - Andre Sourander
- Department of Child Psychiatry University of Turku Turku Finland
- INVEST Research Flagship Center University of Turku Turku Finland
- Department of Child Psychiatry Turku University Hospital Turku Finland
| | - David Gyllenberg
- Department of Child Psychiatry University of Turku Turku Finland
- INVEST Research Flagship Center University of Turku Turku Finland
- National Institute for Health and Welfare Helsinki Finland
- Department of Adolescent Psychiatry Helsinki University Central Hospital Helsinki Finland
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11
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Carollo A, Bonassi A, Lim M, Gabrieli G, Setoh P, Dimitriou D, Aryadoust V, Esposito G. Developmental disabilities across the world: A scientometric review from 1936 to 2020. RESEARCH IN DEVELOPMENTAL DISABILITIES 2021; 117:104031. [PMID: 34333315 DOI: 10.1016/j.ridd.2021.104031] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/13/2021] [Revised: 06/07/2021] [Accepted: 07/12/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Developmental disabilities have been largely studied in the past years. Their etiological mechanisms have been underpinned to the interactions between genetic and environmental factors. These factors show variability across the world. Thus, it is important to understand where the set of knowledge obtained on developmental disabilities originates from and whether it is generalizable to low- and middle-income countries. AIMS This study aims to understand the origins of the available literature on developmental disabilities, keeping a focus on parenting, and identify the main trend of research. METHODS AND PROCEDURE A sample of 11,315 publications from 1936 to 2020 were collected from Scopus and a graphical country analysis was conducted. Furthermore, a qualitative approach enabled the clustering of references by keywords into four main areas: "Expression of the disorder", "Physiological Factors", "How it is studied" and "Environmental factors". For each area, a document co-citation analysis (DCA) on CiteSpace software was performed. OUTCOMES AND RESULTS Results highlight the leading role of North America in the study of developmental disabilities. Trends in the literature and the documents' scientific relevance are discussed in details. CONCLUSIONS AND IMPLICATIONS Results demand for investigation in different socio-economical settings to generalize our knowledge. What this paper adds? The current paper tries to provide insight into the origins of the literature on developmental disabilities with a focus on parenting, together with an analysis of the trends of research in the field. The paper consisted of a multi-disciplinary and multi-method review. In fact, the review tried to integrate the analysis of the relation between developmental disabilities with a closer look at the scientific contributions to the field across the world. Specifically, the paper integrates a total of 11,315 papers published on almost a century of research (from 1936 to 2020). An initial qualitative analysis on keywords was combined to a subsequent quantitative approach in order to maximize the comprehension of the impact of almost a century of scientific contributions. Specifically, documents were studied with temporal and structural metrics on a scientometric approach. This allowed the exploration of patterns within the literature available on Scopus in a quantitative way. This method not only assessed the importance of single documents within the network. As a matter of fact, the document co-citation analysis used on CiteSpace software provided insight into the relations existing between multiple documents in the field of research. As a result, the leading role of North America in the literature of developmental disabilities and parenting emerged. This was accompanied by the review of the main trends of research within the existing literature.
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Affiliation(s)
- Alessandro Carollo
- Department of Psychology and Cognitive Science, University of Trento, Rovereto, Italy
| | - Andrea Bonassi
- Department of Psychology and Cognitive Science, University of Trento, Rovereto, Italy; Mobile and Social Computing Lab, Bruno Kessler Foundation, Trento, Italy
| | - Mengyu Lim
- Psychology Program, School of Social Sciences, Nanyang Technological University, Singapore, Singapore
| | - Giulio Gabrieli
- Psychology Program, School of Social Sciences, Nanyang Technological University, Singapore, Singapore
| | - Peipei Setoh
- Psychology Program, School of Social Sciences, Nanyang Technological University, Singapore, Singapore
| | - Dagmara Dimitriou
- Sleep Research and Education Laboratory, UCL Institute of Education, London, United Kingdom
| | - Vahid Aryadoust
- National Institute of Education, Nanyang Technological University, Singapore, Singapore
| | - Gianluca Esposito
- Department of Psychology and Cognitive Science, University of Trento, Rovereto, Italy; Psychology Program, School of Social Sciences, Nanyang Technological University, Singapore, Singapore; Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore.
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12
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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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13
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Mascheretti S, Riva V, Feng B, Trezzi V, Andreola C, Giorda R, Villa M, Dionne G, Gori S, Marino C, Facoetti A. The Mediation Role of Dynamic Multisensory Processing Using Molecular Genetic Data in Dyslexia. Brain Sci 2020; 10:brainsci10120993. [PMID: 33339203 PMCID: PMC7765588 DOI: 10.3390/brainsci10120993] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/13/2020] [Revised: 12/04/2020] [Accepted: 12/11/2020] [Indexed: 12/21/2022] Open
Abstract
Although substantial heritability has been reported and candidate genes have been identified, we are far from understanding the etiopathogenetic pathways underlying developmental dyslexia (DD). Reading-related endophenotypes (EPs) have been established. Until now it was unknown whether they mediated the pathway from gene to reading (dis)ability. Thus, in a sample of 223 siblings from nuclear families with DD and 79 unrelated typical readers, we tested four EPs (i.e., rapid auditory processing, rapid automatized naming, multisensory nonspatial attention and visual motion processing) and 20 markers spanning five DD-candidate genes (i.e., DYX1C1, DCDC2, KIAA0319, ROBO1 and GRIN2B) using a multiple-predictor/multiple-mediator framework. Our results show that rapid auditory and visual motion processing are mediators in the pathway from ROBO1-rs9853895 to reading. Specifically, the T/T genotype group predicts impairments in rapid auditory and visual motion processing which, in turn, predict poorer reading skills. Our results suggest that ROBO1 is related to reading via multisensory temporal processing. These findings support the use of EPs as an effective approach to disentangling the complex pathways between candidate genes and behavior.
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Affiliation(s)
- Sara Mascheretti
- Child Psychopathology Unit, Scientific Institute, IRCCS E. Medea, 23842 Bosisio Parini, Italy; (S.M.); (V.R.); (V.T.); (C.A.)
| | - Valentina Riva
- Child Psychopathology Unit, Scientific Institute, IRCCS E. Medea, 23842 Bosisio Parini, Italy; (S.M.); (V.R.); (V.T.); (C.A.)
| | - Bei Feng
- École de Psychologie, Laval University, Québec, QC G1V 0A6, Canada; (B.F.); (G.D.)
| | - Vittoria Trezzi
- Child Psychopathology Unit, Scientific Institute, IRCCS E. Medea, 23842 Bosisio Parini, Italy; (S.M.); (V.R.); (V.T.); (C.A.)
| | - Chiara Andreola
- Child Psychopathology Unit, Scientific Institute, IRCCS E. Medea, 23842 Bosisio Parini, Italy; (S.M.); (V.R.); (V.T.); (C.A.)
- Laboratoire de Psychologie du Développement et de l’Éducation de l’Enfant (LaPsyDÉ), Universitè de Paris, 75005 Paris, France
| | - Roberto Giorda
- Molecular Biology Laboratory, Scientific Institute, IRCCS E. Medea, 23842 Bosisio Parini, Italy; (R.G.); (M.V.)
| | - Marco Villa
- Molecular Biology Laboratory, Scientific Institute, IRCCS E. Medea, 23842 Bosisio Parini, Italy; (R.G.); (M.V.)
| | - Ginette Dionne
- École de Psychologie, Laval University, Québec, QC G1V 0A6, Canada; (B.F.); (G.D.)
| | - Simone Gori
- Department of Human and Social Sciences, University of Bergamo, 24100 Bergamo, Italy;
| | - Cecilia Marino
- Child Psychopathology Unit, Scientific Institute, IRCCS E. Medea, 23842 Bosisio Parini, Italy; (S.M.); (V.R.); (V.T.); (C.A.)
- Department of Psychiatry, University of Toronto, Toronto, ON M5T 1R8, Canada
- The Division of Child and Youth Psychiatry, Centre for Addiction and Mental Health (CAMH), Toronto, ON M6J 1H4, Canada
- Correspondence: (C.M.); (A.F.)
| | - Andrea Facoetti
- Developmental Cognitive Neuroscience Lab, Department of General Psychology, University of Padua, 35131 Padua, Italy
- Correspondence: (C.M.); (A.F.)
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14
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Dowker A. Arithmetic in developmental cognitive disabilities. RESEARCH IN DEVELOPMENTAL DISABILITIES 2020; 107:103778. [PMID: 33035783 DOI: 10.1016/j.ridd.2020.103778] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/20/2020] [Revised: 08/20/2020] [Accepted: 08/26/2020] [Indexed: 06/11/2023]
Abstract
This paper reviews and discusses research on arithmetical strengths and weaknesses in children with specific developmental cognitive disabilities. It focusses on children with dyslexia, developmental language disorder, attention deficit hyperactivity disorder and autism. In general, studies show that arithmetical weaknesses are commoner in children with any of these disorders than in controls. Autism is sometimes associated with specific strengths in arithmetic; but even in autism, it is commoner for arithmetic to be a relative weakness than a relative strength. There may be some genetic reasons why there is an overlap between mathematical difficulties and other developmental learning difficulties; but much of the reason seems to be that specific aspects of arithmetic are often influenced by other factors, including language comprehension, phonological awareness, verbal and spatial working memory and long-term memory, and executive functions. The findings discussed here will be discussed in relation to Pennington's (2006) Multiple Deficit Model.
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15
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Cervantes-Henríquez ML, Acosta-López JE, Martínez-Banfi ML, Vélez JI, Mejía-Segura E, Lozano-Gutiérrez SG, Sánchez-Rojas M, Zurbarán MA, Zurek EE, Arcos-Burgos M, Pineda DA, Puentes-Rozo PJ. ADHD Endophenotypes in Caribbean Families. J Atten Disord 2020; 24:2100-2114. [PMID: 29589797 DOI: 10.1177/1087054718763741] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/31/2022]
Abstract
Objective: The aim of this study is to contrast the genetics of neuropsychological tasks in individuals from nuclear families clustering ADHD in a Caribbean community. Method: We recruited and clinically characterized 408 individuals using an extensive battery of neuropsychological tasks. The genetic variance underpinning these tasks was estimated by heritability. A predictive framework for ADHD diagnosis was derived using these tasks. Results: We found that individuals with ADHD differed from controls in tasks of mental control, visuospatial ability, visuoverbal memory, phonological and verbal fluency, verbal and semantic fluency, cognitive flexibility, and cognitive ability. Among them, tasks of mental control, visuoverbal memory, phonological fluency, semantic verbal fluency, and intelligence had a significant heritability. A predictive model of ADHD diagnosis using these endophenotypes yields remarkable classification rate, sensitivity, specificity, and precision values (above 80%). Conclusion: We have dissected new cognitive endophenotypes in ADHD that can be suitable to assess the neurobiological and genetic basis of ADHD.
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Affiliation(s)
- M L Cervantes-Henríquez
- Grupo de Neurociencias del Caribe, Unidad de Neurociencias Cognitivas, Universidad Simón Bolívar, Barranquilla, Colombia.,Universidad del Norte, Barranquilla, Colombia
| | - J E Acosta-López
- Grupo de Neurociencias del Caribe, Unidad de Neurociencias Cognitivas, Universidad Simón Bolívar, Barranquilla, Colombia
| | - M L Martínez-Banfi
- Grupo de Neurociencias del Caribe, Unidad de Neurociencias Cognitivas, Universidad Simón Bolívar, Barranquilla, Colombia
| | - J I Vélez
- Universidad del Norte, Barranquilla, Colombia.,Genomics and Predictive Medicine Group, John Curtin School of Medical Research, The Australian National University, Canberra, ACT, Australia
| | - E Mejía-Segura
- Grupo de Neurociencias del Caribe, Unidad de Neurociencias Cognitivas, Universidad Simón Bolívar, Barranquilla, Colombia
| | - S G Lozano-Gutiérrez
- Grupo de Neurociencias del Caribe, Unidad de Neurociencias Cognitivas, Universidad Simón Bolívar, Barranquilla, Colombia
| | - M Sánchez-Rojas
- Grupo de Neurociencias del Caribe, Unidad de Neurociencias Cognitivas, Universidad Simón Bolívar, Barranquilla, Colombia
| | | | - E E Zurek
- Universidad del Norte, Barranquilla, Colombia
| | - M Arcos-Burgos
- Genomics and Predictive Medicine Group, John Curtin School of Medical Research, The Australian National University, Canberra, ACT, Australia.,Center For Research in Genetics and Genomics, Institute of Translational Medicine, School of Medicine and Health Sciences, Universidad del Rosario, Bogotá, Colombia
| | - D A Pineda
- Neuroscience Research Group, University of Antioquia, Medellín, Colombia.,Neuropsychology and Conduct Research Group, University of San Buenaventura, Medellín, Colombia
| | - P J Puentes-Rozo
- Grupo de Neurociencias del Caribe, Unidad de Neurociencias Cognitivas, Universidad Simón Bolívar, Barranquilla, Colombia.,Grupo de Neurociencias del Caribe, Universidad del Atlántico, Barranquilla, Colombia
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16
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Shared and distinct developmental pathways to ASD and ADHD phenotypes among infants at familial risk. Dev Psychopathol 2020; 32:1323-1334. [PMID: 32933597 PMCID: PMC7891894 DOI: 10.1017/s0954579420000735] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
Autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD) are believed to share partially overlapping causal mechanisms suggesting that early risk markers may also overlap. Using latent profile analysis (LPA) in a sample of infants enriched for ASD and ADHD, we first examined the number of distinct groups of 3-year-old children, based on ADHD and ASD symptomatology. To investigate early predictors of ASD and ADHD symptom profiles, we next examined differences in trajectories of infant behaviors among the LPA classes spanning general development, negative affect, attention, activity level, impulsivity, and social behavior. Participants included 166 infants at familial risk for ASD (n = 89), ADHD (n = 38), or low-risk for both (n = 39) evaluated at 12, 18, 24, and 36 months of age. A three-class solution was selected reflecting a Typically Developing (TD) class (low symptoms; n = 108), an ADHD class (high ADHD/low ASD symptoms; n = 39), and an ASD class (high ASD/ADHD symptoms; n = 19). Trajectories of infant behaviors were generally suggestive of a gradient pattern of differences, with the greatest impairment within the ASD class followed by the ADHD class. These findings indicate a mixture of overlapping and distinct early markers of preschool ASD- and ADHD-like profiles that can be difficult to disentangle early in life.
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17
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Lancaster HS, Liu X, Dinu V, Li J. Identifying interactive biological pathways associated with reading disability. Brain Behav 2020; 10:e01735. [PMID: 32596987 PMCID: PMC7428467 DOI: 10.1002/brb3.1735] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/26/2020] [Revised: 06/01/2020] [Accepted: 06/07/2020] [Indexed: 12/13/2022] Open
Abstract
INTRODUCTION Past research has suggested that reading disability is a complex disorder involving genetic and environment contributions, as well as gene-gene and gene-environment interaction, but to date little is known about the underlying mechanisms. METHOD Using the Avon Longitudinal Study of Parents and Children, we assessed the contributions of genetic, demographic, and environmental variables on case-control status using machine learning. We investigated the functional interactions between genes using pathway and network analysis. RESULTS Our results support a systems approach to studying the etiology of reading disability with many genes (e.g., RAPGEF2, KIAA0319, DLC1) and biological pathways (e.g., neuron migration, positive regulation of dendrite regulation, nervous system development) interacting with each other. We found that single nucleotide variants within genes often had opposite effects and that enriched biological pathways were mediated by neuron migration. We also identified behavioral (i.e., receptive language, nonverbal intelligence, and vocabulary), demographic (i.e., mother's highest education), and environmental (i.e., birthweight) factors that influenced case-control status when accounting for genetic information. DISCUSSION The behavioral and demographic factors were suggested to be protective against reading disability status, while birthweight conveyed risk. We provided supporting evidence that reading disability has a complex biological and environmental etiology and that there may be a shared genetic and neurobiological architecture for reading (dis)ability.
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Affiliation(s)
- Hope Sparks Lancaster
- College of Health SolutionsArizona State UniversityTempeAZUSA
- Department of Computing, Informatics, and Decision Systems EngineeringSchools of EngineeringArizona State UniversityTempeAZUSA
| | - Xiaonan Liu
- Department of Computing, Informatics, and Decision Systems EngineeringSchools of EngineeringArizona State UniversityTempeAZUSA
| | - Valentin Dinu
- College of Health SolutionsArizona State UniversityTempeAZUSA
| | - Jing Li
- School of Industrial and Systems EngineeringGeorgia Institute of TechnologyAtlantaGAUSA
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18
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Willcutt EG. Behavior and Molecular Genetic Approaches to Comorbidity. CURRENT DEVELOPMENTAL DISORDERS REPORTS 2020; 6:31-36. [PMID: 32042548 DOI: 10.1007/s40474-019-00162-0] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
Abstract
Purpose of Review This review provides an overview of studies that used behavioral genetic methods to understand the genetic and environmental influences that lead to comorbidity, the co-occurrence of two or more developmental disorders in the same individual. Recent Findings Comorbidity is primarily explained by shared genetic influences for most pairs of disorders that have been studied, including attention deficit hyperactivity disorder (ADHD) and learning disabilities, conduct disorder and ADHD, anxiety and depression, and anxiety and autism spectrum disorder (ASD). Molecular genetic studies indicate that the etiologies of developmental disorders are highly multifactorial, with dozens or even hundreds of genes acting in combination with environmental risk factors to lead to each individual disorder and the extensive comorbidity between disorders. Due to this complexity, current state-of-the-art studies are now combining molecular genetic data from multiple large samples to begin to achieve adequate statistical power to identify the specific genetic polymorphisms that lead to comorbidity. Summary An extensive literature demonstrates the pervasiveness and potential importance of comorbidity between developmental disorders, and results of family, twin, and molecular genetic studies indicate that these comorbidities may be largely explained by shared genetic influences. Additional studies are ongoing to identify the specific genetic polymorphisms that increase risk for each developmental disorder and comorbidity between disorders.
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Affiliation(s)
- Erik G Willcutt
- University of Colorado Boulder, Professor of Psychology and Neuroscience, Director, Eunice Kennedy Shriver NICHD Colorado Learning Disabilities Research Center, Director of Clinical Training, Faculty Fellow, Institute for Behavior Genetics, Faculty, Center for Neuroscience, Department of Psychology and Neuroscience, 345 UCB, University of Colorado Boulder, Boulder, CO 80309
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19
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Margolis AE, Banker S, Pagliaccio D, De Water E, Curtin P, Bonilla A, Herbstman JB, Whyatt R, Bansal R, Sjödin A, Milham MP, Peterson BS, Factor-Litvak P, Horton MK. Functional connectivity of the reading network is associated with prenatal polybrominated diphenyl ether concentrations in a community sample of 5 year-old children: A preliminary study. ENVIRONMENT INTERNATIONAL 2020; 134:105212. [PMID: 31743804 PMCID: PMC7048018 DOI: 10.1016/j.envint.2019.105212] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/20/2019] [Revised: 09/19/2019] [Accepted: 09/21/2019] [Indexed: 05/22/2023]
Abstract
Genetic factors explain 60 percent of variance in reading disorder. Exposure to neurotoxicants, including polybrominated diphenyl ethers (PBDEs), may be overlooked risk factors for reading problems. We used resting-state functional magnetic resonance imaging (rs-fMRI) to examine associations between prenatal PBDE concentrations and functional connectivity of a reading-related network (RN) in a community sample of 5-year-old children (N = 33). Maternal serum PBDE concentrations (∑PBDE) were measured at 12.2 ± 2.8 weeks gestation (mean ± SD). The RN was defined by 12 regions identified in prior task-based fMRI meta-analyses; global efficiency (GE) was used to measure network integration. Linear regression evaluated associations between ∑PBDE, word reading, and GE of the RN and the default mode network (DMN); the latter to establish specificity of findings. Weighted quantile sum regression analyses evaluated the contributions of specific PBDE congeners to observed associations. Greater RN efficiency was associated with better word reading in these novice readers. Children with higher ∑PBDE showed reduced GE of the RN; ∑PBDE was not associated with DMN efficiency, demonstrating specificity of our results. Consistent with prior findings, ∑PBDE was not associated word reading at 5-years-old. Altered efficiency and integration of the RN may underlie associations between ∑PBDE concentrations and reading problems observed previously in older children.
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Affiliation(s)
- Amy E Margolis
- The Division of Child and Adolescent Psychiatry in the Department of Psychiatry, The New York State Psychiatric Institute and the Vagelos College of Physicians & Surgeons, Columbia University Irving Medical Center, New York, NY 10032, USA.
| | - Sarah Banker
- The Division of Child and Adolescent Psychiatry in the Department of Psychiatry, The New York State Psychiatric Institute and the Vagelos College of Physicians & Surgeons, Columbia University Irving Medical Center, New York, NY 10032, USA
| | - David Pagliaccio
- The Division of Child and Adolescent Psychiatry in the Department of Psychiatry, The New York State Psychiatric Institute and the Vagelos College of Physicians & Surgeons, Columbia University Irving Medical Center, New York, NY 10032, USA
| | - Erik De Water
- Department of Environmental Medicine and Public Health, Icahn School of Medicine at Mount Sinai, New York, NY 10029, USA
| | - Paul Curtin
- Department of Environmental Medicine and Public Health, Icahn School of Medicine at Mount Sinai, New York, NY 10029, USA
| | - Anny Bonilla
- Department of Environmental Medicine and Public Health, Icahn School of Medicine at Mount Sinai, New York, NY 10029, USA
| | - Julie B Herbstman
- Columbia Center for Children's Environmental Health, Department of Environmental Health Sciences, and Department of Epidemiology, Mailman School of Public Health, Columbia University Irving Medical Center, New York, NY 10032, USA
| | - Robin Whyatt
- Columbia Center for Children's Environmental Health, Department of Environmental Health Sciences, and Department of Epidemiology, Mailman School of Public Health, Columbia University Irving Medical Center, New York, NY 10032, USA
| | - Ravi Bansal
- Institute for the Developing Mind, Children's Hospital Los Angeles and the Department of Psychiatry at the Keck School of Medicine, University of Southern California, Los Angeles, CA 90027, USA
| | - Andreas Sjödin
- Centers for Disease Control and Prevention, Atlanta, GA 30333, USA
| | | | - Bradley S Peterson
- Institute for the Developing Mind, Children's Hospital Los Angeles and the Department of Psychiatry at the Keck School of Medicine, University of Southern California, Los Angeles, CA 90027, USA
| | - Pam Factor-Litvak
- Columbia Center for Children's Environmental Health, Department of Environmental Health Sciences, and Department of Epidemiology, Mailman School of Public Health, Columbia University Irving Medical Center, New York, NY 10032, USA
| | - Megan K Horton
- Department of Environmental Medicine and Public Health, Icahn School of Medicine at Mount Sinai, New York, NY 10029, USA
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20
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Grigorenko EL, Compton D, Fuchs L, Wagner R, Willcutt E, Fletcher JM. Understanding, educating, and supporting children with specific learning disabilities: 50 years of science and practice. AMERICAN PSYCHOLOGIST 2020; 75:37-51. [PMID: 31081650 PMCID: PMC6851403 DOI: 10.1037/amp0000452] [Citation(s) in RCA: 71] [Impact Index Per Article: 17.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
Abstract
Specific learning disabilities (SLDs) are highly relevant to the science and practice of psychology, both historically and currently, exemplifying the integration of interdisciplinary approaches to human conditions. They can be manifested as primary conditions-as difficulties in acquiring specific academic skills-or as secondary conditions, comorbid to other developmental disorders such as attention-deficit hyperactivity disorder. In this synthesis of historical and contemporary trends in research and practice, we mark the 50th anniversary of the recognition of SLDs as a disability in the United States. Specifically, we address the manifestations, occurrence, identification, comorbidity, etiology, and treatment of SLDs, emphasizing the integration of information from the interdisciplinary fields of psychology, education, psychiatry, genetics, and cognitive neuroscience. SLDs, exemplified here by specific word reading, reading comprehension, mathematics, and written expression disabilities, represent spectrum disorders, each occurring in approximately 5% to 15% of the school-aged population. In addition to risk for academic deficiencies and related functional social, emotional, and behavioral difficulties, those with SLDs often have poorer long-term social and vocational outcomes. Given the high rate of occurrence of SLDs and their lifelong negative impact on functioning if not treated, it is important to establish and maintain effective prevention, surveillance, and treatment systems involving professionals from various disciplines trained to minimize the risk and maximize the protective factors for SLDs. (PsycINFO Database Record (c) 2020 APA, all rights reserved).
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21
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McCoy KT, Pancione K, Hammonds LS, Costa CB. Management of Attention-Deficit/Hyperactivity Disorder in Primary Care. Nurs Clin North Am 2019; 54:517-532. [PMID: 31703777 DOI: 10.1016/j.cnur.2019.08.001] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
Abstract
Management of attention-deficit/hyperactivity disorders require provider skill, rapport, and referral acumen to treat patients across the life span. Incidence and prevalence have increased in the United States and globally. There are innovative models of evidence-informed screening techniques, treatment strategies to help providers work with patients and their families. Diplomatic management of highly charged treatment controversies, drug diversion, and risk factor reduction helps to ethically address this growing public health phenomenon. This article examines risk factors and treatment considerations in the United States for evidence-informed care, with a focus on affordable and readily accessible treatment in primary care settings.
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Affiliation(s)
- Kathleen T McCoy
- Department of Community Mental Health, University of South Alabama, College of Nursing, HAHN 304 / 5721 USA Drive North, Mobile, AL 36688-002, USA
| | - Kirsten Pancione
- Department of Community Mental Health, University of South Alabama, College of Nursing, HAHN 304 / 5721 USA Drive North, Mobile, AL 36688-002, USA
| | - Linda Sue Hammonds
- Department of Community Mental Health, University of South Alabama, College of Nursing, HAHN 304 / 5721 USA Drive North, Mobile, AL 36688-002, USA
| | - Christine B Costa
- California State University Long Beach, School of Nursing, 1250 Bellflower Boulevard, MS 0301, Long Beach, CA 90804, USA.
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22
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Willcutt EG, McGrath LM, Pennington BF, Keenan JM, DeFries JC, Olson RK, Wadsworth SJ. Understanding Comorbidity Between Specific Learning Disabilities. New Dir Child Adolesc Dev 2019; 2019:91-109. [PMID: 31070302 DOI: 10.1002/cad.20291] [Citation(s) in RCA: 27] [Impact Index Per Article: 5.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Abstract
Current definitions of specific learning disability (SLD) identify a heterogeneous population that includes individuals with weaknesses in reading, math, or writing, and these academic difficulties often co-occur in many of the same individuals. The Colorado Learning Disabilities Research Center (CLDRC) is an interdisciplinary, multisite research program that uses converging levels of analysis to understand the genetic and environmental etiology, neuropsychology, and developmental outcomes of SLDs in reading (RD), math (MD), and writing (WD), along with the comorbidity between these SLDs and other developmental disorders. The latest results from the CLDRC twin study suggest that shared genetic influences contribute to the significant covariance between all aspects of reading (word reading, reading fluency, and reading comprehension) and math (calculations, math fluency, and word problems), and distinct genetic or environmental influences also contribute to weaknesses in each specific academic domain. RD and MD are associated with a range of negative outcomes on both concurrent measures and measures of functional outcomes completed 5 years after the twins were first assessed. Over the next several years the CLDRC will continue to expand on this work by administering a comprehensive test battery that includes measures of all dimensions of academic achievement that are described in current definitions of SLD and incorporating these measures in new neuroimaging and molecular genetic studies.
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23
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Models of attention-deficit hyperactivity disorder. Behav Processes 2019; 162:205-214. [DOI: 10.1016/j.beproc.2019.01.001] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/17/2018] [Revised: 01/16/2019] [Accepted: 01/16/2019] [Indexed: 12/25/2022]
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24
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Lee CY. Neural Underpinnings of Early Speech Perception and Emergent Literacy. Folia Phoniatr Logop 2019; 71:146-155. [PMID: 31018199 DOI: 10.1159/000497058] [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: 12/11/2018] [Accepted: 01/17/2019] [Indexed: 11/19/2022] Open
Abstract
Mismatch negativity (MMN) is an event-related potential component used to index automatic auditory change detection. Thus, MMN provides an excellent tool to assess the speech sensitivity of infants and children. Although MMN is well established in adults, the polarity and latency of mismatch responses (MMRs) in infants are highly inconsistent across studies. This paper aims to provide a comprehensive review of MMN studies of speech perception in early infancy. In particular, data from a series of MMN studies of Mandarin lexical tone, vowels, and initial consonants will be presented to demonstrate how phonological saliency, size of deviance, and neural maturation modulate MMRs in early infancy. These data suggest that MMN and positive MMRs index different functional characteristics and may provide information on when and how children's speech perception becomes automatic at different developmental stages. By using MMN to index sensitivity to speech discrimination, dyslexic children usually show reduced or absent MMN, which supports the relationship between phonological sensitivity and literacy. However, children with attention deficit/hyperactivity disorder showed the typical MMN, but attenuated P3a and enhanced late discriminative negativity. Taken together, the MMR characteristics, including amplitude, peak latency, and the transition of polarity, may be used to index the maturation of speech development and for the early identification of children with atypical language development.
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Affiliation(s)
- Chia-Ying Lee
- Institute of Linguistics, Academia Sinica, Taipei, Taiwan, .,Institute of Neuroscience, National Yang-Ming University, Taipei, Taiwan, .,Institute of Cognitive Neuroscience, National Central University, Taoyuan, Taiwan, .,Research Center for Mind, Brain and Learning, National Chengchi University, Taipei, Taiwan,
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25
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Caldani S, Razuk M, Septier M, Barela JA, Delorme R, Acquaviva E, Bucci MP. The Effect of Dual Task on Attentional Performance in Children With ADHD. Front Integr Neurosci 2019; 12:67. [PMID: 30705623 PMCID: PMC6344422 DOI: 10.3389/fnint.2018.00067] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/18/2018] [Accepted: 12/31/2018] [Indexed: 11/13/2022] Open
Abstract
Attention-deficit/hyperactivity disorder (ADHD) is a common psychiatric disorder without validated objective markers. Oculomotor behavior and executive motor control could potentially be used to investigate attention disorders. The aim of this study was to explore an oculomotor and postural dual task in children with ADHD. Forty-two children were included in the study, gathering children with ADHD (n = 21) (mean 8.15 age ± years 0.36) and sex-, age-, and IQ-matched typically developing children (TD). Children performed two distinct fixation tasks in three different postural conditions. Eye movements and postural body sway were recorded simultaneously, using an eye tracker and a force platform. Results showed that children with ADHD had poor fixation capability and poor postural stability when compared to TD children. Both groups showed less postural control on the unstable platform and displayed more saccades during the fixation task. Surprisingly, in the dual unstable platform/fixation with distractor task, the instability of children with ADHD was similar to that observed in TD children. “Top-down” dys-regulation mediated by frontal-striatal dysfunction could be at the origin of both poor inhibitory oculomotor deficits and impaired body stability reported in children with ADHD. Finally, we could assume that the fact both groups of children focused their attention on a secondary task led to poor postural control. In the future it could be interesting to explore further this issue by developing new dual tasks in a more ecological situation in order to gain more insight on attentional processes in children with ADHD. HIGHLIGHTS – Children with ADHD showed poor fixation capability when compared to TD children. – “Top-down” dys-regulation mediated by frontal-striatal dysfunction could be at the origin of both poor inhibitory oculomotor deficits and impaired body stability reported in children with ADHD. – Both groups of children focused their attention on the visual fixation task leading to poor postural control. – In the future it could be interesting to develop new dual tasks in an ecological situation in order to gain more insight on attentional processes in children with ADHD.
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Affiliation(s)
- Simona Caldani
- UMR 1141 INSERM, Université Paris Diderot, Hôpital Robert Debré, Paris, France.,EFEE-Centre d'Exploration Fonctionnelle de l'Équilibre chez l'Enfant, Robert Debré Hospital, Paris, France
| | - Milena Razuk
- UMR 1141 INSERM, Université Paris Diderot, Hôpital Robert Debré, Paris, France.,Institute of Physical Activity and Sport Sciences, Cruzeiro do Sul University, São Paulo, Brazil
| | - Mathilde Septier
- Child and Adolescent Psychiatry Department, Robert Debré Hospital, Paris, France
| | - José Angelo Barela
- Institute of Physical Activity and Sport Sciences, Cruzeiro do Sul University, São Paulo, Brazil.,Institute of Biosciences, São Paulo State University, Rio Claro, Brazil
| | - Richard Delorme
- Child and Adolescent Psychiatry Department, Robert Debré Hospital, Paris, France.,Paris Diderot University, Paris 7, Paris, France
| | - Eric Acquaviva
- Child and Adolescent Psychiatry Department, Robert Debré Hospital, Paris, France
| | - Maria Pia Bucci
- UMR 1141 INSERM, Université Paris Diderot, Hôpital Robert Debré, Paris, France.,EFEE-Centre d'Exploration Fonctionnelle de l'Équilibre chez l'Enfant, Robert Debré Hospital, Paris, France
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26
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Kurahashi N, Futamura Y, Nonobe N, Ogaya S, Maki Y, Yoshimura I, Suzuki T, Hosokawa Y, Yamada K, Aso K, Maruyama K, Nakamura M. Is hiragana decoding impaired in children with periventricular leukomalacia? Brain Dev 2018; 40:850-856. [PMID: 29908673 DOI: 10.1016/j.braindev.2018.05.018] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/02/2018] [Revised: 05/18/2018] [Accepted: 05/25/2018] [Indexed: 11/17/2022]
Abstract
BACKGROUND There are few studies on hiragana reading skill and phonological awareness in Japanese schoolchildren with periventricular leukomalacia (PVL). METHODS Three seven-year-old children with PVL who had no intellectual disabilities or dysarthria were recruited. Their perinatal information, brain magnetic resonance image (MRI) at term equivalent age, accompanying neurodevelopmental disorders, ophthalmologic features, Kaufman Assessment Battery for Children (K-ABC), a hiragana reading test (four tasks), and a phonological awareness task (mora reversal tasks) were analyzed. RESULTS Patient (Pt) 1 and pt2 were male. Pt2 and pt3 were siblings of triplets. Their gestational age was 28 or 32 weeks, and their birth weights were 1196, 1554, and 1848 g, respectively. Their brain MRI revealed cystic or non-cystic periventricular white matter injury involving the deep white matter at the trigone of both lateral ventricles. Pt1 had attention-deficit/hyperactivity disorder and pt3 had pervasive developmental disorder not otherwise specified. All patients had strabismus with spared best-corrected visual acuity. Scores of Reading/Decoding in K-ABC ranged from 89 to 99. As for the single mora reading task or the non-word reading task in the kana reading test, Z scores of their reading time ranged from 2.3 to 5.9 compared to control children. Pt1 and pt3 made significant errors in the mora reversal task of three-mora words, whereas all patients could answer all words correctly in the mora reversal task of two-mora words. CONCLUSION All children showed significantly prolonged reading time despite their adequate letter recognition. Two patients showed delayed phonological awareness. It was suggested that hiragana decoding impairment due to subcortical and/or cortical injury related to PVL affected their reading ability.
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Affiliation(s)
- Naoko Kurahashi
- Department of Pediatric Neurology, Aichi Prefectural Colony Central Hospital, Aichi Human Service Center, Japan
| | - Yukiko Futamura
- Department of Ophthalmology, General Hospital Minamiseikyo Hospital, Japan
| | - Norie Nonobe
- Division of Neonatology, Center for Maternal-Neonatal Care, Nagoya University Hospital, Japan
| | - Shunsuke Ogaya
- Department of Pediatric Neurology, Aichi Prefectural Colony Central Hospital, Aichi Human Service Center, Japan; Department of Pediatrics, Japanese Red Cross Nagoya Daiichi Hospital, Japan
| | - Yuki Maki
- Department of Pediatric Neurology, Aichi Prefectural Colony Central Hospital, Aichi Human Service Center, Japan; Department of Pediatrics, Nagoya University Graduate School of Medicine, Japan
| | - Ikuko Yoshimura
- Department of Child Psychiatry, Aichi Prefectural Colony Central Hospital, Aichi Human Service Center, Japan
| | - Takeshi Suzuki
- Department of Pediatric Neurology, Aichi Prefectural Colony Central Hospital, Aichi Human Service Center, Japan
| | - Yosuke Hosokawa
- Department of Pediatric Neurology, Aichi Prefectural Colony Central Hospital, Aichi Human Service Center, Japan
| | - Keitaro Yamada
- Department of Pediatric Neurology, Aichi Prefectural Colony Central Hospital, Aichi Human Service Center, Japan
| | - Kosaburo Aso
- Department of Pediatric Neurology, Aichi Prefectural Colony Central Hospital, Aichi Human Service Center, Japan
| | - Koichi Maruyama
- Department of Pediatric Neurology, Aichi Prefectural Colony Central Hospital, Aichi Human Service Center, Japan
| | - Miho Nakamura
- Department of Functioning Science, Institute for Developmental Research, Aichi Human Service Center, Japan; Okazaki Medical Center for Child Development, Japan.
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Froehlich T, Fogler J, Barbaresi WJ, Elsayed NA, Evans SW, Chan E. Using ADHD Medications to Treat Coexisting ADHD and Reading Disorders: A Systematic Review. Clin Pharmacol Ther 2018; 104:619-637. [PMID: 30053315 PMCID: PMC6141313 DOI: 10.1002/cpt.1192] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/01/2018] [Accepted: 07/11/2018] [Indexed: 11/10/2022]
Abstract
Attention-deficit/hyperactivity disorder (ADHD), the most common pediatric neurobehavioral disorder, frequently presents with coexisting reading disorders (RDs). Despite this, it is unclear whether medication improves symptoms and function in children with comorbid ADHD and RD. We present a systematic review of studies investigating the effects of ADHD medications on ADHD symptoms, academic outcomes, and neuropsychological measures in this important group.
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Affiliation(s)
- Tanya Froehlich
- Division of Developmental and Behavioral Pediatrics, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH
- Department of Pediatrics, University of Cincinnati College of Medicine
| | - Jason Fogler
- Division of Developmental Medicine, Boston Children’s Hospital, Boston MA
- Harvard Medical School, Boston, MA
| | - William J. Barbaresi
- Division of Developmental Medicine, Boston Children’s Hospital, Boston MA
- Harvard Medical School, Boston, MA
| | - Nada A. Elsayed
- Department of Pharmacology and Systems Physiology, University of Cincinnati College of Medicine
| | | | - Eugenia Chan
- Division of Developmental Medicine, Boston Children’s Hospital, Boston MA
- Harvard Medical School, Boston, MA
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Lai WW, O'Mahony M, Mulligan A. The Home Observation Measure of the Environment is associated with symptoms of ADHD and oppositionality in a CAMHS sample. Clin Child Psychol Psychiatry 2018; 23:503-513. [PMID: 29262691 DOI: 10.1177/1359104517740712] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
BACKGROUND Severe early deprivation has a causal role in attention-deficit/hyperactivity disorder (ADHD). Adversity in the home is associated with increased ADHD and oppositional symptoms in children with ADHD. We aimed to replicate this in an independent clinic sample. METHODS A total of 247 sequential families with a child referred to child and adolescent mental health services (CAMHS) were invited to participate; 100 families completed the study. The Home Observation Measure of the Environment (HOME) assessment was completed in the family home; parents completed the Conners' Rating Scale. RESULTS A less supportive home was associated with more symptoms of inattention ( r = .33, p = .001), hyperactivity/impulsivity ( r = -.22, p = .028) and oppositionality ( r = -.48, significant at p < .000001). CONCLUSION The HOME correlates with ADHD and oppositional symptom severity in a clinic sample; more research is required to ascertain whether this is a causal association and the direction of causation. If causal, then the modification of the home environment may be a treatment strategy for ADHD.
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Affiliation(s)
- Wai Wai Lai
- 1 School of Medicine, University College Dublin, Ireland.,2 Dublin North City and County Child & Adolescent Mental Health Service, Health Services Exective, Dublin 1, Ireland
| | | | - Aisling Mulligan
- 2 Dublin North City and County Child & Adolescent Mental Health Service, Health Services Exective, Dublin 1, Ireland.,3 Department of Child & Adolescent Psychiatry and Catherine McAuley Education & Research Centre, School of Medicine, University College Dublin, Ireland
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29
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Dewey D. What Is Comorbidity and Why Does It Matter in Neurodevelopmental Disorders? CURRENT DEVELOPMENTAL DISORDERS REPORTS 2018. [DOI: 10.1007/s40474-018-0152-3] [Citation(s) in RCA: 20] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/23/2023]
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30
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Lehti V, Gyllenberg D, Suominen A, Sourander A. Finnish-born children of immigrants are more likely to be diagnosed with developmental disorders related to speech and language, academic skills and coordination. Acta Paediatr 2018; 107:1409-1417. [PMID: 29505120 DOI: 10.1111/apa.14308] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/17/2017] [Revised: 01/24/2018] [Accepted: 02/28/2018] [Indexed: 01/22/2023]
Abstract
AIM We examined the association between having at least one parent born abroad and being diagnosed with a developmental disorder related to speech and language, academic skills or coordination. METHODS This nested case-control study was based on Finnish population records for 1996-2007. Cases from the Finnish Hospital Discharge Register were diagnosed with developmental disorders of speech and language, academic skills and coordination by the end of 2012. We identified 28 192 cases and 106 616 matched controls. RESULTS Children were more likely to be diagnosed with developmental disorders if they had an immigrant mother than children with two Finnish-born parents, with an adjusted odds ratio (aOR) of 1.3 and 95% confidence interval (95% CI) of 1.2-1.4, an immigrant father (aOR 1.2, 95% CI 1.1-1.3) or two immigrant parents (aOR 1.5, 95% CI 1.3-1.6). The level of development of the parental country of origin was not associated with receiving a diagnosis. CONCLUSION Children of immigrant parents were more likely to be diagnosed with developmental disorders and the association was strongest with regard to speech and language disorders. There were similar adjusted odds ratios for mothers, fathers and both parents. The development level of the country of origin was irrelevant.
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Affiliation(s)
- Venla Lehti
- Research Center for Child Psychiatry; University of Turku; Turku Finland
- Department of Psychiatry; University of Helsinki and Helsinki University Hospital; Helsinki Finland
| | - David Gyllenberg
- Research Center for Child Psychiatry; University of Turku; Turku Finland
- Children, Adolescents and Family Unit; National Institute for Health and Welfare; Helsinki Finland
| | - Auli Suominen
- Research Center for Child Psychiatry; University of Turku; Turku Finland
| | - Andre Sourander
- Research Center for Child Psychiatry; University of Turku; Turku Finland
- Department of Child Psychiatry; University of Turku and Turku University Hospital; Turku Finland
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31
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Child AE, Cirino PT, Fletcher JM, Willcutt EG, Fuchs LS. A Cognitive Dimensional Approach to Understanding Shared and Unique Contributions to Reading, Math, and Attention Skills. JOURNAL OF LEARNING DISABILITIES 2018; 52:15-30. [PMID: 29779434 PMCID: PMC6212329 DOI: 10.1177/0022219418775115] [Citation(s) in RCA: 38] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/20/2023]
Abstract
Disorders of reading, math, and attention frequently co-occur in children. However, it is not yet clear which cognitive factors contribute to comorbidities among multiple disorders and which uniquely relate to one, especially because they have rarely been studied as a triad. Thus, the present study considers how reading, math, and attention relate to phonological awareness, numerosity, working memory, and processing speed, all implicated as either unique or shared correlates of these disorders. In response to findings that the attributes of all three disorders exist on a continuum rather than representing qualitatively different groups, this study employed a dimensional approach. Furthermore, we used both timed and untimed academic variables in addition to attention and activity level variables. The results supported the role of working memory and phonological awareness in the overlap among reading, math, and attention, with a limited role of processing speed. Numerosity was related to the comorbidity between math and attention. The results from timed variables and activity level were similar to those from untimed and attention variables, although activity level was less strongly related to cognitive and academic/attention variables. These findings have implications for understanding cognitive deficits that contribute to comorbid reading disability, math disability, and/or attention-deficit/hyperactivity disorder.
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Affiliation(s)
| | | | | | - Erik G. Willcutt
- Department of Psychology and Neuroscience, University of Colorado
| | - Lynn S. Fuchs
- Department of Special Education, Vanderbilt University
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32
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Cravedi E, Deniau E, Giannitelli M, Xavier J, Hartmann A, Cohen D. Tourette syndrome and other neurodevelopmental disorders: a comprehensive review. Child Adolesc Psychiatry Ment Health 2017; 11:59. [PMID: 29225671 PMCID: PMC5715991 DOI: 10.1186/s13034-017-0196-x] [Citation(s) in RCA: 25] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/15/2017] [Accepted: 11/21/2017] [Indexed: 12/14/2022] Open
Abstract
Gilles de la Tourette syndrome (TS) is a complex developmental neuropsychiatric condition in which motor manifestations are often accompanied by comorbid conditions that impact the patient's quality of life. In the DSM-5, TS belongs to the "neurodevelopmental disorders" group, together with other neurodevelopmental conditions, frequently co-occurring. In this study, we searched the PubMed database using a combination of keywords associating TS and all neurodevelopmental diagnoses. From 1009 original reports, we identified 36 studies addressing TS and neurodevelopmental comorbidities. The available evidence suggests the following: (1) neurodevelopmental comorbidities in TS are the rule, rather than the exception; (2) attention deficit/hyperactivity disorder (ADHD) is the most frequent; (3) there is a continuum from a simple (TS + ADHD or/and learning disorder) to a more complex phenotype (TS + autism spectrum disorder). We conclude that a prompt diagnosis and a detailed description of TS comorbidities are necessary not only to understand the aetiological basis of neurodevelopmental disorders but also to address specific rehabilitative and therapeutic approaches.
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Affiliation(s)
- Elena Cravedi
- 0000 0001 2150 9058grid.411439.aDepartment of Child and Adolescent Psychiatry, Pitié-Salpêtrière Hospital, APHP, 83, boulevard de l’hôpital, 75013 Paris, France ,0000 0004 1757 2304grid.8404.8Pediatric Neurology Unit, Children’s Hospital A. Meyer, University of Firenze, Florence, Italy
| | - Emmanuelle Deniau
- 0000 0001 2150 9058grid.411439.aDepartment of Child and Adolescent Psychiatry, Pitié-Salpêtrière Hospital, APHP, 83, boulevard de l’hôpital, 75013 Paris, France ,0000 0001 2150 9058grid.411439.aDepartment of Neurology, Reference Centre for Tourette Syndrome, Pitié-Salpêtrière Hospital, APHP, Paris, France
| | - Marianna Giannitelli
- 0000 0001 2150 9058grid.411439.aDepartment of Child and Adolescent Psychiatry, Pitié-Salpêtrière Hospital, APHP, 83, boulevard de l’hôpital, 75013 Paris, France
| | - Jean Xavier
- 0000 0001 2150 9058grid.411439.aDepartment of Child and Adolescent Psychiatry, Pitié-Salpêtrière Hospital, APHP, 83, boulevard de l’hôpital, 75013 Paris, France
| | - Andreas Hartmann
- 0000 0001 2150 9058grid.411439.aDepartment of Neurology, Reference Centre for Tourette Syndrome, Pitié-Salpêtrière Hospital, APHP, Paris, France
| | - David Cohen
- 0000 0001 2150 9058grid.411439.aDepartment of Child and Adolescent Psychiatry, Pitié-Salpêtrière Hospital, APHP, 83, boulevard de l’hôpital, 75013 Paris, France ,0000 0001 1955 3500grid.5805.8CNRS UMR 7222, Institute for Intelligent Systems and Robotics, Sorbonnes Universités, UPMC, Paris, France
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33
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Lúcio PS, Salum G, Swardfager W, Mari JDJ, Pan PM, Bressan RA, Gadelha A, Rohde LA, Cogo-Moreira H. Testing Measurement Invariance across Groups of Children with and without Attention-Deficit/ Hyperactivity Disorder: Applications for Word Recognition and Spelling Tasks. Front Psychol 2017; 8:1891. [PMID: 29118733 PMCID: PMC5661119 DOI: 10.3389/fpsyg.2017.01891] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2017] [Accepted: 10/12/2017] [Indexed: 11/13/2022] Open
Abstract
Although studies have consistently demonstrated that children with attention-deficit/hyperactivity disorder (ADHD) perform significantly lower than controls on word recognition and spelling tests, such studies rely on the assumption that those groups are comparable in these measures. This study investigates comparability of word recognition and spelling tests based on diagnostic status for ADHD through measurement invariance methods. The participants (n = 1,935; 47% female; 11% ADHD) were children aged 6–15 with normal IQ (≥70). Measurement invariance was investigated through Confirmatory Factor Analysis and Multiple Indicators Multiple Causes models. Measurement invariance was attested in both methods, demonstrating the direct comparability of the groups. Children with ADHD were 0.51 SD lower in word recognition and 0.33 SD lower in spelling tests than controls. Results suggest that differences in performance on word recognition and spelling tests are related to true mean differences based on ADHD diagnostic status. Implications for clinical practice and research are discussed.
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Affiliation(s)
- Patrícia S Lúcio
- Department of Psychology and Psychoanalysis, State University of Londrina, Londrina, Brazil.,Department of Psychiatry, Federal University of São Paulo, São Paulo, Brazil
| | - Giovanni Salum
- Department of Psychiatry, Federal University of Rio Grande do Sul, Porto Alegre, Brazil.,National Institute of Developmental Psychiatry for Children and Adolescents, São Paulo, Brazil
| | - Walter Swardfager
- Department of Pharmacology and Toxicology, University of Toronto, Toronto, ON, Canada
| | - Jair de Jesus Mari
- Department of Psychiatry, Federal University of São Paulo, São Paulo, Brazil.,National Institute of Developmental Psychiatry for Children and Adolescents, São Paulo, Brazil
| | - Pedro M Pan
- Department of Psychiatry, Federal University of São Paulo, São Paulo, Brazil.,National Institute of Developmental Psychiatry for Children and Adolescents, São Paulo, Brazil
| | - Rodrigo A Bressan
- Department of Psychiatry, Federal University of São Paulo, São Paulo, Brazil.,National Institute of Developmental Psychiatry for Children and Adolescents, São Paulo, Brazil
| | - Ary Gadelha
- Department of Psychiatry, Federal University of São Paulo, São Paulo, Brazil.,National Institute of Developmental Psychiatry for Children and Adolescents, São Paulo, Brazil
| | - Luis A Rohde
- Department of Psychiatry, Federal University of Rio Grande do Sul, Porto Alegre, Brazil
| | - Hugo Cogo-Moreira
- Department of Psychiatry, Federal University of São Paulo, São Paulo, Brazil
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Black JM, Xia Z, Hoeft F. Neurobiological Bases of Reading Disorder Part II: The Importance of Developmental Considerations in Typical and Atypical Reading. LANGUAGE AND LINGUISTICS COMPASS 2017; 11:e12252. [PMID: 29276529 PMCID: PMC5736136 DOI: 10.1111/lnc3.12252] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/29/2023]
Abstract
Decoding-based reading disorder (RD; aka developmental dyslexia) is one of the most common neurodevelopmental disorders, affecting approximately 5-10% of school-aged children across languages. Even though neuroimaging studies suggest an impairment of the left reading network in RD, the onset of this deficit and its developmental course, which may include constancy and change, is largely unknown. There is now growing evidence that the recruitment of brain networks underlying perceptual, cognitive and linguistic processes relevant to reading acquisition varies with age. These age-dependent changes may in turn impact the neurocognitive characteristics of RD observed at specific developmental stages. Here we synthesize findings from functional and structural magnetic resonance imaging (MRI) studies to increase our understanding of the developmental time course of the neural bases underlying (a)typical reading. We first provide an overview of the brain bases of typical and atypical (impaired) reading. Next we describe how the understanding of RD can be deepened through scientific attention to age effects, for example, by integrating findings from cross-sectional studies of RD at various ages. Finally, we accent findings from extant longitudinal studies that directly examine developmental reading trajectories beginning in the preliterate stage at both group and individual levels. Although science is at the very early stage of understanding developmental aspects of neural deficits in RD, evidence to date characterizes RD by atypical brain maturation. We know that reading impairment may adversely impact multiple life domains such as academic achievement and social relationships, and unfortunately, that these negative outcomes can persist and compound into adulthood. We contend that exploring the developmental trajectories of RD will contribute to a greater understanding of how neural systems support reading acquisition. Further, we propose and cite evidence that the etiology of RD can be better investigated by distinguishing primary deficits from secondary impairments unfolding along development. These exciting and modern investigatory efforts can also indirectly contribute to a centered practice of early and accurate identification and optimal intervention to support the development of foundational pre-literacy skills and fluent reading. In sum, integrating a developmental understanding into the science and practice of reading acquisition and intervention is both possible and necessary.
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Affiliation(s)
| | - Zhichao Xia
- Department of Psychiatry and Weill Institute for Neurosciences,
University of California, San Francisco (UCSF), USA
- State Key Laboratory of Cognitive Neuroscience and Learning
& IDG/McGovern Institute for Brain Research, Beijing Normal University,
China
- Center for Collaboration and Innovation in Brain and Learning
Sciences, Beijing Normal University, China
| | - Fumiko Hoeft
- Department of Psychiatry and Weill Institute for Neurosciences,
University of California, San Francisco (UCSF), USA
- Precision Learning Center (PrecL), UC, USA
- Dyslexia Center, UCSF, USA
- Haskins Laboratories, USA
- Department of Neuropsychiatry, Keio University School of Medicine,
Japan
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35
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Mascheretti S, Gori S, Trezzi V, Ruffino M, Facoetti A, Marino C. Visual motion and rapid auditory processing are solid endophenotypes of developmental dyslexia. GENES BRAIN AND BEHAVIOR 2017; 17:70-81. [PMID: 28834383 DOI: 10.1111/gbb.12409] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/06/2017] [Revised: 07/19/2017] [Accepted: 08/14/2017] [Indexed: 12/18/2022]
Abstract
Although a genetic component is known to have an important role in the etiology of developmental dyslexia (DD), we are far from understanding the molecular etiopathogenetic pathways. Reduced measures of neurobiological functioning related to reading (dis)ability, i.e. endophenotypes (EPs), are promising targets for gene finding and the elucidation of the underlying mechanisms. In a sample of 100 nuclear families with DD (229 offspring) and 83 unrelated typical readers, we tested whether a set of well-established, cognitive phenotypes related to DD [i.e. rapid auditory processing (RAP), rapid automatized naming (RAN), multisensory nonspatial attention and visual motion processing] fulfilled the criteria of the EP construct. Visual motion and RAP satisfied all testable criteria (i.e. they are heritable, associate with the disorder, co-segregate with the disorder within a family and represent reproducible measures) and are therefore solid EPs of DD. Multisensory nonspatial attention satisfied three of four criteria (i.e. it associates with the disorder, co-segregates with the disorder within a family and represents a reproducible measure) and is therefore a potential EP for DD. Rapid automatized naming is heritable but does not meet other criteria of the EP construct. We provide the first evidence of a methodologically and statistically sound approach for identifying EPs for DD to be exploited as a solid alternative basis to clinical phenotypes in neuroscience.
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Affiliation(s)
- S. Mascheretti
- Child Psychopathology Unit; Scientific Institute, IRCCS Eugenio Medea; Bosisio Parini Italy
| | - S. Gori
- Child Psychopathology Unit; Scientific Institute, IRCCS Eugenio Medea; Bosisio Parini Italy
- Department of Human and Social Sciences; University of Bergamo; Bergamo Italy
| | - V. Trezzi
- Child Psychopathology Unit; Scientific Institute, IRCCS Eugenio Medea; Bosisio Parini Italy
| | - M. Ruffino
- Child Psychopathology Unit; Scientific Institute, IRCCS Eugenio Medea; Bosisio Parini Italy
| | - A. Facoetti
- Child Psychopathology Unit; Scientific Institute, IRCCS Eugenio Medea; Bosisio Parini Italy
- Developmental Cognitive Neuroscience Lab, Department of General Psychology; University of Padua; Padua Italy
| | - C. Marino
- Child Psychopathology Unit; Scientific Institute, IRCCS Eugenio Medea; Bosisio Parini Italy
- Centre for Addiction and Mental Health; University of Toronto; ON Canada
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36
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Virring A, Lambek R, Jennum PJ, Møller LR, Thomsen PH. Sleep Problems and Daily Functioning in Children With ADHD: An Investigation of the Role of Impairment, ADHD Presentations, and Psychiatric Comorbidity. J Atten Disord 2017; 21:731-740. [PMID: 25015581 DOI: 10.1177/1087054714542001] [Citation(s) in RCA: 25] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
OBJECTIVE Little systematic information is available regarding how sleep problems influence daytime functioning in children with ADHD, as the role of ADHD presentations and comorbidity is unclear. METHOD In total, 397 children were assessed with the Children's Sleep Habits Questionnaire, the Weiss Functional Impairment Rating Scale, and the ADHD Rating Scale. RESULTS We found a moderate, positive correlation between sleep problems and impaired functioning in both children with ADHD and in typically developed children. ADHD presentations did not differ significantly with respect to sleep problem profile, but having a comorbid internalizing or autistic disorder lead to higher sleep problem score. CONCLUSION Sleep problems and impaired daily functioning were more common in children with ADHD, but the overall association between sleep problems and impaired daily functioning was similar in clinical and nonclinical children. Internalizing or autistic comorbid disorders added significantly to the sleep problems.
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37
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Richards JS, Vásquez AA, van Rooij D, van der Meer D, Franke B, Hoekstra PJ, Heslenfeld DJ, Oosterlaan J, Faraone SV, Hartman CA, Buitelaar JK. Testing differential susceptibility: Plasticity genes, the social environment, and their interplay in adolescent response inhibition. World J Biol Psychiatry 2017; 18:308-321. [PMID: 27170266 PMCID: PMC5435559 DOI: 10.3109/15622975.2016.1173724] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
OBJECTIVES Impaired inhibitory control is a key feature of attention-deficit/hyperactivity disorder (ADHD). We investigated gene-environment interaction (GxE) as a possible contributing factor to response inhibition variation in context of the differential susceptibility theory. This states individuals carrying plasticity gene variants will be more disadvantaged in negative, but more advantaged in positive environments. METHODS Behavioural and neural measures of response inhibition were assessed during a Stop-signal task in participants with (N = 197) and without (N = 295) ADHD, from N = 278 families (age M = 17.18, SD =3.65). We examined GxE between candidate plasticity genes (DAT1, 5-HTT, DRD4) and social environments (maternal expressed emotion, peer affiliation). RESULTS A DRD4 × Positive peer affiliation interaction was found on the right fusiform gyrus (rFG) activation during successful inhibition. Further, 5-HTT short allele carriers showed increased rFG activation during failed inhibitions. Maternal warmth and positive peer affiliation were positively associated with right inferior frontal cortex activation during successful inhibition. Deviant peer affiliation was positively related to the error rate. CONCLUSIONS While a pattern of differential genetic susceptibility was found, more clarity on the role of the FG during response inhibition is warranted before firm conclusions can be made. Positive and negative social environments were related to inhibitory control. This extends previous research emphasizing adverse environments.
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Affiliation(s)
- Jennifer S. Richards
- Department of Cognitive Neuroscience, Donders Institute for Brain, Cognition and Behaviour, Radboud university medical center, Nijmegen, The Netherlands,Karakter Child and Adolescent Psychiatry University Centre, Nijmegen, The Netherlands
| | - Alejandro Arias Vásquez
- Department of Human Genetics, Donders Institute for Brain, Cognition and Behaviour, Radboud university medical center, Nijmegen, The Netherlands,Department of Psychiatry, Donders Institute for Brain, Cognition and Behaviour, Radboud university medical center, Nijmegen, The Netherlands
| | - Daan van Rooij
- Department of Cognitive Neuroscience, Donders Institute for Brain, Cognition and Behaviour, Radboud university medical center, Nijmegen, The Netherlands
| | - Dennis van der Meer
- University of Groningen, University Medical Center Groningen, Department of Psychiatry, The Netherlands
| | - Barbara Franke
- Department of Human Genetics, Donders Institute for Brain, Cognition and Behaviour, Radboud university medical center, Nijmegen, The Netherlands,Department of Psychiatry, Donders Institute for Brain, Cognition and Behaviour, Radboud university medical center, Nijmegen, The Netherlands
| | - Pieter J. Hoekstra
- University of Groningen, University Medical Center Groningen, Department of Psychiatry, The Netherlands
| | - Dirk J. Heslenfeld
- Department of Clinical Neuropsychology, VU University Amsterdam, Amsterdam, The Netherlands
| | - Jaap Oosterlaan
- Department of Clinical Neuropsychology, VU University Amsterdam, Amsterdam, The Netherlands
| | - Stephen V. Faraone
- SUNY Upstate Medical University Center, Departments of Psychiatry and of Neuroscience and Physiology, Syracuse, USA and the K.G. Jebsen Centre for Research on Neuropsychiatric Disorders, University of Bergen, Bergen, Norway
| | - Catharina A. Hartman
- University of Groningen, University Medical Center Groningen, Department of Psychiatry, The Netherlands
| | - Jan K. Buitelaar
- Department of Cognitive Neuroscience, Donders Institute for Brain, Cognition and Behaviour, Radboud university medical center, Nijmegen, The Netherlands,Karakter Child and Adolescent Psychiatry University Centre, Nijmegen, The Netherlands
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Fourneret P, Poissant H. [Learning disorders in ADHD: How are they related?]. Arch Pediatr 2017; 23:1276-1283. [PMID: 28492169 DOI: 10.1016/j.arcped.2016.09.006] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/02/2015] [Revised: 08/03/2016] [Accepted: 09/19/2016] [Indexed: 11/29/2022]
Abstract
Learning difficulties in general and learning disabilities in particular are almost constant in attention deficit disorder with or without hyperactivity (ADHD). Despite a major research effort, the extent and diversity of these comorbid events still raise many questions about the exact nature of their pathogenetic condition (simple consequences of ADHD or specific related disorders?) and consequently the best way to support them. This article aims to present a brief review of the current data.
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Affiliation(s)
- P Fourneret
- Service psychopathologie du développement, hôpital Femme-Mère-Enfant, hospices civils de Lyon, 59, boulevard Pinel, 69677 Bron cedex, France; Laboratoire L2C2 UMR 5304 CNRS, université Claude-Bernard-Lyon 1, 69677 Bron, France; Département d'éducation et de pédagogie, faculté des sciences humaines, institut des sciences cognitives, UQAM, Montréal, Canada.
| | - H Poissant
- Département d'éducation et de pédagogie, faculté des sciences humaines, institut des sciences cognitives, UQAM, Montréal, Canada
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Mascheretti S, Trezzi V, Giorda R, Boivin M, Plourde V, Vitaro F, Brendgen M, Dionne G, Marino C. Complex effects of dyslexia risk factors account for ADHD traits: evidence from two independent samples. J Child Psychol Psychiatry 2017; 58:75-82. [PMID: 27501527 DOI: 10.1111/jcpp.12612] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 06/13/2016] [Indexed: 01/01/2023]
Abstract
BACKGROUND Developmental dyslexia (DD) and attention deficit/hyperactivity disorder (ADHD) are among the most common neurodevelopmental disorders, whose etiology involves multiple risk factors. DD and ADHD co-occur in the same individuals much more often than would be expected by chance. Several studies have found significant bivariate heritability, and specific genes associated with either DD or ADHD have been investigated for association in the other disorder. Moreover, there are likely to be gene-by-gene and gene-by-environment interaction effects (G × G and G × E, respectively) underlying the comorbidity between DD and ADHD. We investigated the pleiotropic effects of 19 SNPs spanning five DD genes (DYX1C1, DCDC2, KIAA0319, ROBO1, and GRIN2B) and seven DD environmental factors (smoke, miscarriage, birth weight, breastfeeding, parental age, socioeconomic status, and parental education) for main, either (a) genetic or (b) environmental, (c) G × G, and (d) G × E upon inattention and hyperactivity/impulsivity. We then attempted replication of these findings in an independent twin cohort. METHODS Marker-trait association was analyzed by implementing the Quantitative Transmission Disequilibrium Test (QTDT). Environmental associations were tested by partial correlations. G × G were investigated by a general linear model equation and a family-based association test. G × E were analyzed through a general test for G × E in sib pair-based association analysis of quantitative traits. RESULTS DCDC2-rs793862 was associated with hyperactivity/impulsivity via G × G (KIAA0319) and G × E (miscarriage). Smoke was significantly correlated with hyperactivity/impulsivity. We replicated the DCDC2 × KIAA0319 interaction upon hyperactivity/impulsivity in the twin cohort. CONCLUSIONS DD genetic (DCDC2) and environmental factors (smoke and miscarriage) underlie ADHD traits supporting a potential pleiotropic effect.
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Affiliation(s)
- Sara Mascheretti
- Child Psychopathology Unit, Scientific Institute, IRCCS Eugenio Medea, Bosisio Parini, Italy
| | - Vittoria Trezzi
- Child Psychopathology Unit, Scientific Institute, IRCCS Eugenio Medea, Bosisio Parini, Italy
| | - Roberto Giorda
- Molecular Biology Lab, Scientific Institute, IRCCS Eugenio Medea, Bosisio Parini, Italy
| | - Michel Boivin
- Research Unit on Children's Psychosocial Maladjustment, Montréal, QC, Canada.,Ecole de Psychologie, Laval University, Québec, QC, Canada.,Institute of Genetic, Neurobiological, and Social Foundations of Child Development, Tomsk State University, Tomsk, Russian Federation
| | - Vickie Plourde
- Research Unit on Children's Psychosocial Maladjustment, Montréal, QC, Canada.,Ecole de Psychologie, Laval University, Québec, QC, Canada
| | - Frank Vitaro
- Research Unit on Children's Psychosocial Maladjustment, Montréal, QC, Canada.,Department of Psycho-Education, GRIP, University of Montreal, Montreal, QC, Canada
| | - Mara Brendgen
- Research Unit on Children's Psychosocial Maladjustment, Montréal, QC, Canada.,Department of Psychology, Université du Québec à Montréal, Montreal, QC, Canada
| | - Ginette Dionne
- Research Unit on Children's Psychosocial Maladjustment, Montréal, QC, Canada.,Ecole de Psychologie, Laval University, Québec, QC, Canada
| | - Cecilia Marino
- Child Psychopathology Unit, Scientific Institute, IRCCS Eugenio Medea, Bosisio Parini, Italy.,Centre for Addiction and Mental Health, University of Toronto, Toronto, ON, Canada
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Black JM, Myers CA, Hoeft F. The utility of neuroimaging studies for informing educational practice and policy in reading disorders. New Dir Child Adolesc Dev 2016; 2015:49-56. [PMID: 25732015 DOI: 10.1002/cad.20086] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
Educational neuroscience is an emerging scientific field that brings together researchers from neuroscience, psychology, and education to explore the neurocognitive processes underlying educational practice and theory. In this brief article, we take reading disorder (RD, also known as developmental dyslexia) as an example, and explore trends in neuroimaging research, which may have future implications for educational practice and policy. Specifically, we present two examples that have been central to research efforts in our laboratory: (a) utilizing multimodal neuroimaging to optimize criteria to diagnose RD, and (b) identifying neuroimaging markers that predict future academic outcomes. Such research is faced with important challenges, and rigorous validation is necessary before any claims of the widespread practical utility of neuroimaging can be made. Nevertheless, we contend that neuroimaging studies offer opportunities for providing critical information that could lead to advancing theory of reading and RD. This could in turn lead to better diagnostic criteria and more accurate and earlier identification of RD.
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Poletti M, Carretta E, Bonvicini L, Giorgi-Rossi P. Cognitive Clusters in Specific Learning Disorder. JOURNAL OF LEARNING DISABILITIES 2016; 51:32-42. [PMID: 27856603 DOI: 10.1177/0022219416678407] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
The heterogeneity among children with learning disabilities still represents a barrier and a challenge in their conceptualization. Although a dimensional approach has been gaining support, the categorical approach is still the most adopted, as in the recent fifth edition of the Diagnostic and Statistical Manual of Mental Disorders. The introduction of the single overarching diagnostic category of specific learning disorder (SLD) could underemphasize interindividual clinical differences regarding intracategory cognitive functioning and learning proficiency, according to current models of multiple cognitive deficits at the basis of neurodevelopmental disorders. The characterization of specific cognitive profiles associated with an already manifest SLD could help identify possible early cognitive markers of SLD risk and distinct trajectories of atypical cognitive development leading to SLD. In this perspective, we applied a cluster analysis to identify groups of children with a Diagnostic and Statistical Manual-based diagnosis of SLD with similar cognitive profiles and to describe the association between clusters and SLD subtypes. A sample of 205 children with a diagnosis of SLD were enrolled. Cluster analyses (agglomerative hierarchical and nonhierarchical iterative clustering technique) were used successively on 10 core subtests of the Wechsler Intelligence Scale for Children-Fourth Edition. The 4-cluster solution was adopted, and external validation found differences in terms of SLD subtype frequencies and learning proficiency among clusters. Clinical implications of these findings are discussed, tracing directions for further studies.
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Affiliation(s)
- Michele Poletti
- 1 Child and Adolescent Neuropsychiatry Service, AUSL of Reggio Emilia, Italy
| | - Elisa Carretta
- 2 Inter-Institutional Epidemiological Unit, AUSL of Reggio Emilia, Italy
- 3 Arcispedale S. Maria Nuova, IRCCS, Reggio Emilia, Italy
| | - Laura Bonvicini
- 2 Inter-Institutional Epidemiological Unit, AUSL of Reggio Emilia, Italy
- 3 Arcispedale S. Maria Nuova, IRCCS, Reggio Emilia, Italy
| | - Paolo Giorgi-Rossi
- 2 Inter-Institutional Epidemiological Unit, AUSL of Reggio Emilia, Italy
- 3 Arcispedale S. Maria Nuova, IRCCS, Reggio Emilia, Italy
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Heikkilä R, Torppa M, Aro M, Närhi V, Ahonen T. Double-Deficit Hypothesis in a Clinical Sample: Extension Beyond Reading. JOURNAL OF LEARNING DISABILITIES 2016; 49:546-560. [PMID: 25716215 DOI: 10.1177/0022219415572895] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Abstract
This study explored the double-deficit hypothesis (DDH) in a transparent orthography (Finnish) and extended the view from reading disabilities to comorbidity of learning-related problems in math and attention. Children referred for evaluation of learning disabilities in second through sixth grade (N = 205) were divided into four groups based on rapid automatized naming (RAN) and phonological awareness (PA) according to the DDH: the double-deficit group, the naming speed deficit-only group, the phonological deficit-only group, and the no-deficit group. The results supported the DDH in that the prevalence and severity of reading disability were greatest in the double-deficit group. Despite the greater prevalence of reading disabilities in single-deficit groups compared to the no-deficit group, the means of reading measures in the single-deficit groups were similar to those of the no-deficit group. The PA single-deficit group was poorer in spelling than the no-deficit group and single-naming-deficit group. Deficits in RAN or PA were primarily linked to reading disabilities but not with math or attention problems. The results supported the DDH partially and indicate that deficits in RAN and PA are specific to reading disabilities.
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Affiliation(s)
- Riikka Heikkilä
- Niilo Mäki Institute, Jyväskylä, Finland Department of Psychology, University of Jyväskylä, Finland
| | - Minna Torppa
- Department of Teacher Education, University of Jyväskylä, Finland
| | - Mikko Aro
- Department of Education, University of Jyväskylä, Finland
| | - Vesa Närhi
- Niilo Mäki Institute, Jyväskylä, Finland University of Eastern Finland, School of Educational Sciences and Psychology, Joensuu, Finland
| | - Timo Ahonen
- Department of Psychology, University of Jyväskylä, Finland
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Poletti M. WISC-IV Intellectual Profiles in Italian Children With Specific Learning Disorder and Related Impairments in Reading, Written Expression, and Mathematics. JOURNAL OF LEARNING DISABILITIES 2016; 49:320-335. [PMID: 25349093 DOI: 10.1177/0022219414555416] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Abstract
The fifth edition of theDiagnostic and Statistical Manual of Mental Disordersgrouped specific learning disabilities in the single diagnostic category of specific learning disorder (SLD), with specifiers for impairments in reading, written expression, and mathematics. This study aimed at investigating the intellectual profile, assessed with the fourth edition of theWechsler Intelligence Scale for Children(WISC-IV), of 172 children with a diagnosis of SLD, compared to 74 clinical referral controls. WISC-IV intellectual functioning in children with SLD was characterized by a significant discrepancy between general ability and cognitive proficiency (General Ability Index [GAI] > Cognitive Proficiency Index [CPI]), and worse performances on the Similarities, Digit Span, Letter-Number Sequencing, and Coding subtests, supporting models of multiple cognitive deficits at the basis of neurodevelopmental disorders as SLD. GAI was the best and more conservative measure provided by the WISC-IV to identify intellectual functioning in children with SLD, and the intellectual discrepancy between GAI and CPI could be considered a "cognitive sign" for the presence of SLD in a single diagnostic category. Cognitive deficits differed in subtypes of impairment (reading, written expression, and mathematics), supporting their distinction for empirical, educational, and rehabilitative purposes. These findings need further replication in larger samples and in comparison to typically developing children.
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Ryan M, Jacobson LA, Hague C, Bellows A, Denckla MB, Mahone EM. Rapid automatized naming (RAN) in children with ADHD: An ex-Gaussian analysis. Child Neuropsychol 2016; 23:571-587. [PMID: 27108619 DOI: 10.1080/09297049.2016.1172560] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Children with ADHD demonstrate increased frequent "lapses" in performance on tasks in which the stimulus presentation rate is externally controlled, leading to increased variability in response times. It is less clear whether these lapses are also evident during performance on self-paced tasks, e.g., rapid automatized naming (RAN), or whether RAN inter-item pause time variability uniquely predicts reading performance. A total of 80 children aged 9 to 14 years-45 children with attention-deficit/hyperactivity disorder (ADHD) and 35 typically developing (TD) children-completed RAN and reading fluency measures. RAN responses were digitally recorded for analyses. Inter-stimulus pause time distributions (excluding between-row pauses) were analyzed using traditional (mean, standard deviation [SD], coefficient of variation [CV]) and ex-Gaussian (mu, sigma, tau) methods. Children with ADHD were found to be significantly slower than TD children (p < .05) on RAN letter naming mean response time as well as on oral and silent reading fluency. RAN response time distributions were also significantly more variable (SD, tau) in children with ADHD. Hierarchical regression revealed that the exponential component (tau) of the letter-naming response time distribution uniquely predicted reading fluency in children with ADHD (p < .001, ΔR2 = .16), even after controlling for IQ, basic reading, ADHD symptom severity and age. The findings suggest that children with ADHD (without word-level reading difficulties) manifest slowed performance on tasks of reading fluency; however, this "slowing" may be due in part to lapses from ongoing performance that can be assessed directly using ex-Gaussian methods that capture excessively long response times.
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Affiliation(s)
- Matthew Ryan
- a Department of Neuropsychology , Kennedy Krieger Institute , Baltimore , MD , USA
| | - Lisa A Jacobson
- a Department of Neuropsychology , Kennedy Krieger Institute , Baltimore , MD , USA.,b Department of Psychiatry , Johns Hopkins University School of Medicine , Baltimore , MD , USA
| | - Cole Hague
- a Department of Neuropsychology , Kennedy Krieger Institute , Baltimore , MD , USA.,c Department of Psychology , Loyola University Maryland , Baltimore , MD , USA
| | - Alison Bellows
- a Department of Neuropsychology , Kennedy Krieger Institute , Baltimore , MD , USA
| | - Martha B Denckla
- d Department of Developmental Cognitive Neurology , Kennedy Krieger Institute , Baltimore , MD , USA.,e Department of Neurology , Johns Hopkins University School of Medicine , Baltimore , MD , USA
| | - E Mark Mahone
- a Department of Neuropsychology , Kennedy Krieger Institute , Baltimore , MD , USA.,b Department of Psychiatry , Johns Hopkins University School of Medicine , Baltimore , MD , USA
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Dewey D, Bernier FP. The Concept of Atypical Brain Development in Developmental Coordination Disorder (DCD)—a New Look. CURRENT DEVELOPMENTAL DISORDERS REPORTS 2016. [DOI: 10.1007/s40474-016-0086-6] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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46
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Population impact of preterm birth and low birth weight on developmental disabilities in US children. Ann Epidemiol 2016; 26:267-74. [PMID: 27085382 DOI: 10.1016/j.annepidem.2016.02.012] [Citation(s) in RCA: 108] [Impact Index Per Article: 13.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/02/2015] [Revised: 02/24/2016] [Accepted: 02/28/2016] [Indexed: 11/20/2022]
Abstract
PURPOSE Although previous studies demonstrate associations between adverse perinatal outcomes and developmental disabilities (DDs), study of population impacts is limited. METHODS We computed relative risks adjusted (aRRs) for sociodemographic factors and component and summary population attributable fractions (PAFs) for associations between very low birth weight (VLBW, all preterm births), moderately low birth weight (MLBW) + Preterm, MLBW at term, and normal birth weight (NBW) + Preterm and seven DDs (cerebral palsy [CP], autism spectrum disorder [ASD], intellectual disability [ID], behavioral-conduct disorders, attention-deficit-hyperactivity disorder [ADHD], learning disability [LD], and other developmental delay) among children aged 3-17 years in the 2011-2012 National Survey of Children's Health. RESULTS VLBW-Preterm, MLBW-Preterm and NBW-Preterm were strongly to moderately associated with CP (aRRs: 43.5, 10.1, and 2.2, respectively; all significant) and also associated with ID, ASD, LD, and other developmental delay (aRR ranges: VLBW-Preterm 2.8-5.3; MLBW-Preterm 1.9-2.8; and NBW-Preterm 1.6-2.3). Summary PAFs for preterm birth and/or LBW were 55% for CP, 10%-20% for ASD, ID, LD, and other developmental delay, and less than 5% for ADHD and behavioral-conduct disorders. Findings were similar whether we assessed DDs as independent outcomes or within mutually exclusive categories accounting for DD co-occurrence. CONCLUSIONS Preterm birth has a sizable impact on child neurodevelopment. However, relative associations and population impacts vary widely by DD type.
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Fuchs LS, Geary DC, Fuchs D, Compton DL, Hamlett CL. Pathways to Third-Grade Calculation Versus Word-Reading Competence: Are They More Alike or Different? Child Dev 2015; 87:558-67. [PMID: 26700885 DOI: 10.1111/cdev.12474] [Citation(s) in RCA: 39] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
Children (n = 747; 6.5 years) were assessed on domain-general processes and mathematics and reading-related competencies (start of first grade), addition retrieval (end of second grade), and calculations and word reading (end of third grade). Attentive behavior, reasoning, visuospatial memory, and rapid automatized naming (RAN) indirectly contributed to both outcomes, via retrieval. However, there was no overlap in domain-general direct effects on calculations (attentive behavior, reasoning, working memory) versus word reading (language, phonological memory, RAN). Results suggest ease of forming associative relations and abilities engaged during the formation of these long-term memories are common to both outcomes and can be indexed by addition-fact retrieval, but further growth in calculations and word reading is driven by different constellations of domain-general abilities.
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이서정, 김붕년, Kyung-Ja Oh, 신예주, 김영아, 신민섭, 윤현수. Clinical Utility of the Korean Version of CBCL6-18 in the Diagnosis of Attention-Deficit Hyperactivity Disorder. ACTA ACUST UNITED AC 2015. [DOI: 10.15842/kjcp.2015.34.4.001] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/31/2022]
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Familial risk and ADHD-specific neural activity revealed by case-control, discordant twin pair design. Psychiatry Res 2015; 233:458-65. [PMID: 26256128 PMCID: PMC4898056 DOI: 10.1016/j.pscychresns.2015.07.019] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/03/2014] [Revised: 05/06/2015] [Accepted: 07/10/2015] [Indexed: 12/22/2022]
Abstract
Individuals with ADHD, as well as their family members who do not meet clinical criteria, have shown deficits in executive function. However, it remains unclear whether underlying neural alterations are familial or ADHD-specific. To investigate this issue, neural activation underlying executive function was assessed using functional magnetic resonance imaging during performance of a Stroop task in three groups of individuals: 20 young adults who were diagnosed with ADHD in childhood, their 20 dizygotic co-twins without ADHD in childhood, and 20 unrelated controls selected from dizygotic twin pairs in which neither twin had ADHD in childhood (total n=60). Implicating the frontoparietal network as a location of effects specific to ADHD, activation in the superior frontal (Brodmann's Area - BA 6) and parietal regions (BA 40) was significantly reduced in twins with childhood ADHD compared to both their control co-twins and unrelated control twins. Consistent with familial influences, activity in the anterior cingulate and insula was significantly reduced in both the twins with ADHD and their co-twins compared to the unrelated controls. These results show that both ADHD-specific and familial influences related to an ADHD diagnosis impact neural systems underlying executive function.
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de Zeeuw EL, de Geus EJ, Boomsma DI. Meta-analysis of twin studies highlights the importance of genetic variation in primary school educational achievement. Trends Neurosci Educ 2015. [DOI: 10.1016/j.tine.2015.06.001] [Citation(s) in RCA: 39] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/14/2022]
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