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Voronin I, Ouellet‐Morin I, Petitclerc A, Morneau‐Vaillancourt G, Brendgen M, Dione G, Vitaro F, Boivin M. Intergenerational transmission of genetic risk for hyperactivity and inattention. Direct genetic transmission or genetic nurture? JCPP ADVANCES 2024; 4:e12222. [PMID: 38827976 PMCID: PMC11143957 DOI: 10.1002/jcv2.12222] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2023] [Accepted: 01/03/2024] [Indexed: 06/05/2024] Open
Abstract
Background Hyperactivity and inattention, the symptoms of ADHD, are marked by high levels of heritability and intergenerational transmission. Two distinct pathways of genetic intergenerational transmission are distinguished: direct genetic transmission when parental genetic variants are passed to the child's genome and genetic nurture when the parental genetic background contributes to the child's outcomes through rearing environment. This study assessed genetic contributions to hyperactivity and inattention in childhood through these transmission pathways. Methods The sample included 415 families from the Quebec Newborn Twin Study. Twins' hyperactivity and inattention were assessed in early childhood by parents and in primary school by teachers. The polygenic scores for ADHD (ADHD-PGS) and educational attainment (EA-PGS) were computed from twins' and parents' genotypes. A model of intergenerational transmission was developed to estimate (1) the contributions of parents' and children's PGS to the twins' ADHD symptoms and (2) whether these variances were explained by genetic transmission and/or genetic nurture. Results ADHD-PGS explained up to 1.6% of the variance of hyperactivity and inattention in early childhood and primary school. EA-PGS predicted ADHD symptoms at both ages, explaining up to 1.6% of the variance in early childhood and up to 5.5% in primary school. Genetic transmission was the only significant transmission pathway of both PGS. The genetic nurture channeled through EA-PGS explained up to 3.2% of the variance of inattention in primary school but this association was non-significant. Conclusions Genetic propensities to ADHD and education predicted ADHD symptoms in childhood, especially in primary school. Its intergenerational transmission was driven primarily by genetic variants passed to the child, rather than by environmentally mediated parental genetic effects. The model developed in this study can be leveraged in future research to investigate genetic transmission and genetic nurture while accounting for parental assortative mating.
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Affiliation(s)
- Ivan Voronin
- École de psychologieUniversité LavalQuébecQuebecCanada
| | - Isabelle Ouellet‐Morin
- School of CriminologyUniversity of MontrealThe Research Center of the Montreal Mental Health University Institute and the Research Group on Child MaladjustmentMontréalQuebecCanada
| | | | - Geneviève Morneau‐Vaillancourt
- Social, Genetic & Developmental Psychiatry CentreInstitute of Psychiatry, Psychology & NeuroscienceKing's College LondonLondonUK
| | - Mara Brendgen
- Département de PsychologieUniversité du Québec à MontréalMontréalQuebecCanada
| | - Ginette Dione
- École de psychologieUniversité LavalQuébecQuebecCanada
| | - Frank Vitaro
- École de PsychoéducationUniversité de MontréalMontréalQuebecCanada
| | - Michel Boivin
- École de psychologieUniversité LavalQuébecQuebecCanada
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McGonnell M, Orr M, Backman J, Johnson SA, Davidson F, Corkum P. Examining the role of the visuospatial sketchpad in children's math calculation skills using Baddeley and Hitch's model of working memory. Acta Psychol (Amst) 2024; 246:104246. [PMID: 38615594 DOI: 10.1016/j.actpsy.2024.104246] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/11/2023] [Revised: 03/02/2024] [Accepted: 04/08/2024] [Indexed: 04/16/2024] Open
Abstract
Math difficulties (MDs) occur in about 3-7 % of children and have been associated with academic, health, and occupational challenges. To date, findings about the role of working memory in MDs have been conflicting. The Automated Working Memory Assessment Battery (AWMA), which assesses all components of Baddeley and Hitch's model of working memory, was used to investigate which component of the model was most related to math calculation skills in elementary-school children. Participants were 94 (52 male) children (M age = 9 years 1 month; Range = 6 years 0 months to 11 years 8 months). As hypothesized, math calculation scores were correlated with all four working memory components (phonological loop, visuospatial sketchpad, verbal and visuospatial central executive). After accounting for age, phonological processing, and attention, the visuospatial sketchpad was the only memory component that contributed to the prediction of math calculation scores, explaining an additional 10.2 % of unique variance. Short-term visuospatial memory should be assessed in children having difficulty with math and children could benefit from interventions that include attention to the development of both visuospatial memory and math calculation skills. This study did not use a longitudinal design and so we cannot conclude that weak visuospatial memory impedes the development of math calculation skills. Future research should use longitudinal designs and investigate other types of math skills.
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Affiliation(s)
- Melissa McGonnell
- Faculty of Education, Mount Saint Vincent University, Halifax, Nova Scotia, Canada
| | - Matt Orr
- Department of Psychiatry, Dalhousie University, Halifax, Nova Scotia, Canada
| | - Joan Backman
- Izaak Walton Killam Health Centre, Halifax, Nova Scotia, Canada
| | - Shannon A Johnson
- Department of Psychology and Neuroscience, Dalhousie University, Halifax, Nova Scotia, Canada
| | - Fiona Davidson
- Department of Psychology and Neuroscience, Dalhousie University, Halifax, Nova Scotia, Canada
| | - Penny Corkum
- Department of Psychology and Neuroscience, Dalhousie University, Halifax, Nova Scotia, Canada.
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Liu F, Chi X, Yu D. Reduced inhibition control ability in children with ADHD due to coexisting learning disorders: an fNIRS study. Front Psychiatry 2024; 15:1326341. [PMID: 38832323 PMCID: PMC11146205 DOI: 10.3389/fpsyt.2024.1326341] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/25/2023] [Accepted: 04/25/2024] [Indexed: 06/05/2024] Open
Abstract
Introduction Inhibition control, as the core component of executive function, might play a crucial role in the understanding of attention deficit/hyperactivity disorder (ADHD) and specific learning disorders (SLD). Inhibition control deficits have been observed in children with ADHD or SLD. This study sought to test in a multi-modal fashion (i.e., behavior and plus brain imaging) whether inhibition control abilities would be further deteriorated in the ADHD children due to the comorbidity of SLD. Method A total number of 90 children (aged 6-12 years) were recruited, including 30 ADHD, 30 ADHD+SLD (children with the comorbidity of ADHD and SLD), and 30 typically developing (TD) children. For each participant, a 44-channel functional near infrared spectroscopy (fNIRS) equipment was first adopted to capture behavioral and cortical hemodynamic responses during a two-choice Oddball task (a relatively new inhibition control paradigm). Then, 50 metrics were extracted, including 6 behavioral metrics (i.e., OddballACC, baselineACC, totalACC, OddballRT, baselineRT, and totalRT) and 44 beta values in 44 channels based on general linear model. Finally, differences in those 50 metrics among the TD, ADHD, and ADHD+SLD children were analyzed. Results Findings showed that: (1) OddballACC (i.e., the response accuracy in deviant stimuli) is the most sensitive metric in identifying the differences between the ADHD and ADHD+SLD children; and (2) The ADHD+SLD children exhibited decreased behavioral response accuracy and brain activation level in some channels (e.g., channel CH35) than both the ADHD and TD children. Discussion Findings seem to support that inhibition control abilities would be further decreased in the ADHD children due to the comorbidity of SLD.
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Affiliation(s)
- Fulin Liu
- Key Laboratory of Child Development and Learning Science of Ministry of Education, School of Biological Science and Medical Engineering, Southeast University, Nanjing, China
| | - Xia Chi
- Department of Child Health Care, Women’s Hospital of Nanjing Medical University, Nanjing Maternity and Child Health Care Hospital, Nanjing, Jiangsu, China
| | - Dongchuan Yu
- Key Laboratory of Child Development and Learning Science of Ministry of Education, School of Biological Science and Medical Engineering, Southeast University, Nanjing, China
- Henan Provincial Medical Key Lab of Child Developmental Behavior and Learning, The Third Affiliated Hospital of Zhengzhou University, Zhengzhou, Henan, China
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Medrano Nava E, Flores-Lázaro JC, Nicolini Sánchez H, Juárez García F. Effects of comorbidity on executive functions among children with ADHD, finding trends. APPLIED NEUROPSYCHOLOGY. CHILD 2024; 13:100-112. [PMID: 36395527 DOI: 10.1080/21622965.2022.2135440] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
Abstract
There is still no basic overview about the effect of various types of comorbidity in executive functions due to two main reasons: (1) the type and number of comorbidities in ADHD is significantly varied, (2) EFs are very diverse and have different neuropsychological properties. Our objective was to determine the effect of comorbid disorders (number and type) on the performance in a wide range (seven) of executive functions in a sample of children with ADHD. Fifty-five male children aged seven to nine years with ADHD were divided into six groups: G1 = ADHD only (ADHD-O), G1 = Oppositional defiant disorder (ODD), G3 = (anxiety/depressive disorder (ADD), G4 = ODD + ADD, G5 = ODD + learning disorder (LD), G6 = ODD + LD + conduct disorder (CD). The six groups exhibited different number of deficits in EFs; G1 showed only 1 deficit in contrast, G6 presented 11. Statistical analysis (ANOVA and logistic regression) identified three most affected EFs: Working memory, generation/classification of semantic categories, and inhibitory control. Alterations in EFs increased mainly in relation to the increase of the specific number and type of comorbidity. To date, no studies have addressed comorbidity from this perspective. A wide range approach of EF confirms the need to further study comorbidity in ADHD from a wide range/variety perspective and determine all possible combinations (number/type) to clarify its contribution to the complex neuropsychology functioning in ADHD.
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Affiliation(s)
- Eliana Medrano Nava
- Child Psychiatry Hospital, SAP-DJNN, Ministry of Health, Mexico City, Mexico
- Postgraduate program in Health Sciences, Faculty of Medicine, UNAM, Mexico City, Mexico
| | - Julio C Flores-Lázaro
- Child Psychiatry Hospital, SAP-DJNN, Ministry of Health, Mexico City, Mexico
- Psychology Faculty, UNAM, Mexico City, Mexico
| | - Humberto Nicolini Sánchez
- Genomics of Psychiatric and Neurodegenerative Diseases Laboratory, National Institute of Genomic Medicine (INMEGEN), Mexico City, Mexico
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Zapata MA, Worrell FC. Disability Acceptance and Affirmation Among U.S. Adults With Learning Disabilities and ADHD. JOURNAL OF LEARNING DISABILITIES 2024; 57:79-90. [PMID: 37489284 PMCID: PMC10935616 DOI: 10.1177/00222194231186665] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/26/2023]
Abstract
Personal disability identity is a predictor of psychosocial functioning among adults with predominantly physical disabilities. In the present study, we examined personal disability identity in adults with learning disabilities (LD) and/or attention-deficit/hyperactivity disorder (ADHD). In samples of 541 adults with LD, 475 with ADHD, and 433 with comorbid LD and ADHD, we examined the structural validity of disability acceptance and disability affirmation scores and the association between these scores and anxiety/depression, life satisfaction, and general self-efficacy. Factor analyses supported a 4-item disability acceptance and 3-item disability affirmation scale in LD-only and ADHD-only samples. Among adults with LD or ADHD, disability affirmation was a meaningful predictor of life satisfaction, and disability acceptance predicted general self-efficacy. Disability identity attitudes are worthy of clinical and scholarly attention in adults with LD and ADHD, and adults with comorbid LD and ADHD may warrant special consideration in the personal disability identity literature.
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Nissim M, Shfir O, Ratzon NZ. Simulator Driving Abilities, Executive Functions, and Adaptive Behavior Among Adolescents With Complex Attention Deficit Hyperactivity Disorder. J Atten Disord 2024; 28:350-363. [PMID: 38084062 DOI: 10.1177/10870547231214975] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 02/03/2024]
Abstract
OBJECTIVE To examines the driving skills, executive functions, and adaptive behavior of adolescents diagnosed with Attention-deficit/hyperactivity disorder (ADHD) combined with emotional difficulties and/or learning disabilities (complex ADHD), compared to adolescents without ADHD. METHOD A cross-sectional study including 30 adolescents with complex ADHD and 33 adolescents without ADHD aged 15 to 18 years. Driving skills on a simulator, executive functions, and adaptive behavior were evaluated. RESULTS Adolescents without ADHD demonstrated significantly higher total scores on the driving simulator, indicating better driving performance compared to adolescents with complex ADHD. In the complex ADHD group, after controlling for different Conners Comprehensive Behavior Rating Scale-Self Report scales, driving simulator scores were partially correlated with executive functions. CONCLUSION These findings emphasize the unique needs of adolescents with complex ADHD. Given the significance of driving in today's society, it is crucial to consider the development of intervention programs to support this population's driving skills.
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Affiliation(s)
- Michal Nissim
- The David Yellin Academic College of Education, Jerusalem, Israel
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Becker ABC, Maurer J, Daseking M, Pauls F. Measurement Invariance of the WISC-V across a Clinical Sample of Children and Adolescents with ADHD and a Matched Control Group. J Intell 2024; 12:6. [PMID: 38248904 PMCID: PMC10817318 DOI: 10.3390/jintelligence12010006] [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: 08/29/2023] [Revised: 12/05/2023] [Accepted: 12/14/2023] [Indexed: 01/23/2024] Open
Abstract
Measurement invariance of the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V) 10-primary subtest battery was analyzed across a group of children and adolescents with ADHD (n = 91) and a control group (n = 91) matched by sex, age, migration background, and parental education or type of school. First, confirmatory factor analyses (CFAs) were performed to establish the model fit for the WISC-V second-order five-factor model in each group. A sufficiently good fit of the model was found for the data in both groups. Subsequently, multigroup confirmatory factor analyses (MGCFAs) were conducted to test for measurement invariance across the ADHD and control group. Results of these analyses indicated configural and metric invariance but did not support full scalar invariance. However, after relaxing equality constraints on the Vocabulary (VC), Digit Span (DS), Coding (CD), Symbol Search (SS), and Picture Span (PS) subtest intercepts as well as on the intercepts of the first-order factors Working Memory (WM) and Processing Speed (PS), partial scalar invariance could be obtained. Furthermore, model-based reliability coefficients indicated that the WISC-V provides a more precise measurement of general intelligence (e.g., represented by the Full-Scale IQ, FSIQ) than it does for cognitive subdomains (e.g., represented by the WISC-V indexes). Group comparisons revealed that the ADHD group scored significantly lower than the control group on four primary subtests, thus achieving significantly lower scores on the corresponding primary indexes and the FSIQ. Given that measurement invariance across the ADHD and the control group could not be fully confirmed for the German WISC-V, clinical interpretations based on the WISC-V primary indexes are limited and should only be made with great caution regarding the cognitive profiles of children and adolescents with ADHD.
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Affiliation(s)
| | - Jenny Maurer
- Department of Developmental and Educational Psychology, Helmut Schmidt University, 22043 Hamburg, Germany; (J.M.); (M.D.)
| | - Monika Daseking
- Department of Developmental and Educational Psychology, Helmut Schmidt University, 22043 Hamburg, Germany; (J.M.); (M.D.)
| | - Franz Pauls
- Department of Clinical Psychology and Psychotherapy, Helmut Schmidt University, 22043 Hamburg, Germany;
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Sarid M, Lipka O. Students with learning disabilities/attention-deficit/hyperactivity disorder in higher education dealing with remote learning: lessons learned from COVID-19 era. Front Psychol 2023; 14:1172771. [PMID: 37251025 PMCID: PMC10219608 DOI: 10.3389/fpsyg.2023.1172771] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/23/2023] [Accepted: 04/19/2023] [Indexed: 05/31/2023] Open
Abstract
Introduction The current study aimed to examine how students with learning disabilities (LD) and/or attention-deficit/hyperactivity disorder (ADHD) adjusted to higher education during the transition to remote learning (RL) in Israel during the COVID-19 pandemic. Methods The study involved 621 undergraduate students, 330 of whom participated during the COVID-19 pandemic and 291 before the pandemic. Among these students, 198 had been diagnosed with LD and/or ADHD, while 423 had no reported disabilities (control group). Results Students with LD/ADHD generally had lower adjustment scores during face-to-face learning and RL than the control group. In-depth analyses of four subgroups revealed that students with LD + ADHD reported lower academic, emotional, and institutional adjustments as well as reported lower satisfaction with life during RL than the control group members. ADHD was found to directly predict low satisfaction with life through the mediation of adjustment scores. Discussion In conclusion, it is recommended that support be provided to high-risk LD/ADHD populations during a crisis. Furthermore, the implication of this study can inform intervention during emergency times.
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Affiliation(s)
- Miriam Sarid
- Department of Learning Disabilities and Education, Western Galilee College, Akko, Israel
| | - Orly Lipka
- Department of Learning Disabilities, Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel
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Fiore G, Veneri F, Di Lorenzo R, Generali L, Vinceti M, Filippini T. Fluoride Exposure and ADHD: A Systematic Review of Epidemiological Studies. MEDICINA (KAUNAS, LITHUANIA) 2023; 59:medicina59040797. [PMID: 37109754 PMCID: PMC10143272 DOI: 10.3390/medicina59040797] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/22/2023] [Revised: 04/12/2023] [Accepted: 04/18/2023] [Indexed: 04/29/2023]
Abstract
Background and objectives: Attention deficit hyperactivity disorder (ADHD) is a childhood-onset neurodevelopmental disorder characterized by two dimensions: inattentiveness and hyperactivity/impulsivity. ADHD may be the result of complex interactions between genetic, biological and environmental factors possibly including fluoride exposure. Materials and methods: A literature search was performed on 31 March 2023 in the following databases: PubMed, Embase and Web of Science. We defined the following inclusion criteria according to the PECOS statement: a healthy child and adolescent population (P), fluoride exposure of any type (E), comparison with low or null exposure (C), ADHD spectrum disorder (O), and ecological, cross-sectional, case-control and cohort studies (S). Results: We found eight eligible records corresponding to seven different studies investigating the effect of fluoride exposure on children and adolescents. One study had a cohort design and one a case-control one, while five were cross-sectional. Only three studies applied validated questionnaires for the purpose of ADHD diagnosis. As regards exposure assessment, levels of fluoride in urine and tap water were, respectively used in three and two studies, while two used both. Three studies reported a positive association with ADHD risk, all assessing exposure through fluoride levels. By using urinary fluoride, conversely, a positive correlation with inattention, internalizing symptoms, cognitive and psychosomatic problems was found in three studies, but no relation was found in the other one. Conclusions: The present review suggests that early exposure to fluoride may have neurotoxic effects on neurodevelopment affecting behavioral, cognitive and psychosomatic symptoms related to ADHD diagnosis. However, due to the heterogeneity of the studies included, current evidence does not allow to conclusively confirm that fluoride exposure is specifically linked to ADHD development.
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Affiliation(s)
- Gianluca Fiore
- Environmental, Genetic and Nutritional Epidemiology Research Center (CREAGEN), Section of Public Health, Department of Biomedical, Metabolic and Neural Sciences, University of Modena and Reggio Emilia, 41125 Modena, Italy
| | - Federica Veneri
- Unit of Dentistry & Oral-Maxillo-Facial Surgery, Department of Surgery, Medicine, Dentistry and Morphological Sciences with Transplant Surgery, Oncology and Regenerative Medicine Relevance (CHIMOMO), University of Modena and Reggio Emilia, 41124 Modena, Italy
- PhD Program in Clinical and Experimental Medicine, Department of Biomedical, Metabolic and Neural Sciences-University of Modena and Reggio Emilia, 41125 Modena, Italy
| | - Rosaria Di Lorenzo
- Service of Psychiatric Diagnosis and Care (SPDC), Department of Mental Health and Drug Abuse, AUSL Modena, 41124 Modena, Italy
| | - Luigi Generali
- Unit of Dentistry & Oral-Maxillo-Facial Surgery, Department of Surgery, Medicine, Dentistry and Morphological Sciences with Transplant Surgery, Oncology and Regenerative Medicine Relevance (CHIMOMO), University of Modena and Reggio Emilia, 41124 Modena, Italy
| | - Marco Vinceti
- Environmental, Genetic and Nutritional Epidemiology Research Center (CREAGEN), Section of Public Health, Department of Biomedical, Metabolic and Neural Sciences, University of Modena and Reggio Emilia, 41125 Modena, Italy
- Department of Epidemiology, Boston University School of Public Health, Boston, MA 02118, USA
| | - Tommaso Filippini
- Environmental, Genetic and Nutritional Epidemiology Research Center (CREAGEN), Section of Public Health, Department of Biomedical, Metabolic and Neural Sciences, University of Modena and Reggio Emilia, 41125 Modena, Italy
- School of Public Health, University of California Berkeley, Berkeley, CA 94704, USA
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Specific Learning Disabilities and Emotional-Behavioral Difficulties: Phenotypes and Role of the Cognitive Profile. J Clin Med 2023; 12:jcm12051882. [PMID: 36902669 PMCID: PMC10003319 DOI: 10.3390/jcm12051882] [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: 01/24/2023] [Revised: 02/20/2023] [Accepted: 02/22/2023] [Indexed: 03/08/2023] Open
Abstract
Specific Learning Disabilities (SLD) are often associated with emotional-behavioral problems. Many studies highlighted a greater psychopathological risk in SLD, describing both internalizing and externalizing problems. The aims of this study were to investigate the emotional-behavioral phenotype through the Child Behavior Checklist (CBCL), and evaluate the mediating role of background and cognitive characteristics on the relationship between CBCL profile and learning impairment in children and adolescents with SLD. One hundred and twenty-one SLD subjects (7-18 years) were recruited. Cognitive and academic skills were assessed, and parents completed the questionnaire CBCL 6-18. The results showed that about half of the subjects manifested emotional-behavioral problems with a prevalence of internalizing symptoms, such as anxiety and depression, over externalizing ones. Older children showed greater internalizing problems than younger ones. Males have greater externalizing problems compared to females. A mediation model analysis revealed that learning impairment is directly predicted by age and familiarity for neurodevelopmental disorders and indirectly via the mediation of the WISC-IV/WAIS-IV Working Memory Index (WMI) by the CBCL Rule-Breaking Behavior scale. This study stresses the need to combine the learning and neuropsychological assessment with a psychopathological evaluation of children and adolescents with SLD and provides new interpretative insights on the complex interaction between cognitive, learning, and emotional-behavioral phenotypes.
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Sarid M, Lipka O. The relationship between academic self-efficacy and class engagement of self-reported LD and ADHD in Israeli undergraduate students during COVID-19. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2023. [PMCID: PMC9902253 DOI: 10.1007/s10212-023-00677-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/08/2023]
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Tullo D, Faubert J, Bertone A. Distinctive patterns of Multiple Object-Tracking performance trajectories in youth with deficits in attention, learning, and intelligence. RESEARCH IN DEVELOPMENTAL DISABILITIES 2023; 133:104402. [PMID: 36565518 DOI: 10.1016/j.ridd.2022.104402] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/24/2021] [Revised: 11/23/2022] [Accepted: 12/16/2022] [Indexed: 06/17/2023]
Abstract
There is a significant overlap in symptomology between individuals with deficits in attention and learning, which is explained by the co-dependent dynamic between the two cognitive constructs. Within this dynamic, attentional resources are allocated to salient stimuli while learning mechanisms distinguish relevant from irrelevant information. Moreover, individuals with deficits in higher-order cognition (i.e., intelligence) can demonstrate difficulties in attention and learning. The Multiple Object-Tracking (MOT) task is a sensitive and versatile measure of attention that has characterized individual differences in attention as a function of higher-order cognition. Exploiting the traditional MOT task's ability to characterize the allocation of attentional resources to task demands, the current study compared learning exhibited on an attention-based task across neurodevelopmental conditions defined by deficits in attention (attention-deficit/hyperactivity disorder; ADHD), learning (specific learning disorder; SLD), and intelligence (intellectual developmental disorder; IDD). Children and adolescents (N = 101) completed 15 sessions on a Multiple Object-Tracking (MOT) task where performance trajectories were analyzed using latent growth curve modeling and conditioned by the presence of ADHD, SLD, or IDD while controlling for performance on a separate measure of attention, age, and sex. The sample, characterized by below-average IQ and problematic levels of attention, exhibited an effect of learning on MOT. However, individuals with an IDD diagnosis demonstrated decreased baseline MOT capability while ADHD and SLD profiles exhibited decreased slopes, relative to other neurodevelopmental conditions. Taken together, the results demonstrate distinct linear performance trajectories between neurodevelopmental conditions defined by deficits in attention, learning, and intelligence. The current study provides additional evidence to repurpose the traditional MOT task as a descriptor of attention and discusses alternative uses for the paradigm. Overall, these results suggest an eclectic approach that considers attention, learning, and higher-order cognition when diagnosing ADHD, SLD, or IDD.
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Affiliation(s)
- Domenico Tullo
- School of Education, University of California, Irvine, 3200 Education Bldg, Irvine, CA 92697, USA.
| | - Jocelyn Faubert
- École d'optométrie, University of Montreal, 3744, rue Jean-Brillant, Montréal, QC H3T 1P1, Canada
| | - Armando Bertone
- Department of Education & Counselling Psychology, McGill University, 3700 McTavish Street, Montréal, H3A 1Y2 QC, Canada
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Wang YC, Liu J, Wu YC, Wei Y, Xie HJ, Zhang T, Zhang Z. A randomized, sham-controlled trial of high-definition transcranial direct current stimulation on the right orbital frontal cortex in children and adolescents with attention-deficit hyperactivity disorder. Front Psychiatry 2023; 14:987093. [PMID: 36860502 PMCID: PMC9968859 DOI: 10.3389/fpsyt.2023.987093] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/05/2022] [Accepted: 01/13/2023] [Indexed: 02/16/2023] Open
Abstract
OBJECTIVE This study aimed to find out the clinical and cognitive effects of high-definition transcranial direct current stimulation (HD-tDCS) on the right orbital frontal cortex (OFC) in the treatment of attention deficit hyperactivity disorder (ADHD). METHODS A total of 56 patients with ADHD were recruited as subjects and completely and randomly divided into the HD-tDCS group and the Sham group. A 1.0 mA anode current was applied to the right OFC. The HD-tDCS group received real stimulation, while the Sham group received sham stimulation in 10 sessions of treatment. ADHD symptom assessment (the SNAP-IV Rating Scale and the Perceived Stress Questionnaire) was carried out before treatment, after the 5th and 10th stimuli, and at the 6th week after the end of all stimulations, while the cognitive effect was assessed by the Integrated Visual and Auditory Continuous Performance Test (IVA-CPT), the Stroop Color and Word Test (Stroop), and the Tower of Hanoi (TOH). Repeated-measure ANOVA was used to find out the results of both groups before and after treatment. RESULTS A total of 47 patients completed all sessions and evaluations. Their SNAP-IV score, their PSQ score, the mean visual and auditory reaction times by IVA-CPT, the interference RT of Stroop Color and Word, and the number of completed steps of TOH did not change with intervention time before and after treatment (P > 0.0031). However, the integrated visual and audiovisual commission errors and the TOH completion time results of the HD-tDCS group were significantly decreased after the 5th intervention, the 10th intervention, and the 6th week of intervention follow-up compared to the Sham group (P < 0.0031). CONCLUSION This study draws cautious conclusions that HD-tDCS does not significantly alleviate the overall symptoms of patients with ADHD but leads to significant improvements in the cognitive measures of attention maintenance. The study also attempted to fill in the gaps in research studies on HD-tDCS stimulation of the right OFC. CLINICAL TRIAL REGISTRATION ChiCTR2200062616.
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Affiliation(s)
- Yi-Chao Wang
- Affiliated Mental Health Center & Hangzhou Seventh People's Hospital, Zhejiang University School of Medicine, Hangzhou, Zhejiang, China.,Zhenjiang Mental Health Center (The Fifth People's Hospital of Zhenjiang City), Zhenjiang, Jiangsu, China
| | - Jun Liu
- Zhenjiang Mental Health Center (The Fifth People's Hospital of Zhenjiang City), Zhenjiang, Jiangsu, China
| | - Yan-Chun Wu
- Zhenjiang Mental Health Center (The Fifth People's Hospital of Zhenjiang City), Zhenjiang, Jiangsu, China
| | - Yan Wei
- Zhenjiang Mental Health Center (The Fifth People's Hospital of Zhenjiang City), Zhenjiang, Jiangsu, China
| | - Hong-Jing Xie
- Zhenjiang Mental Health Center (The Fifth People's Hospital of Zhenjiang City), Zhenjiang, Jiangsu, China
| | - Tao Zhang
- Zhenjiang Mental Health Center (The Fifth People's Hospital of Zhenjiang City), Zhenjiang, Jiangsu, China
| | - Zhen Zhang
- Zhenjiang Mental Health Center (The Fifth People's Hospital of Zhenjiang City), Zhenjiang, Jiangsu, China
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Anquetil M, Roche-Labarbe N, Rossi S. Tactile sensory processing as a precursor of executive attention: Toward early detection of attention impairments and neurodevelopmental disorders. WILEY INTERDISCIPLINARY REVIEWS. COGNITIVE SCIENCE 2022:e1640. [PMID: 36574728 DOI: 10.1002/wcs.1640] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/14/2021] [Revised: 09/30/2022] [Accepted: 11/21/2022] [Indexed: 12/28/2022]
Abstract
Recent studies in developmental neuroscience tend to show the existence of neural attention networks from birth. Their construction is based on the first sensory experiences that allow us to learn the patterns of the world surrounding us and preserve our limited attentional resources. Touch is the first sensory modality to develop, although it is still little studied in developmental psychology in contrast to distal modalities such as audition or vision. Atypical tactile sensory processing at an early age could predict later attention dysfunction, both of them being part of the symptomatology of neurodevelopmental disorders (NDD). We review the state of knowledge on tactile sensory processing and its links with attention, executive attention (EA) in particular, and propose that abnormal tactile sensory processing at an early age could provide markers of EA dysfunctions, contributing to the early detection of NDD. This article is categorized under: Psychology > Attention.
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15
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Challenges and Neuropsychological Functioning in Children and Adolescents with Borderline Intellectual Functioning. CHILDREN (BASEL, SWITZERLAND) 2022; 9:children9121847. [PMID: 36553291 PMCID: PMC9777449 DOI: 10.3390/children9121847] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/30/2022] [Revised: 11/18/2022] [Accepted: 11/23/2022] [Indexed: 11/29/2022]
Abstract
This retrospective chart review study sought to explore neuropsychological profiles, neuropsychiatric and psychiatric comorbidity, changes in diagnoses, support at daycare and school, medication use, psychiatric referrals, and progression into further education in a cohort of participants with borderline intellectual functioning (BIF). Additionally, developmental factors connected to BIF were studied. Delays in language and gross motor development were the initial reasons for the parents to seek health care. Comorbid neuropsychiatric and psychiatric diagnoses were frequent, a total of 41% of participants were referred to psychiatric services, and 45% used medication. Educational support was needed by 92% of the study participants. The majority of those graduating elementary school continued their studies at ordinary or special vocational schools. The risk of dropping out during secondary studies appeared to increase. The results in most of the neuropsychological subdomains declined over time, and 23% of the participants were later diagnosed with an intellectual disability (ID). The early developmental signs pointing towards BIF and the need for prompt support were a delay in language and motor development, difficulties in executive function, a delay in learning the activities of daily living among children under school age, and difficulties in reading and arithmetic skills and abstract reasoning at school age. It is important to follow up and support individuals with BIF as their risk for being left behind in the society is increased. Also, it would be important to repeat the neuropsychological testing of cognitive and adaptive functions before graduating elementary school as to capture those who meet the ID criteria.
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16
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Ptukha M, Fesenko Z, Belskaya A, Gromova A, Pelevin A, Kurzina N, Gainetdinov RR, Volnova A. Effects of Atomoxetine on Motor and Cognitive Behaviors and Brain Electrophysiological Activity of Dopamine Transporter Knockout Rats. Biomolecules 2022; 12:biom12101484. [PMID: 36291693 PMCID: PMC9599468 DOI: 10.3390/biom12101484] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/01/2022] [Revised: 10/03/2022] [Accepted: 10/12/2022] [Indexed: 11/16/2022] Open
Abstract
Changes in dopaminergic and noradrenergic transmission are considered to be the underlying cause of attention deficit and hyperactivity disorder (ADHD). Atomoxetine (ATX) is a selective norepinephrine transporter (NET) inhibitor that is currently used for ADHD treatment. In this study, we aimed to evaluate the effect of atomoxetine on the behavior and brain activity of dopamine transporter knockout (DAT-KO) rats, which are characterized by an ADHD-like behavioral phenotype. Prepulse inhibition (PPI) was assessed in DAT-KO and wild type rats after saline and ATX injections, as well as behavioral parameters in the Hebb-Williams maze and power spectra and coherence of electrophysiological activity. DAT-KO rats demonstrated a pronounced behavioral and electrophysiological phenotype, characterized by hyperactivity, increased number of errors in the maze, repetitive behaviors and disrupted PPI, changes in cortical and striatal power spectra and interareal coherence. Atomoxetine significantly improved PPI and decreased repetitive behaviors in DAT-KO rats and influenced behavior of wild-type rats. ATX also led to significant changes in power spectra and coherence of DAT-KO and wild type rats. Assessment of noradrenergic modulation effects in DAT-KO provides insight into the intricate interplay of monoaminergic systems, although further research is still required to fully understand the complexity of this interaction.
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Affiliation(s)
- Maria Ptukha
- Institute of Translational Biomedicine, Saint Petersburg State University, 199034 Saint Petersburg, Russia
- Correspondence: (M.P.); (A.V.)
| | - Zoia Fesenko
- Institute of Translational Biomedicine, Saint Petersburg State University, 199034 Saint Petersburg, Russia
| | - Anastasia Belskaya
- Institute of Translational Biomedicine, Saint Petersburg State University, 199034 Saint Petersburg, Russia
| | - Arina Gromova
- Faculty of Biology, Saint Petersburg State University, 199034 Saint Petersburg, Russia
| | - Arseniy Pelevin
- Faculty of Biology, Saint Petersburg State University, 199034 Saint Petersburg, Russia
| | - Natalia Kurzina
- Institute of Translational Biomedicine, Saint Petersburg State University, 199034 Saint Petersburg, Russia
| | - Raul R. Gainetdinov
- Institute of Translational Biomedicine, Saint Petersburg State University, 199034 Saint Petersburg, Russia
- Saint Petersburg State University Hospital, Saint Petersburg State University, 199034 Saint Petersburg, Russia
| | - Anna Volnova
- Institute of Translational Biomedicine, Saint Petersburg State University, 199034 Saint Petersburg, Russia
- Faculty of Biology, Saint Petersburg State University, 199034 Saint Petersburg, Russia
- Correspondence: (M.P.); (A.V.)
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Toffalini E, Buono S, Cornoldi C. The structure, profile, and diagnostic significance of intelligence in children with ADHD are impressively similar to those of children with a specific learning disorder. RESEARCH IN DEVELOPMENTAL DISABILITIES 2022; 129:104306. [PMID: 35863174 DOI: 10.1016/j.ridd.2022.104306] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/19/2022] [Revised: 05/21/2022] [Accepted: 07/06/2022] [Indexed: 06/15/2023]
Abstract
This study examines the structure, profile, and diagnostic significance of intelligence in a group of 948 children diagnosed with attention deficit/hyperactivity disorder (ADHD) assessed with the WISC-IV and compared with children with specific learning disorders (SLDs) and with typically developing children. Based on four indexes, the WISC-IV configuration found in TD resulted applicable to ADHD, but with generally lower loadings on g. The Perceptual Reasoning and Verbal Comprehension indexes not only had higher loadings compared to the other two indexes but also represented the relative strengths of children with ADHD, as previously observed for children with SLD. In fact, the WISC pattern could be successfully used for discriminating between ADHD and TD, but not between ADHD and SLD. The latter result was not due to a co-occurrence of a learning disorder because the presence or absence of an associated diagnosis of SLD negligibly affected the pattern observed in ADHD. We concluded that the characteristics of intelligence in children with ADHD can be relevant for assessing this disorder, and that ADHD and SLDs share largely similar underlying cognitive features.
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Affiliation(s)
| | | | - Cesare Cornoldi
- Department of General Psychology, University of Padua, Italy.
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18
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Gin LE, Pais D, Cooper KM, Brownell SE. Students with Disabilities in Life Science Undergraduate Research Experiences: Challenges and Opportunities. CBE LIFE SCIENCES EDUCATION 2022; 21:ar32. [PMID: 35499822 PMCID: PMC9508919 DOI: 10.1187/cbe.21-07-0196] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/02/2021] [Revised: 02/22/2022] [Accepted: 03/07/2022] [Indexed: 06/14/2023]
Abstract
Individuals with disabilities are underrepresented in postsecondary science education and in science careers, yet few studies have explored why this may be. A primary predictor of student persistence in science is participating in undergraduate research. However, it is unclear to what extent students with disabilities are participating in research and what the experiences of these students in research are. To address this gap in the literature, in study 1, we conducted a national survey of more than 1200 undergraduate researchers to determine the percent of students with disabilities participating in undergraduate research in the life sciences. We found that 12% of undergraduate researchers we surveyed self-identified as having a disability, which indicates that students with disabilities are likely underrepresented in undergraduate research. In study 2, we conducted semistructured interviews with 20 undergraduate researchers with disabilities. We identified unique challenges experienced by students with disabilities in undergraduate research, as well as some possible solutions to these challenges. Further, we found that students with disabilities perceived that they provide unique contributions to the research community. This work provides a foundation for creating undergraduate research experiences that are more accessible and inclusive for students with disabilities.
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Affiliation(s)
- Logan E. Gin
- Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, AZ 85281
| | - Danielle Pais
- Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, AZ 85281
| | - Katelyn M. Cooper
- Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, AZ 85281
| | - Sara E. Brownell
- Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, AZ 85281
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Saccani MS, Ursumando L, Di Vara S, Lazzaro G, Varuzza C, Vicari S, Menghini D. Sleep Disturbances in Children with Attentional Deficit Hyperactivity Disorder and Specific Learning Disorders. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19116411. [PMID: 35681996 PMCID: PMC9180075 DOI: 10.3390/ijerph19116411] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/21/2022] [Revised: 05/17/2022] [Accepted: 05/23/2022] [Indexed: 02/04/2023]
Abstract
Sleep disturbances may be a significant source of distress for children with neurodevelopmental disorders, and consequently also for their families. Crucially, sleep disturbances might be influenced by comorbidity. Attention deficit hyperactivity disorder (ADHD) and specific learning disorder (SLD) often co-occur, and consequently, investigating sleep disturbances in children with comorbidity of ADHD and SLD is essential. Our study aimed at detecting sleep difficulties in a group of 74 children with ADHD, 78 children with SLD, and 76 children with ADHD and SLD by using the Sleep Disturbances Scale for Children. The results showed that sleep difficulties emerge more clearly in children with comorbid ADHD and SLD compared to children with only ADHD or SLD. These sleep difficulties were not due to differences in ages and behavioral/emotional problems. In conclusion, evaluating sleep disturbances is important when assessing and managing children with ADHD, SLD, and particularly with the two comorbid conditions, to better understand their difficulties and develop tailored interventions.
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Affiliation(s)
- Maria Silvia Saccani
- Child and Adolescent Neuropsychiatry Unit, Department of Neuroscience, Bambino Gesù Children’s Hospital, IRCCS, 00146 Rome, Italy; (M.S.S.); (L.U.); (S.D.V.); (G.L.); (C.V.); (S.V.)
- Department of General Psychology, Padova Neuroscience Center, University of Padua, 35122 Padua, Italy
| | - Luciana Ursumando
- Child and Adolescent Neuropsychiatry Unit, Department of Neuroscience, Bambino Gesù Children’s Hospital, IRCCS, 00146 Rome, Italy; (M.S.S.); (L.U.); (S.D.V.); (G.L.); (C.V.); (S.V.)
| | - Silvia Di Vara
- Child and Adolescent Neuropsychiatry Unit, Department of Neuroscience, Bambino Gesù Children’s Hospital, IRCCS, 00146 Rome, Italy; (M.S.S.); (L.U.); (S.D.V.); (G.L.); (C.V.); (S.V.)
| | - Giulia Lazzaro
- Child and Adolescent Neuropsychiatry Unit, Department of Neuroscience, Bambino Gesù Children’s Hospital, IRCCS, 00146 Rome, Italy; (M.S.S.); (L.U.); (S.D.V.); (G.L.); (C.V.); (S.V.)
| | - Cristiana Varuzza
- Child and Adolescent Neuropsychiatry Unit, Department of Neuroscience, Bambino Gesù Children’s Hospital, IRCCS, 00146 Rome, Italy; (M.S.S.); (L.U.); (S.D.V.); (G.L.); (C.V.); (S.V.)
| | - Stefano Vicari
- Child and Adolescent Neuropsychiatry Unit, Department of Neuroscience, Bambino Gesù Children’s Hospital, IRCCS, 00146 Rome, Italy; (M.S.S.); (L.U.); (S.D.V.); (G.L.); (C.V.); (S.V.)
- Department of Life Sciences and Public Health, Catholic University, 00168 Rome, Italy
| | - Deny Menghini
- Child and Adolescent Neuropsychiatry Unit, Department of Neuroscience, Bambino Gesù Children’s Hospital, IRCCS, 00146 Rome, Italy; (M.S.S.); (L.U.); (S.D.V.); (G.L.); (C.V.); (S.V.)
- Correspondence:
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20
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Cheng S, Coghill D, Zendarski N. A rapid systematic review of attention-deficit/hyperactivity disorder (ADHD) and high order writing: Current findings and implications for intervention. RESEARCH IN DEVELOPMENTAL DISABILITIES 2022; 123:104180. [PMID: 35190324 DOI: 10.1016/j.ridd.2022.104180] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/19/2021] [Revised: 12/14/2021] [Accepted: 01/22/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Theoretical writing models and empirical studies have suggested a possible strong association between attention-deficit/hyperactivity disorder (ADHD) and high order writing (e.g., planning, text production, and revising). AIM A rapid systematic review was conducted to examine this relationship with the aim of informing writing interventions specific to the ADHD population. METHOD A systematic search for empirical studies on ADHD and high order writing performance from the last two decades identified 18 eligible studies. RESULTS Most studies showed that, compared to their peers, students with ADHD have more significant difficulties in high order writing performance. Writing quality and writing process (e.g., planning and editing) were identified as a challenge for ADHD students and may be more challenging than writing productivity and meta-cognitive knowledge of writing. Individuals' inattention, short-term memory, working memory, executive functions, reading, oral language skills, and externalising behavioural problems were identified as significant predictors of high order writing performance. CONCLUSIONS AND IMPLICATIONS The findings support theoretical writing models that propose writing as a complex process influenced by multiple cognitive factors, which are commonly impaired in individuals with ADHD. Interventions specific to the identified problems are discussed.
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Affiliation(s)
- Stanley Cheng
- University of Melbourne, Parkville, Australia; The Cairnmillar Institute, Hawthorn East, Australia.
| | - David Coghill
- University of Melbourne, Parkville, Australia; Murdoch Children's Research Institute, Parkville, Australia; The Royal Children's Hospital, Parkville, Australia
| | - Nardia Zendarski
- University of Melbourne, Parkville, Australia; Murdoch Children's Research Institute, Parkville, Australia; The Institute for Social Neuroscience, Ivanhoe, Australia
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21
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Condo JS, Chan ESM, Kofler MJ. Examining the effects of ADHD symptoms and parental involvement on children's academic achievement. RESEARCH IN DEVELOPMENTAL DISABILITIES 2022; 122:104156. [PMID: 35007980 PMCID: PMC8944944 DOI: 10.1016/j.ridd.2021.104156] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/30/2021] [Revised: 11/23/2021] [Accepted: 12/20/2021] [Indexed: 05/17/2023]
Abstract
OBJECTIVE Our understanding of the role of parental involvement in academic outcomes for children with ADHD is limited, with mixed evidence suggesting a positive association between parental involvement and academic achievement for pediatric ADHD but limited evidence regarding how this varies based on ADHD symptom severity, ADHD symptom domains, or co-occurring ODD symptoms. In this context, the present study aimed to examine the effects of parental involvement, ADHD symptoms, and comorbid ODD on children's overall, reading, and math achievement. METHOD A well-characterized clinically-evaluated sample of 162 children recruited through a university-based children's learning/behavioral health clinic and community resources (ages 8-13; 50 girls; 69% Caucasian/Non-Hispanic) were administered standardized academic achievement tests, with parents and teachers completing measures of parental involvement and ADHD symptoms, respectively. RESULTS Inattention, but not hyperactivity-impulsivity, was associated with lower academic achievement in all tested models (β= -.16 to -.22, all p < .03). Surprisingly, parental involvement had significant negative associations with math and overall academic achievement (β= -.13 to -.26, both p< .05) and did not moderate the relations between ADHD symptoms and academic achievement in any tested model. Comorbid ODD symptoms did not significantly predict academic achievement or interact with parental involvement in any tested model. These findings were robust to control for child IQ, age, sex, SES, anxiety, and depression. CONCLUSION Parental involvement may not serve as a protective factor against academic underachievement for children with clinically elevated ADHD symptoms, and may predict lower rather than higher academic achievement for clinically evaluated children in general.
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Affiliation(s)
- Jaida S Condo
- Florida State University, Department of Psychology, United States
| | | | - Michael J Kofler
- Florida State University, Department of Psychology, United States.
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22
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Carames CN, Irwin LN, Kofler MJ. Is there a relation between visual motor integration and academic achievement in school-aged children with and without ADHD? Child Neuropsychol 2022; 28:224-243. [PMID: 34494501 PMCID: PMC8727494 DOI: 10.1080/09297049.2021.1967913] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/03/2023]
Abstract
Visual-motor integration, motor coordination, and visual perception are associated with academic achievement in early school-aged children; however, our understanding of these associations in older school-aged children and children with neurodevelopmental disorders is limited. A well-characterized, clinically evaluated sample of 39 children with and without ADHD ages 8-13 (M = 10.07, SD = 1.56; 14 girls; 67.5% White/non-Hispanic) were administered standardized academic and visual-motor integration tests. Results: Backward entry regression analyses that initially included age, sex, socioeconomic status, ADHD symptoms, comorbidities, and IQ revealed that better visual perception uniquely predicted better-developed reading (β = .38) and math skills (β = .21; both p < .03), whereas better motor coordination was associated with better reading (β = .25), writing (β = .50), and math skills (β = .21 all p < .05). The integration of visual perception and motor coordination processes was uniquely associated only with math skills (β = .28; p = .007). Children with ADHD exhibited significantly lower visual-motor integration (d = 1.16) and potentially motor coordination (d = 0.51), but did not differ from Non-ADHD children in terms of visual perception (d = 0.03). These findings extend prior evidence from younger, neurotypical samples, and indicate that underdeveloped visual-motor integration and/or its subcomponents (visual perception and motor coordination) reflect unique risk factors for academic underachievement in school-aged children's math, reading, and written language skills.
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Affiliation(s)
- Chloë N. Carames
- Florida State University, Department of Psychology,Columbia University, Programs in Occupational Therapy
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23
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Özgül Öğrenme Bozukluğu için Dikkat Eksikliği Hiperaktivite Bozukluğu Komorbiditesi Her Zaman Kötü Bir Durum Olmayabilir Mi? ANADOLU KLINIĞI TIP BILIMLERI DERGISI 2021. [DOI: 10.21673/anadoluklin.1018856] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
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24
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Cognitive Profiles in the WISC-V of Children with ADHD and Specific Learning Disorders. SUSTAINABILITY 2021. [DOI: 10.3390/su13179948] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Attention Deficit Hyperactivity Disorder (ADHD) has a high comorbidity with specific learning disorders (SLD). Children with ADHD and children with SLD show specific cognitive deficits. This study aims to examine similarities and differences between cognitive profiles of children with ADHD + SLD, children with SLD only, and a control group to find out whether specific or shared deficits can be identified for the groups. We compared the WISC-V profiles of 62 children with ADHD and SLD (19 girls, M-age = 10.44; SD = 2.44), 35 children with SLD (13 girls, M-age = 10.21; SD = 2.11) and 62 control children without ADHD or SLD (19 girls, M-age = 10.42; SD = 2.39). The ADHD + SLD group performed worse than the control group in the WISC-V indices WMI, PSI, FSIQ, AWMI, CPI and worse than the SLD group in these indices and the VCI, NVI and GAI. Therefore, compared to children with SLD, children with ADHD + SLD did not show specific impairments in any particular cognitive domain but rather non-specific impairment in almost all indices. Hence, the WISC-V is suited to depict the cognitive strength and weaknesses of an individual child as a basis for targeted intervention.
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Gin LE, Guerrero FA, Brownell SE, Cooper KM. COVID-19 and Undergraduates with Disabilities: Challenges Resulting from the Rapid Transition to Online Course Delivery for Students with Disabilities in Undergraduate STEM at Large-Enrollment Institutions. CBE LIFE SCIENCES EDUCATION 2021; 20:ar36. [PMID: 34114885 PMCID: PMC8715823 DOI: 10.1187/cbe.21-02-0028] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/04/2021] [Revised: 04/26/2021] [Accepted: 05/04/2021] [Indexed: 05/08/2023]
Abstract
The COVID-19 pandemic caused nearly all colleges and universities to transition in-person courses to an online format. In this study, we explored how the rapid transition to online instruction during the COVID-19 pandemic affected students with disabilities. We interviewed 66 science, technology, engineering, and math (STEM) undergraduates with disabilities at seven large-enrollment institutions during Spring 2020. We probed to what extent students were able to access their existing accommodations, to what extent the online environment required novel accommodations, and what factors prevented students from being properly accommodated in STEM courses. Using inductive coding, we identified that students were unable to access previously established accommodations, such as reduced-distraction testing and note-takers. We also found that the online learning environment presented novel challenges for students with disabilities that may have been lessened with the implementation of accommodations. Finally, we found that instructors making decisions about what accommodations were appropriate for students and disability resource centers neglecting to contact students after the transition to online instruction prevented students from receiving the accommodations that they required in STEM courses during the COVID-19 pandemic. This study illuminates current gaps in the support of students with disabilities and pinpoints ways to make online STEM learning environments more inclusive for students with disabilities.
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Affiliation(s)
- Logan E. Gin
- Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, AZ 85281
| | - Frank A. Guerrero
- Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, AZ 85281
| | - Sara E. Brownell
- Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, AZ 85281
| | - Katelyn M. Cooper
- Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, AZ 85281
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26
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Gregg DE, Hart KC, Vaquerano S, Cuervo S, Suarez M, Graziano PA. Multidisciplinary Early Intervention for Preschoolers with Externalizing Behavior Problems and Language Impairment: Results from an Open Trial. JOURNAL OF PSYCHOPATHOLOGY AND BEHAVIORAL ASSESSMENT 2021. [DOI: 10.1007/s10862-020-09865-w] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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27
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Louch G, Albutt A, Harlow-Trigg J, Moore S, Smyth K, Ramsey L, O'Hara JK. Exploring patient safety outcomes for people with learning disabilities in acute hospital settings: a scoping review. BMJ Open 2021; 11:e047102. [PMID: 34011599 PMCID: PMC8137174 DOI: 10.1136/bmjopen-2020-047102] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
OBJECTIVES To produce a narrative synthesis of published academic and grey literature focusing on patient safety outcomes for people with learning disabilities in an acute hospital setting. DESIGN Scoping review with narrative synthesis. METHODS The review followed the six stages of the Arksey and O'Malley framework. We searched four research databases from January 2000 to March 2021, in addition to handsearching and backwards searching using terms relating to our eligibility criteria-patient safety and adverse events, learning disability and hospital setting. Following stakeholder input, we searched grey literature databases and specific websites of known organisations until March 2020. Potentially relevant articles and grey literature materials were screened against the eligibility criteria. Findings were extracted and collated in data charting forms. RESULTS 45 academic articles and 33 grey literature materials were included, and we organised the findings around six concepts: (1) adverse events, patient safety and quality of care; (2) maternal and infant outcomes; (3) postoperative outcomes; (4) role of family and carers; (5) understanding needs in hospital and (6) supporting initiatives, recommendations and good practice examples. The findings suggest inequalities and inequities for a range of specific patient safety outcomes including adverse events, quality of care, maternal and infant outcomes and postoperative outcomes, in addition to potential protective factors, such as the roles of family and carers and the extent to which health professionals are able to understand the needs of people with learning disabilities. CONCLUSION People with learning disabilities appear to experience poorer patient safety outcomes in hospital. The involvement of family and carers, and understanding and effectively meeting the needs of people with learning disabilities may play a protective role. Promising interventions and examples of good practice exist, however many of these have not been implemented consistently and warrant further robust evaluation.
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Affiliation(s)
- Gemma Louch
- Bradford Institute for Health Research, Bradford Teaching Hospitals NHS Foundation Trust, Bradford, UK
- NIHR Yorkshire and Humber Patient Safety Translational Research Centre, Bradford, UK
| | - Abigail Albutt
- Bradford Institute for Health Research, Bradford Teaching Hospitals NHS Foundation Trust, Bradford, UK
- NIHR Yorkshire and Humber Patient Safety Translational Research Centre, Bradford, UK
| | | | - Sally Moore
- Bradford Institute for Health Research, Bradford Teaching Hospitals NHS Foundation Trust, Bradford, UK
| | - Kate Smyth
- NIHR Yorkshire and Humber Patient Safety Translational Research Centre, Bradford, UK
- Lancashire Teaching Hospitals NHS Foundation Trust, Preston, UK
| | - Lauren Ramsey
- Bradford Institute for Health Research, Bradford Teaching Hospitals NHS Foundation Trust, Bradford, UK
- NIHR Yorkshire and Humber Patient Safety Translational Research Centre, Bradford, UK
| | - Jane K O'Hara
- NIHR Yorkshire and Humber Patient Safety Translational Research Centre, Bradford, UK
- School of Healthcare, University of Leeds, Leeds, UK
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Fernández-Andrés MI, Tejero P, Vélez-Calvo X. Visual Attention, Orthographic Word Recognition, and Executive Functioning in Children With ADHD, Dyslexia, or ADHD + Dyslexia. J Atten Disord 2021; 25:942-953. [PMID: 31416383 DOI: 10.1177/1087054719864637] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/11/2023]
Abstract
Objective: The current study examined the differences in visual selective attention, orthographic word recognition, and executive functioning. Method: One hundred and forty Ecuadorian children in third and fifth grades of elementary school (8-10 years old) participated in the study-35 with only dyslexia (DD), 35 with the combined type of attention deficit and hyperactivity disorder (ADHD-C), 35 with disorders (DD + ADHD-C), and 35 typical development children (TD). Results: The Ecuadorian children with DD and/or ADHD-C in this age range usually have difficulties in visual selective attention, and also in orthographic word recognition. The executive functioning results showed that such functioning was worse in the ADHD-C groups (with or without DD), but not in the DD group, supporting the dissociation between DD and ADHD-C in executive functioning in this population. Conclusion: The DD + ADHD-C comorbidity produces worse deficits compared to DD, but not compared to ADHD-C, supporting the idea that there are common factors in DD and ADHD-C.
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Shi Y, Hunter Guevara LR, Dykhoff HJ, Sangaralingham LR, Phelan S, Zaccariello MJ, Warner DO. Racial Disparities in Diagnosis of Attention-Deficit/Hyperactivity Disorder in a US National Birth Cohort. JAMA Netw Open 2021; 4:e210321. [PMID: 33646315 PMCID: PMC7921900 DOI: 10.1001/jamanetworkopen.2021.0321] [Citation(s) in RCA: 59] [Impact Index Per Article: 19.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/20/2023] Open
Abstract
IMPORTANCE There are limited data on the racial disparities in the incidence of attention-deficit/hyperactivity disorder (ADHD) diagnosis in children at the national level. OBJECTIVE To explore differences in rates of diagnosis of ADHD and use of treatment among children by race and ethnicity. DESIGN, SETTING, AND PARTICIPANTS This retrospective cohort study assessed insurance claims data of children born in the US between January 1, 2006, and December 31, 2012, who had continuous insurance coverage for at least 4 years. The last date of follow-up included in the cohort was June 30, 2019. Race/ethnicity designations were based on self-report and included non-Hispanic White, Black, Hispanic, and Asian. Data were analyzed between October 2019 and December 2020. EXPOSURES Race and ethnicity. MAIN OUTCOMES AND MEASURES ADHD diagnosis as defined by International Classification of Diseases codes (ninth or tenth editions) and treatment within 1 year of diagnosis, including medication and behavior therapy as defined by billing codes. Data on ADHD diagnosis and treatment were adjusted for sex, region, and household income in a multivariate Cox regression model. RESULTS Among 238 011 children in the cohort (116 093 [48.8%] girls; 15 183 [6.7%] Asian, 14 792 [6.2%] Black, 23 358 [9.8%] Hispanic, and 173 082 [72.7%] White children), 11 401 (4.8%) were diagnosed with ADHD. The cumulative incidence at age 12 was 13.12% (95% CI, 12.79%-13.46%). In multivariate Cox regression adjusting for sex, region, and household income, the hazard ratio for Asian children was 0.48 (95% CI, 0.43-0.53); Black children, 0.83 (95% CI, 0.77-0.90); and Hispanic children, 0.77 (95% CI, 0.72, 0.82) compared with White children. In the first year after diagnosis, 516 preschool children (19.4%) received behavioral therapy only, 860 (32.4%) had medications only, 505 (19.0%) had both, and 774 (29.2%) had no claims associated with either option. A higher percentage of school-aged children (2904 [65.6%]) were prescribed medications, and fewer had therapy only (639 [14.4%]) or no treatment at all (884 [20.0%]). Compared with other groups, White children were more likely to receive some kind of treatment. Asian children had the highest odds of receiving no treatment (odds ratio compared with White children, 0.54; 95% CI, 0.42-0.70). CONCLUSIONS AND RELEVANCE Racial and ethnic disparities in the diagnosis and treatment of ADHD are evident. Future study is needed to elucidate the mechanism behind these disparities, with special attention to Asian children. Clinicians should provide racially sensitive care in the evaluation and treatment of ADHD.
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Affiliation(s)
- Yu Shi
- Department of Anesthesiology and Perioperative Medicine, Mayo Clinic, Rochester, Minnesota
| | | | - Hayley J. Dykhoff
- Department of Health Sciences Research, Mayo Clinic, Rochester, Minnesota
| | - Lindsey R. Sangaralingham
- Department of Health Sciences Research, Mayo Clinic, Rochester, Minnesota
- OptumLabs, Cambridge, Massachusetts
| | - Sean Phelan
- Department of Health Sciences Research, Mayo Clinic, Rochester, Minnesota
| | | | - David O. Warner
- Department of Anesthesiology and Perioperative Medicine, Mayo Clinic, Rochester, Minnesota
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van Vugt E, Garofalo C. Similarities and Differences Between Youth Who Engaged in Intrafamilial and Extrafamilial Sexually Abusive Behavior: An Exploratory Study. INTERNATIONAL JOURNAL OF OFFENDER THERAPY AND COMPARATIVE CRIMINOLOGY 2021; 65:51-67. [PMID: 32193959 PMCID: PMC7780277 DOI: 10.1177/0306624x20911897] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
This study examined differences between youth who engaged in intrafamilial (ISAB) and extrafamilial sexually abusive behavior (ESAB) on various characteristics covering the sociodemographic, offense-related, psychological, and environmental domains. A total of 85 Dutch male youth participated in this study. Information was obtained through self-report questionnaires and systematic screening of the case files. Youth who engaged in ISAB, compared with ESAB, came from larger families, were enrolled in higher levels of secondary education and started sexual offending at a younger age. Youth who engaged in ESAB were more frequently diagnosed with attention-deficit hyperactivity disorder (ADHD) and intellectual disabilities (ID) and primarily received longer treatment in the context of residential care. The findings are discussed in connection to the literature on (adult) sexual offending. The risk factors and criminogenic needs that distinguish youth who engaged in ISAB and ESAB appear different from those found in adult populations.
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McNorgan C, Judson C, Handzlik D, Holden JG. Linking ADHD and Behavioral Assessment Through Identification of Shared Diagnostic Task-Based Functional Connections. Front Physiol 2020; 11:583005. [PMID: 33391011 PMCID: PMC7773605 DOI: 10.3389/fphys.2020.583005] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/13/2020] [Accepted: 11/16/2020] [Indexed: 12/12/2022] Open
Abstract
A mixed literature implicates atypical connectivity involving attentional, reward and task inhibition networks in ADHD. The neural mechanisms underlying the utility of behavioral tasks in ADHD diagnosis are likewise underexplored. We hypothesized that a machine-learning classifier may use task-based functional connectivity to compute a joint probability function that identifies connectivity signatures that accurately predict ADHD diagnosis and performance on a clinically-relevant behavioral task, providing an explicit neural mechanism linking behavioral phenotype to diagnosis. We analyzed archival MRI and behavioral data of 80 participants (64 male) who had completed the go/no-go task from the longitudinal follow-up of the Multimodal Treatment Study of ADHD (MTA 168) (mean age = 24 years). Cross-mutual information within a functionally-defined mask measured functional connectivity for each task run. Multilayer feedforward classifier models identified the subset of functional connections that predicted clinical diagnosis (ADHD vs. Control) and split-half performance on the Iowa Gambling Task (IGT). A sample of random models trained on functional connectivity profiles predicted validation set clinical diagnosis and IGT performance with 0.91 accuracy and d' > 2.9, indicating very high sensitivity and specificity. We identified the most diagnostic functional connections between visual and ventral attentional networks and the anterior default mode network. Our results show that task-based functional connectivity is a biomarker of ADHD. Our analytic framework provides a template approach that explicitly ties behavioral assessment measures to both clinical diagnosis, and functional connectivity. This may differentiate otherwise similar diagnoses, and promote more efficacious intervention strategies.
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Affiliation(s)
- Chris McNorgan
- Department of Psychology, University at Buffalo – SUNY, Buffalo, NY, United States
| | - Cary Judson
- Department of Psychology, University at Buffalo – SUNY, Buffalo, NY, United States
| | - Dakota Handzlik
- Department of Computer Science, University at Buffalo – SUNY, Buffalo, NY, United States
| | - John G. Holden
- Department of Psychology, University of Cincinnati, Cincinnati, OH, United States
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Gin LE, Guerrero FA, Cooper KM, Brownell SE. Is Active Learning Accessible? Exploring the Process of Providing Accommodations to Students with Disabilities. CBE LIFE SCIENCES EDUCATION 2020; 19:es12. [PMID: 33001769 PMCID: PMC8693940 DOI: 10.1187/cbe.20-03-0049] [Citation(s) in RCA: 20] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/10/2023]
Abstract
On average, active learning improves student achievement in college science courses, yet may present challenges for students with disabilities. In this essay, we review the history of accommodating students with disabilities in higher education, highlight how active learning may not always be inclusive of college science students with disabilities, and articulate three questions that could guide research as the science community strives to create more inclusive environments for undergraduates with disabilities: 1) To what extent do stakeholders (disability resource center [DRC] directors, instructors, and students) perceive that students with disabilities encounter challenges in active learning? 2) What accommodations, if any, do stakeholders perceive are being provided for students with disabilities in active learning? and 3) What steps can stakeholders take to enhance the experiences of students with disabilities in active learning? To provide an example of how data can be collected to begin to answer these questions, we interviewed 37 DRC directors and reported what challenges they perceive that students with disabilities experience in active learning and the extent to which accommodations are used to alleviate challenges. We conclude the essay with a suite of recommendations to create more inclusive active-learning college science classes for students with disabilities.
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Affiliation(s)
- Logan E. Gin
- Biology Education Research Lab, Arizona State University, Tempe, AZ 85281
| | - Frank A. Guerrero
- Biology Education Research Lab, Arizona State University, Tempe, AZ 85281
| | - Katelyn M. Cooper
- Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, AZ 85281
| | - Sara E. Brownell
- Biology Education Research Lab, Arizona State University, Tempe, AZ 85281
- *Address correspondence to: Sara E. Brownell ()
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Sari SA, Ulger D, Ersan S, Bakir D, Uzun Cicek A, Ismailoglu F. Effects of agmatine, glutamate, arginine, and nitric oxide on executive functions in children with attention deficit hyperactivity disorder. J Neural Transm (Vienna) 2020; 127:1675-1684. [PMID: 33026491 DOI: 10.1007/s00702-020-02261-4] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2020] [Accepted: 09/28/2020] [Indexed: 12/25/2022]
Abstract
In this study, we aimed to investigate the effects of agmatine, nitric oxide (NO), arginine, and glutamate, which are the metabolites in the polyamine pathway, on the performance of executive functions (EF) in attention deficit hyperactivity disorder (ADHD). The ADHD group included 35 treatment-naive children (6-14 years old) who were ewly diagnosed with ADHD. The control group consisted of 35 healthy children with the same age and sex, having no previous psychiatric disorders. In the study groups, Stroop test (ST) and trail making test (TMT) were used to monitor EF, and blood samples were collected to measure agmatine with ultra-high-performance liquid chromatography and NO, glutamate, and arginine with enzyme-linked immunosorbent assay (ELISA). The EFs were significantly impaired in the ADHD group. The agmatine and arginine levels of the ADHD group were significantly higher than their peers. The NO and glutamate levels were also higher in the ADHD group compared to the control group, but these differences did not reach statistical significance. Children with ADHD had more difficulties during EF tasks compared to healthy children. The elevated NO and glutamate levels may be related with the impairment during EF tasks. Therefore, agmatine and arginine may increase to improve EF tasks through its inhibitory effect on the synthesis of NO and glutamate. Further studies are needed about polyamine pathway molecules to shed light on the pathophysiology of ADHD.
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Affiliation(s)
- Seda Aybuke Sari
- Department of Child and Adolescent Psychiatry, Faculty of Medicine, Sivas Cumhuriyet University, Imaret Village, 58140, Sivas, Turkey.
| | - Dilara Ulger
- Department of Biochemistry, Faculty of Medicine, Sivas Cumhuriyet University, Sivas, Turkey
| | - Serpil Ersan
- Department of Biochemistry, Faculty of Medicine, Nigde Omer Halis University, Nigde, Turkey
| | - Deniz Bakir
- Department of Biochemistry, Faculty of Medicine, Sivas Cumhuriyet University, Sivas, Turkey
| | - Ayla Uzun Cicek
- Department of Child and Adolescent Psychiatry, Faculty of Medicine, Sivas Cumhuriyet University, Imaret Village, 58140, Sivas, Turkey
| | - Firat Ismailoglu
- Department of Computer Engineering, Faculty of Engineering, Sivas Cumhuriyet University, Sivas, Turkey
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Koyama MS, Molfese PJ, Milham MP, Mencl WE, Pugh KR. Thalamus is a common locus of reading, arithmetic, and IQ: Analysis of local intrinsic functional properties. BRAIN AND LANGUAGE 2020; 209:104835. [PMID: 32738503 PMCID: PMC8087146 DOI: 10.1016/j.bandl.2020.104835] [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: 09/16/2019] [Revised: 06/24/2020] [Accepted: 06/28/2020] [Indexed: 05/04/2023]
Abstract
Neuroimaging studies of basic achievement skills - reading and arithmetic - often control for the effect of IQ to identify unique neural correlates of each skill. This may underestimate possible effects of common factors between achievement and IQ measures on neuroimaging results. Here, we simultaneously examined achievement (reading and arithmetic) and IQ measures in young adults, aiming to identify MRI correlates of their common factors. Resting-state fMRI (rs-fMRI) data were analyzed using two metrics assessing local intrinsic functional properties; regional homogeneity (ReHo) and fractional amplitude low frequency fluctuation (fALFF), measuring local intrinsic functional connectivity and intrinsic functional activity, respectively. ReHo highlighted the thalamus/pulvinar (a subcortical region implied for selective attention) as a common locus for both achievement skills and IQ. More specifically, the higher the ReHo values, the lower the achievement and IQ scores. For fALFF, the left superior parietal lobule, part of the dorsal attention network, was positively associated with reading and IQ. Collectively, our results highlight attention-related regions, particularly the thalamus/pulvinar as a key region related to individual differences in performance on all the three measures. ReHo in the thalamus/pulvinar may serve as a tool to examine brain mechanisms underlying a comorbidity of reading and arithmetic difficulties, which could co-occur with weakness in general intellectual abilities.
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Affiliation(s)
- Maki S Koyama
- Haskins Laboratories, New Haven, CT, USA; Center for the Developing Brain, Child Mind Institute, New York, NY, USA.
| | - Peter J Molfese
- Haskins Laboratories, New Haven, CT, USA; Section on Functional Imaging Methods, Laboratory of Brain and Cognition, Department of Health and Human Services, National Institute of Mental Health, National Institutes of Health, Bethesda, MD, USA.
| | - Michael P Milham
- Center for the Developing Brain, Child Mind Institute, New York, NY, USA; Center for Biomedical Imagingand Neuromodulation, Nathan Kline Institute, Orangeburg, NY, USA.
| | | | - Kenneth R Pugh
- Haskins Laboratories, New Haven, CT, USA; Yale University School of Medicine, Department of Diagnostic Radiology, New Haven, CT, USA; University of Connecticut, Department of Psychology, Storrs, CT, USA.
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Klymkiw DF, Milligan K, Lackner C, Phillips M, Schmidt LA, Segalowitz SJ. Does Anxiety Enhance or Hinder Attentional and Impulse Control in Youth With ADHD? An ERP Analysis. J Atten Disord 2020; 24:1746-1756. [PMID: 28494637 DOI: 10.1177/1087054717707297] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Objective: Youth with ADHD and comorbid anxiety (ADHD+ANX) experience increased social and academic impairment compared with youth with ADHD without anxiety (ADHD). Group differences in attentional and impulse control may underlie this increased impairment. Examination of group differences using behavioral measures of attentional and impulse control has yielded inconsistent findings. This study explored group differences using event-related potentials (ERPs), which provide neural information concerning early information processing. Method: ERPs (early frontal positivity [EFP], N2) were collected while youth aged 11 to 17 with ADHD (n = 31) and ADHD+ANX (n = 35) completed a visual and an auditory computer task. Results: Compared with the ADHD group, the ADHD+ANX group exhibited larger N2 amplitudes to no-go stimuli and larger EFP amplitudes to target auditory stimuli, with variable attention allocation to nontarget stimuli. Conclusion: The addition of anxiety to ADHD appears to alter early attentional processing, which may be an important aspect of this comorbidity.
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de Abreu MS, Genario R, Giacomini AC, Demin KA, Lakstygal AM, Amstislavskaya TG, Fontana BD, Parker MO, Kalueff AV. Zebrafish as a Model of Neurodevelopmental Disorders. Neuroscience 2020; 445:3-11. [DOI: 10.1016/j.neuroscience.2019.08.034] [Citation(s) in RCA: 30] [Impact Index Per Article: 7.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/19/2019] [Revised: 07/21/2019] [Accepted: 08/20/2019] [Indexed: 12/14/2022]
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Santhana Gopalan PR, Loberg O, Lohvansuu K, McCandliss B, Hämäläinen J, Leppänen P. Attentional Processes in Children With Attentional Problems or Reading Difficulties as Revealed Using Brain Event-Related Potentials and Their Source Localization. Front Hum Neurosci 2020; 14:160. [PMID: 32536857 PMCID: PMC7227392 DOI: 10.3389/fnhum.2020.00160] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/16/2019] [Accepted: 04/14/2020] [Indexed: 01/22/2023] Open
Abstract
Visual attention-related processes include three functional sub-processes: alerting, orienting, and inhibition. We examined these sub-processes using reaction times, event-related potentials (ERPs), and their neuronal source activations during the Attention Network Test (ANT) in control children, attentional problems (AP) children, and reading difficulties (RD) children. During the ANT, electroencephalography was measured using 128 electrodes on three groups of Finnish sixth-graders aged 12–13 years (control = 77; AP = 15; RD = 23). Participants were asked to detect the direction of a middle target fish within a group of five fish. The target stimulus was either preceded by a cue (center, double, or spatial), or without a cue, to manipulate the alerting and orienting sub-processes of attention. The direction of the target fish was either congruent or incongruent in relation to the flanker fish, thereby manipulating the inhibition sub-processes of attention. Reaction time performance showed no differences between groups in alerting, orienting, and inhibition effects. The group differences in ERPs were only found at the source level. Neuronal source analysis in the AP children revealed a larger alerting effect (double-cued vs. non-cued target stimuli) than control and RD children in the left occipital lobe. Control children showed a smaller orienting effect (spatially cued vs. center-cued target stimuli) in the left occipital lobe than AP and RD children. No group differences were found for the neuronal sources related to the inhibition effect. The neuronal activity differences related to sub-processes of attention in the AP and RD groups suggest different underlying mechanisms for attentional and reading problems.
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Affiliation(s)
| | - Otto Loberg
- Department of Psychology, University of Jyväskylä, Jyväskylä, Finland
| | - Kaisa Lohvansuu
- Department of Psychology, University of Jyväskylä, Jyväskylä, Finland
| | - Bruce McCandliss
- Graduate School of Education, Stanford University, Stanford, CA, United States
| | - Jarmo Hämäläinen
- Department of Psychology, University of Jyväskylä, Jyväskylä, Finland
| | - Paavo Leppänen
- Department of Psychology, University of Jyväskylä, Jyväskylä, Finland
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Zajic MC, Solari EJ, McIntyre NS, Lerro L, Mundy PC. Overt planning behaviors during writing in school-age children with autism spectrum disorder and attention-deficit/hyperactivity disorder. RESEARCH IN DEVELOPMENTAL DISABILITIES 2020; 100:103631. [PMID: 32203886 DOI: 10.1016/j.ridd.2020.103631] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/17/2019] [Revised: 01/07/2020] [Accepted: 03/08/2020] [Indexed: 06/10/2023]
Abstract
BACKGROUND The planning behaviors of children with autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD) during writing remain overlooked. Targeted examination of planning behaviors may help to better understand their heterogeneous writing skills. AIMS This study examined overt planning behaviors of three groups of school-age children (ASD, ADHD, and typically developing [TD]) during the planning stage of a standardized narrative writing assessment. Aims explored group differences in time spent planning, between- and within-group differences in overt planning behaviors, and relationships between planning behaviors and writing performance as well as age, cognitive skills, and diagnostic symptom severity. METHODS AND PROCEDURES This study included 121 9-17-year-old children (60 ASD, 32 ADHD, and 29 TD). Video recordings captured overt planning behaviors during a two-minute prewriting planning stage. OUTCOMES AND RESULTS Not all participants planned, but group membership overwhelmingly did not influence planning likelihood. Groups differed in time spent engaging with the outline (29 %-70 %), with the TD group spending the most time. Groups spent similar amounts of time looking away from the task (< 10 %) and looking at the task picture (20 %-33 %). The TD and ASD groups demonstrated more similar within-group-level differences in planning behavior s, while the ADHD group appeared more variable. The ADHD and TD groups but not the ASD group showed stronger associations between planning behaviors and writing performance. CONCLUSIONS AND IMPLICATIONS Children with ASD and ADHD differed relative to each other and to TD peers in specific planning behaviors. Implications are discussed regarding instructional practices and needed future research to examine planning during writing in children with developmental disabilities.
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Affiliation(s)
- Matthew Carl Zajic
- Curry School of Education and Human Development, University of Virginia, 405 Emmet Street, Charlottesville, VA, 22904, United States.
| | - Emily Jane Solari
- Curry School of Education and Human Development, University of Virginia, 405 Emmet Street, Charlottesville, VA, 22904, United States.
| | - Nancy Susan McIntyre
- Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, CB 8180, Chapel Hill, NC, 27599, United States.
| | - Lindsay Lerro
- The Swain Center for Listening, Communication and Learning, 795 Farmers Ln #23, Santa Rosa, CA, 95405, United States.
| | - Peter Clive Mundy
- School of Education, University of California, Davis, One Shields Ave, Davis, CA, 95616, United States; MIND Institute, University of California, Davis, 2825 50th St., Sacramento, CA, 95817, United States.
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Loneliness Accounts for the Association Between Diagnosed Attention Deficit-Hyperactivity Disorder and Symptoms of Depression Among Adolescents. JOURNAL OF PSYCHOPATHOLOGY AND BEHAVIORAL ASSESSMENT 2020. [DOI: 10.1007/s10862-020-09791-x] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/07/2023]
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Richter M, Spangenberg H, Ramklint M, Ramirez A. The clinical relevance of asking young psychiatric patients about childhood ADHD symptoms. Nord J Psychiatry 2020; 74:23-29. [PMID: 31556784 DOI: 10.1080/08039488.2019.1667427] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
Aim: The aim of this study was to explore the relevance of asking young psychiatric patients about childhood symptoms of attention deficit hyperactivity disorder (ADHD).Method: A total of 180 young adults (18-25 years of age) from a general psychiatric out-patient clinic in Uppsala filled in the Child and Adolescent Psychiatric Screening Inventory-Retrospect (CAPSI-R) as part of the diagnostic procedure. The study population was divided into groups based on number and subtype of reported ADHD symptoms, inattention (IN) or hyperactivity/impulsivity (HI). The clinical characteristics associated with different symptoms of ADHD were explored.Results: The groups with five or more self-reported ADHD childhood symptoms, of either IN or HI, had more psychiatric comorbid conditions, a significantly higher co-occurrence of substance use disorders and personality disorders, and experienced more psychosocial and environmental problems.Conclusion: High level of self-reported ADHD childhood symptoms in young psychiatric patients identified a group more burdened with psychiatric comorbid conditions and more psychosocial problems. This group should be offered a thorough diagnostic assessment of ADHD.
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Affiliation(s)
- M Richter
- Psychiatry, Department of Neuroscience, Uppsala University, Uppsala, Sweden
| | - H Spangenberg
- Psychiatry, Department of Neuroscience, Uppsala University, Uppsala, Sweden
| | - M Ramklint
- Psychiatry, Department of Neuroscience, Uppsala University, Uppsala, Sweden
| | - A Ramirez
- Psychiatry, Department of Neuroscience, Uppsala University, Uppsala, Sweden
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Di Lonardo Burr SM, LeFevre JA. Confidence is key: Unlocking the relations between ADHD symptoms and math performance. LEARNING AND INDIVIDUAL DIFFERENCES 2020. [DOI: 10.1016/j.lindif.2019.101808] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Saard M, Pertens L, Sepp K, Kornet K, Kolk A. Attention profile in children with epilepsy compared to healthy children using computer-based ForamenRehab program. APPLIED NEUROPSYCHOLOGY-CHILD 2019; 10:266-275. [PMID: 31679405 DOI: 10.1080/21622965.2019.1681995] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Attention is a key component in cognitive functioning. Attention impairment is often present in children with epilepsy, which is one of the most common neurological disorders in children and adolescents. Evaluating the attention profiles is important for describing the patients' cognitive weaknesses and planning individual-based cognitive neurorehabilitation. The aim of this study was to assess the attention profiles of children with epilepsy and compare the results to neurologically healthy children. Twenty-nine children with epilepsy aged 8-12 years and 19 neurologically healthy age-matched comparison group participated in assessments with baseline tasks of the Attention module of ForamenRehab computer-program. Four separate attention components were measured - focused, sustained, complex, and tracking - to reveal the most impaired aspects of attention. At the baseline level, patients showed impairments in different attention function components compared to comparison group. Children with epilepsy had significantly lower results in sustained, complex attention, and tracking components (p < 0.05). The patients had similar results with comparison group only in one component - focused attention. All children had quicker visual reaction times compared to their auditory reaction times. The results emphasize the need for attention rehabilitation in children with epilepsy and help to focus on specific components of attention in planning the intervention process.
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Affiliation(s)
- Marianne Saard
- Faculty of Medicine, University of Tartu, Tartu, Estonia
| | - Lisanna Pertens
- Department of Pediatrics and Neurology, Tartu University Hospital Children's Clinic, Tartu, Estonia
| | - Kirsi Sepp
- Faculty of Social Sciences, Institute of Education, University of Tartu, Tartu, Estonia
| | - Kai Kornet
- Faculty of Medicine, University of Tartu, Tartu, Estonia
| | - Anneli Kolk
- Faculty of Medicine, University of Tartu, Tartu, Estonia.,Department of Pediatrics and Neurology, Tartu University Hospital Children's Clinic, Tartu, Estonia
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Gnanavel S, Sharma P, Kaushal P, Hussain S. Attention deficit hyperactivity disorder and comorbidity: A review of literature. World J Clin Cases 2019; 7:2420-2426. [PMID: 31559278 PMCID: PMC6745333 DOI: 10.12998/wjcc.v7.i17.2420] [Citation(s) in RCA: 82] [Impact Index Per Article: 16.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/05/2019] [Revised: 07/10/2019] [Accepted: 07/27/2019] [Indexed: 02/05/2023] Open
Abstract
Attention deficit hyperactivity disorder (ADHD) is a common neurodevelopmental disorder with onset in early childhood. It is a clinically heterogenous condition with comorbidity posing a distinct challenge to diagnosing and managing these children and adolescents. This review aims to provide an overview of comorbidity with ADHD including other neurodevelopmental disorders, learning disorders, externalising and internalising disorders. Challenges in screening for, diagnosing and managing comorbidity with ADHD are summarised. Also, methodological challenges and future directions in research in this interesting field are highlighted.
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Affiliation(s)
- Sundar Gnanavel
- Child Mental Health Services, Tees, Esk and Wear Valleys NHS Foundation Trust, Durham DH1 4LW, United Kingdom
| | - Pawan Sharma
- Department of Psychiatry, Patan Academy of Health Sciences, Patan 44700, Nepal
| | - Pulkit Kaushal
- Northumberland, Tyne and Wear NHS foundation Trust, Newcastle NE3 3XT, United Kingdom
| | - Sharafat Hussain
- Northumberland, Tyne and Wear NHS foundation Trust, Newcastle NE3 3XT, United Kingdom
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Macfarlane A. Gangs and Adolescent Mental Health: a Narrative Review. JOURNAL OF CHILD & ADOLESCENT TRAUMA 2019; 12:411-420. [PMID: 32318210 PMCID: PMC7163845 DOI: 10.1007/s40653-018-0231-y] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
This study presents a narrative review of the literature on gang culture and its association with mental health, including an in-depth overview of the topic area and reference to key systematic reviews and meta-analyses. This review will define gang culture, discuss the multiple interacting reasons (biological, psychological and social) why some young people may be attracted to gangs; and the psychiatric morbidities associated with being part of a gang. Gang culture and some adolescent mental health problems are intricately linked. This paper highlights ways in which research, practice and policy could be extended to minimise the injurious effects of gang culture on adolescent mental health.
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Affiliation(s)
- Alastair Macfarlane
- Present Address: Virology Department, Royal Free NHS Foundation Trust, Pond Street, Hampstead, London, NW3 2QC UK
- Barnet Hospital, London, UK
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Muñoz-Suazo MD, Navarro-Muñoz J, Díaz-Román A, Porcel-Gálvez AM, Gil-García E. Sex differences in neuropsychological functioning among children with attention-deficit/hyperactivity disorder. Psychiatry Res 2019; 278:289-293. [PMID: 31254878 DOI: 10.1016/j.psychres.2019.06.028] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/26/2019] [Revised: 06/19/2019] [Accepted: 06/19/2019] [Indexed: 12/18/2022]
Abstract
Cognitive impairments are often reported in research on children with attention-deficit/hyperactivity disorder (ADHD). However, studies analyzing sex differences in this context are still sparse. This study aimed to compare the neuropsychological performance of boys and girls with ADHD across several cognitive domains. Verbal comprehension, perceptual reasoning, working memory, processing speed, and general cognitive performance were assessed in 240 children aged 6-17 years: 120 children (65 boys) with a clinical diagnosis of ADHD and 120 typically developing children (60 boys). Underperformance of children with ADHD compared to controls was observed in all the evaluated cognitive domains, except for verbal comprehension. Significantly lower scores in perceptual reasoning, with a medium effect size, were found in girls with ADHD relative to boys, although the sexes did not significantly differ in terms of the remaining variables. Children's ADHD subtypes did not correlate significantly with any performance measure, and no significant interaction effects between children's age and sex were noted in the results. The performance commonalities found between boys and girls with ADHD outweighed the differences, which highlights the importance of further research on cognitive dysfunction in girls with ADHD, regardless of sex differences in the prevalence of the disorder.
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Affiliation(s)
| | | | - Amparo Díaz-Román
- Mind, Brain and Behavior Research Center, CIMCYC, University of Granada, Granada, Spain.
| | - Ana María Porcel-Gálvez
- Department of Nursing, Faculty of Nursing, Physiotherapy, and Podiatry, University of Seville, Seville, Spain
| | - Eugenia Gil-García
- Department of Nursing, Faculty of Nursing, Physiotherapy, and Podiatry, University of Seville, Seville, Spain
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46
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Hen-Herbst L, Rosenblum S. Which characteristics predict writing capabilities among adolescents with dysgraphia? Pattern Recognit Lett 2019. [DOI: 10.1016/j.patrec.2018.04.021] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
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Lancaster HS, Camarata S. Reconceptualizing developmental language disorder as a spectrum disorder: issues and evidence. INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS 2019; 54:79-94. [PMID: 30426606 PMCID: PMC6684235 DOI: 10.1111/1460-6984.12433] [Citation(s) in RCA: 32] [Impact Index Per Article: 6.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/16/2018] [Revised: 08/24/2018] [Accepted: 09/20/2018] [Indexed: 05/13/2023]
Abstract
BACKGROUND There is considerable variability in the presentation of developmental language disorder (DLD). Disagreement amongst professionals about how to characterize and interpret the variability complicates both the research on understanding the nature of DLD and the best clinical framework for diagnosing and treating children with DLD. We describe and statistically examine three primary possible models for characterizing the variability in presentation in DLD: predictable subtypes; individual differences; and continuum/spectrum. AIMS To test these three models of DLD in a population-based sample using two distinct types of cluster analyses. METHODS & PROCEDURES This study included children with DLD (n = 505) from the US Epidemiological Study of Language Impairment database. All available language and cognitive measures were included. Two cluster methods were used: Ward's method and K-means. Optimal cluster sizes were selected using Bayesian information criteria (BIC). Bootstrapping and permutation methods were used to evaluate randomness of clustering. OUTCOMES & RESULTS Both clustering analyses yielded more than 10 clusters, and the clusters did not have spatial distinction: many of these clusters were not clinically interpretable. However, tests of random clustering revealed that the cluster solutions obtained did not arise from random aggregation. CONCLUSIONS & IMPLICATIONS Non-random clustering coupled with a large number of non-interpretable subtypes provides empirical support for the continuum/spectrum and individual differences models. Although there was substantial support for the continuum/spectrum model and weaker support for the individual differences model, additional research testing these models should be completed. Based on these results, clinicians working with children with DLD should focus on creating treatment plans that address the severity of functioning rather than seeking to identify and treat distinct subtypes. Additional consideration should be given to reconceptualizing DLD as a spectrum condition.
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Affiliation(s)
- Hope S Lancaster
- Department of Speech and Hearing Science, Arizona State University, Tempe, AZ, USA
| | - Stephen Camarata
- Department of Hearing and Speech Sciences, Vanderbilt University, Nashville, TN, USA
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Sella F, Re AM, Lucangeli D, Cornoldi C, Lemaire P. Strategy Selection in ADHD Characteristics Children: A Study in Arithmetic. J Atten Disord 2019; 23:87-98. [PMID: 22451509 DOI: 10.1177/1087054712438766] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
OBJECTIVE It has been argued that ADHD characteristics children have difficulties in selecting the best strategy when they accomplish cognitive tasks. The detrimental influence of these poor strategy skills may be crucial for several aspects of academic achievement such as mathematical learning. METHOD Fourth- and fifth-grade children with ADHD symptoms and matched controls were asked to select the better of two rounding strategies in a computational estimation task (i.e., finding the best estimate of two-digit addition problems). RESULTS (a) Both control and ADHD children correctly executed a selected strategy, (b) ADHD children selected the best strategy less often than controls, (c) ADHD took more time to estimate sums of two-digit addition problems and provided poorer estimates, and (d) different factors predicted best strategy selections in each group. CONCLUSION These findings have important implications for further understanding the sources of differences in cognitive performance between ADHD and control children. (J. of Att. Dis. 2019; 23(1) 87-98).
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BAYKAL SALİHA, CEYLAN G, TEKİN A, KARABEKİROĞLU K. Dikkat ve öğrenme bozukluklarında WISC-R alt testleri ile psikiyatrik semptom gruplar arası ilişki. CUKUROVA MEDICAL JOURNAL 2018. [DOI: 10.17826/cumj.345012] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022] Open
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Li-Tsang CWP, Li TMH, Lau MSW, Ho CHY, Leung HWH. Handwriting assessment to distinguish comorbid learning difficulties from attention deficit hyperactivity disorder in Chinese adolescents: A case-control study. Int J Methods Psychiatr Res 2018; 27:e1718. [PMID: 29761583 PMCID: PMC6877185 DOI: 10.1002/mpr.1718] [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: 10/02/2017] [Revised: 03/15/2018] [Accepted: 04/09/2018] [Indexed: 11/09/2022] Open
Abstract
OBJECTIVES Attention deficit hyperactivity disorder (ADHD) and learning difficulties (LDs) are proposed as 2 overlapping disorders. The objective of this study was to investigate the handwriting performance in ADHD and comorbid ADHD-LD adolescents. METHODS The study examined the Chinese and English handwriting performance and sensorimotor skills of 32 ADHD, 12 ADHD-LD, and their matched controls. RESULTS Participants with ADHD had comparable writing time and speed, but the readability was lower than their controls. Participants with ADHD-LD had lower writing speeds in both Chinese and English handwriting than their controls. The ADHD and ADHD-LD groups also showed larger variations in either speed or pen pressure than their controls. Chinese handwriting assessment effectively classified ADHD and ADHD-LD with good sensitivity and positive predictive value. CONCLUSIONS Clinicians should be aware of the fundamental difference between the 2 disorders and make good use of handwriting assessment as a reference to deliver effective therapies and trainings.
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Affiliation(s)
- Cecilia W P Li-Tsang
- Department of Rehabilitation Sciences, The Hong Kong Polytechnic University, Hung Hom, Hong Kong
| | - Tim M H Li
- Department of Rehabilitation Sciences, The Hong Kong Polytechnic University, Hung Hom, Hong Kong
| | - Mandy S W Lau
- Department of Rehabilitation Sciences, The Hong Kong Polytechnic University, Hung Hom, Hong Kong
| | - Choco H Y Ho
- Department of Rehabilitation Sciences, The Hong Kong Polytechnic University, Hung Hom, Hong Kong.,Department of Computer Science, City University of Hong Kong, Kowloon Tong, Hong Kong
| | - Howard W H Leung
- Department of Computer Science, City University of Hong Kong, Kowloon Tong, Hong Kong
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