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Gravholt CH, Andersen NH, Christin-Maitre S, Davis SM, Duijnhouwer A, Gawlik A, Maciel-Guerra AT, Gutmark-Little I, Fleischer K, Hong D, Klein KO, Prakash SK, Shankar RK, Sandberg DE, Sas TCJ, Skakkebæk A, Stochholm K, van der Velden JA, Backeljauw PF. Clinical practice guidelines for the care of girls and women with Turner syndrome. Eur J Endocrinol 2024; 190:G53-G151. [PMID: 38748847 DOI: 10.1093/ejendo/lvae050] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/28/2024] [Accepted: 04/19/2024] [Indexed: 06/16/2024]
Abstract
Turner syndrome (TS) affects 50 per 100 000 females. TS affects multiple organs through all stages of life, necessitating multidisciplinary care. This guideline extends previous ones and includes important new advances, within diagnostics and genetics, estrogen treatment, fertility, co-morbidities, and neurocognition and neuropsychology. Exploratory meetings were held in 2021 in Europe and United States culminating with a consensus meeting in Aarhus, Denmark in June 2023. Prior to this, eight groups addressed important areas in TS care: (1) diagnosis and genetics, (2) growth, (3) puberty and estrogen treatment, (4) cardiovascular health, (5) transition, (6) fertility assessment, monitoring, and counselling, (7) health surveillance for comorbidities throughout the lifespan, and (8) neurocognition and its implications for mental health and well-being. Each group produced proposals for the present guidelines, which were meticulously discussed by the entire group. Four pertinent questions were submitted for formal GRADE (Grading of Recommendations, Assessment, Development and Evaluation) evaluation with systematic review of the literature. The guidelines project was initiated by the European Society for Endocrinology and the Pediatric Endocrine Society, in collaboration with members from the European Society for Pediatric Endocrinology, the European Society of Human Reproduction and Embryology, the European Reference Network on Rare Endocrine Conditions, the Society for Endocrinology, and the European Society of Cardiology, Japanese Society for Pediatric Endocrinology, Australia and New Zealand Society for Pediatric Endocrinology and Diabetes, Latin American Society for Pediatric Endocrinology, Arab Society for Pediatric Endocrinology and Diabetes, and the Asia Pacific Pediatric Endocrine Society. Advocacy groups appointed representatives for pre-meeting discussions and the consensus meeting.
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Affiliation(s)
- Claus H Gravholt
- Department of Endocrinology, Aarhus University Hospital, 8200 Aarhus N, Denmark
- Department of Molecular Medicine, Aarhus University Hospital, 8200 Aarhus N, Denmark
- Department of Clinical Medicine, Aarhus University, 8200 Aarhus N, Denmark
| | - Niels H Andersen
- Department of Cardiology, Aalborg University Hospital, 9000 Aalborg, Denmark
| | - Sophie Christin-Maitre
- Endocrine and Reproductive Medicine Unit, Center of Rare Endocrine Diseases of Growth and Development (CMERCD), FIRENDO, Endo ERN Hôpital Saint-Antoine, Sorbonne University, Assistance Publique-Hôpitaux de Paris, 75012 Paris, France
| | - Shanlee M Davis
- Department of Pediatrics, University of Colorado School of Medicine, Aurora, CO 80045, United States
- eXtraOrdinarY Kids Clinic, Children's Hospital Colorado, Aurora, CO 80045, United States
| | - Anthonie Duijnhouwer
- Department of Cardiology, Radboud University Medical Center, Nijmegen 6500 HB, The Netherlands
| | - Aneta Gawlik
- Departments of Pediatrics and Pediatric Endocrinology, Faculty of Medical Sciences in Katowice, Medical University of Silesia, 40-752 Katowice, Poland
| | - Andrea T Maciel-Guerra
- Area of Medical Genetics, Department of Translational Medicine, School of Medical Sciences, State University of Campinas, 13083-888 São Paulo, Brazil
| | - Iris Gutmark-Little
- Cincinnati Children's Hospital Medical Center, University of Cincinnati, Cincinnati, Ohio 45229, United States
| | - Kathrin Fleischer
- Department of Reproductive Medicine, Nij Geertgen Center for Fertility, Ripseweg 9, 5424 SM Elsendorp, The Netherlands
| | - David Hong
- Division of Interdisciplinary Brain Sciences, Stanford University School of Medicine, Stanford, CA 94304, United States
- Department of Psychiatry and Behavioral Sciences, Stanford University School of Medicine, Stanford, CA 94304, United States
| | - Karen O Klein
- Rady Children's Hospital, University of California, San Diego, CA 92123, United States
| | - Siddharth K Prakash
- Department of Internal Medicine, University of Texas Health Science Center at Houston, Houston, TX 77030, United States
| | - Roopa Kanakatti Shankar
- Division of Endocrinology, Children's National Hospital, The George Washington University School of Medicine, Washington, DC 20010, United States
| | - David E Sandberg
- Susan B. Meister Child Health Evaluation and Research Center, Department of Pediatrics, University of Michigan, Ann Arbor, MI 48109-2800, United States
- Division of Pediatric Psychology, Department of Pediatrics, University of Michigan, Ann Arbor, MI 48109-2800, United States
| | - Theo C J Sas
- Department the Pediatric Endocrinology, Sophia Children's Hospital, Rotterdam 3015 CN, The Netherlands
- Department of Pediatrics, Centre for Pediatric and Adult Diabetes Care and Research, Rotterdam 3015 CN, The Netherlands
| | - Anne Skakkebæk
- Department of Molecular Medicine, Aarhus University Hospital, 8200 Aarhus N, Denmark
- Department of Clinical Medicine, Aarhus University, 8200 Aarhus N, Denmark
- Department of Clinical Genetics, Aarhus University Hospital, 8200 Aarhus N, Denmark
| | - Kirstine Stochholm
- Department of Endocrinology, Aarhus University Hospital, 8200 Aarhus N, Denmark
- Center for Rare Diseases, Department of Pediatrics, Aarhus University Hospital, 8200 Aarhus N, Denmark
| | - Janielle A van der Velden
- Department of Pediatric Endocrinology, Radboud University Medical Center, Amalia Children's Hospital, Nijmegen 6500 HB, The Netherlands
| | - Philippe F Backeljauw
- Cincinnati Children's Hospital Medical Center, University of Cincinnati, Cincinnati, Ohio 45229, United States
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Vernet M, Ducrot S, Chaix Y. A Systematic Review on Visual-Processing Deficits in Neurofibromatosis Type 1: What Possible Impact on Learning to Read? Dev Neuropsychol 2024; 49:111-137. [PMID: 38469855 DOI: 10.1080/87565641.2024.2326151] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/22/2023] [Accepted: 02/27/2024] [Indexed: 03/13/2024]
Abstract
This systematic review aimed to examine the possible implication of visual-perceptual, visuo-attentional and oculomotor processing in the reading deficits frequently experienced by children with Neurofibromatosis type 1 (NF1), as previously shown in dyslexia. Using PRISMA methodological guidelines, we examined 49 studies; most of these reported visual-processing deficits in this population, raising the importance of directly studying the visuo-perceptual and visuo-attentional processes and eye-movement control involved in the learning-to-read process in NF1. The discussion provides a reflection for a better understanding of how visual-processing skills interact with reading deficits in NF1, as well as new avenues for their screening and care.
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Affiliation(s)
- Marie Vernet
- Aix Marseille Univ, CNRS, LPL, Aix-en-Provence, France
- Centre de jour enfants, Centre hospitalier de Digne-les-Bains, Digne-les-Bains, France
- TONIC, Toulouse NeuroImaging Center, Université de Toulouse, Inserm, UPS, Toulouse, France
| | | | - Yves Chaix
- TONIC, Toulouse NeuroImaging Center, Université de Toulouse, Inserm, UPS, Toulouse, France
- Neuropediatric Department, Toulouse-Purpan University Hospital, Toulouse, France
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3
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Visibelli E, Vigna G, Nascimben C, Benavides-Varela S. Neurobiology of numerical learning. Neurosci Biobehav Rev 2024; 158:105545. [PMID: 38220032 DOI: 10.1016/j.neubiorev.2024.105545] [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: 07/11/2023] [Revised: 12/29/2023] [Accepted: 01/09/2024] [Indexed: 01/16/2024]
Abstract
Numerical abilities are complex cognitive skills essential for dealing with requirements of the modern world. Although the brain structures and functions underlying numerical cognition in different species have long been appreciated, genetic and molecular techniques have more recently expanded the knowledge about the mechanisms underlying numerical learning. In this review, we discuss the status of the research related to the neurobiological bases of numerical abilities. We consider how genetic factors have been associated with mathematical capacities and how these link to the current knowledge of brain regions underlying these capacities in human and non-human animals. We further discuss the extent to which significant variations in the levels of specific neurotransmitters may be used as potential markers of individual performance and learning difficulties and take into consideration the therapeutic potential of brain stimulation methods to modulate learning and improve interventional outcomes. The implications of this research for formulating a more comprehensive view of the neural basis of mathematical learning are discussed.
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Affiliation(s)
- Emma Visibelli
- Department of Developmental Psychology and Socialization, University of Padova, Padova, Italy; Padova Neuroscience Center, University of Padova, Padova, Italy
| | - Giulia Vigna
- Department of Developmental Psychology and Socialization, University of Padova, Padova, Italy
| | - Chiara Nascimben
- Department of Developmental Psychology and Socialization, University of Padova, Padova, Italy
| | - Silvia Benavides-Varela
- Department of Developmental Psychology and Socialization, University of Padova, Padova, Italy; Padova Neuroscience Center, University of Padova, Padova, Italy.
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Jordan TL, Bartholomay KL, Lee CHY, Lightbody AA, Reiss AL. Cognition, academic achievement, and adaptive behavior in school-aged girls with fragile X syndrome. RESEARCH IN DEVELOPMENTAL DISABILITIES 2023; 143:104622. [PMID: 37939495 PMCID: PMC10842844 DOI: 10.1016/j.ridd.2023.104622] [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] [Received: 05/05/2023] [Revised: 10/09/2023] [Accepted: 10/18/2023] [Indexed: 11/10/2023]
Abstract
BACKGROUND Fragile X syndrome (FXS) is the leading monogenic cause of intellectual disability and autism in males and females. Females with FXS typically display a milder cognitive phenotype than males, despite experiencing significant developmental, behavioral, and social-emotional issues. AIMS To measure and distinguish the cognitive-behavioral profile of girls with FXS relative to verbal IQ-matched peers. METHODS AND PROCEDURES Ninety-seven participants (NFXS=55, Ncomparison=42) six to 16 years of age completed assessments evaluating cognition, academic achievement, and adaptive behavior. The comparison group consisted of age-, sex-, and verbal IQ-matched peers. OUTCOMES AND RESULTS Consistent with previous studies, the FXS group demonstrated mean cognitive skills, academic achievement, and adaptive behavior in the borderline to low average range. On average, the FXS group showed poorer nonverbal reasoning, visual pattern recognition, verbal abstraction, math abilities, attention, inhibitory control, and working memory than the comparison group. There were no significant group differences in adaptive behavior. Different patterns of associations between cognition and selected outcomes emerged in each group. CONCLUSIONS AND IMPLICATIONS Results highlight the importance of identifying specific cognitive-behavioral profiles in girls with FXS to inform more targeted interventions for optimizing outcomes and quality of life in this population.
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Affiliation(s)
- Tracy L Jordan
- Center for Interdisciplinary Brain Sciences Research, Department of Psychiatry and Behavioral Sciences, Stanford University School of Medicine, USA
| | - Kristi L Bartholomay
- Center for Interdisciplinary Brain Sciences Research, Department of Psychiatry and Behavioral Sciences, Stanford University School of Medicine, USA
| | - Cindy Hsin-Yu Lee
- Center for Interdisciplinary Brain Sciences Research, Department of Psychiatry and Behavioral Sciences, Stanford University School of Medicine, USA
| | - Amy A Lightbody
- Center for Interdisciplinary Brain Sciences Research, Department of Psychiatry and Behavioral Sciences, Stanford University School of Medicine, USA
| | - Allan L Reiss
- Center for Interdisciplinary Brain Sciences Research, Department of Psychiatry and Behavioral Sciences, Stanford University School of Medicine, USA; Department of Radiology, Stanford University School of Medicine, USA; Department of Pediatrics, Stanford University School of Medicine, USA.
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Bush L, Scott MN. Neuropsychological and ASD phenotypes in rare genetic syndromes: A critical review of the literature. Clin Neuropsychol 2021; 36:993-1027. [PMID: 34569897 DOI: 10.1080/13854046.2021.1980111] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/20/2023]
Abstract
OBJECTIVE Autism spectrum disorder (ASD) is a complex neurodevelopmental condition characterized by core deficits in social communication and restricted and repetitive behaviors and interests. Recent advances in clinical genetics have improved our understanding of genetic syndromes associated with ASD, which has helped clarify distinct etiologies of ASD and document syndrome-specific profiles of neurocognitive strengths and weaknesses. Pediatric neuropsychologists have the potential to be impactful members of the care team for children with genetic syndromes and their families. METHOD We provide a critical review of the current literature related to the neuropsychological profiles of children with four genetic syndromes associated with ASD, including Tuberous Sclerosis Complex (TSC), fragile X syndrome (FXS), 22q11.2 deletion syndrome, and Angelman syndrome. Recommendations for assessment, intervention, and future directions are provided. RESULTS There is vast heterogeneity in terms of the cognitive, language, and developmental abilities of these populations. The within- and across-syndrome variability characteristic of genetic syndromes should be carefully considered during clinical evaluations, including possible measurement limitations, presence of intellectual disability, and important qualitative differences in the ASD-phenotypes across groups. CONCLUSIONS Individuals with genetic disorders pose challenging diagnostic and assessment questions. Pediatric neuropsychologists with expertise in neurodevelopmental processes are well suited to address these questions and identify profiles of neurocognitive strengths and weaknesses, tailor individualized recommendations, and provide diagnostic clarification.
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Affiliation(s)
- Lauren Bush
- Department of Psychiatry and Behavioral Sciences, Rush University Medical Center, Chicago, IL, USA
| | - Megan N Scott
- The Pritzker Department of Psychiatry and Behavioral Health, Ann & Robert H. Lurie Children's Hospital of Chicago, IL, USA
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ÇALIŞKAN KAMIŞ Ş, YAĞCI-KÜPELİ B. Factors affecting clinical phenotype in children with neurofibromatosis type 1. CUKUROVA MEDICAL JOURNAL 2021. [DOI: 10.17826/cumj.876942] [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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Dowker A. Arithmetic in developmental cognitive disabilities. RESEARCH IN DEVELOPMENTAL DISABILITIES 2020; 107:103778. [PMID: 33035783 DOI: 10.1016/j.ridd.2020.103778] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/20/2020] [Revised: 08/20/2020] [Accepted: 08/26/2020] [Indexed: 06/11/2023]
Abstract
This paper reviews and discusses research on arithmetical strengths and weaknesses in children with specific developmental cognitive disabilities. It focusses on children with dyslexia, developmental language disorder, attention deficit hyperactivity disorder and autism. In general, studies show that arithmetical weaknesses are commoner in children with any of these disorders than in controls. Autism is sometimes associated with specific strengths in arithmetic; but even in autism, it is commoner for arithmetic to be a relative weakness than a relative strength. There may be some genetic reasons why there is an overlap between mathematical difficulties and other developmental learning difficulties; but much of the reason seems to be that specific aspects of arithmetic are often influenced by other factors, including language comprehension, phonological awareness, verbal and spatial working memory and long-term memory, and executive functions. The findings discussed here will be discussed in relation to Pennington's (2006) Multiple Deficit Model.
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8
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Lukowski SL, Padrutt ER, Sarafoglou K, Ross JL, Law JR, Olson RE, Mazzocco MMM. Variation in early number skills and mathematics achievement: Implications from cognitive profiles of children with or without Turner syndrome. PLoS One 2020; 15:e0239224. [PMID: 33006984 PMCID: PMC7531844 DOI: 10.1371/journal.pone.0239224] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/17/2020] [Accepted: 09/01/2020] [Indexed: 01/15/2023] Open
Abstract
Individuals with Mathematics Learning Disabilities have persistent mathematics underperformance but vary with respect to their cognitive profiles. The present study examined mathematics ability and achievement, and associated mathematics-specific numerical skills and domain-general cognitive abilities, in young children with Turner syndrome compared to their matched peers. We utilized two independent peer groups so that group comparisons would account for verbal skills, a hypothesized strength of girls with Turner syndrome, and nonsymbolic magnitude comparison skills, a hypothesized difference of girls with Turner syndrome. This individual matching approach afforded characterization of mathematics profiles of girls with Turner syndrome and girls without Turner syndrome that share potential key features of the Turner syndrome phenotype. Results indicated differences in mathematics ability and nonsymbolic magnitude comparison tasks between girls with Turner syndrome and peers with similar levels of verbal skill. Mathematics ability and mathematics achievement scores of girls with Turner syndrome did not differ significantly from their peers with similar levels of accuracy on a nonsymbolic magnitude comparison task. Cognitive correlates of mathematics outcomes showed disparate patterns across groups. These quantitative and qualitative differences across profiles enhance our understanding of variation in mathematics ability in early childhood and inform how mathematics skills develop in young children with or without Turner syndrome.
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Affiliation(s)
- Sarah L. Lukowski
- Institute of Child Development, University of Minnesota, Minneapolis, Minnesota, United States of America
| | - Emily R. Padrutt
- Institute of Child Development, University of Minnesota, Minneapolis, Minnesota, United States of America
| | - Kyriakie Sarafoglou
- Department of Pediatrics, University of Minnesota Medical School, Minneapolis, Minnesota, United States of America
- Department of Experimental and Clinical Pharmacology, University of Minnesota College of Pharmacy, Minneapolis, Minnesota, United States of America
| | - Judith L. Ross
- Department of Pediatrics, Nemours DuPont Hospital for Children, Thomas Jefferson University, Philadelphia, Pennsylvania, United States of America
| | - Jennifer R. Law
- Division of Pediatric Endocrinology, Department of Pediatrics, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, United States of America
| | - Rachel E. Olson
- Institute of Child Development, University of Minnesota, Minneapolis, Minnesota, United States of America
| | - Michèle M. M. Mazzocco
- Institute of Child Development, University of Minnesota, Minneapolis, Minnesota, United States of America
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Baker JM, Klabunde M, Jo B, Green T, Reiss AL. On the relationship between mathematics and visuospatial processing in Turner syndrome. J Psychiatr Res 2020; 121:135-142. [PMID: 31812933 PMCID: PMC7837032 DOI: 10.1016/j.jpsychires.2019.11.004] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/08/2019] [Revised: 11/08/2019] [Accepted: 11/12/2019] [Indexed: 11/17/2022]
Abstract
A common neurocognitive phenotype of Turner syndrome (TS) includes coincident deficits in math and visuospatial reasoning while overall IQ remains intact. However, research has highlighted disparities in the relationship between these properties in women with TS, suggesting that not all visuospatial domains are equally related to mathematics in this group. Here, we present findings from a longitudinal investigation of visuospatial processing and its relationship to math performance in adolescent girls with TS and age-matched healthy controls. Participants completed a standardized battery of math and visuospatial tests once a year for 4 years. Linear mixed effects modeling was used to examine the relationship between mathematics and each visuospatial domain over time. Our results indicate that math performance was related to visual tracking, visual-motor coordination, and figure-ground processing. Such visuospatial domains appear to be uniquely affected by TS and could contribute to their deficits in math performance. Furthermore, differences in math and visuospatial test performance between girls with TS and healthy controls remain stable over time. Our results have important implications for the role of visuospatial processing in early math performance and may inform the development of effective interventions aimed at improving math education in children with TS.
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Affiliation(s)
- Joseph M Baker
- Center for Interdisciplinary Brain Sciences Research, Division of Brain Sciences, Department of Psychiatry and Behavioral Sciences, School of Medicine, Stanford University, Stanford, CA, 94304, USA.
| | - Megan Klabunde
- Department of Psychology, University of Essex, Wivenhoe Park, Colchester, CO4 3SQ, United Kingdom
| | - Booil Jo
- Center for Interdisciplinary Brain Sciences Research, Division of Brain Sciences, Department of Psychiatry and Behavioral Sciences, School of Medicine, Stanford University, Stanford, CA, 94304, USA
| | - Tamar Green
- Center for Interdisciplinary Brain Sciences Research, Division of Brain Sciences, Department of Psychiatry and Behavioral Sciences, School of Medicine, Stanford University, Stanford, CA, 94304, USA
| | - Allan L Reiss
- Center for Interdisciplinary Brain Sciences Research, Division of Brain Sciences, Department of Psychiatry and Behavioral Sciences, School of Medicine, Stanford University, Stanford, CA, 94304, USA; Department of Radiology, School of Medicine, Stanford University, Stanford, CA, 94304, USA; Department of Pediatrics, School of Medicine, Stanford University, Stanford, CA, 94304, USA
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10
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Schmitt LM, Shaffer RC, Hessl D, Erickson C. Executive Function in Fragile X Syndrome: A Systematic Review. Brain Sci 2019; 9:E15. [PMID: 30654486 PMCID: PMC6356760 DOI: 10.3390/brainsci9010015] [Citation(s) in RCA: 29] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/15/2018] [Revised: 01/09/2019] [Accepted: 01/11/2019] [Indexed: 12/17/2022] Open
Abstract
Executive function (EF) supports goal-directed behavior and includes key aspects such as working memory, inhibitory control, cognitive flexibility, attention, processing speed, and planning. Fragile X syndrome (FXS) is the leading inherited monogenic cause of intellectual disability and is phenotypically characterized by EF deficits beyond what is expected given general cognitive impairments. Yet, a systematic review of behavioral studies using performance-based measures is needed to provide a summary of EF deficits across domains in males and females with FXS, discuss clinical and biological correlates of these EF deficits, identify critical limitations in available research, and offer suggestions for future studies in this area. Ultimately, this review aims to advance our understanding of the underlying pathophysiological mechanisms contributing to EF in FXS and to inform the development of outcome measures of EF and identification of new treatment targets in FXS.
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Affiliation(s)
- Lauren M Schmitt
- Division of Child and Adolescent Psychiatry, Cincinnati Children's Hospital Medical Center, Cincinnati, OH 45229, USA.
| | - Rebecca C Shaffer
- Division of Developmental and Behavioral Pediatrics, Cincinnati Children's Hospital Medical Center, Cincinnati, OH 45229, USA.
- Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH 45267, USA.
| | - David Hessl
- MIND Institute, Department of Psychiatry and Behavioral Sciences, University of California, Davis, CA 95616, USA.
| | - Craig Erickson
- Division of Child and Adolescent Psychiatry, Cincinnati Children's Hospital Medical Center, Cincinnati, OH 45229, USA.
- Department of Psychiatry and Behavioral Neuroscience, University of Cincinnati College of Medicine, Cincinnati, OH 45267, USA.
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Nash R, Riley C, Paramsothy P, Gilbertson K, Raspa M, Wheeler A, Dziuban EJ, Peacock G. A Description of the Educational Setting Among Individuals With Fragile X Syndrome. AMERICAN JOURNAL ON INTELLECTUAL AND DEVELOPMENTAL DISABILITIES 2019; 124:57-76. [PMID: 30715925 PMCID: PMC6442477 DOI: 10.1352/1944-7558-124.1.57] [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: 06/09/2023]
Abstract
Children with fragile X syndrome (FXS) display wide-ranging intellectual and behavioral abilities that affect daily life. We describe the educational setting of students with FXS and assess the relationships between school setting, co-occurring conditions, and functional ability using a national survey sample ( n = 982). The majority of students with FXS in this sample have formal individualized education plans, spend part of the day outside regular classrooms, and receive modifications when in a regular classroom. Males with FXS and certain co-occurring conditions (autism, aggression, and self-injurious behavior) are more likely to spend the entire day outside regular classrooms, compared to males without these co-occurring conditions. Students who spend more time in regular classrooms are more likely to perform functional tasks without help.
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Affiliation(s)
- Rebecca Nash
- Rebecca Nash, Emory University Rollins School of Public Health; Catharine Riley and Pangaja Paramsothy, National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention; Kendra Gilbertson, ORISE, National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention; Melissa Raspa and Anne Wheeler, RTI International; and Eric J. Dziuban and Georgina Peacock, National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention
| | - Catharine Riley
- Rebecca Nash, Emory University Rollins School of Public Health; Catharine Riley and Pangaja Paramsothy, National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention; Kendra Gilbertson, ORISE, National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention; Melissa Raspa and Anne Wheeler, RTI International; and Eric J. Dziuban and Georgina Peacock, National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention
| | - Pangaja Paramsothy
- Rebecca Nash, Emory University Rollins School of Public Health; Catharine Riley and Pangaja Paramsothy, National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention; Kendra Gilbertson, ORISE, National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention; Melissa Raspa and Anne Wheeler, RTI International; and Eric J. Dziuban and Georgina Peacock, National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention
| | - Kendra Gilbertson
- Rebecca Nash, Emory University Rollins School of Public Health; Catharine Riley and Pangaja Paramsothy, National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention; Kendra Gilbertson, ORISE, National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention; Melissa Raspa and Anne Wheeler, RTI International; and Eric J. Dziuban and Georgina Peacock, National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention
| | - Melissa Raspa
- Rebecca Nash, Emory University Rollins School of Public Health; Catharine Riley and Pangaja Paramsothy, National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention; Kendra Gilbertson, ORISE, National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention; Melissa Raspa and Anne Wheeler, RTI International; and Eric J. Dziuban and Georgina Peacock, National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention
| | - Anne Wheeler
- Rebecca Nash, Emory University Rollins School of Public Health; Catharine Riley and Pangaja Paramsothy, National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention; Kendra Gilbertson, ORISE, National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention; Melissa Raspa and Anne Wheeler, RTI International; and Eric J. Dziuban and Georgina Peacock, National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention
| | - Eric J Dziuban
- Rebecca Nash, Emory University Rollins School of Public Health; Catharine Riley and Pangaja Paramsothy, National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention; Kendra Gilbertson, ORISE, National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention; Melissa Raspa and Anne Wheeler, RTI International; and Eric J. Dziuban and Georgina Peacock, National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention
| | - Georgina Peacock
- Rebecca Nash, Emory University Rollins School of Public Health; Catharine Riley and Pangaja Paramsothy, National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention; Kendra Gilbertson, ORISE, National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention; Melissa Raspa and Anne Wheeler, RTI International; and Eric J. Dziuban and Georgina Peacock, National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention
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Oliveira LDFS, Júlio-Costa A, Dos Santos FC, Carvalho MRS, Haase VG. Numerical Processing Impairment in 22q11.2 (LCR22-4 to LCR22-5) Microdeletion: A Cognitive-Neuropsychological Case Study. Front Psychol 2018; 9:2193. [PMID: 30524331 PMCID: PMC6258774 DOI: 10.3389/fpsyg.2018.02193] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/01/2018] [Accepted: 10/23/2018] [Indexed: 11/23/2022] Open
Abstract
Although progress has been made, the cognitive, biological and, particularly, the genetic underpinnings of math learning difficulties (MD) remain largely unknown. This difficulty stems from the heterogeneity of MD and from the large contribution of environmental factors to its etiology. Understanding endophenotypes, e.g., the role of the Approximate Number System (ANS), may help understanding the nature of MD. MD associated with ANS impairments has been described in some genetic conditions, e.g., 22q11.2 deletion syndrome (22q11.2DS or Velocardiofacial syndrome, VCFS). Recently, a girl with MD was identified in a school population screening. She has a new syndrome resulting from a microdeletion in 22q11.2 (LCR22-4 to LCR22-5), a region adjacent to but not overlapping with region 22q11.2 (LCR22-2 to LCR22-4), typically deleted in VCFS. Here, we describe her cognitive-neuropsychological and numerical-cognitive profiles. The girl was assessed twice, at 8 and 11 years. Her numerical-cognitive performance at both times was compared to demographically similar girls with normal intelligence in a single-case, quasi-experimental study. Neuropsychological assessment was normal, except for relatively minor impairments in executive functions. She presented severe and persistent difficulties in the simplest single-digit calculations. Difficulties in commutative operations improved from the first to the second assessment. Difficulties in subtraction persisted and were severe. No difficulties were observed in Arabic number writing. Difficulties in single-digit calculation co-occurred with basic numerical processing impairments in symbolic and non-symbolic (single-digit comparison, dot sets size comparison and estimation) tasks. Her difficulties suggest ANS impairment. No difficulties were detected in visuospatial/visuoconstructional and in phonological processing tasks. The main contributions of the present study are: (a) this is the first characterization of the neuropsychological phenotype in 22q11.2DS (LCR22-4 to LCR22.5) with normal intelligence; (b) mild forms of specific genetic conditions contribute to persistent MD in otherwise typical persons; (c) heterogeneity of neurogenetic underpinnings of MD is suggested by poor performance in non-symbolic numerical processing, dissociated from visuospatial/visuoconstructional and phonological impairments; (d) similar to what happens in 22q11.2DS (LCR22-2 to LCR22-4), ANS impairments may also characterize 22q11.2DS (LCR22-4 to LCR22-5).
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Affiliation(s)
- Lívia de Fátima Silva Oliveira
- Laboratório de Neuropsicologia do Desenvolvimento, Departamento de Psicologia, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil.,Programa de Pós-Graduação em Neurociências, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
| | - Annelise Júlio-Costa
- Laboratório de Neuropsicologia do Desenvolvimento, Departamento de Psicologia, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
| | | | | | - Vitor Geraldi Haase
- Laboratório de Neuropsicologia do Desenvolvimento, Departamento de Psicologia, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil.,Programa de Pós-Graduação em Neurociências, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil.,Programa de Pós-graduação em Psicologia, Cognição e Comportamento, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil.,Programa de Pós-graduação em Saúde da Criança e do Adolescente, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil.,Instituto Nacional de Ciência e Tecnologia sobre Comportamento, Cognição e Ensino, São Carlos, Brazil
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13
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Furberg RD, Raspa M, Wheeler AC, McCormack LA, Bailey DB. A Digital Health App to Assess Decisional Capacity to Provide Informed Consent: Protocol for a Randomized Controlled Trial. JMIR Res Protoc 2018; 7:e10360. [PMID: 30455171 PMCID: PMC6277828 DOI: 10.2196/10360] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/09/2018] [Revised: 06/07/2018] [Accepted: 08/28/2018] [Indexed: 01/18/2023] Open
Abstract
Background Any study with human subjects must have a robust consent process to ensure that participants understand the study and can decide whether they want to be involved. Investigators must determine whether a potential study participant is able to make an informed decision and what modifications or supports are needed to maximize participation in decision making. A variety of approaches have been used to modify consent forms and the consent process to increase the research participants’ decisional capacity. This protocol describes a randomized controlled trial (RCT) of a digital health app to support decision making among individuals contemplating providing consent to participate in a clinical trial. Objective The objective of this RCT will be to determine if the use of a tablet-based app facilitates greater participation in and satisfaction with the consent process compared with standard practice and identify which individual factors are associated with better response to the decision aid. We hypothesize that the tablet-based version of the consent process will promote more informed decision making, including decisions that are more consistent with individual preferences and values expressed during qualitative data collection. Methods A two-arm RCT will be conducted in a sample of approximately 100 individuals with fragile X syndrome in their homes across the United States. Results Data analysis will be completed by late 2018. Conclusions By developing and testing a novel consent decision aid, we will have a better understanding of whether and how technological support can optimize the fit between the decisional capacity and the decisional process. Trial Registration ClinicalTrials.gov NCT02465931; https://clinicaltrials.gov/ct2/show/NCT02465931 (Archived by WebCite at http://www.webcitation.org/72Q3xJQAw) International Registered Report Identifier (IRRID) PRR1-10.2196/10360
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Affiliation(s)
- Robert D Furberg
- Digital Health & Clinical Informatics, RTI International, Research Triangle Park, NC, United States
| | - Melissa Raspa
- Center for Newborn Screening, Ethics, and Disability Studies, RTI International, Research Triangle Park, NC, United States
| | - Anne C Wheeler
- Center for Newborn Screening, Ethics, and Disability Studies, RTI International, Research Triangle Park, NC, United States
| | - Lauren A McCormack
- Public Health Research Division, RTI International, Research Triangle Park, NC, United States
| | - Donald B Bailey
- Center for Newborn Screening, Ethics, and Disability Studies, RTI International, Research Triangle Park, NC, United States
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14
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Parmeggiani A, Boiani F, Capponi S, Duca M, Angotti M, Pignataro V, Sacrato L, Spinardi L, Vara G, Maltoni L, Cecconi I, Pastore Trossello M, Franzoni E. Neuropsychological profile in Italian children with neurofibromatosis type 1 (NF1) and their relationships with neuroradiological data: Preliminary results. Eur J Paediatr Neurol 2018; 22:822-830. [PMID: 29802023 DOI: 10.1016/j.ejpn.2018.04.016] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/02/2017] [Revised: 04/04/2018] [Accepted: 04/29/2018] [Indexed: 11/28/2022]
Abstract
BACKGROUND Neurofibromatosis type 1 is a genetic disorder associated with cognitive deficits, learning disabilities and behavioral problems. These domains appear to have a still controversial debated association with local areas of T2-hyperintensities on MRI images, called unidentified bright objects (UBOs). METHODS A cohort of 36 children (aged 7-11 years) included consecutively, underwent neuropsychological and behavioral assessment to determine their cognitive and neuropsychological profile, and the frequency of specific learning disabilities. MRI examination was used to determine the impact of UBOs' presence, number, and location on the cognitive, neuropsychological and behavioral profile, and also the presence of optic glioma. RESULTS The mean full intelligence quotient was 104.6; only one child had mild intellectual disability. Forty one percent of children had a diagnosis of specific learning disabilities and reading was mainly involved. Twenty per cent had attention problems. All children had normal scores in visuo-motor and visuo-perceptual tests. UBOs were present in 94.0% of the MRI examinations. Two children had optic glioma. Children with UBOs in a specific location and children with UBOs elsewhere were statistically compared, no one of the location seemed to have an impact on general cognition measured with full intelligence quotient. The thalamus was associated with problems in calculation and striatum with behavioral problems. An inverse relationship between the number of UBOs and the full intelligence quotient was present, but without a statistical significance. CONCLUSIONS In this study, the specific location of UBOs did not seem to influence the general cognitive profile and also the relationship between their number and the full intelligence quotient was not significant; these results are still controversial in literature. Finally, the presence of UBOs in the thalamus and striatum may represent a neuroradiological pattern that influences performances in calculation and behavior respectively in children with Neurofibromatosis type 1.
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Affiliation(s)
- A Parmeggiani
- Child Neurology and Psychiatry Unit, Azienda Ospedaliero Universitaria, Policlinico S. Orsola-Malpighi, Bologna, Italy; Department of Medical and Surgical Sciences (DIMEC), University of Bologna, Italy.
| | - F Boiani
- Child Neurology and Psychiatry Unit, Azienda Ospedaliero Universitaria, Policlinico S. Orsola-Malpighi, Bologna, Italy
| | - S Capponi
- Child Neurology and Psychiatry Unit, Azienda Ospedaliero Universitaria, Policlinico S. Orsola-Malpighi, Bologna, Italy
| | - M Duca
- Child Neurology and Psychiatry Unit, Azienda Ospedaliero Universitaria, Policlinico S. Orsola-Malpighi, Bologna, Italy
| | - M Angotti
- Child Neurology and Psychiatry Unit, Azienda Ospedaliero Universitaria, Policlinico S. Orsola-Malpighi, Bologna, Italy
| | - V Pignataro
- Child Neurology and Psychiatry Unit, Azienda Ospedaliero Universitaria, Policlinico S. Orsola-Malpighi, Bologna, Italy
| | - L Sacrato
- Child Neurology and Psychiatry Unit, Azienda Ospedaliero Universitaria, Policlinico S. Orsola-Malpighi, Bologna, Italy
| | - L Spinardi
- Neuroradiology Unit, Azienda Ospedaliero Universitaria, Policlinico S. Orsola-Malpighi, Bologna, Italy
| | - G Vara
- Neuroradiology Unit, Azienda Ospedaliero Universitaria, Policlinico S. Orsola-Malpighi, Bologna, Italy
| | - L Maltoni
- Child Neurology and Psychiatry Unit, Azienda Ospedaliero Universitaria, Policlinico S. Orsola-Malpighi, Bologna, Italy
| | - I Cecconi
- Child Neurology and Psychiatry Unit, Azienda Ospedaliero Universitaria, Policlinico S. Orsola-Malpighi, Bologna, Italy
| | - M Pastore Trossello
- Neuroradiology Unit, Azienda Ospedaliero Universitaria, Policlinico S. Orsola-Malpighi, Bologna, Italy
| | - E Franzoni
- Child Neurology and Psychiatry Unit, Azienda Ospedaliero Universitaria, Policlinico S. Orsola-Malpighi, Bologna, Italy; Department of Medical and Surgical Sciences (DIMEC), University of Bologna, Italy
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15
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Troubles en mathématiques : une origine multiple ? L’exemple des syndromes de Turner et de l’X Fragile. Arch Pediatr 2018; 25:223-228. [DOI: 10.1016/j.arcped.2018.01.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2017] [Revised: 12/21/2017] [Accepted: 01/28/2018] [Indexed: 11/22/2022]
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16
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Burgio F, Benavides-Varela S, Arcara G, Trevisson E, Frizziero D, Clementi M, Semenza C. Numerical activities of daily living in adults with neurofibromatosis type 1. JOURNAL OF INTELLECTUAL DISABILITY RESEARCH : JIDR 2017; 61:1069-1077. [PMID: 28853219 DOI: 10.1111/jir.12408] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/24/2016] [Revised: 07/20/2017] [Accepted: 07/26/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND This study aimed to identify the mathematical domains affected in adults with neurofibromatosis 1 (NF1) and the impact of the numerical difficulties on the patients' activities of daily living. METHODS We assessed 28 adult patients with NF1 and 28 healthy control participants. All participants completed the standardised battery of numerical activities of daily living along with clinical batteries of cognitive (Mini-Mental State Examination) and daily functioning (instrumental activities of daily living). The group comparisons of the performance on numerical activities of daily living were carried out using t-test correcting for multiple comparisons. RESULTS The results showed that the NF1 group performed worse than controls in written subtractions, written multiplication, multiplication principles and digit comprehension (dot counting) tasks. Importantly, no significant differences in numerical ecological tasks were found between patients and controls, suggesting a possible use of compensatory strategies in daily living abilities in spite of calculation deficits. CONCLUSION The findings indicate that NF1 affects calculation but not the basic comprehension or representation of numbers in adult patients. These data have important implications for designing cognitive interventions tailored to the cognitive profile of individuals with NF1.
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Affiliation(s)
- F Burgio
- San Camillo Hospital IRCCS, Venice, Italy
| | | | - G Arcara
- San Camillo Hospital IRCCS, Venice, Italy
| | - E Trevisson
- Clinical Genetics Unit, Department of Women's and Children's Health, University of Padova, Italy
| | - D Frizziero
- Clinical Genetics Unit, Department of Women's and Children's Health, University of Padova, Italy
| | - M Clementi
- Clinical Genetics Unit, Department of Women's and Children's Health, University of Padova, Italy
| | - C Semenza
- San Camillo Hospital IRCCS, Venice, Italy
- Department of Neuroscience (Padova Neuroscience Centre), University of Padova, Italy
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17
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Van Eylen L, Plasschaert E, Wagemans J, Boets B, Legius E, Steyaert J, Noens I. Visuoperceptual processing in children with neurofibromatosis type 1: True deficit or artefact? Am J Med Genet B Neuropsychiatr Genet 2017; 174:342-358. [PMID: 28512747 DOI: 10.1002/ajmg.b.32522] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/02/2016] [Accepted: 12/12/2016] [Indexed: 12/21/2022]
Abstract
Impairments in visuoperceptual processing have long been considered a hallmark deficit of individuals with Neurofibromatosis type 1 (NF1). However, it is unclear which specific visuoperceptual subprocesses are impaired and whether impairments on these tasks really result from visuoperceptual impairments or rather from confounding factors like Executive Functioning (EF) impairments, lower intelligence (IQ) and/or co-occurring symptoms of Autism Spectrum Disorder (ASD). To answer these questions, we administered four visuoperceptual tasks and two control tasks in 39 children with NF1, 52 typically developing children and 52 children with ASD (8-18 years), all matched for age and gender. Furthermore, EF, IQ, and symptoms of ASD were assessed. Children with NF1 displayed intact visual form discrimination and intact information integration along the dorsal visual pathway. Moreover, their reduced performance on a task requiring integration of information along the ventral visual stream and their more detail-oriented processing style appeared to result from confounding EF impairments and not from visuoperceptual impairments per se. The co-occurring ASD symptoms and lower IQ of the children with NF1 did not impact substantially upon their visuoperceptual performance. These findings point to the large impact of EF impairments on the performance of visuoperceptual task and suggest that individuals with NF1 show intact visual form discrimination, intact visual integration, and typical visual processing style when potential confounding factors are controlled for. This may have large repercussions for the interpretation of other findings on visuoperceptual processing in individuals with NF1. © 2017 Wiley Periodicals, Inc.
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Affiliation(s)
- Lien Van Eylen
- Leuven Autism Research (LAuRes), KU Leuven, Leuven, Belgium.,Parenting and Special Education Research Unit, KU Leuven, Leuven, Belgium.,Research Group Psychiatry, UPC-KU Leuven, Leuven, Belgium
| | - Ellen Plasschaert
- Department of Human Genetics, KU Leuven, Leuven, Belgium.,Center for Human Genetics, University Hospital Leuven, Leuven, Belgium
| | - Johan Wagemans
- Leuven Autism Research (LAuRes), KU Leuven, Leuven, Belgium.,Brain and Cognition, KU Leuven, Leuven, Belgium
| | - Bart Boets
- Leuven Autism Research (LAuRes), KU Leuven, Leuven, Belgium.,Research Group Psychiatry, UPC-KU Leuven, Leuven, Belgium
| | - Eric Legius
- Department of Human Genetics, KU Leuven, Leuven, Belgium.,Center for Human Genetics, University Hospital Leuven, Leuven, Belgium
| | - Jean Steyaert
- Leuven Autism Research (LAuRes), KU Leuven, Leuven, Belgium.,Department of Child Psychiatry, UPC-KU Leuven, Leuven, Belgium.,Department of Clinical Genetics, University Hospital Maastricht, Maastricht, the Netherlands
| | - Ilse Noens
- Leuven Autism Research (LAuRes), KU Leuven, Leuven, Belgium.,Parenting and Special Education Research Unit, KU Leuven, Leuven, Belgium
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18
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Feedback Facilitates the Acquisition and Retention of Numerical Fact Series by Elementary School Students with Mathematics Learning Disabilities. PSYCHOLOGICAL RECORD 2017. [DOI: 10.1007/bf03395536] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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19
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The role of short-term memory and visuo-spatial skills in numerical magnitude processing: Evidence from Turner syndrome. PLoS One 2017; 12:e0171454. [PMID: 28222116 PMCID: PMC5319680 DOI: 10.1371/journal.pone.0171454] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2016] [Accepted: 01/20/2017] [Indexed: 01/29/2023] Open
Abstract
Most studies on magnitude representation have focused on the visual modality with no possibility of disentangling the influence of visuo-spatial skills and short-term memory (STM) abilities on quantification processes. This study examines this issue in patients with Turner syndrome (TS), a genetic condition characterized by a specific cognitive profile frequently associating poor mathematical achievement, low spatial skills and reduced STM abilities. In order to identify the influence of visuo-spatial and STM processing on numerical magnitude abilities, twenty female participants with TS and twenty control female participants matched for verbal IQ and education level were administered a series of magnitude comparison tasks. The tasks differed on the nature of the magnitude to be processed (continuous, discrete and symbolic magnitude), on visuo-spatial processing requirement (no/high) and on STM demands (low in simultaneous presentation vs. high in sequential presentation). Our results showed a lower acuity when participants with TS compared the numerical magnitudes of stimuli presented sequentially (low visuo-spatial processing and high STM load: Dot sequence and Sound sequence) while no difference was observed in the numerical comparison of sets presented simultaneously. In addition, the group difference in sequential tasks disappeared when controlling for STM abilities. Finally, both groups demonstrated similar performance when comparing continuous or symbolic magnitude stimuli and they exhibited comparable subitizing abilities. These results highlight the importance of STM abilities in extracting numerosity through a sequential presentation and underline the importance of considering the impact of format presentation on magnitude judgments.
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Raghubar KP, Barnes MA. Early numeracy skills in preschool-aged children: a review of neurocognitive findings and implications for assessment and intervention. Clin Neuropsychol 2016; 31:329-351. [PMID: 27875931 DOI: 10.1080/13854046.2016.1259387] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/12/2023]
Abstract
OBJECTIVES The goals are to (1) provide a review of the typical and atypical development of early numeracy; (2) present what is known about the neurocognitive underpinnings of early numeracy; and (3) discuss the implications for early assessment and intervention. METHOD Studies on the development of typical and atypical early numeracy are reviewed with a particular focus on longitudinal findings including those from our work on spina bifida myelomeningocele. Implications of this research for assessment are presented. The paper ends with a discussion of early math interventions. RESULTS Learning to count, identify numbers, and compare and manipulate quantities are key early numeracy skills. These are powerful predictors of school-age mathematical learning and performance. General neurocognitive abilities such as working memory and language, are also important for the development of early numeracy. It is recommended that early assessment for risk of mathematical learning difficulties include tests of both early number knowledge and key neurocognitive abilities. Math-specific interventions are most effective for improving early numeracy. There is currently little evidence that training of general cognitive functions transfers to mathematical learning. CONCLUSION Understanding the development of early numeracy skills and their neurocognitive predictors offer important insights into early assessment and intervention for children at risk for or with mathematical learning difficulties.
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Affiliation(s)
- Kimberly P Raghubar
- a Department of Pediatrics, Baylor College of Medicine and Psychology Service , Texas Children's Hospital , Houston , TX , USA
| | - Marcia A Barnes
- b Department of Special Education, and the Meadows Center for Preventing Educational Risk , The University of Texas at Austin , Austin , TX , USA
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21
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Hessl D, Sansone SM, Berry-Kravis E, Riley K, Widaman KF, Abbeduto L, Schneider A, Coleman J, Oaklander D, Rhodes KC, Gershon RC. The NIH Toolbox Cognitive Battery for intellectual disabilities: three preliminary studies and future directions. J Neurodev Disord 2016; 8:35. [PMID: 27602170 PMCID: PMC5012003 DOI: 10.1186/s11689-016-9167-4] [Citation(s) in RCA: 81] [Impact Index Per Article: 10.1] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/14/2016] [Accepted: 08/11/2016] [Indexed: 11/17/2022] Open
Abstract
BACKGROUND Recent advances in understanding molecular and synaptic mechanisms of intellectual disabilities (ID) in fragile X syndrome (FXS) and Down syndrome (DS) through animal models have led to targeted controlled trials with pharmacological agents designed to normalize these underlying mechanisms and improve clinical outcomes. However, several human clinical trials have failed to demonstrate efficacy of these targeted treatments to improve surrogate behavioral endpoints. Because the ultimate index of disease modification in these disorders is amelioration of ID, the validation of cognitive measures for tracking treatment response is essential. Here, we present preliminary research to validate the National Institutes of Health Toolbox Cognitive Battery (NIH-TCB) for ID. METHODS We completed three pilot studies of patients with FXS (total n = 63; mean age 19.3 ± 8.3 years, mean mental age 5.3 ± 1.6 years), DS (n = 47; mean age 16.1 ± 6.2, mean mental age 5.4 ± 2.0), and idiopathic ID (IID; n = 16; mean age 16.1 ± 5.0, mean mental age 6.6 ± 2.3) measuring processing speed, executive function, episodic memory, word/letter reading, receptive vocabulary, and working memory using the web-based NIH-TB-CB, addressing feasibility, test-retest reliability, construct validity, ecological validity, and syndrome differences and profiles. RESULTS Feasibility was good to excellent (≥80 % of participants with valid scores) for above mental age 4 years for all tests except list sorting (working memory). Test-retest stability was good to excellent, and convergent validity was similar to or better than results obtained from typically developing children in the normal sample for executive function and language measures. Examination of ecological validity revealed moderate to very strong correlations between the NIH-TCB composite and adaptive behavior and full-scale IQ measures. Syndrome/group comparisons demonstrated significant deficits for the FXS and DS groups relative to IID on attention and inhibitory control, a significant reading weakness for FXS, and a receptive vocabulary weakness for DS. CONCLUSIONS The NIH-TCB has potential for assessing important dimensions of cognition in persons with ID, and several tests may be useful for tracking response to intervention. However, more extensive psychometric studies, evaluation of the NIH-TCB's sensitivity to change, both developmentally and in the context of treatment, and perhaps establishing links to brain function in these populations, are required to determine the true utility of the battery as a set of outcome measures.
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Affiliation(s)
- David Hessl
- Translational Psychophysiology and Assessment Laboratory (T-PAL), MIND Institute, UC Davis Medical Center, Sacramento, CA USA
- Department of Psychiatry and Behavioral Sciences, University of California Davis Medical Center, Sacramento, CA USA
| | - Stephanie M. Sansone
- Translational Psychophysiology and Assessment Laboratory (T-PAL), MIND Institute, UC Davis Medical Center, Sacramento, CA USA
- Department of Psychiatry and Behavioral Sciences, University of California Davis Medical Center, Sacramento, CA USA
| | - Elizabeth Berry-Kravis
- Department of Pediatrics, Rush University Medical Center, Chicago, IL USA
- Department of Neurological Sciences, Rush University Medical Center, Chicago, IL USA
- Department of Biochemistry, Rush University Medical Center, Chicago, IL USA
| | - Karen Riley
- Morgridge College of Education, The University of Denver, Denver, CO USA
| | - Keith F. Widaman
- Graduate School of Education, University of California Riverside, Riverside, CA USA
| | - Leonard Abbeduto
- Translational Psychophysiology and Assessment Laboratory (T-PAL), MIND Institute, UC Davis Medical Center, Sacramento, CA USA
- Department of Psychiatry and Behavioral Sciences, University of California Davis Medical Center, Sacramento, CA USA
| | - Andrea Schneider
- Translational Psychophysiology and Assessment Laboratory (T-PAL), MIND Institute, UC Davis Medical Center, Sacramento, CA USA
- Department of Pediatrics, University of California Davis Medical Center, Sacramento, CA USA
| | - Jeanine Coleman
- Morgridge College of Education, The University of Denver, Denver, CO USA
| | - Dena Oaklander
- School of Medicine, Rush University Medical Center, Chicago, IL USA
| | - Kelly C. Rhodes
- School of Medicine, Rush University Medical Center, Chicago, IL USA
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22
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Hale JB, Fiorello CA, Bertin M, Sherman R. Predicting Math Achievement Through Neuropsychological Interpretation of WISC-III Variance Components. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 2016. [DOI: 10.1177/073428290302100404] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Although prevalence estimates suggest that mathematics learning disorders (MLD) are as common as reading disorders, there has been comparatively little research conducted that examines the psychological processes involved in math competency for typical children, and the characteristics, etiology, and treatment of children with MLD. Previous research in disabled populations has implicated dysfunctional right hemisphere cognitive processes as a cause of MLD and suggested that impaired visual-spatial skills lead to specific MLD error patterns. In this study of 587 unidentified children with variable intellectual test profiles, the cognitive predictors necessary for math competency were interpreted from a neuropsychological orientation. Results revealed that complex interactions between WISC-III Verbal and Performance subtests were predictive of Albert Einstein College of Medicine math word problems and computation skills, suggesting that semantic/mathematics knowledge, working memory, executive function, novel problem solving, and visual-perceptual-motor processes are necessary for mathematics performance. Contrary to the right hemisphere hypothesis of math competency, results suggest that left hemisphere crystallized abilities and frontal executive functions are most predictive of mathematics achievement for children with variable test profiles. Consistent with theoretical and empirical advances regarding lateralization of function, the numerous predictor commonalities found support a reconceptualization of the left-verbal/right-nonverbal dichotomy of the cognitive processes underlying mathematics competency.
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Affiliation(s)
- James B. Hale
- Children's Evaluation and Rehabilitation Center, Albert Einstein College of Medicine
| | | | - Mark Bertin
- Children's Evaluation and Rehabilitation Center
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23
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Zougkou K, Temple CM. The processing of number scales beyond whole numbers in development: Dissociations in arithmetic in Turner's syndrome. Cogn Neuropsychol 2016; 33:277-98. [PMID: 27315526 DOI: 10.1080/02643294.2016.1179178] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/15/2023]
Abstract
The arithmetical skills in two children with Turner's syndrome (TS), each the focus of a case study, were analysed in whole numbers and other number scales that have not been systematically explored previously, fractions, decimals, percentages, and negative numbers. The intention was to identify the fractionation of arithmetical skills. The two girls with TS showed dissociations of arithmetical skill in the calculation system of whole numbers that support its modular organization. Fractionation of skills was observed in some components of the other number scales, suggesting an analogous organization within these scales. The operational specificity of impairment within number scales but not others argued against a unitary arithmetical system but rather for autonomous operational scales within distinct number scales. A general model of arithmetic is proposed.
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Affiliation(s)
- Konstantina Zougkou
- a Department of Psychology , University of Essex , Wivenhoe Park, Colchester , UK
| | - Christine M Temple
- a Department of Psychology , University of Essex , Wivenhoe Park, Colchester , UK
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Morgan PL, Li H, Farkas G, Cook M, Pun WH, Hillemeier MM. Executive Functioning Deficits Increase Kindergarten Children's Risk for Reading and Mathematics Difficulties in First Grade. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2016; 50:23-32. [PMID: 28943708 DOI: 10.1016/j.cedpsych.2016.01.004] [Citation(s) in RCA: 26] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/19/2022]
Abstract
Whether executive functioning deficits result in children experiencing learning difficulties is presently unclear. Yet evidence for these hypothesized causal relations has many implications for early intervention design and delivery. We used a multi-year panel design, multiple criterion and predictor variable measures, extensive statistical control for potential confounds including autoregressive prior histories of both reading and mathematics difficulties, and additional epidemiological methods to preliminarily examine these hypothesized relations. Results from multivariate logistic regression analyses of a nationally representative and longitudinal sample of 18,080 children (i.e., the Early Childhood Longitudinal Study-Kindergarten Cohort of 2011, or ECLS-K: 2011) indicated that working memory and, separately, cognitive flexibility deficits uniquely increased kindergarten children's risk of experiencing reading as well as mathematics difficulties in first grade. The risks associated with working memory deficits were particularly strong. Experimentally-evaluated, multi-component interventions designed to help young children with reading or mathematics difficulties may also need to remediate early deficits in executive function, particularly in working memory.
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Affiliation(s)
| | - Hui Li
- The Pennsylvania State University
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25
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Baker JM, Reiss AL. A meta-analysis of math performance in Turner syndrome. Dev Med Child Neurol 2016; 58:123-30. [PMID: 26566693 PMCID: PMC4724271 DOI: 10.1111/dmcn.12961] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 09/25/2015] [Indexed: 11/29/2022]
Abstract
AIM Studies investigating the relationship between Turner syndrome and math learning disability have used a wide variation of tasks designed to test various aspects of mathematical competencies. Although these studies have revealed much about the math deficits common to Turner syndrome, their diversity makes comparisons between individual studies difficult. As a result, the consistency of outcomes among these diverse measures remains unknown. The overarching aim of this review is to provide a systematic meta-analysis of the differences in math and number performance between females with Turner syndrome and age-matched neurotypical peers. METHOD We provide a meta-analysis of behavioral performance in Turner syndrome relative to age-matched neurotypical populations on assessments of math and number aptitude. In total, 112 comparisons collected across 17 studies were included. RESULTS Although 54% of all statistical comparisons in our analyses failed to reject the null hypothesis, our results indicate that meaningful group differences exist on all comparisons except those that do not require explicit calculation. INTERPRETATION Taken together, these results help elucidate our current understanding of math and number weaknesses in Turner syndrome, while highlighting specific topics that require further investigation.
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Affiliation(s)
- Joseph M Baker
- Division of Brain Sciences, Center for Interdisciplinary Brain Sciences Research, Department of Psychiatry and Behavioral Sciences, Stanford University School of Medicine, Stanford, CA
| | - Allan L Reiss
- Division of Brain Sciences, Center for Interdisciplinary Brain Sciences Research, Department of Psychiatry and Behavioral Sciences, Stanford University School of Medicine, Stanford, CA,Department of Radiology, Stanford University School of Medicine, Stanford, CA, USA
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26
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Hall SS, Dougherty RF, Reiss AL. Profiles of aberrant white matter microstructure in fragile X syndrome. Neuroimage Clin 2016; 11:133-138. [PMID: 26937381 PMCID: PMC4753809 DOI: 10.1016/j.nicl.2016.01.013] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/24/2015] [Revised: 01/09/2016] [Accepted: 01/12/2016] [Indexed: 01/28/2023]
Abstract
Previous studies attempting to quantify white matter (WM) microstructure in individuals with fragile X syndrome (FXS) have produced inconsistent findings, most likely due to the various control groups employed, differing analysis methods, and failure to examine for potential motion artifact. In addition, analyses have heretofore lacked sufficient specificity to provide regional information. In this study, we used Automated Fiber-tract Quantification (AFQ) to identify specific regions of aberrant WM microstructure along WM tracts in patients with FXS that differed from controls who were matched on age, IQ and degree of autistic symptoms. Participants were 20 patients with FXS, aged 10 to 23 years, and 20 matched controls. Using Automated Fiber-tract Quantification (AFQ), we created Tract Profiles of fractional anisotropy and mean diffusivity along 18 major WM fascicles. We found that fractional anisotropy was significantly increased in the left and right inferior longitudinal fasciculus (ILF), right uncinate fasciculus, and left cingulum hippocampus in individuals with FXS compared to controls. Conversely, mean diffusivity was significantly decreased in the right ILF in patients with FXS compared to controls. Age was significantly negatively associated with MD values across both groups in 11 tracts. Taken together, these findings indicate that FXS results in abnormal WM microstructure in specific regions of the ILF and uncinate fasciculus, most likely caused by inefficient synaptic pruning as a result of decreased or absent Fragile X Mental Retardation Protein (FMRP). Longitudinal studies are needed to confirm these findings.
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Affiliation(s)
- Scott S Hall
- Center for Interdisciplinary Brain Sciences Research, Department of Psychiatry and Behavioral Sciences, Stanford University School of Medicine, Stanford, CA, United States.
| | - Robert F Dougherty
- Center for Neurobiological Imaging (CNI), Stanford University, Stanford, CA, United States
| | - Allan L Reiss
- Center for Interdisciplinary Brain Sciences Research, Department of Psychiatry and Behavioral Sciences, Stanford University School of Medicine, Stanford, CA, United States
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The cognitive developmental profile associated with fragile X syndrome: A longitudinal investigation of cognitive strengths and weaknesses through childhood and adolescence. Dev Psychopathol 2015; 28:1457-1469. [PMID: 26648140 DOI: 10.1017/s0954579415001200] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Abstract
Few studies have investigated developmental strengths and weaknesses within the cognitive profile of children and adolescents with fragile X syndrome (FXS), a single-gene cause of inherited intellectual impairment. With a prospective longitudinal design and using normalized raw scores (Z scores) to circumvent floor effects, we measured cognitive functioning of 184 children and adolescents with FXS (ages 6 to 16) using the Wechsler Scale of Intelligence for Children on one to three occasions for each participant. Participants with FXS received lower raw scores relative to the Wechsler Scale of Intelligence for Children normative sample across the developmental period. Verbal comprehension, perceptual organization, and processing speed Z scores were marked by a widening gap from the normative sample, while freedom from distractibility Z scores showed a narrowing gap. Key findings include a relative strength for verbal skills in comparison with visuospatial-constructive skills arising in adolescence and a discrepancy between working memory (weakness) and processing speed (strength) in childhood that diminishes in adolescence. Results suggest that the cognitive profile associated with FXS develops dynamically from childhood to adolescence. Findings are discussed within the context of aberrant brain morphology in childhood and maturation in adolescence. We argue that assessing disorder-specific cognitive developmental profiles will benefit future disorder-specific treatment research.
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GRAU RUBIO C, FERNÁNDEZ HAWRYLAK M, CUESTA GÓMEZ JL. El síndrome del cromosoma x frágil: fenotipo conductual y dificultades de aprendizaje. SIGLO CERO. REVISTA ESPAÑOLA SOBRE DISCAPACIDAD INTELECTUAL 2015. [DOI: 10.14201/scero20154642544] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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Hall SS, Frank MC, Pusiol GT, Farzin F, Lightbody AA, Reiss AL. Quantifying naturalistic social gaze in fragile X syndrome using a novel eye tracking paradigm. Am J Med Genet B Neuropsychiatr Genet 2015; 168:564-72. [PMID: 26079280 PMCID: PMC5759950 DOI: 10.1002/ajmg.b.32331] [Citation(s) in RCA: 26] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/07/2014] [Accepted: 05/22/2015] [Indexed: 02/02/2023]
Abstract
A hallmark behavioral feature of fragile X syndrome (FXS) is the propensity for individuals with the syndrome to exhibit significant impairments in social gaze during interactions with others. However, previous studies employing eye tracking methodology to investigate this phenomenon have been limited to presenting static photographs or videos of social interactions rather than employing a real-life social partner. To improve upon previous studies, we used a customized eye tracking configuration to quantify the social gaze of 51 individuals with FXS and 19 controls, aged 14-28 years, while they engaged in a naturalistic face-to-face social interaction with a female experimenter. Importantly, our control group was matched to the FXS group on age, developmental functioning, and degree of autistic symptomatology. Results showed that participants with FXS spent significantly less time looking at the face and had shorter episodes (and longer inter-episodes) of social gaze than controls. Regression analyses indicated that communication ability predicted higher levels of social gaze in individuals with FXS, but not in controls. Conversely, degree of autistic symptoms predicted lower levels of social gaze in controls, but not in individuals with FXS. Taken together, these data indicate that naturalistic social gaze in FXS can be measured objectively using existing eye tracking technology during face-to-face social interactions. Given that impairments in social gaze were specific to FXS, this paradigm could be employed as an objective and ecologically valid outcome measure in ongoing Phase II/Phase III clinical trials of FXS-specific interventions.
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Affiliation(s)
- Scott S. Hall
- Center for Interdisciplinary Brain Sciences Research, Department of Psychiatry and Behavioral Sciences, Stanford, California
| | - Michael C. Frank
- Department of Psychology, Stanford University, Stanford, California
| | - Guido T. Pusiol
- Department of Psychology, Stanford University, Stanford, California
| | - Faraz Farzin
- Department of Psychology, Stanford University, Stanford, California
| | - Amy A. Lightbody
- Center for Interdisciplinary Brain Sciences Research, Department of Psychiatry and Behavioral Sciences, Stanford, California
| | - Allan L. Reiss
- Center for Interdisciplinary Brain Sciences Research, Department of Psychiatry and Behavioral Sciences, Stanford, California
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Pieters S, Roeyers H, Rosseel Y, Van Waelvelde H, Desoete A. Identifying subtypes among children with developmental coordination disorder and mathematical learning disabilities, using model-based clustering. JOURNAL OF LEARNING DISABILITIES 2015; 48:83-95. [PMID: 23757349 DOI: 10.1177/0022219413491288] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Abstract
A relationship between motor and mathematical skills has been shown by previous research. However, the question of whether subtypes can be differentiated within developmental coordination disorder (DCD) and/or mathematical learning disability (MLD) remains unresolved. In a sample of children with and without DCD and/or MLD, a data-driven model-based clustering was used to identify subgroups of individuals with relatively homogeneous profiles on measures associated with motor and mathematical skills. One subgroup of children with motor problems was found based on motor variables. Based on mathematical variables, two clinical clusters were found: a subtype with number fact retrieval problems and a subtype with procedural calculation problems. Clustering with motor and mathematical skills revealed two clinical clusters: a cluster with number fact retrieval as well as procedural calculation problems and below average motor and visual-motor integration skills. A second cluster of children had only procedural calculation and visual-motor problems. Our results raise questions about the usefulness of placing children who have below average mathematical skills into a single diagnostic category. Furthermore, we inform ongoing debates about the overlap between DCD and MLD, as below average motor skills were found in both MLD subgroups, although a different motor profile is linked to a different mathematical profile.
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Hall SS, Hustyi KM, Hammond JL, Hirt M, Reiss AL. Using discrete trial training to identify specific learning impairments in boys with fragile X syndrome. J Autism Dev Disord 2014; 44:1659-70. [PMID: 24452992 DOI: 10.1007/s10803-014-2037-6] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
We examined whether discrete trial training (DTT) could be used to identify learning impairments in mathematical reasoning in boys with fragile X syndrome (FXS). Boys with FXS, aged 10-23 years, and age and IQ-matched controls, were trained to match fractions to pie-charts and pie-charts to decimals either on a computer or with a trained behavior analyst using DTT. Participants with FXS obtained significantly lower learning rates on the fractions to pie-charts task, and were more likely to perseverate on previously reinforced responses during learning compared to controls. These data suggest that DTT can be used to identify specific learning impairments in boys with FXS, as well as other low-functioning individuals with developmental disabilities.
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Affiliation(s)
- Scott S Hall
- Department of Psychiatry and Behavioral Sciences, Center for Interdisciplinary Brain Sciences Research, Stanford University School of Medicine, 401 Quarry Road, Stanford, CA, 94305, USA,
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Hurks PPM, van Loosbroek E. Time estimation deficits in childhood mathematics difficulties. JOURNAL OF LEARNING DISABILITIES 2014; 47:450-461. [PMID: 23263415 DOI: 10.1177/0022219412468161] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
Time perception has not been comprehensively examined in mathematics difficulties (MD). Therefore, verbal time estimation, production, and reproduction were tested in 13 individuals with MD and 16 healthy controls, matched for age, sex, and intellectual skills. Individuals with MD performed comparably to controls in time reproduction, but showed a tendency to be less accurate on tasks of verbal time estimation and time production. More specifically, these individuals overestimated the duration of a time interval in the verbal time estimation task and showed underproduction when required to produce a time sample. All previous significant comparisons remained significant after controlling for the effects of interval duration, working memory, attention allocation, and quantity estimation. These findings lead us to suggest that time estimation, and more specifically the "internal clock," is abnormally fast in individuals with MD. Results are discussed in terms of Meck and Church's model of temporal processing and Dehaene's triple code model for number processing.
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Orraca-Castillo M, Estévez-Pérez N, Reigosa-Crespo V. Neurocognitive profiles of learning disabled children with neurofibromatosis type 1. Front Hum Neurosci 2014; 8:386. [PMID: 24936179 PMCID: PMC4048011 DOI: 10.3389/fnhum.2014.00386] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/10/2013] [Accepted: 05/15/2014] [Indexed: 12/01/2022] Open
Abstract
Neurofibromatosis 1 (NF1) is a genetic condition generally associated with intellectual deficiency and learning disabilities. Although there have been groundbreaking advances in the understanding of the molecular, cellular, and neural systems underlying learning deficits associated to NF1 in animal models, much remains to be learned about the spectrum of neurocognitive phenotype associated with the NF1 clinical syndrome. In the present study, 32 children with NF1 ranging from 7 to 14 years were evaluated with neurocognitive tests dedicated to assess basic capacities which are involved in reading and mathematical achievement. Deficits in lexical and phonological strategies and poor number facts retrieval were found underlying reading and arithmetic disorders, respectively. Additionally, efficiencies in lexical/phonological strategies and mental arithmetic were significant predictors of individual differences in reading attainment and math. However, deficits in core numeric capacities were not found in the sample, suggesting that it is not responsible for calculation dysfluency. The estimated prevalence of Developmental Dyscalculia was 18.8%, and the male:female ratio was 5:1. On the other hand, the prevalence of Developmental Dyslexia was almost 3 times as high (50%), and no gender differences were found (male: female ratio = 1:1). This study offers new evidence to the neurocognitive phenotype of NF1 contributing to an in depth understanding of this condition, but also to possible treatments for the cognitive deficits associated with NF1.
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Affiliation(s)
| | - Nancy Estévez-Pérez
- Department of Developmental Cognitive Neuroscience, Cuban Centre for Neuroscience Havana, Cuba
| | - Vivian Reigosa-Crespo
- Department of Developmental Cognitive Neuroscience, Cuban Centre for Neuroscience Havana, Cuba
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Quintero AI, Beaton EA, Harvey DJ, Ross JL, Simon TJ. Common and specific impairments in attention functioning in girls with chromosome 22q11.2 deletion, fragile X or Turner syndromes. J Neurodev Disord 2014; 6:5. [PMID: 24628892 PMCID: PMC3995552 DOI: 10.1186/1866-1955-6-5] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/28/2013] [Accepted: 02/26/2014] [Indexed: 12/20/2022] Open
Abstract
Background Chromosome 22q11.2 deletion syndrome (22q11.2DS), fragile X syndrome (FXS), and Turner syndrome (TS) are complex and variable developmental syndromes caused by different genetic abnormalities; yet, they share similar cognitive impairments in the domains of numbers, space, and time. The atypical development of foundational neural networks that underpin the attentional system is thought to result in further impairments in higher-order cognitive functions. The current study investigates whether children with similar higher-order cognitive impairments but different genetic disorders also show similar impairments in alerting, orienting, and executive control of attention. Methods Girls with 22q11.2DS, FXS, or TS and typically developing (TD) girls, aged 7 to 15 years, completed an attention network test, a flanker task with alerting and orienting cues. Exploration of reaction times and accuracy allowed us to test for potential commonalities in attentional functioning in alerting, orienting, and executive control. Linear regression models were used to test whether the predictors of group and chronological age were able to predict differences in attention indices. Results Girls with 22q11.2DS, FXS, or TS demonstrated unimpaired function of the alerting system and impaired function of the executive control system. Diagnosis-specific impairments were found such that girls with FXS made more errors and had a reduced orienting index, while girls with 22q11.2DS showed specific age-related deficits in the executive control system. Conclusions These results suggest that the control but not the implementation of attention is selectively impaired in girls with 22q11.2DS, TS or FXS. Additionally, the age effect on executive control in girls with 22q11.2DS implies a possible altered developmental trajectory.
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Affiliation(s)
- Andrea I Quintero
- MIND Institute and Department of Psychiatry and Behavioral Sciences, University of California, Davis, 2825 50th Street, Sacramento, CA 95817, USA.
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Bartelet D, Ansari D, Vaessen A, Blomert L. Cognitive subtypes of mathematics learning difficulties in primary education. RESEARCH IN DEVELOPMENTAL DISABILITIES 2014; 35:657-670. [PMID: 24461344 DOI: 10.1016/j.ridd.2013.12.010] [Citation(s) in RCA: 27] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/08/2013] [Revised: 12/19/2013] [Accepted: 12/26/2013] [Indexed: 06/03/2023]
Abstract
It has been asserted that children with mathematics learning difficulties (MLD) constitute a heterogeneous group. To date, most researchers have investigated differences between predefined MLD subtypes. Specifically MLD children are frequently categorized a priori into groups based on the presence or absence of an additional disorder, such as a reading disorder, to examine cognitive differences between MLD subtypes. In the current study 226 third to six grade children (M age=131 months) with MLD completed a selection of number specific and general cognitive measures. The data driven approach was used to identify the extent to which performance of the MLD children on these measures could be clustered into distinct groups. In particular, after conducting a factor analysis, a 200 times repeated K-means clustering approach was used to classify the children's performance. Results revealed six distinguishable clusters of MLD children, specifically (a) a weak mental number line group, (b) weak ANS group, (c) spatial difficulties group, (d) access deficit group, (e) no numerical cognitive deficit group and (f) a garden-variety group. These findings imply that different cognitive subtypes of MLD exist and that these can be derived from data-driven approaches to classification. These findings strengthen the notion that MLD is a heterogeneous disorder, which has implications for the way in which intervention may be tailored for individuals within the different subtypes.
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Affiliation(s)
- Dimona Bartelet
- Top Institute for Evidence Based Education Research, Maastricht University, P.O. Box 616, 6200 MD Maastricht, The Netherlands.
| | - Daniel Ansari
- Numerical Cognition Laboratory, Department of Psychology, University of Western Ontario, Westminster Hall, London, ON, Canada N6A 3K7.
| | - Anniek Vaessen
- Department of Cognitive Neuroscience, Faculty of Psychology and Neuroscience, Maastricht University, and Maastricht Brain Imaging Centre (M-BIC), 6200 MD Maastricht, The Netherlands
| | - Leo Blomert
- Department of Cognitive Neuroscience, Faculty of Psychology and Neuroscience, Maastricht University, and Maastricht Brain Imaging Centre (M-BIC), 6200 MD Maastricht, The Netherlands
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Libertus ME, Feigenson L, Halberda J, Landau B. Understanding the mapping between numerical approximation and number words: evidence from Williams syndrome and typical development. Dev Sci 2014; 17:905-19. [PMID: 24581047 DOI: 10.1111/desc.12154] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/09/2013] [Accepted: 10/14/2013] [Indexed: 01/29/2023]
Abstract
All numerate humans have access to two systems of number representation: an exact system that is argued to be based on language and that supports formal mathematics, and an Approximate Number System (ANS) that is present at birth and appears independent of language. Here we examine the interaction between these two systems by comparing the profiles of people with Williams syndrome (WS) with those of typically developing children between ages 4 and 9 years. WS is a rare genetic deficit marked by fluent and well-structured language together with severe spatial deficits, deficits in formal math, and abnormalities of the parietal cortex, which is thought to subserve the ANS. One of our tasks, requiring approximate number comparison but no number words, revealed that the ANS precision of adolescents with WS was in the range of typically developing 2- to 4-year-olds. Their precision improved with age but never reached the level of typically developing 6- or 9-year-olds. The second task, requiring verbal number estimation using number words, revealed that the estimates produced by adolescents with WS were comparable to those of typically developing 6- and 9-year-olds, i.e. were more advanced than their ANS precision. These results suggest that ANS precision is somewhat separable from the mapping between approximate numerosities and number words, as the former can be severely damaged in a genetic disorder without commensurate impairment in the latter.
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Affiliation(s)
- Melissa E Libertus
- Department of Psychological and Brain Sciences, Johns Hopkins University, USA; Department of Psychology, Learning Research and Development Center, University of Pittsburgh, USA
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Shaw TA, Porter MA. Emotion recognition and visual-scan paths in Fragile X syndrome. J Autism Dev Disord 2013; 43:1119-39. [PMID: 23015109 DOI: 10.1007/s10803-012-1654-1] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Abstract
This study investigated emotion recognition abilities and visual scanning of emotional faces in 16 Fragile X syndrome (FXS) individuals compared to 16 chronological-age and 16 mental-age matched controls. The relationships between emotion recognition, visual scan-paths and symptoms of social anxiety, schizotypy and autism were also explored. Results indicated that, compared to both control groups, the FXS group displayed specific emotion recognition deficits for angry and neutral (but not happy or fearful) facial expressions. Despite these evident emotion recognition deficits, the visual scanning of emotional faces was found to be at developmentally appropriate levels in the FXS group. Significant relationships were also observed between visual scan-paths, emotion recognition performance and symptomology in the FXS group.
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Affiliation(s)
- Tracey A Shaw
- Department of Cognitive Science, and the ARC Centre for Cognition and Its Disorders, Macquarie University, Sydney, NSW 2109, Australia.
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Semenza C, Bonollo S, Polli R, Busana C, Pignatti R, Iuculano T, Maria Laverda A, Priftis K, Murgia A. Genetics and mathematics: FMR1 premutation female carriers. Neuropsychologia 2012; 50:3757-63. [DOI: 10.1016/j.neuropsychologia.2012.10.021] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/19/2012] [Revised: 10/10/2012] [Accepted: 10/24/2012] [Indexed: 01/06/2023]
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Sterling A, Abbeduto L. Language development in school-age girls with fragile X syndrome. JOURNAL OF INTELLECTUAL DISABILITY RESEARCH : JIDR 2012; 56:974-83. [PMID: 22676254 PMCID: PMC3627376 DOI: 10.1111/j.1365-2788.2012.01578.x] [Citation(s) in RCA: 23] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
BACKGROUND Girls with fragile X syndrome (FXS) have a wide range of cognitive and language abilities. The range of language outcomes experienced by girls with FXS, however, has been relatively unexplored. The purpose of this exploratory study was to examine receptive and expressive language, with a focus on vocabulary and syntax, in a group of school-age girls with FXS. METHOD Twenty-one girls with FXS aged 7-15 years participated in the study. The girls completed a receptive vocabulary test, non-verbal IQ test and an expressive language sample. RESULTS The mean IQ for this group of girls was at the cut-off for intellectual disability. Vocabulary was an area of strength relative to non-verbal cognition. Age and non-verbal IQ were significant predictors of vocabulary performance. CONCLUSIONS The data suggest that a substantial portion of the sample would qualify for speech and language services. This study highlights the need for continued research in the area of language and cognitive development in girls with the full mutation of fragile X.
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Affiliation(s)
- A Sterling
- Waisman Center, University of Wisconsin-Madison, Madison, WI 53705-2280, USA.
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Temple CM, Shephard EE. Exceptional lexical skills but executive language deficits in school starters and young adults with Turners syndrome: implications for X chromosome effects on brain function. BRAIN AND LANGUAGE 2012; 120:345-359. [PMID: 22240237 DOI: 10.1016/j.bandl.2011.12.001] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/24/2011] [Revised: 11/23/2011] [Accepted: 12/04/2011] [Indexed: 05/31/2023]
Abstract
TS school starters had enhanced receptive and expressive language on standardised assessment (CELF-P) and enhanced rhyme judgements, spoonerisms, and lexical decision, indicating enhanced phonological skills and word representations. There was marginal but consistent advantage across lexico-semantic tasks. On executive tasks, speeded naming of numbers was impaired but not pictures. Young TS adults had enhanced naming and receptive vocabulary, indicating enhanced semantic skills. There were consistent deficits in executive language: phonemic oral fluency, rhyme fluency, speeded naming of pictures, numbers and colours; sentence completion requiring supression of prepotent responses. Haploinsufficiency of X-chromosome drives mechanisms that affect the anatomical and neurochemical development of the brain, resulting in enhanced temporal lobe aspects of language. These strengths co-exist with impaired development of frontal lobe executive language systems. This means not only that these elements of language can decouple in development but that their very independence is driven by mechanisms linked to the X-chromosome.
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Affiliation(s)
- Christine M Temple
- Developmental Neuropsychology Unit, Department of Psychology, University of Essex, Wivenhoe Park, Colchester CO7 9JU, UK.
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Hunsaker MR. Comprehensive neurocognitive endophenotyping strategies for mouse models of genetic disorders. Prog Neurobiol 2012; 96:220-41. [PMID: 22266125 PMCID: PMC3289520 DOI: 10.1016/j.pneurobio.2011.12.001] [Citation(s) in RCA: 23] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/03/2011] [Revised: 12/06/2011] [Accepted: 12/20/2011] [Indexed: 01/21/2023]
Abstract
There is a need for refinement of the current behavioral phenotyping methods for mouse models of genetic disorders. The current approach is to perform a behavioral screen using standardized tasks to define a broad phenotype of the model. This phenotype is then compared to what is known concerning the disorder being modeled. The weakness inherent in this approach is twofold: First, the tasks that make up these standard behavioral screens do not model specific behaviors associated with a given genetic mutation but rather phenotypes affected in various genetic disorders; secondly, these behavioral tasks are insufficiently sensitive to identify subtle phenotypes. An alternate phenotyping strategy is to determine the core behavioral phenotypes of the genetic disorder being studied and develop behavioral tasks to evaluate specific hypotheses concerning the behavioral consequences of the genetic mutation. This approach emphasizes direct comparisons between the mouse and human that facilitate the development of neurobehavioral biomarkers or quantitative outcome measures for studies of genetic disorders across species.
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Affiliation(s)
- Michael R Hunsaker
- Department of Neurological Surgery, University of California, Davis, Davis, CA 95616, USA.
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Hammond JL, Hirt M, Hall SS. Effects of computerized match-to-sample training on emergent fraction-decimal relations in individuals with fragile X syndrome. RESEARCH IN DEVELOPMENTAL DISABILITIES 2012; 33:1-11. [PMID: 22093642 PMCID: PMC3352237 DOI: 10.1016/j.ridd.2011.08.021] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/19/2011] [Revised: 08/23/2011] [Accepted: 08/24/2011] [Indexed: 05/31/2023]
Abstract
Individuals diagnosed with fragile X syndrome (FXS), the most common known form of inherited intellectual disability, are reported to exhibit considerable deficits in mathematical skills that are often attributed to brain-based abnormalities associated with the syndrome. We examined whether participants with FXS would display emergent fraction-decimal relations following brief, intensive match-to-sample training on baseline relations. The performance profiles on tests of symmetry and transitivity/equivalence of 11 participants with FXS, aged 10-23 years, following baseline match-to-sample training were compared to those of 11 age- and IQ-matched controls with idiopathic developmental disability. The results showed that both groups of participants showed significant improvements in the baseline (trained) relations, as expected. However, participants with FXS failed to show significant improvements in the (untrained) symmetry and transitivity/equivalence relations compared to those in the control group. A categorical analysis of the data indicated that five participants with FXS and eight controls showed at least "intermediate" emergence of symmetry relations, whereas one individual with FXS and three controls showed at least intermediate emergence of transitivity/equivalence relations. A correlation analysis of the data indicated that improvements in the symmetry relations were significantly associated with improvements in the transitivity/equivalence relations in the control group (r=.69, p=.018), but this was not the case in the FXS group (r=.34, p>.05). Participant IQ was significantly associated with improvements in the symmetry relations in individuals with FXS (r=.60, p=.049), but not in controls (r=.21, p>.05). Taken together, these results suggest that brief, computerized match-to-sample training may produce emergent mathematical relations for a subset of children with FXS and developmental disabilities. However, the ability of individuals with FXS to form transitivity/equivalence relations may be impaired relative to those with idiopathic developmental disabilities, which may be attributed to neurodevelopmental variables associated with the syndrome.
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Affiliation(s)
- Jennifer L. Hammond
- Center for Interdisciplinary Brain Sciences Research, Department of Psychiatry and Behavioral Sciences, Stanford University School of Medicine, 401 Quarry Road, Stanford, CA 94305, United States
| | - Melissa Hirt
- Center for Interdisciplinary Brain Sciences Research, Department of Psychiatry and Behavioral Sciences, Stanford University School of Medicine, 401 Quarry Road, Stanford, CA 94305, United States
| | - Scott S. Hall
- Center for Interdisciplinary Brain Sciences Research, Department of Psychiatry and Behavioral Sciences, Stanford University School of Medicine, 401 Quarry Road, Stanford, CA 94305, United States
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Goodrich-Hunsaker NJ, Wong LM, McLennan Y, Tassone F, Harvey D, Rivera SM, Simon TJ. Adult Female Fragile X Premutation Carriers Exhibit Age- and CGG Repeat Length-Related Impairments on an Attentionally Based Enumeration Task. Front Hum Neurosci 2011; 5:63. [PMID: 21808616 PMCID: PMC3139190 DOI: 10.3389/fnhum.2011.00063] [Citation(s) in RCA: 57] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/25/2011] [Accepted: 06/27/2011] [Indexed: 01/25/2023] Open
Abstract
The high frequency of the fragile X premutation in the general population and its emerging neurocognitive implications highlight the need to investigate the effects of the premutation on lifespan cognitive development. Until recently, cognitive function in fragile X premutation carriers (fXPCs) was presumed to be unaffected by the mutation. Although as a group fXPCs did not differ from healthy controls (HCs), we show that young adult female fXPCs show subtle age- and significant fragile X mental retardation 1 (FMR1) gene mutation-modulated cognitive function as tested by a basic numerical enumeration task. These results indicate that older women with the premutation and fXPCs with greater CGG repeat lengths were at higher risk for difficulties in the deployment of volitional attention required to count 5–8 items, but spared performance when spatial shifts of attention were minimized to subitize a few (1–3). Results from the current study add to a growing body of evidence that suggests the premutation allele is associated with a subtle phenotype and implies that the cognitive demands necessary for counting are less effectively deployed in female fXPCs compared to HCs.
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Affiliation(s)
- Naomi J Goodrich-Hunsaker
- NeuroTherapeutics Research Institute, University of California Davis Medical Center Sacramento, CA, USA
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Abstract
This article presents a critical review of the term and concept of nonverbal learning disability (NLD). After a brief historical introduction, the article focuses on the apparent rarity of NLD; the hypothesis of the frequent co-occurrence of emotional disorder, depression, and suicide in NLD; the white matter hypothesis as an explanation of the origin of NLD; and the question of NLD as part of a variety of other disorders. It is argued that NLD presents a broad hypothesis, but that there is little evidence to support its use in clinical practice.
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Affiliation(s)
- Otfried Spreen
- Department of Psychology, University of Victoria, Victoria , B.C., Canada.
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Hachon C, Iannuzzi S, Chaix Y. Behavioural and cognitive phenotypes in children with neurofibromatosis type 1 (NF1): the link with the neurobiological level. Brain Dev 2011; 33:52-61. [PMID: 20106617 DOI: 10.1016/j.braindev.2009.12.008] [Citation(s) in RCA: 32] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/02/2009] [Accepted: 12/27/2009] [Indexed: 11/19/2022]
Abstract
Neurofibromatosis type 1 (NF1) is one of the most frequent monogenetic disorder encountered in children. Approximately 50% of children with NF1 develop learning disabilities notably for reading. Understanding the reasons of reading impairment in this context may lead to improve therapeutic methods in NF1 and more generally in reading developmental disorders. An interesting challenge is to disentangle the connections between the different levels of description proposed in the etiological approach. This is the aim of this review based on recent advances in analysis of cognitive deficits observed in children with NF1 and on results of recent brain imaging (structural and functional) or animal model studies.
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Affiliation(s)
- Caroline Hachon
- Unité de Neurologie Pediatrique, Hôpital des Enfants, Toulouse, France
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Sappington J, Topolski R. Maths performance as a function of sex, laterality, and age of pubertal onset. Laterality 2010; 10:369-79. [PMID: 16020373 DOI: 10.1080/13576500442000157] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
Sex differences in math/spatial performance demand explanations. Within the biological view, the complexity and number of variables make the explanation difficult at best. Laterality and age of pubertal onset have been investigated prominently in this context but rarely considered as interactions in the same study. Some 468 college subjects with SAT MATH (SAT M) scores were divided into 12 groups defined by sex, laterality, and age (early, middle, and late) of pubertal onset. Significant main effects for sex and age of onset emerged, as did an interaction between lateral preference and pubertal onset. Generally males outperformed females. The combination of maleness, sinistrality, and early maturation was associated with high SAT M scores. Sinistrality and late maturation among females predicted very poor math performance.
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Affiliation(s)
- John Sappington
- Department of Psychology, Augusta State University, GA 30904-2200, USA
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Abstract
OBJECTIVE This article is devoted to the potential early markers for mathematical learning disabilities in kindergarten in order to prevent children from falling further behind and from developing unrecognized mathematical disabilities later on. METHODS Performances in preparatory arithmetic tasks were studied in 361 kindergartners focusing on differences between children at risk for mathematical disabilities and children who were at least moderately achieving in numerical arithmetic tasks. RESULTS Evidence was found for several markers in kindergarten. Children at risk had lower scores on procedural counting knowledge, conceptual counting knowledge, seriation, classification, conservation and magnitude comparison tasks. Based on these kindergarten abilities, 77% of children who were at risk for mathematical disabilities could be detected. CONCLUSION Procedural and conceptual counting knowledge, seriation and classification skills and magnitude comparison abilities could possibly serve as powerful early screeners in the detection of mathematical disabilities.
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Stock P, Desoete A, Roeyers H. Detecting children with arithmetic disabilities from kindergarten: evidence from a 3-year longitudinal study on the role of preparatory arithmetic abilities. JOURNAL OF LEARNING DISABILITIES 2010; 43:250-268. [PMID: 19903867 DOI: 10.1177/0022219409345011] [Citation(s) in RCA: 27] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
In a 3-year longitudinal study, 471 children were classified, based on their performances on arithmetic tests in first and second grade, as having persistent arithmetic disabilities (AD), persistent low achieving (LA), persistent typical achieving, inconsistent arithmetic disabilities (DF1), or inconsistent low achieving in arithmetic. Significant differences in the performances on the magnitude comparison in kindergarten (at age 5-6) were found between the AD and LA and between the AD and DF1 groups. Furthermore, the percentage of true-positive AD children (at age 7-8) correctly diagnosed in kindergarten by combination of procedural counting, conceptual counting, and magnitude comparison tasks was 87.50%. When composing clinical samples, researchers should pay attention when stipulating restrictive or lenient cutoffs for arithmetic disabilities and select children based on their scores in 2 consecutive years, because the results of studies on persistent low achievers or children with inconsistent disabilities cannot be generalized to children with persistent arithmetic disabilities.
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Mazzocco MM, Hanich LB. Math achievement, numerical processing, and executive functions in girls with Turner syndrome: Do girls with Turner syndrome have math learning disability? LEARNING AND INDIVIDUAL DIFFERENCES 2010. [DOI: 10.1016/j.lindif.2009.10.011] [Citation(s) in RCA: 21] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Abstract
Turner syndrome (TS) is a relatively common neurogenetic disorder characterized by complete or partial monosomy-X in a phenotypic female. TS is associated with a cognitive profile that typically includes intact intellectual function and verbal abilities with relative weaknesses in visual-spatial, executive, and social cognitive domains. In this report, we review previous and current research related to the cognitive profile of TS. We also discuss how cognitive impairments in this syndrome may reflect integrative rather than modular deficits. For example, the less commonly reported areas of verbal difficulty in TS and certain visual-spatial deficits seem significantly influenced by impairments in executive function and spatially loaded stimuli. We provide a summary of cognitive testing measures used in the assessment of visual-spatial and executive skills, which includes test domain descriptions as well as a comprehensive examination of social cognitive function in TS. This review concludes with a discussion of ecological interpretations regarding the meaning of cognitive deficits in TS at the individual level.
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Affiliation(s)
- David Hong
- Department of Psychiatry and Behavioral Sciences, Stanford University School of Medicine, Stanford, California, USA
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