1
|
Wakeman HN, Wadsworth SJ, Olson RK, DeFries JC, Pennington BF, Willcutt EG. Mathematics Difficulties and Psychopathology in School-Age Children. JOURNAL OF LEARNING DISABILITIES 2023; 56:116-131. [PMID: 35466804 DOI: 10.1177/00222194221084136] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
This study investigated the relationship between mathematics difficulties and psychopathology in a large community sample (N = 881) of youth (8-18 years of age) in the United States. The primary aims of the study were to (a) test the associations between mathematics difficulties and specific components of internalizing, externalizing, attention, and social problems; (b) examine potential age and gender differences; and (c) investigate the longitudinal relationship between mathematics and psychopathology using 5-year follow-up data. Results indicated that individuals with mathematics difficulties exhibited elevations in most dimensions of psychopathology, including anxiety, depression, externalizing behaviors, attention problems, and social problems. Furthermore, mathematics impairment was associated with internalizing problems, rule-breaking behaviors, inattention, and social problems even after controlling for comorbid reading difficulties. Results suggested that the associations between mathematics and psychopathology are generally similar in males and females. Finally, preliminary longitudinal evidence suggested that initial mathematics difficulties predicted elevations of conduct disorder, rule-breaking behavior, inattention, hyperactivity, and social problems at follow-up, with several of these associations remaining significant even after controlling for initial reading. In contrast, there was no significant association between initial mathematics ability and internalizing symptoms at follow-up, demonstrating some amelioration of internalizing symptoms over time.
Collapse
|
2
|
Fisher PW, Reyes-Portillo JA, Riddle MA, Litwin HD. Systematic Review: Nonverbal Learning Disability. J Am Acad Child Adolesc Psychiatry 2022; 61:159-186. [PMID: 33892110 DOI: 10.1016/j.jaac.2021.04.003] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/20/2020] [Revised: 03/18/2021] [Accepted: 04/02/2021] [Indexed: 11/25/2022]
Abstract
OBJECTIVE To summarize the current state of the research literature on nonverbal learning disability (NVLD), including criteria used to define NVLD in research contexts and the quality of the extant research; and to determine what research can tell us about ways in which NVLD is distinct from DSM neurodevelopmental disorders and typical development. METHOD A systematic search of 7 databases was conducted to identify research on NVLD published through February 2019. Criteria used to define NVLD were extracted from identified studies and sorted by category. Each study was assessed for risk of bias and rated "good," "fair," or "poor;" findings from studies rated good or fair were summarized. RESULTS A total of 61 articles (63 studies) met inclusion criteria. There was great heterogeneity in the criteria used to define NVLD. Deficits in visuospatial ability/intelligence was the most common criterion used, followed by discrepancy between verbal and nonverbal intelligence (VIQ>PIQ split of 10 or greater). All studies were cross-sectional and most included small, poorly described samples. Most studies focused on children and young adolescents. Eight studies were rated as good, 42 as fair, and 13 as poor. Review of results from the 50 good or fair studies suggest that there is sufficient evidence that youths with NVLD (as defined by significant deficits in visuospatial abilities) can be clearly differentiated from their typically developing peers, those with verbal learning disorders, and from other clinical groups (eg, individuals with high functioning autism). CONCLUSION A standard set of criteria for determining an NVLD diagnosis would greatly improve research studies and the possibility of inclusion in the DSM and the International Classification of Diseases.
Collapse
Affiliation(s)
- Prudence W Fisher
- Drs. Fisher, Reyes-Portillo, and Litwin are with New York State Psychiatric Institute and Columbia University Irving Medical Center, New York.
| | - Jazmin A Reyes-Portillo
- Drs. Fisher, Reyes-Portillo, and Litwin are with New York State Psychiatric Institute and Columbia University Irving Medical Center, New York; Dr. Reyes-Portillo is also with Montclair State University, New Jersey
| | - Mark A Riddle
- Dr. Riddle is with The Johns Hopkins University School of Medicine, Baltimore, Maryland
| | - Hillary D Litwin
- Drs. Fisher, Reyes-Portillo, and Litwin are with New York State Psychiatric Institute and Columbia University Irving Medical Center, New York
| |
Collapse
|
3
|
Ben Itzhak N, Vancleef K, Franki I, Laenen A, Wagemans J, Ortibus E. Visuoperceptual profiles of children using the Flemish cerebral visual impairment questionnaire. Dev Med Child Neurol 2020; 62:969-976. [PMID: 31889310 DOI: 10.1111/dmcn.14448] [Citation(s) in RCA: 21] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 11/21/2019] [Indexed: 01/22/2023]
Abstract
AIM To investigate the underlying factor structure of the 46-item Flemish cerebral visual impairment (CVI) questionnaire, differentiate the factor scores of children with and without CVI, and examine the impact of comorbidities on factor scores. METHOD The records of 630 children (386 males, 244 females; median age 77mo; interquartile range 63-98mo) who visited the CVI clinic and the Centre for Developmental Disabilities at the University Hospitals of Leuven from 2001 to 2018 were reviewed systematically. Inclusion criteria included an up-to-date questionnaire, a definitive diagnosis, and clinical assessment. RESULTS Three hundred and forty-five children (179 with CVI [108 males, 71 females; median age 74mo; interquartile range 61-93mo] and 166 without CVI [110 males, 56 females; median age 88mo; interquartile range 70-107mo]) were included. An exploratory factor analysis resulted in a 5-factor (object and face processing impairments; visual (dis)interest; clutter and distance viewing impairments; moving in space impairments; and anxiety-related behaviours) biologically and clinically plausible model, which retained 35 items and explained 56% of the total variance. Mann-Whitney U tests indicated that factors 1 to 4 were significantly higher in children with CVI compared to children without CVI (p-values ranged from p<0.001 to p<0.05; effect sizes ranged from 0.11 to 0.33); factor 5 showed no differences. Autism, developmental coordination disorder, epilepsy, and cerebral palsy impacted factor scores. INTERPRETATION A 5-factor structure of the Flemish CVI questionnaire differentiates children with and without CVI. Comorbidities should be accounted for when researching CVI. WHAT THIS PAPER ADDS Cerebral visual impairment (CVI) is characterized by impaired object and face processing and impaired visual interest. CVI is also characterized by impaired clutter and distance viewing, and impaired moving in space. All children (with or without CVI) demonstrated anxiety-related behaviours. Autism affected object/face processing, whereas developmental coordination disorder, epilepsy, and cerebral palsy affected visual interest.
Collapse
Affiliation(s)
- Nofar Ben Itzhak
- Department of Development and Regeneration, Katholieke Universiteit Leuven, Belgium
| | - Kathleen Vancleef
- Department of Experimental Psychology, University of Oxford, Oxford, UK
| | - Inge Franki
- Department of Development and Regeneration, Katholieke Universiteit Leuven, Belgium
| | - Annouschka Laenen
- Leuven Biostatistics and Statistical Bioinformatics Centre (L-BioStat), Katholieke Universiteit Leuven, Leuven, Belgium
| | - Johan Wagemans
- Leuven Brain Institute, Department of Brain and Cognition, Katholieke Universiteit Leuven, Leuven, Belgium
| | - Els Ortibus
- Department of Development and Regeneration, Katholieke Universiteit Leuven, Belgium
| |
Collapse
|
4
|
Beckmann E, Minnaert A. Non-cognitive Characteristics of Gifted Students With Learning Disabilities: An In-depth Systematic Review. Front Psychol 2018; 9:504. [PMID: 29731728 PMCID: PMC5919977 DOI: 10.3389/fpsyg.2018.00504] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/08/2018] [Accepted: 03/26/2018] [Indexed: 11/13/2022] Open
Abstract
Gifted students who also have learning disabilities (G/LD) are often overlooked when students are assessed either for giftedness or specific learning disabilities. The cognitive and non-cognitive characteristics of these G/LD students are habitually discussed only briefly alongside identification and intervention issues and, beyond that, the relevance of non-cognitive characteristics is often left unconsidered. Accordingly, this study aims to conduct an in-depth review of the non-cognitive characteristics of these students for identification and intervention purposes. Detailed analysis was performed on 23 publications. High levels of negative emotions, low self-perception, and adverse interpersonal relationships, as well as high levels of motivation, coping skills and perseverance were found among these students. A common characteristic was a high degree of frustration with the academic situation. The study reveals that these students show considerably duality in their non-cognitive characteristics which requires tailored counseling skills to provide effective support for their learning needs.
Collapse
Affiliation(s)
- Else Beckmann
- Special Needs Education and Clinical Educational Sciences, Behavioural and Social Sciences, Special Needs Education and Youth Care, University of Groningen, Groningen, Netherlands
| | - Alexander Minnaert
- Special Needs Education and Clinical Educational Sciences, Behavioural and Social Sciences, Special Needs Education and Youth Care, University of Groningen, Groningen, Netherlands
| |
Collapse
|
5
|
Emam MM. Academic and social attributions as predictors of emotional and behavioural difficulties in students referred for learning disabilities and typically achieving students: the female profile in Oman. EMOTIONAL AND BEHAVIOURAL DIFFICULTIES 2018. [DOI: 10.1080/13632752.2018.1455629] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
Affiliation(s)
- Mahmoud Mohamed Emam
- Department of Psychology, College of Education, Sultan Qaboos University, Oman
- Department of Educational Psychology, Assiut University, Assiut, Egypt
| |
Collapse
|
6
|
Nowicki EA, Brown JD, Dare L. Educators' evaluations of children's ideas on the social exclusion of classmates with intellectual and learning disabilities. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2017; 31:e154-e163. [PMID: 28378339 DOI: 10.1111/jar.12356] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/16/2017] [Indexed: 11/26/2022]
Abstract
BACKGROUND Reasons underlying the social exclusion of children with intellectual or learning disabilities are not entirely understood. Although it is important to heed the voices of children on this issue, it is also important to consider the degree to which these ideas are informed. The present authors invited educators to evaluate the content of children's ideas on the causes of social exclusion. METHOD Educators thematically sorted and rated children's ideas on why classmates with intellectual or learning disabilities are socially excluded. Sorted data were analysed with multidimensional scaling and hierarchical cluster analysis. RESULTS Six thematic clusters were identified differing in content to those provided by children in an earlier study. Educators generally rated children's ideas as showing somewhat uninformed ideas about why social exclusion occurs. CONCLUSIONS Educators indicated that children need to be better informed about intellectual and learning disabilities. Limitations and implications are discussed.
Collapse
Affiliation(s)
| | - Jason D Brown
- Faculty of Education, Western University, London, ON, Canada
| | - Lynn Dare
- Faculty of Education, Western University, London, ON, Canada
| |
Collapse
|
7
|
Cardillo R, Garcia RB, Mammarella IC, Cornoldi C. Pragmatics of language and theory of mind in children with dyslexia with associated language difficulties or nonverbal learning disabilities. APPLIED NEUROPSYCHOLOGY-CHILD 2017; 7:245-256. [PMID: 28296527 DOI: 10.1080/21622965.2017.1297946] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
The present study aims to find empirical evidence of deficits in linguistic pragmatic skills and theory of mind (ToM) in children with dyslexia with associated language difficulties or nonverbal learning disabilities (NLD), when compared with a group of typically developing (TD) children matched for age and gender. Our results indicate that children with dyslexia perform less well than TD children in most of the tasks measuring pragmatics of language, and in one of the tasks measuring ToM. In contrast, children with NLD generally performed better than the dyslexia group, and performed significantly worse than the TD children only in a metaphors task based on visual stimuli. A discriminant function analysis confirmed the crucial role of the metaphors subtest and the verbal ToM task in distinguishing between the groups. We concluded that, contrary to a generally-held assumption, children with dyslexia and associated language difficulties may be weaker than children with NLD in linguistic pragmatics and ToM, especially when language is crucially involved. The educational and clinical implications of these findings are discussed.
Collapse
Affiliation(s)
- Ramona Cardillo
- a Department of Developmental and Social Psychology , University of Padua , Padua , Italy
| | - Ricardo Basso Garcia
- b CAPES Foundation , Ministry of Education of Brazil , Brasília , Brazil.,c Department of Psychology, Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto , University of São Paulo , Ribeirão Preto , Brazil
| | - Irene C Mammarella
- a Department of Developmental and Social Psychology , University of Padua , Padua , Italy
| | - Cesare Cornoldi
- d Department of General Psychology , University of Padua , Padua , Italy
| |
Collapse
|
8
|
Sideridis GD. Assessing Validity of Measurement in Learning Disabilities Using Hierarchical Generalized Linear Modeling: The Roles of Anxiety and Motivation. EDUCATIONAL AND PSYCHOLOGICAL MEASUREMENT 2016; 76:638-661. [PMID: 29795881 PMCID: PMC5965568 DOI: 10.1177/0013164415604440] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
The purpose of the present studies was to test the hypothesis that the psychometric characteristics of ability scales may be significantly distorted if one accounts for emotional factors during test taking. Specifically, the present studies evaluate the effects of anxiety and motivation on the item difficulties of the Rasch model. In Study 1, the validity of a reading comprehension scale was evaluated using the Rasch model with 60 students with learning disabilities (LD). Item parameters were retested for the presence of anxiety and results indicated that the scale was substantially more difficult in its presence. Study 2 replicated the findings of Study 1 using maladaptive motivation and extended with inclusion of adaptive motivational variables in order to reverse the effect. Results using students with and without LD indicated that the difficulty levels of the scale was lower for students with LD, in the presence of positive motivation, compared with a typical student group. Study 3 extended the dichotomous hierarchical generalized linear model with polytomous data. The measures of an ability test were adjusted for the presence of anxiety and results indicated that differential item functioning was observed at both the global level and the most difficult ability item. It is concluded that the difficulty levels of a scale are heavily influenced by situational factors during testing, such as students' entry levels of motivation and affect.
Collapse
|
9
|
Metsala JL, Galway TM, Ishaik G, Barton VE. Emotion knowledge, emotion regulation, and psychosocial adjustment in children with nonverbal learning disabilities. Child Neuropsychol 2016; 23:609-629. [DOI: 10.1080/09297049.2016.1205012] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
|
10
|
Backenson EM, Holland SC, Kubas HA, Fitzer KR, Wilcox G, Carmichael JA, Fraccaro RL, Smith AD, Macoun SJ, Harrison GL, Hale JB. Psychosocial and Adaptive Deficits Associated With Learning Disability Subtypes. JOURNAL OF LEARNING DISABILITIES 2015; 48:511-522. [PMID: 24300589 DOI: 10.1177/0022219413511861] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Abstract
Children with specific learning disabilities (SLD) have deficits in the basic psychological processes that interfere with learning and academic achievement, and for some SLD subtypes, these deficits can also lead to emotional and/or behavior problems. This study examined psychosocial functioning in 123 students, aged 6 to 11, who underwent comprehensive evaluations for learning and/or behavior problems in two Pacific Northwest school districts. Using concordance-discordance model (C-DM) processing strengths and weaknesses SLD identification criteria, results revealed working memory SLD (n = 20), processing speed SLD (n = 30), executive SLD (n = 32), and no disability groups (n = 41). Of the SLD subtypes, repeated measures MANOVA results revealed the processing speed SLD subtype exhibited the greatest psychosocial and adaptive impairment according to teacher behavior ratings. Findings suggest processing speed deficits may be behind the cognitive and psychosocial disturbances found in what has been termed "nonverbal" SLD. Limitations, implications, and future research needs are addressed.
Collapse
Affiliation(s)
| | - Sara C Holland
- University of Calgary, AB, Canada Fielding Graduate University, Santa Barbara, CA, USA
| | | | | | | | | | | | | | | | | | | |
Collapse
|
11
|
Nowicki EA, Brown J, Stepien M. Children's thoughts on the social exclusion of peers with intellectual or learning disabilities. JOURNAL OF INTELLECTUAL DISABILITY RESEARCH : JIDR 2014; 58:346-357. [PMID: 23356579 DOI: 10.1111/jir.12019] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 01/03/2013] [Indexed: 06/01/2023]
Abstract
BACKGROUND Previous research has shown that children with intellectual or learning disabilities are at risk for social exclusion by their peers but little is known of children's views on this topic. In this study, we used concept mapping to investigate elementary school children's thoughts on why they believe their peers with intellectual or learning disabilities are sometimes socially excluded at school. METHOD Participants were 49 grade five and six children who attended inclusive classrooms. Interviews were digitally recorded and transcribed. We extracted 49 unique statements from the transcribed data, and then invited participants to sort the statements into meaningful categories. RESULTS Sorted data were entered into matrices, which were summed and analysed with multi-dimensional scaling and cluster analysis. A four-cluster solution provided the best conceptual fit for the data. Clusters reflected themes on (1) the thoughts and actions of other children; (2) differences in learning ability and resource allocation; (3) affect, physical characteristics and schooling; and (4) negative thoughts and behaviours. CONCLUSIONS The overarching reason for social exclusion focused on differences between children with and without disabilities. This study also provided evidence that children are effective, reliable and competent participants in concept mapping. Educational and research implications are discussed.
Collapse
Affiliation(s)
- E A Nowicki
- Faculty of Education, The University of Western Ontario, London, Ontario, Canada
| | | | | |
Collapse
|
12
|
Schoch K, Harrell W, Hooper SR, Ip EH, Saldana S, Kwapil TR, Shashi V. Applicability of the nonverbal learning disability paradigm for children with 22q11.2 deletion syndrome. JOURNAL OF LEARNING DISABILITIES 2014; 47:153-66. [PMID: 22572413 PMCID: PMC4045450 DOI: 10.1177/0022219412443556] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/31/2023]
Abstract
Chromosome 22qll.2 deletion syndrome (22qllDS) is the most common microdeletion in humans. Nonverbal learning disability (NLD) has been used to describe the strengths and deficits of children with 22q11DS, but the applicability of the label for this population has seldom been systematically evaluated. The goal of the current study was to address how well the NLD diagnosis characterizes children and adolescents with 22q11DS. A total of 74 children and adolescents with 22q11DS were given neurocognitive, socioemotional, and academic assessments to measure aspects of NLD. Of the cohort, 20% met at least 7 of 9 assessed criteria for NLD; 25% showed verbal skills exceeding their nonverbal skills as assessed by an IQ test; and 24% showed the good rote verbal capacity commonly associated with NLD. Hypothesizing that if the entire cohort did not show consistent NLD characteristics, the descriptor might be more accurate for a distinct subgroup, the authors used latent class analysis to divide participants into three subgroups. However, the lines along which the groups broke out were more related to general functioning level than to NLD criteria. All three groups showed a heightened risk for psychiatric illness, highlighting the importance of careful mental health monitoring for all children with 22qllDS.
Collapse
Affiliation(s)
| | | | - Stephen R. Hooper
- University of North Carolina School of Medicine, Chapel Hill, NC, USA
| | - Edward H. Ip
- Wake Forest University Baptist Medical Center, Winston-Salem, NC, USA
| | - Santiago Saldana
- Wake Forest University Baptist Medical Center, Winston-Salem, NC, USA
| | | | | |
Collapse
|
13
|
Mammarella IC, Cornoldi C. An analysis of the criteria used to diagnose children with Nonverbal Learning Disability (NLD). Child Neuropsychol 2013; 20:255-80. [DOI: 10.1080/09297049.2013.796920] [Citation(s) in RCA: 35] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
|