1
|
Stevens EA, Stewart A, Vaughn S, Lee YR, Scammacca N, Swanson E. The effects of a tier 2 reading comprehension intervention aligned to tier 1 instruction for fourth graders with inattention and reading difficulties. J Sch Psychol 2024; 105:101320. [PMID: 38876549 DOI: 10.1016/j.jsp.2024.101320] [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: 06/16/2023] [Revised: 12/17/2023] [Accepted: 04/23/2024] [Indexed: 06/16/2024]
Abstract
This study reports a secondary analysis from a quasi-experimental design study (N = 13 schools) to examine the effects of aligned Tier 1 (T1) and Tier 2 (T2) instruction for a subsample of fourth graders with inattention and reading difficulties. Of this sample (N = 63 students), 100% received free- or reduced-price lunch, 92% identified as Hispanic, and 22% received special education services. T1 instruction focused on implementing practices to support reading comprehension and content learning during social studies instruction. The aligned T2 intervention focused on remediating reading comprehension difficulties using the same evidence-based practices implemented in T1, thus supporting students with connecting learning and applying skills across settings. Schools were assigned to one of three conditions: (a) aligned T1-T2 instruction; (b) nonaligned T1-T2 instruction, in which T1 and T2 practices were not intentionally aligned; or (c) business-as-usual (BaU) T1 and T2 practices. No significant differences were detected between the nonaligned T1-T2 and BaU conditions on student outcomes. However, large, statistically significant effects were detected in favor of the aligned T1-T2 condition compared to BaU on measures of content knowledge (Unit 1 ES = 0.85; Unit 2 ES = 1.46; Unit 3 ES = 0.79), vocabulary (Unit 1 ES = 0.88; Unit 2 ES = 0.85), and content reading comprehension (ES = 0.79). The aligned T1-T2 condition also outperformed the nonaligned T1-T2 condition on content knowledge (Unit 2 ES = 1.35; Unit 3 ES = 0.56), vocabulary (Unit 1 ES = 0.82), and the content reading comprehension assessment (ES = 0.69). Various effect sizes were not different from zero after correcting for clustered data. Although the magnitude of the effect sizes suggested promise, additional research is needed to fully understand the effects of aligned instruction on the reading outcomes of students with inattention and reading difficulty.
Collapse
Affiliation(s)
| | - Alicia Stewart
- Department of Reading and Elementary Education, University of North Carolina Charlotte, United States
| | - Sharon Vaughn
- Meadows Center for Preventing Educational Risk, The University of Texas at Austin, United States
| | - Young Ri Lee
- Crown Family School of Social Work, Policy, and Practice, The University of Chicago, United States
| | - Nancy Scammacca
- Meadows Center for Preventing Educational Risk, The University of Texas at Austin, United States
| | - Elizabeth Swanson
- Meadows Center for Preventing Educational Risk, The University of Texas at Austin, United States
| |
Collapse
|
2
|
McArthur G, Doust A, Banales E, Robidoux S, Kohnen S. Are comorbidities of poor reading related to elevated anxiety in children? ANNALS OF DYSLEXIA 2024; 74:47-65. [PMID: 38135828 DOI: 10.1007/s11881-023-00292-6] [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: 06/15/2023] [Accepted: 11/01/2023] [Indexed: 12/24/2023]
Abstract
Studies of the association between dyslexia and mental health have typically tried to minimise the influence of dyslexia comorbidities on the outcomes. However, in the "real world", many children with dyslexia have these comorbidities. In this study, we tested (1) if children with dyslexia with three common comorbidities - inattention, hyperactivity, language difficulties - experience more anxiety than children with dyslexia without these comorbidities; and (2) if any type of comorbidity is related to a certain type of anxiety (reading, social, generalised, or separation). The data of 82 children with dyslexia (mean age = 9 years and 4 months; 25 girls) were analysed using Fisher exact tests, which revealed that those with inattention (40.54%) or hyperactivity (42.30%) were statistically significantly more likely to experience elevated anxiety than children with dyslexia without these comorbidities (8.11 and 14.28%, respectively). This was not the case for language difficulties (24.5% versus 30%). Spearman ρ correlations (α = .05) indicated significant moderate relationships between inattention and reading anxiety (.27), social anxiety (.37), and generalised anxiety (.24); and between hyperactivity and social anxiety (.24) and generalised anxiety (.28). There were no significant correlations between language and anxiety. Examination of highly inter-correlated variables suggested a specific relationship between one type of comorbidity (inattention) and one type of anxiety (reading anxiety).
Collapse
Affiliation(s)
- Genevieve McArthur
- Australian Centre for the Advancement of Literacy, Australian Catholic University, Sydney, Australia.
- Macquarie University Reading Clinic, Macquarie University, Sydney, Australia.
| | - Amy Doust
- Department of Psychological Sciences, Macquarie University, Sydney, Australia
| | - Erin Banales
- Macquarie University Reading Clinic, Macquarie University, Sydney, Australia
| | - Serje Robidoux
- Department of Psychological Sciences, Macquarie University, Sydney, Australia
| | - Saskia Kohnen
- Macquarie University Reading Clinic, Macquarie University, Sydney, Australia
| |
Collapse
|
3
|
Cirino PT, Salentine C, Farrell A, Barnes MA, Roberts G. Cognitive Predictors of the Overlap of Reading and Math in Middle School. LEARNING AND INDIVIDUAL DIFFERENCES 2024; 109:102400. [PMID: 38962323 PMCID: PMC11219023 DOI: 10.1016/j.lindif.2023.102400] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/05/2024]
Abstract
Math and reading skills are known to be related, and predictors of each are well researched. What is less understood is the extent to which these predictors, uniquely and collectively, overlap with one another, are differentially important for different academic skills, and account for the overlap of math and reading. We examined 20 potential predictors from four domains (working memory, processing speed, attention, and language) using latent variables and both timed and untimed achievement skill, in a sample (N=212) of at-risk middle schoolers, half of whom were English learners. The predictors accounted for about half of the overlap among achievement skills, suggesting that other factors (e.g., domain specific skills) might also be relevant for the overlap. We also found some differential prediction (language for reading, working memory for math). The present results extend and refine our understanding of the contribution of these cognitive predictors for reading and math.
Collapse
|
4
|
Chen S, Cerruti M, Ghandi M, Tsao LL, Sermeno R. Determine the impact of Emotive Intelligent Spaces on children's behavioural and cognitive outcomes. COGENT EDUCATION 2023; 10:2281850. [PMID: 38282646 PMCID: PMC10822668 DOI: 10.1080/2331186x.2023.2281850] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/17/2023] [Accepted: 11/07/2023] [Indexed: 01/30/2024]
Abstract
This study aims to investigate the impact of a novel environmental intervention-Emotive Intelligent Spaces (EIS) on young children's self-regulation and working memory using a single-subject reversal design (ABAB). EIS is a semi-private space with coloured lights that could adapt to each child's preferred colour based on the child's self-reported emotional state. A total of 29 three-to-seven-year-old participants completed the experiment from fall 2020 to summer 2021. Self-regulation was measured by the Head-Toes-Knees-Shoulders task; working memory was measured by the Woodcock-Johnson Numbers Reversed subset. Children's age was controlled as a covariate. Descriptive statistics indicated that the group means of self-regulation scores were higher in the intervention conditions. However, the group means of working memory scores were lower in the intervention conditions. We conducted repeated measure ANCOVA for the main analysis, and results showed no statistically significant differences in children's self-regulation and working memory scores between baseline and intervention conditions. It is recommended that future studies should take the illuminance level into consideration of the intervention effect. Further, our study implies that avoiding visual overstimulation in the classroom (e.g. heavily decorated walls) may create an optimal level of visual arousal and promote focused attention.
Collapse
Affiliation(s)
- Shiyi Chen
- Margaret Ritchie School of Family and Consumer Sciences, College of Agriculture and Life Sciences, University of Idaho, Moscow, ID, USA
| | - Minyoung Cerruti
- School of Design and Construction, Voiland College of Engineering and Architecture, Washington State University, Pullman, Washington, USA
| | - Mona Ghandi
- School of Design and Construction, Voiland College of Engineering and Architecture, Washington State University, Pullman, Washington, USA
| | - Ling-Ling Tsao
- Margaret Ritchie School of Family and Consumer Sciences, College of Agriculture and Life Sciences, University of Idaho, Moscow, ID, USA
| | - Rebecca Sermeno
- Margaret Ritchie School of Family and Consumer Sciences, College of Agriculture and Life Sciences, University of Idaho, Moscow, ID, USA
| |
Collapse
|
5
|
Parks KMA, Hannah KE, Moreau CN, Brainin L, Joanisse MF. Language abilities in children and adolescents with DLD and ADHD: A scoping review. JOURNAL OF COMMUNICATION DISORDERS 2023; 106:106381. [PMID: 37797400 DOI: 10.1016/j.jcomdis.2023.106381] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/02/2023] [Revised: 09/22/2023] [Accepted: 09/22/2023] [Indexed: 10/07/2023]
Abstract
PURPOSE There is an emerging view that attention-deficit/hyperactivity disorder (ADHD) is marked by problems with language difficulties, an idea reinforced by the fact that ADHD is highly comorbid with developmental language disorder (DLD). This scoping review provides an overview of literature on language abilities in children with DLD and ADHD while highlighting similarities and differences. METHOD A comprehensive search was performed to examine the literature on language abilities in the two disorders, yielding a total of 18 articles that met the inclusion criteria for the present review. Qualitative summaries are provided based on the language domain assessed. RESULTS The current literature suggests children and adolescents with ADHD have better morphosyntax/grammar, general/core language abilities, receptive, and expressive abilities than those with DLD. Further, that performance is comparable on assessments of semantic and figurative language but varies by sample on assessments of phonological processing, syntax, narrative language, and vocabulary. CONCLUSION Evidence presented points to children and adolescents with DLD as having greater language difficulties compared to those with ADHD, but with some important caveats. Despite limitations related to the paucity of studies and inconsistencies in how the two types of disorders are identified, our review provides a necessary and vital step in better understanding the language profiles of these two highly prevalent childhood disorders. These findings are useful in optimizing language outcomes and treatment efficacy for children and adolescents with ADHD and DLD.
Collapse
Affiliation(s)
- Kaitlyn M A Parks
- Western University, Department of Psychology, London, ON, Canada; Western University, Brain and Mind Institute, London, ON, Canada.
| | - Kara E Hannah
- Western University, Department of Psychology, London, ON, Canada; Western University, Brain and Mind Institute, London, ON, Canada
| | - Christine N Moreau
- Western University, Department of Psychology, London, ON, Canada; Western University, Brain and Mind Institute, London, ON, Canada
| | - Leah Brainin
- Western University, Department of Psychology, London, ON, Canada; Western University, Brain and Mind Institute, London, ON, Canada
| | - Marc F Joanisse
- Western University, Department of Psychology, London, ON, Canada; Western University, Brain and Mind Institute, London, ON, Canada
| |
Collapse
|
6
|
Olofsdotter S, Fernández-Quintana Á, Sonnby K, Vadlin S. Clinical utility of new cut-off scores for the world health organization ADHD self-report scale among adolescents in psychiatric outpatient care. Int J Clin Health Psychol 2023; 23:100391. [PMID: 37273276 PMCID: PMC10238844 DOI: 10.1016/j.ijchp.2023.100391] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2023] [Accepted: 05/22/2023] [Indexed: 06/06/2023] Open
Abstract
Previous analyses of the proposed cut-off score for the 18-item World Health Organization ADHD Self-Report Scale (ASRS-18) among psychiatrically referred adolescents have shown limited clinical utility. This prospective study examined the diagnostic accuracy and clinical utility of new cut-off scores of the ASRS-18 in a consecutive sample of 111 Swedish adolescent psychiatric outpatients. Using the Kiddie Schedule of Affective Disorders and Schizophrenia (K-SADS) as the reference standard and based on predefined sensitivity and specificity criteria, multiple new general and sex-specific cut-off scores were evaluated. Results showed that clinical utility was greater for sex-specific cut-off scores than for general cut-off scores. The greatest change in pre-test to post-test probability of ADHD diagnosis was observed with a balanced, high-specificity diagnostic cut-off score for girls, where the probability of ADHD increased from 40% pre-test to 82% post-test. The proposed new cut-off levels for the ASRS-18 are useful for the detection and identification of ADHD among adolescents in general psychiatric outpatient settings.
Collapse
Affiliation(s)
- Susanne Olofsdotter
- Center for Clinical Research, Uppsala University, Västmanland County Hospital Västerås, Västerås, Sweden
- Department of Psychology, Uppsala University, Uppsala, Sweden
| | - Águeda Fernández-Quintana
- Center for Clinical Research, Uppsala University, Västmanland County Hospital Västerås, Västerås, Sweden
| | - Karin Sonnby
- Center for Clinical Research, Uppsala University, Västmanland County Hospital Västerås, Västerås, Sweden
- Center for Clinical Research and Education, Central Hospital, County of Värmland, Karlstad, Sweden
| | - Sofia Vadlin
- Center for Clinical Research, Uppsala University, Västmanland County Hospital Västerås, Västerås, Sweden
| |
Collapse
|
7
|
Bucsea O, Kosmerly S, Rogers MA. Effects of Mothers’ Parenting Sense of Competence and Child Gender on Academic Readiness in Preschool Children with Symptoms of ADHD. JOURNAL OF APPLIED SCHOOL PSYCHOLOGY 2022. [DOI: 10.1080/15377903.2021.2012862] [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)
- Oana Bucsea
- York University, Toronto, Ottawa, ON, Canada
| | - Stacey Kosmerly
- School of Psychology, University of Ottawa, Ottawa, ON, Canada
| | - Maria A. Rogers
- School of Psychology, University of Ottawa, Ottawa, ON, Canada
| |
Collapse
|
8
|
Kuzmina Y, Ivanova A, Kanonirs G. Inattention, hyperactivity/impulsivity, and mathematics: Exploring gender differences in a nonclinical sample. RESEARCH IN DEVELOPMENTAL DISABILITIES 2021; 119:104107. [PMID: 34628338 DOI: 10.1016/j.ridd.2021.104107] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/13/2021] [Revised: 09/15/2021] [Accepted: 10/03/2021] [Indexed: 06/13/2023]
Abstract
In this study, we considered two subscales of attention problem (AP) behaviour, inattentiveness and hyperactivity/impulsivity, as latent traits, extreme values of which indicate attention deficit hyperactivity disorder (ADHD). We examined gender differences in these traits in a community sample of Russian schoolchildren and estimated the extent to which the association of AP behaviour and math achievement varied for boys and girls. The data from a three-wave longitudinal study of math achievement of 958 children (49 % girls) were used, and growth in math achievement was estimated. The levels of inattentiveness and hyperactivity/impulsivity of each child were measured based on teachers' responses using the Behaviour Rating Scale (BRS). The results demonstrated that inattentiveness had a negative association with math achievement, while hyperactivity/impulsivity was positively associated with math achievement when inattentiveness was controlled for. Inattentiveness was negatively associated with math achievement in both boys and girls. However, the size of this association decreased over time for boys, so the gap between boys with high inattentiveness and low inattentiveness decreased from grade 1 to grade 2. Meanwhile, for girls, the association between inattentiveness and math remained stable, so the gap between girls with high inattentiveness and girls with low inattentiveness did not change.
Collapse
Affiliation(s)
- Y Kuzmina
- Institute of Education, HSE University, Moscow, Russia
| | - A Ivanova
- Institute of Education, HSE University, Moscow, Russia.
| | - G Kanonirs
- Institute of Education, HSE University, Moscow, Russia
| |
Collapse
|
9
|
Brimo K, Dinkler L, Gillberg C, Lichtenstein P, Lundström S, Åsberg Johnels J. The co-occurrence of neurodevelopmental problems in dyslexia. DYSLEXIA (CHICHESTER, ENGLAND) 2021; 27:277-293. [PMID: 33759268 DOI: 10.1002/dys.1681] [Citation(s) in RCA: 17] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/20/2020] [Revised: 01/13/2021] [Accepted: 03/02/2021] [Indexed: 06/12/2023]
Abstract
The primary aim of this study was to explore the overlaps between dyslexia and a range of neurodevelopmental disorders and problems (NDPs), specifically symptoms of attention-deficit/hyperactivity disorder, autism spectrum disorder, atypical sensory perception and developmental coordination disorder. Capitalizing on a population-based sample of twins, secondary aims included estimating the heritability of dyslexia and reporting on the measurement characteristics of the scale used to assess dyslexia. A telephone interview regarding symptoms of dyslexia and other NDPs was conducted with parents of 1,688 nine-year-old twins. The prevalence and the heritability of dyslexia were estimated at 8 and 52%, respectively. The boy: girl ratio was 1.5:1. Results revealed that there was more than an eight-fold increase in (diagnostic proxy) NDPs prevalence in the dyslexia group as compared to typical readers. Quantitatively measured symptoms of inattention, oral language problems and atypical sensory perception significantly predicted dyslexia status in a multivariate analysis. By contrast, ASD-related inflexibility was inversely associated with dyslexia in the multivariate model. In sum, dyslexia often overlaps with other NDPs. The current study provides new knowledge supporting the position to move beyond isolated diagnostic categories into behavioural profiles of co-occurring problems when trying to understand the pattern of strengths and needs in individuals with dyslexia.
Collapse
Affiliation(s)
- Katarzyna Brimo
- Gillberg Neuropsychiatry Centre, Institute of Neuroscience and Physiology, University of Gothenburg, Gothenburg, Sweden
| | - Lisa Dinkler
- Gillberg Neuropsychiatry Centre, Institute of Neuroscience and Physiology, University of Gothenburg, Gothenburg, Sweden
| | - Christopher Gillberg
- Gillberg Neuropsychiatry Centre, Institute of Neuroscience and Physiology, University of Gothenburg, Gothenburg, Sweden
| | - Paul Lichtenstein
- Department of Medical Epidemiology and Biostatistics, Karolinska Institutet, Stockholm, Sweden
| | - Sebastian Lundström
- Gillberg Neuropsychiatry Centre, Institute of Neuroscience and Physiology, University of Gothenburg, Gothenburg, Sweden
| | - Jakob Åsberg Johnels
- Gillberg Neuropsychiatry Centre, Institute of Neuroscience and Physiology, University of Gothenburg, Gothenburg, Sweden
- Speech and Language Pathology unit, Institute of Neuroscience and Physiology, University of Gothenburg, Gothenburg, Sweden
| |
Collapse
|
10
|
Biotteau M, Tournay E, Baudou E, Destarac S, Iannuzzi S, Faure-Marie N, Castelnau P, Schweitzer E, Rodriguez D, Kemlin I, Dorison N, Rivier F, Carneiro M, Preclaire E, Barbarot S, Lauwers-Cancès V, Chaix Y. Reading Comprehension Impairment in Children With Neurofibromatosis Type 1 (NF1): The Need of Multimodal Assessment of Attention. J Child Neurol 2021; 36:625-634. [PMID: 33507832 DOI: 10.1177/0883073820981270] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Attention span, which has been shown to have an impact on reading quality in many other conditions, is one of the main cognitive disorders of neurofibromatosis type 1 (NF1). The aim of this work is to observe the impact of attention on reading comprehension, in NF1 and non-NF1 children. A multicenter, cross-sectional study was conducted on 150 children (8-12 years old) with or without NF1 (75 NF1 vs 75 non-NF1; 72 female, 78 male), matched for age, sex, handedness, and reading level, thus forming a continuum from good to poor readers in both NF1 and non-NF1 groups. Children with intellectual deficiency or neurologic or psychiatric disorder were excluded. Attentional skills were assessed by combining a parent questionnaire (Child Behavior CheckList) and a performance-based assessment (Conner's Continuous Performance Test-Second Edition). Reading comprehension was assessed through a standardized reading comprehension test (ORLEC Lobrot). The performance-based attention scores were associated with text and sentence comprehension ability (P = .0235 and P = .0164, respectively), while indirect questionnaire attention scores were only associated with sentence comprehension (P = .0263). For both groups, the correlations between questionnaire and performance-based measures were low. We have shown that reading comprehension is greatly influenced by attention in NF1 and non-NF1, even if predictors of good reading comprehension also include IQ score and reading accuracy. Indirect observer-rated questionnaires and direct performance-based measures of attention do not assess the same variables, are linked to different components of reading skills, and are not interchangeable assessments of attention difficulties. Both assessments are complementary and must be used simultaneously, leading to recommendations that support multimodal assessment of attention.
Collapse
Affiliation(s)
- Maëlle Biotteau
- ToNIC, Toulouse NeuroImaging Center, University of Toulouse, 27102Inserm, UPS, France.,Children's Hospital, Toulouse-Purpan University Hospital, Toulouse, France
| | - Elodie Tournay
- Epidemiology Department, Toulouse University Hospital, Toulouse, France
| | - Eloise Baudou
- ToNIC, Toulouse NeuroImaging Center, University of Toulouse, 27102Inserm, UPS, France.,Children's Hospital, Toulouse-Purpan University Hospital, Toulouse, France
| | - Sandrine Destarac
- Pediatric Clinical Research Unit, Toulouse Clinical Investigation Center, Children's Hospital, Purpan University Hospital, Inserm U1436, Toulouse, France
| | - Stéphanie Iannuzzi
- Children's Hospital, Toulouse-Purpan University Hospital, Toulouse, France
| | | | - Pierre Castelnau
- Pediatric Neurology, Clocheville Children's Hospital, Tours University Hospital, Tours, France.,UMR 1253, iBrain, University fo Tours, 27102Inserm, Tours, France.,School of Medicine, University of Tours Francois Rabelais, Tours, France
| | - Elisabeth Schweitzer
- Pediatric Neurology, Clocheville Children's Hospital, Tours University Hospital, Tours, France
| | - Diana Rodriguez
- Sorbonne University, APHP.SU, Department of Neuropediatry & Reference Center for Neurogenetics Disabilities, Armand Trousseau University Hospital, Paris, France.,Inserm U1141, FHU I2-D2, Paris, France
| | - Isabelle Kemlin
- Sorbonne University, APHP.SU, Department of Neuropediatry & Reference Center for Neurogenetics Disabilities, Armand Trousseau University Hospital, Paris, France
| | - Nathalie Dorison
- Sorbonne University, APHP.SU, Department of Neuropediatry & Reference Center for Neurogenetics Disabilities, Armand Trousseau University Hospital, Paris, France
| | - François Rivier
- Department of Pediatric Neurology, Montpellier University Hospital, PhyMedExp, University of Montpellier, Inserm, CNRS, Montpellier, France
| | - Maryline Carneiro
- Department of Pediatric Neurology & Reference Center for Language Disabilities, Montpellier University Hospital, France
| | - Elodie Preclaire
- Department of Pediatric Neurology & Reference Center for Language Disabilities, Montpellier University Hospital, France
| | | | | | - Yves Chaix
- ToNIC, Toulouse NeuroImaging Center, University of Toulouse, 27102Inserm, UPS, France.,Children's Hospital, Toulouse-Purpan University Hospital, Toulouse, France
| |
Collapse
|
11
|
McDougal E, Riby DM, Hanley M. Profiles of academic achievement and attention in children with and without Autism Spectrum Disorder. RESEARCH IN DEVELOPMENTAL DISABILITIES 2020; 106:103749. [PMID: 32858397 DOI: 10.1016/j.ridd.2020.103749] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/08/2019] [Revised: 07/01/2020] [Accepted: 07/22/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Academic outcomes for autistic individuals are heterogeneous, but the reasons for this are unknown. Attention is known to predict learning in typical development, but there is less evidence about this relationship in Autism Spectrum Disorders (ASD), even though attention is reported as atypical in this group. AIMS To investigate reading and maths achievement profiles for children with and without an ASD, focusing on the role of attention in these profiles and to enable a better understanding of individual differences. METHODS Reading, maths and attention abilities of 22 autistic children (6-16 years) and 59 TD children (6-11 years) were measured using standardised assessments. RESULTS A hierarchical cluster analysis that included all children (N = 81) revealed three distinct transdiagnostic subgroups, characterised by children with good, average, and poorer divided attention and academic achievement respectively. Children with poorer attention and achievement displayed relative weaknesses in maths, while children with average or above-average attention and achievement showed no such weakness. CONCLUSIONS The findings provide a novel insight into the relationship between attention and achievement and understanding individual differences in ASD and typical development.
Collapse
Affiliation(s)
- Emily McDougal
- Department of Psychology, Durham University, South Road, Durham DH1 3LE, UK; Centre for Developmental Disorders, Durham University, South Road, Durham DH1 3LE, UK; Child Life and Health, University of Edinburgh, 20 Sylvan Place, Edinburgh EH9 1UW, UK
| | - Deborah M Riby
- Department of Psychology, Durham University, South Road, Durham DH1 3LE, UK; Centre for Developmental Disorders, Durham University, South Road, Durham DH1 3LE, UK.
| | - Mary Hanley
- Department of Psychology, Durham University, South Road, Durham DH1 3LE, UK; Centre for Developmental Disorders, Durham University, South Road, Durham DH1 3LE, UK
| |
Collapse
|
12
|
Koltermann G, Becker N, Paiva GM, De Almeida Gomides MR, Haase VG, Fumagalli De Salles J. Inattention Symptoms are Predictors of Neuropsychological Functioning in Children from 3rd and 4th Grades. Dev Neuropsychol 2020; 45:396-413. [PMID: 33043703 DOI: 10.1080/87565641.2020.1828424] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
Symptoms of inattention and hyperactivity/impulsivity, arranged along a continuum, are commonly associated with neuropsychological and academic deficits, even in the general population. The aim of this study is to analyze how Attention Deficit Hyperactivity Disorder (ADHD) symptoms are associated with the performance in neuropsychological and academic abilities (phonological processing, processing speed/automatic attention, executive functions, reading, and spelling) in school-age children. The sample consisted of 216 children from 3rd and 4th grades (M = 8.94 years old, SD =.71) from public elementary schools of two Brazilian capitals. Pearson correlation and Multiple Linear Regression analysis were performed. Inattention symptoms were the only predictors of performance in phonological processing (phoneme suppression and rapid automatized naming of letters), processing speed/automatic attention, executive functions, such as inhibitory control and cognitive flexibility, and reading fluency. Beta values ranged from .14 to .27, and the largest value was related to an inhibitory control task. Inattention, and not hyperactivity/impulsivity symptoms, seems to affect neuropsychological functions even in non-clinical diagnosed children. Contributions and future directions are discussed.
Collapse
Affiliation(s)
- Gabriella Koltermann
- Institute of Psychology, Universidade Federal do Rio Grande do Sul , Porto Alegre, Rio Grande do Sul, Brazil
| | - Natália Becker
- Institute of Psychology, Universidade Federal do Rio Grande do Sul , Porto Alegre, Rio Grande do Sul, Brazil
| | - Giulia Moreira Paiva
- Department of Psychology, Universidade Federal de Minas Gerais , Belo Horizonte, Minas Gerais, Brazil
| | | | - Vitor Geraldi Haase
- Department of Psychology, Universidade Federal de Minas Gerais , Belo Horizonte, Minas Gerais, Brazil
| | - Jerusa Fumagalli De Salles
- Institute of Psychology, Universidade Federal do Rio Grande do Sul , Porto Alegre, Rio Grande do Sul, Brazil
| |
Collapse
|
13
|
Macdonald KT, Barnes MA, Miciak J, Roberts G, Halverson KK, Vaughn S, Cirino PT. Sustained attention and behavioral ratings of attention in struggling readers. SCIENTIFIC STUDIES OF READING : THE OFFICIAL JOURNAL OF THE SOCIETY FOR THE SCIENTIFIC STUDY OF READING 2020; 25:436-451. [PMID: 34483643 PMCID: PMC8411923 DOI: 10.1080/10888438.2020.1826950] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Attention is correlated with reading, but the extent to which behavioral ratings and sustained attention relate to reading skills is unclear. We assessed 245 4th and 5th grade struggling readers (mean age = 10.3 years) on behavioral ratings of attention, sustained attention, and reading over a school year. Contributions of behavioral ratings and sustained attention were considered cross-sectionally and longitudinally in the context of other important predictors of reading. Results suggest that sustained measures and behavioral ratings assess distinct, yet overlapping, aspects of attention. Both types of attention accounted for unique variance in comprehension, but not word reading accuracy or fluency, when evaluated cross-sectionally. Results also support the role of behavioral ratings of attention in fluency and in comprehension growth. Findings suggest that multidimensional assessment of attention is useful when considering its relation to reading, and highlights the need to integrate conceptualizations of attention that arise from different theoretical approaches.
Collapse
Affiliation(s)
- Kelly T Macdonald
- Department of Psychology, Texas Institute for Measurement, Evaluation, and Statistics, University of Houston
| | | | - Jeremy Miciak
- Department of Psychology, Texas Institute for Measurement, Evaluation, and Statistics, University of Houston
| | - Greg Roberts
- Meadows Center for Preventing Educational Risk, University of Texas at Austin
| | - Kelly K Halverson
- Department of Psychology, Texas Institute for Measurement, Evaluation, and Statistics, University of Houston
| | - Sharon Vaughn
- Meadows Center for Preventing Educational Risk, University of Texas at Austin
| | - Paul T Cirino
- Department of Psychology, Texas Institute for Measurement, Evaluation, and Statistics, University of Houston
| |
Collapse
|
14
|
de la Peña IC, Pan MC, Thai CG, Alisso T. Attention-Deficit/Hyperactivity Disorder Predominantly Inattentive Subtype/Presentation: Research Progress and Translational Studies. Brain Sci 2020; 10:brainsci10050292. [PMID: 32422912 PMCID: PMC7287898 DOI: 10.3390/brainsci10050292] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/23/2020] [Revised: 05/08/2020] [Accepted: 05/09/2020] [Indexed: 02/01/2023] Open
Abstract
Research on the predominantly inattentive attention-deficit/hyperactivity disorder (ADHD-PI) subtype/presentation is important given its high prevalence, but paradoxically it is under-recognized and undertreated. The temporal stability of the inattention symptom could impact the high worldwide prevalence of ADHD-PI. Some evidence suggests differences in the nature of attentional deficit in ADHD-PI vs. that in other subtypes. Impairments in neuropsychological, neurocognitive, and social functioning are also evident in ADHD-PI, which could be specific to the subtype (e.g., processing speed, social perception, and skills), or differ from others in severity. Neuroimaging studies have also revealed ADHD-PI-specific neuropathological abnormalities and those that are shared with other subtypes. ADHD-PI is highly comorbid with learning and internalizing (e.g., anxiety and depression) disorders. There is no solid evidence for ADHD-PI-specific genetic etiologies and differential responses of subtypes to ADHD medications. Translational studies have used the Wistar Kyoto/NCrl substrain which requires further characterizations as an ADHD-PI model. Overall, ADHD-PI research has been conducted in the context of the Diagnostic and Statistical Manual, which arguably does not conform to the widely recognized "dimensional" view of ADHD. The Research Domain Criteria has been proposed to provide a novel framework for understanding the nature of neuropsychiatric illnesses and ultimately improve their diagnosis and treatment.
Collapse
Affiliation(s)
- Ike C. de la Peña
- Department of Pharmaceutical and Administrative Sciences, Loma Linda University School of Pharmacy, Loma Linda, CA 92350, USA; (C.G.T.); (T.A.)
- Correspondence: ; Tel.: +1-909-651-5995; Fax: +1-909-558-0446
| | - Michael C. Pan
- Department of Psychology, Korea University, Seoul 02841, Korea;
- Division of Social Sciences, University of the Philippines Visayas Tacloban College, Tacloban 6500, Philippines
| | - Chau Giang Thai
- Department of Pharmaceutical and Administrative Sciences, Loma Linda University School of Pharmacy, Loma Linda, CA 92350, USA; (C.G.T.); (T.A.)
| | - Tamara Alisso
- Department of Pharmaceutical and Administrative Sciences, Loma Linda University School of Pharmacy, Loma Linda, CA 92350, USA; (C.G.T.); (T.A.)
| |
Collapse
|
15
|
Leopold DR, Christopher ME, Olson RK, Petrill SA, Willcutt EG. Invariance of ADHD Symptoms Across Sex and Age: a Latent Analysis of ADHD and Impairment Ratings from Early Childhood into Adolescence. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2020; 47:21-34. [PMID: 29691720 DOI: 10.1007/s10802-018-0434-6] [Citation(s) in RCA: 18] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/20/2022]
Abstract
A population-based longitudinal sample of 489 twin pairs was assessed at six time points over ten years to examine the measurement invariance and stability of attention-deficit/hyperactivity disorder (ADHD) symptoms, as well as the developmental relations between inattention (IN), hyperactivity-impulsivity (HI), and multiple aspects of functional impairment. Parent ratings of ADHD symptoms and functional impairment were obtained in preschool and after the completion of kindergarten, first, second, fourth, and ninth grades. Results of the temporal and sex invariance models indicated that parent ratings of the 18 ADHD symptoms function in the same manner for females and males from early childhood into adolescence. In addition to establishing this prerequisite condition for the interpretation of longitudinal and between-sex differences in the IN and HI symptom dimensions, cross-lagged models indicated that both IN and HI were associated with increased risk for both concurrent and future overall, social, and recreational impairment, whereas only IN was uniquely associated with later academic impairment. Taken together, the current results demonstrate that IN and HI are highly stable from preschool through ninth grade, invariant between females and males, and indicative of risk for impairment in multiple areas, thereby providing strong support for the validity of the symptom dimensions among both sexes.
Collapse
Affiliation(s)
- Daniel R Leopold
- Department of Psychology and Neuroscience, University of Colorado Boulder, UCB 345, Boulder, CO, 80309-0345, USA.
| | - Micaela E Christopher
- Department of Psychology and Neuroscience, University of Colorado Boulder, UCB 345, Boulder, CO, 80309-0345, USA
| | - Richard K Olson
- Department of Psychology and Neuroscience, University of Colorado Boulder, UCB 345, Boulder, CO, 80309-0345, USA
| | - Stephen A Petrill
- Department of Psychology, The Ohio State University, 1835 Neil Avenue, Columbus, OH, 43210, USA
| | - Erik G Willcutt
- Department of Psychology and Neuroscience, University of Colorado Boulder, UCB 345, Boulder, CO, 80309-0345, USA
| |
Collapse
|
16
|
Visser L, Linkersdörfer J, Rothe J, Görgen R, Hasselhorn M, Gerd Schulte-Körne G. The role of ADHD symptoms in the relationship between academic achievement and psychopathological symptoms. RESEARCH IN DEVELOPMENTAL DISABILITIES 2020; 97:103552. [PMID: 31884314 DOI: 10.1016/j.ridd.2019.103552] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/02/2019] [Revised: 10/28/2019] [Accepted: 11/30/2019] [Indexed: 05/28/2023]
Abstract
BACKGROUND Previous research results suggest that ADHD symptoms explain the relationship between specific learning disability and externalising psychopathology and between math disability and anxiety, but not between reading disability and anxiety. For depression, previous results are mixed. AIMS The current study aims to clarify this role of ADHD symptoms in the relationship between various areas of academic achievement (reading, writing, and math skills) and psychopathological symptoms (anxiety, depression, and conduct disorder). METHODS AND PROCEDURES We used linear regressions based on data from a general population sample (N = 3014) collected using online assessment of 3rd and 4th grade students in Germany, which included measures of academic achievement and parent-reported psychopathological symptoms. OUTCOMES AND RESULTS ADHD symptoms completely account for the relationship between reading/writing achievement and anxiety and between writing/math achievement and conduct problems. The negative relationship between academic achievement and depression was strongest for children with average or high ADHD symptom scores. CONCLUSIONS AND IMPLICATIONS ADHD symptoms play an important role in explaining the relationship between academic achievement and psychopathological symptoms in elementary school children. The nature and size of this role depend on the exact constructs under study. We discuss implications for the support of children with learning problems, ADHD, and/or psychopathological problems.
Collapse
Affiliation(s)
- Linda Visser
- DIPF | Leibniz Institute for Research and Information in Education, Rostocker Straße 6, 60323, Frankfurt am Main, Germany; Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Rostocker Straße 6, 60323, Frankfurt am Main, Germany.
| | - Janosch Linkersdörfer
- DIPF | Leibniz Institute for Research and Information in Education, Rostocker Straße 6, 60323, Frankfurt am Main, Germany; Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Rostocker Straße 6, 60323, Frankfurt am Main, Germany.
| | | | | | - Marcus Hasselhorn
- DIPF | Leibniz Institute for Research and Information in Education, Rostocker Straße 6, 60323, Frankfurt am Main, Germany; Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Rostocker Straße 6, 60323, Frankfurt am Main, Germany.
| | | |
Collapse
|
17
|
Cirino PT, Miciak J, Ahmed Y, Barnes MA, Taylor WP, Gerst EH. Executive Function: Association with Multiple Reading Skills. READING AND WRITING 2019; 32:1819-1846. [PMID: 31680727 PMCID: PMC6824553 DOI: 10.1007/s11145-018-9923-9] [Citation(s) in RCA: 43] [Impact Index Per Article: 8.6] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
Executive function (EF) is related to reading. However, there is a lack of clarity around (a) the relative contribution of different components of EF to different reading components (word reading, fluency, comprehension), and (b) how EF operates in the context of known strong language predictors (e.g., components of the Simple View of Reading or SVR), and other skills theoretically related to reading (e.g., vocabulary, processing speed) and/or to EF (e.g., short-term memory, motor function). In a large sample of 3rd to 5th graders oversampled for struggling readers, this paper evaluates the impact of EF derived from a bifactor model (Cirino, Ahmed, Miciak, Taylor, Gerst, & Barnes, 2018) in the context of well-known covariates and demographics. Beyond common EF, five specific factors (two related to working memory, and factors of fluency, self-regulated learning, and behavioral inattention/metacognition) were addressed. EF consistently showed a unique contribution to already-strong predictive models for all reading outcomes; for reading comprehension, EF interacted with SVR indices (word reading and listening comprehension). The findings extend and refine our understanding of the contribution of EF to reading skill.
Collapse
|
18
|
Cirino PT, Child AE, Macdonald K. Longitudinal Predictors of the Overlap between Reading and Math Skills. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2018; 54:99-111. [PMID: 30559576 PMCID: PMC6294126 DOI: 10.1016/j.cedpsych.2018.06.002] [Citation(s) in RCA: 37] [Impact Index Per Article: 6.2] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
The predictors of developing reading skill are well known, and there is increasing coherence around predictors of developing math as well. These achievement skills share strong relations. Less knowledge is available regarding the extent to which predictors overlap and predict one another, particularly longitudinally, and across different types of reading and math. We followed kindergarten students (n = 193) for one year, evaluating a range of relevant predictor skills in kindergarten, and a range of relevant achievement outcomes (core, fluency, complex) of reading and math in grade 1. Few predictors differentially predicted math versus reading with some exception (phonological awareness and rapid naming for reading; counting knowledge for math). The pattern was more similar for core and fluency outcomes relative to complex ones. A small set of predictors accounted for much of the overlap among math and reading outcomes, regardless of type (core, fluency, or complex). Results have the potential to inform the development of early screening tools to consider both achievement domains simultaneously, and support the importance of following students identified as at-risk in one domain for their performance in both domains.
Collapse
Affiliation(s)
- Paul T Cirino
- Department of Psychology, Texas Institute for Measurement, Evaluation, and Statistics (TIMES), University of Houston
| | - Amanda E Child
- Department of Psychology, Texas Institute for Measurement, Evaluation, and Statistics (TIMES), University of Houston
| | - Kelly Macdonald
- Department of Psychology, Texas Institute for Measurement, Evaluation, and Statistics (TIMES), University of Houston
| |
Collapse
|
19
|
Öner Ö, Vatanartiran S, Karadeniz Ş. Relationships between teacher-reported ADHD symptom profiles and academic achievement domains in a nonreferred convenience sample of first- to fourth-grade students. PSYCHIAT CLIN PSYCH 2018. [DOI: 10.1080/24750573.2018.1457488] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/17/2022] Open
Affiliation(s)
- Özgür Öner
- School of Medicine, Bahçeşehir University, Istanbul, Turkey
| | | | - Şirin Karadeniz
- School of Education, Bahçeşehir University, Istanbul, Turkey
| |
Collapse
|
20
|
Weyde KV, Krog NH, Oftedal B, Magnus P, Øverland S, Stansfeld S, Nieuwenhuijsen MJ, Vrijheid M, de Castro Pascual M, Aasvang GM. Road traffic noise and children's inattention. Environ Health 2017; 16:127. [PMID: 29162109 PMCID: PMC5698983 DOI: 10.1186/s12940-017-0337-y] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/06/2017] [Accepted: 11/03/2017] [Indexed: 05/20/2023]
Abstract
BACKGROUND An increasing number of children are exposed to road traffic noise levels that may lead to adverse effects on health and daily functioning. Childhood is a period of intense growth and brain maturation, and children may therefore be especially vulnerable to road traffic noise. The objective of the present study was to examine whether road traffic noise was associated with reported inattention symptoms in children, and whether this association was mediated by sleep duration. METHODS This study was based on the Norwegian Mother and Child Cohort Study conducted by the Norwegian Institute of Public Health. Parental reports of children's inattention at age 8 were linked to modelled levels of residential road traffic noise. We investigated the association between inattention and noise exposure during pregnancy (n = 1934), noise exposure averaged over 5 years (age 3 to 8 years; n = 1384) and noise exposure at age 8 years (n = 1384), using fractional logit response models. The participants were children from Oslo, Norway. RESULTS An association with inattention at age 8 years was found for road traffic noise exposure at age 8 years (coef = .0083, CI = [.0012, .0154]; 1.2% point increase in inattention score per 10 dB increase in noise level), road traffic noise exposure average for the last 5 years (coef = .0090, CI = [.0016, .0164]; 1.3% point increase/10 dB), and for pregnancy road traffic noise exposure for boys (coef = .0091, CI = [.0010, .0171]), but not girls (coef = -.0021, CI = [-.0094, .0053]). Criteria for doing mediation analyses were not fulfilled. CONCLUSION Results indicate that road traffic noise has a negative impact on children's inattention. We found no mediation by sleep duration.
Collapse
Affiliation(s)
- Kjell Vegard Weyde
- Department of Air Pollution and Noise, Norwegian Institute of Public Health, Oslo, Norway
- Institute of Health and Society, Faculty of Medicine, University of Oslo, Oslo, Norway
- Pb. 4404 Nydalen, 0403 Oslo, Norway
| | - Norun Hjertager Krog
- Department of Air Pollution and Noise, Norwegian Institute of Public Health, Oslo, Norway
| | - Bente Oftedal
- Department of Air Pollution and Noise, Norwegian Institute of Public Health, Oslo, Norway
| | - Per Magnus
- Domain of Health Data and Digitalization, Norwegian Institute of Public Health, Oslo, Norway
- Institute of Health and Society, Faculty of Medicine, University of Oslo, Oslo, Norway
| | - Simon Øverland
- Division of Mental Health, Norwegian Institute of Public Health, Bergen, Norway
- Faculty of Psychology, University of Bergen, Bergen, Norway
| | - Stephen Stansfeld
- Centre for Psychiatry, Wolfson Institute of Preventive Medicine, Barts and the London School of Medicine, Queen Mary University of London, London, UK
| | - Mark J. Nieuwenhuijsen
- ISGlobal, Centre for Research in Environmental Epidemiology (CREAL), Barcelona, Catalonia Spain
- Experimental and Health Sciences, Pompeu Fabra University, 08003 Barcelona, Catalonia Spain
- CIBER Epidemiología y Salud Pública (CIBERESP), Madrid, Spain
| | - Martine Vrijheid
- ISGlobal, Centre for Research in Environmental Epidemiology (CREAL), Barcelona, Catalonia Spain
- CIBER Epidemiología y Salud Pública (CIBERESP), Madrid, Spain
| | - Montserrat de Castro Pascual
- ISGlobal, Centre for Research in Environmental Epidemiology (CREAL), Barcelona, Catalonia Spain
- Experimental and Health Sciences, Pompeu Fabra University, 08003 Barcelona, Catalonia Spain
- CIBER Epidemiología y Salud Pública (CIBERESP), Madrid, Spain
| | - Gunn Marit Aasvang
- Department of Air Pollution and Noise, Norwegian Institute of Public Health, Oslo, Norway
| |
Collapse
|
21
|
Lúcio PS, Salum G, Swardfager W, Mari JDJ, Pan PM, Bressan RA, Gadelha A, Rohde LA, Cogo-Moreira H. Testing Measurement Invariance across Groups of Children with and without Attention-Deficit/ Hyperactivity Disorder: Applications for Word Recognition and Spelling Tasks. Front Psychol 2017; 8:1891. [PMID: 29118733 PMCID: PMC5661119 DOI: 10.3389/fpsyg.2017.01891] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2017] [Accepted: 10/12/2017] [Indexed: 11/13/2022] Open
Abstract
Although studies have consistently demonstrated that children with attention-deficit/hyperactivity disorder (ADHD) perform significantly lower than controls on word recognition and spelling tests, such studies rely on the assumption that those groups are comparable in these measures. This study investigates comparability of word recognition and spelling tests based on diagnostic status for ADHD through measurement invariance methods. The participants (n = 1,935; 47% female; 11% ADHD) were children aged 6–15 with normal IQ (≥70). Measurement invariance was investigated through Confirmatory Factor Analysis and Multiple Indicators Multiple Causes models. Measurement invariance was attested in both methods, demonstrating the direct comparability of the groups. Children with ADHD were 0.51 SD lower in word recognition and 0.33 SD lower in spelling tests than controls. Results suggest that differences in performance on word recognition and spelling tests are related to true mean differences based on ADHD diagnostic status. Implications for clinical practice and research are discussed.
Collapse
Affiliation(s)
- Patrícia S Lúcio
- Department of Psychology and Psychoanalysis, State University of Londrina, Londrina, Brazil.,Department of Psychiatry, Federal University of São Paulo, São Paulo, Brazil
| | - Giovanni Salum
- Department of Psychiatry, Federal University of Rio Grande do Sul, Porto Alegre, Brazil.,National Institute of Developmental Psychiatry for Children and Adolescents, São Paulo, Brazil
| | - Walter Swardfager
- Department of Pharmacology and Toxicology, University of Toronto, Toronto, ON, Canada
| | - Jair de Jesus Mari
- Department of Psychiatry, Federal University of São Paulo, São Paulo, Brazil.,National Institute of Developmental Psychiatry for Children and Adolescents, São Paulo, Brazil
| | - Pedro M Pan
- Department of Psychiatry, Federal University of São Paulo, São Paulo, Brazil.,National Institute of Developmental Psychiatry for Children and Adolescents, São Paulo, Brazil
| | - Rodrigo A Bressan
- Department of Psychiatry, Federal University of São Paulo, São Paulo, Brazil.,National Institute of Developmental Psychiatry for Children and Adolescents, São Paulo, Brazil
| | - Ary Gadelha
- Department of Psychiatry, Federal University of São Paulo, São Paulo, Brazil.,National Institute of Developmental Psychiatry for Children and Adolescents, São Paulo, Brazil
| | - Luis A Rohde
- Department of Psychiatry, Federal University of Rio Grande do Sul, Porto Alegre, Brazil
| | - Hugo Cogo-Moreira
- Department of Psychiatry, Federal University of São Paulo, São Paulo, Brazil
| |
Collapse
|
22
|
Olivier E, Archambault I. Hyperactivity, inattention, and student engagement: The protective role of relationships with teachers and peers. LEARNING AND INDIVIDUAL DIFFERENCES 2017. [DOI: 10.1016/j.lindif.2017.09.007] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
|
23
|
Lúcio PS, Salum GA, Rohde LA, Swardfager W, Gadelha A, Vandekerckhove J, Pan PM, Polanczyk GV, do Rosário MC, Jackowski AP, Mari JJ, Cogo-Moreira H. Poor stimulus discriminability as a common neuropsychological deficit between ADHD and reading ability in young children: a moderated mediation model. Psychol Med 2017; 47:255-266. [PMID: 27697085 DOI: 10.1017/s0033291716002531] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
BACKGROUND Attention deficit hyperactivity disorder (ADHD) is frequently associated with poorer reading ability; however, the specific neuropsychological domains linking this co-occurrence remain unclear. This study evaluates information-processing characteristics as possible neuropsychological links between ADHD symptoms and RA in a community-based sample of children and early adolescents with normal IQ (⩾70). METHOD The participants (n = 1857, aged 6-15 years, 47% female) were evaluated for reading ability (reading single words aloud) and information processing [stimulus discriminability in the two-choice reaction-time task estimated using diffusion models]. ADHD symptoms were ascertained through informant (parent) report using the Development and Well-Being Assessment (DAWBA). Verbal working memory (VWM; digit span backwards), visuospatial working memory (VSWM, Corsi Blocks backwards), sex, socioeconomic status, and IQ were included as covariates. RESULTS In a moderated mediation model, stimulus discriminability mediated the effect of ADHD on reading ability. This indirect effect was moderated by age such that a larger effect was seen among younger children. CONCLUSION The findings support the hypothesis that ADHD and reading ability are linked among young children via a neuropsychological deficit related to stimulus discriminability. Early interventions targeting stimulus discriminability might improve symptoms of inattention/hyperactivity and reading ability.
Collapse
Affiliation(s)
- P S Lúcio
- Department of Psychiatry,Federal University of Sao Paulo (UNIFESP),Sao Paulo,Brazil
| | - G A Salum
- National Institute of Developmental Psychiatry for Children and Adolescents (INCT-CNPq),Sao Paulo,Brazil
| | - L A Rohde
- National Institute of Developmental Psychiatry for Children and Adolescents (INCT-CNPq),Sao Paulo,Brazil
| | - W Swardfager
- Department of Pharmacology & Toxicology,University of Toronto,Toronto,Canada
| | - A Gadelha
- National Institute of Developmental Psychiatry for Children and Adolescents (INCT-CNPq),Sao Paulo,Brazil
| | - J Vandekerckhove
- Department of Cognitive Sciences and Department of Statistics,University of California,Irvine, CA,USA
| | - P M Pan
- Department of Psychiatry,Federal University of Sao Paulo (UNIFESP),Sao Paulo,Brazil
| | - G V Polanczyk
- National Institute of Developmental Psychiatry for Children and Adolescents (INCT-CNPq),Sao Paulo,Brazil
| | - M C do Rosário
- National Institute of Developmental Psychiatry for Children and Adolescents (INCT-CNPq),Sao Paulo,Brazil
| | - A P Jackowski
- Department of Psychiatry,Federal University of Sao Paulo (UNIFESP),Sao Paulo,Brazil
| | - J J Mari
- Department of Psychiatry,Federal University of Sao Paulo (UNIFESP),Sao Paulo,Brazil
| | - H Cogo-Moreira
- Department of Psychiatry,Federal University of Sao Paulo (UNIFESP),Sao Paulo,Brazil
| |
Collapse
|
24
|
Gray SA, Rogers M, Martinussen R, Tannock R. Longitudinal relations among inattention, working memory, and academic achievement: testing mediation and the moderating role of gender. PeerJ 2015; 3:e939. [PMID: 26038714 PMCID: PMC4451022 DOI: 10.7717/peerj.939] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/20/2014] [Accepted: 04/16/2015] [Indexed: 11/20/2022] Open
Abstract
Introduction. Behavioral inattention, working memory (WM), and academic achievement share significant variance, but the direction of relationships across development is unknown. The aim of the present study was to determine whether WM mediates the pathway between inattentive behaviour and subsequent academic outcomes. Methods. 204 students from grades 1-4 (49.5% female) were recruited from elementary schools. Participants received assessments of WM and achievement at baseline and one year later. WM measures included a visual-spatial storage task and auditory-verbal storage and manipulation tasks. Teachers completed the SWAN behaviour rating scale both years. Mediation analysis with PROCESS (Hayes, 2013) was used to determine mediation pathways. Results. Teacher-rated inattention indirectly influenced math addition fluency, subtraction fluency and calculation scores through its effect on visual-spatial WM, only for boys. There was a direct relationship between inattention and math outcomes one year later for girls and boys. Children who displayed better attention had higher WM scores, and children with higher WM scores had stronger scores on math outcomes. Bias-corrected bootstrap confidence intervals for the indirect effects were entirely below zero for boys, for the three math outcomes. WM did not mediate the direct relationship between inattention and reading scores. Discussion. Findings identify inattention and WM as longitudinal predictors for math addition and subtraction fluency and math calculation outcomes one year later, with visual-spatial WM as a significant mediator for boys. Results highlight the close relationship between inattention and WM and their importance in the development of math skills.
Collapse
Affiliation(s)
- Sarah A Gray
- Ontario Institute for Studies in Education, University of Toronto , Canada
| | | | - Rhonda Martinussen
- Ontario Institute for Studies in Education, University of Toronto , Canada
| | - Rosemary Tannock
- Ontario Institute for Studies in Education, University of Toronto , Canada ; Research Institute of the Hospital for Sick Children , Canada
| |
Collapse
|