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Decarli G, Franchin L, Vitali F. Motor skills and capacities in developmental dyslexia: A systematic review and meta-analysis. Acta Psychol (Amst) 2024; 246:104269. [PMID: 38642452 DOI: 10.1016/j.actpsy.2024.104269] [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: 10/29/2023] [Revised: 04/09/2024] [Accepted: 04/10/2024] [Indexed: 04/22/2024] Open
Abstract
In recent decades, the connections between academic skills, such as reading, writing, and calculation, and motor skills/capacities have received increasing attention. Many studies provided evidence for motor difficulties in children and adolescents with dyslexia, prompting the need for a meta-analysis to combine these multiple findings. Therefore, we conducted a meta-analysis using PsycINFO, Pubmed, and SportDiscus as scientific databases. A total of 572 studies were analyzed following several stringent inclusion criteria, resulting in the inclusion of 23 peer-reviewed studies in the final analysis. Our results showed that children and adolescents with dyslexia displayed significant different performances in multiple motor tasks and these differences persisted also when the type of motor task was considered as moderator in the analysis. The present findings are in accordance with the literature that supports a close connection between reading disabilities and difficulties in motor skills/capacities.
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Affiliation(s)
- G Decarli
- Department of Psychology and Cognitive Science, University of Trento, Rovereto, Italy
| | - L Franchin
- Department of Psychology and Cognitive Science, University of Trento, Rovereto, Italy
| | - F Vitali
- Department of Neurosciences, Biomedicine and Movement Sciences, University of Verona, Verona, Italy.
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Şahan N, Atasavun Uysal S, Çak HT. Motor Proficiency, Manual Dexterity, and Visual Perception in School-age Children With ADHD: Contribution of Different Comorbidities. J Psychiatr Pract 2023; 29:122-136. [PMID: 36928199 DOI: 10.1097/pra.0000000000000695] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 03/18/2023]
Abstract
Attention-deficit/hyperactivity disorder (ADHD) is often comorbid with a number of other psychiatric conditions. The goal of this study was to investigate whether motor skills, manual dexterity, and visual perception differ in the presence of ADHD and comorbid psychiatric conditions in school-age boys by comparing them to a group of children with typical development (TD). We evaluated 81 boys 6 to 10 years of age in 5 groups: ADHD only (n=18); ADHD+specific learning disorders (ADHD+SLDs) (n=17); ADHD+oppositional defiant disorder (n=16); ADHD+anxiety disorders (n=15); and TD (n=15). The participants with ADHD only and those with ADHD+comorbidity had significantly lower scores than the participants in the TD group in every area we evaluated. The lowest scores were observed in the ADHD+SLD group in all motor skills domains except for the fine motor precision field. Furthermore, the group with ADHD+SLD had statistically significantly lower scores than the 3 other groups with ADHD+comorbidity in 3 areas: balance, upper extremity coordination, and speed and agility. Motor problems in patients with ADHD and comorbid conditions may not be a focus of attention in clinics. However, especially in the case of comorbid conditions accompanying ADHD, it is important to consider problems in motor skills, manual dexterity, and visual perception in evaluation and treatment to increase these children's quality of life.
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Cervetto S, Birba A, Pérez G, Amoruso L, García AM. Body into Narrative: Behavioral and Neurophysiological Signatures of Action Text Processing After Ecological Motor Training. Neuroscience 2022; 507:52-63. [PMID: 36368604 DOI: 10.1016/j.neuroscience.2022.10.024] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2022] [Revised: 10/20/2022] [Accepted: 10/25/2022] [Indexed: 11/09/2022]
Abstract
Embodied cognition research indicates that sensorimotor training can influence action concept processing. Yet, most studies employ isolated (pseudo)randomized stimuli and require repetitive single-effector responses, thus lacking ecological validity. Moreover, the neural signatures of these effects remain poorly understood. Here, we examined whether immersive bodily training can modulate behavioral and functional connectivity correlates of action-verb processing in naturalistic narratives. The study involved three phases. First, in the Pre-training phase, 32 healthy persons listened to an action text (rich in movement descriptions) and a non-action text (focused on its characters' perceptual and mental processes), completed comprehension questionnaires, and underwent resting-state electroencephalogram (EEG) recordings. Second, in the four-day Training phase, half the participants completed an exergaming intervention (eliciting full-body movements for 60 min a day) while the remaining half played static videogames (requiring no bodily engagement other than button presses). Finally, in the Post-training phase, all participants repeated the Pre-training protocol with different action and non-action texts and a new EEG session. We found that exergaming selectively reduced action-verb outcomes and fronto-posterior functional connectivity in the motor-sensitive ∼ 10-20 Hz range, both patterns being positively correlated. Conversely, static videogame playing yielded no specific effect on any linguistic category and did not modulate functional connectivity. Together, these findings suggest that action-verb processing and key neural correlates can be focally influenced by full-body motor training in a highly ecological setting. Our study illuminates the role of situated experience and sensorimotor circuits in action-concept processing, addressing calls for naturalistic insights on language embodiment.
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Affiliation(s)
- Sabrina Cervetto
- Departamento de Educación Física y Salud, Instituto Superior de Educación Física, Universidad de la República, Uruguay; Cognitive Neuroscience Center (CNC), Universidad de San Andrés, Buenos Aires, Argentina
| | - Agustina Birba
- Cognitive Neuroscience Center (CNC), Universidad de San Andrés, Buenos Aires, Argentina
| | - Gonzalo Pérez
- Cognitive Neuroscience Center (CNC), Universidad de San Andrés, Buenos Aires, Argentina; National Scientific and Technical Research Council (CONICET), Buenos Aires, Argentina
| | - Lucía Amoruso
- Cognitive Neuroscience Center (CNC), Universidad de San Andrés, Buenos Aires, Argentina; Basque Center on Cognition, Brain and Language (BCBL), San Sebastian, Spain; Ikerbasque, Basque Foundation for Science, Bilbao, Spain
| | - Adolfo M García
- Cognitive Neuroscience Center (CNC), Universidad de San Andrés, Buenos Aires, Argentina; National Scientific and Technical Research Council (CONICET), Buenos Aires, Argentina; Global Brain Health Institute, University of California San Francisco, CA, United States; Departamento de Lingüística y Literatura, Facultad de Humanidades, Universidad de Santiago de Chile, Santiago, Chile.
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Blanchet M, Assaiante C. Specific Learning Disorder in Children and Adolescents, a Scoping Review on Motor Impairments and Their Potential Impacts. CHILDREN 2022; 9:children9060892. [PMID: 35740829 PMCID: PMC9222033 DOI: 10.3390/children9060892] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/06/2022] [Revised: 06/02/2022] [Accepted: 06/09/2022] [Indexed: 11/16/2022]
Abstract
Mastering motor skills is important for children to achieve functional mobility and participate in daily activities. Some studies have identified that students with specific learning disorders (SLD) could have impaired motor skills; however, this postulate and the potential impacts remain unclear. The purpose of the scoping review was to evaluate if SLD children have motor impairments and examine the possible factors that could interfere with this assumption. The sub-objective was to investigate the state of knowledge on the lifestyle behavior and physical fitness of participants with SLD and to discuss possible links with their motor skills. Our scoping review included preregistration numbers and the redaction conformed with the PRISMA guidelines. A total of 34 studies published between 1990 and 2022 were identified. The results of our scoping review reflected that students with SLD have poorer motor skills than their peers. These motor impairments are exacerbated by the complexity of the motor activities and the presence of comorbidities. These results support our sub-objective and highlight the link between motor impairments and the sedentary lifestyle behavior of SLDs. This could lead to deteriorating health and motor skills due to a lack of motor experience, meaning that this is not necessarily a comorbidity. This evidence emphasizes the importance of systematic clinical motor assessments and physical activity adaptations.
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Affiliation(s)
- Mariève Blanchet
- Laboratoire de Recherche en Motricité de L’enfant, Département des Sciences de L’activité Physique, Université du Québec à Montréal, 141 Av. Président-Kennedy, Montréal, QC H2X 1Y4, Canada
- Correspondence:
| | - Christine Assaiante
- LNC, UMR 7291, Fédération 3C, AMU-CNRS, Centre Saint-Charles, Pole 3C, Case C, 3 Place Victor Hugo, 13331 Marseille, France;
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Ahmmed AU, Asif A, Winterburn S. Visual Processing Impairment in Children With Suspected Auditory Processing Disorder: A Transdisciplinary Dimensional Approach to Diagnosis. Am J Audiol 2022; 31:268-283. [PMID: 35290100 DOI: 10.1044/2021_aja-21-00168] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
PURPOSE The purpose of this study is to explore the utility of impairment(s) in language (LI), manual dexterity (IMD), and visual perceptual skills (IVPS) as a reference standard for diagnosing auditory processing disorder (APD). METHOD Data from 104 participants with suspected APD (males = 57, females = 47; 6-16 years) were retrospectively analyzed. Index auditory processing (AP) tests included Auditory Figure Ground 0 dB, Competing Words-Directed Ear (CW-DE), and Time-Compressed Sentences (TCS). General Communication Composite (GCC) of the Children's Communication Checklist-2, manual dexterity (MD) component of the Movement Assessment Battery for Children-Second Edition, and Test for Visual Perceptual Skills-Third Edition (TVPS-3) were used to identify LI, IMD, and IVPS, respectively. RESULTS Eighty-one (77.8%), 58 (55.8%), and 37 (35.6%) participants had LI, IVPS, and IMD, respectively. Four factors explaining 67.69% of the variance were extracted. TVPS-3 (except visual closure [VClo]) represented the first; AFG 0, VClo, and MD the second; CW-DE and GCC the third; and TCS the fourth. APD diagnosed by combining AP tests and comorbidities had better accuracy compared to AP tests alone. The combined approach had overall diagnostic accuracy of 92.2%, 88.4%, and 81.7% for the 9th, 5th, and 2nd percentile AP test cutoffs, respectively. CONCLUSIONS First-order AP tests in this study were related to language, MD, and visual perceptual skills. Given the overlap of LI, IMD, and IVPS with impaired AP, these comorbidities are an effective reference standard for APD. APD can be diagnosed following failing one AP test if one or more comorbidities exist. Ninth percentile AP test cutoff had better diagnostic accuracy compared to the currently used 2nd percentile cutoff.
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Affiliation(s)
- Ansar U. Ahmmed
- Lancashire Teaching Hospitals NHS Foundation Trust, Preston, United Kingdom
| | - Aysha Asif
- Lancashire Teaching Hospitals NHS Foundation Trust, Preston, United Kingdom
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Singh S, Conway CM. Unraveling the Interconnections Between Statistical Learning and Dyslexia: A Review of Recent Empirical Studies. Front Hum Neurosci 2021; 15:734179. [PMID: 34744661 PMCID: PMC8569446 DOI: 10.3389/fnhum.2021.734179] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2021] [Accepted: 09/08/2021] [Indexed: 11/13/2022] Open
Abstract
One important aspect of human cognition involves the learning of structured information encountered in our environment, a phenomenon known as statistical learning. A growing body of research suggests that learning to read print is partially guided by learning the statistical contingencies existing between the letters within a word, and also between the letters and sounds to which the letters refer. Research also suggests that impairments to statistical learning ability may at least partially explain the difficulties experienced by individuals diagnosed with dyslexia. However, the findings regarding impaired learning are not consistent, perhaps partly due to the varied use of methodologies across studies - such as differences in the learning paradigms, stimuli used, and the way that learning is assessed - as well as differences in participant samples such as age and extent of the learning disorder. In this review, we attempt to examine the purported link between statistical learning and dyslexia by assessing a set of the most recent and relevant studies in both adults and children. Based on this review, we conclude that although there is some evidence for a statistical learning impairment in adults with dyslexia, the evidence for an impairment in children is much weaker. We discuss several suggestive trends that emerge from our examination of the research, such as issues related to task heterogeneity, possible age effects, the role of publication bias, and other suggestions for future research such as the use of neural measures and a need to better understand how statistical learning changes across typical development. We conclude that no current theoretical framework of dyslexia fully captures the extant research findings on statistical learning.
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Affiliation(s)
- Sonia Singh
- Callier Center for Communication Disorders, School of Behavioral and Brain Sciences, The University of Texas at Dallas, Dallas, TX, United States
| | - Christopher M. Conway
- Brain, Learning, and Language Lab, Center for Childhood Deafness, Language, and Learning, Boys Town National Research Hospital, Omaha, NE, United States
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Mantovani S, Magro RR, Ribeiro RDCHM, Marini AM, Martins MRI. Occurrence of reading and writing cognitive processes and perception visual skills in students with Visual Dyslexia. Codas 2021; 33:e20200209. [PMID: 34190812 DOI: 10.1590/2317-1782/20202020209] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/06/2020] [Accepted: 10/21/2020] [Indexed: 11/22/2022] Open
Abstract
PURPOSE to evaluate and classify visual dyslexic students, considering that developmental dyslexia subtypes are not differentiated in most diagnoses and that they affect a generalized approach. METHODS Cross-sectional, observational, analytical study composed of 80 students, divided into two groups, GA (dyslexics) and GB (without complaints of learning difficulties) using PROLEC (proof of assessment of reading processes), TVPS - 3 (Visual Test of Perceptual Skills) and TPMBO (Bruininks-Oseretsky Motor Proficiency Test) - subtests 7 and 8. RESULTS Comparing the groups, the students of GA presented inferior performance in all the PROLEC tests and in the TVPS3 tests. The TPMBO tests of visuomotor coordination and manual dexterity tests were inferior. In a second stage, screening the visual dyslexics, 12 (30%) schoolchildren were found, who presented better performance in reading frequent words, when compared to the performance in reading infrequent words and pseudowords. In the visual perceptual skills (TVPS-3), they obtained values below 50%, except for the subscale constancy of form. The occurrences of exchanges in reading aloud were in confusion of letters, syllables or words with little difference in the way of writing, but different in the direction, the same students did not present exchanges or confusions between letters, which have the same point and manner of articulation, and whose sounds are acoustically close. CONCLUSION Thus, characterizing the dyslexia subtype is fundamental, because the application of therapeutic techniques will depend on the correct focus of the observed changes. Therefore, an accurate and multidisciplinary diagnosis is required.
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Affiliation(s)
- Silvana Mantovani
- Programa de Pós-graduação em Enfermagem, Faculdade de Medicina de São José do Rio Preto - FAMERP - São José do Rio Preto (SP), Brasil
| | - Rafael Ribeiro Magro
- Programa de Pós-graduação em Enfermagem, Faculdade de Medicina de São José do Rio Preto - FAMERP - São José do Rio Preto (SP), Brasil
| | | | - Adriana Maira Marini
- Serviço de Terapia Ocupacional, Hospital de Base, Faculdade de Medicina de São José do Rio Preto - FAMERP - São José do Rio Preto (SP), Brasil
| | - Marielza Regina Ismael Martins
- Departamento de Ciências Neurológicas, Faculdade de Medicina de São José do Rio Preto - FAMERP - São José do Rio Preto (SP), Brasil
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Ahmmed AU. Auditory Processing Disorder and Its Comorbidities: A Need for Consistency in Test Cutoff Scores. Am J Audiol 2021; 30:128-144. [PMID: 33656911 DOI: 10.1044/2020_aja-20-00103] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
Purpose No gold standard criteria exist for diagnosing developmental auditory processing disorder (APD). This study aimed to identify APD criteria, which are consistent with that used for comorbidities, and how comorbidities predicted APD. Method A retrospective study of 167 participants (males = 105, females = 62; age: 6-16 years; nonverbal IQ > 80) with suspected APD is presented. Five SCAN-3 tests evaluated auditory processing (AP). Comorbidities included attention-deficit/hyperactivity disorder, language impairment, and impaired manual dexterity, which were identified using percentile ≤ 5 in the Swanson, Nolan and Pelham parental rating scale; Children's Communication Checklist-2; and Movement Assessment Battery for Children-2, respectively. Results Percentiles ≤ 9, ≤ 5, and < 2 in two or more AP tests had sensitivities (specificities) of 76% (70.6%), 59.3% (76.5%), and 26% (82.4%), respectively, in predicting comorbidities, which were present in 150 of the 167 participants. The criterion of "≤ 9 percentile in two or more AP tests" (Approach I) diagnosed APD in 119 participants, and criterion "≤ 5 percentile in two or more AP tests or ≤ 5 percentile in one AP plus one or more measures of comorbidities" (Approach II) diagnosed 123. The combination of approaches diagnosed 128 participants (76.6%) with APD, of which 114 were diagnosed by each approach (89%). Language impairment and impaired manual dexterity, but not attention-deficit/hyperactivity disorder, predicted APD. Conclusions "Percentile ≤ 9 in two or more AP tests" or "percentile ≤ 5 in one AP plus one or more measures of comorbidities" are evidence-based APD diagnostic criteria. Holistic and interprofessional practice evaluating comorbidities including motor skills is important for APD.
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Affiliation(s)
- Ansar U. Ahmmed
- Lancashire Teaching Hospitals NHS Foundation Trust, Preston, United Kingdom
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Ahmmed AU. A transdisciplinary protocol evaluating auditory processing disorder (APD) in children using speech and non-speech stimuli and tools for common co-morbidities: time to re-evaluate APD diagnostic criteria. HEARING BALANCE AND COMMUNICATION 2020. [DOI: 10.1080/21695717.2020.1753416] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Affiliation(s)
- Ansar Uddin Ahmmed
- Paediatric Audiology Service, Lancashire Teaching Hospitals NHS Foundation Trust, Preston, UK
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Ahmmed AU. Manual dexterity and outcomes in a commonly used test battery to assess auditory processing disorder (APD) in children. HEARING BALANCE AND COMMUNICATION 2019. [DOI: 10.1080/21695717.2019.1644862] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/09/2023]
Affiliation(s)
- Ansar Uddin Ahmmed
- Fulwood Audiology Clinic, Lancashire Teaching Hospitals NHS Foundation Trust, Preston, UK
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Urgen BM, Topac Y, Ustun FS, Demirayak P, Oguz KK, Kansu T, Saygi S, Ozcelik T, Boyaci H, Doerschner K. Homozygous LAMC3 mutation links to structural and functional changes in visual attention networks. Neuroimage 2019; 190:242-253. [DOI: 10.1016/j.neuroimage.2018.03.077] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/01/2017] [Revised: 03/09/2018] [Accepted: 03/31/2018] [Indexed: 01/26/2023] Open
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Mokobane M, Pillay BJ, Meyer A. Fine motor deficits and attention deficit hyperactivity disorder in primary school children. S Afr J Psychiatr 2019; 25:1232. [PMID: 30899581 PMCID: PMC6424539 DOI: 10.4102/sajpsychiatry.v25i0.1232] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/02/2018] [Accepted: 11/06/2018] [Indexed: 12/31/2022] Open
Abstract
Background Many children with attention deficit hyperactivity disorder (ADHD) display motor deficiencies during their daily routine, which may have impact on their developmental course. Children with ADHD who experience motor deficiencies often display deficits in tasks requiring movements, such as handwriting. Aim This study investigated deficiencies in fine motor skills in primary school children with ADHD. The study further sought to establish whether ADHD subtypes differ in deficiencies of fine motor performance, recorded for both the dominant and non-dominant hands. Methods The Disruptive Behavior Disorders Rating Scale, completed by educators and parents, was used to screen for ADHD symptoms. Researchers confirmed the diagnosis of ADHD. Motor functioning was assessed using the Grooved Pegboard and Maze Coordination. The children diagnosed with ADHD were matched for age and gender with controls without ADHD. The sample consisted of an ADHD group (160) and control group (160) of primary school children from the Moletjie area. Results Children with ADHD (predominantly inattentive subtype) and ADHD (combined subtype) performed significantly more poorly than the control group on the Grooved Pegboard (p < 0.05) with both the dominant and non-dominant hand. No significant difference between the hyperactivity and impulsiveness subtype and the controls were found. There was no difference on the Maze Coordination Task (p > 0.05) between the ADHD subtypes and the controls. Conclusion Difficulties in fine motor skills are prevalent in children with ADHD, particularly in the ADHD-PI and ADHD-C. Problems are encountered in distal, complex, speeded tasks. The effect may lead to poor handwriting and academic performance.
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Affiliation(s)
- Maria Mokobane
- Department of Behavioural Medicine, University of KwaZulu-Natal, South Africa
| | - Basil J Pillay
- Department of Behavioural Medicine, University of KwaZulu-Natal, South Africa
| | - Anneke Meyer
- Department of Behavioural Medicine, University of KwaZulu-Natal, South Africa
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Marchand-Krynski MÈ, Bélanger AM, Morin-Moncet O, Beauchamp MH, Leonard G. Cognitive predictors of sequential motor impairments in children with dyslexia and/or attention deficit/hyperactivity disorder. Dev Neuropsychol 2018; 43:430-453. [PMID: 29764201 DOI: 10.1080/87565641.2018.1467421] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/25/2022]
Abstract
This study examined cognitive predictors of sequential motor skills in 215 children with dyslexia and/or attention deficit/hyperactivity disorder (ADHD). Visual working memory and math fluency abilities contributed significantly to performance of sequential motor abilities in children with dyslexia (N = 67), ADHD (N = 66) and those with a comorbid diagnosis (N = 82), generally without differentiation between groups. In addition, primary diagnostic features of each disorder, such as reading and inattention, did not contribute to the variance in motor skill performance of these children. The results support a unifying framework of motor impairment in children with neurodevelopmental disorders such as dyslexia and ADHD.
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Affiliation(s)
- Marie-Ève Marchand-Krynski
- a Department of Psychology & Research Center in Neuropsychology and Cognition (CERNEC) , University of Montreal , Montreal , Canada
| | - Anne-Marie Bélanger
- b Department of Neurology and Neurosurgery , Montreal Neurological Institute and Hospital , Montreal , Canada
| | - Olivier Morin-Moncet
- a Department of Psychology & Research Center in Neuropsychology and Cognition (CERNEC) , University of Montreal , Montreal , Canada
| | - Miriam H Beauchamp
- c Department of Psychology , University of Montreal & Ste-Justine Hospital Research Center , Montreal , Canada
| | - Gabriel Leonard
- b Department of Neurology and Neurosurgery , Montreal Neurological Institute and Hospital , Montreal , Canada
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Carotenuto M, Messina A, Monda V, Precenzano F, Iacono D, Verrotti A, Piccorossi A, Gallai B, Roccella M, Parisi L, Maltese A, Lavano F, Marotta R, Lavano SM, Lanzara V, Ferrentino RI, Pisano S, Salerno M, Valenzano A, Triggiani AI, Polito AN, Cibelli G, Monda M, Messina G, Ruberto M, Esposito M. Maternal Stress and Coping Strategies in Developmental Dyslexia: An Italian Multicenter Study. Front Psychiatry 2017; 8:295. [PMID: 29312021 PMCID: PMC5743752 DOI: 10.3389/fpsyt.2017.00295] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/05/2017] [Accepted: 12/11/2017] [Indexed: 12/12/2022] Open
Abstract
BACKGROUND Studies about the impact of developmental dyslexia (DD) on parenting are scarce. Our investigation aimed to assess maternal stress levels and mothers' copying styles in a population of dyslexic children. METHODS A total of 874 children (500 boys, 374 girls; mean age 8.32 ± 2.33 years) affected by DD was included in the study. A total of 1,421 typically developing children (789 boys, 632 girls; mean age 8.25 ± 3.19 years) were recruited from local schools of participating Italian Regions (Abruzzo, Calabria, Campania, Puglia, Umbria, Sicily) and used as control-children group. All mothers (of both DD and typically developing children) filled out an evaluation for parental stress (Parenting Stress Index-Short Form) and coping strategies [Coping Inventory for Stressful Situations (CISS)]. RESULTS No statistical differences for mean age (p = 0.456) and gender (p = 0.577) were found between DD and control children. Mothers of children affected by DD showed an higher rate of all parental stress indexes (Parental Distress domain p < 0.001, Difficult Child p < 0.001, Parent-Child Dysfunctional Interaction p < 0.001, and Total Stress subscale score p < 0.001) than controls mothers. According to the CISS evaluation, mothers of DD children reported a significantly higher rate of emotion-oriented (p < 0.001) and avoidance-oriented (p < 0.001) coping styles than mothers of typical developing children. On the other hand, a lower representation of task-oriented coping style was found in mothers of DD children (p < 0.001) in comparison to mothers of control-children. CONCLUSION Our study shows the clinical relevance of the burden carried by the mothers of children affected by DD and suggests the importance to assess parents, particularly mothers, to improve family compliance and clinical management of this disorder.
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Affiliation(s)
- Marco Carotenuto
- Clinic of Child and Adolescent Neuropsychiatry, Department of Mental Health, Physical and Preventive Medicine, Università degli Studi della Campania "Luigi Vanvitelli", Naples, Italy
| | - Antonietta Messina
- Department of Experimental Medicine, Section of Human Physiology, Unit of Dietetics and Sports Medicine, Università degli Studi della Campania "Luigi Vanvitelli", Naples, Italy
| | - Vincenzo Monda
- Department of Experimental Medicine, Section of Human Physiology, Unit of Dietetics and Sports Medicine, Università degli Studi della Campania "Luigi Vanvitelli", Naples, Italy
| | - Francesco Precenzano
- Clinic of Child and Adolescent Neuropsychiatry, Department of Mental Health, Physical and Preventive Medicine, Università degli Studi della Campania "Luigi Vanvitelli", Naples, Italy
| | - Diego Iacono
- Brain Development Laboratory, Biomedical Research Institute of New Jersey, BRInj, Cedar Knolls, NJ, United States
| | - Alberto Verrotti
- Department of Pediatrics, University of L'Aquila, Ospedale San Salvatore, L'Aquila, Italy
| | - Alessandra Piccorossi
- Department of Pediatrics, University of L'Aquila, Ospedale San Salvatore, L'Aquila, Italy
| | - Beatrice Gallai
- Unit of Child and Adolescent Neuropsychiatry, University of Perugia, Perugia, Italy
| | - Michele Roccella
- Child Neuropsychiatry, Department of Psychology and Pedagogical Sciences, University of Palermo, Palermo, Italy
| | - Lucia Parisi
- Child Neuropsychiatry, Department of Psychology and Pedagogical Sciences, University of Palermo, Palermo, Italy
| | - Agata Maltese
- Child Neuropsychiatry, Department of Psychology and Pedagogical Sciences, University of Palermo, Palermo, Italy
| | - Francesco Lavano
- Department of Medical and Surgical Science, University "Magna Graecia", Catanzaro, Italy
| | - Rosa Marotta
- Department of Medical and Surgical Science, University "Magna Graecia", Catanzaro, Italy
| | - Serena Marianna Lavano
- Department of Medical and Surgical Science, University "Magna Graecia", Catanzaro, Italy
| | - Valentina Lanzara
- Clinic of Child and Adolescent Neuropsychiatry, Department of Mental Health, Physical and Preventive Medicine, Università degli Studi della Campania "Luigi Vanvitelli", Naples, Italy
| | - Roberta Ida Ferrentino
- Clinic of Child and Adolescent Neuropsychiatry, Department of Mental Health, Physical and Preventive Medicine, Università degli Studi della Campania "Luigi Vanvitelli", Naples, Italy
| | - Simone Pisano
- Department of Health Sciences, University "Magna Graecia", Catanzaro, Italy
| | - Margherita Salerno
- Child Neuropsychiatry, Department of Psychology and Pedagogical Sciences, University of Palermo, Palermo, Italy
| | - Anna Valenzano
- Department of Clinical and Experimental Medicine, University of Foggia, Foggia, Italy
| | | | - Anna N Polito
- Complex Structure of Neuropsychiatry Childhood-Adolescence of Ospedali Riuniti of Foggia, Foggia, Italy
| | - Giuseppe Cibelli
- Department of Clinical and Experimental Medicine, University of Foggia, Foggia, Italy
| | - Marcellino Monda
- Department of Experimental Medicine, Section of Human Physiology, Unit of Dietetics and Sports Medicine, Università degli Studi della Campania "Luigi Vanvitelli", Naples, Italy
| | - Giovanni Messina
- Department of Clinical and Experimental Medicine, University of Foggia, Foggia, Italy
| | - Maria Ruberto
- Department of Medical-Surgical and Dental Specialties, Università degli Studi della Campania "Luigi Vanvitelli", Naples, Italy
| | - Maria Esposito
- Clinic of Child and Adolescent Neuropsychiatry, Department of Mental Health, Physical and Preventive Medicine, Università degli Studi della Campania "Luigi Vanvitelli", Naples, Italy
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