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Liu F, Chi X, Yu D. Reduced inhibition control ability in children with ADHD due to coexisting learning disorders: an fNIRS study. Front Psychiatry 2024; 15:1326341. [PMID: 38832323 PMCID: PMC11146205 DOI: 10.3389/fpsyt.2024.1326341] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/25/2023] [Accepted: 04/25/2024] [Indexed: 06/05/2024] Open
Abstract
Introduction Inhibition control, as the core component of executive function, might play a crucial role in the understanding of attention deficit/hyperactivity disorder (ADHD) and specific learning disorders (SLD). Inhibition control deficits have been observed in children with ADHD or SLD. This study sought to test in a multi-modal fashion (i.e., behavior and plus brain imaging) whether inhibition control abilities would be further deteriorated in the ADHD children due to the comorbidity of SLD. Method A total number of 90 children (aged 6-12 years) were recruited, including 30 ADHD, 30 ADHD+SLD (children with the comorbidity of ADHD and SLD), and 30 typically developing (TD) children. For each participant, a 44-channel functional near infrared spectroscopy (fNIRS) equipment was first adopted to capture behavioral and cortical hemodynamic responses during a two-choice Oddball task (a relatively new inhibition control paradigm). Then, 50 metrics were extracted, including 6 behavioral metrics (i.e., OddballACC, baselineACC, totalACC, OddballRT, baselineRT, and totalRT) and 44 beta values in 44 channels based on general linear model. Finally, differences in those 50 metrics among the TD, ADHD, and ADHD+SLD children were analyzed. Results Findings showed that: (1) OddballACC (i.e., the response accuracy in deviant stimuli) is the most sensitive metric in identifying the differences between the ADHD and ADHD+SLD children; and (2) The ADHD+SLD children exhibited decreased behavioral response accuracy and brain activation level in some channels (e.g., channel CH35) than both the ADHD and TD children. Discussion Findings seem to support that inhibition control abilities would be further decreased in the ADHD children due to the comorbidity of SLD.
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Affiliation(s)
- Fulin Liu
- Key Laboratory of Child Development and Learning Science of Ministry of Education, School of Biological Science and Medical Engineering, Southeast University, Nanjing, China
| | - Xia Chi
- Department of Child Health Care, Women’s Hospital of Nanjing Medical University, Nanjing Maternity and Child Health Care Hospital, Nanjing, Jiangsu, China
| | - Dongchuan Yu
- Key Laboratory of Child Development and Learning Science of Ministry of Education, School of Biological Science and Medical Engineering, Southeast University, Nanjing, China
- Henan Provincial Medical Key Lab of Child Developmental Behavior and Learning, The Third Affiliated Hospital of Zhengzhou University, Zhengzhou, Henan, China
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Mekonnen AM, Visser L, Brandenburg J. Anxiety and coping strategies among dyslexics in Ethiopia. ANNALS OF DYSLEXIA 2024; 74:66-81. [PMID: 38010579 DOI: 10.1007/s11881-023-00293-5] [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: 07/03/2023] [Accepted: 11/03/2023] [Indexed: 11/29/2023]
Abstract
Individuals with dyslexia have been shown to have an increased risk for developing internalizing problems. Various studies have revealed the powerful role that culture plays in determining the type of anxiety and coping strategies adopted by various groups of individuals. However, compared to the vast number of studies conducted in individualistic cultures, knowledge on collectivistic cultures with respect to this issue is still limited. This study examined anxiety and coping strategies of children with and without dyslexia in Ethiopia, where the majority of its cultural dimensions could be regarded as collectivistic. A total of 126 children with (n = 63) and without (n = 63) dyslexia, aged 8-11 (41 boys and 22 girls, in each group; and age: M = 9.43 years; SD = 1.14 and M = 9.46; SD =1.11), participated. Dyslexia was assessed using an Amharic dyslexia assessment battery, while anxiety level and coping strategy were respectively measured using the Spence Children's Anxiety Scales (SCAS) and the Children's Coping Questionnaire (CCQ), both translated into Amharic. Results indicated that dyslexia was associated with higher levels of anxiety (especially generalized anxiety) and lower levels of support-seeking coping strategies. We discuss these results in the light of the cultural and institutional context in Ethiopia.
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Affiliation(s)
| | - Linda Visser
- Behavioral Science Institute (BSI), Radboud University, Nijmegen, Netherlands
- Department of Education and Human Development, DIPF | Leibniz Institute for Research and Information in Education, Frankfurt, Germany
| | - Janin Brandenburg
- Department of Learning Impairments, TU Dortmund University, Dortmund, Germany
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Willcutt EG, Petrill SA. Comorbidity between reading disability and ADHD in a community sample: Implications for academic, social, and neuropsychological functioning. MIND, BRAIN AND EDUCATION : THE OFFICIAL JOURNAL OF THE INTERNATIONAL MIND, BRAIN, AND EDUCATION SOCIETY 2023; 17:338-348. [PMID: 38898939 PMCID: PMC11185354 DOI: 10.1111/mbe.12393] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/06/2023] [Accepted: 10/12/2023] [Indexed: 06/21/2024]
Abstract
To better understand the implications of comorbidity between reading disability (RD) and attention-deficit / hyperactivity disorder (ADHD), a sample of 225 participants with RD without ADHD, 139 participants with both RD and ADHD, and 1,502 children without reading or attentional difficulties was recruited through five large public school districts. In comparison to the group without RD or ADHD, both groups with RD exhibited elevations of comorbid internalizing and externalizing disorders and significant global, academic, and social impairment. However, the group with both RD and ADHD was most impaired on most measures, and analyses of neuropsychological measures indicate that the co-occurrence of RD and ADHD may be due at least in part to weaknesses in cognitive processing speed and working memory that are most severe in the comorbid group. These results indicate that psychoeducational assessments of RD should always screen for ADHD and other emotional and behavioral difficulties, and that when RD and ADHD co-occur interventions are likely to be needed for both disorders.
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Piko BF, Dudok R. Strengths and Difficulties among Adolescent with and without Specific Learning Disorders (SLD). CHILDREN (BASEL, SWITZERLAND) 2023; 10:1741. [PMID: 38002832 PMCID: PMC10670760 DOI: 10.3390/children10111741] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/08/2023] [Revised: 10/23/2023] [Accepted: 10/25/2023] [Indexed: 11/26/2023]
Abstract
Specific Learning Disorders (SLD) have become a major concern in modern societies. It is essential to detect their emotional, behavioral and social consequences as early as childhood. The aim of this study is to examine a set of strengths and difficulties and compare them between students with and without SLD. Participants in this study were adolescents aged 11-18 years from Budapest and villages of its Metropolitan area (Hungary) (N = 276, mean age = 13.6 years, SD = 1.8, 54.7% boys). Due to multistage sampling, a nearly equal number of students had SLD or not. In addition to sociodemographics, the Strengths and Difficulties Questionnaire (SDQ), Satisfaction With Life Scale and the Proactive Coping Inventory were included in the survey, and t-test, correlation and logistic regression analysis were applied in statistical analyses. Our findings suggest that in early adolescence (ages 11-14 years), conduct and peer problems, in late adolescence (ages 15-18 years), emotional problems, highlighted SLD. In terms of strengths, prosocial behavior in children with SLD may compensate difficulties, especially at a younger age. Students from lower SES families and those having parents with a lower educational level are more likely to have a diagnosis of SLD. Teachers and special educators should take care of improving the adolescents' prosociality, social and coping skills and listening to emotional, conduct and peer problems in those with SLD.
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Affiliation(s)
- Bettina F. Piko
- Department of Behavioral Sciences, University of Szeged, 6722 Szeged, Hungary
| | - Réka Dudok
- Doctoral School of Education, University of Szeged, 6722 Szeged, Hungary;
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Bonuomo M, Marini M, Vegni N, Melogno S, Torregiani G, Livi S, Di Filippo G. Analysis of Psychological and Social Functioning in Undergraduate Students with a Specific Learning Disorder (SLD). Brain Sci 2023; 13:1020. [PMID: 37508952 PMCID: PMC10377634 DOI: 10.3390/brainsci13071020] [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: 05/12/2023] [Revised: 06/19/2023] [Accepted: 06/28/2023] [Indexed: 07/30/2023] Open
Abstract
It is considered to be particularly interesting to enrich the scientific overview investigating the comorbidities of specific learning disorders (SLDs) in young adults. Therefore, this study aims to investigate the psychosocial and relational profiles associated with the presence of learning difficulties in a population of university students. The hypothesis is that young adults with SLDs have lower psychological and socio-relational functioning than their typical-development peers. We further hypothesized that the socio-relational difficulties of students with SLDs could be explained not only by referring to the presence of a learning disorder, but also by considering some variables that may follow the experience of students with SLDs. The results highlighted that students with SLDs, compared to their typical-development peers, have low self-efficacy, high academic anxiety scores, emotional problems, and issues with peers. We finally suggest considering these aspects as early as the diagnostic process to facilitate an effective treatment plan for learning disorders to prevent, in terms of developmental trajectory, the manifestation of these aspects in adulthood.
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Affiliation(s)
- Marika Bonuomo
- Faculty of Psychology, Niccolò Cusano University, 00166 Rome, Italy
| | - Mara Marini
- Department of Social and Developmental Psychology, Sapienza University of Rome, 00185 Rome, Italy
| | - Nicoletta Vegni
- Faculty of Psychology, Niccolò Cusano University, 00166 Rome, Italy
| | - Sergio Melogno
- Faculty of Psychology, Niccolò Cusano University, 00166 Rome, Italy
| | | | - Stefano Livi
- Department of Social and Developmental Psychology, Sapienza University of Rome, 00185 Rome, Italy
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Specific Learning Disabilities and Emotional-Behavioral Difficulties: Phenotypes and Role of the Cognitive Profile. J Clin Med 2023; 12:jcm12051882. [PMID: 36902669 PMCID: PMC10003319 DOI: 10.3390/jcm12051882] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/24/2023] [Revised: 02/20/2023] [Accepted: 02/22/2023] [Indexed: 03/08/2023] Open
Abstract
Specific Learning Disabilities (SLD) are often associated with emotional-behavioral problems. Many studies highlighted a greater psychopathological risk in SLD, describing both internalizing and externalizing problems. The aims of this study were to investigate the emotional-behavioral phenotype through the Child Behavior Checklist (CBCL), and evaluate the mediating role of background and cognitive characteristics on the relationship between CBCL profile and learning impairment in children and adolescents with SLD. One hundred and twenty-one SLD subjects (7-18 years) were recruited. Cognitive and academic skills were assessed, and parents completed the questionnaire CBCL 6-18. The results showed that about half of the subjects manifested emotional-behavioral problems with a prevalence of internalizing symptoms, such as anxiety and depression, over externalizing ones. Older children showed greater internalizing problems than younger ones. Males have greater externalizing problems compared to females. A mediation model analysis revealed that learning impairment is directly predicted by age and familiarity for neurodevelopmental disorders and indirectly via the mediation of the WISC-IV/WAIS-IV Working Memory Index (WMI) by the CBCL Rule-Breaking Behavior scale. This study stresses the need to combine the learning and neuropsychological assessment with a psychopathological evaluation of children and adolescents with SLD and provides new interpretative insights on the complex interaction between cognitive, learning, and emotional-behavioral phenotypes.
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The relationship between bullying, learning disorders and psychiatric comorbidity. BMC Psychiatry 2023; 23:116. [PMID: 36810014 PMCID: PMC9942640 DOI: 10.1186/s12888-023-04603-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/08/2021] [Accepted: 02/09/2023] [Indexed: 02/24/2023] Open
Abstract
BACKGROUND Both learning disorders and bullying are major sources of public concern. Children with learning disorders often suffer from social rejection, potentially rendering them more susceptible to bullying involvement. Bullying involvement leads to a higher risk towards developing various problems including self-harm and suicidality. Past research on whether learning disorders are childhood bullying risk factors yielded inconsistent results. METHODS The current study used path analyses on a representative sample of 2,925 German 3rd and 4th grades to examine whether learning disorders are a direct bullying risk factor, or whether their impact depends on psychiatric comorbidity. More so, the current study sought to examine whether associations differ between children with and without learning disorders, compare different bullying roles (i.e., only victim, only bully, or bully-victim), compare gender, and control for IQ and socioeconomic status. RESULTS Results indicated that learning disorders are not a direct but rather an indirect childhood risk factor for bully-victim involvement, depending on psychiatric comorbidity with internalizing or externalizing disorders. Regarding the comparison between the samples of children with and without learning disorders, an overall difference and a difference in the path between spelling and externalizing disorders emerged. No difference for different bullying roles (i.e., only victim, only bully) emerged. Negligible differences emerged when IQ and socioeconomic status were controlled. An overall gender difference emerged, compatible with past research, indicating higher bullying involvement among boys compared to girls. CONCLUSION Children with learning disorders are at a higher risk of having psychiatric comorbidity, which in turn renders them at a higher risk of bullying involvement. Implications for bullying interventions and school professionals are deduced.
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Moll K, Georgii BJ, Tunder R, Schulte-Körne G. Economic evaluation of dyslexia intervention. DYSLEXIA (CHICHESTER, ENGLAND) 2023; 29:4-21. [PMID: 36308052 DOI: 10.1002/dys.1728] [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: 07/30/2021] [Revised: 04/04/2022] [Accepted: 10/10/2022] [Indexed: 06/16/2023]
Abstract
In many countries, intervention costs are not covered by public health care. A critical basis for deciding whether an intervention is covered or not is to analyse the relation between benefits and costs of the intervention, and to quantify the consequential costs. In this study, a cost-utility analysis was computed to investigate the costs of individualized dyslexia intervention while quantifying the benefit in terms of health-related quality of life in a sample of 36 individuals with dyslexia. In addition, educational outcomes and costs of untreated dyslexia for the society were estimated using information for class repetition, school success, and unemployment rates from previous studies and official statistics. A significant increase in quality of life with medium effect sizes was found across all quality-of-life measures. Increases in quality of life were domain-specific, thus occurring specifically in those domains that are affected by learning disorders. The cost-utility ratio was 9,782 Euros per quality adjusted life years (QALYs), which is in line with similar therapy forms, such as speech therapy. The loss of productivity for untreated dyslexia in the German population was estimated for class repetition and reduced income due to lower school degrees. The cost-utility analysis and the calculation of consequential costs suggest that the dyslexia intervention is cost-effective.
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Affiliation(s)
- Kristina Moll
- Department of Child and Adolescent Psychiatry, Psychotherapy and Psychosomatics, Ludwig-Maximilians-University Hospital Munich, Munich, Germany
| | - Beatrice J Georgii
- Department of Child and Adolescent Psychiatry, Psychotherapy and Psychosomatics, Ludwig-Maximilians-University Hospital Munich, Munich, Germany
| | - Ralph Tunder
- Health Care Management Institute, European Business School, Oestrich-Winkel, Germany
| | - Gerd Schulte-Körne
- Department of Child and Adolescent Psychiatry, Psychotherapy and Psychosomatics, Ludwig-Maximilians-University Hospital Munich, Munich, Germany
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Houghton S, Kyron M, Lawrence D, Hunter SC, Hattie J, Carroll A, Zadow C, Chen W. Longitudinal trajectories of mental health and loneliness for Australian adolescents with-or-without neurodevelopmental disorders: the impact of COVID-19 school lockdowns. J Child Psychol Psychiatry 2022; 63:1332-1343. [PMID: 35194802 PMCID: PMC9790479 DOI: 10.1111/jcpp.13579] [Citation(s) in RCA: 13] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 01/04/2022] [Indexed: 12/30/2022]
Abstract
BACKGROUND The impact of COVID-19 (SARS-CoV-2) pandemic school lockdowns on the mental health problems and feelings of loneliness of adolescents with neurodevelopmental disorders (NDDs) is hypothesized to be greater than that of their non-NDD peers. This two and a half year longitudinal study compared changes in the mental health and loneliness of Western Australian adolescents pre-COVID-19 (November 2018 and April 2019), immediately prior to COVID-19 school lockdowns (March 2020), and post schools reopening (July/August 2020). METHODS An age-and-gender matched sample of 476 adolescents with-or-without NDDs completed online assessments for mental health and loneliness. RESULTS Adolescents with NDDs reported elevated levels of adverse mental health across all four waves of data collection. These young people experienced little change in mental health problems and feelings of loneliness over time, and any increase during school lockdowns returned to, or fell below pre-COVID-19 levels once schools reopened. In comparison, adolescents without NDDs experienced significant increases from a low baseline in depression symptoms, externalizing symptoms, feelings of isolation, and having a positive attitude to being alone, and evidenced a significant decline in positive mental wellbeing. Quality of friendships were unaffected by COVID-19 school lockdowns for all adolescents regardless of NDD status. Of the adolescents with NDDs, those with Attention-Deficit/Hyperactivity Disorder reported a significant increase in positive mental wellbeing following school lockdowns. CONCLUSIONS Adolescents with NDDs emerged relatively unscathed from COVID-19 school lockdowns and the short term impacts associated with these were not maintained over time. These findings should be considered in the context of this study's geographical location and the unpredictability of school lockdowns. Learning to live with school lockdowns into the future may be a critical element for further investigation in the context of interventions.
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Affiliation(s)
- Stephen Houghton
- Graduate School of EducationThe University of Western AustraliaPerthWAAustralia
| | - Michael Kyron
- Graduate School of EducationThe University of Western AustraliaPerthWAAustralia,School of Psychological SciencesThe University of Western AustraliaPerthWAAustralia,Centre for Social ImpactThe University of Western AustraliaPerthWAAustralia
| | - David Lawrence
- Graduate School of EducationThe University of Western AustraliaPerthWAAustralia
| | - Simon Charles Hunter
- Graduate School of EducationThe University of Western AustraliaPerthWAAustralia,Department of PsychologyGlasgow Caledonian UniversityGlasgowUK
| | - John Hattie
- Graduate School of EducationThe University of MelbourneMelbourneVic.Australia
| | - Annemaree Carroll
- School of EducationFaculty of Humanities and Social SciencesThe University of QueenslandBrisbaneQldAustralia
| | - Corinne Zadow
- Graduate School of EducationThe University of Western AustraliaPerthWAAustralia
| | - Wai Chen
- Graduate School of EducationThe University of Western AustraliaPerthWAAustralia,Mental Health ServiceFiona Stanley HospitalPerthWAAustralia,Curtin Medical SchoolCurtin UniversityPerthWAAustralia,School of MedicineUniversity of Notre Dame AustraliaFremantleWAAustralia
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Evaluation of an Online Version of the CFT 20-R in Third and Fourth Grade Children. CHILDREN 2022; 9:children9040512. [PMID: 35455556 PMCID: PMC9029809 DOI: 10.3390/children9040512] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/08/2022] [Revised: 03/28/2022] [Accepted: 03/31/2022] [Indexed: 11/24/2022]
Abstract
There is growing demand for digital intelligence testing. In the current study, we evaluated the validity of an online version of the revised German Culture Fair Intelligence Test (CFT 20-R). A total of 4100 children from the third and fourth grades completed the online version using a smartphone or tablet. Subsequently, 220 of these children also completed the paper-pencil (PP) version. The internal consistency and construct validity of the online version appeared to be acceptable. The correlation between the raw scores and school grades in German and mathematics was slightly lower than expected. On average, the raw scores for the PP version were revealed to be higher, which was probably due to a learning effect. At the item level, the results show small differences for the subtests Series and Matrices, possibly caused by small differences in the presentation of the items. The correspondence between the versions did not depend on children’s levels of impulsivity or intelligence. Altogether, the results support the hypothesis that the online version of the CFT 20-R is a valid measure of general fluid intelligence and highlight the need for separate norms.
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Abstract
Zusammenfassung. Etwa jedes dritte Kind in Deutschland leidet im Laufe der Grundschule unter besonderen Lernschwierigkeiten beim Erwerb von Lesen, Rechtschreiben und Rechnen. Mindestens jedes achte Grundschulkind erfüllt sogar die Kriterien der Weltgesundheitsorganisation für die Vergabe der Diagnose „Lernstörung“. In diesem Beitrag wird erläutert, was unter Lernstörungen im Einzelnen zu verstehen ist und was über die biogenetischen und sozialen (einschließlich didaktischen) Risiken für das Entstehen von Lernstörungen bekannt ist. Außerdem wird auf den Forschungsstand zu der Frage eingegangen, welche eingeschränkten kognitiven Funktionen mit einem hohen individuellen Risiko für das Entstehen einer Lernstörung einhergehen. Es folgt ein Überblick über den Forschungsstand zu (vorschulischen) Präventionsansätzen, die sich als wirksam zur Vermeidung von Lernstörungen erwiesen haben, und zur Frage, welche Interventionsansätze bei Auftreten besonderer Lernschwierigkeiten beim Erwerb von Schriftsprache und Mathematik in der Schule am ehesten geeignet sind, diese zu überwinden. Darauf aufbauend werden abschließend Vorschläge zu einer sequentiellen Strategie für die weitgehende Vermeidung von Lernstörungen und ihren negativen Langzeitfolgen unterbreitet und die Potenziale digitaler diagnosebasierter Förderprogramme diskutiert.
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Affiliation(s)
- Marcus Hasselhorn
- DIPF
- Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main, Deutschland
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Özgül Öğrenme Bozukluğu için Dikkat Eksikliği Hiperaktivite Bozukluğu Komorbiditesi Her Zaman Kötü Bir Durum Olmayabilir Mi? ANADOLU KLINIĞI TIP BILIMLERI DERGISI 2021. [DOI: 10.21673/anadoluklin.1018856] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
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Schmidt NB, Vereenooghe L. Targeting hostile attributions in inclusive schools through online cognitive bias modification: A randomised experiment. Behav Res Ther 2021; 146:103949. [PMID: 34583306 DOI: 10.1016/j.brat.2021.103949] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/28/2020] [Revised: 05/11/2021] [Accepted: 08/25/2021] [Indexed: 11/18/2022]
Abstract
The tendency to make hostile attributions in ambiguous social situations has been associated with aggression and may be targeted through cognitive bias modification for interpretations (CBM-I). Despite their high prevalence of aggression and internalising problems, children and young people with neurodevelopmental disorders (NDD) or special educational needs (SEN) are markedly absent from CBM-I studies. This pilot study investigates whether online CBM-I can reduce hostile attributions and reactive aggression in inclusive school pupils. In Study 1, 71 pupils (mean age = 12.2, SD = 1.5; 25.4% presented with NDD or SEN) were randomly allocated to complete three sessions of either CBM-I (n = 37) or active control training (n = 34). CBM-I involved interpreting ambiguous scenarios or faces in a non-hostile manner, whereas the control training involved attention and memory exercises without resolving ambiguity. Between-group comparison showed CBM-I to reduce both hostile attributions and reactive aggression. In Study 2, follow-up focus groups with 23 pupils demonstrated the acceptability of training content and delivery. Together, these findings show online CBM-I to be acceptable and effective at reducing both hostile attributions and reactive aggression in an inclusive setting. The possibility of intervention effects on behavioural outcomes and potential confounding variables require further investigation.
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Affiliation(s)
- Nora B Schmidt
- Faculty of Psychology and Sports Science, Bielefeld University, Germany.
| | - Leen Vereenooghe
- Faculty of Psychology and Sports Science, Bielefeld University, Germany
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Cognitive Profiles in the WISC-V of Children with ADHD and Specific Learning Disorders. SUSTAINABILITY 2021. [DOI: 10.3390/su13179948] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Attention Deficit Hyperactivity Disorder (ADHD) has a high comorbidity with specific learning disorders (SLD). Children with ADHD and children with SLD show specific cognitive deficits. This study aims to examine similarities and differences between cognitive profiles of children with ADHD + SLD, children with SLD only, and a control group to find out whether specific or shared deficits can be identified for the groups. We compared the WISC-V profiles of 62 children with ADHD and SLD (19 girls, M-age = 10.44; SD = 2.44), 35 children with SLD (13 girls, M-age = 10.21; SD = 2.11) and 62 control children without ADHD or SLD (19 girls, M-age = 10.42; SD = 2.39). The ADHD + SLD group performed worse than the control group in the WISC-V indices WMI, PSI, FSIQ, AWMI, CPI and worse than the SLD group in these indices and the VCI, NVI and GAI. Therefore, compared to children with SLD, children with ADHD + SLD did not show specific impairments in any particular cognitive domain but rather non-specific impairment in almost all indices. Hence, the WISC-V is suited to depict the cognitive strength and weaknesses of an individual child as a basis for targeted intervention.
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van Dalen M, Hermans MM, Leemreis WH, Kraaij V, De Laat PCJ, Pasmans SGMA, Versnel SL, Koudstaal MJ, Hillegers MHJ, Utens EMWJ, Okkerse JME. Emotional and Behavioral Problems in Children With a Cleft Lip With or Without Palate or an Infantile Hemangioma. Cleft Palate Craniofac J 2021; 59:S74-S83. [PMID: 34293942 DOI: 10.1177/10556656211031411] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
OBJECTIVE Life can be challenging for children with a visible difference due to a medical condition, and they might be at risk for emotional and behavioral problems. This study examines emotional and behavioral problems in children with a cleft lip with or without palate (CL ± P) or an infantile hemangioma (IH) in relation to the visibility of the condition, the presence of additional condition-related problems, and parental affect. SETTING This cross-sectional study took place in an academic medical hospital in the Erasmus MC Sophia Children's Hospital, the Netherlands. PARTICIPANTS A total of 309 parents (mean age = 40.34, 44.00% male) of 182 children with CL ± P and 48 parents (mean age = 39.21, 37.50% male) of 33 children with an IH completed questionnaires. Children were 1.5 to 12 years old. RESULTS Parents reported fewer child emotional and behavioral problems compared to normative data. Problems reported were mainly related to learning difficulties and parent gender, while visibility of the condition had no significant influence. Parental negative affect was related to child internalizing problems. Parental positive affect was not related to any of the outcome measures. CONCLUSIONS Parents reported fewer problems for their children compared to normative data. This is inconsistent with previous research, showing similar or worse scores for these children compared to peers. Our findings may be explained by a protective parenting style, a response shift in parents, or problems developing at a later point in life.
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Affiliation(s)
- Marije van Dalen
- Department of Child and Adolescent Psychiatry/Psychology, Erasmus MC Sophia Children's Hospital, University Medical Center Rotterdam, the Netherlands
| | - Mireille M Hermans
- Department of Dermatology, Centre of Pediatric Dermatology, Erasmus MC Sophia Children's Hospital, University Medical Center Rotterdam, the Netherlands
| | - Willem H Leemreis
- Department of Child and Adolescent Psychiatry/Psychology, Erasmus MC Sophia Children's Hospital, University Medical Center Rotterdam, the Netherlands
| | - Vivian Kraaij
- Clinical Psychology, Leiden University, the Netherlands
| | - Peter C J De Laat
- Department of Pediatrics, Erasmus MC, University Medical Center Rotterdam, the Netherlands
| | - Suzanne G M A Pasmans
- Department of Dermatology, Centre of Pediatric Dermatology, Erasmus MC Sophia Children's Hospital, University Medical Center Rotterdam, the Netherlands
| | - Sarah L Versnel
- Department of Plastic and Reconstructive Surgery and Hand Surgery, The Dutch Craniofacial Centre, Erasmus MC Sophia Children's Hospital, University Medical Center Rotterdam, the Netherlands
| | - Maarten J Koudstaal
- Department of Oral and Maxillofacial Surgery, The Dutch Craniofacial Centre, Erasmus MC Sophia Children's Hospital, University Medical Center Rotterdam, the Netherlands
| | - Manon H J Hillegers
- Department of Child and Adolescent Psychiatry/Psychology, Erasmus MC Sophia Children's Hospital, University Medical Center Rotterdam, the Netherlands
| | - Elisabeth M W J Utens
- Department of Child and Adolescent Psychiatry/Psychology, Erasmus MC Sophia Children's Hospital, University Medical Center Rotterdam, the Netherlands.,Research Institute of Child Development and Education, University of Amsterdam, the Netherlands.,Academic Center for Child Psychiatry Levvel/Department of Child and Adolescent Psychiatry, Academic Medical Center, Amsterdam, the Netherlands
| | - Jolanda M E Okkerse
- Department of Child and Adolescent Psychiatry/Psychology, Erasmus MC Sophia Children's Hospital, University Medical Center Rotterdam, the Netherlands
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[Differential Stability and Interrater-Dependencies in the Assessment of Psychopathological Symptoms: Longitudinal Analyses Based on the SDQ in Children with and without Specific Learning Disabilities]. Prax Kinderpsychol Kinderpsychiatr 2021; 70:282-297. [PMID: 33977880 DOI: 10.13109/prkk.2021.70.4.282] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
Differential Stability and Interrater-Dependencies in the Assessment of Psychopathological Symptoms: Longitudinal Analyses Based on the SDQ in Children with and without Specific Learning Disabilities A widely used open access instrument for screening of internalising and externalising problem behaviour is the Strengths and Difficulties Questionnaire (SDQ). For the use of the SDQ in clinical practice, information about its differential validity and applicability for follow-up assessments is relevant. Therefore, the aim was to study the SDQ regarding differential stability in the repeatedly collected child, parent and teacher reports. As the social context influences the perception of symptoms, we additionally explored the extent to which the child, parent and teacher reports influenced each other. Also, we studied differences in problem behaviour between children with and without specific learning disabilities and between girls and boys. To this end, 60 children from 5th and 6th grade with and without specific learning disabilities and their parents and teachers filled in the SDQ at three time points during secondary school. The results of the cross-lagged-panel-analyses showed substantial stability for almost all subscales. This shows that in their SDQ-reports, parents, children and teachers can separate the stable parts of problem behaviour from situational variations therein. Inter-rater dependencies between the different reports in the form of cross-delayed effects could be identified mainly from the adult to the child reports and clarify the caregiver's influence on the children's symptom perception. With respect to specific learning disabilities, the results showed differences only for the subscale related to hyperactivity: children with specific learning disabilities had more parent-reported, but less self-reported hyperactive symptoms than children without. Girls reported more emotional problems and boys more conduct problems and less prosocial behavior. Teacher and parents reported almost no differences between boys and girls. The results support the usefulness of the SDQ for repeated assessments in clinical practice.
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Cataudella S, Carta S, Mascia ML, Masala C, Petretto DR, Penna MP. Psychological Aspects of Students With Learning Disabilities in E-Environments: A Mini Review and Future Research Directions. Front Psychol 2021; 11:611818. [PMID: 33488477 PMCID: PMC7817845 DOI: 10.3389/fpsyg.2020.611818] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/29/2020] [Accepted: 12/01/2020] [Indexed: 11/22/2022] Open
Abstract
What are the main learning difficulties or advantages encountered by students with learning disabilities (LDs) within e-environments? As a result of the Covid-19 emergency, e-learning is being increasingly used to support students’ learning processes. A number of countries closed their schools altogether, so face-to-face lessons were and have been replaced by distance lessons. A search of current literature via Scopus, Eric and Google Scholar electronic databases was conducted according to Prisma Guidelines. Other sources of literature were also considered, starting from the references in the full text of the articles consulted. We used the following search keywords: “LDs” combined with the “AND/OR” Boolean operator and “e-learning platforms,” “well-being,” “psychological factors,” “emotional distress,” and “self-regulation.” One body of literature highlights the lack of inclusive accessibility standards and a lack of attention to specific tools for addressing LDs, which causes students to develop high levels of stress/anxiety and emotional distress, in addition to low levels of well-being, self-esteem and self-efficacy. Another area of literature looks at how students can develop high levels of self-regulation and emotional awareness, as well as high levels of inclusion. Results are discussed in terms of the promotion of e-learning that focuses on the psychological well-being of students and teachers use of technological tools.
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Affiliation(s)
- Stefania Cataudella
- Department of Pedagogy, Psychology, Philosophy, University of Cagliari, Cagliari, Italy
| | - Stefano Carta
- Department of Pedagogy, Psychology, Philosophy, University of Cagliari, Cagliari, Italy
| | - Maria Lidia Mascia
- Department of Pedagogy, Psychology, Philosophy, University of Cagliari, Cagliari, Italy
| | - Carmelo Masala
- Department of Pedagogy, Psychology, Philosophy, University of Cagliari, Cagliari, Italy
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Genome-wide association study reveals new insights into the heritability and genetic correlates of developmental dyslexia. Mol Psychiatry 2021; 26:3004-3017. [PMID: 33057169 PMCID: PMC8505236 DOI: 10.1038/s41380-020-00898-x] [Citation(s) in RCA: 38] [Impact Index Per Article: 12.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/29/2019] [Revised: 07/26/2020] [Accepted: 09/18/2020] [Indexed: 02/06/2023]
Abstract
Developmental dyslexia (DD) is a learning disorder affecting the ability to read, with a heritability of 40-60%. A notable part of this heritability remains unexplained, and large genetic studies are warranted to identify new susceptibility genes and clarify the genetic bases of dyslexia. We carried out a genome-wide association study (GWAS) on 2274 dyslexia cases and 6272 controls, testing associations at the single variant, gene, and pathway level, and estimating heritability using single-nucleotide polymorphism (SNP) data. We also calculated polygenic scores (PGSs) based on large-scale GWAS data for different neuropsychiatric disorders and cortical brain measures, educational attainment, and fluid intelligence, testing them for association with dyslexia status in our sample. We observed statistically significant (p < 2.8 × 10-6) enrichment of associations at the gene level, for LOC388780 (20p13; uncharacterized gene), and for VEPH1 (3q25), a gene implicated in brain development. We estimated an SNP-based heritability of 20-25% for DD, and observed significant associations of dyslexia risk with PGSs for attention deficit hyperactivity disorder (at pT = 0.05 in the training GWAS: OR = 1.23[1.16; 1.30] per standard deviation increase; p = 8 × 10-13), bipolar disorder (1.53[1.44; 1.63]; p = 1 × 10-43), schizophrenia (1.36[1.28; 1.45]; p = 4 × 10-22), psychiatric cross-disorder susceptibility (1.23[1.16; 1.30]; p = 3 × 10-12), cortical thickness of the transverse temporal gyrus (0.90[0.86; 0.96]; p = 5 × 10-4), educational attainment (0.86[0.82; 0.91]; p = 2 × 10-7), and intelligence (0.72[0.68; 0.76]; p = 9 × 10-29). This study suggests an important contribution of common genetic variants to dyslexia risk, and novel genomic overlaps with psychiatric conditions like bipolar disorder, schizophrenia, and cross-disorder susceptibility. Moreover, it revealed the presence of shared genetic foundations with a neural correlate previously implicated in dyslexia by neuroimaging evidence.
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