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Abu Rabia S, Darawshe E. Evaluation of the multiple-deficit hypothesis among dyslexic Arabic-speaking children. DYSLEXIA (CHICHESTER, ENGLAND) 2024; 30:e1759. [PMID: 38433579 DOI: 10.1002/dys.1759] [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: 12/06/2022] [Revised: 12/10/2023] [Accepted: 12/14/2023] [Indexed: 03/05/2024]
Abstract
This study examined the multiple-deficit hypothesis among Arabic-speaking elementary school students. A total of 90 students, divided into three main groups based on their performance on an Arabic word-reading task: dyslexic (n = 30), regular age-matched (n = 30), and 3rd-grade regular students, who were matched to the dyslexic group in regard to their reading proficiency level (n = 30). Participants underwent a nine-domain Arabic reading experiment that measured accuracy and fluency to evaluate general reading proficiency. The performance of Arabic dyslexic students was significantly worse than age-matched controls, but similar to young matched controls based on the reading level of each cognitive task. Moreover, dyslexic students showed deficits in three or more cognitive functions, depending on severity. This study adds to the limited empirical research on the double-deficit hypothesis and its extension to the multiple-domain model among young Arabic students.
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Affiliation(s)
| | - Esraa Darawshe
- Faculty of Education, University of Haifa, Haifa, Israel
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2
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Pereira N, Costa MA, Guerreiro M. Integrating Cognitive Factors and Eye Movement Data in Reading Predictive Models for Children with Dyslexia and ADHD-I. J Eye Mov Res 2024; 16:10.16910/jemr.16.4.6. [PMID: 38646066 PMCID: PMC11028017 DOI: 10.16910/jemr.16.4.6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/23/2024] Open
Abstract
This study reports on several specific neurocognitive processes and eye-tracking predictors of reading outcomes for a sample of children with Developmental Dyslexia (DD) and At-tention-Deficit/Hyperactivity Disorder - inattentive subtype (ADHD-I) compared to typical readers. Participants included 19 typical readers, 21 children diagnosed with ADHD-I and 19 children with DD. All participants were attending 4th grade and had a mean age of 9.08 years. The psycholinguistic profile of each group was assessed using a battery of neuropsy-chological and linguistic tests. Participants were submitted to a silent reading task with lex-ical manipulation of the text. Multinomial logistic regression was conducted to evaluate the predictive capability of developing dyslexia or ADHD-I based on the following measures: (a) a linguistic model that included measures of phonological awareness, rapid naming, and reading fluency and accuracy; (b) a cognitive neuropsychological model that included measures of memory, attention, visual processes, and cognitive or intellectual functioning, and (c) an additive model of lexical word properties with manipulation of word-frequency and word-length effects through eye-tracking. The additive model in conjunction with the neuropsychological model classification improved the prediction of who develops dyslexia or ADHD-I having as baseline normal readers. Several of the neuropsychological and eye-tracking variables have power to predict the degree of reading outcomes in children with learning disabilities.
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Affiliation(s)
- Norberto Pereira
- NeuroCog - Centro Reabilitação Lesão Cerebral, Centro Linguística Universidade Lisboa (CLUL), Portugal
- RISE-HEALTH - Polo de Gestão da Escola Superior de Saúde do Instituto Politécnico do Porto, Portugal
- Escola Superior de Saúde Dr. Lopes Dias (ESALD), Portugal
- www.neurocog.pt
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Peisch V, Arnett AB. Neural activation, cognitive control, and attention deficit hyperactivity disorder: Evaluating three competing etiological models. Dev Psychopathol 2024; 36:255-265. [PMID: 36345654 PMCID: PMC10164838 DOI: 10.1017/s095457942200116x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Abstract
BACKGROUND Cognitive control impairments are observed across several psychiatric conditions, highlighting their role as a transdiagnostic marker. Individuals with attention deficit hyperactivity disorder (ADHD) have difficulties with inhibition, working memory, processing speed, and attention regulation. These cognitive control impairments may either mediate or moderate the association between neurobiological vulnerabilities and phenotypic presentation in neurodevelopmental disorders. Alternately, neurocognitive vulnerabilities in ADHD may be additive, akin to a multiple deficit model. We tested the mediation, moderation, and additive models using neurocognitive data in youth with ADHD. METHODS 7-11 year-old children diagnosed with ADHD (n = 75) and control children (n = 29) completed EEG recordings and neuropsychological testing (full scale IQ; cognitive control). Caregivers provided ADHD symptom ratings. Correlations and linear regression analyses were completed to examine the associations among cortical functioning (aperiodic slope), cognitive control, and ADHD symptoms. RESULTS We found support for an additive model wherein vulnerabilities in aperiodic slope, event-related potentials, and cognitive control each explained unique variance in ADHD symptoms. There was some evidence that cognitive control moderates the effect of atypical cortical development on ADHD symptoms. There was no support for the mediation model. CONCLUSIONS The etiology of ADHD symptoms is multifaceted and involves multiple "hits" across neurological and cognitive-behavioral factors.
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Affiliation(s)
- Virginia Peisch
- Division of Developmental Medicine, Boston Children’s Hospital, Boston, MA
| | - Anne B. Arnett
- Division of Developmental Medicine, Boston Children’s Hospital, Boston, MA
- Pediatrics, Harvard Medical School, Boston, MA
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Liu W, Hong T, Wang J, Zhang L, Kang L, Wang C, Shu H, Wang Y. What Factors Contribute to Reading in ADHD: Examining Reading-Related Skills in Children With ADHD Only/Comorbid Developmental Dyslexia. J Atten Disord 2024; 28:201-210. [PMID: 37981784 DOI: 10.1177/10870547231210287] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/21/2023]
Abstract
BACKGROUND ADHD and developmental dyslexia (DD) frequently co-occur. However, it is unclear why some children with ADHD acquire DD while others do not. METHODS A total of 830 children (including typically developing controls, ADHD only, DD only, and ADHD + DD groups) of two ages (younger: first-third grade; older: fourth-sixth grade) were assessed on measures of reading ability and reading-related skills. RESULTS The clinical groups had different degrees of impairment in each reading-related skill. Regression results found that the four groups had different skills in predicting reading ability in younger and older grades. Especially, rapid automatized naming (RAN) was the only predictor of reading ability in children with ADHD only. CONCLUSIONS The study highlights that RAN plays an important role in the reading development of children with ADHD only, reflecting the possible protective role of RAN in reading development.
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Affiliation(s)
| | - Tian Hong
- Shanghai Jiao Tong University, China
| | - Jiuju Wang
- Peking University Sixth Hospital, Beijing, China
- Peking University, Beijing, China
| | | | - Limei Kang
- North China University of Science and Technology, Tangshan, China
| | - Changming Wang
- North China University of Science and Technology, Tangshan, China
| | - Hua Shu
- Beijing Normal University, China
| | - Yufeng Wang
- Peking University Sixth Hospital, Beijing, China
- Peking University, Beijing, China
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Lasnick OHM, Hancock R, Hoeft F. Left-dominance for resting-state temporal low-gamma power in children with impaired word-decoding and without comorbid ADHD. PLoS One 2023; 18:e0292330. [PMID: 38157354 PMCID: PMC10756518 DOI: 10.1371/journal.pone.0292330] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/05/2023] [Accepted: 12/08/2023] [Indexed: 01/03/2024] Open
Abstract
One theory of the origins of reading disorders (i.e., dyslexia) is a language network which cannot effectively 'entrain' to speech, with cascading effects on the development of phonological skills. Low-gamma (low-γ, 30-45 Hz) neural activity, particularly in the left hemisphere, is thought to correspond to tracking at phonemic rates in speech. The main goals of the current study were to investigate temporal low-γ band-power during rest in a sample of children and adolescents with and without reading disorder (RD). Using a Bayesian statistical approach to analyze the power spectral density of EEG data, we examined whether (1) resting-state temporal low-γ power was attenuated in the left temporal region in RD; (2) low-γ power covaried with individual reading performance; (3) low-γ temporal lateralization was atypical in RD. Contrary to our expectations, results did not support the hypothesized effects of RD status and poor decoding ability on left hemisphere low-γ power or lateralization: post-hoc tests revealed that the lack of atypicality in the RD group was not due to the inclusion of those with comorbid attentional deficits. However, post-hoc tests also revealed a specific left-dominance for low-γ rhythms in children with reading deficits only, when participants with comorbid attentional deficits were excluded. We also observed an inverse relationship between decoding and left-lateralization in the controls, such that those with better decoding skills were less likely to show left-lateralization. We discuss these unexpected findings in the context of prior theoretical frameworks on temporal sampling. These results may reflect the importance of real-time language processing to evoke gamma rhythms in the phonemic range during childhood and adolescence.
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Affiliation(s)
- Oliver H. M. Lasnick
- Department of Psychological Sciences, University of Connecticut, Storrs, Connecticut, United States of America
| | - Roeland Hancock
- Wu Tsai Institute, Yale University, New Haven, Connecticut, United States of America
| | - Fumiko Hoeft
- Department of Psychological Sciences, University of Connecticut, Storrs, Connecticut, United States of America
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6
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Scorza M, Gontkovsky ST, Puddu M, Ciaramidaro A, Termine C, Simeoni L, Mauro M, Benassi E. Cognitive Profile Discrepancies among Typical University Students and Those with Dyslexia and Mixed-Type Learning Disorder. J Clin Med 2023; 12:7113. [PMID: 38002724 PMCID: PMC10671892 DOI: 10.3390/jcm12227113] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/22/2023] [Revised: 10/23/2023] [Accepted: 11/10/2023] [Indexed: 11/26/2023] Open
Abstract
BACKGROUND Previous studies have identified areas of cognitive weakness in children diagnosed with Specific Learning Disorder (SLD), in the areas of working memory and processing speed in particular. In adulthood, this literature is still scant, and no studies have compared the cognitive profile of university students with dyslexia (DD) with that of students with Mixed-type SLD. METHOD Thus, in this study, the WAIS-IV was used to examine the cognitive functioning of three groups of university students: students with DD, with Mixed-type SLD, and typical students. Statistical analyses were performed to examine differences in WAIS-IV FSIQ, main, and additional indexes and subtests. RESULTS The results showed strengths in perceptual reasoning and good verbal comprehension abilities in both the DD and Mixed-type SLD group, with weaknesses in working memory and processing speed, leading to a pattern of a better General Ability Index (GAI) than Cognitive Proficiency Index (CPI) in both clinical groups. Thus, discrepancies between GAI and CPI, well documented in children with SLD, still manifest in adulthood in university students. Our findings also revealed worse cognitive performance in university students with mixed learning disorder relative to students with only a reading deficit. CONCLUSIONS The cognitive features and distinctive subtest profiles that emerged should guide the assessment and the definitions of intervention programs, special educational needs, and strategies of compensation.
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Affiliation(s)
- Maristella Scorza
- Department of Biomedical, Metabolic and Neural Sciences, University of Modena and Reggio Emilia, 42121 Reggio Emilia, Italy; (A.C.); (E.B.)
| | | | - Marta Puddu
- Independent Researcher, 40100 Bologna, Italy;
| | - Angela Ciaramidaro
- Department of Biomedical, Metabolic and Neural Sciences, University of Modena and Reggio Emilia, 42121 Reggio Emilia, Italy; (A.C.); (E.B.)
| | - Cristiano Termine
- Department of Medicine and Technological Innovation, University of Insubria, 21100 Varese, Italy;
- Child and Adolescent Neuropsychiatry Unit, ASST dei Sette Laghi, 21100 Varese, Italy;
| | - Loriana Simeoni
- Child and Adolescent Neuropsychiatry Unit, ASST dei Sette Laghi, 21100 Varese, Italy;
| | | | - Erika Benassi
- Department of Biomedical, Metabolic and Neural Sciences, University of Modena and Reggio Emilia, 42121 Reggio Emilia, Italy; (A.C.); (E.B.)
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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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Groß C, Bernhofs V, Möhler E, Christiner M. Misjudgement of One's Own Performance? Exploring Attention Deficit (Hyperactivity) Disorder (ADHD) and Individual Difference in Complex Music and Foreign Language Perception. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:6841. [PMID: 37835111 PMCID: PMC10572614 DOI: 10.3390/ijerph20196841] [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: 07/31/2023] [Revised: 09/12/2023] [Accepted: 09/25/2023] [Indexed: 10/15/2023]
Abstract
In previous research, we detected that children and adolescents who were diagnosed with ADHD showed deficits in both complex auditory processing of musical stimuli and in musical performance when compared to controls. In this study, we were interested in whether we could detect similar or distinct findings when we use foreign speech perception tasks. Therefore, we recruited musically naïve participants (n = 25), music-educated participants (n = 25) and participants diagnosed with ADHD (n = 25) who were assessed for their short-term memory (STM) capacity and the ability to discriminate music and speech stimuli and we collected self-ratings of the participants' music and language performances. As expected, we found that young adults with ADHD show deficits in the perception of complex music and difficult speech perception stimuli. We also found that STM capacity was not impaired in young adults with ADHD and may not persist into young adulthood. In addition, subjective self-estimation about the participants' language and music performances revealed that the ADHD group overestimated their performance competence relatively compared to both control groups. As a result, the findings of our study suggest that individuals diagnosed with ADHD require a special training program that not only focuses on improving performance in perceptual skills of music and language but also requires metacognitive training to develop realistic self-assessment skills.
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Affiliation(s)
- Christine Groß
- Jazeps Vitols Latvian Academy of Music, K. Barona Street 1, LV-1050 Riga, Latvia; (C.G.); (V.B.)
| | - Valdis Bernhofs
- Jazeps Vitols Latvian Academy of Music, K. Barona Street 1, LV-1050 Riga, Latvia; (C.G.); (V.B.)
| | - Eva Möhler
- Department of Child and Adolescent Psychiatry, Saarland University Hospital, G-66421 Homburg, Germany;
| | - Markus Christiner
- Jazeps Vitols Latvian Academy of Music, K. Barona Street 1, LV-1050 Riga, Latvia; (C.G.); (V.B.)
- Centre for Systematic Musicology, Faculty of Arts and Humanities, University of Graz, Glacisstraße 27, A-8010 Graz, Austria
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9
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Anderson NJ, Rozenman M, Pennington BF, Willcutt EG, McGrath LM. Compounding Effects of Domain-General Cognitive Weaknesses and Word Reading Difficulties on Anxiety Symptoms in Youth. JOURNAL OF LEARNING DISABILITIES 2023; 56:343-358. [PMID: 35658570 PMCID: PMC9720039 DOI: 10.1177/00222194221098719] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
This study examined whether domain-general cognitive weaknesses in processing speed (PS) or executive functioning (EF) moderate the relation between word reading scores and anxiety such that lower word reading scores in combination with lower cognitive scores are associated with higher anxiety symptoms. The sample consisted of 755 youth ages 8-16 who were recruited as part of the Colorado Learning Disabilities Research Center twins study. Lower scores on PS (R2 = .007, p = .014), EF (R2 = .009, p = .006), and word reading (R2 = .006-.008, p = .010-.032) were associated with higher anxiety scores. In addition, the word reading × cognitive interactions were significant such that lower scores on PS (R2 = .010, p = .005) or EF (R2 = .013, p = .010) combined with lower word reading were associated with higher-than-expected anxiety symptoms. Results suggest that weaknesses in PS, EF, and word reading are modestly associated with higher anxiety symptoms, and these anxiety symptoms may be compounded in youth with both PS or EF weaknesses and word reading difficulties. These findings can guide assessment approaches for identifying youth with word reading challenges who may be at increased risk for anxiety.
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10
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Kramer E, Willcutt EG, Peterson RL, Pennington BF, McGrath LM. Processing Speed is Related to the General Psychopathology Factor in Youth. Res Child Adolesc Psychopathol 2023; 51:1179-1193. [PMID: 37086335 PMCID: PMC10368543 DOI: 10.1007/s10802-023-01049-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/27/2023] [Indexed: 04/23/2023]
Abstract
The relationship between the p factor and cognition in youth has largely focused on general cognition (IQ) and executive functions (EF). Another cognitive construct, processing speed (PS), is dissociable from IQ and EF, but has received less research attention despite being related to many different mental health symptoms. The present sample included 795 youth, ages 11-16 from the Colorado Learning Disabilities Research Center (CLDRC) sample. Confirmatory factor analyses tested multiple p factor models, with the primary model being a second-order, multi-reporter p factor. We then tested the correlation between the p factor and a latent PS factor. There was a significant, negative correlation between the p factor and PS (r(87) = -0.42, p < .001), indicating that slower processing speed is associated with higher general mental health symptoms. This association is stronger than previously reported associations with IQ or EF. This finding was robust across models that used different raters (youth and caregiver) and modeling approaches (second-order vs. bifactor). Our findings indicate that PS is related to general psychopathology symptoms. This research points to processing speed as an important transdiagnostic construct that warrants further exploration across development.
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Affiliation(s)
- Eliza Kramer
- University of Denver, Department of Psychology, CO, Denver, US
| | - Erik G Willcutt
- University of Colorado Boulder, Department of Psychology and Neuroscience, CO, Boulder, US
- University of Colorado Boulder, Institute for Behavioral Genetics, CO, Boulder, US
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11
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Peterson RK, Ng R, Ludwig NN, Jacobson LA. Tumor region associated with specific processing speed outcomes. Pediatr Blood Cancer 2023; 70:e30167. [PMID: 36625401 PMCID: PMC10101562 DOI: 10.1002/pbc.30167] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/28/2022] [Revised: 11/28/2022] [Accepted: 11/29/2022] [Indexed: 01/11/2023]
Abstract
OBJECTIVE Processing speed (PS) is a vulnerable cognitive skill in pediatric cancer survivors as a consequence of treatments and, less consistently, tumor region. Studies conventionally examine graphomotor PS; emerging research suggests other aspects of PS may be impacted. This study examined types of PS in pediatric brain tumor survivors to determine which aspects are impaired. Given discordance across studies, we additionally investigated the relationship between brain region and PS. METHODS The sample consisted of 167 pediatric brain tumor patients (100 supratentorial). PS (oral naming, semantic fluency, phonemic fluency, motor speed, graphomotor speed, visual scanning) was gathered via clinical neuropsychological assessment. To examine PS by region, infratentorial and supratentorial groups were matched on age at diagnosis and neuropsychological assessment, and time since diagnosis. RESULTS The whole sample performed below normative means on measures of oral naming (p < .001), phonemic fluency (p < .001), motor speed (p = .03), visual scanning (p < .001), and graphomotor speed (p < .001). Only oral naming differed by region (p = .03), with infratentorial tumors associated with slower performance. After controlling for known medical and demographic risk factors, brain region remained a significant predictor of performance (p = .04). Among the whole sample, greater than expected proportions of patients with impairment (i.e., >1 standard deviation below the normative mean) were seen across all PS measures. Infratentorial tumors had higher rates of impairments across all PS measures except phonemic fluency. CONCLUSIONS Results indicate pediatric brain tumor survivors demonstrate weaknesses in multiple aspects of PS, suggesting impairments are not secondary to peripheral motor slowing alone. Additionally, tumor region may predict some but not all neuropsychological outcomes in this population.
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Affiliation(s)
- Rachel K Peterson
- Department of Neuropsychology, Kennedy Krieger Institute, Baltimore, Maryland, USA
- Department of Psychiatry and Behavioral Science, Johns Hopkins University School of Medicine, Baltimore, Maryland, USA
| | - Rowena Ng
- Department of Neuropsychology, Kennedy Krieger Institute, Baltimore, Maryland, USA
- Department of Psychiatry and Behavioral Science, Johns Hopkins University School of Medicine, Baltimore, Maryland, USA
| | - Natasha N Ludwig
- Department of Neuropsychology, Kennedy Krieger Institute, Baltimore, Maryland, USA
- Department of Psychiatry and Behavioral Science, Johns Hopkins University School of Medicine, Baltimore, Maryland, USA
| | - Lisa A Jacobson
- Department of Neuropsychology, Kennedy Krieger Institute, Baltimore, Maryland, USA
- Department of Psychiatry and Behavioral Science, Johns Hopkins University School of Medicine, Baltimore, Maryland, USA
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Pellegrino M, Ben-Soussan TD, Paoletti P. A Scoping Review on Movement, Neurobiology and Functional Deficits in Dyslexia: Suggestions for a Three-Fold Integrated Perspective. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:3315. [PMID: 36834011 PMCID: PMC9966639 DOI: 10.3390/ijerph20043315] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/23/2022] [Revised: 02/08/2023] [Accepted: 02/12/2023] [Indexed: 06/18/2023]
Abstract
Developmental dyslexia is a common complex neurodevelopmental disorder. Many theories and models tried to explain its symptomatology and find ways to improve poor reading abilities. The aim of this scoping review is to summarize current findings and several approaches and theories, focusing on the interconnectedness between motion, emotion and cognition and their connection to dyslexia. Consequently, we present first a brief overview of the main theories and models regarding dyslexia and its proposed neural correlates, with a particular focus on cerebellar regions and their involvement in this disorder. After examining different types of intervention programs and remedial training, we highlight the effects of a specific structured sensorimotor intervention named Quadrato Motor Training (QMT). QMT utilizes several cognitive and motor functions known to be relevant in developmental dyslexia. We introduce its potential beneficial effects on reading skills, including working memory, coordination and attention. We sum its effects ranging from behavioral to functional, structural and neuroplastic, especially in relation to dyslexia. We report several recent studies that employed this training technique with dyslexic participants, discussing the specific features that distinguish it from other training within the specific framework of the Sphere Model of Consciousness. Finally, we advocate for a new perspective on developmental dyslexia integrating motion, emotion and cognition to fully encompass this complex disorder.
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Affiliation(s)
- Michele Pellegrino
- Research Institute for Neuroscience, Education and Didactics, Patrizio Paoletti Foundation for Development and Communication, 06081 Assisi, Italy
| | - Tal Dotan Ben-Soussan
- Research Institute for Neuroscience, Education and Didactics, Patrizio Paoletti Foundation for Development and Communication, 06081 Assisi, Italy
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13
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Lorusso ML, Toraldo A. Revisiting Multifactor Models of Dyslexia: Do They Fit Empirical Data and What Are Their Implications for Intervention? Brain Sci 2023; 13:brainsci13020328. [PMID: 36831871 PMCID: PMC9954758 DOI: 10.3390/brainsci13020328] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/10/2023] [Revised: 02/09/2023] [Accepted: 02/11/2023] [Indexed: 02/17/2023] Open
Abstract
Developmental dyslexia can be viewed as the result of the effects of single deficits or multiple deficits. This study presents a test of the applicability of a multifactor-interactive model (MFi-M) with a preliminary set of five variables corresponding to different neuropsychological functions involved in the reading process. The model has been tested on a sample of 55 school-age children with developmental dyslexia. The results show that the data fit a model in which each variable contributes to the reading ability in a non-additive but rather interactive way. These findings constitute a preliminary validation of the plausibility of the MFi-M, and encourage further research to add relevant factors and specify their relative weights. It is further discussed how subtype-based intervention approaches can be a suitable and advantageous framework for clinical intervention in a MFi-M perspective.
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Affiliation(s)
- Maria Luisa Lorusso
- Scientific Institute IRCCS E. Medea, 23842 Bosisio Parini, Italy
- Correspondence:
| | - Alessio Toraldo
- Department of Brain and Behavioral Sciences, University of Pavia, 27100 Pavia, Italy
- Milan Center for Neuroscience, NeuroMI, 20126 Milan, Italy
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14
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Lee MM, Drury BC, McGrath LM, Stoodley CJ. Shared grey matter correlates of reading and attention. BRAIN AND LANGUAGE 2023; 237:105230. [PMID: 36731345 PMCID: PMC10153583 DOI: 10.1016/j.bandl.2023.105230] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/02/2022] [Revised: 01/13/2023] [Accepted: 01/17/2023] [Indexed: 05/04/2023]
Abstract
Disorders of reading (developmental dyslexia) and attention (ADHD) have a high rate of comorbidity (25-40%), yet little is known about the neural underpinnings of this phenomenon. The current study investigated the shared and unique neural correlates of reading and attention in 330 typically developing children ages 8-18 from the Philadelphia Neurodevelopmental Cohort. Multiple regression analyses were used to identify regions of the brain where grey matter (GM) volume was associated with reading or attention scores (p < 0.001, cluster FDR p < 0.05). Better attention scores correlated with increased GM in the precuneus and higher reading scores were associated with greater thalamic GM. An exploratory conjunction analysis (p < 0.05, k > 239) found that GM in the caudate and precuneus correlated with both reading and attention scores. These results are consistent with a recent meta-analysis which identified GM reductions in the caudate in both dyslexia and ADHD and reveal potential shared neural correlates of reading and attention.
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Affiliation(s)
- Marissa M Lee
- Department of Psychology, American University, United States; Department of Neuroscience, American University, United States
| | - Brianne C Drury
- Undergraduate Program in Neuroscience, American University, United States
| | | | - Catherine J Stoodley
- Department of Psychology, American University, United States; Department of Neuroscience, American University, United States.
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15
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Firoozehchi ZR, Mashhadi A, Bigdeli I. The comparison of sluggish cognitive tempo, processing speed, and executive functions in female children with specific learning disabilities and typically developing female children: A pilot study. APPLIED NEUROPSYCHOLOGY. CHILD 2023; 12:1-8. [PMID: 34807791 DOI: 10.1080/21622965.2021.2007097] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/04/2023]
Abstract
This study investigated the association of sluggish cognitive tempo (SCT), processing speed, and executive function (EF) in children with specific learning disabilities (SLD), and the typically developing children (TD) (60 female students aged between 8 and 10). Child and Adolescent Behavior Inventory-Parent Version (CABI), the Barkley Deficits in Executive Functioning Scale-Children and Adolescents (BDEFS-CA), and Wechsler Intelligence Scale for Children-IV (the Processing Speed Index (PSI) were used to assess SCT, processing speed, and EF. The results showed that SCT problems were higher in children with SLD (p < 0.001). In addition, results showed that children with SLD had poorer performance on processing speed (p < 0.001) compared to the TD group. Executive dysfunctioning in self-management to time, self-organization, problem-solving, self-restraint, self-motivation, and self-regulation of emotions were poorer in children with SLD than TD group (p < 0.05). This study provides initial evidence that SCT symptoms are poor in female children with SLD, and associated with executive dysfunction and poor processing speed.
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Affiliation(s)
| | - Ali Mashhadi
- Department of Psychology, Ferdowsi University of Mashhad, Mashhad, Iran
| | - Imanollah Bigdeli
- Department of Psychology, Ferdowsi University of Mashhad, Mashhad, Iran
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16
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Carlsson R, Svensson I, Jacobson C, Warkentin S. Linking aberrant pauses during object naming to letter and word decoding speed in elderly with attention complaints. NORDIC PSYCHOLOGY 2022. [DOI: 10.1080/19012276.2022.2075438] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
- R. Carlsson
- Department of Psychology, Linnaeus University, Växjö, Sweden
| | - I. Svensson
- Department of Psychology, Linnaeus University, Växjö, Sweden
| | - C. Jacobson
- Department of Psychology, Linnaeus University, Växjö, Sweden
| | - S. Warkentin
- Department of Psychology, Linnaeus University, Växjö, Sweden
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17
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Catts HW, Petscher Y. A Cumulative Risk and Resilience Model of Dyslexia. JOURNAL OF LEARNING DISABILITIES 2022; 55:171-184. [PMID: 34365842 DOI: 10.1177/00222194211037062] [Citation(s) in RCA: 24] [Impact Index Per Article: 12.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Considerable attention and legislation are currently focused on developmental dyslexia. A major challenge to these efforts is how to define and operationalize dyslexia. In this article, we argue that rather than defining dyslexia on the basis of an underlying condition, dyslexia is best viewed as a label for an unexpected reading disability. This view fits well with a preventive approach in which risk for reading disability is identified and addressed prior to children experiencing reading failure. A risk-resilience model is introduced that proposes that dyslexia is due to the cumulative effects of risk and resilience factors. Evidence for the multifactorial causal basis of dyslexia is reviewed and potential factors that may offset this risk are considered. The implications of a cumulative risk and resilience model for early identification and intervention is discussed.
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18
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de Bree E, Verhagen J. Statistical learning in children with a family risk of dyslexia. DYSLEXIA (CHICHESTER, ENGLAND) 2022; 28:185-201. [PMID: 35289019 PMCID: PMC9314089 DOI: 10.1002/dys.1711] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/26/2021] [Revised: 02/07/2022] [Accepted: 02/15/2022] [Indexed: 06/14/2023]
Abstract
The assumption that statistical learning is affected in dyslexia has generally been evaluated in children and adults with diagnosed dyslexia, not in pre-literate children with a family risk (FR) of dyslexia. In this study, four-to-five-year-old FR children (n = 25) and No-FR children (n = 33) completed tasks of emerging literacy (phoneme awareness and RAN). They also performed an online non-adjacent dependency learning (NADL) task, based on the Serial Reaction Time (SRT) task paradigm. Children's accuracy (hits), signal sensitivity (d') and reaction times were measured. The FR group performed marginally more poorly on phoneme awareness and significantly more poorly on RAN than the No-FR group. Regarding NADL outcomes, the results were less straightforward: the data suggested successful statistical learning for both groups, as indicated by the hit and reaction time curves found. However, the FR group was less accurate and slower on the task than the No-FR group. Furthermore, unlike the No-FR group, performance in the FR group varied as a function of the specific stimulus presented. Taken together, these findings fail to show a robust difference in statistical learning between children with and without an FR of dyslexia at preschool age, in line with earlier work on older children and adults with dyslexia.
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Affiliation(s)
- Elise de Bree
- Development and Education of Youth in Diverse Societies, Utrecht UniversityUtrechtthe Netherlands
| | - Josje Verhagen
- Amsterdam Center for Language and Communication, University of AmsterdamAmsterdamthe Netherlands
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19
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Dissociating Executive Function and ADHD Influences on Reading Ability in Children with Dyslexia. Cortex 2022; 153:126-142. [DOI: 10.1016/j.cortex.2022.03.025] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/21/2021] [Revised: 01/24/2022] [Accepted: 03/04/2022] [Indexed: 11/19/2022]
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20
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Vieiro P, Rehakova Novosadova L. Procesos ejecutivos, acceso al léxico y agenda visoespacial en escolares disléxicos, TDAH y comórbidos. REVISTA DE ESTUDIOS E INVESTIGACIÓN EN PSICOLOGÍA Y EDUCACIÓN 2022. [DOI: 10.17979/reipe.2022.9.0.8896] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022] Open
Abstract
La lectura requiere activar habilidades a nivel de palabra, de texto y procesos cognitivos como la Memoria Operativa. La Memoria de Trabajo está formada por el componente verbal y el visoespacial los cuales actúan como dos sistemas bajo la orden del ejecutivo central que asigna recursos atencionales. En consonancia con la teoría magnocelular los alumnos con dislexia presentan deficiencias en muchos de los mismos dominios que los alumnos con TDAH, incluyendo el tiempo de latencia, atención, memoria de trabajo auditiva y memoria de trabajo visoespacial. El objetivo principal del presente estudio es comparar el desempeño de los escolares con TDAH y Dislexia en las pruebas léxicas y visoespaciales y la influencia de la amplitud de la Memoria Operativa. En el estudio participaron 80 escolares distribuidos en cuatro grupos de 20 sujetos (10 con alta amplitud de MO y 10 con baja amplitud de MO). Se compararon grupos con TDAH, Dislexia, TDAH + Dislexia y grupo de Control. En las pruebas léxicas y visoespaciales los grupos experimentales resultaron ser menos eficaces y eficientes que el grupo de Control. El grupo TDAH obtuvo el peor desempeño en la prueba visoespacial en comparación con resto de los grupos. El grupo Combinado resultó ser el menos eficaz y eficiente de los grupos experimentales en las tareas de acceso al léxico. La amplitud de Memoria Operativa influyó de manera clara en los datos de eficacia de todos los grupos experimentales, pero no así́ en la eficiencia.
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21
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Cavicchioli M, Stefanazzi C, Tobia V, Ogliari A. The role of attachment styles in attention-deficit hyperactivity disorder: A meta-analytic review from the perspective of a transactional development model. EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2022. [DOI: 10.1080/17405629.2022.2069095] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
Affiliation(s)
- Marco Cavicchioli
- Faculty of Psychology, University “Vita-Salute San Raffaele”, Milan, Italy
- Unit of Clinical Psychology and Psychotherapy, San Raffaele-Turro Hospital, Milan, Italy
| | - Chiara Stefanazzi
- Faculty of Psychology, University “Vita-Salute San Raffaele”, Milan, Italy
- Child in Mind Lab, University “Vita-Salute San Raffaele”, Milan, Italy
| | - Valentina Tobia
- Faculty of Psychology, University “Vita-Salute San Raffaele”, Milan, Italy
- Child in Mind Lab, University “Vita-Salute San Raffaele”, Milan, Italy
| | - Anna Ogliari
- Faculty of Psychology, University “Vita-Salute San Raffaele”, Milan, Italy
- Child in Mind Lab, University “Vita-Salute San Raffaele”, Milan, Italy
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22
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Sedgwick-Müller JA, Müller-Sedgwick U, Adamou M, Catani M, Champ R, Gudjónsson G, Hank D, Pitts M, Young S, Asherson P. University students with attention deficit hyperactivity disorder (ADHD): a consensus statement from the UK Adult ADHD Network (UKAAN). BMC Psychiatry 2022; 22:292. [PMID: 35459116 PMCID: PMC9027028 DOI: 10.1186/s12888-022-03898-z] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/29/2021] [Accepted: 03/15/2022] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Attention deficit hyperactivity disorder (ADHD) is associated with poor educational outcomes that can have long-term negative effects on the mental health, wellbeing, and socio-economic outcomes of university students. Mental health provision for university students with ADHD is often inadequate due to long waiting times for access to diagnosis and treatment in specialist National Health Service (NHS) clinics. ADHD is a hidden and marginalised disability, and within higher education in the UK, the categorisation of ADHD as a specific learning difference (or difficulty) may be contributing to this. AIMS This consensus aims to provide an informed understanding of the impact of ADHD on the educational (or academic) outcomes of university students and highlight an urgent need for timely access to treatment and management. METHODS The UK Adult ADHD Network (UKAAN) convened a meeting of practitioners and experts from England, Wales, and Scotland, to discuss issues that university students with ADHD can experience or present with during their programme of studies and how best to address them. A report on the collective analysis, evaluation, and opinions of the expert panel and published literature about the impact of ADHD on the educational outcomes of university students is presented. RESULTS A consensus was reached that offers expert advice, practical guidance, and recommendations to support the medical, education, and disability practitioners working with university students with ADHD. CONCLUSIONS Practical advice, guidance, and recommendations based on expert consensus can inform the identification of ADHD in university students, personalised interventions, and educational support, as well as contribute to existing research in this topic area. There is a need to move away from prevailing notions within higher education about ADHD being a specific learning difference (or difficulty) and attend to the urgent need for university students with ADHD to have timely access to treatment and support. A multimodal approach can be adapted to support university students with ADHD. This approach would view timely access to treatment, including reasonable adjustments and educational support, as having a positive impact on the academic performance and achievement of university students with ADHD.
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Affiliation(s)
- Jane A. Sedgwick-Müller
- grid.13097.3c0000 0001 2322 6764Health and Community Services, Government of Jersey, St Helier, Jersey. Social, Genetic & Developmental Psychiatry, Institute of Psychiatry, Psychology & Neuroscience (IoPPN) & Florence Nightingale Faculty of Nursing, Midwifery & Palliative Care (FNFNM), King’s College London, London, UK
| | - Ulrich Müller-Sedgwick
- grid.5335.00000000121885934Adult Neurodevelopmental Service, Health and Community Services, Government of Jersey, St Helier, Jersey. Department of Psychiatry, University of Cambridge, Cambridge, UK
| | - Marios Adamou
- grid.15751.370000 0001 0719 6059School of Human and Health Sciences, University of Huddersfield, Huddersfield, UK
| | - Marco Catani
- grid.13097.3c0000 0001 2322 6764Natbrainlab, Forensic and Neurodevelopmental Sciences, Institute of Psychiatry, Psychology & Neuroscience (IoPPN), King’s College London, London, UK
| | - Rebecca Champ
- grid.15751.370000 0001 0719 6059School of Human and Health Sciences, University of Huddersfield, Huddersfield, UK
| | - Gísli Gudjónsson
- grid.13097.3c0000 0001 2322 6764Psychology Department, Institute of Psychiatry, Psychology & Neuroscience (IoPPN), King’s College London, London, UK
| | - Dietmar Hank
- grid.439418.3Adult ADHD Service, Avon and Wiltshire Mental Health Partnership NHS Trust, Bristol, UK
| | - Mark Pitts
- grid.37640.360000 0000 9439 0839Adult ADHD and Autism Outpatient Service, South London & Maudsley NHS Foundation Trust, London, UK
| | - Susan Young
- grid.9580.40000 0004 0643 5232Psychology Services Limited, Department of Psychology, Reykjavik University, Reykjavik, Iceland
| | - Philip Asherson
- grid.13097.3c0000 0001 2322 6764Social, Genetic & Developmental Psychiatry, Institute of Psychiatry, Psychology & Neuroscience (IoPPN), King’s College London, London, UK
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23
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Hedenius M, Persson J. Neural correlates of sequence learning in children with developmental dyslexia. Hum Brain Mapp 2022; 43:3559-3576. [PMID: 35434881 PMCID: PMC9248315 DOI: 10.1002/hbm.25868] [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: 09/03/2021] [Revised: 03/31/2022] [Accepted: 03/31/2022] [Indexed: 12/02/2022] Open
Abstract
Developmental Dyslexia (DD) is a condition in which reading accuracy and/or fluency falls substantially below what is expected based on the individuals age, general level of cognitive ability, and educational opportunities. The procedural circuit deficit hypothesis (PDH) proposes that DD may be largely explained in terms of alterations of the cortico‐basal ganglia procedural memory system (in particular of the striatum) whereas the (hippocampus‐dependent) declarative memory system is intact, and may serve a compensatory role in the condition. The present study was designed to test this hypothesis. Using Magnetic Resonance Imaging, we examined the functional and structural brain correlates of sequence‐specific procedural learning (SL) on the serial reaction time task, in 17 children with DD and 18 typically developing (TD) children. The study was performed over 2 days with a 24‐h interval between sessions. In line with the PDH, the DD group showed less activation of the striatum during the processing of sequential statistical regularities. These alterations predicted the amount of SL at day 2, which in turn explained variance in children's reading fluency. Additionally, reduced hippocampal activation predicted larger SL gains between day 1 and day 2 in the TD group, but not in the DD group. At the structural level, caudate nucleus volume predicted the amount of acquired SL at day 2 in the TD group, but not in the DD group. The findings encourage further research into factors that promote learning in children with DD, including through compensatory mechanisms.
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Affiliation(s)
- Martina Hedenius
- Department of Public Health and Caring Sciences, Speech-Language Pathology, Uppsala University, Uppsala, Sweden.,Center of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research, Department of Women's and Children's Health, Karolinska Institutet and Child and Adolescent Psychiatry, Stockholm Health Care Services, Region Stockholml, Stockholm County Council, BUP-FOU Centrum, Gävlegatan, Stockholm, Sweden
| | - Jonas Persson
- Aging Research Center (ARC), Karolinska Institutet and Stockholm University, Solna, Sweden.,Center for Lifespan Developmental Research (LEADER), School of Law, Psychology, and Social Work, Örebro University, Örebro, Sweden
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24
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Sabhlok A, Malanchini M, Engelhardt LE, Madole J, Tucker-Drob EM, Paige Harden K. The relationship between executive function, processing speed, and attention-deficit hyperactivity disorder in middle childhood. Dev Sci 2022; 25:e13168. [PMID: 34403545 PMCID: PMC8847244 DOI: 10.1111/desc.13168] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/10/2019] [Revised: 07/09/2021] [Accepted: 08/06/2021] [Indexed: 11/27/2022]
Abstract
Attention-Deficit Hyperactivity Disorder (ADHD) is a heterogeneous disorder that is highly impairing. Early, accurate diagnosis maximizes long-term positive outcomes for youth with ADHD. Tests of executive functioning (EF) are potential tools for screening and differential diagnosis of ADHD subtypes. However, previous research has been inconsistent regarding the specificity and magnitude of EF deficits across ADHD subtypes. Here, we advance knowledge of the EF-ADHD relationship by using: (1) dimensional latent factor models of ADHD that captures the heterogeneity of expression, and (2) a comprehensive, reliable battery of EF tasks and modeling relationships with a general factor of EF ability. We tested 1548 children and adolescents (ages 7-15 years) from the Texas Twin Project, a population-based cohort with a diverse socioeconomic and ethnic composition. We show that EF deficits were specific to the inattention domain of ADHD. Moreover, we found that the association between EF task performance and inattention was stable across sociodemographic groups. Our results demonstrate that failures of executive control are selectively manifested as covert inattentive symptoms, such as trouble with organization, forgetfulness, and distractedness, rather than overt symptoms, such as inappropriate talkativeness and interruption. Future research, utilizing a bifactor characterization of ADHD in clinical samples, is needed to further refine understanding of the nature of cognitive deficits in ADHD across the full range of symptom variation.
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Affiliation(s)
- Aditi Sabhlok
- Department of Psychology, The University of Texas at Austin
| | - Margherita Malanchini
- Population Research Center, The University of Texas at Austin,Department of Biological and Experimental Psychology, Queen Mary University of London
| | | | - James Madole
- Department of Psychology, The University of Texas at Austin
| | - Elliot M. Tucker-Drob
- Department of Psychology, The University of Texas at Austin,Population Research Center, The University of Texas at Austin
| | - Kathryn Paige Harden
- Department of Psychology, The University of Texas at Austin,Population Research Center, The University of Texas at Austin
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25
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Wakeman HN, Leopold DR, Olson RK, Willcutt EG. Modeling the Speeded Determinants of Adolescents' Academic and Attentional Functioning. Dev Neuropsychol 2022; 47:61-77. [PMID: 34894917 PMCID: PMC9332135 DOI: 10.1080/87565641.2021.2010735] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
The current study utilized a large, unselected sample of adolescent twins to examine whether processing speed (PS) is an important shared predictor that accounts for covariance among reading, math, ADHD, and rapid naming (RN). The best fitting model included correlated but distinguishable latent measures of PS, RN, reading, math, inattention, hyperactivity/impulsivity, and academic fluency. PS was a shared predictor across all outcomes, while RN was uniquely associated with reading, fluency, and (albeit weakly) math. The results add to a growing literature suggesting that PS and RN may be important components of comprehensive neuropsychological models of academics, ADHD, and their covariation.
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Affiliation(s)
- Holly N. Wakeman
- Department of Psychology and Neuroscience, University of Colorado Boulder, Boulder, CO, USA,Correspondence regarding this article should be addressed to Holly N. Wakeman, M.A.; Graduate Student; ; (720) 900-4980; 1905 Colorado Ave., 345 UCB, Boulder, CO 80309
| | - Daniel R. Leopold
- Department of Psychology and Neuroscience, University of Colorado Boulder, Boulder, CO, USA,Department of Psychiatry, University of Colorado School of Medicine, Aurora, CO, USA
| | - Richard K. Olson
- Department of Psychology and Neuroscience, University of Colorado Boulder, Boulder, CO, USA
| | - Erik G. Willcutt
- Department of Psychology and Neuroscience, University of Colorado Boulder, Boulder, CO, USA
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26
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Mihaylova MS, Bocheva NB, Stefanova MD, Genova BZ, Totev TT, Racheva KI, Shtereva KA, Staykova SN. Visual noise effect on reading in three developmental disorders: ASD, ADHD, and DD. AUTISM & DEVELOPMENTAL LANGUAGE IMPAIRMENTS 2022; 7:23969415221106119. [PMID: 36382080 PMCID: PMC9620686 DOI: 10.1177/23969415221106119] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
BACKGROUND AND AIMS Developmental disorders such as Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), and Developmental Dyslexia (DD) are reported to have more visual problems, oral language difficulties, and diminished reading skills in addition to their different diagnostic features. Moreover, these conditions also have increased internal noise and probably an impaired ability of external noise filtering. The aim of the present study was to compare the reading performance of these groups in the presence of external visual noise which disrupts the automatic reading processes through the degradation of letters. METHODS Sixty-four children and adolescents in four groups, ASD, ADHD, DD, and TD, participated in the study. Two types of stimuli were used - unrelated words and pseudowords. The noise was generated by exchanging a fixed number of pixels between the black symbols and the white background distorting the letters. The task of the participants was to read aloud the words or pseudowords. The reading time for a single letter string, word or pseudoword, was calculated, and the proportion of errors was assessed in order to describe the reading performance. RESULTS The results obtained showed that the reading of unrelated words and pseudowords differs in the separate groups of participants and is affected differently by the added visual noise. In the no-noise condition, the group with TD had the shortest time for reading words and short pseudowords, followed by the group with ASD, while their reading of long pseudowords was slightly slower than that of the ASD group. The noise increase evoked variations in the reading of groups with ASD and ADHD, which differed from the no-noise condition and the control group with TD. The lowest proportion of errors was observed in readers with TD. The reading performance of the DD group was the worst at all noise levels, with the most prolonged reading time and the highest proportion of errors. At the highest noise level, the participants from all groups read the words and pseudowords with similar reading speed and accuracy. CONCLUSIONS In reading words and pseudowords, the ASD, ADHD, and DD groups show difficulties specific for each disorder revealed in a prolonged reading time and a higher proportion of errors. The dissimilarity in reading abilities of the groups with different development is most evident when the accuracy and reading speed are linked together. IMPLICATIONS The use of noise that degrades the letter structure in the present study allowed us to separate the groups with ASD, ADHD, and DD and disclose specifics in the reading process of each disorder. Error type analysis may provide a basis to improve the educational strategies by appropriately structuring the learning process of children with TD, ASD, ADHD, and DD.
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Affiliation(s)
- Milena Slavcheva Mihaylova
- Milena Slavcheva Mihaylova, Institute of
Neurobiology, Bulgarian Academy of Sciences, 23 Academic Georgi Bonchev Street,
Sofia 1113, Bulgaria.
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Mareva S, Holmes J. Cognitive and Academic Skills in Two Developmental Cohorts of Different Ability Level: A Mutualistic Network Perspective. JOURNAL OF APPLIED RESEARCH IN MEMORY AND COGNITION 2021. [DOI: 10.1016/j.jarmac.2021.08.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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28
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Shero JA, Logan JAR, Petrill SA, Willcutt E, Hart SA. The Differential Relations Between ADHD and Reading Comprehension: A Quantile Regression and Quantile Genetic Approach. Behav Genet 2021; 51:631-653. [PMID: 34302587 PMCID: PMC8715540 DOI: 10.1007/s10519-021-10077-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/04/2021] [Accepted: 07/13/2021] [Indexed: 10/20/2022]
Abstract
This paper extends the understanding of the relation between ADHD and reading comprehension, through examining how this relation differs depending on the quantile an individual falls in for each. Samples from three twin projects around the United States were used (Florida Twin Project, Colorado component of International Longitudinal Twin Study of Early Reading Development, & Western Reserve Reading and Math Projects). Phenotypic analysis using quantile regression showed relations between ADHD related behaviors and reading comprehension to be stronger in the lower quantiles of reading comprehension in two of three samples. A new method was developed extending this analysis into the bivariate genetic space. Results of this quantile genetic analysis revealed that overlapping common environmental influences accounted for a larger proportion of variance in the lower quantiles of these variables in two of three samples. Finally, in all three samples the phenotypic relation was strongest when shared environmental influences accounted for a larger proportion of the overall variance.
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Affiliation(s)
- Jeffrey A Shero
- Department of Psychology, Florida State University, 1107 W. Call Street, Tallahassee, FL, 32308, USA.
| | - Jessica A R Logan
- Department of Educational Studies, The Ohio State University, Columbus, OH, USA
| | - Stephen A Petrill
- Department of Psychology, The Ohio State University, Columbus, OH, USA
| | - Erik Willcutt
- Department of Psychology, University of Colorado Boulder, Boulder, CO, USA
| | - Sara A Hart
- Department of Psychology, Florida State University, 1107 W. Call Street, Tallahassee, FL, 32308, USA
- Florida Center for Reading Research, Tallahassee, FL, USA
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Holmes J, Guy J, Kievit RA, Bryant A, Mareva S, Gathercole SE. Cognitive Dimensions of Learning in Children With Problems in Attention, Learning, and Memory. JOURNAL OF EDUCATIONAL PSYCHOLOGY 2021; 113:1454-1480. [PMID: 35855686 PMCID: PMC7613068 DOI: 10.1037/edu0000644] [Citation(s) in RCA: 15] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2023]
Abstract
A data-driven, transdiagnostic approach was used to identify the cognitive dimensions linked with learning in a mixed group of 805 children aged 5 to 18 years recognised as having problems in attention, learning and memory by a health or education practitioner. Assessments included phonological processing, information processing speed, short-term and working memory, and executive functions, and attainments in word reading, spelling, and maths. Data reduction methods identified three dimensions of phonological processing, processing speed and executive function for the sample as a whole. This model was comparable for children with and without ADHD. The severity of learning difficulties in literacy was linked with phonological processing skills, and in maths with executive control. Associations between cognition and learning were similar across younger and older children and individuals with and without ADHD, although stronger links between learning-related problems and both executive skills and processing speed were observed in children with ADHD. The results establish clear domain-specific cognitive pathways to learning that distinguish individuals in the heterogeneous population of children struggling to learn.
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Affiliation(s)
- Joni Holmes
- MRC Cognition and Brain Sciences Unit, University of Cambridge
| | - Jacalyn Guy
- MRC Cognition and Brain Sciences Unit, University of Cambridge
| | | | - Annie Bryant
- Department of Clinical Psychology, Faculty of Medicine and Health Sciences, University of East Anglia
| | - Silvana Mareva
- MRC Cognition and Brain Sciences Unit, University of Cambridge
| | - the CALM Team
- MRC Cognition and Brain Sciences Unit, University of Cambridge
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30
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Gonzalez M. Dyslexia knowledge, perceived preparedness, and professional development needs of in-service educators. ANNALS OF DYSLEXIA 2021; 71:547-567. [PMID: 34143372 DOI: 10.1007/s11881-021-00235-z] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/01/2020] [Accepted: 06/04/2021] [Indexed: 06/12/2023]
Abstract
The purpose of this study was to investigate New Jersey educators' dyslexia knowledge and misconceptions, professional development perceptions and needs, and perceived preparedness regarding teaching students with dyslexia. A second purpose was to investigate what factors predicted New Jersey educators' knowledge about dyslexia. A total of 705 in-service educators completed a survey about their dyslexia knowledge, perceived preparedness, and professional development perceptions. Participants had accurate overall knowledge about dyslexia, but some prevailing misconceptions were still present. The greatest predictor of dyslexia knowledge was years of experience in working with students with dyslexia. Reading specialists, educators with greater perceived preparedness and those educators who had training in multi-sensory approaches to instruction had significantly more dyslexia knowledge than other educators. Approximately half of the participants felt prepared to teach students with dyslexia and that working with students with dyslexia prepared them the most. Participants perceived that multi-sensory approaches were the most effective professional development and their undergraduate education was the least effective. Most participants were in support of further professional development on the topic of dyslexia. Implications for in-service educators' professional development and future research directions are discussed.
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Affiliation(s)
- Michelle Gonzalez
- Department of Educational Leadership and Professional Studies, William Paterson University, Wayne, NJ, USA.
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31
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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.
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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
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32
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Roberts GJ, Vaughn S, Roberts G, Miciak J. Problem Behaviors and Response to Reading Intervention for Upper Elementary Students With Reading Difficulties. REMEDIAL AND SPECIAL EDUCATION : RASE 2021; 42:169-181. [PMID: 34305302 PMCID: PMC8297789 DOI: 10.1177/0741932519865263] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
This study investigated the extent to which problem behaviors were factors associated with response to a year-long multicomponent reading intervention for fourth- and fifth-grade students with reading difficulties. Students scoring ≤85 standard score on the Test of Silent Reading Efficiency and Comprehension (n = 108), a reading fluency and comprehension screener measure, were randomized to the researcher-provided treatment condition (n = 55) or the business-as-usual comparison condition (n = 53). Results indicated that problem behaviors were associated with lower reading comprehension outcomes. Findings also suggested that students with higher levels of overall problem behaviors and externalizing behaviors in the treatment condition outperformed similar students in the comparison condition on the Gates-MacGinitie Reading Test (p < .05). Future research is needed on how to best identify, develop, and adapt effective interventions for students with reading difficulties and problem behaviors within school-wide response to intervention frameworks.
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Affiliation(s)
| | - Sharon Vaughn
- The University of Texas at Austin, The Meadows Center for Preventing Educational Risk, USA
| | - Greg Roberts
- The University of Texas at Austin, The Meadows Center for Preventing Educational Risk, USA
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33
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Snowling MJ, Hulme C. Annual Research Review: Reading disorders revisited - the critical importance of oral language. J Child Psychol Psychiatry 2021; 62:635-653. [PMID: 32956509 DOI: 10.1111/jcpp.13324] [Citation(s) in RCA: 26] [Impact Index Per Article: 8.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/16/2020] [Revised: 07/24/2020] [Accepted: 08/11/2020] [Indexed: 02/06/2023]
Abstract
This paper discusses research on reading disorders during the period since their classification within the overarching category of neurodevelopmental disorders (Journal of Child Psychology and Psychiatry, 53, 2012, 593). Following a review of the predictors of learning to read across languages, and the role of language skills as critical foundations for literacy, profiles of reading disorders are discussed and putative causal risk factors at the cognitive, biological, and environmental levels of explanation considered. Reading disorders are highly heritable and highly comorbid with disorders of language, attention, and other learning disorders, notably mathematics disorders. The home literacy environment, reflecting gene-environment correlation, is one of several factors that promote reading development and highlight an important target for intervention. The multiple deficit view of dyslexia (Cognition, 101, 2006, 385) suggests that risks accumulate to a diagnostic threshold although categorical diagnoses tend to be unstable. Implications for assessment and intervention are discussed.
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Affiliation(s)
- Margaret J Snowling
- Department of Experimental Psychology, University of Oxford, Oxford, UK.,St John's College, University of Oxford, Oxford, UK
| | - Charles Hulme
- Department of Education, University of Oxford, Oxford, UK
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34
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von Wirth E, Kujath K, Ostrowski L, Settegast E, Rosarius S, Döpfner M, Schwenk C, Kuhn JT. The co-occurrence of Attention-Deficit/Hyperactivity Disorder and mathematical difficulties: An investigation of the role of basic numerical skills. RESEARCH IN DEVELOPMENTAL DISABILITIES 2021; 112:103881. [PMID: 33607486 DOI: 10.1016/j.ridd.2021.103881] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/07/2020] [Revised: 08/26/2020] [Accepted: 01/23/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Attention-deficit/hyperactivity disorder (ADHD) and dyscalculia, also called mathematics disorder, frequently co-occur, yet the etiology of this comorbidity is poorly understood. AIMS This study investigated whether impairments in the understanding of numbers and magnitudes (basic numerical skills) are a unique risk factor for mathematical difficulties (MD) or a shared risk factor that could help to explain the association between ADHD and MD. METHODS AND PROCEDURES Basic numerical skills were assessed with eight subtests in children (age 6-10 years, N = 86) with clinically significant ADHD symptoms and/or MD and typically developing children (control group). This double dissociation design allowed to test for main and interaction effects of ADHD and MD using both classical and Bayesian analysis of variance (ANOVA). OUTCOMES AND RESULTS Children with MD were impaired in transcoding, complex number and magnitude comparison, and arithmetic fact retrieval. They were not impaired in tasks assessing core markers of numeracy, which might be explained by the sample including children with mathematical difficulties instead of a diagnosed dyscalculia. ADHD was not associated with deficits in any of the tasks. The evidence for an additive combination of cognitive profiles was weak. CONCLUSIONS AND IMPLICATIONS Impairments in basic numerical skills are uniquely associated with MD and do not represent a shared risk factor for ADHD symptoms and MD.
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Affiliation(s)
- Elena von Wirth
- University of Cologne, Faculty of Medicine and University Hospital Cologne, Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Cologne, Germany; University of Cologne, Faculty of Medicine and University Hospital Cologne, School for Child and Adolescent Cognitive Behavior Therapy (AKiP), Cologne, Germany.
| | - Katharina Kujath
- University of Muenster, Institute of Psychology, Muenster, Germany
| | - Lea Ostrowski
- University of Cologne, Faculty of Medicine and University Hospital Cologne, School for Child and Adolescent Cognitive Behavior Therapy (AKiP), Cologne, Germany
| | - Ellen Settegast
- University of Cologne, Faculty of Medicine and University Hospital Cologne, School for Child and Adolescent Cognitive Behavior Therapy (AKiP), Cologne, Germany
| | - Sarah Rosarius
- University of Cologne, Faculty of Medicine and University Hospital Cologne, School for Child and Adolescent Cognitive Behavior Therapy (AKiP), Cologne, Germany
| | - Manfred Döpfner
- University of Cologne, Faculty of Medicine and University Hospital Cologne, Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Cologne, Germany; University of Cologne, Faculty of Medicine and University Hospital Cologne, School for Child and Adolescent Cognitive Behavior Therapy (AKiP), Cologne, Germany
| | - Christin Schwenk
- TU Dortmund University, Faculty of Rehabilitation Sciences, Dortmund, Germany
| | - Jörg-Tobias Kuhn
- TU Dortmund University, Faculty of Rehabilitation Sciences, Dortmund, Germany
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35
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Kibby MY, Newsham G, Imre Z, Schlak JE. Is executive dysfunction a potential contributor to the comorbidity between basic reading disability and attention-deficit/hyperactivity disorder? Child Neuropsychol 2021; 27:888-910. [PMID: 33849390 DOI: 10.1080/09297049.2021.1908532] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Our study is one of the few to analyze executive functioning (EF) in a comprehensive, multi-modal fashion as a potential contributor to the comorbidity between attention-deficit/hyperactivity disorder (ADHD) and basic reading disability (RD). We included multiple, traditional, neuropsychological measures of EF, along with the Behavior Rating Inventory of Executive Function (BRIEF) questionnaire, to assess inhibit, shift, working memory (WM), planning, generation fluency, and problem-solving. Participants included 263 children, ages 8-12 years, with RD, ADHD, RD/ADHD, and typically developing controls. When using the traditional measures in a 2 × 2 MANCOVA, we found both RD and ADHD had poor cognitive EF in most areas at the group level, with phonological loop deficits being more specific to RD and behavioral regulation deficits being more specific to ADHD. Children with RD/ADHD performed comparably to those with RD and ADHD alone. Results were similar on the BRIEF. In contrast, only WM predicted both basic reading and inattention when the data were assessed in a continuous fashion. It also explained the correlations between basic reading and inattention, being worthy of longitudinal research to determine if it is a shared contributor to RD/ADHD. When comparing hypotheses as to the nature of RD/ADHD, we found the multiple deficit hypothesis was better supported by our EF data than the phenocopy hypothesis or the cognitive subtype hypothesis.
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Affiliation(s)
- Michelle Y Kibby
- School of Psychological and Behavioral Sciences, Southern Illinois University-Carbondale, Carbondale, IL, USA
| | - Genni Newsham
- School of Psychological and Behavioral Sciences, Southern Illinois University-Carbondale, Carbondale, IL, USA
| | - Zsofia Imre
- School of Psychological and Behavioral Sciences, Southern Illinois University-Carbondale, Carbondale, IL, USA
| | - Jennifer E Schlak
- School of Psychological and Behavioral Sciences, Southern Illinois University-Carbondale, Carbondale, IL, USA
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36
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Georgiou GK, Martinez D, Vieira APA, Guo K. Is orthographic knowledge a strength or a weakness in individuals with dyslexia? Evidence from a meta-analysis. ANNALS OF DYSLEXIA 2021; 71:5-27. [PMID: 33712993 DOI: 10.1007/s11881-021-00220-6] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/20/2020] [Accepted: 02/22/2021] [Indexed: 06/12/2023]
Abstract
The purpose of this meta-analysis was to examine if individuals with dyslexia (DYS) have a deficit in orthographic knowledge. We reviewed a total of 68 studies published between January 1990 and December 2019, representing a total of 7215 participants. There were 80 independent samples in the chronological-age (CA)-DYS comparison and 33 independent samples in the comparison between DYS and reading-level (RL) controls. A random-effects model analysis revealed a large effect size (Cohen's d = 1.17) for the CA-DYS comparison and a small effect size (Cohen's d = 0.18) for the RL-DYS comparison. In addition, we found significant heterogeneity in the effect sizes that was partly explained by the level of orthographic knowledge (effect sizes being higher for lexical than sub-lexical orthographic knowledge). These results suggest that individuals with dyslexia experience an orthographic knowledge deficit that is as large as that of phonological awareness and rapid automatized naming reported in previous meta-analyses.
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Affiliation(s)
- George K Georgiou
- Department of Educational Psychology, University of Alberta, 6-102 Education North, Edmonton, AB, T6G 2G5, Canada.
| | - Dalia Martinez
- Department of Educational Psychology, University of Alberta, 6-102 Education North, Edmonton, AB, T6G 2G5, Canada
| | - Ana Paula Alves Vieira
- Department of Educational Psychology, University of Alberta, 6-102 Education North, Edmonton, AB, T6G 2G5, Canada
| | - Kan Guo
- School of Mathematical Sciences, Beijing Normal University, Beijing, 100875, People's Republic of China.
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37
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Sluggish Cognitive Tempo and Neuropsychological Functioning. Res Child Adolesc Psychopathol 2021; 49:1001-1013. [PMID: 33755869 DOI: 10.1007/s10802-021-00810-3] [Citation(s) in RCA: 17] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/14/2021] [Indexed: 12/11/2022]
Abstract
Sluggish cognitive tempo (SCT) is marked by impairments across social, emotional, and academic functioning, but few studies have examined the association between SCT and neuropsychological functioning. The present study examined the associations between SCT and measures of processing speed, executive function, attention, and reaction time. From a larger sample of 8,238 children and adolescents, a subsample of 928 children were overselected for symptoms of SCT or attention-deficit/hyperactivity disorder (ADHD) and compared to a matched control sample of 652 individuals without elevations of ADHD or SCT (age range = 5.9-15.4 years). Multiple regression analyses revealed that symptoms of SCT were independently associated with deficits in nearly all domains assessed by a battery of neuropsychological assessments, including slower processing speed, poorer working memory, decreased inhibition, poorer vigilance, and increased reaction time. Further, weaknesses in all five of these domains remained significant even after symptoms of ADHD-inattention, anxiety, and depression were controlled. These findings add to literature that supports the validity of SCT as a symptom profile separate from ADHD-inattention symptoms.
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38
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Bernabini L, Bonifacci P, de Jong PF. The Relationship of Reading Abilities With the Underlying Cognitive Skills of Math: A Dimensional Approach. Front Psychol 2021; 12:577488. [PMID: 33716850 PMCID: PMC7946841 DOI: 10.3389/fpsyg.2021.577488] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/01/2020] [Accepted: 01/21/2021] [Indexed: 01/29/2023] Open
Abstract
Math and reading are related, and math problems are often accompanied by problems in reading. In the present study, we used a dimensional approach and we aimed to assess the relationship of reading and math with the cognitive skills assumed to underlie the development of math. The sample included 97 children from 4th and 5th grades of a primary school. Children were administered measures of reading and math, non-verbal IQ, and various underlying cognitive abilities of math (counting, number sense, and number system knowledge). We also included measures of phonological awareness and working memory (WM). Two approaches were undertaken to elucidate the relations of the cognitive skills with math and reading. In the first approach, we examined the unique contributions of math and reading ability, as well as their interaction, to each cognitive ability. In the second approach, the cognitive abilities were taken to predict math and reading. Results from the first set of analyses showed specific effects of math on number sense and number system knowledge, whereas counting was affected by both math and reading. No math-by-reading interactions were observed. In contrast, for phonological awareness, an interaction of math and reading was found. Lower performing children on both math and reading performed disproportionately lower. Results with respect to the second approach confirmed the specific relation of counting, number sense, and number system knowledge to math and the relation of counting to reading but added that each math-related marker contributed independently to math. Following this approach, no unique effects of phonological awareness on math and reading were found. In all, the results show that math is specifically related to counting, number sense, and number system knowledge. The results also highlight what each approach can contribute to an understanding of the relations of the various cognitive correlates with reading and math.
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Affiliation(s)
- Luca Bernabini
- Department of Psychology, University of Bologna, Bologna, Italy
| | - Paola Bonifacci
- Department of Psychology, University of Bologna, Bologna, Italy
| | - Peter F de Jong
- Research Institute of Child Development and Education, University of Amsterdam, Amsterdam, Netherlands
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Randers L, Jepsen JRM, Fagerlund B, Nordholm D, Krakauer K, Hjorthøj C, Glenthøj B, Nordentoft M. Generalized neurocognitive impairment in individuals at ultra-high risk for psychosis: The possible key role of slowed processing speed. Brain Behav 2021; 11:e01962. [PMID: 33486897 PMCID: PMC7994693 DOI: 10.1002/brb3.1962] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/20/2020] [Revised: 10/06/2020] [Accepted: 10/25/2020] [Indexed: 12/12/2022] Open
Abstract
OBJECTIVE Widespread neurocognitive impairment is well-established in individuals at ultra-high risk (UHR) for developing psychoses, but it is unknown whether slowed processing speed may underlie impairment in other neurocognitive domains, as found in schizophrenia. The study delineated domain functioning in a UHR sample and examined if neurocognitive slowing might account for deficits across domains. METHODS The cross-sectional study included 50 UHR individuals with no (n = 38) or minimal antipsychotic exposure (n = 12; mean lifetime dose of haloperidol equivalent = 17.56 mg; SD = 13.04) and 50 matched healthy controls. Primary analyses compared group performance across neurocognitive domains before and after covarying for processing speed. To examine the specificity of processing speed effects, post hoc analyses examined the impact of the other neurocognitive domains and intelligence as covariates. RESULTS UHR individuals exhibited significant impairment across all neurocognitive domains (all ps ≤ .010), with medium to large effect sizes (Cohen's ds = -0.53 to -1.12). Only processing speed used as covariate eliminated significant between-group differences in all other domains, reducing unadjusted Cohen's d values with 68% on average, whereas the other domains used as covariates averagely reduced unadjusted Cohen's d values with 20% to 48%. When covarying each of the other domains after their shared variance with speed of processing was removed, all significant between-group domain differences remained (all ps ≤ .024). CONCLUSION Slowed processing speed may underlie generalized neurocognitive impairment in UHR individuals and represent a potential intervention target.
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Affiliation(s)
- Lasse Randers
- Copenhagen Research Center for Mental Health ‐ COREMental Health Center CopenhagenCopenhagen University HospitalCopenhagenDenmark
- Center for Clinical Intervention and Neuropsychiatric Schizophrenia Research (CINS)Mental Health Center GlostrupCopenhagen University HospitalGlostrupDenmark
- Faculty of Health and Medical SciencesDepartment of Clinical MedicineUniversity of CopenhagenCopenhagenDenmark
| | - Jens Richardt Møllegaard Jepsen
- Copenhagen Research Center for Mental Health ‐ COREMental Health Center CopenhagenCopenhagen University HospitalCopenhagenDenmark
- Center for Clinical Intervention and Neuropsychiatric Schizophrenia Research (CINS)Mental Health Center GlostrupCopenhagen University HospitalGlostrupDenmark
- Center for Neuropsychiatric Schizophrenia Research (CNSR)Mental Health Center GlostrupCopenhagen University HospitalGlostrupDenmark
- Child and Adolescent Mental Health CenterMental Health Services Capital Region of DenmarkCopenhagen University HospitalDenmark
| | - Birgitte Fagerlund
- Center for Clinical Intervention and Neuropsychiatric Schizophrenia Research (CINS)Mental Health Center GlostrupCopenhagen University HospitalGlostrupDenmark
- Center for Neuropsychiatric Schizophrenia Research (CNSR)Mental Health Center GlostrupCopenhagen University HospitalGlostrupDenmark
- Faculty of Social SciencesDepartment of PsychologyUniversity of CopenhagenCopenhagenDenmark
| | - Dorte Nordholm
- Copenhagen Research Center for Mental Health ‐ COREMental Health Center CopenhagenCopenhagen University HospitalCopenhagenDenmark
- Center for Clinical Intervention and Neuropsychiatric Schizophrenia Research (CINS)Mental Health Center GlostrupCopenhagen University HospitalGlostrupDenmark
- Functional Imaging UnitDepartment of Clinical Physiology, Nuclear Medicine and PETCopenhagen University Hospital RigshospitaletGlostrupDenmark
| | - Kristine Krakauer
- Copenhagen Research Center for Mental Health ‐ COREMental Health Center CopenhagenCopenhagen University HospitalCopenhagenDenmark
- Center for Clinical Intervention and Neuropsychiatric Schizophrenia Research (CINS)Mental Health Center GlostrupCopenhagen University HospitalGlostrupDenmark
- Functional Imaging UnitDepartment of Clinical Physiology, Nuclear Medicine and PETCopenhagen University Hospital RigshospitaletGlostrupDenmark
| | - Carsten Hjorthøj
- Copenhagen Research Center for Mental Health ‐ COREMental Health Center CopenhagenCopenhagen University HospitalCopenhagenDenmark
- Faculty of Health and Medical SciencesDepartment of Public HealthSection of EpidemiologyUniversity of CopenhagenCopenhagenDenmark
| | - Birte Glenthøj
- Center for Clinical Intervention and Neuropsychiatric Schizophrenia Research (CINS)Mental Health Center GlostrupCopenhagen University HospitalGlostrupDenmark
- Faculty of Health and Medical SciencesDepartment of Clinical MedicineUniversity of CopenhagenCopenhagenDenmark
- Center for Neuropsychiatric Schizophrenia Research (CNSR)Mental Health Center GlostrupCopenhagen University HospitalGlostrupDenmark
| | - Merete Nordentoft
- Copenhagen Research Center for Mental Health ‐ COREMental Health Center CopenhagenCopenhagen University HospitalCopenhagenDenmark
- Center for Clinical Intervention and Neuropsychiatric Schizophrenia Research (CINS)Mental Health Center GlostrupCopenhagen University HospitalGlostrupDenmark
- Faculty of Health and Medical SciencesDepartment of Clinical MedicineUniversity of CopenhagenCopenhagenDenmark
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40
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Huijsmans MDE, Kleemans T, Kroesbergen EH. How Cognitive Strengths Compensate Weaknesses Related to Specific Learning Difficulties in Fourth-Grade Children. Front Psychol 2021; 12:552458. [PMID: 33716844 PMCID: PMC7945979 DOI: 10.3389/fpsyg.2021.552458] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/27/2020] [Accepted: 01/26/2021] [Indexed: 11/21/2022] Open
Abstract
The goal of the present study was to investigate whether children's cognitive strengths can compensate the accompanied weaknesses related to their specific learning difficulties. A Bayesian multigroup mediation SEM analysis in 281 fourth-grade children identified a cognitive compensatory mechanism in children with mathematical learning difficulties (n = 36): Children with weak number sense, but strong rapid naming performed slightly better on mathematics compared to peers with weak rapid naming. In contrast, a compensatory mechanism was not identified for children with a comorbid mathematical and reading difficulty (n = 16). One explanation for the latter finding could relate to the lack of ability to compensate, because of the difficulties these children experience in both academic domains. These findings lead to a new direction in research on learning difficulties in mathematics and/or reading by suggesting that children with a learning disability each have a unique profile of interrelated cognitive strengths and weaknesses. Children might compensate with these strengths for their weaknesses, which could lead to (small) learning gains in the affected domain.
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41
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Riva A, Musetti A, Bomba M, Milani L, Montrasi V, Nacinovich R. Language-Related Skills in Bilingual Children With Specific Learning Disorders. Front Psychol 2021; 11:564047. [PMID: 33551894 PMCID: PMC7859646 DOI: 10.3389/fpsyg.2020.564047] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/20/2020] [Accepted: 12/28/2020] [Indexed: 11/13/2022] Open
Abstract
Purpose: The purpose of this study is to better understand the characteristics of the language-related skills of bilingual children with specific learning disorders (SLD). The aim is achieved by analyzing language-related skills in a sample of bilingual (Italian plus another language) and Italian monolingual children, with and without SLD. Patients and methods: A total of 72 minors aged between 9 and 11 were recruited and divided into four groups: 18 Italian monolingual children with SLD, 18 bilingual children with SLD, 18 Italian monolingual children without SLD, and 18 bilingual children without SLD. Each child underwent tests to evaluate different aspects of language skills: lexical and grammar, metalanguage and executive functions. Results: With regard to lexical and grammatical skills, the conditions of SLD and bilingualism both impact naming in terms of total number of errors for words with low frequency of use, while the condition of SLD has an effect on semantic errors for words with low frequency of use. The condition of bilingualism impacts on the total errors for words with high frequency of use and on circumlocution-type errors for words with low frequency of use. There were significant effects of bilingualism and SLD on the metalinguistic test for understanding implicit meaning, and an impact of SLD on phonological awareness was also found. Conclusion: The results suggest that both SLD and bilingualism have an effect on some lexical skills, in particular for words with low frequency of use. Both conditions, bilingualism and SLD, seem to impact on metalinguistic abilities that depend on lexical knowledge. These findings reinforce the importance of improving understanding of the neuropsychological profile of bilingual children with SLD.
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Affiliation(s)
- Anna Riva
- Azienda Socio Sanitaria Territoriale (ASST) di Monza, Monza, Italy.,Department of Medicine and Surgery, University of Milano Bicocca, Monza, Italy
| | - Alessandro Musetti
- Department of Humanities, Social Sciences and Cultural Industries, University of Parma, Parma, Emilia-Romagna, Italy
| | - Monica Bomba
- Azienda Socio Sanitaria Territoriale (ASST) di Monza, Monza, Italy.,Department of Medicine and Surgery, University of Milano Bicocca, Monza, Italy
| | - Lorenzo Milani
- Azienda Socio Sanitaria Territoriale (ASST) di Monza, Monza, Italy.,Department of Medicine and Surgery, University of Milano Bicocca, Monza, Italy
| | | | - Renata Nacinovich
- Azienda Socio Sanitaria Territoriale (ASST) di Monza, Monza, Italy.,Department of Medicine and Surgery, University of Milano Bicocca, Monza, Italy
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Gerst EH, Cirino PT, Macdonald KT, Miciak J, Yoshida H, Woods SP, Gibbs MC. The Structure of Processing Speed in Children and its Impact on Reading. JOURNAL OF COGNITION AND DEVELOPMENT 2021; 22:84-107. [PMID: 33519305 PMCID: PMC7839965 DOI: 10.1080/15248372.2020.1862121] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
The present study had two aims. First, we set out to evaluate the structure of processing speed in children by comparing five alternative models: two conceptual models (a unitary model, a complexity model) and three methodological models (a stimulus material model, an output response model, and a timing modality model). Second, we then used the resulting models to predict multiple types of reading, a highly important developmental outcome, using other well-known predictors as covariates. Participants were 844 children enrolled in third through fifth grade in urban public elementary schools who received 16 measures of processing speed that varied in the above dimensions. A two-factor complexity model that differentiated between simple and complex processing speed was the preferred model and fit the data well. Both types of PS predicted reading fluency, and complex (but not simple) PS predicted single word reading and comprehension. Results offer insight to the structure of processing speed, its relation to closely related concepts (such as executive function), and provide nuance to the understanding of the way processing speed influences reading.
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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.
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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
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Tripathi R, Salvi D. Comments on "Development of a Battery to Assess Perceptual-Motor, Cognition, Language, and Scholastic Skills among Bengali Children with Neuro Developmental Disorders". Indian J Psychol Med 2020; 42:482-483. [PMID: 33414598 PMCID: PMC7750850 DOI: 10.1177/0253717620945130] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 07/07/2020] [Indexed: 11/16/2022] Open
Affiliation(s)
- Ravikesh Tripathi
- Dept. of Clinical Psychology, Gujarat Forensic Sciences University, Gandhinagar, Gujarat, India
| | - Deepak Salvi
- Dept. of Clinical Psychology, Mahatma Gandhi Medical College, Jaipur, Rajasthan, India
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Wilcox G, Galilee A, Stamp J, Makarenko E, MacMaster FP. The Importance of Research on Integrating Transcranial Direct Current Stimulation (TDCS) with Evidence-Based Reading Interventions. JOURNAL OF PEDIATRIC NEUROPSYCHOLOGY 2020. [DOI: 10.1007/s40817-020-00090-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/17/2022]
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46
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Parke EM, Thaler NS, Etcoff LM, Allen DN. Intellectual Profiles in Children With ADHD and Comorbid Learning and Motor Disorders. J Atten Disord 2020; 24:1227-1236. [PMID: 25808309 DOI: 10.1177/1087054715576343] [Citation(s) in RCA: 16] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
Abstract
Objective: Neurodevelopmental disorders, including Reading Disorder, Disorder of Written Expression, and Developmental Coordination Disorder, often co-occur with ADHD. Although research has identified increased functional impairment in the presence of these comorbid diagnoses, few direct comparisons of intellectual profiles have been conducted. Thus, the present study examined Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) profiles of children with ADHD alone and with comorbid neurodevelopmental disorders. Method: Participants included 296 children with ADHD, ADHD with Developmental Coordination Disorder, and ADHD with Reading Disorder and/or Disorder of Written Expression. Results: Comparisons of these groups suggests children with ADHD and language-based Learning Disorders have poorer working memory than children with only ADHD. Furthermore, children with ADHD and Developmental Coordination Disorder perform relatively better on verbal compared with perceptual reasoning indexes. Conclusion: These intellectual profiles may have utility in identifying cognitive weaknesses inherent to these disorders and may be used to guide treatment intervention.
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Affiliation(s)
| | - Nicholas S Thaler
- UCLA Semel Institute for Neuroscience and Human Behavior, Los Angeles, CA, USA
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Conant LL, Liebenthal E, Desai A, Seidenberg MS, Binder JR. Differential activation of the visual word form area during auditory phoneme perception in youth with dyslexia. Neuropsychologia 2020; 146:107543. [PMID: 32598966 DOI: 10.1016/j.neuropsychologia.2020.107543] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/17/2019] [Revised: 03/16/2020] [Accepted: 06/21/2020] [Indexed: 12/12/2022]
Abstract
Developmental dyslexia is a learning disorder characterized by difficulties reading words accurately and/or fluently. Several behavioral studies have suggested the presence of anomalies at an early stage of phoneme processing, when the complex spectrotemporal patterns in the speech signal are analyzed and assigned to phonemic categories. In this study, fMRI was used to compare brain responses associated with categorical discrimination of speech syllables (P) and acoustically matched nonphonemic stimuli (N) in children and adolescents with dyslexia and in typically developing (TD) controls, aged 8-17 years. The TD group showed significantly greater activation during the P condition relative to N in an area of the left ventral occipitotemporal cortex that corresponds well with the region referred to as the "visual word form area" (VWFA). Regression analyses using reading performance as a continuous variable across the full group of participants yielded similar results. Overall, the findings are consistent with those of previous neuroimaging studies using print stimuli in individuals with dyslexia that found reduced activation in left occipitotemporal regions; however, the current study shows that these activation differences seen during reading are apparent during auditory phoneme discrimination in youth with dyslexia, suggesting that the primary deficit in at least a subset of children may lie early in the speech processing stream and that categorical perception may be an important target of early intervention in children at risk for dyslexia.
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Affiliation(s)
- Lisa L Conant
- Department of Neurology, Medical College of Wisconsin, Milwaukee, WI, USA.
| | - Einat Liebenthal
- Department of Neurology, Medical College of Wisconsin, Milwaukee, WI, USA; Department of Psychiatry, McLean Hospital, Harvard Medical School, Boston, MA, USA
| | - Anjali Desai
- Department of Neurology, Medical College of Wisconsin, Milwaukee, WI, USA
| | - Mark S Seidenberg
- Department of Psychology, University of Wisconsin-Madison, Madison, WI, USA
| | - Jeffrey R Binder
- Department of Neurology, Medical College of Wisconsin, Milwaukee, WI, USA
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48
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Kramer E, Koo B, Restrepo A, Koyama M, Neuhaus R, Pugh K, Andreotti C, Milham M. Diagnostic Associations of Processing Speed in a Transdiagnostic, Pediatric Sample. Sci Rep 2020; 10:10114. [PMID: 32572148 PMCID: PMC7308370 DOI: 10.1038/s41598-020-66892-z] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/26/2019] [Accepted: 05/15/2020] [Indexed: 12/14/2022] Open
Abstract
INTRODUCTION The present study examines the relationships between processing speed (PS), mental health disorders, and learning disorders. Prior work has tended to explore relationships between PS deficits and specific diagnoses in isolation of one another. Here, we simultaneously investigated PS associations with five diagnoses (i.e., anxiety, autism, ADHD, depressive, specific learning) in a large-scale, transdiagnostic, community self-referred sample. METHOD 843 children, ages 8-16 were included from the Healthy Brain Network (HBN) Biobank. Principal component analysis (PCA) was employed to create a composite measure of four PS tasks, referred to as PC1. Intraclass correlation coefficient (ICC) between the four PS measures, as well as PC1, were calculated to assess reliability. RESULTS ICCs were moderate between WISC-V tasks (0.663), and relatively modest between NIH Toolbox Pattern Comparison and other PS scales (0.14-0.27). Regression analyses revealed specific significant relationships between PS and reading and math disabilities, ADHD-inattentive presentation (ADHD-I), and ADHD-combined presentation (ADHD-C). After accounting for inattention, the present study did not find a significant relationship with Autism Spectrum Disorder. DISCUSSION Our examination of PS in a large, transdiagnostic sample suggested more specific associations with ADHD and learning disorders than the literature currently suggests. Implications for understanding how PS interacts with a highly heterogeneous childhood sample are discussed.
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Affiliation(s)
- Eliza Kramer
- Healthy Brain Network, Child Mind Institute, New York, New York, USA
| | - Bonhwang Koo
- Center for the Developing Brain, Child Mind Institute, New York, New York, USA
| | - Anita Restrepo
- Healthy Brain Network, Child Mind Institute, New York, New York, USA
| | | | - Rebecca Neuhaus
- Healthy Brain Network, Child Mind Institute, New York, New York, USA
| | | | | | - Michael Milham
- Center for the Developing Brain, Child Mind Institute, New York, New York, USA. .,Center for Biomedical Imaging and Neuromodulation, Nathan S. Kline Institute for Psychiatric Research, Orangeburg, New York, USA.
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Koltermann G, Becker N, Wauke APT, de Oliveira CP, Gomides MRDA, Paiva GM, Haase VG, de Salles JF. Intragroup differences and similarities in performance on rapid automatized naming tasks in children with ADHD symptoms, children with reading disabilities, and controls. TRENDS IN PSYCHIATRY AND PSYCHOTHERAPY 2020; 42:190-194. [PMID: 32520167 DOI: 10.1590/2237-6089-2019-0014] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/10/2019] [Accepted: 07/22/2019] [Indexed: 06/11/2023]
Abstract
Introduction Rapid automatized naming (RAN) is the ability to name, as fast as possible, symbols such as letters, digits and figures. The present study aimed to investigate intragroup performance patterns on RAN tasks in children with attention deficit hyperactivity disorder (ADHD) symptoms alone, children with reading disability (RD) alone and controls with typical development. Methods A total of 216 Brazilian children between 8 to 11 years old were selected from public schools located in two Brazilian capitals, namely Porto Alegre and Belo Horizonte, to participate in the study. Mixed 3 (participant group: ADHD symptoms, RD or control group) × 3 (type of stimulus: letters, numbers or figures) ANOVAs were performed using response time and number of errors as dependent variables. Only intragroup comparisons are described in this paper. Results The groups with ADHD symptoms and RD showed similar performance results on naming speed. There were no differences between letters and numbers within each group, but we found slower responses in figure naming compared to the other tasks for both groups. Concerning accuracy, children with ADHD symptoms showed a similar number of errors in all three tasks. These patterns were distinct from the performance of the control group. Conclusion Results suggest a shared deficit in naming speed of alphanumeric stimuli in children with ADHD symptoms and those with RD, and impairments in naming digits correctly in children with ADHD symptoms.
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Affiliation(s)
| | - Natália Becker
- Universidade Federal do Rio Grande do Sul, Porto Alegre, RS, Brazil
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Gabriely R, Tarrasch R, Velicki M, Ovadia-Blechman Z. The influence of mindfulness meditation on inattention and physiological markers of stress on students with learning disabilities and/or attention deficit hyperactivity disorder. RESEARCH IN DEVELOPMENTAL DISABILITIES 2020; 100:103630. [PMID: 32163834 DOI: 10.1016/j.ridd.2020.103630] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/23/2019] [Revised: 02/16/2020] [Accepted: 03/02/2020] [Indexed: 06/10/2023]
Abstract
BACKGROUND Over recent decades, the number of students diagnosed with learning disabilities and/or attention deficit hyperactivity disorders has substantially increased. These students face various challenges and experience stress when receiving higher education. AIMS The purpose of this study was to compare two non-pharmacological interventions: mindfulness and device-guided slow breathing, with a control group. METHODS Seventy-three students (age = 25.76, std. dev = 3.10) with attention problems and/or learning disabilities were randomly assigned to three groups: mindfulness meditation, device guided breathing practice and waiting-list control. Before and after the intervention physiological and psychological measures were collected. RESULTS Our results show that only mindfulness practice improved awareness of the present moment and decreased hyperactivity and inattention. Furthermore, both mindfulness and practice with device-guided breathing were associated with stress reduction, as shown by an increase in the galvanic skin response only in the control group. CONCLUSIONS Implementation of the study results may lead to an advance in treating attention deficit disorders and learning disabilities, especially among higher education students.
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Affiliation(s)
| | - Ricardo Tarrasch
- School of Education, Tel Aviv University, Israel; Sagol School of Neuroscience, Tel Aviv University, Israel.
| | - Maria Velicki
- School of Medical Engineering, Afeka - Tel Aviv Academic College of Engineering, Israel
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