A meta-analysis of executive functioning in dyslexia with consideration of the impact of comorbid ADHD

Lonergan, Aoife; Doyle, Caoilainn; Cassidy, Clare; Mahon, Shane MacSweeney; Roche, Richard; Boran, Lorraine; Bramham, Jessica

doi:10.1080/20445911.2019.1669609

Cited by 71 publications

(52 citation statements)

References 114 publications

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“…In particular, the comorbidity between attention deficit and hyperactivity disorder (ADHD) and specific learning disorders (SLD) has been widely studied, mainly because of their high prevalence (Lonergan et al, 2019 ; Astle and Fletcher-Watson, 2020 ), but also because they share several problems and symptoms. For example, when children have learning difficulties together with behavioral and attentional deficits, they exhibit symptoms that could indicate a learning disability and/or ADHD, raising issues in their diagnosis and treatment.…”

Section: Introductionmentioning

confidence: 99%

Executive Functions in Neurodevelopmental Disorders: Comorbidity Overlaps Between Attention Deficit and Hyperactivity Disorder and Specific Learning Disorders

Crisci

Caviola

Cardillo

et al. 2021

Front. Hum. Neurosci.

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The present study examines the comorbidity between specific learning disorders (SLD) and attention deficit and hyperactivity disorder (ADHD) by comparing the neuropsychological profiles of children with and without this comorbidity. Ninety-seven schoolchildren from 8 to 14 years old were tested: a clinical sample of 49 children with ADHD (n = 18), SLD (n = 18) or SLD in comorbidity with ADHD (n = 13), and 48 typically-developing (TD) children matched for age and intelligence. Participants were administered tasks and questionnaires to confirm their initial diagnosis, and a battery of executive function (EF) tasks testing inhibition, shifting, and verbal and visuospatial updating. Using one-way ANOVAs, our results showed that all children in the clinical samples exhibited impairments on EF measures (inhibition and shifting tasks) when compared with TD children. A more specific pattern only emerged for the updating tasks. Only children with SLD had significant impairment in verbal updating, whereas children with ADHD, and those with SLD in comorbidity with ADHD, had the worst performance in visuospatial updating. The clinical and educational implications of these findings are discussed.

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Section: Introductionmentioning

confidence: 99%

Executive Functions in Neurodevelopmental Disorders: Comorbidity Overlaps Between Attention Deficit and Hyperactivity Disorder and Specific Learning Disorders

Crisci

Caviola

Cardillo

et al. 2021

Front. Hum. Neurosci.

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“…Por tanto, los niños con TDL y dislexia muestran dificultades en el lenguaje, bien en su vertiente oral, escrita o en ambas (Bishop & Snowling, 2004). Tanto el alumnado con dislexia como aquél con TDL presentan dificultades en la conciencia fonológica, la memoria de trabajo verbal, el procesamiento sintáctico, la semántica y la ortografía (Barbosa, Rodrigues, Mello, Silva, & Bueno, 2019;De La Peña Álvarez & Bernabéu Brotóns, 2018;Lonergan et al, 2019). Entre las dificultades más frecuentes de ambos trastornos están las dificultades en la fluidez verbal (Smith-Spark, Henry, Messer, & Zięcik, 2017;Weckerly, Wulfeck, & Reilly, 2001) y en la memoria fonológica (Bishop & Snowling, 2004;Conti-Ramsden, Botting, & Faragher, 2001).…”

Section: Introductionunclassified

“…Además de estas dificultades del lenguaje oral y/o escrito, los niños con TDL y/o dislexia presentan otros déficits asociados, como son las dificultades en habilidades sociales y liderazgo, en los resultados académicos o en las funciones ejecutivas, por lo que no solo se debe tener en cuenta el lenguaje en las intervenciones en dichos casos, sino también estas otras habilidades o competencias (Aguilar-Mediavilla, Buil-Legaz, López-Penadés, Sánchez-Azanza, & Adrover-Roig, 2019;Kapa & Plante, 2015;Livingston, Siegel, & Ribary, 2018;Lonergan et al, 2019;Valera-Pozo, Buil-Legaz, Rigo-Carratalà, Casero-Martínez, & Aguilar-Mediavilla, 2016). Uno de los ámbitos más relevantes en que los niños con dificultades lingüísticas orales y escritas parecen mostrar problemas son las funciones ejecutivas (Lonergan et al, 2019;Pauls & Archibald, 2016). Las funciones ejecutivas son mecanismos de control de propósito general que modulan el funcionamiento de varios subprocesos cognitivos reguladores de la dinámica de la cognición humana.…”

Section: Introductionunclassified

Intervención en el control inhibitorio en niños con y sin trastorno de lenguaje dentro del aula

Aguilar‐Mediavilla

Guirado-Moreno

Sanchez-Azanza

et al. 2021

RLOG

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El objetivo de este trabajo fue evaluar el impacto de una intervención escolar en control inhibitorio llevada a cabo dentro de diversas aulas de segundo ciclo de primaria (9-11 años) que tenían alumnos con Trastorno del Desarrollo del Lenguaje (n = 5) o dislexia (n = 4) y sus compañeros de aula sin dificultades (n = 6). El diseño siguió un modelo pre-post intervención con las variables dependientes fluidez verbal, memoria fonológica y control inhibitorio. La intervención consistió en ocho sesiones de 10 minutos a todo el grupo clase, dos por semana durante cuatro semanas, más una sesión larga de 1 hora en grupo pequeño en medio de las sesiones, en las que se realizaba actividades basadas en diferentes tareas de control inhibitorio (“Stroop”, “Go-no go”, “Plots”, “Simon”,…). Los niños con TDL y dislexia mostraron una puntuación más baja en memoria fonológica antes de la intervención. La intervención sólo tuvo efecto en una leve mejora en todos los grupos en la memoria fonológica. Sin embargo, las comparaciones entre los grupos post-intervención mostraron puntuaciones significativamente más bajas en el grupo TDL respecto a los otros dos en fluencia verbal y control inhibitorio, que pueden indicar una posible mejoría de los grupos de dislexia y sin dificultades en estas variables. En conclusión, la intervención tuvo un escaso efecto, especialmente en el grupo con TDL. Se requieren más trabajos con un mayor número de participantes y de sesiones de intervención para poder corroborar la falta de efecto específico sobre el control inhibitorio y la fluencia verbal en los grupos intervenidos.

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“…In addition, social and cultural conditions such as maternal nutrition, abuse of alcohol, and other drugs by the mother during pregnancy, inadequate living conditions, physical violence, and sexual abuse, among others, represent potential risk conditions for developmental dysfunctions. These clinical settings greatly impact executive functions (EF) as central symptoms (Craig et al 2016;Evinç et al 2018;Lonergan et al 2019;Mauger et al 2018;Zelazo 2020). In fact, the early and prolonged physiological maturation of the prefrontal circuits involved in the development of EF imposes a substantial vulnerability to these high-level skills (Dennis 2006).…”

Section: Introductionmentioning

confidence: 99%

Pieces of evidences of reliability of the Brazilian version of the Child Executive Functions Battery (CEF-B)

Guerra

Hazin

Roulin

et al. 2021

Psicol. Refl. Crít.

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Executive dysfunctions are central symptoms in different neurological, developmental, and context-related conditions. The assessment of these functions is then essential in neuropsychological pediatric clinical practice. Given the need for reliable and valid evaluation batteries for clinical practice in Brazil, this study aimed to present the pieces of evidences of reliability of the Child Executive Functions Battery (CEF-B). A total of 230 Brazilian children with typical development aged between 7 and 12 years participated in the study. Internal consistency was determined by the split-half method, Cronbach’s α, and Ω. In addition, measurements of test-retest reliability and intraclass coefficient were also performed. Retest indicators were mostly weak and moderate (between .43 and .75). Overvall, coefficients show a satisfactory internal consistency reliability for planning and inhibition measures (between .72 and .92). Considering the measures of WM, results were also satisfactory for both α and Ω indexes. This study revealed that the CEF-B has satisfactory internal consistency reliability coefficients. However, several tests have shown low reliability assessed through the test-retest method. In general, findings reveal interesting pieces of initial evidence of reliability of the Brazilian version. The methodological approach could be improved in future studies by including children with executive disorders.

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A meta-analysis of executive functioning in dyslexia with consideration of the impact of comorbid ADHD

Cited by 71 publications

References 114 publications

Executive Functions in Neurodevelopmental Disorders: Comorbidity Overlaps Between Attention Deficit and Hyperactivity Disorder and Specific Learning Disorders

Executive Functions in Neurodevelopmental Disorders: Comorbidity Overlaps Between Attention Deficit and Hyperactivity Disorder and Specific Learning Disorders

Intervención en el control inhibitorio en niños con y sin trastorno de lenguaje dentro del aula

Pieces of evidences of reliability of the Brazilian version of the Child Executive Functions Battery (CEF-B)

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