Comorbid ADHD and DCD: Examining cognitive functions using the WISC-IV

Loh, Pek Ru; Piek, Jan P.; Barrett, Nicholas C.

doi:10.1016/j.ridd.2011.02.008

Cited by 53 publications

(40 citation statements)

References 61 publications

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“…A substantial proportion of children with DCD scored more than one standard deviation above the mean on the PRI and corresponding subtests. First and foremost these findings conflict with the literature of a VCI advantage over PRI (Loh et al, 2011). Moreover, they have important implications for UK educators ascribing to the belief that children with DCD (often referred to as 'dyspraxia') can be diagnosed on the basis of a 'spiky' profile showcasing higher VCI than PRI, and a dip in performance on the Block Design subtest (Grant, 2010).…”

Section: Discussionmentioning

confidence: 75%

“…However, the authors did not consider performance at the index or subtest level. While general processing deficits are often reported in a DCD population (Piek, Dyck, Francis & Conwell, 2007;Wilson & McKenzie, 1998), Loh, Piek and Barrett (2011) found no difference between children with DCD, children with ADHD, and a typically-developing control group in processing speed (using WISC-IV, PSI). This finding should, however, be considered as exploratory due to the small sample size (eleven participants per group).…”

Section: Introductionmentioning

confidence: 64%

“…This finding should, however, be considered as exploratory due to the small sample size (eleven participants per group). In addition, Loh et al (2011) reported lower PRI in children with DCD in comparison to VCI, but, of note, the authors opted to use the short form of the WISC-IV, thus excluding WMI and one subtest from each of the VCI and PRI.…”

Section: Introductionmentioning

confidence: 99%

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Examining the cognitive profile of children with Developmental Coordination Disorder

Sumner

Pratt²,

Hill

2016

Research in Developmental Disabilities

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Examining the cognitive profile of children with Developmental Coordination DisorderBackground. While primarily a motor disorder, research considering the cognitive abilities in children with Developmental Coordination Disorder (DCD) is limited; even though these children often struggle academically.Aims. The present study aimed to characterise the IQ profile of children with and without DCD, and to identify whether children with DCD exhibit specific cognitive weaknesses.Methods and Procedures. 104 children participated in the study. Fifty-two children (mean age, 9 years) with a diagnosis of DCD were matched to 52 typically-developing children by age and gender. Cognitive ability was assessed using the Wechsler Intelligence Scale for Children (WISC-IV). Outcomes and Results.Children with DCD performed poorer than their peers on processing speed and working memory measures. Individual analyses revealed varied performance in the DCD group across all cognitive indices, despite displaying Full-Scale IQs in the typical range. Discriminant function analyses show processing speed and working memory performance predicted only 23% of between-group variability. Conclusions.Children with DCD present with a heterogeneous cognitive profile, lending support to individual case analyses in research and when designing educational assistance plans. The motorically-demanding nature of the WISC-IV processing speed tasks raises specific concerns about using this index of the IQ assessment in this population. Research and practical implications are raised. What this paper adds?Intellectual (cognitive) abilities are assessed in research and clinical practice. A link between cognitive and motor skill is often reported in the typically-developing literature, but little is known about the cognitive profile of children with Developmental Coordination Disorder (DCD). This paper provides a comprehensive assessment of a range of cognitive abilities, using the popular Wechsler scales. For the first time, it shows that children with DCD perform poorly on only the processing speed and working memory measures, in comparison to their peers. However, the motor demands of processing speed tasks can in part explain these results. Moreover, a heterogeneous cognitive profile was identified in the DCD group. Analysis of individual differences shows that children with DCD do not present with a distinct IQ profile. This suggests that attention should be paid to individual case analyses in order to understand the relationship between motor skill and IQ. The paper addresses the risk of identifying DCD on the basis of an IQ profile, and encourages all practitioners to adhere to the standard diagnostic procedures identified in the DSM-5.3

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Section: Discussionmentioning

confidence: 75%

Section: Introductionmentioning

confidence: 64%

Section: Introductionmentioning

confidence: 99%

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Examining the cognitive profile of children with Developmental Coordination Disorder

Sumner

Pratt²,

Hill

2016

Research in Developmental Disabilities

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“…Chhabildas, Pennington y Willcutt (2001) llegaron a la conclusión de que una puntuación más baja en el IVP guardaba relación con la sintomatología de la desatención, independientemente de la presencia de sintomatología de la hiperactividad/ impulsividad, mientras que este bajo rendimiento en cuanto al IVP no se daba en el grupo TDAH-hiperactivo. Otros estudios no han hallado un dé-ficit significativo en la velocidad de procesamiento, pero hemos de seña-lar que las muestras utilizadas en ellos bien han sido reducidas o bien no han sido divididas en subtipos (Loh, Piek, y Barrett, 2011).…”

Section: Introductionunclassified

Cognitive Profile for Children with ADHD by Using WISC-IV: Subtype Differences? // Detección de perfiles cognitivos mediante WISC-IV en niños diagnosticados de TDAH: ¿Existen diferencias entre subtipos?

et al. 2014

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ResumenEl presente estudio explora si se puede obtener un perfil cognitivo específico para niños/as con TDAH a partir de la Escala de Inteligencia Wechsler para Niños Cuarta Edición (WISC-IV), y si ese perfil es capaz de diferenciar entre los subtipos clínicos de TDAH. Se seleccionó un grupo de control de 47 niños/as y otro grupo clínico de 86 niños/as diagnosticados/as con TDAH, éste último dividido a su vez en dos subgrupos de acuerdo a sus características clínicas. El grupo clínico se caracterizó por una puntuación ICG>ICC respecto al grupo de control. Los subgrupos clínicos no obtuvieron puntuaciones significativamente diferentes en ninguno de los índices, pero sí lo hicieron respecto a la distancia entre el Índice de Memoria de Trabajo y el Índice de Velocidad de Procesamiento. Para el subgrupo TDAH predominantemente inatento esta distancia fue positiva, mientras que para el subgrupo TDAH-combinado fue negativa. Estos resultados aportan evidencia empírica a la hipótesis de la existencia de un perfil cognitivo específico del TDAH, con potencial para discriminar entre subtipos clínicos de TDAH.Palabras clave: TDAH, WISC-IV, patrón cognitivo específico, memoria de trabajo y velocidad de procesamiento. AbstractThis study explores whether a specific cognitive profile for children with ADHD can be obtained through the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) and whether this profile is capable of differentiating between ADHD clinical subtypes. A control group of 47 children was selected, together with a clinical group of 86 children diagnosed with ADHD and divided into 2 subgroups, according to their clinical characteristics. The clinical group was characterized by a GAI > CPI with respect to the control group. The clinical subgroups did not score significantly lower in any index, but they did in the difference between the working memory index and the processing speed index. For those diagnosed with inattentive ADHD, this distance was positive; for those diagnosed with ADHD combined group, it was negative. These findings contribute empirical evidence to the hypothesis that there is a characteristic ADHD cognitive profile, with a potential ability of differentiating between ADHD clinical subtypes.

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“…The student who does not develop this visual-motor integrative skill may present difficulties to write, that is, issues concerning the quality of writing, thus damaging school progress and favoring the appearance of emotional, behavioral, and learning problems (3) . In international (10,11) and national (12,13) literature, the relationship between dyslexia, learning disabilities, and changes in fine and gross motor coordination has been described, as well as the relationship between visual-motor perception and reading development of students with these learning disabilities. Throughout the years, the literature (14,15) has also described that one of the neurological conditions that compromises the VMI is the attention deficit hyperactivity disorder (ADHD).…”

Section: Introductionmentioning

confidence: 99%

Percepção viso-motora de escolares com Transtorno do Déficit de Atenção com Hiperatividade

Germano

Pinheiro

Okuda

et al. 2013

CoDAS

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OBJETIVO: Caracterizar e comparar as habilidades de percepção viso-motoras de escolares com Transtorno do Déficit de Atenção com Hiperatividade (TDAH) com escolares com bom desempenho acadêmico. MÉTODOS: Participaram deste estudo 40 escolares na faixa etária de 7 anos a 10 anos e 8 meses, do 2º ao 5º ano do Ensino Fundamental de escolas públicas, divididos em GI (20 escolares com diagnóstico interdisciplinar de TDAH) do gênero masculino (100%) e GII (20 escolares com bom desempenho escolar), pareados com o GI em idade, escolaridade e gênero. Os escolares foram submetidos ao Teste Evolutivo de Percepção Visual (DTVP-2). RESULTADOS: Os escolares de GI apresentaram desempenho inferior na função de posição no espaço e closura visual (motricidade reduzida) e equivalente de idade inferior para percepção de motricidade reduzida em relação ao GII. CONCLUSÃO: As dificuldades em percepção viso-motora apresentadas pelos escolares de GI podem ser atribuídas não a um déficit primário, mas a um fenômeno secundário à desatenção que interfere de forma direta em seu desempenho de percepção viso-motora.

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Comorbid ADHD and DCD: Examining cognitive functions using the WISC-IV

Cited by 53 publications

References 61 publications

Examining the cognitive profile of children with Developmental Coordination Disorder

Examining the cognitive profile of children with Developmental Coordination Disorder

Cognitive Profile for Children with ADHD by Using WISC-IV: Subtype Differences? // Detección de perfiles cognitivos mediante WISC-IV en niños diagnosticados de TDAH: ¿Existen diferencias entre subtipos?

Percepção viso-motora de escolares com Transtorno do Déficit de Atenção com Hiperatividade

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