Neurocognitive functioning in children with developmental dyslexia and attention-deficit/hyperactivity disorder: Multiple deficits and diagnostic accuracy

Moura, Octávio; Pereira, Marcelino; Alfaiate, Cláudia; Fernandes, Eva; Fernandes, Boavida; Nogueira, Susana Engelhard; Moreno, Joana; Simões, Mário R.

doi:10.1080/13803395.2016.1225007

Cited by 42 publications

(48 citation statements)

References 86 publications

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“…The relationship between ADHD symptoms and reading is found to be predominantly in the inattentive type ( 30 , 31 ). Neuropsychological profiles of RD and ADHD comorbid groups include deficits in processing speed, verbal working memory, phonological short-term memory, naming speed, and central executive processes ( 32 , 33 ). A strong explanation for this comorbidity proposes that multiple predictors of each disorder have shared or overlapping genetic ( 16 , 17 ), as well as neural and cognitive risk factors.…”

Section: Comorbid Mental Disordersmentioning

confidence: 99%

Recognizing Psychiatric Comorbidity With Reading Disorders

et al. 2018

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Reading disorder (RD), a specific learning disorder (SLD) of reading that includes impairment in word reading, reading fluency, and/or reading comprehension, is common in the general population but often is not comprehensively understood or assessed in mental health settings. In education settings, comorbid mental and associated disorders may be inadequately integrated into intervention plans. Assessment and intervention for RD may be delayed or absent in children with frequently co-occurring mental disorders not fully responding to treatment in both school and mental health settings. To address this oversight, this review summarizes current knowledge regarding RDs and common comorbid or co-occurring disorders that are important for mental health and school settings. We chose to highlight RD because it is the most common SLD, and connections to other often comorbid disorders have been more thoroughly described in the literature. Much of the literature we describe is on decoding-based RD (or developmental dyslexia) as it is the most common form of RD. In addition to risk for academic struggle and social, emotional, and behavioral problems, those with RD often show early evidence of combined or intertwined Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition childhood disorders. These include attention deficit hyperactivity disorder, anxiety and depression, disruptive, impulse-control, and conduct disorders, autism spectrum disorders, and other SLDs. The present review highlights issues and areas of controversy within these comorbidities, as well as directions for future research. An interdisciplinary, integrated approach between mental health professionals and educators can lead to comprehensive and targeted treatments encompassing both academic and mental health interventions. Such targeted treatments may contribute to improved educational and health-related outcomes in vulnerable youth. While there is a growing research literature on this association, more studies are needed of when to intervene and of the early and long-term benefits of comprehensive intervention.

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Section: Comorbid Mental Disordersmentioning

confidence: 99%

Recognizing Psychiatric Comorbidity With Reading Disorders

et al. 2018

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“…All participants were on medication treatment when recruited for the experiment however, there were prevented from the medication 24 h before testing to ensure that WISC-IV performance was not affected by medication as suggested by previous studies [17,25,26]. The study was performed according to the latest version of the Declaration of Helsinki and approved by the ethics committee of the local University.…”

Section: Participantsmentioning

confidence: 99%

Cognitive correlates of ADHD subtypes and its association with self-esteem: A quantitative difference

Molavi¹,

Nadermohammadi²,

Ghojehbeiglou³

et al. 2020

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Background : Attention-deficit hyperactivity disorder (ADHD) is a major neurodevelopmental disorder with heterogeneous symptoms, subtypes and cognitive deficits. Cognitive deficits are central to ADHD pathophysiology and one potential source of heterogeneity in ADHD. Subtype-specific cognitive correlates are not, however, well-studied. We explored cognitive correlates of ADHD subtypes based on the Wechsler Intelligence Scale for Children (WISC-IV) scores. We also assessed subtype-specific self-esteem ratings and its association with subtype-specific cognitive correlates.Methods : 139 ADHD children (80.6% boy, 19.4% girl) were categorized into the predominantly "hyperactive (ADHD-H)", "inattentive (ADHD-I)" and "combined (ADHD-C)" subtype based on their symptoms and scores on the Kiddie Schedule for Affective Disorders and Schizophrenia (K-SADS-PL) and Conners Parent-Rating Scale (CPRS-RS). They were then individually administrated the WISC-IV and completed a self-esteem inventory. Group differences in the WISC-IV indices and their predictability in discriminating ADHD subtypes were analyzed. Results : We found a quantitative differentiation of cognitive abilities among ADHD subtypes with "working memory" as the most compromised cognitive domain. ADHD-I had the poorest cognitive profile while ADHD-H scored highest in all cognitive domains. Importantly, cognitive abilities were negatively correlated with inattention and positively correlated with hyperactive symptoms. Moreover, self-esteem ratings were positively correlated with the cognitive domains and were rated differently based on the subtype. ADHD-H, with the highest cognitive strength, reported the highest level of self-esteem among all subtypes. Conclusions : ADHD subtype-specific symptoms, cognitive deficits, and social functioning should be considered for precise diagnosis and effective treatment. Our findings have implications for diagnosis precision and personalized intervention in ADHD. Cognitive interventions might be more compatible with and effective in inattentive and combined subtypes of ADHD. Working memory improving-based interventions can benefit all ADHD subtypes.

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“…Despite evidence of genetic linkages between executive function and reading and reduced activity in brain areas supporting executive function in dyslexia, thus far, the exact core executive function profile (strengths and impairments in inhibition, updating, and switching; Miyake and Friedman, 2012 ; Friedman and Miyake, 2016 ) associated with dyslexia is unclear. Although some studies report that dyslexia is not associated with executive function impairments (Bental and Tirosh, 2007 ; Smith-Spark and Fisk, 2007 ; Peng et al, 2013 ; Bexkens et al, 2014 ), the majority of the literature thus far point to impairments (Nydén et al, 1999 ; Helland and Asbjørnsen, 2000 ; Willcutt et al, 2001 , 2005 ; Brosnan et al, 2002 ; van der Sluis et al, 2007 ; Beneventi et al, 2010 ; Menghini et al, 2010 ; Poljac et al, 2010 ; Moura et al, 2016 ; see Table 1 ). However, there are conflicting findings regarding exactly which executive functions are compromised in dyslexia.…”

Section: Introductionmentioning

confidence: 99%

“…Across executive function profiling and predictive studies there is a discrepancy between how dyslexia is classified within the sample (see Tables 1 , 2 ). Some studies include only participants with a clinical diagnosis of dyslexia given by a clinical/educational psychologist and based on DSM criteria (de Jong et al, 2009 ; Gooch et al, 2011 ; Varvara et al, 2014 ; Moura et al, 2015 , 2016 ), while others use researcher-administered standardised tools to classify dyslexia, which vary in terms of cut-off points for classification (Altemeier et al, 2008 ; Peng et al, 2013 ; Bexkens et al, 2014 ; Booth et al, 2014 ). Studies also differ with regard to method for screening co-occurring ADHD or potentially undiagnosed ADHD from the dyslexia sample, although some studies implement a standardised tool to screen ADHD from the dyslexia sample (Pennington et al, 1993 ; Willcutt et al, 2001 , 2005 ; Marzocchi et al, 2008 ; Tiffin-Richards et al, 2008 ; de Jong et al, 2009 ; Varvara et al, 2014 ), the majority just require no history of a diagnosis or report no method of tracking/screening ADHD from the dyslexia alone sample, or track ADHD but do not screen it from the sample.…”

Section: Introductionmentioning

confidence: 99%

“…Executive function profiling and predictive studies in dyslexia also differ in terms of approach to measuring executive function (see Tables 1 , 2 ). A number of studies view executive function as a unitary construct (employing complex measures such as Wisconsin Card Sort Task or unitary executive function composites; Pennington et al, 1993 ; Welsh et al, 2010 ; Beidas et al, 2013 ; Moura et al, 2015 ), whilst others view it as multiple but separate abilities (employing multiple complex measures such as planning, switching, inhibition, interference control, and verbal fluency) (Willcutt et al, 2001 , 2005 ; Altemeier et al, 2008 ; Menghini et al, 2010 ; De Lima et al, 2012 ; Arrington et al, 2014 ; Booth et al, 2014 ; Moura et al, 2015 , 2016 ), or look at separate processes in isolation with single tasks or composite scores (Beneventi et al, 2010 ; Poljac et al, 2010 ; Schmid et al, 2011 ; Wang and Yang, 2015 ). Extensive research carried out on the 3-factor model of executive function suggests that it is comprised of three core related (inhibition-common executive function) but separable abilities (updating and switching) which are most sensitively measured at the latent level with multiple tasks (Miyake and Friedman, 2012 ).…”

Section: Introductionmentioning

confidence: 99%

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Inhibition and Updating, but Not Switching, Predict Developmental Dyslexia and Individual Variation in Reading Ability

et al. 2018

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To elucidate the core executive function profile (strengths and weaknesses in inhibition, updating, and switching) associated with dyslexia, this study explored executive function in 27 children with dyslexia and 29 age matched controls using sensitive z-mean measures of each ability and controlled for individual differences in processing speed. This study found that developmental dyslexia is associated with inhibition and updating, but not switching impairments, at the error z-mean composite level, whilst controlling for processing speed. Inhibition and updating (but not switching) error composites predicted both dyslexia likelihood and reading ability across the full range of variation from typical to atypical. The predictive relationships were such that those with poorer performance on inhibition and updating measures were significantly more likely to have a diagnosis of developmental dyslexia and also demonstrate poorer reading ability. These findings suggest that inhibition and updating abilities are associated with developmental dyslexia and predict reading ability. Future studies should explore executive function training as an intervention for children with dyslexia as core executive functions appear to be modifiable with training and may transfer to improved reading ability.

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Neurocognitive functioning in children with developmental dyslexia and attention-deficit/hyperactivity disorder: Multiple deficits and diagnostic accuracy

Abstract: Taken together, the results lend support to the multiple cognitive deficit hypothesis showing a considerable overlap of neurocognitive deficits between both disorders.

Cited by 42 publications

References 86 publications

Recognizing Psychiatric Comorbidity With Reading Disorders

Recognizing Psychiatric Comorbidity With Reading Disorders

Cognitive correlates of ADHD subtypes and its association with self-esteem: A quantitative difference

Inhibition and Updating, but Not Switching, Predict Developmental Dyslexia and Individual Variation in Reading Ability

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