Annual Research Review: The transdiagnostic revolution in neurodevelopmental disorders / Duncan E. ASTLE in Journal of Child Psychology and Psychiatry, 63-4 (April 2022)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 63-4 (April 2022) . - p.397-417 Titre : Annual Research Review: The transdiagnostic revolution in neurodevelopmental disorders Type de document : Texte imprimé et/ou numérique Auteurs : Duncan E. ASTLE, Auteur ; Joni HOLMES, Auteur ; Rogier. KIEVIT, Auteur ; Susan E. GATHERCOLE, Auteur Article en page(s) : p.397-417 Langues : Anglais (eng) Mots-clés : Adhd  Autism  Developmental Language Disorder  Neurodevelopmental disorders  learning difficulties  working memory Index. décimale : PER Périodiques Résumé : Practitioners frequently use diagnostic criteria to identify children with neurodevelopmental disorders and to guide intervention decisions. These criteria also provide the organising framework for much of the research focussing on these disorders. Study design, recruitment, analysis and theory are largely built on the assumption that diagnostic criteria reflect an underlying reality. However, there is growing concern that this assumption may not be a valid and that an alternative transdiagnostic approach may better serve our understanding of this large heterogeneous population of young people. This review draws on important developments over the past decade that have set the stage for much-needed breakthroughs in understanding neurodevelopmental disorders. We evaluate contemporary approaches to study design and recruitment, review the use of data-driven methods to characterise cognition, behaviour and neurobiology, and consider what alternative transdiagnostic models could mean for children and families. This review concludes that an overreliance on ill-fitting diagnostic criteria is impeding progress towards identifying the barriers that children encounter, understanding underpinning mechanisms and finding the best route to supporting them. En ligne : http://dx.doi.org/10.1111/jcpp.13481 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475 [article] Annual Research Review: The transdiagnostic revolution in neurodevelopmental disorders [Texte imprimé et/ou numérique] / Duncan E. ASTLE, Auteur ; Joni HOLMES, Auteur ; Rogier. KIEVIT, Auteur ; Susan E. GATHERCOLE, Auteur . - p.397-417. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 63-4 (April 2022) . - p.397-417 Mots-clés : Adhd  Autism  Developmental Language Disorder  Neurodevelopmental disorders  learning difficulties  working memory Index. décimale : PER Périodiques Résumé : Practitioners frequently use diagnostic criteria to identify children with neurodevelopmental disorders and to guide intervention decisions. These criteria also provide the organising framework for much of the research focussing on these disorders. Study design, recruitment, analysis and theory are largely built on the assumption that diagnostic criteria reflect an underlying reality. However, there is growing concern that this assumption may not be a valid and that an alternative transdiagnostic approach may better serve our understanding of this large heterogeneous population of young people. This review draws on important developments over the past decade that have set the stage for much-needed breakthroughs in understanding neurodevelopmental disorders. We evaluate contemporary approaches to study design and recruitment, review the use of data-driven methods to characterise cognition, behaviour and neurobiology, and consider what alternative transdiagnostic models could mean for children and families. This review concludes that an overreliance on ill-fitting diagnostic criteria is impeding progress towards identifying the barriers that children encounter, understanding underpinning mechanisms and finding the best route to supporting them. En ligne : http://dx.doi.org/10.1111/jcpp.13481 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475

Commentary: Working memory training and ADHD – where does its potential lie? Reflections on Chacko et al. (2014) / Susan E. GATHERCOLE in Journal of Child Psychology and Psychiatry, 55-3 (March 2014)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 55-3 (March 2014) . - p.256-257 Titre : Commentary: Working memory training and ADHD – where does its potential lie? Reflections on Chacko et al. (2014) Type de document : Texte imprimé et/ou numérique Auteurs : Susan E. GATHERCOLE, Auteur Article en page(s) : p.256-257 Langues : Anglais (eng) Mots-clés : ADHD interventions  working memory training  cognitive training  multifaceted support Index. décimale : PER Périodiques Résumé : Chacko et al.'s investigation of the clinical utility of WM training to alleviate key symptoms of ADHD is timely and substantial, and marks a significant point in cognitive training research. Cogmed Working Memory Training (CWMT) involves intensive practice on multiple memory span tasks that increase in difficulty as performance improves with practice. Relative to a placebo version in which the span level of the memory tasks are kept at a low fixed level, Chacko et al. () found that CWMT boosted the performance of children with ADHD on short-term memory (STM) tasks similar to trained activities. Complex WM span measures sharing little overlap with the structure of training activities were not enhanced. Neither did active CWMT ameliorate classic symptoms of ADHD such as parent or teacher ratings of attentional problems, or direct measures of motor impulsivity and sustained attention. Reading, spelling, comprehension or mathematics scores similarly showed no response to training. En ligne : http://dx.doi.org/10.1111/jcpp.12196 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=226 [article] Commentary: Working memory training and ADHD – where does its potential lie? Reflections on Chacko et al. (2014) [Texte imprimé et/ou numérique] / Susan E. GATHERCOLE, Auteur . - p.256-257. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 55-3 (March 2014) . - p.256-257 Mots-clés : ADHD interventions  working memory training  cognitive training  multifaceted support Index. décimale : PER Périodiques Résumé : Chacko et al.'s investigation of the clinical utility of WM training to alleviate key symptoms of ADHD is timely and substantial, and marks a significant point in cognitive training research. Cogmed Working Memory Training (CWMT) involves intensive practice on multiple memory span tasks that increase in difficulty as performance improves with practice. Relative to a placebo version in which the span level of the memory tasks are kept at a low fixed level, Chacko et al. () found that CWMT boosted the performance of children with ADHD on short-term memory (STM) tasks similar to trained activities. Complex WM span measures sharing little overlap with the structure of training activities were not enhanced. Neither did active CWMT ameliorate classic symptoms of ADHD such as parent or teacher ratings of attentional problems, or direct measures of motor impulsivity and sustained attention. Reading, spelling, comprehension or mathematics scores similarly showed no response to training. En ligne : http://dx.doi.org/10.1111/jcpp.12196 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=226

Practitioner Review: Short-term and working memory impairments in neurodevelopmental disorders: diagnosis and remedial support / Susan E. GATHERCOLE in Journal of Child Psychology and Psychiatry, 47-1 (January 2006)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 47-1 (January 2006) . - p.4–15 Titre : Practitioner Review: Short-term and working memory impairments in neurodevelopmental disorders: diagnosis and remedial support Type de document : Texte imprimé et/ou numérique Auteurs : Susan E. GATHERCOLE, Auteur ; Tracy PACKIAM ALLOWAY, Auteur Année de publication : 2006 Article en page(s) : p.4–15 Langues : Anglais (eng) Mots-clés : Working-memory short-term-memory Down-syndrome Williams-syndrome Specific-Language-Impairment attentional-deficits Index. décimale : PER Périodiques Résumé : Background: This article provides an introduction to current models of working and short-term memory, their links with learning, and diagnosis of impairments. The memory impairments associated with a range of neurodevelopmental disorders (Down's syndrome, Williams syndrome, Specific Language Impairment, and attentional deficits) are discussed. Methods: Methods of alleviating the adverse consequences of working and short-term memory impairments for learning are identified. Conclusion: Impairments of short-term and working memory are associated with learning difficulties that can be substantial, and that can be minimised by appropriate methods of remedial support. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2005.01446.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=697 [article] Practitioner Review: Short-term and working memory impairments in neurodevelopmental disorders: diagnosis and remedial support [Texte imprimé et/ou numérique] / Susan E. GATHERCOLE, Auteur ; Tracy PACKIAM ALLOWAY, Auteur . - 2006 . - p.4–15. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 47-1 (January 2006) . - p.4–15 Mots-clés : Working-memory short-term-memory Down-syndrome Williams-syndrome Specific-Language-Impairment attentional-deficits Index. décimale : PER Périodiques Résumé : Background: This article provides an introduction to current models of working and short-term memory, their links with learning, and diagnosis of impairments. The memory impairments associated with a range of neurodevelopmental disorders (Down's syndrome, Williams syndrome, Specific Language Impairment, and attentional deficits) are discussed. Methods: Methods of alleviating the adverse consequences of working and short-term memory impairments for learning are identified. Conclusion: Impairments of short-term and working memory are associated with learning difficulties that can be substantial, and that can be minimised by appropriate methods of remedial support. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2005.01446.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=697

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