Attention-deficit/hyperactivity disorder and sluggish cognitive tempo throughout childhood: temporal invariance and stability from preschool through ninth grade / Daniel R. LEOPOLD in Journal of Child Psychology and Psychiatry, 57-9 (September 2016)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 57-9 (September 2016) . - p.1066-1074 Titre : Attention-deficit/hyperactivity disorder and sluggish cognitive tempo throughout childhood: temporal invariance and stability from preschool through ninth grade Type de document : texte imprimé Auteurs : Daniel R. LEOPOLD, Auteur ; Micaela E. CHRISTOPHER, Auteur ; G. Leonard BURNS, Auteur ; Stephen P. BECKER, Auteur ; Richard K. OLSON, Auteur ; Erik G. WILLCUTT, Auteur Article en page(s) : p.1066-1074 Langues : Anglais (eng) Mots-clés : ADHD  attention-deficit/hyperactivity disorder  sluggish cognitive tempo  sluggish tempo  inattention  hyperactivity  stability  temporal invariance  measurement invariance Index. décimale : PER Périodiques Résumé : Background Although multiple cross-sectional studies have shown symptoms of sluggish cognitive tempo (SCT) and attention-deficit/hyperactivity disorder (ADHD) to be statistically distinct, studies have yet to examine the temporal stability and measurement invariance of SCT in a longitudinal sample. To date, only six studies have assessed SCT longitudinally, with the longest study examining SCT over a 2-year period. The overall goals of this study were to assess the 10-year longitudinal stability and interfactor relationships of ADHD and SCT symptoms among a community sample of children. Methods Confirmatory factor analysis was used to assess the temporal invariance of ADHD and SCT symptoms in a large population-based longitudinal sample (International Longitudinal Twin Study of Early Reading Development) that included children assessed at preschool and after kindergarten, first, second, fourth, and ninth grades (n = 489). Latent autoregressive models were then estimated to assess the stability of these constructs. Results Results demonstrated invariance of item loadings and intercepts from preschool through ninth grades, as well as invariance of interfactor correlations. Results further indicated that both ADHD and SCT are highly stable across these years of development, that these symptom dimensions are related but also separable, and that hyperactivity/impulsivity and SCT are both more strongly correlated with inattention than with each other and show differential developmental trajectories. Specifically, even in the presence of latent simplex analyses providing support for the developmental stability of these dimensions, linear comparisons indicated that that mean levels of hyperactivity/impulsivity decreased with time, inattentive ratings were generally stable, and SCT tended to increase slightly across development. Conclusions This study adds to the current literature by being the first to systematically assess and demonstrate the temporal invariance and stability of ADHD and SCT across a span of 10 years. En ligne : http://dx.doi.org/10.1111/jcpp.12505 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292 [article] Attention-deficit/hyperactivity disorder and sluggish cognitive tempo throughout childhood: temporal invariance and stability from preschool through ninth grade [texte imprimé] / Daniel R. LEOPOLD, Auteur ; Micaela E. CHRISTOPHER, Auteur ; G. Leonard BURNS, Auteur ; Stephen P. BECKER, Auteur ; Richard K. OLSON, Auteur ; Erik G. WILLCUTT, Auteur . - p.1066-1074. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 57-9 (September 2016) . - p.1066-1074 Mots-clés : ADHD  attention-deficit/hyperactivity disorder  sluggish cognitive tempo  sluggish tempo  inattention  hyperactivity  stability  temporal invariance  measurement invariance Index. décimale : PER Périodiques Résumé : Background Although multiple cross-sectional studies have shown symptoms of sluggish cognitive tempo (SCT) and attention-deficit/hyperactivity disorder (ADHD) to be statistically distinct, studies have yet to examine the temporal stability and measurement invariance of SCT in a longitudinal sample. To date, only six studies have assessed SCT longitudinally, with the longest study examining SCT over a 2-year period. The overall goals of this study were to assess the 10-year longitudinal stability and interfactor relationships of ADHD and SCT symptoms among a community sample of children. Methods Confirmatory factor analysis was used to assess the temporal invariance of ADHD and SCT symptoms in a large population-based longitudinal sample (International Longitudinal Twin Study of Early Reading Development) that included children assessed at preschool and after kindergarten, first, second, fourth, and ninth grades (n = 489). Latent autoregressive models were then estimated to assess the stability of these constructs. Results Results demonstrated invariance of item loadings and intercepts from preschool through ninth grades, as well as invariance of interfactor correlations. Results further indicated that both ADHD and SCT are highly stable across these years of development, that these symptom dimensions are related but also separable, and that hyperactivity/impulsivity and SCT are both more strongly correlated with inattention than with each other and show differential developmental trajectories. Specifically, even in the presence of latent simplex analyses providing support for the developmental stability of these dimensions, linear comparisons indicated that that mean levels of hyperactivity/impulsivity decreased with time, inattentive ratings were generally stable, and SCT tended to increase slightly across development. Conclusions This study adds to the current literature by being the first to systematically assess and demonstrate the temporal invariance and stability of ADHD and SCT across a span of 10 years. En ligne : http://dx.doi.org/10.1111/jcpp.12505 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292

Differential impact of trait sluggish cognitive tempo and ADHD inattention in early childhood on adolescent functioning / Stephen P. BECKER in Journal of Child Psychology and Psychiatry, 59-10 (October 2018)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 59-10 (October 2018) . - p.1094-1104 Titre : Differential impact of trait sluggish cognitive tempo and ADHD inattention in early childhood on adolescent functioning Type de document : texte imprimé Auteurs : Stephen P. BECKER, Auteur ; G. Leonard BURNS, Auteur ; Daniel R. LEOPOLD, Auteur ; Richard K. OLSON, Auteur ; Erik G. WILLCUTT, Auteur Article en page(s) : p.1094-1104 Langues : Anglais (eng) Mots-clés : Adhd academic achievement attention-deficit/hyperactivity disorder comorbidity processing speed sluggish cognitive tempo working memory Index. décimale : PER Périodiques Résumé : BACKGROUND: Sluggish cognitive tempo (SCT) is distinct from attention-deficit/hyperactivity disorder inattention (ADHD-IN) and concurrently associated with a range of impairment domains. However, few longitudinal studies have examined SCT as a longitudinal predictor of adjustment. Studies to date have all used a relatively short longitudinal time span (6 months to 2 years) and only rating scale measures of adjustment. Using a prospective, multi-method design, this study examined whether SCT and ADHD-IN were differentially associated with functioning over a 10-year period between preschool and the end of ninth grade. METHODS: Latent state-trait modeling determined the trait variance (i.e. consistency across occasions) of SCT and ADHD-IN across four measurement points (preschool and the end of kindergarten, first grade, and second grade) in a large population-based longitudinal sample (N = 976). Regression analyses were used to examine trait SCT and ADHD-IN factors in early childhood as predictors of functioning at the end of ninth grade (i.e. parent ratings of psychopathology and social/academic functioning, reading and mathematics academic achievement scores, processing speed and working memory). RESULTS: Both SCT and ADHD-IN contained more trait variance (Ms = 65% and 61%, respectively) than occasion-specific variance (Ms = 35% and 39%) in early childhood, with trait variance increasing as children progressed from preschool through early elementary school. In regression analyses: (a) SCT significantly predicted greater withdrawal and anxiety/depression whereas ADHD-IN did not uniquely predict these internalizing domains; (b) ADHD-IN uniquely predicted more externalizing behaviors whereas SCT uniquely predicted fewer externalizing behaviors; (c) SCT uniquely predicted shyness whereas both SCT and ADHD-IN uniquely predicted global social difficulties; and (d) ADHD-IN uniquely predicted poorer math achievement and slower processing speed whereas SCT more consistently predicted poorer reading achievement. CONCLUSIONS: Findings of this study - from the longest prospective sample to date - provide the clearest evidence yet that SCT and ADHD-IN often differ when it comes to the functional outcomes they predict. En ligne : http://dx.doi.org/10.1111/jcpp.12946 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369 [article] Differential impact of trait sluggish cognitive tempo and ADHD inattention in early childhood on adolescent functioning [texte imprimé] / Stephen P. BECKER, Auteur ; G. Leonard BURNS, Auteur ; Daniel R. LEOPOLD, Auteur ; Richard K. OLSON, Auteur ; Erik G. WILLCUTT, Auteur . - p.1094-1104. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 59-10 (October 2018) . - p.1094-1104 Mots-clés : Adhd academic achievement attention-deficit/hyperactivity disorder comorbidity processing speed sluggish cognitive tempo working memory Index. décimale : PER Périodiques Résumé : BACKGROUND: Sluggish cognitive tempo (SCT) is distinct from attention-deficit/hyperactivity disorder inattention (ADHD-IN) and concurrently associated with a range of impairment domains. However, few longitudinal studies have examined SCT as a longitudinal predictor of adjustment. Studies to date have all used a relatively short longitudinal time span (6 months to 2 years) and only rating scale measures of adjustment. Using a prospective, multi-method design, this study examined whether SCT and ADHD-IN were differentially associated with functioning over a 10-year period between preschool and the end of ninth grade. METHODS: Latent state-trait modeling determined the trait variance (i.e. consistency across occasions) of SCT and ADHD-IN across four measurement points (preschool and the end of kindergarten, first grade, and second grade) in a large population-based longitudinal sample (N = 976). Regression analyses were used to examine trait SCT and ADHD-IN factors in early childhood as predictors of functioning at the end of ninth grade (i.e. parent ratings of psychopathology and social/academic functioning, reading and mathematics academic achievement scores, processing speed and working memory). RESULTS: Both SCT and ADHD-IN contained more trait variance (Ms = 65% and 61%, respectively) than occasion-specific variance (Ms = 35% and 39%) in early childhood, with trait variance increasing as children progressed from preschool through early elementary school. In regression analyses: (a) SCT significantly predicted greater withdrawal and anxiety/depression whereas ADHD-IN did not uniquely predict these internalizing domains; (b) ADHD-IN uniquely predicted more externalizing behaviors whereas SCT uniquely predicted fewer externalizing behaviors; (c) SCT uniquely predicted shyness whereas both SCT and ADHD-IN uniquely predicted global social difficulties; and (d) ADHD-IN uniquely predicted poorer math achievement and slower processing speed whereas SCT more consistently predicted poorer reading achievement. CONCLUSIONS: Findings of this study - from the longest prospective sample to date - provide the clearest evidence yet that SCT and ADHD-IN often differ when it comes to the functional outcomes they predict. En ligne : http://dx.doi.org/10.1111/jcpp.12946 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369

Explaining the sex difference in dyslexia / Anne B. ARNETT in Journal of Child Psychology and Psychiatry, 58-6 (June 2017)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 58-6 (June 2017) . - p.719-727 Titre : Explaining the sex difference in dyslexia Type de document : texte imprimé Auteurs : Anne B. ARNETT, Auteur ; Bruce F. PENNINGTON, Auteur ; Robin L. PETERSON, Auteur ; Erik G. WILLCUTT, Auteur ; John C. DEFRIES, Auteur ; Richard K. OLSON, Auteur Article en page(s) : p.719-727 Langues : Anglais (eng) Mots-clés : Reading  dyslexia  sex difference  processing speed  inhibition  verbal reasoning Index. décimale : PER Périodiques Résumé : Background Males are diagnosed with dyslexia more frequently than females, even in epidemiological samples. This may be explained by greater variance in males’ reading performance. Methods We expand on previous research by rigorously testing the variance difference theory, and testing for mediation of the sex difference by cognitive correlates. We developed an analytic framework that can be applied to group differences in any psychiatric disorder. Results Males’ overrepresentation in the low performance tail of the reading distribution was accounted for by mean and variance differences across sex. There was no sex difference at the high performance tail. Processing speed (PS) and inhibitory control partially mediated the sex difference. Verbal reasoning emerged as a strength in males. Conclusions Our results complement a previous finding that PS partially mediates the sex difference in symptoms of attention deficit/hyperactivity disorder (ADHD), and helps explain the sex difference in both dyslexia and ADHD and their comorbidity. En ligne : http://dx.doi.org/10.1111/jcpp.12691 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=308 [article] Explaining the sex difference in dyslexia [texte imprimé] / Anne B. ARNETT, Auteur ; Bruce F. PENNINGTON, Auteur ; Robin L. PETERSON, Auteur ; Erik G. WILLCUTT, Auteur ; John C. DEFRIES, Auteur ; Richard K. OLSON, Auteur . - p.719-727. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 58-6 (June 2017) . - p.719-727 Mots-clés : Reading  dyslexia  sex difference  processing speed  inhibition  verbal reasoning Index. décimale : PER Périodiques Résumé : Background Males are diagnosed with dyslexia more frequently than females, even in epidemiological samples. This may be explained by greater variance in males’ reading performance. Methods We expand on previous research by rigorously testing the variance difference theory, and testing for mediation of the sex difference by cognitive correlates. We developed an analytic framework that can be applied to group differences in any psychiatric disorder. Results Males’ overrepresentation in the low performance tail of the reading distribution was accounted for by mean and variance differences across sex. There was no sex difference at the high performance tail. Processing speed (PS) and inhibitory control partially mediated the sex difference. Verbal reasoning emerged as a strength in males. Conclusions Our results complement a previous finding that PS partially mediates the sex difference in symptoms of attention deficit/hyperactivity disorder (ADHD), and helps explain the sex difference in both dyslexia and ADHD and their comorbidity. En ligne : http://dx.doi.org/10.1111/jcpp.12691 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=308

Gene by environment interactions influencing reading disability and the inattentive symptom dimension of attention deficit/hyperactivity disorder / Jenni ROSENBERG in Journal of Child Psychology and Psychiatry, 53-3 (March 2012)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 53-3 (March 2012) . - p.243-251 Titre : Gene by environment interactions influencing reading disability and the inattentive symptom dimension of attention deficit/hyperactivity disorder Type de document : texte imprimé Auteurs : Jenni ROSENBERG, Auteur ; Bruce F. PENNINGTON, Auteur ; Erik G. WILLCUTT, Auteur ; Richard K. OLSON, Auteur Année de publication : 2012 Article en page(s) : p.243-251 Langues : Anglais (eng) Mots-clés : Gene  environment  interactions  reading disability  attention deficit/hyperactivity disorder  bioecological  diathesis-stress Index. décimale : PER Périodiques Résumé : Background:  Reading disability (RD) and attention deficit/hyperactivity disorder (ADHD) are comorbid and genetically correlated, especially the inattentive dimension of ADHD (ADHD-I). However, previous research indicates that RD and ADHD enter into opposite gene by environment (G × E) interactions. Methods:  This study used behavioral genetic methods to replicate these opposite G × E interactions in a sample of same-sex monozygotic and dizygotic twin pairs from the Colorado Learning Disabilities Research Center (CLDRC; DeFries et al., 1997) and to test a genetic hypothesis for why these opposite interactions occur. Results:  We replicated opposite G × E interactions for RD (bioecological) and ADHD-I (diathesis-stress) with parental education in the same sample of participants. The genetic hypothesis for this opposite pattern of interactions is that only genes specific to each disorder enter into these opposite interactions, not the shared genes underlying their comorbidity. To test this hypothesis, we used single models with an exploratory three-way interaction, in which the G × E interactions for each disorder were moderated by comorbidity. Neither three-way interaction was significant. The heritability of RD did not vary as a function of parental education and ADHD-I. Similarly, the heritability of ADHD-I did not vary as a function of parental education and RD. Conclusions:  We documented opposite G × E interactions in RD and ADHD-I in the same overall twin sample, but the explanation for this apparent paradox remains unclear. Examining specific genes and more specific environmental factors may help resolve the paradox. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02452.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=152 [article] Gene by environment interactions influencing reading disability and the inattentive symptom dimension of attention deficit/hyperactivity disorder [texte imprimé] / Jenni ROSENBERG, Auteur ; Bruce F. PENNINGTON, Auteur ; Erik G. WILLCUTT, Auteur ; Richard K. OLSON, Auteur . - 2012 . - p.243-251. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 53-3 (March 2012) . - p.243-251 Mots-clés : Gene  environment  interactions  reading disability  attention deficit/hyperactivity disorder  bioecological  diathesis-stress Index. décimale : PER Périodiques Résumé : Background:  Reading disability (RD) and attention deficit/hyperactivity disorder (ADHD) are comorbid and genetically correlated, especially the inattentive dimension of ADHD (ADHD-I). However, previous research indicates that RD and ADHD enter into opposite gene by environment (G × E) interactions. Methods:  This study used behavioral genetic methods to replicate these opposite G × E interactions in a sample of same-sex monozygotic and dizygotic twin pairs from the Colorado Learning Disabilities Research Center (CLDRC; DeFries et al., 1997) and to test a genetic hypothesis for why these opposite interactions occur. Results:  We replicated opposite G × E interactions for RD (bioecological) and ADHD-I (diathesis-stress) with parental education in the same sample of participants. The genetic hypothesis for this opposite pattern of interactions is that only genes specific to each disorder enter into these opposite interactions, not the shared genes underlying their comorbidity. To test this hypothesis, we used single models with an exploratory three-way interaction, in which the G × E interactions for each disorder were moderated by comorbidity. Neither three-way interaction was significant. The heritability of RD did not vary as a function of parental education and ADHD-I. Similarly, the heritability of ADHD-I did not vary as a function of parental education and RD. Conclusions:  We documented opposite G × E interactions in RD and ADHD-I in the same overall twin sample, but the explanation for this apparent paradox remains unclear. Examining specific genes and more specific environmental factors may help resolve the paradox. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02452.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=152

Investigating the effects of copy number variants on reading and language performance / Alessandro GIALLUISI in Journal of Neurodevelopmental Disorders, 8-1 (December 2016)  

Public ISBD [article]  inJournal of Neurodevelopmental Disorders > 8-1 (December 2016) . - p.17 Titre : Investigating the effects of copy number variants on reading and language performance Type de document : texte imprimé Auteurs : Alessandro GIALLUISI, Auteur ; Alessia VISCONTI, Auteur ; Erik G. WILLCUTT, Auteur ; Shelley D. SMITH, Auteur ; Bruce F. PENNINGTON, Auteur ; Mario FALCHI, Auteur ; John C. DEFRIES, Auteur ; Richard K. OLSON, Auteur ; Clyde FRANCKS, Auteur ; Simon E. FISHER, Auteur Article en page(s) : p.17 Langues : Anglais (eng) Mots-clés : Cldrc  Copy number variants  Developmental dyslexia  Family-based GWAS  Language  Meta-analysis  Reading  Reading disability Index. décimale : PER Périodiques Résumé : BACKGROUND: Reading and language skills have overlapping genetic bases, most of which are still unknown. Part of the missing heritability may be caused by copy number variants (CNVs). METHODS: In a dataset of children recruited for a history of reading disability (RD, also known as dyslexia) or attention deficit hyperactivity disorder (ADHD) and their siblings, we investigated the effects of CNVs on reading and language performance. First, we called CNVs with PennCNV using signal intensity data from Illumina OmniExpress arrays (~723,000 probes). Then, we computed the correlation between measures of CNV genomic burden and the first principal component (PC) score derived from several continuous reading and language traits, both before and after adjustment for performance IQ. Finally, we screened the genome, probe-by-probe, for association with the PC scores, through two complementary analyses: we tested a binary CNV state assigned for the location of each probe (i.e., CNV+ or CNV-), and we analyzed continuous probe intensity data using FamCNV. RESULTS: No significant correlation was found between measures of CNV burden and PC scores, and no genome-wide significant associations were detected in probe-by-probe screening. Nominally significant associations were detected (p~10(-2)-10(-3)) within CNTN4 (contactin 4) and CTNNA3 (catenin alpha 3). These genes encode cell adhesion molecules with a likely role in neuronal development, and they have been previously implicated in autism and other neurodevelopmental disorders. A further, targeted assessment of candidate CNV regions revealed associations with the PC score (p~0.026-0.045) within CHRNA7 (cholinergic nicotinic receptor alpha 7), which encodes a ligand-gated ion channel and has also been implicated in neurodevelopmental conditions and language impairment. FamCNV analysis detected a region of association (p~10(-2)-10(-4)) within a frequent deletion ~6 kb downstream of ZNF737 (zinc finger protein 737, uncharacterized protein), which was also observed in the association analysis using CNV calls. CONCLUSIONS: These data suggest that CNVs do not underlie a substantial proportion of variance in reading and language skills. Analysis of additional, larger datasets is warranted to further assess the potential effects that we found and to increase the power to detect CNV effects on reading and language. En ligne : http://dx.doi.org/10.1186/s11689-016-9147-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=348 [article] Investigating the effects of copy number variants on reading and language performance [texte imprimé] / Alessandro GIALLUISI, Auteur ; Alessia VISCONTI, Auteur ; Erik G. WILLCUTT, Auteur ; Shelley D. SMITH, Auteur ; Bruce F. PENNINGTON, Auteur ; Mario FALCHI, Auteur ; John C. DEFRIES, Auteur ; Richard K. OLSON, Auteur ; Clyde FRANCKS, Auteur ; Simon E. FISHER, Auteur . - p.17. Langues : Anglais (eng) in Journal of Neurodevelopmental Disorders > 8-1 (December 2016) . - p.17 Mots-clés : Cldrc  Copy number variants  Developmental dyslexia  Family-based GWAS  Language  Meta-analysis  Reading  Reading disability Index. décimale : PER Périodiques Résumé : BACKGROUND: Reading and language skills have overlapping genetic bases, most of which are still unknown. Part of the missing heritability may be caused by copy number variants (CNVs). METHODS: In a dataset of children recruited for a history of reading disability (RD, also known as dyslexia) or attention deficit hyperactivity disorder (ADHD) and their siblings, we investigated the effects of CNVs on reading and language performance. First, we called CNVs with PennCNV using signal intensity data from Illumina OmniExpress arrays (~723,000 probes). Then, we computed the correlation between measures of CNV genomic burden and the first principal component (PC) score derived from several continuous reading and language traits, both before and after adjustment for performance IQ. Finally, we screened the genome, probe-by-probe, for association with the PC scores, through two complementary analyses: we tested a binary CNV state assigned for the location of each probe (i.e., CNV+ or CNV-), and we analyzed continuous probe intensity data using FamCNV. RESULTS: No significant correlation was found between measures of CNV burden and PC scores, and no genome-wide significant associations were detected in probe-by-probe screening. Nominally significant associations were detected (p~10(-2)-10(-3)) within CNTN4 (contactin 4) and CTNNA3 (catenin alpha 3). These genes encode cell adhesion molecules with a likely role in neuronal development, and they have been previously implicated in autism and other neurodevelopmental disorders. A further, targeted assessment of candidate CNV regions revealed associations with the PC score (p~0.026-0.045) within CHRNA7 (cholinergic nicotinic receptor alpha 7), which encodes a ligand-gated ion channel and has also been implicated in neurodevelopmental conditions and language impairment. FamCNV analysis detected a region of association (p~10(-2)-10(-4)) within a frequent deletion ~6 kb downstream of ZNF737 (zinc finger protein 737, uncharacterized protein), which was also observed in the association analysis using CNV calls. CONCLUSIONS: These data suggest that CNVs do not underlie a substantial proportion of variance in reading and language skills. Analysis of additional, larger datasets is warranted to further assess the potential effects that we found and to increase the power to detect CNV effects on reading and language. En ligne : http://dx.doi.org/10.1186/s11689-016-9147-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=348

A multiple deficit model of reading disability and attention-deficit/hyperactivity disorder: searching for shared cognitive deficits / Lauren M. MCGRATH in Journal of Child Psychology and Psychiatry, 52-5 (May 2011)  

Permalink

Sex differences in ADHD symptom severity / Anne B. ARNETT in Journal of Child Psychology and Psychiatry, 56-6 (June 2015)  

Permalink

---

1 (1 - 7 / 7) Par page : 25 50 100 200