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 et/ou numérique 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 et/ou numérique] / 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

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 et/ou numérique 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 et/ou numérique] / 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 et/ou numérique 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 et/ou numérique] / 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

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)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 52-5 (May 2011) . - p.547-557 Titre : A multiple deficit model of reading disability and attention-deficit/hyperactivity disorder: searching for shared cognitive deficits Type de document : Texte imprimé et/ou numérique Auteurs : Lauren M. MCGRATH, Auteur ; Bruce F. PENNINGTON, Auteur ; Michelle A. SHANAHAN, Auteur ; Laura E. SANTERRE-LEMMON, Auteur ; Holly D. BARNARD, Auteur ; Erik G. WILLCUTT, Auteur ; John C. DEFRIES, Auteur ; Richard K. OLSON, Auteur Année de publication : 2011 Article en page(s) : p.547-557 Langues : Anglais (eng) Mots-clés : Reading disability  attention-deficit/hyperactivity disorder  processing speed  comorbidity  multiple deficit model Index. décimale : PER Périodiques Résumé : Background:  This study tests a multiple cognitive deficit model of reading disability (RD), attention-deficit/hyperactivity disorder (ADHD), and their comorbidity. Methods:  A structural equation model (SEM) of multiple cognitive risk factors and symptom outcome variables was constructed. The model included phonological awareness as a unique predictor of RD and response inhibition as a unique predictor of ADHD. Processing speed, naming speed, and verbal working memory were modeled as potential shared cognitive deficits. Results:  Model fit indices from the SEM indicated satisfactory fit. Closer inspection of the path weights revealed that processing speed was the only cognitive variable with significant unique relationships to RD and ADHD dimensions, particularly inattention. Moreover, the significant correlation between reading and inattention was reduced to non-significance when processing speed was included in the model, suggesting that processing speed primarily accounted for the phenotypic correlation (or comorbidity) between reading and inattention. Conclusions:  This study illustrates the power of a multiple deficit approach to complex developmental disorders and psychopathologies, particularly for exploring comorbidities. The theoretical role of processing speed in the developmental pathways of RD and ADHD and directions for future research are discussed. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02346.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=121 [article] A multiple deficit model of reading disability and attention-deficit/hyperactivity disorder: searching for shared cognitive deficits [Texte imprimé et/ou numérique] / Lauren M. MCGRATH, Auteur ; Bruce F. PENNINGTON, Auteur ; Michelle A. SHANAHAN, Auteur ; Laura E. SANTERRE-LEMMON, Auteur ; Holly D. BARNARD, Auteur ; Erik G. WILLCUTT, Auteur ; John C. DEFRIES, Auteur ; Richard K. OLSON, Auteur . - 2011 . - p.547-557. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 52-5 (May 2011) . - p.547-557 Mots-clés : Reading disability  attention-deficit/hyperactivity disorder  processing speed  comorbidity  multiple deficit model Index. décimale : PER Périodiques Résumé : Background:  This study tests a multiple cognitive deficit model of reading disability (RD), attention-deficit/hyperactivity disorder (ADHD), and their comorbidity. Methods:  A structural equation model (SEM) of multiple cognitive risk factors and symptom outcome variables was constructed. The model included phonological awareness as a unique predictor of RD and response inhibition as a unique predictor of ADHD. Processing speed, naming speed, and verbal working memory were modeled as potential shared cognitive deficits. Results:  Model fit indices from the SEM indicated satisfactory fit. Closer inspection of the path weights revealed that processing speed was the only cognitive variable with significant unique relationships to RD and ADHD dimensions, particularly inattention. Moreover, the significant correlation between reading and inattention was reduced to non-significance when processing speed was included in the model, suggesting that processing speed primarily accounted for the phenotypic correlation (or comorbidity) between reading and inattention. Conclusions:  This study illustrates the power of a multiple deficit approach to complex developmental disorders and psychopathologies, particularly for exploring comorbidities. The theoretical role of processing speed in the developmental pathways of RD and ADHD and directions for future research are discussed. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02346.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=121

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

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 56-6 (June 2015) . - p.632-639 Titre : Sex differences in ADHD symptom severity Type de document : Texte imprimé et/ou numérique Auteurs : Anne B. ARNETT, Auteur ; Bruce F. PENNINGTON, Auteur ; Erik G. WILLCUTT, Auteur ; John C. DEFRIES, Auteur ; Richard K. OLSON, Auteur Article en page(s) : p.632-639 Langues : Anglais (eng) Mots-clés : ADHD  gender difference  neuropsychology  cognitive development  mediation Index. décimale : PER Périodiques Résumé : Background Males show higher rates of attention deficit hyperactivity disorder (ADHD) than do females. Potential explanations include genuine etiological differences or artifact. Methods 2,332 twin and sibling youth participated in behavioral and cognitive testing. Partially competing models of symptom severity distribution differences, the mean difference, and variance difference models, were tested within a randomly selected subsample. The Delta method was used to test for mediation of sex differences in ADHD symptom severity by processing speed, inhibition and working memory. Results The combined mean difference and variance difference models fully explained the sex difference in ADHD symptom severity. Cognitive endophenotypes mediated 14% of the sex difference effect. Conclusions The sex difference in ADHD symptom severity is valid and may be due to differing genetic and cognitive liabilities between the sexes. En ligne : http://dx.doi.org/10.1111/jcpp.12337 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260 [article] Sex differences in ADHD symptom severity [Texte imprimé et/ou numérique] / Anne B. ARNETT, Auteur ; Bruce F. PENNINGTON, Auteur ; Erik G. WILLCUTT, Auteur ; John C. DEFRIES, Auteur ; Richard K. OLSON, Auteur . - p.632-639. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 56-6 (June 2015) . - p.632-639 Mots-clés : ADHD  gender difference  neuropsychology  cognitive development  mediation Index. décimale : PER Périodiques Résumé : Background Males show higher rates of attention deficit hyperactivity disorder (ADHD) than do females. Potential explanations include genuine etiological differences or artifact. Methods 2,332 twin and sibling youth participated in behavioral and cognitive testing. Partially competing models of symptom severity distribution differences, the mean difference, and variance difference models, were tested within a randomly selected subsample. The Delta method was used to test for mediation of sex differences in ADHD symptom severity by processing speed, inhibition and working memory. Results The combined mean difference and variance difference models fully explained the sex difference in ADHD symptom severity. Cognitive endophenotypes mediated 14% of the sex difference effect. Conclusions The sex difference in ADHD symptom severity is valid and may be due to differing genetic and cognitive liabilities between the sexes. En ligne : http://dx.doi.org/10.1111/jcpp.12337 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260

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