Children with Autism Spectrum Disorder of All Ages, Levels of Symptom Severity and General Cognitive Ability Display Low Processing Speed Index Scores Warranting Special Educational Assistance / M. LINNENBANK in Journal of Autism and Developmental Disorders, 52-8 (August 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-8 (August 2022) . - p.3668-3675 Titre : Children with Autism Spectrum Disorder of All Ages, Levels of Symptom Severity and General Cognitive Ability Display Low Processing Speed Index Scores Warranting Special Educational Assistance Type de document : texte imprimé Auteurs : M. LINNENBANK, Auteur ; R. FELDMANN, Auteur ; Gerd SCHULTE-KÖRNE, Auteur ; S. BEIMDIEK, Auteur ; E. STRITTMATTER, Auteur Article en page(s) : p.3668-3675 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis/psychology  Child  Cognition  Cognition Disorders  Humans  Wechsler Scales  Academic achievement  Autism spectrum disorder  Children  Processing speed index  Special educational assistance  Wisc-iv Index. décimale : PER Périodiques Résumé : The processing speed index (PSI) of the Wechsler intelligence scale for children (WISC-IV) has been found to predict a child's level of academic functioning. The consistently reported PSI weakness in children with autism spectrum disorder (ASD) therefore warrants special assistance and attempts at compensation for the disadvantages associated with these children's low PSI. We investigated the association of PSI scores with age, general cognitive ability [as measured by full-scale IQ (FSIQ)], symptom severity and discrepancy between the WISC-IV indices verbal comprehension (VCI) and perceptual reasoning (PRI) in 101 school children with ASD. The PSI weakness in children with ASD was not related to age, FSIQ, VCI-PRI discrepancy or any of the symptom measures. These findings suggest that school children with ASD independent of their age, level of cognitive ability, VCI-PRI profile and most notably independent of their symptom severity should be entitled to special assistance and compensation in educational settings. En ligne : http://dx.doi.org/10.1007/s10803-021-05249-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485 [article] Children with Autism Spectrum Disorder of All Ages, Levels of Symptom Severity and General Cognitive Ability Display Low Processing Speed Index Scores Warranting Special Educational Assistance [texte imprimé] / M. LINNENBANK, Auteur ; R. FELDMANN, Auteur ; Gerd SCHULTE-KÖRNE, Auteur ; S. BEIMDIEK, Auteur ; E. STRITTMATTER, Auteur . - p.3668-3675. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-8 (August 2022) . - p.3668-3675 Mots-clés : Autism Spectrum Disorder/diagnosis/psychology  Child  Cognition  Cognition Disorders  Humans  Wechsler Scales  Academic achievement  Autism spectrum disorder  Children  Processing speed index  Special educational assistance  Wisc-iv Index. décimale : PER Périodiques Résumé : The processing speed index (PSI) of the Wechsler intelligence scale for children (WISC-IV) has been found to predict a child's level of academic functioning. The consistently reported PSI weakness in children with autism spectrum disorder (ASD) therefore warrants special assistance and attempts at compensation for the disadvantages associated with these children's low PSI. We investigated the association of PSI scores with age, general cognitive ability [as measured by full-scale IQ (FSIQ)], symptom severity and discrepancy between the WISC-IV indices verbal comprehension (VCI) and perceptual reasoning (PRI) in 101 school children with ASD. The PSI weakness in children with ASD was not related to age, FSIQ, VCI-PRI discrepancy or any of the symptom measures. These findings suggest that school children with ASD independent of their age, level of cognitive ability, VCI-PRI profile and most notably independent of their symptom severity should be entitled to special assistance and compensation in educational settings. En ligne : http://dx.doi.org/10.1007/s10803-021-05249-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485

Predictors of developmental dyslexia in European orthographies with varying complexity / Karin LANDERL in Journal of Child Psychology and Psychiatry, 54-6 (June 2013)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 54-6 (June 2013) . - p.686-694 Titre : Predictors of developmental dyslexia in European orthographies with varying complexity Type de document : texte imprimé Auteurs : Karin LANDERL, Auteur ; Franck RAMUS, Auteur ; Kristina MOLL, Auteur ; Heikki LYYTINEN, Auteur ; Paavo H.T. LEPPÄNEN, Auteur ; Kaisa LOHVANSUU, Auteur ; Michael C. O'DONOVAN, Auteur ; Julie WILLIAMS, Auteur ; Jürgen BARTLING, Auteur ; Jennifer BRUDER, Auteur ; Sarah KUNZE, Auteur ; Nina NEUHOFF, Auteur ; Dénes TOTH, Auteur ; Ferenc HONBOLYGO, Auteur ; Valéria CSEPE, Auteur ; Caroline BOGLIOTTI, Auteur ; Stéphanie IANNUZZI, Auteur ; Yves CHAIX, Auteur ; Jean-François DEMONET, Auteur ; Emilie LONGERAS, Auteur ; Sylviane VALDOIS, Auteur ; Camille CHABERNAUD, Auteur ; Florence DELTEIL-PINTON, Auteur ; Catherine BILLARD, Auteur ; Florence GEORGE, Auteur ; Johannes C. ZIEGLER, Auteur ; Isabelle COMTE-GERVAIS, Auteur ; Isabelle SOARES-BOUCAUD, Auteur ; Christophe-Loïc GERARD, Auteur ; Leo BLOMERT, Auteur ; Anniek VAESSEN, Auteur ; Patty GERRETSEN, Auteur ; Michel EKKEBUS, Auteur ; Daniel BRANDEIS, Auteur ; Urs MAURER, Auteur ; Enrico SCHULZ, Auteur ; Sanne VAN DER MARK, Auteur ; Bertram MÃœLLER-MYHSOK, Auteur ; Gerd SCHULTE-KÖRNE, Auteur Article en page(s) : p.686-694 Langues : Anglais (eng) Mots-clés : Dyslexia  phonology  orthography  cross-linguistic Index. décimale : PER Périodiques Résumé : Background: The relationship between phoneme awareness, rapid automatized naming (RAN), verbal short-term/working memory (ST/WM) and diagnostic category is investigated in control and dyslexic children, and the extent to which this depends on orthographic complexity. Methods: General cognitive, phonological and literacy skills were tested in 1,138 control and 1,114 dyslexic children speaking six different languages spanning a large range of orthographic complexity (Finnish, Hungarian, German, Dutch, French, English). Results: Phoneme deletion and RAN were strong concurrent predictors of developmental dyslexia, while verbal ST/WM and general verbal abilities played a comparatively minor role. In logistic regression models, more participants were classified correctly when orthography was more complex. The impact of phoneme deletion and RAN-digits was stronger in complex than in less complex orthographies. Conclusions: Findings are largely consistent with the literature on predictors of dyslexia and literacy skills, while uniquely demonstrating how orthographic complexity exacerbates some symptoms of dyslexia. En ligne : http://dx.doi.org/10.1111/jcpp.12029 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200 [article] Predictors of developmental dyslexia in European orthographies with varying complexity [texte imprimé] / Karin LANDERL, Auteur ; Franck RAMUS, Auteur ; Kristina MOLL, Auteur ; Heikki LYYTINEN, Auteur ; Paavo H.T. LEPPÄNEN, Auteur ; Kaisa LOHVANSUU, Auteur ; Michael C. O'DONOVAN, Auteur ; Julie WILLIAMS, Auteur ; Jürgen BARTLING, Auteur ; Jennifer BRUDER, Auteur ; Sarah KUNZE, Auteur ; Nina NEUHOFF, Auteur ; Dénes TOTH, Auteur ; Ferenc HONBOLYGO, Auteur ; Valéria CSEPE, Auteur ; Caroline BOGLIOTTI, Auteur ; Stéphanie IANNUZZI, Auteur ; Yves CHAIX, Auteur ; Jean-François DEMONET, Auteur ; Emilie LONGERAS, Auteur ; Sylviane VALDOIS, Auteur ; Camille CHABERNAUD, Auteur ; Florence DELTEIL-PINTON, Auteur ; Catherine BILLARD, Auteur ; Florence GEORGE, Auteur ; Johannes C. ZIEGLER, Auteur ; Isabelle COMTE-GERVAIS, Auteur ; Isabelle SOARES-BOUCAUD, Auteur ; Christophe-Loïc GERARD, Auteur ; Leo BLOMERT, Auteur ; Anniek VAESSEN, Auteur ; Patty GERRETSEN, Auteur ; Michel EKKEBUS, Auteur ; Daniel BRANDEIS, Auteur ; Urs MAURER, Auteur ; Enrico SCHULZ, Auteur ; Sanne VAN DER MARK, Auteur ; Bertram MÃœLLER-MYHSOK, Auteur ; Gerd SCHULTE-KÖRNE, Auteur . - p.686-694. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 54-6 (June 2013) . - p.686-694 Mots-clés : Dyslexia  phonology  orthography  cross-linguistic Index. décimale : PER Périodiques Résumé : Background: The relationship between phoneme awareness, rapid automatized naming (RAN), verbal short-term/working memory (ST/WM) and diagnostic category is investigated in control and dyslexic children, and the extent to which this depends on orthographic complexity. Methods: General cognitive, phonological and literacy skills were tested in 1,138 control and 1,114 dyslexic children speaking six different languages spanning a large range of orthographic complexity (Finnish, Hungarian, German, Dutch, French, English). Results: Phoneme deletion and RAN were strong concurrent predictors of developmental dyslexia, while verbal ST/WM and general verbal abilities played a comparatively minor role. In logistic regression models, more participants were classified correctly when orthography was more complex. The impact of phoneme deletion and RAN-digits was stronger in complex than in less complex orthographies. Conclusions: Findings are largely consistent with the literature on predictors of dyslexia and literacy skills, while uniquely demonstrating how orthographic complexity exacerbates some symptoms of dyslexia. En ligne : http://dx.doi.org/10.1111/jcpp.12029 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200

Right-lateralization of N2-amplitudes in depressive adolescents: an emotional go/no-go study / Monika TRINKL in Journal of Child Psychology and Psychiatry, 56-1 (January 2015)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 56-1 (January 2015) . - p.76-86 Titre : Right-lateralization of N2-amplitudes in depressive adolescents: an emotional go/no-go study Type de document : texte imprimé Auteurs : Monika TRINKL, Auteur ; Ellen GREIMEL, Auteur ; Jürgen BARTLING, Auteur ; Barbara GRÃœNEWALD, Auteur ; Gerd SCHULTE-KÖRNE, Auteur ; Nicola GROSSHEINRICH, Auteur Article en page(s) : p.76-86 Langues : Anglais (eng) Mots-clés : ERP  MDD  major depression  emotion regulation  asymmetry  left frontal hypoactivation  endophenotype  sensation seeking  experience seeking  appetitive stimuli  impulsivity  adolescence  go nogo Index. décimale : PER Périodiques Résumé : Background Recent studies have proposed the process of emotion regulation as a promising target to study the neurophysiological basis of adolescent depression. Emotion regulation has repeatedly been studied with emotional go/no-go paradigms. To date, no study has examined if the left-frontal hypoactivation associated with depression generalizes to active tasks. The aim of this study was therefore to investigate the hemispheric asymmetry of the N2 component in depressed adolescents in an emotion regulation paradigm. Methods Twenty-four adolescents diagnosed with major depression (age 11–18) and 30 healthy controls (age 11–18) performed two emotional go/no-go tasks exhibiting negative faces as go trials and positive faces as no-go trials and vice versa. Results On the behavioral level, no significant group differences emerged. On the neural level, we found a more right-lateralized N2-amplitude in depressed subjects, while it was more left-lateralized in controls. Furthermore, both groups showed a less negative N2-amplitude to positive no-go stimuli. Conclusion This study provides strong support for a general left-frontal hypoactivity in adolescent depression, which also applies to active emotional go/no-go paradigms. Furthermore, the less negative N2 to positive stimuli is consistent with a generally enhanced impulsivity of adolescents toward appetitive stimuli, which is possibly the base of the differential clinical pattern of adolescent in contrast to adult depression. En ligne : http://dx.doi.org/10.1111/jcpp.12282 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] Right-lateralization of N2-amplitudes in depressive adolescents: an emotional go/no-go study [texte imprimé] / Monika TRINKL, Auteur ; Ellen GREIMEL, Auteur ; Jürgen BARTLING, Auteur ; Barbara GRÃœNEWALD, Auteur ; Gerd SCHULTE-KÖRNE, Auteur ; Nicola GROSSHEINRICH, Auteur . - p.76-86. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 56-1 (January 2015) . - p.76-86 Mots-clés : ERP  MDD  major depression  emotion regulation  asymmetry  left frontal hypoactivation  endophenotype  sensation seeking  experience seeking  appetitive stimuli  impulsivity  adolescence  go nogo Index. décimale : PER Périodiques Résumé : Background Recent studies have proposed the process of emotion regulation as a promising target to study the neurophysiological basis of adolescent depression. Emotion regulation has repeatedly been studied with emotional go/no-go paradigms. To date, no study has examined if the left-frontal hypoactivation associated with depression generalizes to active tasks. The aim of this study was therefore to investigate the hemispheric asymmetry of the N2 component in depressed adolescents in an emotion regulation paradigm. Methods Twenty-four adolescents diagnosed with major depression (age 11–18) and 30 healthy controls (age 11–18) performed two emotional go/no-go tasks exhibiting negative faces as go trials and positive faces as no-go trials and vice versa. Results On the behavioral level, no significant group differences emerged. On the neural level, we found a more right-lateralized N2-amplitude in depressed subjects, while it was more left-lateralized in controls. Furthermore, both groups showed a less negative N2-amplitude to positive no-go stimuli. Conclusion This study provides strong support for a general left-frontal hypoactivity in adolescent depression, which also applies to active emotional go/no-go paradigms. Furthermore, the less negative N2 to positive stimuli is consistent with a generally enhanced impulsivity of adolescents toward appetitive stimuli, which is possibly the base of the differential clinical pattern of adolescent in contrast to adult depression. En ligne : http://dx.doi.org/10.1111/jcpp.12282 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259

Understanding comorbidity of learning disorders: task-dependent estimates of prevalence / Kristina MOLL in Journal of Child Psychology and Psychiatry, 60-3 (March 2019)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 60-3 (March 2019) . - p.286-294 Titre : Understanding comorbidity of learning disorders: task-dependent estimates of prevalence Type de document : texte imprimé Auteurs : Kristina MOLL, Auteur ; Karin LANDERL, Auteur ; Margaret J. SNOWLING, Auteur ; Gerd SCHULTE-KÖRNE, Auteur Article en page(s) : p.286-294 Langues : Anglais (eng) Mots-clés : Comorbidity  language skills  mathematics disorder  reading disorder  shared risk factor  symptom overlap Index. décimale : PER Périodiques Résumé : BACKGROUND: Reading disorder (RD) and mathematics disorder (MD) frequently co-occur. However, the exact comorbidity rates differ largely between studies. Given that MD is characterised by high heterogeneity on the symptom level, differences in comorbidity rates may result from different mathematical subskills used to define MD. Comorbidity rates with RD are likely to be higher when MD is measured by mathematical subskills that do not only build on number processing, but also require language (i.e. arithmetic fluency), than when measured by magnitude processing skills. METHODS: The association between literacy, arithmetic fluency and magnitude processing as well as the overlap between deficits in these domains were assessed in a representative sample of 1,454 third Graders. RESULTS: Associations were significantly higher between literacy and arithmetic, than between literacy and magnitude processing. This was also reflected in comorbidity rates: comorbidity rates between literacy and arithmetic deficits were four times higher than expected by chance, whereas comorbidity rates between literacy and magnitude processing deficits did not exceed chance rate. Deficits in the two mathematical subskills showed some overlap, but also revealed dissociations, corroborating the high heterogeneity of MD. Results are interpreted within a multiple-deficit framework and implications for diagnosis and intervention are discussed. CONCLUSIONS: The overlap between RD and MD depends on the subskills used to define MD. Due to shared domain-general factors mathematical subskills that draw on language skills are more strongly associated with literacy than those that do not require language. The findings further indicate that the same symptom, such as deficits in arithmetic, can be associated with different cognitive deficits, a deficit in language skills or a deficit in number processing. En ligne : https://dx.doi.org/10.1111/jcpp.12965 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=385 [article] Understanding comorbidity of learning disorders: task-dependent estimates of prevalence [texte imprimé] / Kristina MOLL, Auteur ; Karin LANDERL, Auteur ; Margaret J. SNOWLING, Auteur ; Gerd SCHULTE-KÖRNE, Auteur . - p.286-294. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 60-3 (March 2019) . - p.286-294 Mots-clés : Comorbidity  language skills  mathematics disorder  reading disorder  shared risk factor  symptom overlap Index. décimale : PER Périodiques Résumé : BACKGROUND: Reading disorder (RD) and mathematics disorder (MD) frequently co-occur. However, the exact comorbidity rates differ largely between studies. Given that MD is characterised by high heterogeneity on the symptom level, differences in comorbidity rates may result from different mathematical subskills used to define MD. Comorbidity rates with RD are likely to be higher when MD is measured by mathematical subskills that do not only build on number processing, but also require language (i.e. arithmetic fluency), than when measured by magnitude processing skills. METHODS: The association between literacy, arithmetic fluency and magnitude processing as well as the overlap between deficits in these domains were assessed in a representative sample of 1,454 third Graders. RESULTS: Associations were significantly higher between literacy and arithmetic, than between literacy and magnitude processing. This was also reflected in comorbidity rates: comorbidity rates between literacy and arithmetic deficits were four times higher than expected by chance, whereas comorbidity rates between literacy and magnitude processing deficits did not exceed chance rate. Deficits in the two mathematical subskills showed some overlap, but also revealed dissociations, corroborating the high heterogeneity of MD. Results are interpreted within a multiple-deficit framework and implications for diagnosis and intervention are discussed. CONCLUSIONS: The overlap between RD and MD depends on the subskills used to define MD. Due to shared domain-general factors mathematical subskills that draw on language skills are more strongly associated with literacy than those that do not require language. The findings further indicate that the same symptom, such as deficits in arithmetic, can be associated with different cognitive deficits, a deficit in language skills or a deficit in number processing. En ligne : https://dx.doi.org/10.1111/jcpp.12965 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=385

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