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Aetiology for the covariation between combined type ADHD and reading difficulties in a family study: the role of IQ / Celeste H.M. CHEUNG in Journal of Child Psychology and Psychiatry, 53-8 (August 2012)
[article]
Titre : Aetiology for the covariation between combined type ADHD and reading difficulties in a family study: the role of IQ Type de document : Texte imprimé et/ou numérique Auteurs : Celeste H.M. CHEUNG, Auteur ; Alexis C. FRAZIER-WOOD, Auteur ; Yannis PALOYELIS, Auteur ; Alejandro ARIAS-VASQUEZ, Auteur ; Jan K. BUITELAAR, Auteur ; Barbara FRANKE, Auteur ; Ana MIRANDA, Auteur ; Fernando MULAS, Auteur ; Nanda N. ROMMELSE, Auteur ; Joseph A. SERGEANT, Auteur ; Edmund J. S. SONUGA-BARKE, Auteur ; Stephen V. FARAONE, Auteur ; Philip ASHERSON, Auteur ; Jonna KUNTSI, Auteur Année de publication : 2012 Article en page(s) : p.864-873 Langues : Anglais (eng) Mots-clés : ADHD reading difficulties IQ familial sibling-pair comorbidity Index. décimale : PER Périodiques Résumé : Background: Twin studies using both clinical and population-based samples suggest that the frequent co-occurrence of attention deficit hyperactivity disorder (ADHD) and reading ability/disability (RD) is largely driven by shared genetic influences. While both disorders are associated with lower IQ, recent twin data suggest that the shared genetic variability between reading difficulties and ADHD inattention symptoms is largely independent from genetic influences contributing to general cognitive ability. The current study aimed to extend the previous findings that were based on rating scale measures in a population sample by examining the generalisability of the findings to a clinical population, and by measuring reading difficulties both with a rating scale and with an objective task. This study investigated the familial relationships between ADHD, reading difficulties and IQ in a sample of individuals diagnosed with ADHD combined type, their siblings and control sibling pairs. Methods: Multivariate familial models were run on data from 1,789 individuals at ages 6–19. Reading difficulties were measured with both rating scale and an objective task. IQ was obtained using the Wechsler Intelligence Scales (WISC–III/WAIS–III). Results: Significant phenotypic (.2–.4) and familial (.3–.5) correlations were observed among ADHD, reading difficulties and IQ. Yet, 53%–72% of the overlapping familial influences between ADHD and reading difficulties were not shared with IQ. Conclusions: Our finding that familial influences shared with general cognitive ability, although present, do not account for the majority of the overlapping familial influences on ADHD and reading difficulties extends previous findings from a population-based study to a clinically ascertained sample with combined type ADHD. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02527.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=177
in Journal of Child Psychology and Psychiatry > 53-8 (August 2012) . - p.864-873[article] Aetiology for the covariation between combined type ADHD and reading difficulties in a family study: the role of IQ [Texte imprimé et/ou numérique] / Celeste H.M. CHEUNG, Auteur ; Alexis C. FRAZIER-WOOD, Auteur ; Yannis PALOYELIS, Auteur ; Alejandro ARIAS-VASQUEZ, Auteur ; Jan K. BUITELAAR, Auteur ; Barbara FRANKE, Auteur ; Ana MIRANDA, Auteur ; Fernando MULAS, Auteur ; Nanda N. ROMMELSE, Auteur ; Joseph A. SERGEANT, Auteur ; Edmund J. S. SONUGA-BARKE, Auteur ; Stephen V. FARAONE, Auteur ; Philip ASHERSON, Auteur ; Jonna KUNTSI, Auteur . - 2012 . - p.864-873.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 53-8 (August 2012) . - p.864-873
Mots-clés : ADHD reading difficulties IQ familial sibling-pair comorbidity Index. décimale : PER Périodiques Résumé : Background: Twin studies using both clinical and population-based samples suggest that the frequent co-occurrence of attention deficit hyperactivity disorder (ADHD) and reading ability/disability (RD) is largely driven by shared genetic influences. While both disorders are associated with lower IQ, recent twin data suggest that the shared genetic variability between reading difficulties and ADHD inattention symptoms is largely independent from genetic influences contributing to general cognitive ability. The current study aimed to extend the previous findings that were based on rating scale measures in a population sample by examining the generalisability of the findings to a clinical population, and by measuring reading difficulties both with a rating scale and with an objective task. This study investigated the familial relationships between ADHD, reading difficulties and IQ in a sample of individuals diagnosed with ADHD combined type, their siblings and control sibling pairs. Methods: Multivariate familial models were run on data from 1,789 individuals at ages 6–19. Reading difficulties were measured with both rating scale and an objective task. IQ was obtained using the Wechsler Intelligence Scales (WISC–III/WAIS–III). Results: Significant phenotypic (.2–.4) and familial (.3–.5) correlations were observed among ADHD, reading difficulties and IQ. Yet, 53%–72% of the overlapping familial influences between ADHD and reading difficulties were not shared with IQ. Conclusions: Our finding that familial influences shared with general cognitive ability, although present, do not account for the majority of the overlapping familial influences on ADHD and reading difficulties extends previous findings from a population-based study to a clinically ascertained sample with combined type ADHD. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02527.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=177 Reading outcomes in children with developmental language disorder: A person-centered approach / Marja C ERISMAN in Autism & Developmental Language Impairments, 5 (January-December 2020)
[article]
Titre : Reading outcomes in children with developmental language disorder: A person-centered approach Type de document : Texte imprimé et/ou numérique Auteurs : Marja C ERISMAN, Auteur ; Elma BLOM, Auteur Langues : Anglais (eng) Mots-clés : Developmental Language Disorder reading difficulties phonology executive functioning person-centered approach Index. décimale : PER Périodiques Résumé : Background and aimsMany children with Developmental Language Disorder (DLD) develop reading difficulties. The purpose of this study is to better understand variation in the reading outcomes of children with DLD using a person-centered approach.Method87 monolingual Dutch children diagnosed with DLD performed at ages 5 or 6?years nine tests of nonverbal IQ, oral language proficiency, phonological memory (PM) and executive functioning (EF). Two years later, the same children were tested on single (non-)word reading. Latent profile analyses were conducted to identify profiles based on oral language proficiency, phonological memory and executive functioning at age 5–6?years, which, in turn, were related to nonverbal IQ and to single-word reading two years later.ResultsFour profiles were identified and labelled relative to their position within the DLD-sample: 1. Weak performance overall, 2. Strong EF-average language and PM, 3. Mild working memory (WM) deficiencies-average language and PM, 4. Strong development overall. Profiles 1 and 3 had below average nonverbal IQ scores and were associated with low word reading outcomes two years later.ConclusionsWithin the group of children with DLD, children with relatively weak oral language, phonological memory and executive functioning, or children with working memory deficiencies are most at risk for developing reading difficulties. The findings support a multiple risk framework and confirm that a person-centered approach is promising in predicting reading outcomes in DLD.Implications: Research into individual differences in DLD is dominated by variable-centered approaches. This study illustrates how a person-centered approach, which views variables as properties of individuals, captures variation in the DLD-population. Using this bottom-up approach, the study highlights how an individual’s strengths and weaknesses across different developmental domains can be combined into profiles that relate to later reading outcomes. As such, it can provide an example for future DLD research. En ligne : http://dx.doi.org/10.1177/2396941520979857 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438
in Autism & Developmental Language Impairments > 5 (January-December 2020)[article] Reading outcomes in children with developmental language disorder: A person-centered approach [Texte imprimé et/ou numérique] / Marja C ERISMAN, Auteur ; Elma BLOM, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 5 (January-December 2020)
Mots-clés : Developmental Language Disorder reading difficulties phonology executive functioning person-centered approach Index. décimale : PER Périodiques Résumé : Background and aimsMany children with Developmental Language Disorder (DLD) develop reading difficulties. The purpose of this study is to better understand variation in the reading outcomes of children with DLD using a person-centered approach.Method87 monolingual Dutch children diagnosed with DLD performed at ages 5 or 6?years nine tests of nonverbal IQ, oral language proficiency, phonological memory (PM) and executive functioning (EF). Two years later, the same children were tested on single (non-)word reading. Latent profile analyses were conducted to identify profiles based on oral language proficiency, phonological memory and executive functioning at age 5–6?years, which, in turn, were related to nonverbal IQ and to single-word reading two years later.ResultsFour profiles were identified and labelled relative to their position within the DLD-sample: 1. Weak performance overall, 2. Strong EF-average language and PM, 3. Mild working memory (WM) deficiencies-average language and PM, 4. Strong development overall. Profiles 1 and 3 had below average nonverbal IQ scores and were associated with low word reading outcomes two years later.ConclusionsWithin the group of children with DLD, children with relatively weak oral language, phonological memory and executive functioning, or children with working memory deficiencies are most at risk for developing reading difficulties. The findings support a multiple risk framework and confirm that a person-centered approach is promising in predicting reading outcomes in DLD.Implications: Research into individual differences in DLD is dominated by variable-centered approaches. This study illustrates how a person-centered approach, which views variables as properties of individuals, captures variation in the DLD-population. Using this bottom-up approach, the study highlights how an individual’s strengths and weaknesses across different developmental domains can be combined into profiles that relate to later reading outcomes. As such, it can provide an example for future DLD research. En ligne : http://dx.doi.org/10.1177/2396941520979857 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438 A systematic meta-analytic review of evidence for the effectiveness of the ‘Fast ForWord’ language intervention program / Gemma K. STRONG in Journal of Child Psychology and Psychiatry, 52-3 (March 2011)
[article]
Titre : A systematic meta-analytic review of evidence for the effectiveness of the ‘Fast ForWord’ language intervention program Type de document : Texte imprimé et/ou numérique Auteurs : Gemma K. STRONG, Auteur ; Carole J. TORGERSON, Auteur ; David TORGERSON, Auteur ; Charles HULME, Auteur Année de publication : 2011 Article en page(s) : p.224-235 Langues : Anglais (eng) Mots-clés : Language impairment reading difficulties auditory processing Fast ForWord Index. décimale : PER Périodiques Résumé : Background: Fast ForWord is a suite of computer-based language intervention programs designed to improve children’s reading and oral language skills. The programs are based on the hypothesis that oral language difficulties often arise from a rapid auditory temporal processing deficit that compromises the development of phonological representations.
Methods: A systematic review was designed, undertaken and reported using items from the PRISMA statement. A literature search was conducted using the terms ‘Fast ForWord’‘Fast For Word’‘Fastforword’ with no restriction on dates of publication. Following screening of (a) titles and abstracts and (b) full papers, using pre-established inclusion and exclusion criteria, six papers were identified as meeting the criteria for inclusion (randomised controlled trial (RCT) or matched group comparison studies with baseline equivalence published in refereed journals). Data extraction and analyses were carried out on reading and language outcome measures comparing the Fast ForWord intervention groups to both active and untreated control groups.
Results: Meta-analyses indicated that there was no significant effect of Fast ForWord on any outcome measure in comparison to active or untreated control groups.
Conclusions: There is no evidence from the analysis carried out that Fast ForWord is effective as a treatment for children’s oral language or reading difficulties.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02329.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=118
in Journal of Child Psychology and Psychiatry > 52-3 (March 2011) . - p.224-235[article] A systematic meta-analytic review of evidence for the effectiveness of the ‘Fast ForWord’ language intervention program [Texte imprimé et/ou numérique] / Gemma K. STRONG, Auteur ; Carole J. TORGERSON, Auteur ; David TORGERSON, Auteur ; Charles HULME, Auteur . - 2011 . - p.224-235.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 52-3 (March 2011) . - p.224-235
Mots-clés : Language impairment reading difficulties auditory processing Fast ForWord Index. décimale : PER Périodiques Résumé : Background: Fast ForWord is a suite of computer-based language intervention programs designed to improve children’s reading and oral language skills. The programs are based on the hypothesis that oral language difficulties often arise from a rapid auditory temporal processing deficit that compromises the development of phonological representations.
Methods: A systematic review was designed, undertaken and reported using items from the PRISMA statement. A literature search was conducted using the terms ‘Fast ForWord’‘Fast For Word’‘Fastforword’ with no restriction on dates of publication. Following screening of (a) titles and abstracts and (b) full papers, using pre-established inclusion and exclusion criteria, six papers were identified as meeting the criteria for inclusion (randomised controlled trial (RCT) or matched group comparison studies with baseline equivalence published in refereed journals). Data extraction and analyses were carried out on reading and language outcome measures comparing the Fast ForWord intervention groups to both active and untreated control groups.
Results: Meta-analyses indicated that there was no significant effect of Fast ForWord on any outcome measure in comparison to active or untreated control groups.
Conclusions: There is no evidence from the analysis carried out that Fast ForWord is effective as a treatment for children’s oral language or reading difficulties.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02329.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=118