Octávio Moura1,2, Marcelino Pereira1,2,3, Cláudia Alfaiate4, Eva Fernandes4, Boavida Fernandes4, Susana Nogueira4, Joana Moreno3, Mário R Simões1,2,3. 1. a Psychological Assessment and Psychometrics Laboratory, Faculty of Psychology and Educational Sciences , University of Coimbra , Coimbra , Portugal. 2. b Neurosciences, Neuropsychology and Cognitive Assessment group from the Cognitive and Behavioral Center for Research and Intervention (CINEICC) , University of Coimbra , Coimbra , Portugal. 3. c Faculty of Psychology and Educational Sciences , University of Coimbra , Coimbra , Portugal. 4. d Pediatric Hospital , Coimbra University Hospitals , Coimbra , Portugal.
Abstract
INTRODUCTION: This study aimed to investigate the neurocognitive functioning of children with developmental dyslexia (DD) and attention-deficit/hyperactivity disorder (ADHD). METHOD: Four groups of children between the ages of 8 and 10 years participated in the study: typically developing children (TDC; N = 34), children with DD-only (N = 32), children with ADHD-only (N = 32), and children with DD+ADHD (N = 18). RESULTS: Children with DD and ADHD exhibited significant weaknesses on almost all neurocognitive measures compared with TDC. Large effect sizes were observed for naming speed and phonological awareness. The comorbid group showed deficits consistent with both DD and ADHD without additional impairments. Results from binary logistic regression and receiver-operating characteristic (ROC) curve analyses suggested that some neurocognitive measures revealed an adequate sensitivity for the clinical diagnosis of both neurodevelopmental disorders. Specifically, naming speed and phonological awareness were the strongest predictors to correctly discriminate both disorders. CONCLUSIONS: Taken together, the results lend support to the multiple cognitive deficit hypothesis showing a considerable overlap of neurocognitive deficits between both disorders.
INTRODUCTION: This study aimed to investigate the neurocognitive functioning of children with developmental dyslexia (DD) and attention-deficit/hyperactivity disorder (ADHD). METHOD: Four groups of children between the ages of 8 and 10 years participated in the study: typically developing children (TDC; N = 34), children with DD-only (N = 32), children with ADHD-only (N = 32), and children with DD+ADHD (N = 18). RESULTS:Children with DD and ADHD exhibited significant weaknesses on almost all neurocognitive measures compared with TDC. Large effect sizes were observed for naming speed and phonological awareness. The comorbid group showed deficits consistent with both DD and ADHD without additional impairments. Results from binary logistic regression and receiver-operating characteristic (ROC) curve analyses suggested that some neurocognitive measures revealed an adequate sensitivity for the clinical diagnosis of both neurodevelopmental disorders. Specifically, naming speed and phonological awareness were the strongest predictors to correctly discriminate both disorders. CONCLUSIONS: Taken together, the results lend support to the multiple cognitive deficit hypothesis showing a considerable overlap of neurocognitive deficits between both disorders.
Authors: Quintino R Mano; Kristen E Jastrowski Mano; Julia M Guerin; Robert C Gibler; Stephen P Becker; Carolyn A Denton; Jeffery N Epstein; Leanne Tamm Journal: Appl Neuropsychol Child Date: 2018-06-25 Impact factor: 1.493
Authors: Robert L Hendren; Stephanie L Haft; Jessica M Black; Nancy Cushen White; Fumiko Hoeft Journal: Front Psychiatry Date: 2018-03-27 Impact factor: 4.157
Authors: Marie-Ève Marchand-Krynski; Olivier Morin-Moncet; Anne-Marie Bélanger; Miriam H Beauchamp; Gabriel Leonard Journal: PLoS One Date: 2017-05-19 Impact factor: 3.240