Intellectual Profiles in Children With ADHD and Comorbid Learning and Motor Disorders

2015 ◽  
Vol 24 (9) ◽  
pp. 1227-1236 ◽  
Author(s):  
Elyse M. Parke ◽  
Nicholas S. Thaler ◽  
Lewis M. Etcoff ◽  
Daniel N. Allen
Keyword(s):  
Neurodevelopmental Disorders ◽  
Developmental Coordination Disorder ◽  
Learning Disorders ◽  
Written Expression ◽  
Reading Disorder ◽  
Intelligence Scale ◽  
Children With Adhd ◽  
Perceptual Reasoning ◽  
Coordination Disorder ◽  
Intellectual Profiles

Objective: Neurodevelopmental disorders, including Reading Disorder, Disorder of Written Expression, and Developmental Coordination Disorder, often co-occur with ADHD. Although research has identified increased functional impairment in the presence of these comorbid diagnoses, few direct comparisons of intellectual profiles have been conducted. Thus, the present study examined Wechsler Intelligence Scale for Children–Fourth Edition (WISC-IV) profiles of children with ADHD alone and with comorbid neurodevelopmental disorders. Method: Participants included 296 children with ADHD, ADHD with Developmental Coordination Disorder, and ADHD with Reading Disorder and/or Disorder of Written Expression. Results: Comparisons of these groups suggests children with ADHD and language-based Learning Disorders have poorer working memory than children with only ADHD. Furthermore, children with ADHD and Developmental Coordination Disorder perform relatively better on verbal compared with perceptual reasoning indexes. Conclusion: These intellectual profiles may have utility in identifying cognitive weaknesses inherent to these disorders and may be used to guide treatment intervention.

scholarly journals Motor Abnormalities in Attention-Deficit/Hyperactivity Disorder and Autism Spectrum Disorder Are Associated With Regional Grey Matter Volumes

2021 ◽  
Vol 12 ◽  
Author(s):  
Ariadna Albajara Sáenz ◽  
Thomas Villemonteix ◽  
Peter Van Schuerbeek ◽  
Simon Baijot ◽  
Mathilde Septier ◽  
...  
Keyword(s):  
Developmental Coordination Disorder ◽  
Autism Spectrum ◽  
Motor Impairments ◽  
Children With Adhd ◽  
Motor Abilities ◽  
Hyperactivity Disorder ◽  
Children With Asd ◽  
Central Gyrus ◽  
The Right ◽  
Coordination Disorder

Attention-Deficit/Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD) are associated with motor impairments, with some children holding a comorbid diagnosis of Developmental Coordination Disorder (DCD). However, DCD is underdiagnosed in these populations and the volume abnormalities that contribute to explaining these motor impairments are poorly understood. In this study, motor abilities as measured by the Developmental Coordination Disorder Questionnaire (DCDQ) were compared between children with ADHD, children with ASD and typically developing (TD) children, aged 8–12 years old. Additionally, the association between the DCDQ scores (general coordination, fine motor/handwriting, control during movement, total) and regional volume abnormalities were explored in 6 regions of interest (pre-central gyrus, post-central gyrus, inferior parietal cortex, superior frontal gyrus, middle frontal gyrus, medial frontal gyrus), within each group and across all participants. Children with ASD and children with ADHD showed impaired motor abilities in all the DCDQ-derived scores compared to TD children. Additionally, most children with ASD or ADHD had an indication or suspicion of DCD. Within the ASD group, coordination abilities were associated with the volume of the right medial frontal gyrus, and within the ADHD group, the total DCDQ score was associated with the volume of the right superior frontal gyrus. This study underlines the importance of routinely checking motor abilities in populations with ASD or ADHD in clinical practise and contributes to the understanding of structural abnormalities subtending motor impairments in these disorders.

Attention-Deficit/Hyperactivity Disorder: A Review of Research on Movement Skill Performance and Physical Fitness

2003 ◽  
Vol 20 (1) ◽  
pp. 1-25 ◽  
Author(s):  
William J. Harvey ◽  
Greg Reid
Keyword(s):  
At Risk ◽  
Attention Deficit Hyperactivity Disorder ◽  
Physical Fitness ◽  
Attention Deficit ◽  
Developmental Coordination Disorder ◽  
Empirical Studies ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Movement Performance ◽  
Coordination Disorder

The purpose of this study was to present a comprehensive review of research on the movement performance and physical fitness of children with attention-deficit/hyperactivity disorder (ADHD) and offer research recommendations. Movement behaviors of children with ADHD were described on the basis of 49 empirical studies published between 1949 and 2002. Major results indicated that (a) children with ADHD are at risk for movement skill difficulties, (b) children with ADHD are at risk for poor levels of physical fitness, (c) comorbidity may exist between ADHD and developmental coordination disorder (DCD), and (d) few interventions have focused on movement performance and physical fitness of children with ADHD. Numerous reference citations for seminal review articles on ADHD are provided so that potential researchers or program planners might enter the vast ADHD literature with some ease.

scholarly journals Caregivers’ Burden of School-Aged Children with Neurodevelopmental Disorders: Implications for Family-Centred Care

2021 ◽  
Vol 11 (7) ◽  
pp. 875
Author(s):  
Giulia Purpura ◽  
Luca Tagliabue ◽  
Stefania Petri ◽  
Francesco Cerroni ◽  
Andrea Mazzarini ◽  
...  
Keyword(s):  
Caregiver Burden ◽  
Neurodevelopmental Disorders ◽  
Developmental Coordination Disorder ◽  
Neurodevelopmental Disorder ◽  
Psychosocial Problems ◽  
Autism Spectrum ◽  
School Aged Children ◽  
Hyperactivity Disorder ◽  
Burden Scale ◽  
Coordination Disorder

Caregivers of children with neurodevelopmental disorders play a central role during the rehabilitation and education processes, but they have an increasing risk of psychosocial problems even if the literature is not so agreed upon the specific and predisposing factors to that. The aim of this study was to examine possibly differences of burden levels in an Italian sample of principal caregivers of children with different kinds of neurodevelopmental disorders and to investigate the possible links between some clinical and sociodemographic variables and the levels of caregiver’s burden. 105 caregivers of school-aged children with neurodevelopmental disorders were included in the study and completed three online questionnaires (General Questionnaire, Caregiver Burden Inventory, Zarit Caregiver Burden Scale). Results highlighted that about the half of caregivers show from moderate to high levels of stress, but parents of children with Autism Spectrum Disorder and Intellectual Disability show greater difficulties than parents of children with Attention-Deficit Hyperactivity Disorder, Language and/or Learning Disorder, and Developmental Coordination Disorder. Moreover, it was evident a negative correlation between the burden levels and the age of children, but also a direct correlation between the burden levels and the weekly hours of rehabilitation. These findings show that severity of caregiver’s burden is dependent by the type of neurodevelopmental disorder and suggest that an ecological and family-centred approach is necessary to guarantee the life health developmental course of these children.

Developmental coordination disorder

2018 ◽  
Author(s):  
Christopher Gillberg ◽  
Elisabeth Fernell ◽  
I. Carina Gillberg ◽  
Björn Kadesjö
Keyword(s):  
Motor Control ◽  
Early Diagnosis ◽  
Neurodevelopmental Disorders ◽  
Developmental Coordination Disorder ◽  
Strong Association ◽  
Motor Impairment ◽  
Control Problems ◽  
Evidence Based ◽  
Movement Assessment ◽  
Coordination Disorder

ADHD is often comorbid with other psychiatric/neurodevelopmental disorders, and is associated with developmental coordination disorder (DCD) in about half of all cases. Therefore, clinicians who are working with patients with ADHD need to be aware of the very strong association with motor impairment and should be able to diagnose motor control problems. There are evidence-based interventions for DCD, which makes it important for clinicians to be able to provide adequate assessment and early diagnosis. Several well-researched screening instruments are available, in particular the test of motor impairment, the movement assessment battery for children, and the screening devices designed by a Swedish group.

scholarly journals Functional connectivity based brain signatures of behavioral regulation in children with ADHD, DCD, and ADHD-DCD

2021 ◽  
pp. 1-10
Author(s):  
Christiane S. Rohr ◽  
Signe L. Bray ◽  
Deborah M. Dewey
Keyword(s):  
Functional Connectivity ◽  
Developmental Coordination Disorder ◽  
Resting State Fmri ◽  
Typically Developing ◽  
Behavioral Regulation ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Behavior Rating Inventory ◽  
Reward Pathways ◽  
Coordination Disorder

Abstract Behavioral regulation problems have been associated with daily-life and mental health challenges in children with neurodevelopmental conditions such as attention-deficit/hyperactivity disorder (ADHD) and developmental coordination disorder (DCD). Here, we investigated transdiagnostic brain signatures associated with behavioral regulation. Resting-state fMRI data were collected from 115 children (31 typically developing (TD), 35 ADHD, 21 DCD, 28 ADHD-DCD) aged 7–17 years. Behavioral regulation was measured using the Behavior Rating Inventory of Executive Function and was found to differ between children with ADHD (i.e., children with ADHD and ADHD-DCD) and without ADHD (i.e., TD children and children with DCD). Functional connectivity (FC) maps were computed for 10 regions of interest and FC maps were tested for correlations with behavioral regulation scores. Across the entire sample, greater behavioral regulation problems were associated with stronger negative FC within prefrontal pathways and visual reward pathways, as well as with weaker positive FC in frontostriatal reward pathways. These findings significantly increase our knowledge on FC in children with and without ADHD and highlight the potential of FC as brain-based signatures of behavioral regulation across children with differing neurodevelopmental conditions.

scholarly journals Psychiatric telephone interview with parents for screening of childhood autism – tics, attention-deficit hyperactivity disorder and other comorbidities (A-TAC)

2005 ◽  
Vol 187 (3) ◽  
pp. 262-267 ◽  
Author(s):  
Sara Lina Hansson ◽  
Annika Svanströmröjvall ◽  
Maria Rastam ◽  
Carina Gillberg ◽  
Christopher Gillberg ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Autistic Spectrum Disorder ◽  
Telephone Interview ◽  
Developmental Coordination Disorder ◽  
Learning Disorders ◽  
Autistic Spectrum ◽  
Hyperactivity Disorder ◽  
Clinical Diagnoses ◽  
Test Retest Reliability ◽  
Coordination Disorder

BackgroundReliable, valid and easily administered screening instruments would greatly facilitate large-scale neuropsychiatric research.AimsTo test a parent telephone interview focused on autism-tics, attention-deficit hyperactivity disorder (ADHD) and other comorbidities (A-TAC).MethodParents of 84 children in contact with a child neuropsychiatric clinic and 27 control children were interviewed. Validity and interrater and test–retest reliability were assessed.ResultsInterrater and test–retest reliability were very good. Areas under receiver operating characteristics curves between interview scores and clinical diagnoses were around 0. 90 for ADHD and autistic spectrum disorders, and above 0. 70 for tics, learning disorders and developmental coordination disorder. Using optimal cut-off scores for autistic spectrum disorder and ADHD, good to excellent kappa levels for interviews and clinical diagnoses were noted.ConclusionsThe A–TAC appears to be a reliable and valid instrument for identifying autistic spectrum disorder, ADHD, tics, learning disorders and developmental coordination disorder.

scholarly journals Specific Cues Can Improve Procedural Learning and Retention in Developmental Coordination Disorder and/or Developmental Dyslexia

2021 ◽  
Vol 15 ◽  
Author(s):  
M. Blais ◽  
M. Jucla ◽  
S. Maziero ◽  
J. -M. Albaret ◽  
Y. Chaix ◽  
...  
Keyword(s):  
Developmental Dyslexia ◽  
Neurodevelopmental Disorders ◽  
Developmental Coordination Disorder ◽  
Reaction Times ◽  
Reaction Time Task ◽  
Procedural Learning ◽  
Global Learning ◽  
Neuropsychological Functions ◽  
Coordination Disorder ◽  
Three Phases

The present study investigates procedural learning of motor sequences in children with developmental coordination disorder (DCD) and/or developmental dyslexia (DD), typically-developing children (TD) and healthy adults with a special emphasis on (1) the role of the nature of stimuli and (2) the neuropsychological functions associated to final performance of the sequence. Seventy children and ten adults participated in this study and were separated in five experimental groups: TD, DCD, DD, and DCD + DD children and adults. Procedural learning was assessed with a serial reaction time task (SRTT) that required to tap on a specific key as accurately and quickly as possible when stimuli appeared on the screen. Three types of stimuli were proposed as cues: the classical version of the SRTT with 4 squares aligned horizontally on the screen, giving visuospatial cues (VS cues), and two modified versions, with 4 letters aligned horizontally on the screen (VS + L cues) and letters at the center of the screen (L cues). Reaction times (RT) during the repeated and random blocks allowed assessing three phases of learning: global learning, specific learning and retention of the sequence. Learning was considered as completed when RT evolved significantly in the three phases. Neuropsychological assessment involved, among other functions, memory and attentional functions. Our main result was that learning and retention were not influenced by the available cues in adults whereas learning improved with specific cues in children with or without neurodevelopmental disorders. More precisely, learning was not completed with L cues in children with neurodevelopmental disorders. For children with DD, learning was completed with the VS and VS + L cues whereas for children with DCD (with or without DD), learning was completed with combined VS + L cues. Comorbidity between DD and DCD had no more impact on procedural learning than DCD alone. These results suggest that learning depends on the nature of cues available during practice and that cues allowing learning and retention depend on the type of disorder. Moreover, selective attention was correlated with RT during retention, suggesting that this neuropsychological function is important for procedural learning whatever the available cues.

scholarly journals Visual Attention Processes and Oculomotor Control in Autism Spectrum Disorder: A Brief Review and Future Directions

2017 ◽  
Vol 16 (1) ◽  
pp. 77-93 ◽  
Author(s):  
Stéphanie Bellocchi ◽  
Vincent Henry ◽  
Amaria Baghdadli
Keyword(s):  
Autism Spectrum Disorder ◽  
Visual Attention ◽  
Neurodevelopmental Disorders ◽  
Developmental Coordination Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Oculomotor Control ◽  
Diagnostic And Statistical Manual ◽  
Patterns Of Behavior ◽  
Coordination Disorder

Autism spectrum disorder (ASD) is defined as persistent deficits in social communication and social interaction, and restricted, repetitive patterns of behavior, interests or activities Diagnostic and Statistical Manual of Mental Disorders (5th ed., DSM-5; American Psychiatric Association, 2013). However, individuals with ASD show clearly atypical visual patterns. So far, indications of abnormal visual attention and oculomotor control concerning stimuli independent of social function in ASD have been found. The same findings have been shown in individuals suffering of other neurodevelopmental disorders (e.g., developmental coordination disorder and developmental dyslexia [DD]). Furthermore, visual attention processes and oculomotor control are supposed to be subserved by the magnocellular visual system, which has been found, in turn, to be dysfunctional in ASD and other neurodevelopmental disabilities (i.e., DD). The purpose of this article is to briefly review the link between oculomotor control and visual attention processes and ASD, and to discuss the specificity and overlap of eye movement findings between ASD and other neurodevelopmental disorders.

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