scholarly journals Developmental dyslexia: clinical aspects

2010 ◽  
Vol 16 (5) ◽  
pp. 380-387 ◽  
Author(s):  
M. S. Thambirajah
Keyword(s):  
Developmental Dyslexia ◽  
Developmental Disorders ◽  
Reading Interventions ◽  
Clinical Aspects ◽  
Learning To Read ◽  
Hyperactivity Disorder ◽  
Educational Professionals ◽  
English Speaking ◽  
High Degree ◽  
High Comorbidity

SummaryDevelopmental dyslexia (reading disability) is a specific impairment in learning to read that affects 3–6% of school children in English-speaking countries. It is overrepresented in clinical populations referred to child and adolescent mental health services because of its high comorbidity with conduct disorder, attention-deficit hyperactivity disorder and other developmental disorders. Clinicians may fail to identify it unless they maintain a high degree of awareness and make specific inquiries. A three-stage approach (routine screening, in-depth examination and referral for further testing) is described. The features of dyslexia and the clues to its diagnosis are discussed. A number of simple tests for identifying it are available and familiarity with these should improve diagnostic accuracy. In addition to treating psychiatric comorbidity, the clinician can help the child by working with educational professionals to ensure that educational needs are met. Evidence-based early interventions are available. Later reading interventions improve reading but rarely bring about normalisation.

scholarly journals To Be Or Not To Be? What Makes a Child Dyslexic: An Overview on Risk Factors and Correlated Clinical Aspects

2020 ◽  
pp. 1-11
Author(s):  
Claudio Rosa ◽  
Carlo Aleci
Keyword(s):  
Risk Factors ◽  
Early Diagnosis ◽  
Reading Disability ◽  
Developmental Dyslexia ◽  
Environmental Variables ◽  
Developmental Disorders ◽  
Genetic Basis ◽  
Environmental Influence ◽  
Phenotypic Expression ◽  
Clinical Aspects

Developmental dyslexia, one of the most common neuro-developmental disorders, is frequently under-diagnosed or diagnosed late. Despite there is consensus on the neurobiological and genetic basis and on the environmental influence, the multi-faceted aspects of dyslexia and the complexity of its phenotypic expression hinder the identification of the risk factors. Indeed, determining risk factors and understanding how they predispose to the reading disability is important for an early diagnosis and a satisfactory rehabilitative outcome. The aim of this paper is therefore to provide an overview on the genetic, biochemical, anatomical and environmental variables involved in the pathogenesis of developmental dyslexia, and on the visual-perceptual aspects that characterize children who struggle to read.

Quality Assessment of Treatment of Children and Adolescents with Developmental Disorders – A Feasibility Study Using the Example of Attention Deficit Hyperactivity Disorder

2017 ◽  
Vol 79 (10) ◽  
pp. e78-e84 ◽  
Author(s):  
Marta Ulusoy ◽  
Peter Borusiak ◽  
Karin Hameister ◽  
Max Geraedts
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Quality Indicators ◽  
Attention Deficit ◽  
Developmental Disorders ◽  
Treatment Quality ◽  
Tertiary Referral ◽  
Hyperactivity Disorder ◽  
Adhd Treatment ◽  
High Degree

AbstractThe question of a possible presence of attention deficit/hyperactivity disorder (ADHD) is raised with increasing frequency in pediatric practice. There are guidelines and expert recommendations for diagnostic approaches. But there are no instruments available to evaluate the structural, process and outcome quality. In this pilot study, a set of quality indicators on the treatment quality of ADHD was analyzed in terms of their feasibility in tertiary referral centers.A set of 39 quality indicators (QI) on ADHD developed in advance in a multistage procedure was assessed at 9 tertiary referral centers, with a focus on process verifiability and feasibility. QI values were calculated as ratios for individual centers as well as across centers, followed by an explorative analysis to assess feasibility under due consideration of possible influencing factors.QI assessment is possible but highly complex and expensive in practice. Calculated QI values showed a high degree of heterogeneity between facilities as well as between institutions, which was mainly due to a lack of standardization in the documentation of required data.Basically, it is possible to assess the quality of ADHD treatment via QIs. The approach described here in assessing QIs may be also applied to other types of developmental disorders.

scholarly journals Neuro-cognitive Underpinning of Co-morbidity between Developmental Dyslexia and Attention-Deficit Hyperactivity Disorder (ADHD)

2018 ◽  
Vol 24 (1) ◽  
pp. 134-148
Author(s):  
Larysa Zasiekina
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Developmental Dyslexia ◽  
Attention Deficit ◽  
Developmental Disorders ◽  
Causal Explanation ◽  
Causal Mechanism ◽  
Hyperactivity Disorder ◽  
Co Morbidity ◽  
Dorsolateral Cortex ◽  
Secondary Consequence

Developmental Dyslexia is a specific reading and writing disability despite of normal intelligence, educational instruction and socio-cultural opportunity. Attention-deficit hyperactivity disorder (ADHD) is a condition that affects millions of children and often persists into adulthood. ADHD can include a combination of problems, such as difficulty sustaining attention, hyperactivity and impulsive behaviour. The frequent co-morbidity of dyslexia and ADHD posed the question of the issue whether common causal mechanism can be identified. There are several causal explanation of the co-morbidity between dyslexia and ADHD. Firstly, the symptoms of ADHD associated with dyslexia are a secondary consequence of reading problems (‘phenocopy’ hypothesis). However, the finding could not substantiate in later studies. Therefore, the first aim the present research is to identify the frequency and nature of co-morbidity between dyslexics and ADHD children. Developmental Dyslexia and ADHD are some of the most complex developmental disorders that affect children population. These are some of the conditions which affect the ability of the children to benefit from education and engage with surroundings in a meaningful manner. These conditions may occur in isolation, but many times they overlap. These overlapping conditions are termed as co-morbidity, and this may reflect the greater difficulties experienced by the children with a combination of deficits. However, the underlying reasons for these and the subsequent behavioural deficits are not well understood. Thus, the second major goal of the article is to investigate neuro-cognitive underpinning of dyslexia and ADHD. Neuro-cognitive basis presented by prefrontal dorsolateral cortex dysfunction was revealed and executive functions presented by problems in phonological working memory, initiating the activity and multitasking were established.

Disorders of Development

2010 ◽  
pp. 551-574
Author(s):  
V. Mark Durand
Keyword(s):  
Pervasive Developmental Disorders ◽  
Developmental Disorders ◽  
Early Adulthood ◽  
Learning Disorders ◽  
Future Research ◽  
Hyperactivity Disorder ◽  
Asperger Disorder ◽  
Oppositional Defiant ◽  
Assessment And Treatment ◽  
Clinically Significant

Disorders of development include a range of problems first evidenced in childhood. Although most disorders have their origins in childhood, a few fully express themselves before early adulthood. This chapter describes the nature, assessment, and treatment of the more common disorders that are revealed in a clinically significant way during a child’s developing years. The disorders of development affect a range of functioning, from single skills deficits to more pervasive problems that negatively impact a child’s ability to function. Included is coverage of several disorders usually diagnosed first in infancy, childhood, or adolescence, including attention-deficit hyperactivity disorder, oppositional defiant disorder, conduct disorder, learning disorders, communication and related disorders, pervasive developmental disorders (including autistic disorder and Asperger disorder), and intellectual disabilities. Recommendations for future research on the potential for advancing knowledge regarding spectrums within some of these disorders, as well as recommendations for treatment, are outlined.

Age-Related Considerations in the Treatment of ADHD

CNS Spectrums ◽  
2007 ◽  
Vol 12 (S23) ◽  
pp. 10-13 ◽  
Author(s):  
Jeffrey H. Newcorn
Keyword(s):  
Time Management ◽  
Task Completion ◽  
Occupational Performance ◽  
Social Situations ◽  
Attentional Function ◽  
Hyperactivity Disorder ◽  
Age Related ◽  
Adolescents And Adults ◽  
Core Symptoms ◽  
High Degree

Although the symptoms of attention-deficit/hyperactivity disorder (ADHD) can be found in many “normal” people, these symptoms are present to a greater extent in those affected by the disorder. In these patients, ADHD symptoms cause substantial functional impairment. Therefore, the goal of treatment is not simply to reduce core symptoms, but also to decrease the level of impairment caused by these symptoms.Common impairments in adolescents and adults include academic and occupational problems that are particularly evident in the context of tasks requiring a high degree of organization or attentional function. These impairments result in problems related to task completion, prioritizing work and other obligations, and time management, etc. These symptoms often impact successful completion of tasks in school or at work, and can also result in a variety of problems in initiating and managing relationships (Slide 1).Mood and anxiety disorders often co-occur with ADHD in adults. The accumulation of experiences related to impaired academic and/or occupational performance, and or persistent relationship problems, due to the symptoms of ADHD, can lead to either depressed mood or anxiety related to performance and/or social situations. Therefore, in treating adults with ADHD, reduction of those co-occurring symptom presentations is also an important goal.

The relationship between treatment integrity and acceptability of reading interventions for children with Attention-Deficit/Hyperactivity Disorder

2009 ◽  
Vol 46 (10) ◽  
pp. 919-931 ◽  
Author(s):  
Jennifer A. Mautone ◽  
George J. DuPaul ◽  
Asha K. Jitendra ◽  
Katy E. Tresco ◽  
Rosemary Vile Junod ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Treatment Integrity ◽  
Reading Interventions ◽  
Hyperactivity Disorder ◽  
The Relationship

scholarly journals COGNITIVE APPROACH TO LEXICAL VARIATION IN OVERSEAS ENGLISHES

10.23856/2903 ◽  
2018 ◽  
Vol 29 (4) ◽  
pp. 135-143
Author(s):  
Tetyana Kozlova ◽  
Leszek Bednarczuk
Keyword(s):  
Cognitive Approach ◽  
Cognitive Perspective ◽  
International Variation ◽  
Lexical Variation ◽  
Language Structure ◽  
Lexical Change ◽  
The World ◽  
External Sources ◽  
English Speaking ◽  
High Degree

Modern English includes a range of standard and nonstandard varieties that are spoken around the world and differ at all levels of language structure. The purpose of this article is to overview international variation of English lexis, discover similarities intersecting this diversity, find out about productive patterns of lexical change and interpret them from a cognitive perspective. The paper demonstrates the importance of internal and external sources of borrowing, considers the ways of coining new vocabulary, gives attention to efficient strategies employed to name colonial settings and to distinguish newly forming identities from British and other English-speaking communities. Varying experience of adjustment to overseas environments stimulated a high degree of lexical change and heteronymy. Although in different regions English emerged from unique colonial contexts, speakers’ precolonial experience, knowledge and intuitions about the world played a significant role in the processes of categorization and conceptualization, and hence naming. It is argued that it is possible to discern common cognitive ground for such diversity in lexis.

Planum temporale asymmetry and ear advantage in dichotic listening in developmental dyslexia and Attention-Deficit/Hyperactivity Disorder (ADHD)

2002 ◽  
Vol 8 (1) ◽  
pp. 22-36 ◽  
Author(s):  
LORI M. FOSTER ◽  
GEORGE W. HYND ◽  
ALLISON E. MORGAN ◽  
KENNETH HUGDAHL
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Normal Control ◽  
Developmental Dyslexia ◽  
Attention Deficit ◽  
Dichotic Listening ◽  
Planum Temporale ◽  
Hyperactivity Disorder ◽  
Ear Advantage ◽  
Right Ear Advantage ◽  
Auditory Association Cortex

The planum temporale is clearly involved in language processing, for it serves as the auditory association cortex. Research has consistently demonstrated that 60 to 70% of the population has leftward asymmetry of the planum temporale. Research has also suggested that dyslexic individuals tend to have either rightward asymmetry or symmetrical plana. Moreover, many studies have found a relationship between the presence of dyslexia and/or language impairment and deficits in the normal right ear advantage found in dichotic listening paradigms. In this context, this study examined the relationship between planum temporale asymmetry and ear preference in dichotic listening performance in children with Developmental Dyslexia and Attention-Deficit/Hyperactivity Disorder (ADHD). Subjects included 19 children with dyslexia (10 of whom had a comorbid diagnosis of ADHD), 23 children with ADHD, and 12 diagnosed normal control children. Dichotic listening data were not collected for 8 of the 12 normal control children and for 3 of the 23 ADHD children. Results revealed no significant difference between ADHD and dyslexic subjects in regard to ear advantage on the free recall dichotic listening task. In addition, although the directed dichotic listening tasks were not related to degree of planum asymmetry, as predicted, results indicated that subjects who consistently displayed an atypical left ear advantage tended to have larger right bank lengths than those who consistently displayed a typical right ear advantage. These findings support the notion that some individuals with dyslexia or language deficits tend to have a larger right planum temporale and that performance on dichotic listening tasks may reflect this relatively unusual pattern. (JINS, 2002, 8, 22–36.)

Screening for Attention-Deficit/Hyperactivity Disorder and Comorbidities in a Diverse, Urban Primary Care Setting

2018 ◽  
Vol 57 (12) ◽  
pp. 1442-1452 ◽  
Author(s):  
Andrea E. Spencer ◽  
Natalie Plasencia ◽  
Ying Sun ◽  
Cara Lucke ◽  
Haregnesh Haile ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Child Behavior Checklist ◽  
Roc Curves ◽  
Parent Report ◽  
Attention Problems ◽  
Hyperactivity Disorder ◽  
Pediatric Symptom Checklist ◽  
Diagnostic Interviews ◽  
English Speaking

We tested the accuracy of 2 parent-report tools, the Pediatric Symptom Checklist (PSC-35) and Child Behavior Checklist (CBCL), to identify attention-deficit/hyperactivity disorder (ADHD) and distinguish complex (highly comorbid) cases in an urban, largely Latino pediatric practice. Spanish- and English-speaking parents of children aged 6 to 10 years completed a PSC-35 and CBCL at well visits. Those with CBCL Attention Problems Subscale (CBCL-APS) T scores ≥60 plus controls completed the diagnostic MINI-KID (Miniature International Neuropsychiatric Interview) for Children. Receiver operating characteristic (ROC) curves quantified accuracy of both scales to distinguish ADHD from non-ADHD, and complex from simple ADHD. Two hundred and nine children were screened, and 41 completed diagnostic interviews. Both the CBCL-APS and PSC Attention Scale (PSC-AS) accurately identified ADHD; the CBCL-APS performed best (AUROCCBCL_APS = 0.837; AUROCPSC_AS = 0.728). The PSC Total and Internalizing Scores and the number of CBCL subscale elevations accurately distinguished complex from simple ADHD; the PSC Internalizing Score performed best (AUROCPSC_TOTAL = 0.700; AUROCPSC_INT = 0.817; AUROCCBCL_SUBS = 0.762).

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