Intragroup differences and similarities in performance on rapid automatized naming tasks in children with ADHD symptoms, children with reading disabilities, and controls

Koltermann, Gabriella; Becker, Natália; Wauke, Ana Paula Toome; Oliveira, Cristiano Pereira de; Gomides, Mariuche Rodrigues de Almeida; Paiva, Giulia Moreira; Haase, Vítor Geraldi; Salles, Jerusa Fumagalli de

doi:10.1590/2237-6089-2019-0014

Cited by 3 publications

(1 citation statement)

References 21 publications

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“…Nevertheless, studies found that ADHD-PI and ADHD-C subtypes performed similarly on tasks that measured perceptual or cognitive PS (Goth-Owens et al, 2011;Kibby et al, 2019;Shanahan et al, 2006). Moreover, inattention (both ADHD-PI and ADHD-C subtypes had it as the primary symptom) but not hyperactivity/impulsivity symptoms (only the ADHD-C subtype had it as the primary symptom) significantly predicted reading fluency in children with ADHD (Koltermann et al, 2020). It appears that similar results in the relationship between cognitive PS and MF would be obtained in these two ADHD subtypes.…”

Section: Discussionmentioning

confidence: 98%

Processing Speed Deficit and Its Relationship with Math Fluency in Children with Attention-Deficit/Hyperactivity Disorder

Lee

2023

J Atten Disord

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Objectives: (1) To determine the processing speed (PS) deficit in children with ADHD; and (2) To investigate if PS deficit was the primary cause of daily dysfunction in ADHD by testing the direct and indirect effects via working memory (WM) of PS on math fluency (MF). Method: Seventy-eight children (52 children with ADHD and 26 controls) were tested on their motor, perceptual, cognitive, and verbal PS, WM, and MF. Results: Children with ADHD performed worse than controls on all PS, suggesting a general PS deficit. Moreover, cognitive PS was a significant predictor for MF. Mediation analysis showed that cognitive PS had direct and indirect effects via WM on MF, suggesting PS deficit might be the primary cause of MF difficulties in ADHD. Conclusion: Findings of this study suggested a general PS deficit in ADHD. Due to the importance of PS in MF, interventions for MF underachievers should include assessment and training of PS.

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Section: Discussionmentioning

confidence: 98%

Processing Speed Deficit and Its Relationship with Math Fluency in Children with Attention-Deficit/Hyperactivity Disorder

Lee

2023

J Atten Disord

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Relationships between processing speed and math fluency in children with ADHD: The mediating role of working memory

Lee

2022

Preprint

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ADHD is associated with processing speed (PS) deficits and mathematic difficulties. However, the relationships between PS and mathematics in children with ADHD were understudied. The current study investigated the contributions of PS to math fluency (MF) and tested the mediating role of working memory (WM) in the relationships between PS and MF in children with ADHD. Seventy-eight third to fifth graders (ADHD children, n = 52; Typically developing children, n = 26) were tested on their PS (perceptual, graphomotor-cognitive, and phonological), MF, and WM using standardized measures. Hierarchical regression analyses showed that only graphomotor-cognitive PS significantly predicted MF in children with ADHD. Besides, mediation analyses revealed that graphomotor-cognitive PS had both direct and indirect effects via WM on MF. Although such results suggested that slow PS contributed to impaired WM, the current study is unable to determine the directionality of effects due to the nature of research design.

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Neurocognitive and cerebellar function in ADHD, autism and spinocerebellar ataxia

Cundari,

Vestberg,

Gustafsson

et al. 2023

Front. Syst. Neurosci.

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The cerebellum plays a major role in balance, motor control and sensorimotor integration, but also in cognition, language, and emotional regulation. Several neuropsychiatric disorders such as attention deficit-hyperactivity disorder (ADHD), autism spectrum disorder (ASD), as well as neurological diseases such as spinocerebellar ataxia type 3 (SCA3) are associated with differences in cerebellar function. Morphological abnormalities in different cerebellar subregions produce distinct behavioral symptoms related to the functional disruption of specific cerebro-cerebellar circuits. The specific contribution of the cerebellum to typical development may therefore involve the optimization of the structure and function of cerebro-cerebellar circuits underlying skill acquisition in multiple domains. Here, we review cerebellar structural and functional differences between healthy and patients with ADHD, ASD, and SCA3, and explore how disruption of cerebellar networks affects the neurocognitive functions in these conditions. We discuss how cerebellar computations contribute to performance on cognitive and motor tasks and how cerebellar signals are interfaced with signals from other brain regions during normal and dysfunctional behavior. We conclude that the cerebellum plays a role in many cognitive functions. Still, more clinical studies with the support of neuroimaging are needed to clarify the cerebellum’s role in normal and dysfunctional behavior and cognitive functioning.

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Intragroup differences and similarities in performance on rapid automatized naming tasks in children with ADHD symptoms, children with reading disabilities, and controls

Cited by 3 publications

References 21 publications

Processing Speed Deficit and Its Relationship with Math Fluency in Children with Attention-Deficit/Hyperactivity Disorder

Processing Speed Deficit and Its Relationship with Math Fluency in Children with Attention-Deficit/Hyperactivity Disorder

Relationships between processing speed and math fluency in children with ADHD: The mediating role of working memory

Neurocognitive and cerebellar function in ADHD, autism and spinocerebellar ataxia

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