An Epidemiological-Cohort Study of DAS Processing Speed Factor: How Well Does it Identify Concurrent Achievement and Behavior Problems?

Oh, Hyeon-Joo; Glutting, Joseph J.; McDermott, Paul A.

doi:10.1177/073428299901700406

Cited by 10 publications

(7 citation statements)

References 31 publications

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“…This reasoning applies also to the observation that information processing speed is indeed a viable marker for LD. Notwithstanding empirical research demonstrating that processing speed, in its continuous variable form, offers relatively trivial information in the shadow of more general cognitive ability (Oakland, Broom, & Glutting, 2000;Oh, Glutting, & McDermott, 1999;Riccio, Cohen, Hall, & Ross, 1997), one may conclude from the alternative perspective taken here that problems with information processing speed substantially increment risk for all types of low achievement, even after controlling for the alternative contributions of general cognitive ability and its subdomains (see Note 3). Processing speed problems play a much less prominent role with ability-achievement discrepancies, manifesting a risk only in the area of spelling.…”

Section: Discussionmentioning

confidence: 76%

A Nationwide Epidemiologic Modeling Study of LD

McDermott

Goldberg²,

Watkins

et al. 2006

J Learn Disabil

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Through multiple logistic regression modeling, this article explores the relative importance of risk and protective factors associated with learning disabilities (LD). A representative national sample of 6- to 17-year-old students (N = 1,268) was drawn by random stratification and classified by the presence versus absence of LD in reading, spelling, and mathematics according to ability-achievement discrepancies or low achievement levels. The dichotomous classifications were regressed on sets of explanatory variables indicating potential biological, social-environmental, and cognitive factors, problem behavior, and classroom learning behavior. Modeling revealed patterns of high risk for male students and students evincing verbal and nonverbal ability problems and processing speed problems. It was shown that, absent controls for cognitive abilities (such as provided by the ability-achievement discrepancy definition), definitions keyed to low achievement will substantially overidentify ethnic minority and disadvantaged students and will be confounded by significantly higher proportions of students who display oppositional and aggressive behavior problems. Alternatively, good learning behaviors uniformly provide substantial reduction in the risk for LD.

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Section: Discussionmentioning

confidence: 76%

A Nationwide Epidemiologic Modeling Study of LD

McDermott

Goldberg²,

Watkins

et al. 2006

J Learn Disabil

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“…Some authors maintain that composite or factor scores are reliable and meaningful and can be used in profile analysis with corroborating evidence (Donders, 1996;Glutting, McDermott, Prifitera, & McGrath, 1994;McDermott, Fantuzzo, & Glutting, 1990;Oh, Glutting, & McDermott, 1999). Others contend that profile analysis at retained most of the subtests and indexes that are critical to the unique WISC-III profiles for children with high-functioning autism, ADHD, LD, and brain injury, but significant modifications were made in the composition of the indexes.…”

Section: Introductionmentioning

confidence: 91%

WISC-IV and WIAT-II Profiles in Children With High-Functioning Autism

Mayes

Calhoun

2007

J Autism Dev Disord

245

192

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Children with high-functioning autism earned above normal scores on the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) Perceptual Reasoning and Verbal Comprehension Indexes and below normal scores on the Working Memory and Processing Speed Indexes and Wechsler Individual Achievement Test-Second Edition (WIAT-II) Written Expression. Full Scale IQ (FSIQ) and reading and math scores were similar to the norm. Profiles were consistent with previous WISC-III research, except that the new WISC-IV motor-free visual reasoning subtests (Matrix Reasoning and Picture Concepts) were the highest of the nonverbal subtests. The WISC-IV may be an improvement over the WISC-III for children with high-functioning autism because it captures their visual reasoning strength, while identifying their attention, graphomotor, and processing speed weaknesses. FSIQ was the best single predictor of academic achievement.

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“…Although there is no epidemiologic study on PBD in Asia, several studies from clinical samples reported that PBD is also prevalent in Asia. 18–20 …”

Section: | Epidemiologymentioning

confidence: 99%

The International Society for Bipolar Disorders Task Force report on pediatric bipolar disorder: Knowledge to date and directions for future research

et al. 2017

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Objectives Over the past two decades, there has been tremendous growth in research regarding bipolar disorder (BD) among children and adolescents (ie, pediatric BD [PBD]). The primary purpose of this article is to distill the extant literature, dispel myths or exaggerated assertions in the field, and disseminate clinically relevant findings. Methods An international group of experts completed a selective review of the literature, emphasizing areas of consensus, identifying limitations and gaps in the literature, and highlighting future directions to mitigate these gaps. Results Substantial, and increasingly international, research has accumulated regarding the phenomenology, differential diagnosis, course, treatment, and neurobiology of PBD. Prior division around the role of irritability and of screening tools in diagnosis has largely abated. Gold-standard pharmacologic trials inform treatment of manic/mixed episodes, whereas fewer data address bipolar depression and maintenance/continuation treatment. Adjunctive psychosocial treatment provides a forum for psychoeducation and targets primarily depressive symptoms. Numerous neurocognitive and neuroimaging studies, and increasing peripheral biomarker studies, largely converge with prior findings from adults with BD. Conclusions As data have accumulated and controversy has dissipated, the field has moved past existential questions about PBD toward defining and pursuing pressing clinical and scientific priorities that remain. The overall body of evidence supports the position that perceptions about marked international (US vs elsewhere) and developmental (pediatric vs adult) differences have been overstated, although additional research on these topics is warranted. Traction toward improved outcomes will be supported by continued emphasis on pathophysiology and novel therapeutics.

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An Epidemiological-Cohort Study of DAS Processing Speed Factor: How Well Does it Identify Concurrent Achievement and Behavior Problems?

Cited by 10 publications

References 31 publications

A Nationwide Epidemiologic Modeling Study of LD

A Nationwide Epidemiologic Modeling Study of LD

WISC-IV and WIAT-II Profiles in Children With High-Functioning Autism

The International Society for Bipolar Disorders Task Force report on pediatric bipolar disorder: Knowledge to date and directions for future research

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