Co-occurrence of developmental delays in a screening study of 4-year-old Finnish children

Valtonen, Riitta; Ahonen, Timo; Lyytinen, Paula; Lyytinen, Heikki

doi:10.1017/s0012162204000726

Cited by 22 publications

(28 citation statements)

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“…The results indicated that the children with familial risk for dyslexia were more prone to having risks also in neurocognitive domains other than language, supporting the earlier findings that cognitive risks tend to co-occur (see, e.g., Kadesjö & Gillberg, 1998;Newcorn et al, 2001;Valtonen, Ahonen, Lyytinen, & Lyytinen, 2004). This finding supports the need for comprehensive approaches to assessment and intervention and shows the need to screen for several types of risks among children with a history of dyslexia in the family.…”

Section: Discussionsupporting

confidence: 76%

Effects of Multidomain Risk Accumulation on Cognitive, Academic, and Behavioural Outcomes

Aro

Poikkeus

Eklund

et al. 2009

Journal of Clinical Child & Adolescent Psychology

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This longitudinal study examined the predictive associations between cumulative multidomain risk factors and cognitive (IQ), academic (reading fluency), and social adaptive outcomes at 8 to 9 years among 190 children with or without familial risk for dyslexia. Other risk factors included parental and neurocognitive risks assessed when the children were 1 to 6 years of age. Risks accumulated more among children with familial risk for dyslexia than among children without familial risk. A higher number of risks was associated with poorer performance in all outcome measures as postulated by the cumulative risk model. However, when the effects of individual risk variables were controlled for at the outset, the cumulative risk indices did not have incremental effects beyond those of individual risks. This suggests that the detrimental effect of several risks was due to the content-specific effect of individual risks. Children with familial risk were not differentially affected by the number of risks.

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Section: Discussionsupporting

confidence: 76%

Effects of Multidomain Risk Accumulation on Cognitive, Academic, and Behavioural Outcomes

Aro

Poikkeus

Eklund

et al. 2009

Journal of Clinical Child & Adolescent Psychology

Self Cite

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“…Of course, dyslexia, dyspraxia and AS or a communication disorder can co-occur in the same child. The nature of diagnosis may be difficult to determine as developmental delays co-occur (Valtonen, Ahonen, Lyytinen, & Lyytinen, 2004). The child in our study may have had impairments which underlie several diagnostic categories.…”

Section: Discussionmentioning

confidence: 93%

When diagnosis is uncertain: variation in conclusions after psychological assessment of a six-year-old child

Russell

Norwich

Gwernan‐Jones

2012

Early Child Development and Care

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A six-year-old child was independently assessed by three licensed educational (school) psychologists and one interdisciplinary team in the UK. All but one of these practitioners believed their assessment to be the first. The aim was to compare the practice of assessors and their conclusions especially in diagnostic categorisation. The methods of assessment and conclusions of the four resulting reports were compared using thematic analysis. There was agreement about the child's specific learning difficulties, intellectual abilities and need for additional support. However, there were extensive differences in the methods of assessment and notable differences in three sets of conclusions, especially in the use of diagnostic terms: one practitioner identified the child's difficulties as dyslexic in nature, the second one identified them as primarily dyspraxic and the third one reported a 'borderline probability of Asperger's Syndrome'. The diagnosis, therefore, remained uncertain from initial assessment, exposing inherent overlap between diagnostic categories. The disparities in conclusions are discussed in terms of differing contexts and methods of assessment. The validity of diagnostic categories as discrete is questioned. Even where practitioners describe uncertainty, the use of diagnostic terms may be interpreted unambiguously by other actors.

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“…The Atypical Brain Development (ABD) model originally was designed in response to perceived needs in the field of LD, and especially RD (e.g., Bonifacci, 2004;Davis, 2004;Fadjukoff, Ahonen, & Lyytinen, 2001;Frith, 2001;Gilger & Wilkins, 2008;Gilger & Wise, 2004;Goldstein & Schwebach, 2004;Jeffries & Everatt, 2004;Kaplan, Dewey, Crawford, & Wilson, 2001;Kreuger & Markon, 2006;Lyon, Fletcher, & Barnes, 2003;Lyytinen et al, 2000;Missiuna, Gaines, & Pollock, 2002;Ping & Zu-wen, 2005;Rice & Brooks, 2004;Sonuga-Barke, 2003;Valtonen, Ahonen, P. Lyytinen, & H. Lyytinen, 2004;Zoia, Barnett, Wilson, & Hill, 2006). The ABD concept evolved primarily from thinking about the ecological validity of diagnostic categories.…”

Section: The Concept Of Atypical Brain Development Applied To Twice Ementioning

confidence: 99%

Neurodevelopmental Variation as a Framework for Thinking About the Twice Exceptional

Gilger¹,

Hynd²

2008

Roeper Review

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Developmental exceptionalities span the range of learning abilities and encompass children with both learning disorders and learning gifts. The purpose of this article is to stimulate thinking about these exceptionalities, particularly the complexities and variations within and across people. Investigators tend to view learning disabilities or abilities, and gifts or high-end exceptionalities, as if they were necessarily and completely independent. This approach has led many in the field to look upon only limited aspects of the exceptional child, culminating in an inability to resolve the great variation and covariation that exists within and across children. Although there are a number of cognitive differences models that correctly advocate for an appreciation of profiles of strengths and weaknesses in the exceptional child, there remains a need for a neuroscientific approach that can help us better understand and accommodate the twice-exceptional individual-one with developmental disorders but also with high skills in the talent, creativity, or intellectual domains. We propose a model that will help us to fully appreciate that the brain that produces developmental learning abilities across the spectrum must be viewed as an integrated and multifaceted organ that is more than a simple reflection of its separate parts or domain-specific symptoms. We use developmental reading disability or dyslexia and the twice-exceptional individual as a means to illustrate how this model can aid in our thinking about these conditions. At times it seems as if those of us in the general field of child development and developmental disorders are like blind men looking at elephants: we are ostensibly studying the same pachyderm yet we often come up with quite different impressions or highlight quite disparate facets. Indeed, the study of the "exceptional child" is very broad in scope and diverse in disciplines, and exceptionalities can bridge both ends of the ability continuum. Because of this there has been an abundance of intellectual creativity and fine science, but unfortunately there has also been a lack of cohesion.The purpose of this article is to stimulate some thinking about these exceptionalities, particularly the complexities and variations within and across people. The model we present is in reaction to a long-standing predilection in the field to talk of learning disabilities (LD) or abilities, and gifts or high-end exceptionalities, as if they were completely phenotypically, etiologically, and statistically independent. Traditional approaches have, over the years, led many "blind men" to look upon only limited aspects of the exceptional animal, culminating in an inability to resolve the great variation that exists or explain the larger beast in its entirety. Although there are a number of cognitive differences models that correctly advocate for an appreciation of profiles of strengths and weaknesses in exceptional children (see multiple intelligences or other approaches summarized in Gardner, 1999;Levine, 1992;Sternber...

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Co-occurrence of developmental delays in a screening study of 4-year-old Finnish children

Cited by 22 publications

References 50 publications

Effects of Multidomain Risk Accumulation on Cognitive, Academic, and Behavioural Outcomes

Effects of Multidomain Risk Accumulation on Cognitive, Academic, and Behavioural Outcomes

When diagnosis is uncertain: variation in conclusions after psychological assessment of a six-year-old child

Neurodevelopmental Variation as a Framework for Thinking About the Twice Exceptional

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