Executive Functions as Predictors of Visual-Motor Integration in Children with Intellectual Disability

Memišević, Haris; Sinanović, Osman

doi:10.2466/15.25.pms.117x25z4

Cited by 25 publications

(14 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Note, however, that we cannot exclude the possibility that other cognitive underpinnings such as working memory or procedural learning could mediate this relationship and impact reading acquisition (e.g. Memisevic & Sinanovic, 2013;Nicolson & Fawcett, 2011).…”

Section: Discussionmentioning

confidence: 97%

Exploring the Link between Visual Perception, Visual–Motor Integration, and Reading in Normal Developing and Impaired Children using DTVP‐2

et al. 2017

View full text Add to dashboard Cite

Reading is known to be primarily a linguistic task. However, to successfully decode written words, children also need to develop good visual-perception skills. Furthermore, motor skills are implicated in letter recognition and reading acquisition. Three studies have been designed to determine the link between reading, visual perception, and visual-motor integration using the Developmental Test of Visual Perception version 2 (DTVP-2). Study 1 tests how visual perception and visual-motor integration in kindergarten predict reading outcomes in Grade 1, in typical developing children. Study 2 is aimed at finding out if these skills can be seen as clinical markers in dyslexic children (DD). Study 3 determines if visual-motor integration and motor-reduced visual perception can distinguish DD children according to whether they exhibit or not developmental coordination disorder (DCD). Results showed that phonological awareness and visual-motor integration predicted reading outcomes one year later. DTVP-2 demonstrated similarities and differences in visual-motor integration and motor-reduced visual perception between children with DD, DCD, and both of these deficits. DTVP-2 is a suitable tool to investigate links between visual perception, visual-motor integration and reading, and to differentiate cognitive profiles of children with developmental disabilities (i.e. DD, DCD, and comorbid children). Copyright © 2017 John Wiley & Sons, Ltd.

show abstract

Section: Discussionmentioning

confidence: 97%

Exploring the Link between Visual Perception, Visual–Motor Integration, and Reading in Normal Developing and Impaired Children using DTVP‐2

et al. 2017

View full text Add to dashboard Cite

show abstract

“…Further, the BRIEF has been successfully used with parents of individuals with DS before (e.g. Edgin et al ; Memisevic & Sinanovic , ).…”

Section: Methodsmentioning

confidence: 99%

A cross‐sectional analysis of executive function in Down syndrome from 2 to 35 years

Loveall

Conners

Tungate

et al. 2017

J intellect Disabil Res

View full text Add to dashboard Cite

Background Previous research has indicated a unique profile of executive function (EF) in children and adolescents with Down syndrome (DS). However, there is a paucity of research on EF in adults with DS. This study aimed to gain a broader understanding of strengths and weaknesses in EF in DS from 2–35 years. Method Parents of 112 individuals with DS between 2–35 years participated in this study. Parents either completed the Behavior Rating Inventory of Executive Function—for individuals 6+ years—or the BRIEF-Preschool—for children 2–5 years. Results Results suggest overall difficulties, but also patterns of strength and weakness, within EF for individuals with DS. For the 2–5-year-old group, Emotional Control and Shift were relative strengths, Planning/Organization and Inhibit were intermediate skills, and Working Memory was a relative weakness. For the 6–18-year-old group, Emotional Control and Organization of Materials were relative strengths, Inhibit and Initiate were intermediate skills, and Working Memory, Monitor, Planning/Organization, and Shift were relative weaknesses. Most abilities were consistent from 2–18 years, except Shift, which decreased in preadolescence before beginning to recover in adolescence. Across the full age range (2–35 years), composite scores indicated quadratic trends in Inhibit, Working Memory, and Planning/Organization, and a cubic trend in Shift, with EF abilities generally declining in middle childhood before recovering in adulthood. Conclusions This study extends previous research on EF in DS by providing an initial description of EF profiles across the lifespan. More longitudinal and behavioural research is needed to further characterise the development of EF in DS.

show abstract

“…One of the key concepts in developmental psychopathology is that of executive dysfunction. Several developmental disorders have been associated with deficits in executive functions (EF), including attention deficit and hyperactivity disorder (ADHD) [1] and intellectual disability (ID) [2]. Usually, the EF role is considered separately for each of these disorders, and there have been attempts to describe different types of EF problems.…”

Section: Introductionmentioning

confidence: 99%

Executive Functions and Emotion Regulation in Attention-Deficit/Hyperactivity Disorder and Borderline Intellectual Disability

Predescu

Sipos

Costescu

et al. 2020

JCM

View full text Add to dashboard Cite

The main objective of this study is to investigate the multiple relations and to determine the differences between executive functions (EFs), emotion regulation, and behavioral and emotional problems in children with attention-deficit/hyperactivity disorder (ADHD), borderline intellectual disability (ID), and typical development (TD). The sample included 85 children aged 6 to 11 years, 42 with typical development (TD), 27 with ADHD, and 16 with borderline ID. The results emphasized a positive correlation between adaptive emotion regulation strategies and EFs, and no significant relations between the maladaptive emotion regulation strategies and EFs. In addition, the executive function of planning correlated negatively with anxiety, ADHD symptoms, and conduct problems. The performance of both clinical groups regarding EFs was significantly lower than that of the TD group, and they differed significantly from each other only on visual attention. The presence of oppositional-defiant and conduct problems was higher in both clinical groups than in the TD group, and more anxiety symptoms were reported in children with ADHD. This study supports the idea that emotion regulation, Efs, and clinical symptoms are interconnected. It also profiles the deficits in cognitive functioning and emotion regulation in two clinical groups, thus helping future intervention programs.

show abstract

Executive Functions as Predictors of Visual-Motor Integration in Children with Intellectual Disability

Cited by 25 publications

References 29 publications

Exploring the Link between Visual Perception, Visual–Motor Integration, and Reading in Normal Developing and Impaired Children using DTVP‐2

Exploring the Link between Visual Perception, Visual–Motor Integration, and Reading in Normal Developing and Impaired Children using DTVP‐2

A cross‐sectional analysis of executive function in Down syndrome from 2 to 35 years

Executive Functions and Emotion Regulation in Attention-Deficit/Hyperactivity Disorder and Borderline Intellectual Disability

Contact Info

Product

Resources

About