Neurodevelopmental comorbidity profile in specific learning disorders

Somale, Alpana; Kondekar, Santosh; Rathi, Surbhi Pravin; Iyer, Nisha

doi:10.18203/2349-3291.ijcp20160836

Cited by 21 publications

(19 citation statements)

References 11 publications

(17 reference statements)

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“…A study done on 100 cases of learning disorder in India had similar findings (Somale, Kondekar, Rathi, & Iyer, 2016). In the present study, we did not look at the individual aspects of delayed development but rated its presence or absence.…”

Section: Discussionsupporting

confidence: 67%

“…In the present study, we did not look at the individual aspects of delayed development but rated its presence or absence. A study done on 100 cases of learning disorder in India had similar findings (Somale, Kondekar, Rathi, & Iyer, 2016). A comparison study of the developmental pathways in the first 5 years of life done on 107 children with familial risk of dyslexia and 93 children without familial risk for dyslexia showed differences mainly in languagerelated skills (Lyytinen et al, 2001).…”

Section: Discussionmentioning

confidence: 71%

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Assessment for familial pattern and association of polymorphisms in KIAA0319 gene with specific reading disorder in children from North India visiting a tertiary care centre: A case–control study

et al. 2019

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Genetic association studies have identified KIAA0319 gene as a possible susceptibility locus for reading disorder; however, very few studies are available from India. The study was planned to investigate the familial pattern and association of KIAA0319 polymorphisms among children with reading disorder visiting a tertiary centre in North India. This is a case-control, familial, and genetic association study on 30 children diagnosed with reading disorder (ICD-10) and 30 matched healthy controls and their families. The Aggregate Neurobehavioral Student Health and EducationalReview System was administered on parents of probands and controls for reading problems in their siblings, and Adult Reading Questionnaire was administered for parents of both groups. The blood sample was taken from probands, and DNA was isolated. Four KIAA0319 coding sequence single nucleotide polymorphisms (SNPs; rs4504469, rs6935076, rs2038137, and rs2179515) were genotyped using SNaPshot single nucleotide extension. The incidence of reading problem was significantly higher in families of probands as compared with families of controls. There were no significant differences in both groups regarding the frequency of alleles of four SNPs. The reading disorder showed a significant familial pattern, but KIAA0319 gene did not appear to be a susceptibility factor. Future

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Section: Discussionsupporting

confidence: 67%

Section: Discussionmentioning

confidence: 71%

Assessment for familial pattern and association of polymorphisms in KIAA0319 gene with specific reading disorder in children from North India visiting a tertiary care centre: A case–control study

et al. 2019

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“…Furthermore, it is widely recognized in literature that one of the most common comorbidities associated to SLD is really ADHD (Somale, Kondekar, Rathi & Iyer, ). The main findings of this current study are that children with ADHD seem to be more impaired in specific cognitive and executive functions than SLD children, in particular in working memory, inhibition, cognitive flexibility and verbal memory.…”

Section: Discussionmentioning

confidence: 99%

Intellectual functioning and executive functions in children and adolescents with attention deficit hyperactivity disorder (ADHD) and specific learning disorder (SLD)

Faedda

Romani

Rossetti

et al. 2019

Scandinavian J Psychology

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Intellectual functioning and executive functions in children and adolescents with attention deficit hyperactivity disorder (ADHD) and specific learning disorder (SLD). Scandinavian Journal of Psychology, 60, 440-446.Several studies have shown neuropsychological deficits across multiple domains in attention deficit hyperactivity disorder (ADHD) and specific learning disorder (SLD), but differences and similarities between these disorders have been little considered. We were interested in analyzing the intellectual and executive profiles in a sample of children and adolescents, divided according to the diagnosis into the ADHD group and the SLD group, and in identifying the differences and similarities between these disorders. The sample included two clinical groups: the first included 36 children and adolescents with a diagnosis of ADHD (5-15 years; mean = 9.42; SD = 2.22) while the second included 36 children and adolescents with a diagnosis of SLD (7-15 years; mean = 9.43; SD = 2.25). The WISC-IV was used to measure intellectual ability and the NEPSY-II was employed to measure executive functions. The results showed that the SLD group had significantly higher scores than the ADHD group on the NEPSY-II in the inhibition, cognitive flexibility, short-term verbal memory and verbal working memory domains. The ANCOVA showed differences regarding the FSIQ of WISC-IV, in that the SLD group obtaining higher scores than ADHD group. Findings showed that ADHD children are more impaired than SLD children, in particular in cognitive inhibition, cognitive flexibility, verbal memory, working memory and intellectual functioning. The recognition of the strengths and weaknesses of children and adolescents with ADHD and SLD allows to outline an educational and clinical intervention focused on their specific executive and intellectual functioning.

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“…For example, language problems may be secondary to already present deficits in learning and concentration due to ADHD alone (Sciberras et al, 2014). Other factors commonly associated with ADHD could also account for this comorbidity, such as poor socioeconomic status (SES; Nomura et al, 2012) and/or the increased prevalence of learning disorders (Somale, Kondekar, Rathi, & Iyer, 2016;Wasserstein & Stefanatos, 2016), both of which are known to have secondary a impact on language skills (Neville et al, 2013). The potential cyclical nature of these factors has been demonstrated by findings that indicate language abilities in infancy and early childhood predict school readiness and later academic achievement (Cristofaro & Tamis-LeMonda, 2011;Neville et al, 2013), as well as findings that SES relates to differences in exposure to words (Fernald, Marchman, & Weisleder, 2013) and selective attention skills (Neville et al, 2013) which in turn effect language abilities.…”

Section: Discussionmentioning

confidence: 99%

Research Review: Language problems in children with Attention‐Deficit Hyperactivity Disorder – a systematic meta‐analytic review

Korrel

Mueller

Silk

et al. 2017

Child Psychology Psychiatry

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Neurodevelopmental comorbidity profile in specific learning disorders

Cited by 21 publications

References 11 publications

Assessment for familial pattern and association of polymorphisms in KIAA0319 gene with specific reading disorder in children from North India visiting a tertiary care centre: A case–control study

Assessment for familial pattern and association of polymorphisms in KIAA0319 gene with specific reading disorder in children from North India visiting a tertiary care centre: A case–control study

Intellectual functioning and executive functions in children and adolescents with attention deficit hyperactivity disorder (ADHD) and specific learning disorder (SLD)

Research Review: Language problems in children with Attention‐Deficit Hyperactivity Disorder – a systematic meta‐analytic review

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