Perceptual reasoning skills mediate the relationship between attention and math proficiency in individuals with a neurodevelopmental condition

Clark, Emma; Tullo, Domenico; Bertone, Armando

doi:10.1016/j.ridd.2021.103880

Cited by 7 publications

(4 citation statements)

References 27 publications

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“…It is well established that children with ASD tend to have good levels of PR 80 ; nonetheless we found high PR scores in all the subgroups of children in this analysis (and thus, in children with various diagnoses as well as in typically developing children) except the children in class 1 (which included mostly children with ID alone or in comorbidity). Clark et al 80 recently documented that PR is a mediator between attention and math proficiency in children with ASD + ID or ASD + ADHD (as well as other neurodevelopmental conditions), suggesting that diagnostic classification did not necessarily influence the relationship between PR and other cognitive abilities, whether in children with ASD or with other neurodevelopmental conditions.…”

Section: Discussionmentioning

confidence: 44%

“…For example PS is an important factor in attentional deficits, academic achievement and even peer relationships (Thorsen 83 as cited by Kramer) 79 ; thus it may be productive to provide PS enhancing interventions to some children not based on diagnosis but based on their PS performance. Given that some studies have found PR to be a mediator between attention and math skills and that it is not moderated by diagnosis 80 , 81 .…”

Section: Discussionmentioning

confidence: 99%

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Children and adolescents with neurodevelopmental disorders show cognitive heterogeneity and require a person-centered approach

Márquez-Caraveo

Rodríguez-Valentín

Pérez-Barrón

et al. 2021

Sci Rep

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We aimed to identify patterns of cognitive differences and characterize subgroups of Mexican children and adolescents with three neurodevelopmental disorders (NDD): intellectual disability (ID), autism spectrum disorders (ASD) and attention deficit/hyperactivity disorder (ADHD). The sample included 74 children and adolescents 6–15 years; 34% had ID, ASD or ADHD, 47% had ID in comorbidity with ASD, ADHD or both, 11% had ASD + ADHD, 8% were children without NDD. We applied WISC-IV, Autism Diagnostic Interview-Revised, Mini-International Neuropsychiatric Structured Interview, Child Behavior Checklist, and UNICEF Child Functioning Module. We evaluated the normality of the WISC-IV sub-scales using the Shapiro-Francia test, then conducted a latent class analysis and assessed inter-class differences in terms of household, parent and child characteristics. The following four-class solution best fit the data: “Lower Cognitive Profile” (LCP), “Lower Working Memory” (LWM), “Higher Working Memory” (HWM), “Higher Cognitive Profile” (HCP). LCP included most of the children with ID, who had a low Working Memory (WM) index score. LWM included mainly children with ASD or ID + ADHD; their Perceptual Reasoning (PR) and Processing Speed (PS) index scores were much higher than those for Verbal Comprehension (VC) and WM. HWM included children with ASD or ADHD; their scores for PR, PS and VC were high with lower WM (although higher than for LWM). HCP included children without NDD and with ASD or ADHD or both and had the highest scores on all indices. Children with NDD show cognitive heterogeneity and thus require individualized treatment plans.

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Section: Discussionmentioning

confidence: 44%

Section: Discussionmentioning

confidence: 99%

Children and adolescents with neurodevelopmental disorders show cognitive heterogeneity and require a person-centered approach

Márquez-Caraveo

Rodríguez-Valentín

Pérez-Barrón

et al. 2021

Sci Rep

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“…Our primary focus was perceptual reasoning, a nonverbal cognitive executive function reflecting abstract reasoning, 13 negatively associated with PCE in our cohort from 4 to 21 years of age 7 , 9 , 14 , 15 , 16 , 17 , 18 and in others. 19 , 20 We used structural equation modeling to assess whether the association of perceptual reasoning IQ (PRIQ) with PCE was mediated through infant behaviors negatively associated with PCE, controlling for confounders.…”

Section: Methodsmentioning

confidence: 99%

Infant Behaviors, Prenatal Cocaine Exposure, and Adult Intelligence

Singer,

Albert,

Minnes

et al. 2024

JAMA Netw Open

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ImportanceLinking prenatal drug exposures to both infant behavior and adult cognitive outcomes may improve early interventions.ObjectiveTo assess whether neonatal physical, neurobehavioral, and infant cognitive measures mediate the association between prenatal cocaine exposure (PCE) and adult perceptual reasoning IQ.Design, Setting, and ParticipantsThis study used data from a longitudinal, prospective birth cohort study with follow-up from 1994 to 2018 until offspring were 21 years post partum. A total of 384 (196 PCE and 188 not exposed to cocaine [NCE]) infants and mothers were screened for cocaine or polydrug use. Structural equation modeling was performed from June to November 2023.ExposuresPrenatal exposures to cocaine, alcohol, marijuana, and tobacco assessed through urine and meconium analyses and maternal self-report.Main Outcomes and MeasuresHead circumference, neurobehavioral assessment, Bayley Scales of Infant Development, Fagan Test of Infant Intelligence score, Wechsler Perceptual Reasoning IQ, Home Observation for Measurement of the Environment (HOME) score, and blood lead level.ResultsAmong the 384 mothers in the study, the mean (SD) age at delivery was 27.7 (5.3) years (range, 18-41 years), 375 of 383 received public assistance (97.9%) and 336 were unmarried (87.5%). Birth head circumference (standardized estimate for specific path association, −0.05, SE = 0.02; P = .02) and 1-year Bayley Mental Development Index (MDI) (standardized estimate for total of the specific path association, −0.05, SE = 0.02; P = .03) mediated the association of PCE with Wechsler Perceptual Reasoning IQ, controlling for HOME score and other substance exposures. Abnormal results on the neurobehavioral assessment were associated with birth head circumference (β = −0.20, SE = 0.08; P = .01). Bayley Psychomotor Index (β = 0.39, SE = 0.05; P &lt; .001) and Fagan Test of Infant Intelligence score (β = 0.16, SE = 0.06; P = .01) at 6.5 months correlated with MDI at 12 months.Conclusions and RelevanceIn this cohort study, a negative association of PCE with adult perceptual reasoning IQ was mediated by early physical and behavioral differences, after controlling for other drug and environmental factors. Development of infant behavioral assessments to identify sequelae of prenatal teratogens early in life may improve long-term outcomes and public health awareness.

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“…En estudios recientes se sugieren relaciones entre estas habilidades de desarrollo perceptivo y los procesos de lenguaje (Ganapathy-Sankar & Monisha, 2020;Werker, 2018), además en habilidades motoras y sociales (Libertus et al, 2016;Libertus & Hauf, 2017), el desarrollo atencional y el rendimiento escolar (Clark et al, 2021;de Waal et al, 2018). Todas estas consideraciones develan la importancia del desarrollo perceptivo a nivel educativo.…”

Section: Desarrollo Perceptivo Y Aprendizaje Escolarunclassified

Contribuciones de la Neuropsicología a nivel educativo: un análisis teórico y reflexivo

Rhenals-Ramos

2021

cyed

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La Neuropsicología presenta elementos importantes a favor del aprendizaje. Su conocimiento ofrece posibilidades para afrontar el trabajo formativo con estudiantes desde una perspectiva de trabajo diferenciada; sin embargo, a nivel escolar aún se desconocen algunas de sus contribuciones más importantes. Este estudio describe teóricamente algunos aportes de la Neuropsicología al aprendizaje, reflexionando sobre su implementación a nivel educativo. El abordaje de esta disciplina ha facilitado el conocimiento neurocientífico del aprendizaje, potenciando las características individuales desde procesos de ajuste educativo y fortaleciendo los procesos inclusivos en el aula. La comprensión de diversas alteraciones relacionadas con el aprendizaje desde la perspectiva neuropsicológica aporta información teórica y elementos empíricos que buscan ajustar metodologías, procesos y programas para el mejoramiento educativo. Sus contribuciones reflejan una oportunidad importante de avance a partir del conocimiento de las dificultades neuropsicológicas de los alumnos y las mejores formas de actuar a nivel educativo.

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Perceptual reasoning skills mediate the relationship between attention and math proficiency in individuals with a neurodevelopmental condition

Cited by 7 publications

References 27 publications

Children and adolescents with neurodevelopmental disorders show cognitive heterogeneity and require a person-centered approach

Children and adolescents with neurodevelopmental disorders show cognitive heterogeneity and require a person-centered approach

Infant Behaviors, Prenatal Cocaine Exposure, and Adult Intelligence

Contribuciones de la Neuropsicología a nivel educativo: un análisis teórico y reflexivo

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