Phenotypic and genetic associations between reading and attention-deficit/hyperactivity disorder dimensions in adolescence

Plourde, Vickie; Boivin, Michel; Brendgen, Mara; Vitaro, Frank; Dionne, Ginette

doi:10.1017/s0954579416001255

Cited by 6 publications

(4 citation statements)

References 48 publications

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“…Language deficits in early childhood were positively associated with physical aggression in childhood as well as in adolescence [40], whereas hyperactivity was associated with visuospatial organisation deficits [40]. Another study identified that inattention, rather than hyperactivity, was a modestly significant predictor of reading accuracy and speed during adolescence [77]. Family characteristics (e.g., maternal depression symptoms and IQ) have been found to be associated with lower levels of verbal abilities in middle childhood [78].…”

Section: Cognitive Development School Readiness and Educational Achievementmentioning

confidence: 99%

Cohort Profile: Quebec Longitudinal Study of Child Development (QLSCD)

Orri¹,

Boivin²,

Chen³

et al. 2020

Soc Psychiatry Psychiatr Epidemiol

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Purpose. The Quebec Longitudinal Study of Child Development (QLSCD) was designed to examine the long-term associations of preschool physical, cognitive, social, and emotional development with biopsychosocial development across childhood, adolescence, and young adulthood.Methods. QLSCD is an ongoing prospective cohort including 2120 singletons born in 1997/1998 in the Canadian province of Quebec. So far, data has been collected annually or every two years from child ages 5 months to 21 years. The cohort currently includes 1245 participants. Data available include a range of environmental (e.g., family characteristics, child behaviour, educational attainment, mental health), biological (e.g., hair cortisol, genetic, epigenetic), and administrative data.Results. QLSCD has contributed to the understanding of children's psychosocial development, including the development of physical aggression and anxiety. QLSCD articles have advanced scientific knowledge on the influence of early childhood factors on childhood, adolescent, and young adult mental health, including the effect of participation in early childcare on cognitive and behavioural development, the developmental origins of adolescent and young adult mental health problems and suicide risk, and the development of interpersonal difficulties (e.g., peer victimisation) from preschool years to adolescence. Conclusion.QLSCD has given major contributions to our understanding of the link between different aspects of child development and biopsychosocial development during the first two decades of life. Unique features include the presence of environmental, biological, and administrative data, long-term follow-up with frequent data collections, and use of data from multiple informants, including teachers, mothers, fathers, and the children themselves.

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Section: Cognitive Development School Readiness and Educational Achievementmentioning

confidence: 99%

Cohort Profile: Quebec Longitudinal Study of Child Development (QLSCD)

Orri¹,

Boivin²,

Chen³

et al. 2020

Soc Psychiatry Psychiatr Epidemiol

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“…Approximately 20–40% of children with the inattentive subtype of ADHD have RD ( 50 , 51 ) and 20–40% of those with RD have ADHD ( 33 ). The relationship between ADHD symptoms and reading is found to be predominantly in the inattentive type ( 30 , 31 ). Neuropsychological profiles of RD and ADHD comorbid groups include deficits in processing speed, verbal working memory, phonological short-term memory, naming speed, and central executive processes ( 32 , 33 ).…”

Section: Comorbid Mental Disordersmentioning

confidence: 99%

Recognizing Psychiatric Comorbidity With Reading Disorders

et al. 2018

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Reading disorder (RD), a specific learning disorder (SLD) of reading that includes impairment in word reading, reading fluency, and/or reading comprehension, is common in the general population but often is not comprehensively understood or assessed in mental health settings. In education settings, comorbid mental and associated disorders may be inadequately integrated into intervention plans. Assessment and intervention for RD may be delayed or absent in children with frequently co-occurring mental disorders not fully responding to treatment in both school and mental health settings. To address this oversight, this review summarizes current knowledge regarding RDs and common comorbid or co-occurring disorders that are important for mental health and school settings. We chose to highlight RD because it is the most common SLD, and connections to other often comorbid disorders have been more thoroughly described in the literature. Much of the literature we describe is on decoding-based RD (or developmental dyslexia) as it is the most common form of RD. In addition to risk for academic struggle and social, emotional, and behavioral problems, those with RD often show early evidence of combined or intertwined Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition childhood disorders. These include attention deficit hyperactivity disorder, anxiety and depression, disruptive, impulse-control, and conduct disorders, autism spectrum disorders, and other SLDs. The present review highlights issues and areas of controversy within these comorbidities, as well as directions for future research. An interdisciplinary, integrated approach between mental health professionals and educators can lead to comprehensive and targeted treatments encompassing both academic and mental health interventions. Such targeted treatments may contribute to improved educational and health-related outcomes in vulnerable youth. While there is a growing research literature on this association, more studies are needed of when to intervene and of the early and long-term benefits of comprehensive intervention.

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“…Sin embargo, los niños DA y DD+DA tuvieron puntuaciones significativamente más altas de errores, pero menos problemas en la fluidez que DD sola. En conclusión, el subtipo inatento de TDAH comparte con la DD las dificultades de lectura, persistentes hasta la adolescencia (Plourde, et al, 2017), pero las dificultades en la lectura concurrentes con DA no siempre están asociadas al déficit en la conciencia fonológica. Borella et al (2011) concluyen que la dificultad en la escritura tampoco es específica de la DD, sino que también se encuentra presente en TDAH, dependiendo de la superposición de déficits ya que la variabilidad intragrupo DD+TDAH fue muy elevada.…”

Section: Naturaleza De La Comorbilidadunclassified

Revisión sistemática e implicaciones para el diagnóstico psicopedagógico: comorbilidad Dislexia/TDAH

Doménech¹

2022

REOP

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Las evidencias halladas sobre los déficits asociados a los trastornos del neurodesarrollo descartan el modelo explicativo de un solo déficit cognitivo subyacente reconociéndolos como un fenómeno inespecífico y heterogéneo, caracterizado por una alta tasa de comorbilidad que añade barreras al aprendizaje y a la adaptación escolar, a las propias de los trastornos únicos. Se explora la naturaleza de la comorbilidad de la dislexia del desarrollo (DD) con uno de los trastornos con los que concurre más frecuentemente: el trastorno de déficit de atención y/o hiperactividad (TDAH). El objetivo es conocer el estado de la investigación sobre la comorbilidad DD/TDAH en cuanto a los déficits compartidos y diferenciadores que dan lugar a las DEA (Dificultades específicas de aprendizaje) con el fin de contribuir a un diagnóstico psicopedagógico acorde con su complejidad y comorbilidad, identificando los déficits cognitivos diferenciadores de la DD y las características cognitivas de la comorbilidad DD/TDAH. Para ello, se realiza una revisión sistemática según las normas PRISMA de trabajos empíricos, en las bases de datos PubMed, World of Science (WOS) y Scopus en el periodo 2009-2020, que incluyen muestras mixtas para la comparación de déficits cognitivos de dominio general y específico. Se identifican los déficits diferenciadores y los que se solapan en el grupo comórbido, en algunos estudios con carácter meramente aditivo y en otros con efecto agravante, aunque el modelo explicativo más aceptado es el de déficit múltiple. Los resultados se discuten en términos de sus implicaciones para el diagnóstico psicopedagógico, destacando la importancia de una mayor atención a la comorbilidad.

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Phenotypic and genetic associations between reading and attention-deficit/hyperactivity disorder dimensions in adolescence

Cited by 6 publications

References 48 publications

Cohort Profile: Quebec Longitudinal Study of Child Development (QLSCD)

Cohort Profile: Quebec Longitudinal Study of Child Development (QLSCD)

Recognizing Psychiatric Comorbidity With Reading Disorders

Revisión sistemática e implicaciones para el diagnóstico psicopedagógico: comorbilidad Dislexia/TDAH

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