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Personnalité, Personality, Personalidad, Cognition, Cognición, Diagnostic and Statistical Manual IV, Hyperactivité, Hyperactivity, Hiperactividad, Impulsivité, Impulsivity, Impulsividad, Soustype, Subtype, Subtipo, Trouble déficitaire de l'attention avec hyperactivité, Attention disorder with hyperactivity, Trastorno por déficit de atención e hiperactividad, ADHD, DSM-IV, Hyperactivity-impulsivity, Inattention, Sluggish tempo, Subtypes, Sciences biologiques et medicales, Biological and medical sciences, Sciences medicales, Medical sciences, Psychopathologie. Psychiatrie, Psychopathology. Psychiatry, Etude clinique de l'enfant, Child clinical studies, Troubles de l'attention. Hyperactivité, Attention deficit disorders. Hyperactivity, Psychologie. Psychanalyse. Psychiatrie, Psychology. Psychoanalysis. Psychiatry, PSYCHOPATHOLOGIE. PSYCHIATRIE, Pediatrics, Pédiatrie, Psychology, psychopathology, psychiatry, and Psychologie, psychopathologie, psychiatrie

Studies of subtypes of DSM-IV attention-deficit/hyperactivity disorder (ADHD) have provided inconsistent support for the discriminant validity of the combined type (ADHD-C) and predominantly inattentive type (ADHD-I). A large sample of children and adolescents with ADHD (N=410) and a comparison group without ADHD (N=311) were used to test the internal and external validity of sluggish cognitive tempo (SCT), a dimension characterized by low energy and sleepy and sluggish behavior. SCT scores were then incorporated in analyses of ADHD subtypes to test whether the discriminant validity of ADHD-C and ADHD-I could be improved by including SCT symptoms as part of the criteria for ADHD-I. Factor analyses of parent and teacher ratings indicated that six SCT items loaded on a factor separate from symptoms of ADHD and other psychopathology, providing important support for the internal validity of SCT. The external validity of SCT was supported by significant associations between SCT and measures of functional impairment and neuropsychological functioning when symptoms of ADHD and other psychopathology were controlled. However, contrary to initial predictions, high levels of SCT did not identify a subgroup of ADHD-I that was clearly distinct from ADHD-C. Instead, the current results suggest that DSM-IV inattention and SCT are separate but correlated symptom dimensions that are each independently associated with important aspects of functional impairment and neuropsychological functioning.

Cognition, Cognición, Langage, Language, Lenguaje, Trouble de l'apprentissage, Learning disability, Trastorno aprendizaje, Classification, Clasificación, Compréhension verbale, Verbal comprehension, Comprensión verbal, Diagnostic, Diagnosis, Diagnóstico, Homme, Human, Hombre, Identification, Identificación, Lecture, Reading, Lectura, Trouble de la lecture, Reading disorder, Trastorno lectura, Trouble du développement, Developmental disorder, Trastorno desarrollo, classification, comprehension, identification, Sciences biologiques et medicales, Biological and medical sciences, Sciences medicales, Medical sciences, Psychopathologie. Psychiatrie, Psychopathology. Psychiatry, Etude clinique de l'enfant, Child clinical studies, Troubles du développement, Developmental disorders, Troubles de l'apprentissage, Learning disorders, Psychologie. Psychanalyse. Psychiatrie, Psychology. Psychoanalysis. Psychiatry, PSYCHOPATHOLOGIE. PSYCHIATRIE, Education, Éducation, Pediatrics, Pédiatrie, Psychology, psychopathology, psychiatry, and Psychologie, psychopathologie, psychiatrie

The authors examined the implications of test differences for defining and diagnosing comprehension deficits using reading comprehension tests.They had 995 children complete the Gray Oral Reading Test-3, the Qualitative Reading Inventory-3, the Woodcock-Johnson Passage Comprehension-3, and the Peabody Individual Achievement Test and compared which children were identified by each test as being in the lowest 10%.Although a child who performs so poorly might be expected to do poorly on all tests, the authors found that the average overlap between tests in diagnosing comprehension difficulties was only 43%. Consistency in diagnosis was greater for younger children, when comprehension deficits are the result of weaker decoding skills, than for older children. Inconsistencies between tests were just as evident when identifying the top performers. The different children identified as having a comprehension deficit by each test were compared on four profile variables—word decoding skill, IQ,ADHD symptoms, and working memory skill—to understand the nature of the different deficits assessed by each test. Theoretical and practical implications of these test differences in defining and diagnosing comprehension deficits are discussed.

Cognition, Cognición, Homme, Human, Hombre, Langage, Language, Lenguaje, Mémoire, Memory, Memoria, Adolescent, Adolescente, Age scolaire, School age, Edad escolar, Compréhension verbale, Verbal comprehension, Comprensión verbal, Dépistage, Medical screening, Descubrimiento, Enfant, Child, Niño, Identification, Identificación, Lecture, Reading, Lectura, Mot, Word, Palabra, Mémoire de travail, Working memory, Memoria trabajo, Préadolescent, Preadolescent, Preadolescente, Compréhension orale, Faible compreneur, Pseudo-mot, Sciences biologiques et medicales, Biological and medical sciences, Sciences biologiques fondamentales et appliquees. Psychologie, Fundamental and applied biological sciences. Psychology, Psychologie. Psychophysiologie, Psychology. Psychophysiology, Psychologie du développement, Developmental psychology, Développement de l'enfant, Child development, Psychologie. Psychanalyse. Psychiatrie, Psychology. Psychoanalysis. Psychiatry, Psychology, psychopathology, psychiatry, and Psychologie, psychopathologie, psychiatrie

Dans la littérature, les critères de mesures et les tests adoptés pour sélectionner les faibles compreneurs sont très variables. Les différences méthodologiques entre les études peuvent-elles avoir un impact sur l'identification des faibles compreneurs et sur la caractérisation de leurs profils cognitifs ? Pour répondre à cette question, la présente étude a évalué la compréhension en lecture, la compréhension orale, l'identification de mots et de pseudo-mots chez 1 500 participants âgés de 8 à 19 ans. Un faible compreneur est défini soit parce qu'il présente un écart entre la compréhension en lecture et l'identification de mots écrits, soit entre la compréhension en lecture et l'identification de pseudo-mots. La comparaison entre les méthodes montre que la probabilité d'identifier les mêmes enfants est faible et que les profils cognitifs présentent des différences notamment sur la mémoire de travail et le QI, mais pas sur l'attention. Cette recherche souligne que les conclusions définissant les profils cognitifs des faibles compreneurs et leurs déficits associés sont dépendantes des choix méthodologiques retenus pour sélectionner et tester les participants.

Homme, Human, Hombre, Langage, Language, Lenguaje, Cognition, Cognición, Compréhension verbale, Verbal comprehension, Comprensión verbal, Enfant, Child, Niño, Inhibition, Inhibición, Lecture, Reading, Lectura, Mémoire de travail, Working memory, Memoria trabajo, Traitement information, Information processing, Procesamiento información, Trouble déficitaire de l'attention avec hyperactivité, Attention disorder with hyperactivity, Trastorno por déficit de atención e hiperactividad, Vitesse de traitement, Processing speed, Velocidad de procesamiento, ADHD, Comprehension, Processing Speed, Working Memory, Sciences biologiques et medicales, Biological and medical sciences, Sciences medicales, Medical sciences, Psychopathologie. Psychiatrie, Psychopathology. Psychiatry, Etude clinique de l'enfant, Child clinical studies, Troubles de l'attention. Hyperactivité, Attention deficit disorders. Hyperactivity, Psychologie. Psychanalyse. Psychiatrie, Psychology. Psychoanalysis. Psychiatry, PSYCHOPATHOLOGIE. PSYCHIATRIE, Pediatrics, Pédiatrie, Psychology, psychopathology, psychiatry, and Psychologie, psychopathologie, psychiatrie

We examined reading comprehension in children with ADHD by assessing their ability to build a coherent mental representation that allows them to recall central and peripheral information. We compared children with ADHD (mean age 9.78) to word reading-matched controls (mean age 9.89) on their ability to retell a passage. We found that even though children with ADHD recalled more central than peripheral information, they showed their greatest deficit, relative to controls, on central information—a centrality deficit (Miller and Keenan, Annals of Dyslexia 59:99-113, 2009). We explored the cognitive underpinnings of this deficit using regressions to compare how well cognitive factors (working memory, inhibition, processing speed, and IQ) predicted the ability to recall central information, after controlling for word reading ability, and whether these cognitive factors interacted with ADHD symptoms. Working memory accounted for the most unique variance. Although previous evidence for reading comprehension difficulties in children with ADHD have been mixed, this study suggests that even when word reading ability is controlled, children with ADHD have difficulty building a coherent mental representation, and this difficulty is likely related to deficits in working memory.

Cognition, Pediatrics, Pédiatrie, Psychology, psychopathology, psychiatry, Psychologie, psychopathologie, psychiatrie, Sciences biologiques et medicales, Biological and medical sciences, Sciences biologiques fondamentales et appliquees. Psychologie, Fundamental and applied biological sciences. Psychology, Psychologie. Psychophysiologie, Psychology. Psychophysiology, Langage, Language, Production et perception du langage écrit, Production and perception of written language, Psychologie du développement, Developmental psychology, Développement de l'enfant, Child development, Enfant, Child, Sciences medicales, Medical sciences, Psychopathologie. Psychiatrie, Psychopathology. Psychiatry, Etude clinique de l'enfant, Child clinical studies, Troubles du développement, Developmental disorders, Troubles de l'apprentissage, Learning disorders, Psychologie. Psychanalyse. Psychiatrie, Psychology. Psychoanalysis. Psychiatry, Production et perception du langage écrit, PSYCHOPATHOLOGIE. PSYCHIATRIE, Cognition, Cognición, Homme, Human, Hombre, Langage, Language, Lenguaje, Trouble de l'apprentissage, Learning disability, Trastorno aprendizaje, Trouble de la communication, Communication disorder, Trastorno comunicación, Trouble de la lecture, Reading disorder, Trastorno lectura, Trouble du langage, Language disorder, Trastorno lenguaje, Age scolaire, School age, Edad escolar, Compréhension verbale, Verbal comprehension, Comprensión verbal, Dyslexie, Dyslexia, Dislexia, Décodage, Decoding, Desciframiento, Déficit, Deficiency, Déficiencia, Dépistage, Medical screening, Descubrimiento, Développement cognitif, Cognitive development, Desarrolo cognitivo, Développement verbal, Language development, Desarrollo verbal, Enfant, Child, Niño, Etude longitudinale, Follow up study, Estudio longitudinal, Facteur prédictif, Predictive factor, Factor predictivo, Lecture, Reading, Lectura, Vocabulaire, Vocabulary, Vocabulario, Early identification, Longitudinal study, Poor decoders, Poor oral comprehenders, Reading disability, and Simple view of reading

Two groups of fourth-grade children were selected from a population sample (N = 926) to be either poor oral comprehenders (poor oral comprehension but normal word decoding) or poor decoders (poor decoding but normal oral comprehension). By examining both groups in the same study with varied cognitive and literacy predictors, and examining them both retrospectively and prospectively, we could assess how distinctive and stable the predictors of each deficit are. Predictors were assessed retrospectively at preschool and at the end of kindergarten, Grade 1, and Grade 2. Group effects were significant at all test occasions, including those for preschool vocabulary (worse in poor oral comprehenders) and rapid automatized naming (RAN) (worse in poor decoders). Preschool RAN and vocabulary prospectively predicted Grade 4 group membership (77―79% correct classification) within the selected samples. Reselection in preschool of at-risk poor decoder and poor oral comprehender subgroups based on these variables led to significant but relatively weak prediction of subtype membership at Grade 4. Implications of the predictive stability of our results for identification and intervention of these important subgroups are discussed.