Are “cool” executive function impairments more salient in ADHD symptoms than in reading disability?

ABSTRACT Introduction: Reading disability (RD) and Attention Deficit Hyperactivity Disorder (ADHD) symptoms often co-occur in school-age children. Methods: The present study evaluated the performance of 216 Brazilian children from 3rd and 4th grades on “cool” executive function (EF) abilities and ph...

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Hauptverfasser: Koltermann, Gabriella, Becker, Natália, Lopes-Silva, Júlia Beatriz, Mariuche Rodrigues De Almeida Gomides, Paiva, Giulia Moreira, Vitor Geraldi Haase, Jerusa Fumagalli De Salles
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creator Koltermann, Gabriella
Becker, Natália
Lopes-Silva, Júlia Beatriz
Mariuche Rodrigues De Almeida Gomides
Paiva, Giulia Moreira
Vitor Geraldi Haase
Jerusa Fumagalli De Salles
description ABSTRACT Introduction: Reading disability (RD) and Attention Deficit Hyperactivity Disorder (ADHD) symptoms often co-occur in school-age children. Methods: The present study evaluated the performance of 216 Brazilian children from 3rd and 4th grades on “cool” executive function (EF) abilities and phonological processing. The children were divided into three groups: those with ADHD symptoms only, those with RD only, and controls. Results: MANOVA analyses, controlling for age and nonverbal intelligence, showed worse performance for the RD group, compared to the ADHD symptoms group, on measures of phonological processing (phonemic awareness, phonological short-term memory, and lexical access) and “cool” EF components (orthographic verbal fluency and processing speed). The ADHD symptoms group did not differ from the control group on the majority of the “cool” EF tasks. Compared to the control group, the ADHD symptoms group and the RD group both showed significantly more errors in rapid automatized naming of figures, which evaluates the inhibition component of EF; performance on this task was similar for these groups. Conclusion: We conclude that children with RD have greater impairment in phonological processing and “cool” EF compared to those with ADHD symptoms. Furthermore, deficits in inhibitory control may be shared among children with both conditions.
doi_str_mv 10.6084/m9.figshare.11997531
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Psychotherapy)</topic><topic>Psychology not elsewhere classified</topic><toplevel>online_resources</toplevel><creatorcontrib>Koltermann, Gabriella</creatorcontrib><creatorcontrib>Becker, Natália</creatorcontrib><creatorcontrib>Lopes-Silva, Júlia Beatriz</creatorcontrib><creatorcontrib>Mariuche Rodrigues De Almeida Gomides</creatorcontrib><creatorcontrib>Paiva, Giulia Moreira</creatorcontrib><creatorcontrib>Vitor Geraldi Haase</creatorcontrib><creatorcontrib>Jerusa Fumagalli De Salles</creatorcontrib><collection>DataCite (Open Access)</collection><collection>DataCite</collection></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext_linktorsrc</fulltext></delivery><addata><au>Koltermann, Gabriella</au><au>Becker, Natália</au><au>Lopes-Silva, Júlia Beatriz</au><au>Mariuche Rodrigues De Almeida Gomides</au><au>Paiva, Giulia Moreira</au><au>Vitor Geraldi Haase</au><au>Jerusa Fumagalli De Salles</au><format>book</format><genre>unknown</genre><ristype>DATA</ristype><title>Are “cool” executive function impairments more salient in ADHD symptoms than in reading disability?</title><date>2020-03-18</date><risdate>2020</risdate><abstract>ABSTRACT Introduction: Reading disability (RD) and Attention Deficit Hyperactivity Disorder (ADHD) symptoms often co-occur in school-age children. Methods: The present study evaluated the performance of 216 Brazilian children from 3rd and 4th grades on “cool” executive function (EF) abilities and phonological processing. The children were divided into three groups: those with ADHD symptoms only, those with RD only, and controls. Results: MANOVA analyses, controlling for age and nonverbal intelligence, showed worse performance for the RD group, compared to the ADHD symptoms group, on measures of phonological processing (phonemic awareness, phonological short-term memory, and lexical access) and “cool” EF components (orthographic verbal fluency and processing speed). The ADHD symptoms group did not differ from the control group on the majority of the “cool” EF tasks. Compared to the control group, the ADHD symptoms group and the RD group both showed significantly more errors in rapid automatized naming of figures, which evaluates the inhibition component of EF; performance on this task was similar for these groups. Conclusion: We conclude that children with RD have greater impairment in phonological processing and “cool” EF compared to those with ADHD symptoms. Furthermore, deficits in inhibitory control may be shared among children with both conditions.</abstract><pub>SciELO journals</pub><doi>10.6084/m9.figshare.11997531</doi><oa>free_for_read</oa></addata></record>
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identifier DOI: 10.6084/m9.figshare.11997531
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subjects FOS: Clinical medicine
FOS: Health sciences
FOS: Psychology
Geriatrics and Gerontology
Health Care Administration
Medicine
Neurology and Neuromuscular Diseases
Nursing not elsewhere classified
Psychiatry (incl. Psychotherapy)
Psychology not elsewhere classified
title Are “cool” executive function impairments more salient in ADHD symptoms than in reading disability?
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