A5090969136- Attention Deficit Hyperactivity Disorder
- Reading and Literacy Development
- Functional Brain Connectivity Studies
- Neural and Behavioral Psychology Studies
- Child and Adolescent Psychosocial and Emotional Development
- Cognitive and developmental aspects of mathematical skills
- Genetics and Neurodevelopmental Disorders
- Cognitive Abilities and Testing
- Child Development and Digital Technology
- Autism Spectrum Disorder Research
- Language Development and Disorders
- Children's Physical and Motor Development
- Neurobiology of Language and Bilingualism
- Parental Involvement in Education
- Early Childhood Education and Development
- Bipolar Disorder and Treatment
- Cognitive Functions and Memory
- Writing and Handwriting Education
- Mental Health Research Topics
- Congenital heart defects research
- Genetic Associations and Epidemiology
- Behavioral and Psychological Studies
- Education, Achievement, and Giftedness
- Educational and Psychological Assessments
- Anxiety, Depression, Psychometrics, Treatment, Cognitive Processes
University of Colorado Boulder
2016-2025
University of Colorado System
2007-2023
Institute for Behavioral Medicine
2005-2023
Eunice Kennedy Shriver National Institute of Child Health and Human Development
2019
Universidade Federal do Rio Grande do Sul
2014
University of Colorado Denver
2006
University of Chicago
2004-2005
University at Buffalo, State University of New York
2005
Stony Brook University
1998-2005
State University of New York
2005
Abstract Measures of component reading and language skills, executive functions, processing speed were administered to groups children with attention deficit hyperactivity disorder (ADHD; n = 113), disability (RD; 109), both RD ADHD (n 64), neither nor 151). Groups exhibited pronounced deficits on all measures as well significant weaknesses verbal working memory, speed, response inhibition. response-inhibition tasks impaired some skills memory. The group comorbid the combination in RD-only...
Context:The DSM-IV definition of attention-deficit/ hyperactivity disorder (ADHD) distinguished 3 subtypes that had not been extensively studied.Objective: To determine whether the ADHD are stable enough over time to be valid.Design: Longitudinal study with a greater-than 89% retention rate in 7 assessments 8 years.Setting: Outpatient clinics.Participants: Volunteer sample 118 4-to 6-yearolds who met criteria for ADHD, including impairment 2 settings at least 1 assessment.Main Outcome...
This study used a community sample of 494 twins with reading disability (223 girls, 271 boys) and 373 without (189 184 to assess the relation between (RD) attention-deficit/hyperactivity disorder (ADHD). Symptoms DSM-III DSM-IV ADHD were classified into symptoms inattention hyperactivity-impulsivity (H/I). Results indicated that individuals RD more likely than meet criteria for association was stronger H/I. Parents teachers reported similar rates ADHD, suggesting pervasive across settings...
This study investigated the association between reading disability (RD) and internalizing externalizing psychopathology in a large community sample of twins with (N = 209) without RD 192). The primary goals were to clarify relation comorbid psychopathology, test for gender differences behavioral correlates RD, if common familial influences contributed other disorders. Results indicated that individuals exhibited significantly higher rates all disorders than RD. However, logistic regression...
Behavioral disinhibition has been characterized as a generalized vulnerability to externalizing disorders. Despite increasing evidence for its validity and heritability, the structural stability of behavioral across adolescence strength etiology relation executive functions have not studied. In this multivariate twin study, authors assessed using measures tapping substance use, conduct disorder, attention-deficit/hyperactivity disorder (ADHD), novelty seeking at ages 12 17. Executive were...
This study used a nonreferred sample of twins to contrast the performance individuals with reading disability (RD; n = 93), attention-deficit/hyperactivity disorder (ADHD; 52), RD and ADHD (n 48), neither nor 121) on measures phoneme awareness (PA) executive functioning (EF). Exploratory factor analysis EF yielded underlying factors working memory, inhibition, set shifting. Results revealed that was associated inhibition deficits, whereas significant deficits PA verbal memory. The + group...
Reading disability (RD) and math (MD) frequently co-occur, but the etiology of this comorbidity is not well understood. Groups with RD only (N = 241), MD 183), + 188) a control group neither disorder 411) completed battery measures internalizing externalizing psychopathology, social academic functioning, 10 neuropsychological processes. only, were significantly impaired versus on nearly all measures, was more than groups alone 7 constructs. Multiple regression analyses indicated that...
The present study explored whether different executive control and speed measures (working memory, inhibition, processing speed, naming speed) independently predict individual differences in word reading comprehension. Although previous studies suggest these cognitive constructs are important for reading, the authors analyze simultaneously to test each is a unique predictor. Latent variables from 483 participants (ages 8-16 years) were used portion construct into its shared variance. In...
Males show higher rates of attention deficit hyperactivity disorder (ADHD) than do females. Potential explanations include genuine etiological differences or artifact.2,332 twin and sibling youth participated in behavioral cognitive testing. Partially competing models symptom severity distribution differences, the mean difference, variance difference models, were tested within a randomly selected subsample. The Delta method was used to test for mediation sex ADHD by processing speed,...
Background: This study tests a multiple cognitive deficit model of reading disability (RD), attention-deficit/hyperactivity disorder (ADHD), and their comorbidity. Methods: A structural equation (SEM) risk factors symptom outcome variables was constructed. The included phonological awareness as unique predictor RD response inhibition ADHD. Processing speed, naming verbal working memory were modeled potential shared deficits. Results: Model fit indices from the SEM indicated satisfactory fit....
The overall goals of this study were to test single versus multiple cognitive deficit models dyslexia (reading disability) at the level individual cases and determine clinical utility these for prediction diagnosis dyslexia. To accomplish goals, we tested five dyslexia--two single-deficit models, two multiple-deficit one hybrid model--in large population-based samples, cross-sectional (Colorado Learning Disability Research Center) longitudinal (International Twin Study). deficits included in...
The aim of this work was 2-fold: (1) to evaluate current knowledge and identify key directions in the study sluggish cognitive tempo (SCT); (2) arrive at a consensus change terminology for construct that reflects science may be more acceptable researchers, clinicians, caregivers, patients.