| 1. |
- Helland, Wenche Andersen, 1955-, et al.
(författare)
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Language impairments in children with ADHD and in children with reading disorder
- 2016
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Ingår i: Journal of Attention Disorders. - : Sage Publications. - 1087-0547 .- 1557-1246. ; 20:7, s. 581-589
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Tidskriftsartikel (refereegranskat)abstract
- Objective: To investigate language impairments (LI) in a non –clinical sample of children with symptoms of AD/HD, RD, AD/HD + RD and controls, and to explore whether these groups could be differentiated from each other regarding different aspects of language.Method: Out of a population-based sample of 5672 children aged 7-9, four groups were derived.Results: LI was identified in the vast majority of the AD/HD+RD group and in more than 40 % of both the AD/HD group and the RD group.Conclusions: More phonological and expressive language problems were seen in RD compared to AD/HD, while receptive language problems were more prominent in AD/HD. As to pragmatics, more problems were identified in AD/HD, but the difference did not reach significance. These results support findings from clinical samples pointing to a considerable rate of LI both in children with symptoms of AD/HD and in children with symptoms of RD.
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| 2. |
- Lundervold, Astri J, et al.
(författare)
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Attention Deficits in Children With Combined Autism and ADHD: A CPT Study.
- 2016
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Ingår i: Journal of Attention Disorders. - : SAGE Publications. - 1087-0547 .- 1557-1246. ; 20:7, s. 599-609
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Tidskriftsartikel (refereegranskat)abstract
- Objective: To investigate characteristics of attention in children with the combination of autism spectrum disorder (ASD) and ADHD. Method: Four groups of 8- to 10-year-old children were compared on the Conners' Continuous Performance Test-Second Edition (CCPT-II): (a) ASD + ADHD (n = 11), (b) ASD only (n = 9), (c) ADHD only (n = 38), and (d) no diagnosis (n = 134). Results: There was an overall effect of group on the Continuous Performance Test (CPT) index and measures of hit reaction time, accuracy, response style, variability, and consistency. The ASD + ADHD group, much like the ADHD only group, had a more risky response style, a higher variability, and a lower consistency than the ASD only group. The impact of intellectual function on CCPT-II performance was considerable in children within the ASD subgroups. Conclusion: The findings underscore the importance of including measures of attention and intellectual function when assessing children with the combination of ASD and ADHD.
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| 3. |
- Wester Oxelgren, Ulrika, 1960-
(författare)
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Intellectual Disability and coexisting Autism and ADHD in Down syndrome - a population-based study
- 2019
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The thesis investigated associated neurodevelopmental/neuropsychiatric aspects in a population-based cohort of 60 children and adolescents (5–17 years) with Down syndrome (DS).Forty-one subjects were comprehensively assessed by a clinical research team; 17 (41%) and 14 (34%) met DSM criteria for autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD), respectively.Forty-nine subjects had a formal cognitive test and 11 had clinical assessments due to profound intellectual disability (ID). Mild ID (IQ 50–70) was found in 9% of the teenagers (13–18 years) and in 35% of the younger (5–12 years) children. Corresponding figures for severe ID (IQ <50) were 91% and 65%, respectively. The ID was more severe in individuals with coexisting ASD.Levels and profiles of autistic symptoms, according to ADOS Module-1, were analysed. Children with DS and ASD, with different levels of ID, had significantly more symptoms within all autism domains, than those with DS only – a difference which remained when subgroups with severe ID were compared. A considerable proportion of subjects with DS had ASD in addition to ID, but there was a group with DS and severe ID without ASD. The autism profiles of children with DS and ASD were similar to those of children with idiopathic autism. The commonly used investigation tools used to diagnose ASD in the study, seemed to be appropriate in this patient group.An intervention programme, including education for parents and school staff, adapted to the specific needs of schoolchildren with DS and ASD was performed and evaluated. Although the studied group comprised older children and adolescents, most of whom with severe or profound ID, they could achieve goals and skills previously not managed. In addition, the parents’ views on the intervention were encouraging.In conclusion, there is a need of awareness of the increased prevalence of ASD and ADHD in children with DS. We suggest that screening for ASD and ADHD should be implemented for children with DS at the age of 3–5 years and at early school years, respectively. We also suggest that children with DS should be re-evaluated regarding level of ID before entering secondary school.
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