Comparison of Cognitive and Behavioral Profiles of Individuals with Attention Deficit Hyperactivity Disorder and Dyslexia
Main Article Content
Abstract
Attention Deficit Hyperactivity Disorder and Developmental Dyslexia are disorders usually diagnosed in childhood and adolescence and affect different cognitive functions, however, with differences in central deficits. There is a consensus that children with Attention Deficit Hyperactivity Disorder manifest alterations in attention and executive functioning. Meanwhile, a growing number of researchers that investigated and described attentional and other executive function alterations in affected Dyslexia individuals. Therefore, our study aimed to compare the cognitive and behavioral profiles of 21 children with Attention Deficit Hyperactivity Disorder (n=7), Dyslexia (n=6), and a control group (n=8), ages 6 to 14 years old, evaluated from January 2022 to July 2023. We excluded children with other neurodevelopmental disorders or neurologic diseases. The results showed that in tasks of working memory and cognitive flexibility, the group with Attention Deficit Hyperactivity Disorder presented higher averages than the children with Dyslexia. Furthermore, participants with Attention Deficit Hyperactivity Disorder committed more mistakes in attentional tests, mainly in alternating attention, than the Dyslexia group (z = -8.548; p=0.029). Furthermore, participants with Attention Deficit Hyperactivity Disorder had higher means for externalizing problems (Average: 62.43; Standard Deviation: 8.36) when compared to the group with Dyslexia (Average: 57.50; Standard Deviation: 5.09), as well as dyslexics had higher means for behavior problems internalizing (Average: 66.00; Standard Deviation: 11.63) than the Attention Deficit Hyperactivity Disorder group (Average: 58.00; Standard Deviation: 8.16). The results found in this study showed that children with Attention Deficit Hyperactivity Disorder had higher averages than the group with Dyslexia in attention and executive functions and indicated the presence of a heterogeneous cognitive and behavioral profile among the participants, however, the clinical groups showed significant impairments in attention, executive functions and behavior, which can have an impact on the functionality and quality of life of these children.
Keywords:
Attention Deficit Hyperactivity Disorder, Dyslexia, Child, Reading, Attention, Executive Functions, Cognitive Profile, Behavior Profile
Article Details
How to Cite
FERREIRA, Thalita francielli Lopes et al.
Comparison of Cognitive and Behavioral Profiles of Individuals with Attention Deficit Hyperactivity Disorder and Dyslexia.
Medical Research Archives, [S.l.], v. 11, n. 10, oct. 2023.
ISSN 2375-1924.
Available at: <https://esmed.org/MRA/mra/article/view/4609>. Date accessed: 23 nov. 2024.
doi: https://doi.org/10.18103/mra.v11i10.4609.
Section
Research Articles
The Medical Research Archives grants authors the right to publish and reproduce the unrevised contribution in whole or in part at any time and in any form for any scholarly non-commercial purpose with the condition that all publications of the contribution include a full citation to the journal as published by the Medical Research Archives.
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2. Posner J, Polanczyk GV, Sonuga-Barke E. Attention-deficit hyperactivity disorder. Lancet. 2020;395(10222):450-462. doi: 10.1016/S0140-6736(19)33004-1
3. Polanczyk GV, Willcutt EG, Salum GA, Kieling C, Rohde LA. ADHD prevalence estimates across three decades: an updated systematic review and meta-regression analysis. Int J Epidemiol. 2014;43(2):434-442. doi:10.1093/ije/dyt261
4. Polanczyk G, de Lima MS, Horta BL, Biederman J, Rohde LA. The worldwide prevalence of ADHD: a systematic review and metaregression analysis. Am J Psychiatry. 2007;164(6):942-948. doi:10.1176/ajp.2007.164.6.942
5. Peterson Robin, Pennington B. Developmental Dyslexia. Annual Review of Clinical Psychology. 2015;11:283-307. Accessed august 15 2023. https://ssrn.com/abstract=2588407
6. Faraone SV, Asherson P, Banaschewski T, et al. Attention-deficit/hyperactivity disorder. Nat Rev Dis Primers. 2015;1:15020.
doi: 10.1038/nrdp.2015.20
7. Kuerten AB, Mota MB, Segaert K. Developmental dyslexia: a condensed review of literature. Ilha Desterro. 2019;72(3):249-270. doi: 10.5007/2175-8026.2019v72n3p249
8. Frith U. Paradoxes in the definition of dyslexia. Dyslexia. 1999;5(4):192-214. Accessed august 17 2023. https://doi.org/10.1002/(SICI)1099-0909(199912) 5:43.0.CO;2-N
9. Hoogman M, Bralten J, Hibar DP, et al. Subcortical brain volume differences in participants with attention deficit hyperactivity disorder in children and adults: a cross-sectional mega-analysis. The Lancet Psychiatry. 2017;4(4):310-319. doi:10.1016/S2215-0366(17)30049-4
10. Cortese S, Kelly C, Chabernaud C, et al. Toward systems neuroscience of ADHD: a meta-analysis of 55 fMRI studies. Am J Psychiatry. 2012;169(10):1038-1055. doi:10.1176/appi.ajp.2012.11101521
11. Hart H, Radua J, Nakao T, Mataix-Cols D, Rubia K. Meta-analysis of functional magnetic resonance imaging studies of inhibition and attention in attention-deficit/hyperactivity disorder: exploring task-specific, stimulant medication, and age effects. JAMA Psychiatry. 2013;70(2):185-98. doi: 10.1001/jamapsychiatry.2013.277
12. Emond V, Joyal C, Poissant H. Neuroanatomie structurelle et fonctionnelle du trouble déficitaire d'attention avec ou sans hyperactivité (TDAH) [Structural and functional neuroanatomy of attention-deficit hyperactivity disorder (ADHD)]. Encephale. 2009;35(2):107-14. doi: 10.1016/j.encep.2008.01.005
13. Bailey SK, Aboud KS, Nguyen TQ, et al. Applying a network structure to the neurobiology of reading and dyslexia. J Neurodev Disord. 2018;10:37. doi: 10.1186/s11689-018-9251-z
14. Ozernov-Palchik O, Yu X, Wang Y, Gaab N. Lessons to be learned: how a comprehensive neurobiological framework of atypical reading development can inform educational practice. Curr Opin Behav Sci. 2016;10:45-58. doi:10.1016/j.cobeha.2016.05.006
15. Hulme C, Snowling MJ. Reading disorders and dyslexia. Curr Opin Pediatr. 2016;28(6):731-735. doi:10.1097/MOP.0000000000000411
16. Norton ES, Beach SD, Gabrieli JDE. Neurobiology of dyslexia. Curr Opin Neurobiol. 2015;30:73-8. doi:10.1016/j.conb.2014.09.007
17. Ferreira TFL, Oliveira JA, Stella P, Fornasari RCCV, Arduin R, Ciasca SM. Cognitive and Behavioral Profile in Dyslexia: Challenges in Interdisciplinary Assessment. Psychology. 2023;14:1038-1052. doi: 10.4236/psych.2023.146056
18. Taran N, Farah R, DiFrancesco M, et al. The role of visual attention in dyslexia: Behavioral and neurobiological evidence. Hum Brain Mapp. 2022;43(5):1720-1737. doi:10.1002/hbm.25753
19. Smith-Spark JH, Gordon R. Automaticity and Executive Abilities in Developmental Dyslexia: A Theoretical Review. Brain Sci. 2022;12(4):446. doi:10.3390/brainsci12040446
20. Ferreira TFL, Ciasca SM, Lima, RF. Comparison of attentional performance and executive functioning in children with dyslexia and children with ADHD. In: Proceedings of the 5th International and 25th Brazilian Congress of Abenepi. 2019. Accessed August 19, 2023. https://proceedings.science/abenepi/abenepi-2019/trabalhos/comparacao-do-desempenho-atencional-e-do-funcionamento-executivo-entre-criancas?lang=pt-br
21. Soriano-Ferrer M, Piedra-Martínez E, Arteaga M. Executive functioning in the daily lives of Ecuadorian adolescents with developmental dyslexia. Psychology. 2018;9:1050-1064. doi:10.4236/psych.2018.95066.
22. Langer N, Benjamin C, Becker BLC, Gaab N. Comorbidity of reading disabilities and ADHD: Structural and functional brain characteristics. Hum Brain Mapp. 2019;40(9):2677-2698. doi: 10.1002/hbm.24552
23. Horowitz-Kraus T, Toro-Serey C, DiFrancesco M. Increased resting-state functional connectivity in the cingulo-opercular cognitive-control network after intervention in children with reading difficulties. PLoS One. 2015;10(7):e0133762. doi:10.1371/journal.pone.0133762
24. Willcutt EG, Betjemann RS, McGrath LM, et al. Etiology and neuropsychology of comorbidity between RD and ADHD: the case of multiple deficit models. Cortex. 2010;46(10):1345-1361. doi:10. 1016/j.cortex.2010.06.009
25. Lonergan A, Doyle C, Cassidy C, et al. A meta-analysis of executive functioning in dyslexia with consideration of the impact of comorbid ADHD. Journal of Cognitive Psychology. 2019;31:725-749.
26. Fernández-Andrés MI, Tejero P, Vélez-Calvo X. Visual Attention, Orthographic Word Recognition, and Executive Functioning in Children With ADHD, Dyslexia, or ADHD + Dyslexia. J Atten Disord. 2021;25(7):942-953. doi: 10.1177/1087054719864637
27. Øie MG, Storaas TAV, Egeland J. Neuropsychological and symptom predictors of diagnostic persistence in ADHD: A 25-Year Follow-up Study. J Atten Disord. 2023;27(6):612-622. doi: 10.1177/10870547231154903
28. Achenbach TM. School-based practitioners’ guide or the Achenbach System of Empirically based assessment (ASEBA): Na integrated system of multi-informant assessment. 2ª ed. ASEBA; 2001.
29. Wechsler D. Wechsler Intelligence Scale for Children: WISC-IV. Instruction manual for application and evaluation. Brazilian Adaptation and Standardization. Rueda FJM, Noronha APP, Sisto FF, Santos AAA, Castro NRC. São Paulo: Psychologist's House. 4th ed 2013.
30. Rueda FJM. Battery for attention assessment (BPA2). São Paulo: Ed. Vetor.1st ed 2023.
31. Sedó M, Paula JJ, Malloy-Diniz LF. Five-digit test (FDT). São Paulo: Hogrefe, 2015.
32. Benczik EBP. Scale for assessing child and adolescent behavior in Attention Deficit/Hyperactivity Disorder in a family environment - version for parents. Memnon. 2018.
33. Cohen J. Statistical Power Analysis for the behavioral sciences. Hillsdale, NI: Erlbaum. 2ª ed, 1988.
34. Tanir Y, Kiliç BG. Neurocognitive profile in children with attention-deficit/hyperactivity disorder and dyslexia. Medical Science and Discovery. 2023;10(7)481-486. doi: 10.36472/msd.v10i7.995
35. Wagner F, Rohde LA, Trentini CM. Neuropsychology of attention-deficit/hyperactivity disorder: Neuropsychological models and results of empirical studies. Psycho-USF. 2016;21(3):573-582. doi:10.1590/1413-82712016210311
36. Moura O, Pereira M, Alfaiate C, et al. Neurocognitive functioning in children with developmental dyslexia and attention-deficit/hyperactivity disorder: Multiple deficits and diagnostic accuracy. Journal of Clinical and Experimental Neuropsychology. 2016;39:296-312.
37. Lee CS. Executive functions underlie word reading and reading fluency in Chinese children with attention deficit/hyperactivity disorder, reading disabilities, and comorbid attention deficit/hyperactivity disorder and reading disabilities. Child Neuropsychol. 2023;15:1-27. doi: 10.1080/09297049.2023.2179981
38. Dahhan NZ, Halverson K, Peek CP, et al. Dissociating executive function and ADHD influences on reading ability in children with dyslexia. Cortex. 2022;153:126-142. doi: 10.1016/j.cortex.2022.03.025
39. Diniz JM, Correa J, Mousinho R. Cognitive profile of children with dyslexia and children with ADHD. Psychopedagogy Magazine. 2020;37(112):18-28.
40. Koltermann G, Becker N, Lopes-Silva JB, et al. Are “legal” impairments of executive functions more salient in ADHD symptoms than in reading difficulty? Dementia and Neuropsychology. 2020;14:47-55. doi: 10.1590/1980-57642020dn14-010008
41. Giofré D, Cornoldi C. The structure of intelligence in children with specific learning difficulties is different compared to typically developing children. Intelligence. 2015;52:36-43. doi: 10.1016/j.intell.2015.07.002
42. Martinussen R, Tannock R. Working memory impairments in children with attention deficit hyperactivity disorder with and without comorbid language learning disorders. J. Clin. Neuropsychological Exp. 2006;28:1073-1094. doi: 10.1080/13803390500205700.
43. Gray S, Fox AB, Green S, et al. Working memory profiles of children with dyslexia, developmental language disorder, or both. J. Lang Speech. 2019;62:1839-1858. doi: 10.1044/2019_JSLHR-L-18-0148.
44. Kofler MJ, Spiegel JA, Soto EF, Irwin LN, Wells EL, Austin KE. Are working memory deficits behind reading problems in attention-deficit/hyperactivity disorder (ADHD)? J. Abnormal. Psychol. Children's. 2019;47:433-446. doi: 10.1007/s10802-018-0447-1
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