Brain Sciences

Research

15 pages, 307 KiB

Open AccessArticle

by Eleni Bonti, Afroditi Kamari, Maria Sofologi, Sofia Giannoglou, Georgia-Nektaria Porfyri, Paraskevi Tatsiopoulou, Georgios Kougioumtzis, Maria Efstratopoulou and Ioannis Diakogiannis

Brain Sci. 2021, 11(7), 850; https://doi.org/10.3390/brainsci11070850 - 25 Jun 2021

Cited by 2 | Viewed by 2637

Abstract

SLI and SLD constitute two independent neurodevelopmental disorders, which frequently cause challenges in the diagnosis process, especially due to their nature. This has caused disagreement among clinicians regarding their recognition as separate or overlapping disorders. The objective of the study was to enlighten [...] Read more.

SLI and SLD constitute two independent neurodevelopmental disorders, which frequently cause challenges in the diagnosis process, especially due to their nature. This has caused disagreement among clinicians regarding their recognition as separate or overlapping disorders. The objective of the study was to enlighten the path of valid diagnosis and intervention during adolescence when the two disorders change their manifestation and overlap. Two hundred Greek adolescents (140 boys and 60 girls), 124 already diagnosed with SLD and 76 diagnosed with SLI, 12–16 years old, participated in the study. All participants were assessed in reading, oral and written language and mathematics (mathematical operations and mathematical reasoning) along with IQ testing. In order to determine statistically significant differences, the chi-square test, independent samples t-test, odds ratios and their 95 per cent confidence intervals were implemented. The results revealed that the SLI group presented significantly greater difficulties than SLD in their overall cognitive-mental profile and in most language and mathematical measurements (number concept, executive-procedural part of solving operations and mathematical reasoning). The similarity of the two groups was mainly detected in their deficient metacognitive, metalinguistic and metamnemonic strategies. The research concludes that SLD adolescents managed to overcome their difficulties to a significant degree, while adolescents with SLI still struggle with many learning areas. Full article

(This article belongs to the Special Issue Frontier Research in the Study of Risk Factors for Neurodevelopmental Disorders)

22 pages, 719 KiB

Open AccessArticle

Executive Function, Working Memory, and Verbal Fluency in Relation to Non-Verbal Intelligence in Greek-Speaking School-Age Children with Developmental Language Disorder

by Asimina M. Ralli, Elisavet Chrysochoou, Petros Roussos, Kleopatra Diakogiorgi, Panagiota Dimitropoulou and Diamanto Filippatou

Brain Sci. 2021, 11(5), 604; https://doi.org/10.3390/brainsci11050604 - 08 May 2021

Cited by 10 | Viewed by 5285

Abstract

Developmental Language Disorder (DLD) is often associated with impairments in working memory (WM), executive functions (EF), and verbal fluency. Moreover, increasing evidence shows poorer performance of children with DLD on non-verbal intelligence tests relative to their typically developing (TD) peers. Yet, the degree [...] Read more.

Developmental Language Disorder (DLD) is often associated with impairments in working memory (WM), executive functions (EF), and verbal fluency. Moreover, increasing evidence shows poorer performance of children with DLD on non-verbal intelligence tests relative to their typically developing (TD) peers. Yet, the degree and generality of relevant difficulties remain unclear. The present study aimed at investigating WM capacity, key EFs and verbal fluency in relation to non-verbal intelligence in Greek-speaking school-age children with DLD, compared to TD peers (8–9 years). To our knowledge, the present study is the first to attempt a systematic relevant assessment with Greek-speaking school-age children, complementing previous studies mostly involving English-speaking participants. The results showed that children with DLD scored lower than TD peers on the non-verbal intelligence measure. Groups did not differ in the inhibition measures obtained (tapping resistance to either distractor or proactive interference), but children with DLD were outperformed by TD peers in the WM capacity, updating, monitoring (mixing cost), and verbal fluency (phonological and semantic) measures. The effects showed limited (in the case of backward digit recall) or no dependence on non-verbal intelligence. Findings are discussed in terms of their theoretical and practical implications as well as in relation to future lines of research. Full article

(This article belongs to the Special Issue Frontier Research in the Study of Risk Factors for Neurodevelopmental Disorders)

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26 pages, 1287 KiB

Open AccessArticle

Clinical Profiles and Socio-Demographic Characteristics of Adults with Specific Learning Disorder in Northern Greece

by Eleni Bonti, Sofia Giannoglou, Marianthi Georgitsi, Maria Sofologi, Georgia-Nektaria Porfyri, Artemis Mousioni, Anastasia Konsta, Paraskevi Tatsiopoulou, Afroditi Kamari, Sofia Vavetsi and Ioannis Diakogiannis

Brain Sci. 2021, 11(5), 602; https://doi.org/10.3390/brainsci11050602 - 08 May 2021

Cited by 9 | Viewed by 2665

Abstract

The manifestation of Specific Learning Disorder (SLD) during adulthood is one of the least examined research areas among the relevant literature. Therefore, the adult population with SLD is considered a “rare” and “unique” population of major scientific interest. The aim of the current [...] Read more.

The manifestation of Specific Learning Disorder (SLD) during adulthood is one of the least examined research areas among the relevant literature. Therefore, the adult population with SLD is considered a “rare” and “unique” population of major scientific interest. The aim of the current study was to investigate, describe, and analyze the clinical, academic, and socio-demographic characteristics, and other everyday functioning life-skills of adults with SLD, in an attempt to shed more light on this limited field of research. The overall sample consisted of 318 adults, who were assessed for possible SLD. The diagnostic procedure included self-report records (clinical interview), psychometric/cognitive, and learning assessments. The main finding of the study was that SLD, even during adulthood, continues to affect the individuals’ well-being and functionality in all of their life domains. There is an ongoing struggle of this population to obtain academic qualifications in order to gain vocational rehabilitation, as well as a difficulty to create a family, possibly resulting from their unstable occupational status, their financial insecurity, and the emotional/self-esteem issues they usually encounter, due to their ongoing learning problems. Moreover, the various interpersonal characteristics, the comorbidity issues, and the different developmental backgrounds observed in the clinical, academic, personal, social, and occupational profiles of the participants, highlight the enormous heterogeneity and the continuum that characterizes SLD during adulthood. We conclude that there is an imperative need for further research and the construction of more sufficient tools for the assessment and diagnosis of SLD during adulthood, which will take into account the developmental challenges and milestones in a series of domains, in order to assist this “vulnerable” population with their life struggles. Full article

(This article belongs to the Special Issue Frontier Research in the Study of Risk Factors for Neurodevelopmental Disorders)

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29 pages, 2274 KiB

Open AccessArticle

Developmental Language Disorder and Autism: Commonalities and Differences on Language

by Natasa Georgiou and George Spanoudis

Brain Sci. 2021, 11(5), 589; https://doi.org/10.3390/brainsci11050589 - 30 Apr 2021

Cited by 31 | Viewed by 7688

Abstract

Language and communication deficits characterize both autism spectrum disorder and developmental language disorder, and the possibility of there being a common profile of these is a matter of tireless debate in the research community. This experimental study addresses the relation of these two [...] Read more.

Language and communication deficits characterize both autism spectrum disorder and developmental language disorder, and the possibility of there being a common profile of these is a matter of tireless debate in the research community. This experimental study addresses the relation of these two developmental conditions in the critical topic of language. A total of 103 children (79 males, 24 females) participated in the present study. Specifically, the study’s sample consisted of 40 children with autism, 28 children with developmental language disorder, and 35 typically developing children between 6 and 12 years old. All children completed language and cognitive measures. The results showed that there is a subgroup inside the autism group of children who demonstrate language difficulties similar to children with developmental language disorder. Specifically, two different subgroups were derived from the autism group; those with language impairment and those without. Both autism and language-impaired groups scored lower than typically developing children on all language measures indicating a common pathology in language ability. The results of this study shed light on the relation between the two disorders, supporting the assumption of a subgroup with language impairment inside the autism spectrum disorder population. The common picture presented by the two developmental conditions highlights the need for further research in the field. Full article

(This article belongs to the Special Issue Frontier Research in the Study of Risk Factors for Neurodevelopmental Disorders)

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24 pages, 2501 KiB

Open AccessFeature PaperArticle

Unveiling the Mysteries of Dyslexia—Lessons Learned from the Prospective Jyväskylä Longitudinal Study of Dyslexia

by Kaisa Lohvansuu, Minna Torppa, Timo Ahonen, Kenneth Eklund, Jarmo A. Hämäläinen, Paavo H. T. Leppänen and Heikki Lyytinen

Brain Sci. 2021, 11(4), 427; https://doi.org/10.3390/brainsci11040427 - 27 Mar 2021

Cited by 26 | Viewed by 7340

Abstract

This paper reviews the observations of the Jyväskylä Longitudinal Study of Dyslexia (JLD). The JLD is a prospective family risk study in which the development of children with familial risk for dyslexia (N = 108) due to parental dyslexia and controls without dyslexia [...] Read more.

This paper reviews the observations of the Jyväskylä Longitudinal Study of Dyslexia (JLD). The JLD is a prospective family risk study in which the development of children with familial risk for dyslexia (N = 108) due to parental dyslexia and controls without dyslexia risk (N = 92) were followed from birth to adulthood. The JLD revealed that the likelihood of at-risk children performing poorly in reading and spelling tasks was fourfold compared to the controls. Auditory insensitivity of newborns observed during the first week of life using brain event-related potentials (ERPs) was shown to be the first precursor of dyslexia. ERPs measured at six months of age related to phoneme length identification differentiated the family risk group from the control group and predicted reading speed until the age of 14 years. Early oral language skills, phonological processing skills, rapid automatized naming, and letter knowledge differentiated the groups from ages 2.5–3.5 years onwards and predicted dyslexia and reading development, including reading comprehension, until adolescence. The home environment, a child’s interest in reading, and task avoidance were not different in the risk group but were found to be additional predictors of reading development. Based on the JLD findings, preventive and intervention methods utilizing the association learning approach have been developed. Full article

(This article belongs to the Special Issue Frontier Research in the Study of Risk Factors for Neurodevelopmental Disorders)

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16 pages, 447 KiB

Open AccessArticle

Evaluating the Involving Relationships between Temperament and Motor Coordination in Early Childhood: A Prognostic Measurement

by Maria Sofologi, Sophia Koulouri, Despina Moraitou and Georgia Papantoniou

Brain Sci. 2021, 11(3), 333; https://doi.org/10.3390/brainsci11030333 - 06 Mar 2021

Cited by 1 | Viewed by 1694

Abstract

The main aim of the present study was the evaluation of dynamic relationships between dimensions of temperament and motor coordination in 3–7-year-old children in Greece. More specifically, the main objectives of the current study were the test outcomes regarding the psychometric properties (structural [...] Read more.

The main aim of the present study was the evaluation of dynamic relationships between dimensions of temperament and motor coordination in 3–7-year-old children in Greece. More specifically, the main objectives of the current study were the test outcomes regarding the psychometric properties (structural validity and internal consistency) of the Greek versions of (a) the Child Behavior Questionnaire—very short format (CBQ—VSF), and (b) the Developmental Coordination Disorder Questionnaire (DCDQ). For the purposes of the present study, 231 parents (202 women and 29 men), aged 23–53 years (mean (M) = 36.7 and standard deviation (SD) = 5.4) completed the aforementioned questionnaires. The sample consisted of 231 children (110 girls and 121 boys) aged 3–7 years (M = 4.75 years and SD = 1.30). For the DCDQ, the confirmatory factor analysis revealed three factors consistent with the factors that emerged from the constructs, with strong internal consistency reliability. Furthermore, regarding the CBQ—VSF, which measures the dimensions of temperament, the implementation of the confirmatory factor analysis indicated three factors and satisfactory internal consistency reliability, as well. Finally, path analysis revealed that temperamental effortful control, which mirrors both inhibitory and self-regulatory capacity, has a positive effect on motor coordination. Full article

(This article belongs to the Special Issue Frontier Research in the Study of Risk Factors for Neurodevelopmental Disorders)

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12 pages, 250 KiB

Open AccessArticle

Impulsivity as Early Emerging Vulnerability Factor—Prediction of ADHD by a Preschool Neuropsychological Measure

by Ursula Pauli-Pott and Katja Becker

Brain Sci. 2021, 11(1), 60; https://doi.org/10.3390/brainsci11010060 - 06 Jan 2021

Cited by 2 | Viewed by 1912

Abstract

Impulsivity, comprising deviations of brain-based bottom-up and top-down control processes, has been regarded as a crucial, early emerging marker of a developmental pathway to attention-deficit/hyperactivity (ADHD) and externalizing disorders. In two independent studies (a cross-sectional study and a longitudinal study), we analyzed the [...] Read more.

Impulsivity, comprising deviations of brain-based bottom-up and top-down control processes, has been regarded as a crucial, early emerging marker of a developmental pathway to attention-deficit/hyperactivity (ADHD) and externalizing disorders. In two independent studies (a cross-sectional study and a longitudinal study), we analyzed the concurrent and predictive validity of a task-based neuropsychological impulsivity measure for preschool children. The sample of Study 1 comprised 102 3–5-year-old children (46% boys). In Study 2, 138 children (59% boys) with elevated ADHD symptoms were recruited and assessed at the ages of 4–5 and 8 years. In both studies, preschool impulsivity was measured by a summary score of neuropsychological tasks on approach motivation and hot inhibitory control. For Study 1, the impulsivity measure was significantly associated with symptoms of ADHD and oppositional defiant disorder (ODD) (χ²(1) = 9.8, p = 0.002; χ²(1) = 8.1, p = 0.004). In Study 2, the impulsivity measure predicted the 8-year-olds’ ADHD diagnoses over and above concurrent ADHD symptoms (χ²(1) = 10.0, p = 0.002, OR = 5.0, 95% CI: 1.8–14.0). The impulsivity measure showed good concurrent and predictive validity. The measure can be useful for the early identification of children at risk for developing ADHD and externalizing disorders. Full article

(This article belongs to the Special Issue Frontier Research in the Study of Risk Factors for Neurodevelopmental Disorders)

17 pages, 590 KiB

Open AccessArticle

Executive Functions and Attention Processes in Adolescents and Young Adults with Intellectual Disability

by Tommasa Zagaria, Gabriella Antonucci, Serafino Buono, Marilena Recupero and Pierluigi Zoccolotti

Brain Sci. 2021, 11(1), 42; https://doi.org/10.3390/brainsci11010042 - 03 Jan 2021

Cited by 8 | Viewed by 3358

Abstract

(1) Background: We made a comprehensive evaluation of executive functions (EFs) and attention processes in a group of adolescents and young adults with mild intellectual disability (ID). (2) Methods: 27 adolescents and young adults (14 females and 13 males) with ID, aged between [...] Read more.

(1) Background: We made a comprehensive evaluation of executive functions (EFs) and attention processes in a group of adolescents and young adults with mild intellectual disability (ID). (2) Methods: 27 adolescents and young adults (14 females and 13 males) with ID, aged between 15.1 and 23 years (M = 17.4; SD = 2.04), were compared to a control group free of cognitive problems and individually matched for gender and age. (3) Results: As for EFs, individuals with ID were severely impaired on all subtests of the Behavioral Assessment of Dysexecutive Syndrome (BADS) battery. However, we also found appreciable individual differences, with eight individuals (approximately 30%) scoring within normal limits. On the attention tests, individuals with ID were not generally slower but presented specific deficits only on some attention tests (i.e., Choice Reaction Times, Color Naming and Color–Word Interference, and Shifting of Attention for Verbal and for Visual Targets).The role of a global factor (i.e., cognitive speed) was modest in contributing to the group differences; i.e., when present, group differences were selectively associated with specific task manipulations, not global differences in cognitive speed. (4) Conclusions: The study confirmed large group differences in EFs; deficits in attentional processing were more specific and occurred primarily in tasks taxing the selective dimension of attention, with performance on intensive tasks almost entirely spared. Full article

(This article belongs to the Special Issue Frontier Research in the Study of Risk Factors for Neurodevelopmental Disorders)

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15 pages, 297 KiB

Open AccessArticle

Trait-Based Dimensions Discriminating Adults with Attention Deficit Hyperactivity Disorder (ADHD), Autism Spectrum Disorder (ASD) and, Co-occurring ADHD/ASD

by Artemios Pehlivanidis, Katerina Papanikolaou, Kalliopi Korobili, Eva Kalantzi, Vasileios Mantas, Dimitra Pappa and Charalambos Papageorgiou

Brain Sci. 2021, 11(1), 18; https://doi.org/10.3390/brainsci11010018 - 26 Dec 2020

Cited by 13 | Viewed by 5082

Abstract

This study assessed the co-occurrence of attention deficit hyperactivity disorder (ADHD) and autism spectrum disorder (ASD) in newly diagnosed adults of normal intelligence and the contribution of trait-based dimensions deriving from the Barkley Adult ADHD Rating Scale-IV (BAARS-IV), the Autism-Spectrum Quotient (AQ), and [...] Read more.

This study assessed the co-occurrence of attention deficit hyperactivity disorder (ADHD) and autism spectrum disorder (ASD) in newly diagnosed adults of normal intelligence and the contribution of trait-based dimensions deriving from the Barkley Adult ADHD Rating Scale-IV (BAARS-IV), the Autism-Spectrum Quotient (AQ), and the Empathy Quotient (EQ) to the differentiation of patients with ADHD, ASD, and ADHD/ASD. A total of 16.1% of patients with ADHD received a co-occurring ASD diagnosis, while 33.3% of patients with ASD received an ADHD diagnosis. Subjects with ADHD or ADHD/ASD had higher scores in all ADHD traits compared to ASD subjects. Compared to the ADHD group, the ASD group had AQ scores that were significantly greater, except for attention to detail. ADHD/ASD co-occurrence significantly increased the score of attention to detail. The total EQ score was greater in the ADHD group. In the stepwise logistic regression analyses, past hyperactivity, current inattention and impulsivity, attention switching, communication, imagination, and total EQ score discriminated ADHD patients from ASD patients. Attention to detail, imagination, and total EQ score discriminated ADHD cases from ADHD/ASD cases, while past hyperactivity and current impulsivity discriminated ASD subjects from ADHD/ASD subjects. Our findings highlight the importance of particular trait-based dimensions when discriminating adults with ADHD, ASD, and co-occurring ADHD/ASD. Full article

(This article belongs to the Special Issue Frontier Research in the Study of Risk Factors for Neurodevelopmental Disorders)

Review

Jump to: Research, Other

43 pages, 1050 KiB

Open AccessFeature PaperReview

The Polygenic Nature and Complex Genetic Architecture of Specific Learning Disorder

by Marianthi Georgitsi, Iasonas Dermitzakis, Evgenia Soumelidou and Eleni Bonti

Brain Sci. 2021, 11(5), 631; https://doi.org/10.3390/brainsci11050631 - 14 May 2021

Cited by 10 | Viewed by 5398

Abstract

Specific Learning Disorder (SLD) is a multifactorial, neurodevelopmental disorder which may involve persistent difficulties in reading (dyslexia), written expression and/or mathematics. Dyslexia is characterized by difficulties with speed and accuracy of word reading, deficient decoding abilities, and poor spelling. Several studies from different, [...] Read more.

Specific Learning Disorder (SLD) is a multifactorial, neurodevelopmental disorder which may involve persistent difficulties in reading (dyslexia), written expression and/or mathematics. Dyslexia is characterized by difficulties with speed and accuracy of word reading, deficient decoding abilities, and poor spelling. Several studies from different, but complementary, scientific disciplines have investigated possible causal/risk factors for SLD. Biological, neurological, hereditary, cognitive, linguistic-phonological, developmental and environmental factors have been incriminated. Despite worldwide agreement that SLD is highly heritable, its exact biological basis remains elusive. We herein present: (a) an update of studies that have shaped our current knowledge on the disorder’s genetic architecture; (b) a discussion on whether this genetic architecture is ‘unique’ to SLD or, alternatively, whether there is an underlying common genetic background with other neurodevelopmental disorders; and, (c) a brief discussion on whether we are at a position of generating meaningful correlations between genetic findings and anatomical data from neuroimaging studies or specific molecular/cellular pathways. We conclude with open research questions that could drive future research directions. Full article

(This article belongs to the Special Issue Frontier Research in the Study of Risk Factors for Neurodevelopmental Disorders)

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20 pages, 414 KiB

Open AccessReview

Molecular Genetics of Microcephaly Primary Hereditary: An Overview

by Nikistratos Siskos, Electra Stylianopoulou, Georgios Skavdis and Maria E. Grigoriou

Brain Sci. 2021, 11(5), 581; https://doi.org/10.3390/brainsci11050581 - 30 Apr 2021

Cited by 21 | Viewed by 4141

Abstract

MicroCephaly Primary Hereditary (MCPH) is a rare congenital neurodevelopmental disorder characterized by a significant reduction of the occipitofrontal head circumference and mild to moderate mental disability. Patients have small brains, though with overall normal architecture; therefore, studying MCPH can reveal not only the [...] Read more.

MicroCephaly Primary Hereditary (MCPH) is a rare congenital neurodevelopmental disorder characterized by a significant reduction of the occipitofrontal head circumference and mild to moderate mental disability. Patients have small brains, though with overall normal architecture; therefore, studying MCPH can reveal not only the pathological mechanisms leading to this condition, but also the mechanisms operating during normal development. MCPH is genetically heterogeneous, with 27 genes listed so far in the Online Mendelian Inheritance in Man (OMIM) database. In this review, we discuss the role of MCPH proteins and delineate the molecular mechanisms and common pathways in which they participate. Full article

(This article belongs to the Special Issue Frontier Research in the Study of Risk Factors for Neurodevelopmental Disorders)

19 pages, 339 KiB

Open AccessReview

Prevention in Autism Spectrum Disorder: A Lifelong Focused Approach

by Konstantinos Francis, Georgios Karantanos, Abdullah Al-Ozairi and Sulaiman AlKhadhari

Brain Sci. 2021, 11(2), 151; https://doi.org/10.3390/brainsci11020151 - 24 Jan 2021

Cited by 5 | Viewed by 4593

Abstract

Autism Spectrum Disorder (ASD) is a complex highly heritable disorder, in which multiple environmental factors interact with the genes to increase its risk and lead to variable clinical presentations and outcomes. Furthermore, the inherent fundamental deficits of ASD in social attention and interaction [...] Read more.

Autism Spectrum Disorder (ASD) is a complex highly heritable disorder, in which multiple environmental factors interact with the genes to increase its risk and lead to variable clinical presentations and outcomes. Furthermore, the inherent fundamental deficits of ASD in social attention and interaction critically diverge children from the typical pathways of learning, “creating” what we perceive as autism syndrome during the first three years of life. Later in life, training and education, the presence and management of comorbidities, as well as social and vocational support throughout the lifespan, will define the quality of life and the adaptation of an individual with ASD. Given the overall burden of ASD, prevention strategies seem like a cost-effective endeavour that we have to explore. In this paper, we take a life course approach to prevention. We will review the possibilities of the management of risk factors from preconception until the perinatal period, that of early intervention in the first three years of life and that of effective training and support from childhood until adulthood. Full article

(This article belongs to the Special Issue Frontier Research in the Study of Risk Factors for Neurodevelopmental Disorders)

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24 pages, 328 KiB

Open AccessReview

Priorities in the Interdisciplinary Approach of Specific Learning Disorders (SLD) in Children with Type I Diabetes Mellitus (T1DM). From Theory to Practice

by Paraskevi Tatsiopoulou, Georgia-Nektaria Porfyri, Eleni Bonti and Ioannis Diakogiannis

Brain Sci. 2021, 11(1), 4; https://doi.org/10.3390/brainsci11010004 - 23 Dec 2020

Cited by 2 | Viewed by 3509

Abstract

Background: A considerable endeavor had taken place in order to understand the associated challenges for children and adolescents with Specific Learning Disorder (SLD) and Type 1 Diabetes Mellitus (T1DM) but also in order to describe the necessary skills and approaches that the care [...] Read more.

Background: A considerable endeavor had taken place in order to understand the associated challenges for children and adolescents with Specific Learning Disorder (SLD) and Type 1 Diabetes Mellitus (T1DM) but also in order to describe the necessary skills and approaches that the care givers have to develop to assist both children and parents. (1) Aim: The aim of this review is twofold. Firstly, to highlight the T1DM’s potential impact on psychological well-being, on cognitive functioning and on school performance in children and adolescents who confront SLD. Secondly, to discuss the necessity of a multidiscipline approach of poor school performance in students with SLD and T1DM, presenting the serious contribution of care providers: (a) parents/carers in the family setting, (b) teachers and psychologists in the school setting and (c) health specialists (pediatricians, nutricians, nurses, child psychiatrists and psychologists) in the medical setting. (2) Methods: In this narrative literature review of 12 selected articles, each one studies a special aspect of approach, during the diagnosis and the treatment of individuals with T1DM and SLD. The review concerns the arising problems and difficulties in the adherence to diagnosis, the management of insulin, the mental and physical wellbeing, the school performance, the cognitive functioning and learning difficulties of patients. We tried to synthesize an interdisciplinary approach that involves collaboration between family, school and medical frame; facilitating children’s and adolescents’ difficulties management, as well as parent and teacher involvement during the intervention implementation. (3) Results: The main issues of concern were examined through the available literature, as different factors had to be re-examined in the previous studies, regarding the potential impact of T1DM in cognitive and psychological functioning, as well as the effects of the intervention/approach/treatment of children and adolescents with SLD and T1DM. (4) Conclusions: Although T1DM diagnosis and demanding treatment are a heavy burden for children and their families, T1DM may or may not be associated with a variety of academic and psychological outcomes. Despite the variability of the reviewed research design quality, it was clearly defined that the impact of T1DM is not uniform across educational and mental variables. Strengthening the children’s physical, psychological and social wellbeing is an especially important factor, as it facilitates the insulin’s management as well as the learning difficulties. This is possible by supporting the parental and teacher involvement in the intervention process. This review highlights the need to reduce the distance between theory/research and practice, in some of the proposed areas in this field of knowledge. Full article

(This article belongs to the Special Issue Frontier Research in the Study of Risk Factors for Neurodevelopmental Disorders)

9 pages, 215 KiB

Open AccessReview

Attachment and Executive Functions in ADHD Symptomatology—Independent Inputs or an Interaction?

by Łukasz Konowałek and Tomasz Wolańczyk

Brain Sci. 2020, 10(11), 765; https://doi.org/10.3390/brainsci10110765 - 22 Oct 2020

Cited by 3 | Viewed by 2607

Abstract

Despite a multitude of research on executive functions and attachment in Attention Deficit Hyperactivity Disorder (ADHD), a synthetic approach to the matter seems to have been lacking. In this review, we attempt to check the available data against two hypotheses: (1) executive functions [...] Read more.

Despite a multitude of research on executive functions and attachment in Attention Deficit Hyperactivity Disorder (ADHD), a synthetic approach to the matter seems to have been lacking. In this review, we attempt to check the available data against two hypotheses: (1) executive functions and attachment influence ADHD symptoms independently; (2) executive functions and attachment interact to produce ADHD symptoms. We found no evidence falsifying the former hypothesis and some evidence to refute the latter. Limitations of current study approaches and suggestions for further research are discussed. Specifically, we propose an attachment representation, rather than attachment style, approach to measuring the mediation thereof between executive dysfunctions and ADHD. Full article

(This article belongs to the Special Issue Frontier Research in the Study of Risk Factors for Neurodevelopmental Disorders)

Other

Jump to: Research, Review

8 pages, 272 KiB

Open AccessOpinion

Developmental Dyslexia: Environment Matters

by Daniela Theodoridou, Pavlos Christodoulides, Victoria Zakopoulou and Maria Syrrou

Brain Sci. 2021, 11(6), 782; https://doi.org/10.3390/brainsci11060782 - 13 Jun 2021

Cited by 13 | Viewed by 5569

Abstract

Developmental dyslexia (DD) is a multifactorial, specific learning disorder. Susceptibility genes have been identified, but there is growing evidence that environmental factors, and especially stress, may act as triggering factors that determine an individual’s risk of developing DD. In DD, as in most [...] Read more.

Developmental dyslexia (DD) is a multifactorial, specific learning disorder. Susceptibility genes have been identified, but there is growing evidence that environmental factors, and especially stress, may act as triggering factors that determine an individual’s risk of developing DD. In DD, as in most complex phenotypes, the presence of a genetic mutation fails to explain the broad phenotypic spectrum observed. Early life stress has been repeatedly associated with the risk of multifactorial disorders, due to its effects on chromatin regulation, gene expression, HPA axis function and its long-term effects on the systemic stress response. Based on recent evidence, we discuss the potential role of stress on DD occurrence, its putative epigenetic effects on the HPA axis of affected individuals, as well as the necessity of early and appropriate intervention, based on the individual stress-associated (endo)phenotype. Full article

(This article belongs to the Special Issue Frontier Research in the Study of Risk Factors for Neurodevelopmental Disorders)

8 pages, 219 KiB

Open AccessCase Report

School Failure in a Girl with Specific Learning Difficulties, Suffering from Childhood Depression: Interdisciplinary Therapeutic Approach

by Paraskevi Tatsiopoulou, Georgia-Nektaria Porfyri, Eleni Bonti and Ioannis Diakogiannis

Brain Sci. 2020, 10(12), 992; https://doi.org/10.3390/brainsci10120992 - 16 Dec 2020

Cited by 3 | Viewed by 2281

Abstract

Introduction: Recent studies confirm the association of literacy difficulties with higher risk of both childhood behavioral and mental disorders. When co-morbid problems occur, it is likely that each will require separate treatment. The management of major depressive disorder (MDD) for a 9.5 years [...] Read more.

Introduction: Recent studies confirm the association of literacy difficulties with higher risk of both childhood behavioral and mental disorders. When co-morbid problems occur, it is likely that each will require separate treatment. The management of major depressive disorder (MDD) for a 9.5 years old girl with specific learning difficulties (SLD), a protracted clinical course, and a family history of affective disorders, was challenging for the interdisciplinary team of our clinic, dealing with learning disabilities. Aim: The research and examination of the first-onset major depressive disorder (MDD) in a child with specific learning disabilities and its impact on school performance. This case report examines the potential contributory factors, but also the recent evidence on the co-morbidity between literacy difficulties and mental illnesses in children. Method: Reporting a two years follow-up of a 9.5 years old child with SLD suffering from childhood depression. Results: A 9.5 years old child with no history of affective disorders, but with a family history of first-degree and second-degree relative suffering from childhood-onset, recurrent, bipolar or psychotic depression. The child was assessed by a child psychiatrist during a period of 2 years, with an average of follow-ups between 1 or 2 weeks. The discussion highlights diagnostic and treatment pitfalls, as well as developmental issues. Practical interventions are suggested. Conclusion: A psychiatrically charged familial environment, including a mother suffering from anxiety disorder and behavioral disorder, contribute significantly to the development of depression in early age. An early medical intervention would be the key for successful treatment. The combination of psychotherapy and antidepressants (mostly selective serotonin reuptake inhibitors (SSRIs)) is the suggested therapy for childhood MDD. Full article

(This article belongs to the Special Issue Frontier Research in the Study of Risk Factors for Neurodevelopmental Disorders)

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13 pages, 302 KiB

Open AccessCase Report

Childhood ADHD and Early-Onset Bipolar Disorder Comorbidity: A Case Report

by Paraskevi Tatsiopoulou, Georgia-Nektaria Porfyri, Eleni Bonti and Ioannis Diakogiannis

Brain Sci. 2020, 10(11), 883; https://doi.org/10.3390/brainsci10110883 - 20 Nov 2020

Cited by 3 | Viewed by 3904

Abstract

Introduction: Recent research has highlighted an increased rate of co-morbidity between the neurodevelopmental-behavioral disorder of attention deficit hyperactivity disorder (ADHD) and a variety of psychiatric disorders, such as mood disorders or bipolar disorder (BD). The etiology and clinical course of BD are considered [...] Read more.

Introduction: Recent research has highlighted an increased rate of co-morbidity between the neurodevelopmental-behavioral disorder of attention deficit hyperactivity disorder (ADHD) and a variety of psychiatric disorders, such as mood disorders or bipolar disorder (BD). The etiology and clinical course of BD are considered to be determined by both genetic and environmental factors, either aggravating or improving. Aim: This follow-up study of an adolescent aimed to clarify the co-morbidity between ADHD and BD. We also discuss the controversies surrounding the two diagnoses in younger populations and describe several aspects of concern regarding diagnosis, differential diagnosis, therapeutic planning/intervention, and prognosis. Methods: Reporting of a two-year follow-up study of a bipolar 15-year-old female patient with a previous diagnosis of ADHD during childhood. Results: Despite the occurrence of major risk factors, such as early onset and positive family history, the patient’s condition rapidly remitted with medication, without relapse and/or rehospitalization during the following two years, due to the stability of her cooperation, and support of a stable and caring familial environment. Early diagnosis of BD and differential diagnoses of ADHD are considered crucial protective factors leading to an appropriate planning of treatment. In addition, parental involvement and empathic attitude towards the patient supported the latter to cooperate and comply with the treatment, enhancing positive outcomes and stability. Conclusions: Research is required into the reliability and validity of diagnostic protocols and criteria for BD in children and adolescents, and also into the development of individualized therapeutic planning. Full article

(This article belongs to the Special Issue Frontier Research in the Study of Risk Factors for Neurodevelopmental Disorders)

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