Neurodevelopmental characteristics of children with learning impairments classified according to the double-deficit hypothesis.
The double-deficit model has been examined primarily in relation to reading. We investigated whether children classified according to the double-deficit model would exhibit differences in other neuropsychological domains. Children referred for learning problems (N = 188), ages 7 to 11, were classifi...
| Publicado en: | Journal of Learning Disabilities Vol. 37; no. 5; pp. 451 - 462 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Sep/Oct2004
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106568299&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106568299 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 00222194 LED jtl: Journal of Learning Disabilities issn: 00222194 maglogo: Y pubinfo: dt: Sep/Oct2004 vid: 37 iid: 5 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 106568299 106568299 2005023712 10.1177/00222194040370050701 NLM15460351 106568299 ppf: 451 ppct: 11 formats: tig: atl: Neurodevelopmental characteristics of children with learning impairments classified according to the double-deficit hypothesis. aug: au: Waber DP Forbes PW Wolff PH Weiler MD affil: Director of Research, Department of Psychiatry, Children's Hospital, 300 Longwood Ave., Boston, MA 02115; deborah.waber@childrens.harvard.edu sug: subj: Learning Disorders Diagnosis Neuropsychology Classification Analysis of Variance Behavior Rating Scales Chi Square Test Child Descriptive Statistics Factor Analysis Hypothesis Intelligence Tests Neuropsychological Tests Post Hoc Analysis Repeated Measures Human Child: 6-12 years ab: The double-deficit model has been examined primarily in relation to reading. We investigated whether children classified according to the double-deficit model would exhibit differences in other neuropsychological domains. Children referred for learning problems (N = 188), ages 7 to 11, were classified by double-deficit subtype. Only three of the four groups predicted by the model could be identified. There were no group differences in IQ or attention problems. The three groups showed different neuropsychological profiles, involving functional domains other than reading and language. Differences also emerged in nonverbal low-level information processing. The double-deficit group was generally most severely affected. The double-deficit groupings identify children with different neuropsychological profiles and variation in the efficiency of basic online information processing, extending beyond the oral and written language domain. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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