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The Development and Well-Being Assessment (DAWBA) parent interview was used to assess psychiatric symptoms in children and adolescents with higher functioning autism spectrum disorders (ASD) ( n = 60; age range 6.5–16.7) and in typically developing (TD) children and adolescents ( n = 60; age range 6.9–16.2). Psychiatric symptoms were reported in the ASD group (68%) significantly more compared to the TD group (12%). Specifically, emotional disorders, attention deficit hyperactivity disorder/hyperkinesis, and tic disorders were significantly more frequent in the ASD group compared to the TD group. Routine screening and early identification of these symptoms could have important implications for planning interventions and thus outcome in individuals with higher functioning ASD. The DAWBA would be a useful interview for this purpose, since it can also be easily and quickly administered in clinics not specialized in psychiatry. [ABSTRACT FROM AUTHOR]

Abstract: In the cognitive theories of Attention Deficit Hyperactivity Disorder (ADHD) impaired behavioral adjustment has been linked to a deficit in learning to detect regularities or irregularities in the environment. In the neural level, the P3 component of event-related potential (ERP) is modulated by stimulus probability and has been suggested to index activation of the ventral attention network, which constitutes the reorienting system of the human brain. To explore the cortical basis of late positive ERP components and the engagement of the ventral attentional pathway in ADHD, we used ERP recordings complemented by spatiotemporally sensitive magnetoencephalography (MEG) measurements. We followed the activation evoked by frequent Go and infrequent NoGo stimuli in 10 ADHD adults and 13 control subjects. In the ERP recordings, a prominent positive deflection was detected after the infrequent visual stimuli (late positive component, LPC) in both subject groups. In ADHD adults the difference between the responses evoked by infrequent NoGo and frequent Go stimuli was markedly reduced compared to the control group during the LPC. The MEG recordings revealed that the activation detected during the LPC was localized bilaterally in the posterior temporal cortex. Activation of the left and right temporal regions was enhanced after infrequent NoGo stimuli in both subject groups. In ADHD adults, however, the effect of stimulus frequency was less pronounced. We suggest that the activation in the superior temporal cortices during the LPC reflects the action of ventral attention network. The engagement of this stimulus-driven reorienting system is defective in ADHD. [Copyright &y& Elsevier]

Abstract: In project DyAdd, we compared the fatty acid (FA) profiles of serum phospholipids in adults with attention deficit hyperactivity disorder (ADHD) (n=26), dyslexia (n=36), their comorbid combination (n=9), and healthy controls (n=36). FA proportions were analyzed in a 2×2 design with Bonferroni corrected post hoc comparisons. A questionnaire was used to assess dietary fat quality and use of supplements. Results showed that ADHD and dyslexia were not associated with total saturated FAs, monounsaturated FAs, or n-3 polyunsaturated FAs (PUFAs). However, those with ADHD had elevated proportions of total n-6 PUFAs (including γ-linolenic and adrenic acids) as compared to those without ADHD. Dyslexia was related to a higher proportion of monounsaturated nervonic acid and a higher ratio of n-6/n-3 PUFAs. Among females none of the associations were significant. However in males, all the original associations observed in all subjects remained and ADHD was associated with elevated nervonic acid and n-6/n-3 PUFA ratio like dyslexia. Controlling for poorly diagnosed reading difficulties, education, dietary fat quality, or use of FA supplements did not generally remove the originally observed associations. [Copyright &y& Elsevier]

Abstract: Both attention deficit hyperactivity disorder (ADHD) and dyslexia are suggested to co-occur with altered fatty acid (FA) metabolism, but it is unknown how FAs are associated with the cognitive domains that characterize these disorders. In the project DyAdd, we investigated the associations between FAs in serum phospholipids and phonological processing, reading, spelling, arithmetic, executive functions, and attention. Healthy controls (n=36), adults with ADHD (n=26), dyslexia (n=36), or both (n=9) were included in the study. FAs included saturated, monounsaturated, total polyunsaturated, n-3, and n-6 FAs, together with n-6/n-3, AA/EPA, and LA/ALA ratios. When all the study subjects were included in the analyses, especially polyunsaturated FAs (PUFAs) were positively associated with cognition, but reading was least associated with FAs. These associations were modulated by gender, intelligence, n-3 PUFA intake, and group. Accordingly, within the ADHD group, only few associations emerged with PUFAs, n-6 PUFAs, and cognitive domains, whereas in the dyslexia group the more prevalent associations appeared with PUFAs and n-3 PUFAs. [Copyright &y& Elsevier]

Background: The objective of this study was to examine how nonverbal skills at age five years relate to visual perception and brain activation during visual perception tasks at age 12 years in very preterm subjects without visual or other neurodevelopmental impairments or major brain pathologies.Methods: At age five years, 36 prematurely born (birth weight ≤1500 g or gestational age less than 32 weeks) and 31 term-born control children were assessed with the nonverbal subtests of the Wechsler Preschool and Primary Scale of Intelligence-Revised and the NEPSY-Second Edition. At age 12 years the same children were re-assessed with tasks from the Motor-Free Visual Perception Test, Third Edition, during functional magnetic resonance imaging.Results: Test performance at age five years was significantly poorer in the very preterm group than the control subjects, but at age 12 years performance was similar in both groups. In the very preterm group, better nonverbal skills at age five years were significantly associated with stronger neural activation during the visual perception task at age 12 years. No associations between nonverbal skills at age five years and brain activation at age 12 years appeared in the control group.Conclusions: The associations between better nonverbal skills and stronger neural activation during visual perception task only observed in the very preterm group may reflect delayed development of the visual perception network and/or prematurity-related neural plasticity. The developmental follow-up of very preterm children should include psychological assessment of nonverbal skills at least until age five years. [ABSTRACT FROM AUTHOR]

Abstract Dyslexia is characterized by poor reading skills, yet often also difficulties in second-language learning. The differences between native- and second-language speech processing and the establishment of new brain representations for spoken second language in dyslexia are not, however, well understood. We used recordings of the mismatch negativity component of event-related potential to determine possible differences between the activation of long-term memory representations for spoken native- and second-language word forms in Finnish-speaking 9–11-year-old children with or without dyslexia, studying English as their second language in school. In addition, we sought to investigate whether the bottleneck of dyslexic readers' second-language learning lies at the level of word representations or smaller units and whether the amplitude of mismatch negativity is correlated with native-language literacy and related skills. We found that the activation of brain representations for familiar second-language words, but not for second-language speech sounds or native-language words, was weaker in children with dyslexia than in typical readers. Source localization revealed that dyslexia was associated with weak activation of the right temporal cortex, which has been previously linked with word-form learning. Importantly, the amplitude of the mismatch negativity for familiar second-language words correlated with native-language literacy and rapid naming scores, suggesting a close link between second-language processing and these skills. Highlights • We studied second-language speech processing in children with or without dyslexia. • Children with dyslexia had smaller MMN brain responses for second-language words. • This was linked with weak activation of the right temporal cortex. • Groups' brain responses did not differ for native words or a foreign pseudoword. • MMN amplitude for the second-language word correlated with literacy scores. [ABSTRACT FROM AUTHOR]

Abstract: Objective: Letter-speech sound integration in fluent readers takes place automatically and is dependent on temporal synchrony between letters and sounds. In developmental dyslexia, however, letter-speech sound associations are hard to learn, compromising accurate and fluent reading. We studied the effect of printed text on processing speech sounds in dyslexic and fluent adult readers. Methods: Visual stimuli were presented with sequences of spoken syllables including vowel or consonant changes, or changes in syllable intensity, frequency, or vowel duration. As visual material, written syllables or their scrambled images were used. The auditory stimuli were presented either synchronously with the visual stimuli or time delayed. The mismatch negativity (MMN), an index of automatic neural change detection, was recorded. Results: MMN amplitudes were larger to syllable changes in combination with written syllables than with scrambled images in fluent readers. However, dyslexic readers showed no difference between syllables vs. scrambled image condition. Furthermore, MMNs to consonant and frequency changes peaked later in dyslexic than fluent readers. Conclusions: Our results suggest deficient and sluggish audiovisual integration in dyslexic individuals, which is not dependent on the phonological relevance of the deviant type. Significance: Unlike previous studies, our study included several different types of syllable changes presented with concurrent print, enabling us to determine in more detail the nature of the audiovisual deficit in dyslexia. [Copyright &y& Elsevier]

Temporal processing has been found to be impaired in developmental dyslexia. We investigated how aging affects crossmodal temporal processing impairment with 39 dyslexic and 40 fluent 20–59-year-old readers. Cognitive temporal acuity was measured at millisecond levels in six tasks. They consisted of order judgments of two brief non-speech stimulus pulses, the stimuli being audiotactile, visuotactile and audiovisual, and of simultaneity/nonsimultaneity detection of the pulses in two parallel three-pulse trains. Temporal acuity declined with age in both reading groups and its impairment was observed in developmental dyslexia. A new finding was that the crossmodal temporal impairment, directly relevant to reading, increased with age. The age-related exacerbation suggests a developmental neuronal deficit, possibly related to magnocells, which exists before dyslexia and is its ontogenetic cause. [Copyright &y& Elsevier]

Modern environments are full of information, and place high demands on the attention control mechanisms that allow the selection of information from one (focused attention) or multiple (divided attention) sources, react to changes in a given situation (stimulus-driven attention), and allocate effort according to demands (task-positive and task-negative activity). We aimed to reveal how attention deficit hyperactivity disorder (ADHD) affects the brain functions associated with these attention control processes in constantly demanding tasks. Sixteen adults with ADHD and 17 controls performed adaptive visual and auditory discrimination tasks during functional magnetic resonance imaging (fMRI). Overlapping brain activity in frontoparietal saliency and default-mode networks, as well as in the somato-motor, cerebellar, and striatal areas were observed in all participants. In the ADHD participants, we observed exclusive activity enhancement in the brain areas typically considered to be primarily involved in other attention control functions: During auditory-focused attention, we observed higher activation in the sensory cortical areas of irrelevant modality and the default-mode network (DMN). DMN activity also increased during divided attention in the ADHD group, in turn decreasing during a simple button-press task. Adding irrelevant stimulation resulted in enhanced activity in the salience network. Finally, the irrelevant distractors that capture attention in a stimulus-driven manner activated dorsal attention networks and the cerebellum. Our findings suggest that attention control deficits involve the activation of irrelevant sensory modality, problems in regulating the level of attention on demand, and may encumber top-down processing in cases of irrelevant information. [ABSTRACT FROM AUTHOR]

We studied the relationship between time spent watching TV, using the computer, or reading and performance on neurocognitive tasks of attention/executive functions, language, memory/learning, social perception, and visuospatial processing in 5–12-year-old children ( N = 381). The results showed significant positive (for computer use and reading) and negative (for TV watching) relations between media use and neurocognitive functions as assessed with the NEPSY-II. When media and background variables (age, sex, and maternal education) were taken into account, computer use was positively related to language, memory/learning, and social perception. Reading was positively related to attention/executive functions and visuospatial processing in the younger age groups. There were also significant positive relations between reading and memory/learning when maternal education was lower than average. In contrast, TV watching was negatively related to all assessed neurocognitive domains and, in all, maternal education, not the media variables, was the strongest predictor of all neurocognitive variables. [ABSTRACT FROM AUTHOR]

Background: Children with Developmental Language Disorder (DLD) have a significant deficit in spoken language ability which affects their communication skills, education, mental health, employment and social inclusion.Aim: The present study reports findings from a survey by EU network COST ACTION 1406 and aims to explore differences in service delivery and funding of SLT services for children with DLD across Europe and beyond.Methods and Procedures: The survey was completed by 5024 European professionals. COST countries were grouped into Nordic, Anglo-Saxon, Continental, Mediterranean, Central/Eastern and Non-European categories. The use of direct, indirect and mixed interventions, and their relationship to funding available (public, private or mixed) were considered for further analysis.Outcomes and Results: The results revealed that for direct therapy, there were more cases than expected receiving private funding. For indirect therapy, fewer than expected received private and more than expected public funding. For mixed therapy, fewer cases than expected received private funding.Conclusions and Implications: The results implies that other factors than evidence-based practices, practitioners experience, and patient preferences, drive choices in therapy. More research is needed to gain a better understanding of factors affecting the choice of therapy. [ABSTRACT FROM AUTHOR]

This article has been retracted: please see Elsevier Policy on Article Withdrawal (https://www.elsevier.com/about/our-business/policies/article-withdrawal). This article has been retracted at the request of Authors and Editor-in-Chief. Whilst conducting further analyses for a companion paper in June 2021 using the survey data reported in this study, it came to the authors' attention that unfortunately there were errors in the data used in the analyses for this paper. The authors believe this to be either human error in data entry or coding or a technical error whilst recoding a variable. They therefore reran their analyses with the correct data for the paper to understand if and how the results differed from those published, and they did indeed change the findings. As soon as this came to the authors' attention (July 2021), they contacted the Editorial office. All authors on the paper are in agreement with this retraction. A new revised article with the correct data, analysis and results is now available: 10.1016/j.ridd.2021.104139. [ABSTRACT FROM AUTHOR]

Formation of neural mechanisms for morphosyntactic processing in young children is still poorly understood. Here, we addressed neural processing and rapid online acquisition of familiar and unfamiliar combinations of morphemes. Three different types of morphologically complex words – derived, inflected, and novel (pseudostem + real suffix) – were presented in a passive listening setting to 16 typically developing 3-4-year old children (as part of a longitudinal Helsinki SLI follow-up study). The mismatch negativity (MMN) component of event-related potentials (ERP), an established index of long-term linguistic memory traces in the brain, was analysed separately for the initial and final periods of the exposure to these items. We found MMN response enhancement for the inflected words towards the end of the recording session, whereas no response change was observed for the derived or novel complex forms. This enhancement indicates rapid build-up of a new memory trace for the combination of real morphemes, suggesting a capacity for online formation of whole-form lexicalized representations as one of the morphological mechanisms in the developing brain. Furthermore, this enhancement increased with age, suggesting the development of automatic morphological processing circuits in the age range of 3–4 years. Image 1 • We studied the acquisition of morphologically complex words in passive listening. • 3-4-year-old children showed evidence of rapid learning of complex words. • The results demonstrate children's greater flexibility to rearrange lexical storage. • The effect was specific to inflected words and gradually increased with age. [ABSTRACT FROM AUTHOR]