PRODISCAT Pediàtric: un qüestionari útil per detectar la dislèxia en pediatria / Prodiscat Pediàtric: un cuestionario útil para la detección dela dislexia en pediatría / Pediatric PRODISCAT: A useful questionnaire for the detection of dyslexia in children

Fonament. La dislèxia és el trastorn del neurodesenvolupament més prevalent entre els escolars. Es caracteritza perdificultats en la precisió i/o la fluïdesa lectores, en el reconeixement de paraules i en les capacitats de lletrejar i descodificar. Aquestes dificultats comporten problemes en lacomprensió lectora i en l’adquisició de vocabulari i coneixements, de manera que la competència finalment adquiridaés inferior a l’esperada per l’edat, les capacitats intel·lectuals, la motivació o el mètode educatiu rebut durant l’escolarització. El dèficit persisteix en l’edat adulta i provocaproblemes acadèmics, emocionals, socials i econòmics. Hiha tractaments efectius per pal·liar-ne els efectes.Objectiu. L’objectiu d’aquest estudi és determinar si elqüestionari PRODISCAT Pediàtric és una eina útil de cribratge per detectar dislèxia.Mètode. El qüestionari s’ha administrat a escolars d’entre 4i 11 anys amb diagnòstic de dislèxia, així com a infantssense el trastorn (grup control), en una mostra de 236 escolars als quals també s’ha fet una valoració neuropsicològica exhaustiva. S’ha calculat la sensibilitat i l’especificitatdel qüestionari com a eina de cribratge de dislèxia.Resultats. Les anàlisis mostren alts nivells de sensibilitat(94,2% en els infants de 4-7 anys i 96% en els de 8-11anys) i d’especificitat (77,8% en els infants de 4-7 anys i73,8% en els de 8-11 anys). (AU)

Fundamento. La dislexia es el trastorno del neurodesarrollo másprevalente entre los escolares. Se caracteriza por dificultades en laprecisión y/o la fluidez lectora, en el reconocimiento de palabras yen las capacidades de deletreo y descodificación. Estas dificultades comportan problemas en la comprensión lectora y en la sición de vocabulario y de conocimientos, siendo la competenciafinalmente adquirida inferior a la esperada por edad, capacidadesintelectuales, motivación o método educativo recibido durante laescolarización. El déficit persiste en la edad adulta y provoca problemas académicos, emocionales, sociales y económicos. Existentratamientos efectivos para paliar sus efectos.Objetivo. El objetivo del presente estudio es determinar si el cuestionario PRODISCAT Pediàtric es una herramienta útil de cribadode dislexia.Método. El cuestionario se ha administrado a escolares de entre 4y 11 años con diagnóstico de dislexia, así como a niños y niñas sinel trastorno (grupo control) en una muestra total de 236 escolaresa los que se les ha realizado también una valoración neuropsicológica exhaustiva. Se ha calculado la sensibilidad y especificidad delcuestionario como herramienta de cribado de dislexia.Resultados. Los análisis muestran altos niveles de sensibilidad(94,2% en los niños y niñas de 4-7 años y 96% los de 8-11 años)y de especificidad (77,8% en los niños y niñas de 4-7 años y73,8% en los de 8-11 años).Conclusiones. Los resultados indican que el PRODISCAT Pediàtricpuede ser una herramienta útil de cribado para detectar dislexiaen esta franja de edad. (AU)

Background. Dyslexia is the most frequent neurodevelopmental disorder among school-aged children. It is characterized by difficulties in reading accuracy, fluency, word recognition, spelling, anddecoding skills. These difficulties cause problems in reading comprehension and in the acquisition of vocabulary and knowledge.The competence finally acquired by dyslexics is lower than expected for their age, intellectual capacity, motivation, or the quality ofthe education received. This deficit persists into adulthood, and itcauses academic, emotional, social, and economic problems.There are effective treatments to palliate the effects of dyslexia.Objective. The aim of this study is to determine the usefulness of thescreening questionnaire PRODISCAT Pediàtric to detect dyslexia.Method. We administered the questionnaire to dyslexic school children between 4 and 11 years of age and to a control group in a sample of 236 children. Both groups had received neuropsychological assessments. Sensitivity and specificity of the questionnairewas calculated with the aim of validating the questionnaire as ascreening tool.Results. The analysis shows high levels of sensitivity (94.2% in4- to 7-year-old children and 96% in 8- to 11-year-old children)and of specificity (77.8% in 4- to 7-year-old children and 73.8%in 8- to 11-year-old children).Conclusions. The results indicate that the screening questionnairePRODISCAT Pediàtric can be a useful tool to detect dyslexia. (AU)

Training-induced neuroanatomical plasticity in ADHD: a tensor-based morphometric study.

Experience-based neuroplasticity has typically been associated with functional changes, but growing evidence indicates that training can also render dynamic structural alterations in the brain. Although research on training-induced morphological plasticity has consistently demonstrated rapid increases of gray matter volume in task-related regions, no studies have examined if local volumetric reductions in gray matter associated with certain psychiatric disorders may be reversible by adequate training. We aimed to assess whether a training program applied to ADHD patients can contravene some of the associated neuroanatomical alterations. High-resolution anatomical scans were acquired before and after the training period, and a whole-brain tensor-based morphometric approach was applied to extract a voxel-wise estimation of longitudinal changes in regional gray matter volume. Our results show focal volumetric gray matter increases in bilateral middle frontal cortex and right inferior-posterior cerebellum after cognitive training compared with the ADHD control group. The extent of gray matter volume increase in the inferior-posterior cerebellum was associated with attentional performance. These findings illustrate the capacity of the nervous system for rapid morphological adjustments in response to environmental triggers. Moreover, the dorsolateral prefrontal cortex and cerebellum are commonly considered sites of volumetric reduction in ADHD, and the inferior-posterior lobule of the cerebellum is associated with progressive symptom-related volume loss. Hence, the clusters of volumetric change observed in our study were confined to structures typically characterized by volume reduction in ADHD patients, providing preliminary indications that cognitive training may contravene some of the neuroanatomical deficits associated with the disorder.

Enhanced neural activity in frontal and cerebellar circuits after cognitive training in children with attention-deficit/hyperactivity disorder.

The brain is a plastic entity that can undergo dynamic changes throughout the lifespan as a result of training. Attention-deficit/hyperactivity disorder (ADHD) is commonly treated with psychostimulant medication, and the prevalence of ADHD medication prescription is a topic of heated scientific debate. In addition, cognitive training is frequently provided to patients with ADHD. Although psychostimulant effects have been thoroughly investigated, no previous studies have assessed the neural effects of cognitive training in ADHD. We applied fMRI-paradigms of response inhibition and selective attention to chart the effects of a 10-day cognitive training program in 19 unmedicated ADHD children receiving either cognitive or control training. The two resulting longitudinal datasets were analyzed using whole-brain random-effects general linear models. Although we observed no increases of activity in the control group, both fMRI-datasets revealed enhanced activity after cognitive training in neural structures closely related to ADHD pathophysiology. On the inhibition paradigm, our results indicated increases in orbitofrontal, superior frontal, middle temporal, and inferior frontal cortex. The attentional task was characterized by increased activity in the cerebellum, which correlated with improvement on in-scanner measures of attention. Our findings provide preliminary evidence that cognitive training enhances activity in neural structures typically affected by the disorder. Similar results have been obtained following methylphenidate administration, suggesting that training of cognitive functions may mimic the effects of psychostimulant medication on the brain. These findings postulate a neural account for the potency of cognitive training in ADHD, and hold clinical implications, supporting the inclusion of training programs in standard ADHD-treatment.

Differential abnormalities of the head and body of the caudate nucleus in attention deficit-hyperactivity disorder.

The aim of the study is to present a new method for the segmentation of the caudate nucleus and use it to compare the caudate heads and bodies of an attention deficit-hyperactivity disorder (ADHD) group with those of a control group. We used a 1.5-T system to acquire magnetic resonance brain scans from 39 children with ADHD, as defined by DSM-IV TR, and 39 age, handedness and IQ matched controls. The new method for caudate head and body segmentation was applied to obtain semi-automatic volumes and asymmetric patterns. Bilateral volumetric measures of the head, body, and head-body of the caudate nuclei were compared within groups and between ADHD and control groups. Although the group factor was not significant, there were first and second order interactions. The analysis of simple effects showed that the right body and right head+body of the ADHD group was significantly smaller than in the control group, although the ADHD right caudate head was bigger. No ADHD within-group caudate differences were found. Controls showed a significantly larger left caudate head and a significantly bigger caudate right body and right head+body. Our new method for segmenting the caudate nucleus detected differential abnormalities of the right caudate head and body in the ADHD group, explaining previous heterogeneous findings in the literature.

En què inverteixen el temps de lleure els nostres nens i adolescents? / No disponible

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Salut i desenvolupament dels infants nascuts per fecundació in vitro / No disponible

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