Diagnostic Associations of Processing Speed in a Transdiagnostic, Pediatric Sample.
Adolescent
Anxiety
/ psychology
Attention Deficit Disorder with Hyperactivity
/ psychology
Autism Spectrum Disorder
/ psychology
Child
Cognition
/ classification
Depression
/ psychology
Female
Humans
Learning Disabilities
/ physiopathology
Male
Neurodevelopmental Disorders
/ diagnosis
Reproducibility of Results
Wechsler Scales
Journal
Scientific reports
ISSN: 2045-2322
Titre abrégé: Sci Rep
Pays: England
ID NLM: 101563288
Informations de publication
Date de publication:
22 06 2020
22 06 2020
Historique:
received:
26
09
2019
accepted:
15
05
2020
entrez:
24
6
2020
pubmed:
24
6
2020
medline:
12
1
2021
Statut:
epublish
Résumé
The present study examines the relationships between processing speed (PS), mental health disorders, and learning disorders. Prior work has tended to explore relationships between PS deficits and specific diagnoses in isolation of one another. Here, we simultaneously investigated PS associations with five diagnoses (i.e., anxiety, autism, ADHD, depressive, specific learning) in a large-scale, transdiagnostic, community self-referred sample. 843 children, ages 8-16 were included from the Healthy Brain Network (HBN) Biobank. Principal component analysis (PCA) was employed to create a composite measure of four PS tasks, referred to as PC1. Intraclass correlation coefficient (ICC) between the four PS measures, as well as PC1, were calculated to assess reliability. ICCs were moderate between WISC-V tasks (0.663), and relatively modest between NIH Toolbox Pattern Comparison and other PS scales (0.14-0.27). Regression analyses revealed specific significant relationships between PS and reading and math disabilities, ADHD-inattentive presentation (ADHD-I), and ADHD-combined presentation (ADHD-C). After accounting for inattention, the present study did not find a significant relationship with Autism Spectrum Disorder. Our examination of PS in a large, transdiagnostic sample suggested more specific associations with ADHD and learning disorders than the literature currently suggests. Implications for understanding how PS interacts with a highly heterogeneous childhood sample are discussed.
Identifiants
pubmed: 32572148
doi: 10.1038/s41598-020-66892-z
pii: 10.1038/s41598-020-66892-z
pmc: PMC7308370
doi:
Types de publication
Journal Article
Research Support, N.I.H., Extramural
Research Support, Non-U.S. Gov't
Langues
eng
Sous-ensembles de citation
IM
Pagination
10114Subventions
Organisme : NIMH NIH HHS
ID : R01 MH091864
Pays : United States
Organisme : NIMH NIH HHS
ID : U01 MH099059
Pays : United States
Organisme : NCATS NIH HHS
ID : UL1 TR001863
Pays : United States
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