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Study: Early-childhood attention skills help predict long-term academic success better than IQ, socioemotional skills, or socioeconomic status

kids hands—–

Which ear­ly child char­ac­ter­is­tics pre­dict long-term aca­d­e­m­ic achieve­ment and edu­ca­tion­al attain­ment? Research has focused on the role of ear­ly aca­d­e­m­ic skills, learn­ing enhanc­ing behav­iors, and socioe­mo­tion­al com­pe­ten­cies as pre­cur­sors of aca­d­e­m­ic suc­cess. Iden­ti­fy­ing the rel­a­tive con­tri­bu­tion of each to children’s long-term aca­d­e­m­ic achieve­ment is impor­tant as it can inform the skills on which ear­ly edu­ca­tion pro­grams should focus. Read the rest of this entry »

Study: Neonatal MRI scans of preterm children can help predict cognitive and academic problems, and guide early interventions

Localized brain regions associated with early mathematics

Pre­dict­ing future cog­ni­tion in preterm chil­dren with MRI (Oxford Uni­ver­si­ty Press blog):

In the wake of the devel­op­ment of advanced neona­tal inten­sive med­ical care, more and more chil­dren born preterm man­age to beat the pre­vi­ous­ly tough odds…While this is one of the suc­cess sto­ries of mod­ern med­i­cine, long-term fol­low-up of pre­ma­ture-born pedi­atric cohorts show that…Many chil­dren will expe­ri­ence cog­ni­tive prob­lems that will Read the rest of this entry »

To improve academic outcomes, children with ADHD need both medication and non-medication treatments

children_school_attention.

Aca­d­e­m­ic prob­lems are extreme­ly com­mon in chil­dren with ADHD, and often the issue that leads to refer­ral for an ADHD eval­u­a­tion.

Aca­d­e­m­ic out­comes can be mea­sured in 2 dif­fer­ent ways — aca­d­e­m­ic achieve­ment and aca­d­e­m­ic per­for­mance — and both are com­pro­mised in chil­dren with ADHD. Aca­d­e­m­ic achieve­ment refers to the infor­ma­tion and skills that chil­dren acquire and is typ­i­cal­ly mea­sured by stan­dard­ized tests. Aca­d­e­m­ic per­for­mance focus­es on direct mea­sures of suc­cess at school such as grades, grade reten­tion, high school grad­u­a­tion, and col­lege enroll­ment.

An impor­tant ques­tion then, for mil­lions of kids diag­nosed with ADHD and for their par­ents and edu­ca­tors, is whether long-term aca­d­e­m­ic func­tion­ing can improve with appro­pri­ate treat­ment. Read the rest of this entry »

Study: Dyslexia not related to intelligence. Implications for discrepancy model?

NIH-fund­ed study finds dyslex­ia not tied to IQ (NIH press release):

At left, brain areas active in typ­i­cal­ly devel­op­ing read­ers engaged in a rhyming task. Shown at right is the brain area acti­vat­ed in poor read­ers involved in the same task.

- “Regard­less of high or low over­all scores on an IQ test, chil­dren with dyslex­ia show sim­i­lar pat­terns of brain activ­i­ty, accord­ing to researchers sup­port­ed by the Nation­al Insti­tutes of Health. The results call into ques­tion the dis­crep­an­cy mod­el — the prac­tice of clas­si­fy­ing a child as dyslex­ic on the basis of a lag between read­ing abil­i­ty and over­all IQ scores.”

- “In many school sys­tems, the dis­crep­an­cy mod­el is the cri­te­ri­on for Read the rest of this entry »

Does ADHD medication treatment in childhood increase adult employment?

Although ADHD used to be con­sid­ered a dis­or­der of child­hood, fol­low-up stud­ies indi­cate that between 30% and 60% of chil­dren with ADHD con­tin­ue to expe­ri­ence symp­toms and impair­ment in adult­hood. And, even when ADHD symp­toms decline over time, many indi­vid­u­als con­tin­ue to expe­ri­ence sig­nif­i­cant impair­ment in impor­tant areas of func­tion­ing.

For exam­ple, chil­dren with ADHD have Read the rest of this entry »

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