Abstract |
The aim is to assess repetition-based learning of procedures in children with developmental coordination disorder ( DCD), reading disorder (RD) and attention-deficit hyperactivity disorder ( ADHD). Participants included 187 children, studied in 4 groups: (a) DCD comorbid with RD and ADHD ( DCD+RD+ ADHD) ( n = 30); (b) RD comorbid with ADHD (RD+ADHD) (n = 48); (c) ADHD (n = 19); and typically developing children (control group) (n = 90). Two procedural learning tasks were used: Assembly learning and Mirror drawing. Children were tested on 4 occasions for each task: 3 trials were consecutive and the fourth trial was performed after an interference task. Task performance by DCD+RD+ ADHD children improved with training (P < .05); however, the improvement was significantly lower than that achieved by the other groups (RD+ADHD, ADHD and controls) (P < .05). In conclusion, children with DCD+RD+ ADHD improve in their use of cognitive-motor procedures over a short training period. Aims of intervention in DCD+RD+ ADHD should be based on individual learning abilities.
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Authors | Sara Magallón, Nerea Crespo-Eguílaz, Juan Narbona |
Journal | Journal of child neurology
(J Child Neurol)
Vol. 30
Issue 11
Pg. 1496-506
(Oct 2015)
ISSN: 1708-8283 [Electronic] United States |
PMID | 25736429
(Publication Type: Journal Article, Research Support, Non-U.S. Gov't)
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Copyright | © The Author(s) 2015. |
Topics |
- Attention Deficit Disorder with Hyperactivity
(epidemiology, psychology)
- Child
- Comorbidity
- Dyslexia
(epidemiology, psychology)
- Female
- Humans
- Learning
- Male
- Motor Skills
- Motor Skills Disorders
(epidemiology, psychology)
- Psychological Tests
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