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B A Shaywitz

Publications and source records attributed to B A Shaywitz.

At least 19 recordsLinked to original sources
PubMed1992

Evidence that dyslexia may represent the lower tail of a normal distribution of reading ability.

BACKGROUND: Dyslexia is now widely believed to be a biologically based disorder that is distinct from other, less specific reading problems. According to this view, reading ability is considered to follow a bimodal distribution, with dyslexia as the lower mode. We hypothesized that, instead, reading ability follows a normal distribution, with dyslexia at the lower end of the continuum. METHODS AND RESULTS: We used data from the Connecticut Longitudinal Study, a sample survey of 414 Connecticut children who entered kindergarten in 1983 and were followed as a longitudinal cohort. Dyslexia was defined in terms of a discrepancy score, which represents the difference between actual reading achievement and achievement predicted on the basis of measures of intelligence. Data were available from intelligence tests administered in grades 1, 3, and 5 and achievement tests administered yearly in grades 1 through 6. For each child there were 108 possible discrepancy scores ([3 x 3 years] x [2 x 6 years]) based on combinations of the ability scores (full-scale, verbal, and performance IQ) in each of three years and two achievement scores (reading and mathematics) in each of six years. We demonstrated that each of the discrepancy scores followed a univariate normal distribution and that the interrelation of two different discrepancy scores followed a bivariate normal distribution. At most, only 9 of 108 discrepancy scores (8.3 percent) and 171 of 3402 pairs of discrepancy scores (5.0 percent) were significantly different (at the 5 percent level) from the expected scores--well within the expected values for data with univariate and bivariate normal distributions, respectively. We also examined the stability of dyslexia over time. The normal-distribution model predicted (and the data indicated) that only 7 of the 25 children (28 percent) classified as having dyslexia in grade 1 would also be classified as having dyslexia in grade 3. CONCLUSIONS: Reading difficulties, including dyslexia, occur as part of a continuum that also includes normal reading ability. Dyslexia is not an all-or-none phenomenon, but like hypertension, occurs in degrees. The variability inherent in the diagnosis of dyslexia can be both quantified and predicted with use of the normal-distribution model.

Child↗
PubMed1992

The validity of discrepancy-based definitions of reading disabilities.

This study addressed the validity of distinguishing children with reading disabilities according to the presence or absence of discrepancies between intelligence test scores and academic achievement. Three definitions of reading disability were used to provide criteria for five groups of children who (a) met a discrepancy-based definition uncorrected for the correlation of IQ and achievement; (b) met a discrepancy-based definition correcting for the correlation of IQ and achievement; (c) met a low achievement definition with no IQ discrepancy; (d) met criteria a and b; and (e) met none of the criteria and had no reading disability. Comparison of these five groups on a set of 10 neuropsychological tests corrected for correlations with IQ showed that group differences were small and accounted for little of the variability among groups. These results question the validity of segregating children with reading deficiencies according to discrepancies with IQ scores.

Achievement↗
PubMed1992

Discrepancy compared to low achievement definitions of reading disability: results from the Connecticut Longitudinal Study.

We used data derived from a survey sample, the Connecticut Longitudinal Study (CLS), to compare two commonly employed definitions of reading disability: a discrepancy-based model (D) and a low reading achievement model (L). We identified children satisfying each definition in second grade and compared the groups retrospectively in kindergarten and prospectively in fifth grade using parent-based, teacher-based, and child-based measures. Our findings suggest more similarities than differences between the reading disabled groups. The most salient differences were those related to ability and seem inherent in the definitions of the groups: Children identified as D have significantly higher verbal, performance, and full scale IQ scores than those identified as L. These findings suggest that both groups of children with reading disability, that is, those defined by either D or L, should be considered eligible for special education services.

Achievement↗
PubMed1991

The boundaries of attention deficit disorder.

This report examines distinctions and interrelationships among attention deficit disorder (ADD) and two closely related conditions: learning disability (LD) and oppositional/conduct (O/C) disorder. To evaluate our hypothesis that some of the difficulty in resolving the relationship between ADD and, particularly, O/C may reflect the consequences of selective referral patterns, we studied groups of children diagnosed as ADD from different referral sources. Results suggest that referral bias does exist and that children referred to mental health settings differ from those referred to pediatricians, child neurologists, or psychologists. Because of the nature of the subjects referred to mental health services, nonrepresentative associations may emerge. Rather than being considered as prototypical of all children with attention disorder, children referred to mental health facilities may represent simply an extreme of the continuum of ADD. Evidence suggests that many children with ADD will be represented by those referred primarily for attentional deficits and learning problems, rather than those with inattention, hyperactivity, or aggression referred for child psychiatric evaluation.

Adolescent↗
PubMed1991

Comorbidity: a critical issue in attention deficit disorder.

In this report, we examine the interrelationships between attention deficit disorder (ADD), learning disabilities (LD), and conduct and oppositional disorders (COD). We indicate that it is reasonable to consider ADD as a distinct entity, frequently co-occurring with LD on the one hand, and COD on the other. The first section reviews the interrelationships between ADD and LD. Here we focus on definitional issues, trace the historical antecedents of ADD and LD, examine the prevalence of ADD and LD, and review studies designed to differentiate cognitive from attentional mechanisms in children with ADD, LD, or both. In the next section, we review the evidence linking ADD with COD, a distinction blurred in earlier investigations by problems with referral bias. More recent studies suggest that the antecedents, clinical characteristics, and prognosis may differ in children with ADD alone compared to those with ADD in association with COD.

Attention Deficit Disorder with Hyperactivity↗
PubMed1990

Growth hormone and prolactin response to methylphenidate in children with attention deficit disorder.

Utilizing a double-blind, drug-placebo design, we examined growth hormone (GH) and prolactin (Pro) response to oral administration of methylphenidate (MPH) in 14 boys (ages 7.0-12.4 years) with Attention Deficit Disorder (ADD). Four conditions representing three different MPH doses (0.3 mg/kg O.D., 0.3 mg/kg B.I.D., 0.6 mg/kg O.D.) and Placebo were compared in each subject, each condition lasting for a period of 3 weeks. GH and Pro response were measured both as maximum peak GH (DGH) or nadir of Pro (DPro) as well as area under the curve for the first four hours after MPH administration (AUCGH, AUCPro). Behavioral measures included parent ratings on the Yale Children's Inventory and teacher ratings on the Yale and Conners Behavior Rating Scales and Kagan's Matching Familiar Figures Test (MFFT). Prolactin response as measured by AUCPro was significantly increased after MPH compared to placebo (t = 2.04, p less than 0.05, placebo vs all doses MPH). This difference observed for AUCPro between placebo and MPH was evident as well when we considered the number of times AUCPro declined after MPH as compared to placebo (p = .018, Fisher's exact test). Within-subjects analysis of covariance demonstrated significant correlations between the improvement in reaction time on the MFFT and 1) GH response (AUCGH, r = .58, p less than .001) and 2) prolactin response (AUCPro, r = .40, p less than .05) and between improvement in attention as measured on the Yale BRS and GH response (AUCGH, r = .57, p less than .05). Our findings suggest that measures other than GH and prolactin may be more desirable measures of brain catecholaminergic functioning.

Attention Deficit Disorder with Hyperactivity↗
PubMed1988

Amphetamine accelerates and attenuates ultradian activity rhythms in preweanling rats.

Developing rats, studied in environmental isolation, display prominent fluctuations in locomotor activity with a periodicity of about 1-3 hr. This ultradian rhythmic pattern is most marked at 2 weeks of age, and appears to be endogenously mediated. (+)Amphetamine (1 mg/kg) was administered to 2 week old rat pups, and their locomotor activity levels were recorded continuously and stored in 5 min intervals using a sensitive computer-interfaced vibrational activity monitor. Activity was recorded for 12 hr after treatment and resulting time-series data were analyzed by harmonic spectral techniques. During the first 6 hr of testing, amphetamine induced a prominent low frequency perturbation in baseline activity levels corresponding to the expected period of acute drug action. During this time, normally prominent ultradian activity rhythms in the range of 8-12 cycles per day (cpd) were diminished in amplitude, even following low frequency smoothing to remove the changes in baseline. Correspondingly, there was also an increase in ultradian rhythm amplitude in amphetamine-treated pups at higher frequencies (32-40 cpd). During the final 6 hr of testing there was a marked suppression of typical ultradian rhythms in amphetamine-treated pups but not in controls. These results suggest that amphetamine treatment both accelerates and attenuates ultradian activity rhythms in developing rats during the acute period of drug action, and produces a prominent diminution in these rhythms during subsequent rebound and recovery periods.

Activity Cycles↗
PubMed1988

The ontogeny of 3,4-dihydroxyphenylacetic acid in human cerebrospinal fluid.

Measurement of cerebrospinal fluid (CSF) levels of the minor dopamine metabolite 3,4-dihydroxyphenylacetic acid in neonates and children indicates that a rapid decline (approximately 90%) occurs in the first 2 years of life. The much less rapid ontogenetic decline seen for the predominant dopamine metabolite, homovanillic acid (HVA), indicates that differing factors affect CSF levels of the two acid metabolites. Further study is required to determine which compound more closely reflects ontogenetic changes in dopamine functioning.

3,4-Dihydroxyphenylacetic Acid↗
PubMed1988

Concurrent and predictive validity of the Yale Children's Inventory: an instrument to assess children with attentional deficits and learning disabilities.

The Yale Children's Inventory rating scales for completion by parents were developed to improve the ability of clinicians and researchers to evaluate the school-related problems of children. The inventory consists of 11 narrow-band and two broad-band scales, the Behavioral and the Cognitive. The concurrent and predictive validity of the Yale Children's Inventory scales are reported in a school-based sample of 103 boys. External criterion variables were obtained from parents, teachers, and standardized tests administered to the children. We found that the Attention scale overlaps both broad-band domains, indicating the importance and the intrinsic relationship of attention to both behavioral and cognitive functions, which supports the Diagnostic and Statistical Manual of Mental Disorders, ed 3 nosology for disorders of attention and activity regulation. It also increases the number of children whose assessment may be enhanced by the availability of systematic parent report forms.

Attention Deficit Disorder with Hyperactivity↗
PubMed1987

Dyslexia.

Explore the source record for details and available documents.

Adult↗
PubMed1987

Amphetamine reverses learning deficits in 6-hydroxydopamine-treated rat pups.

At 5 days of age, rat pups were treated with a combination of desmethylimipramine (DMI) and 6-hydroxydopamine (6-OHDA) to selectively deplete brain dopamine (DA) or with vehicle (saline) control solutions. Two days later, all animals received conditioning to a novel odor by pairing the odor with intraoral milk. When the odor was anise, treated pups spent less time near the conditioned stimulus than did controls, but there were no 6-OHDA effects when the stimulus was a lemon odor (Experiment I). The difference in performance between the treated and control animals was not attributable to alterations in activating effects of the reinforcer (Experiment I), changes in olfactory sensitivity or olfactory preference (Experiment II), or sensitization to the stimulus (Experiment III). In Experiment IV, animals received d-amphetamine sulfate (0.5 mg/kg) prior to conditioning, testing, or both conditioning and testing. Amphetamine treatment before conditioning produced an improvement in performance in animals previously treated with 6-OHDA/DMI, but it impaired performance in controls, regardless of the time of injection. The results indicate a role of brain DA in learning in young rats.

Animals↗