#ITC webinar: #Validity and #Fairness Considerations in Innovative #Digital #Assessments."

When and how can you access this webinar?

The webinar is live online on Thursday, April 3rd, at 10 a.m. (New York, USA time, UTC-4). 

Register for free here!

 

Research Byte: Co-Occurrence and Causality Among #ADHD, #Dyslexia, and #Dyscalculia - #SLD #schoolpsychology #sped #genetics #EDPSY

Co-Occurrence and Causality Among ADHD, Dyslexia, and Dyscalculia

Published in Psychological Science.  Click here to access PDF copy of article

Abstract

ADHD, dyslexia, and dyscalculia often co-occur, and the underlying continuous traits are correlated (ADHD symptoms, reading, spelling, and math skills). This may be explained by trait-to-trait causal effects, shared genetic and environmental factors, or both. We studied a sample of ≤ 19,125 twin children and 2,150 siblings from the Netherlands Twin Register, assessed at ages 7 and 10. Children with a condition, compared to those without that condition, were 2.1 to 3.1 times more likely to have a second condition. Still, most children (77.3%) with ADHD, dyslexia, or dyscalculia had just one condition. Cross-lagged modeling suggested that reading causally influences spelling (β = 0.44). For all other trait combinations, cross-lagged modeling suggested that the trait correlations are attributable to genetic influences common to all traits, rather than causal influences. Thus, ADHD, dyslexia, and dyscalculia seem to co-occur because of correlated genetic risks, rather than causality.

 

Self promo: Proud to have #5 and #17 in top 19 (why not 20?) in Journal of #Intelligence…2023 was a “very good year”

 

Proud to have # 5 and #17 in top 19 list.  Click here for list.

Research Byte: Performance- and report-based measures of #executivefunction as predictors of children’s #academic skills - #neuropsychology #schoolpsychology

DeCamp, C., Alfonso, S. V., & Lonigan, C. J. (2025). Performance- and report-based measures of executive function as predictors of children’s academic skills. Neuropsychology, 39(3), 214–222. https://doi.org/10.1037/neu0000992

Abstract

Objective: Executive function (EF) is thought to be a core component of various cognitive processes. Two common ways to measure EF are through report-based measures that assess EF by collecting informant(s) reports on children’s behaviors and performance-based measures that assess EF through the completion of a task related to EF dimension(s). However, most research reports low associations between these measures. The goal of this study was to determine the unique and overlapping contributions of a report- and a performance-based measure of EF on children’s academic outcomes over time. Method: The sample consisted of 1,152 children (636 boys, 516 girls) who were part of a large-scale preschool intervention study. Children completed measures of academic achievement in kindergarten, first grade, and second grade, and they completed a performance-based measure of EF in kindergarten; teachers reported on children’s EF during the fall of kindergarten. Structural growth modeling was utilized to determine the unique and shared contributions of EF measures on concurrent ability and growth of academic outcomes. Results: Structural growth models indicated that the separate EF measures were both significant predictors of concurrent ability and growth of all academic outcomes, with one exception; the Head–Toes–Knees–Shoulders task was not a significant predictor of growth in math skills. Conclusions: Results of this study suggested that report- and performance-based measures of EF should not be used interchangeably, and these findings have implications for the utility of EF as a risk factor for poor academic achievement.

Research Byte: An investigation of the structural #validity of the #WISCV #ancillary scores - #IQ #intelligence #Wechsler #WISC-V #factoranalysis #schoolpsychology

 Another open access research article that can be downloaded by clicking here.

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