Medicina
-
Currently, Whole exome sequencing (WES) using NGS (Next-generation sequencing) technology is one of the most requested genetic studies within the approach of patients with intellectual disability with or without other anomalies. As with other procedures and clinical studies, it is convenient for prescribing physicians to have a clear understanding of the scope and limitations of the use of WES, the analysis process of the genetic variants identified, as well as aspects to be evaluated regarding quality and structure of the reports of the NGS studies, with the aim that they can better interpret the results of a study, evaluate its quality, and propose in the best way the correlation of the same with the observed phenotype.
-
High Intellectual Ability (HIA) is a differential manifestation of human intelligence with a neurobiological basis but which must express its high potential along the developmental trajectory through the covariation of endogenous (such as social competence) and exogenous modulating factors. The aim of the study is twofold: 1) to know, comparatively, the social competence of children with and without HIA, 2) to differentiate those social competences that could be protective or risk factors against the misuse of digital technologies. ⋯ Results show statistically significant differences in favour of participants with ICA in social skills (especially in: Responsibility, Co-operation and Self-Control) and better personal adjustment, with low incidence of internalising and externalising difficulties. We conclude and discuss the protective role of social skills in coping with complex interactive contexts such as the digital age and aggressions such as cyberbullying.
-
Both Attention Deficit Hyperactivity Disorder (ADHD) and anxiety are two of the disorders that are most evident in the infant-juvenile population and there is a correlation between the two, as shown in numerous studies. The combination of both disorders affects the child's teaching-learning processes, causing learning difficulties (LD). ⋯ The instruments used were: the Wechsler Intelligence Scale for Children-V (WISCV), the State-Trait Anxiety Questionnaire for Children (STAI-C), the Child and Adolescent Assessment System (SENA) and the Inventory of Problems at School (IPE). As a result, it is observed that the anxiety perceived by these children is not related to the anxiety perceived by parents and teachers, although the latter do coincide in their assessment.
-
Review
[A review of dialogic reading intervention in children with developmental language disorder].
Dialogic reading is one of the most used and studied techniques within the frame of shared book reading activities between children and adults. The current review aims to analyze its effects in late talkers and children with developmental language disorder, that is, not associated to other condition. ⋯ The evidence about the effectivity of dialogic reading in late talkers and children with developmental language disorders is promising but has important limitations that are mainly related to the design, social validity and reliability of interventions. Other remarkable issues relate to the books or materials employed and the measures used to assess its effectiveness.
-
Beyond the frequent coexistence of attention deficit hyperactivity disorder (ADHD) and reading disorder (dyslexia), the present review aims to examine the available empirical evidence on how ADHD negatively impacts on learning to read. Existing data suggest that the presence of the disorder (especially inattention symptoms), may affect i) the correct acquisition of reading, either directly or through its influence on the precursors to reading; ii) decoding skills themselves (reading accuracy and fluency), both directly and indirectly through its influence on cognitive processes such as distractibility or executive functions; and iii) reading comprehension, probably indirectly through the executive and verbal memory difficulties characteristic of ADHD. These findings have important implications for better characterizing and intervening on reading difficulties in ADHD, whether clinical or subclinical.