Education and Cognitive Functioning Lars Nyberg Umeå University Sweden.
Cognitive functioning UPPMD site.ppt
Transcript of Cognitive functioning UPPMD site.ppt
Duchenne research at Maastricht
INTELLIGENCE AND LEARNING
Bang
alor
e Fe
brua
ry 2
8th
Jos Hendriksen Ph.D. Ruben Hendriksen, student
Debby Schrans, MsC.
University Hospital Maastricht
Kempenhaeghe Epilepsy centre & Centre of neurological learning disabilities
EVERY BOY IS UNIQUE
THE AVERAGE BOY WITH DUCHENNE DOES NOT EXIST!
Outline
1. Introduction 2. Intelligence and DMD 3. Specific cognitive deficits 4. Academic achievement 5. What can we do?
Duchenne de Boulogne 1868
Already noticed problems in cognitive functioning;
“The intellect was dull and speech was difficult. The Temporal regions were extremely projecting as in hydrocephalics” Inte
llige
nce
and
DM
D
Review of the reviews In
tellige
nce
and
DM
D
Review of all studies on Intelligence
N=1224 boys: Mean age 12 (range 2-27 years) Full Scale IQ =80 (range 14-134) Verbal IQ =80 (range 39-144) Performance IQ =85 (range 42-136)
Conclusion: mild impairment; scores around an average of 80
Inte
llige
nce
and
DM
D
Intelligence and age In
tellige
nce
and
DM
D
Association between IQ and age
VIQ improves with age:
<9 years: Mean = 78
>20 years: Mean = 86
Inte
llige
nce
and
DM
D
It is important to keep in mind that the cognitive deficits in DMD are stable, and even may improve somewhat over time (especially verbal IQ). Inte
llige
nce
and
DM
D
In summary: there is more than a global
deficit Intellectual impairment is: • specific to language IQ (VIQ); • stable over time; • independent of functional impairments. Inte
llige
nce
and
DM
D
Outline
1. Introduction 2. Intelligence and DMD 3. Specific cognitive deficits 4. Academic achievement 5. What can we do?
Specific Language Impairment (SLI)
- late onsett of speaking; - word finding problems; - deficit in auditory working memory; - influent speech: restarts, fillers, pauzes; - speech understanding >> expression. Sp
ecific c
ognitive
def
icits
Short term memory deficits
Wicksell et al (2004): The short term memory deficits might play a critical role in the cognitive impairment and intellectual development.
Controls
DMD
Spec
ific c
ognitive
def
icits
Attention problems: incidence
Hendriksen & Vles, N=351 (DMD boys)
Spec
ific c
ognitive
def
icits
18,7%
7,5%
Cognitive profile: a summary Weaknesses Strenghts expressive language working memory unique for every boy
attentional processes
Spec
ific c
ognitive
def
icits
Conclusion • There is a relation between brain structure
and cognitive involvement in Duchenne; • Dystrophin is normally located in specific
areas of the brain; – Hippocampus (responsible for memory) – Cerbellum (responsible for automatisation) – Prefrontal cerebral cortex (responsible for
executive functions like planning) Spec
ific c
ognitive
def
icits
cerebellum, hippocampus and prefrontal cortex
areas of greatest abundance of dystrophin
in the brain
areas that directly subserve cognitive
processes
Prefrontal cortex In
tellige
nce
and
DM
D
DMD and the brain
Outline
1. Introduction 2. Intelligence and DMD 3. Specific cognitive deficits 4. Academic achievements 5. What can we do?
Dutch study on reading in DMD
Aca
demic a
chieve
men
ts
The study itself:
• 25 boys; • All boys had finished elementary reading instruction (>20 months reading instruction);
• mean age 10 years (8 to 12 years).
Aca
demic a
chieve
men
ts
Aca
demic a
chieve
men
ts
Conclusion Academic achievement
1. boys with DMD are at a higher risk of reading disabilities (40% risk)
2. early detection and prevention are important: early screening for language difficulties A
cade
mic a
chieve
men
ts
Outline
1. Introduction 2. Intelligence and DMD 3. Specific cognitive deficits 4. Academic achievement 5. What can we do?
Early detection Seek specialist support when:
- Your boy has problems with early speech and language (SLI);
- Your boy is falling behind his peers with reading and spelling.
Psychological assessment and speech therapy assessment is important. Wha
t ca
n we
do?
Maastricht protocol • Screening at 4 years of age:
– language skills – strenghts and weakenesses
• Screening at 7 years of age: – written language skills
Wha
t ca
n we
do?
Early Intervention:
Training phonemic awareness in a preschool programm: rhyming, ditties and playing with sentences and words (Adams, 1998)
Effect: risc of dyslexia was reduced in children of dyslectic parents from 40% to 17%
Wha
t ca
n we
do?
Parents can also contribute! W
hat
can
we d
o?
The benefits of reading aloud to children:
• More precise phonological representations; • developing richer vocabulary; • developing lasting interest in reading.
Most important: Enhance pleasure in reading
Wha
t ca
n we
do?
Conclusions
• Cognitive deficits are related to reading; • reading is important for later education, especially in boys with DMD;
• higher risk of reading problems in boys with DMD: 40%;
• early screening and early intervention is important;
• enhance pleasure. Wha
t ca
n we
do?