In addition, we used multiple sources of information for diagnoses which has been recommended Booksh et al. Thus, while formal measures were not used, we are reasonably confident that those diagnosed with ADHD truly had the disorder. Regardless, the use of malingering measures in future studies would help to improve confidence of valid diagnoses in ADHD samples.
A final limitation worth noting is that this study did not include a healthy control group. Instead, we used demographically adjusted scores that were based on healthy controls. Some of the healthy control normative data sets used different samples. This may contribute to some normative score differences.
On the other hand, this limitation also has the strength of making these results more relevant to clinical practice since we employed the same normative data used by many clinicians. Furthermore, even if one were to argue that some of the differences may be due to normative groups, it is worth noting that the same normative sample was used for some non-timed EF measures WCST and timed measures Trails with greater differences found on the timed measures.
Furthermore, Trail A was still relatively lower than Trail B for both the groups, which not only used the same normative data, but has similar task demands though with less working memory requirements.
Thus, while the lack of a local group of healthy controls was a limiting factor, these findings still support the hypotheses. Although this study did not include any neuroimaging, the findings have some similarities to clinical populations with known white matter abnormalities.
Furthermore, other studies have shown an association between atypical white matter and cognitive difficulties associated with ADHD Konrad et al. The possibility that white matter abnormalities may be associated with both ADHD and RD has some practical implications. Further study should include healthy controls, more diverse populations, and seek to correlate processing speed difficulties with the degree of white matter abnormalities with diffusion tensor imaging among those with RD and ADHD.
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Sign In or Create an Account. Sign In. Advanced Search. Search Menu. Article Navigation. Close mobile search navigation Article Navigation. Volume Article Contents Abstract. Conflict of Interest. Katz , Lynda J. E-mail address : lkatz landmark. Oxford Academic. Franklin C.
Robert M. Sue R. Cite Cite Lynda J. Select Format Select format. Permissions Icon Permissions. Abstract In previous studies, children with both Attention-Deficit Hyperactivity Disorder ADHD and a Reading Disorder were found to have more difficulties with processing speed, working memory, and timed as opposed to non-timed executive functioning EF measures when compared with those with either disorder alone.
Attention-deficit hyperactivity disorder , Reading disorder , Processing speed , Working memory , Neuropsychological assessment and cognition. Table 1. Significant correlations of dependent variables with GAI. Digit Span. Open in new tab. Table 2. Dependent variable. F 2, Google Scholar Crossref. Search ADS. American Psychiatric Association. Use visual posters, e. Create posters of commonly used words. Provide instructions in written form — could be a handout, whiteboard, or simply a sticky note.
Provide a key word outline to refer to while you are teaching. Encourage the use of checklists for multi-step tasks e. Encourage students to make lists of reminders regularly. Use graphic organizers to teach new concepts and information.
When the student can picture how the ideas are interrelated, they can be stored and retrieved more easily. Consider educational technology that reduces the demand on working memory, such as calculators, word processors, spell-check devices, grammar-check devices, and voice dictation and text readers.
Music and physical routines linked to fact learning can help students memorize faster and act as a cue for retrieving specific information.
Request students to paraphrase, or have another student paraphrase verbally delivered directions. Allow time for rehearsal and processing. Allow extra time for the student to retrieve information. These students benefit from advance warning that they will be asked a question.
Avoid open-ended questions. Active participation with the material such as repeatedly hearing it, seeing it and moving it, holds the information in working memory so it can move to long-term memory.
Let the students move around, use hands-on material and put information on file cards so they can be manipulated. Physical coding, such as consistent colours for different subject areas, can act as triggers to help students remember information. Spelling — highlight difficult parts of new words. Vocabulary — teach new words in categories or families and colour code the categories.
Try to get the students to link new information to prior knowledge — encourage drawing, writing and verbal reflection. The use metaphors, analogies, imagery or induced imagery where the image is generated by the individual, rather than given to them can help. End each lesson with a summary of what was learned. Teach students to listen for key words. Post the words in the classroom and frequently use them as cues while you teach.
Often students with working memory difficulties also exhibit word and information retrieval difficulties. The student may need additional time to retrieve details when answering a question. Cues may be necessary to help them focus on the correct bit of information or word. Thank you for this great information that has helped our family realize there is help out there for our daughter! If only we lived in Santa Monica, we would readily be at your center!
My daughter has suffered for years with low processing speed and below average working memory, anxiety, and inattentive ADD. As her parents, my husband and I have worked hard to ensure she has a detailed plan in school, attends therapy regularly, and gets the support she needs at home with homework. She is on medication for anxiety and ADD now, after years of trying non-medicated remedies, but she still struggles with completing classwork and homework in a reasonable amount of time. She is completely frustrated with the amount of time it takes her to complete a task, and is becoming unmotivated as the missing homework assignments pile up in the grade book.
Our daughter is a perfectionist and she tries for hours and hours to get her classwork and homework done. She has difficulty remembering chapters that she just read, and trouble understanding new math problems in Geometry.
She struggles with organizing her thoughts and writing essays, even when she has many great ideas swirling about in her head. She stays after school and uses her lunch period every day, Monday through Friday to complete unfinished tests and classwork. She rarely gets any homework assignments completed. She needs some type of brain training to build her processing speed and memory.
We just tried our first testing session and consultation at a Learning RX program. Unfortunately, we were not impressed with the program and it felt more like a pushy sales pitch than an educational program. We are looking for a treatment program, or anything that can help her boost her executive functioning skills. Our daughter is slowly giving up on herself and as a parent, it breaks my heart. Any suggestions? My center is now offering Skype sessions so that we can help students who are not in our area.
The first session is free to see if Skype will work with the student. We have found the distance learning sessions to be helpful. Contact me at Melissamullin kandmcenter. Working with her I will be able to determine what aspect of her processing is causing the slow processing and then create a plan to help her build her skills. Hi Dr. These kids, many of whom are diagnosed with ADHD, often have difficulty following directions and getting thoughts from their brain onto paper.
They struggle to keep information in mind. Understanding the relationship between slow processing speed and working memory is not easy because of the complexity of our brains and the overlap of these psychological constructs. The best explanation for this complicated relationship requires an understanding of the importance of working memory. Working memory is the ability to keep information in mind, monitor and update recent information, and use this information for learning and problem solving.
Working memory is assumed to have two major types, verbal and visuospatial working memory. However, it is limited by the amount of information individuals can hold in mind and how long they can access it.
Consider this brief analogy for the mechanisms of verbal working memory written in a comprehensive research article about this topic by Astrid Fry and Sandra Hale:. A single, continuous loop of audiotape that records verbally encoded information. Presumably, information that is recorded onto the tape loop is lost through decay or interference from new information unless it is rehearsed or transferred to long-term memory storage.
A child with flexible thinking issues might find it intolerable to switch from play mode to school mode and get very upset when asked to. Paying attention. The teacher is giving a lesson in fractions at the front of the room. Starting, planning and organizing tasks. The coach asks the team to clean out and organize their lockers.
A child with slow processing speed can figure out a plan—eventually. In both cases, the kids remain in the locker area, struggling, while the others move on to the equipment room. Is it a matter of skill or speed or both? The only way to know for sure is to have your child evaluated.
Discover games that build executive skills. And learn ways to help your child with slow processing speed take notes in class. A full evaluation can determine if your child has slow processing speed, executive functioning issues or a mix of both.
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