Executive functions in adults with developmental dyslexia

Background: Executive functioning (EF) deficits are well recognized in developmental dyslexia, yet the majority of studies have concerned children rather than adults, ignored the subjective experience of the individual with dyslexia (with regard to their own EFs), and have not followed current theoretical perspectives on EFs. Aims and Methods: The current study addressed these shortfalls by administering a self-report measure of EF (BRIEF-A; Roth, Isquith & Gioia, 2005) and experimental tasks to IQ-matched groups of adults with and without dyslexia. The laboratory-based tasks tested the three factors constituting the framework of EF proposed by Miyake et al. (2000). Results: In comparison to the group without dyslexia, the participants with dyslexia self-reported more frequent EF problems in day-to-day life, with these difficulties centering on metacognitive processes (working memory, planning, task monitoring, and organization) rather than on the regulation of emotion and behaviour. The participants with dyslexia showed significant deficits in EF (inhibition, set shifting, and working memory). Conclusions and Implications: The findings indicated that dyslexia-related problems have an impact on the daily experience of adults with the condition. Further, EF difficulties are present in adulthood across a range of laboratory-based measures, and, given the nature of the experimental tasks presented, extend beyond difficulties related solely to phonological processing

Positive Aspects of Home Visiting Influence on Child Behavior at 36 Months

Early childhood home visiting (HV) programs aim to improve child outcomes by supporting developmental parenting, behaviors empirically linked with children\u27s development (Roggman, Boyce, & Innocenti, 2008). Home visitors scaffold learning activities within parent-child interactions and discuss child development. When home visitors excel, outcomes are likely better for parents and children (Love, et al., 2001). This study explored HV quality in connection to children\u27s behavior at 36 months to determine the most influential aspects. The sample includes families with infants aged 36 months in Early Head Start Programs in Utah and Iowa. Seven aspects of HV quality were measured using the Home Visiting Rating Scales version 2.0 (HOVRS A+ v2.0; Roggman, et al., 2014). Home visits were recorded and coded using HOVRS A+ 2.0. The Home Observation for the Measurement of the Environment (HOME; Caldwell & Bradley, 1984) assessed children\u27s environments. The Orientation/Engagement and Emotional Regulation subscales of the Bayley Behavioral Rating Scales (BRS; Bayley, 1993) measured children\u27s behavior. Combined HOVRS variables were computed (see Table 1) and divided into high/low groups. A correlation matrix identified interactions between the HOME, Orientation/Engagement, Emotional Regulation, and the combined HOVRS variables. Correlations compared the interactions between the combined HOVRS variables with the BRS subscales and the HOME. A mediation model was used to identify the HOME the link between collaborative facilitation and Orientation/Engagement. Results suggest a statistically significant association between overall family engagement and BRS subscales, the high quality of HV practices, family engagement, highly responsive relationship, and collaborative facilitation. A statistically significant association between parent-child interaction and Orientation/Engagement, particularly when focused on facilitation and quality of family engagement are low. The association between collaborative facilitation and Orientation/Engagement was mediated by home environment. The findings suggest that work home visitors do to scaffold parent-child interactions may help parents interact positively with infants when the home visitor is absent