Publication Cover
Child Neuropsychology
A Journal on Normal and Abnormal Development in Childhood and Adolescence
Latest Articles
134
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Written language achievement in children and adolescents with neurofibromatosis type 1 and Plexiform Neurofibromas

, , , , , & ORCID Icon show all
Received 03 May 2023, Accepted 13 Jan 2024, Published online: 06 Feb 2024

References

  • Ablon, J. (1996). Gender response to neurofibromatosis 1. Social Science & Medicine, 42(1), 99–110. https://doi.org/10.1016/0277-9536(95)00076-3
  • Altemeier, L., Jones, J., Abbott, R. D., & Berninger, V. W. (2006). Executive functions in becoming writing readers and reading writers: Note taking and report writing in third and fifth graders. Developmental Neuropsychology, 29(1), 161–173. https://doi.org/10.1207/s15326942dn2901_8
  • American Psychiatric Association. (2022). Neurodevelopmental disorders. Diagnostic and Statistical Manual of Mental Disorders. 5th ed., text rev. https://doi.org/10.1176/appi.books.9780890425787.x01_Neurodevelopmental_Disorders
  • Arán Filippetti, V., & Krumm, G. (2020). A hierarchical model of cognitive flexibility in children: Extending the relationship between flexibility, creativity and academic achievement. Child Neuropsychology, 26(6), 770–800. https://doi.org/10.1080/09297049.2019.1711034
  • Beckmann, E. A., & Jastrowski Mano, K. E. (2021). Advancing the measurement of executive functioning in pediatric chronic pain. Children, 8(8), 630.
  • Berninger, V., Abbott, R., Cook, C. R., & Nagy, W. (2017). Relationships of attention and executive functions to oral language, reading, and writing skills and systems in middle childhood and early adolescence. Journal of Learning Disabilities, 50(4), 434–449. https://doi.org/10.1177/0022219415617167
  • Bourke, L., Davies, S. J., Sumner, E., & Green, C. (2014). Individual differences in the development of early writing skills: Testing the unique contribution of visuo-spatial working memory. Reading and Writing, 27(2), 315–335.
  • Cado, A., Nicli, J., Bourgois, B., Vallee, L., & Lemaitre, M. P. (2019). Assessing assistive technology requirements in children with written language disorders. A decision tree to guide counseling. Archives de Pédiatrie, 26(1), 48–54. https://doi.org/10.1016/j.arcped.2018.11.007
  • Chung, P. J., Patel, D. R., & Nizami, I. (2020). Disorder of written expression and dysgraphia: Definition, diagnosis, and management. Translational Pediatrics, 9(Suppl 1), S46. https://doi.org/10.21037/tp.2019.11.01
  • Conners, C. K. (2000). Conners’ continuous performance test II. Multi-Health Systems.
  • Cutting, L. E., & Levine, T. M. (2010). Cognitive profile of children with neurofibromatosis and reading disabilities. Child Neuropsychology, 16(5), 417–432. https://doi.org/10.1080/09297041003761985
  • Darrigo, L. G. Jr., Geller, M., Bonalumi Filho, A., & Azulay, D. R. (2007). Prevalence of plexiform neurofibroma in children and adolescents with type I neurofibromatosis. Jornal de Pediatria, 83(6), 571–573. https://doi.org/10.2223/JPED.1718
  • Del Castillo, A., Dekarchuk, M., Inker, T., Hussey, M., & Walsh, K. S. (2022). Understanding the neurofibromatosis type 1 (NF1) experience and the priorities of individuals with NF1 and their caregivers for cognitive and social-emotional research. Journal of Psychiatric Research, 154, 268–277. https://doi.org/10.1016/j.jpsychires.2022.07.035
  • Delis, D. C., Kaplan, E., & Kramer, J. H. (2001). Delis-Kaplan executive function system (D-KEFS): examiner’s manual: flexibility of thinking, concept formation, problem solving, planning, creativity, impluse control, inhibition. Pearson.
  • Ejiogu, N., Norbeck, J. H., Mason, M. A., Cromwell, B. C., Zonderman, A. B., & Evans, M. K. (2011). Recruitment and retention strategies for minority or poor clinical research participants: Lessons from the healthy aging in neighborhoods of diversity across the life span study. The Gerontologist, 51(suppl_1), S33–S45. https://doi.org/10.1093/geront/gnr027
  • Fletcher, J. M., & Vaughn, S. (2009). Response to intervention: Preventing and remediating academic difficulties. Child Development Perspectives, 3(1), 30–37. https://doi.org/10.1111/j.1750-8606.2008.00072.x
  • Gilboa, Y., Josman, N., Fattal-Valevski, A., Toledano-Alhadef, H., & Rosenblum, S. (2010). The handwriting performance of children with NF1. Research in Developmental Disabilities, 31(4), 929–935. https://doi.org/10.1016/j.ridd.2010.03.005
  • Gilboa, Y., Josman, N., Fattal-Valevski, A., Toledano-Alhadef, H., & Rosenblum, S. (2014). Underlying mechanisms of writing difficulties among children with neurofibromatosis type 1. Research in Developmental Disabilities, 35(6), 1310–1316. https://doi.org/10.1016/j.ridd.2014.03.021
  • Gioia, G. A., Isquith, P. K., Guy, S. C., & Kenworthy, L. (2000). BRIEF: behavior rating inventory of executive function. Psychological Assessment Resources.
  • Gutmann, D. H., Ferner, R. E., Listernick, R. H., Korf, B. R., Wolters, P. L., & Johnson, K. J. (2017). Neurofibromatosis type 1. Nature Reviews Disease Primers, 3(1), 1–17. https://doi.org/10.1038/nrdp.2017.4
  • Hammill, D. D., & Larsen, S. C. (2009). Test of written language-(TOWL-4). Pro-Ed.
  • Hayes, J. R. (2006). New directions in writing theory. In C. A. MacArthur, S. Graham & J. Fitzgerald (Eds.), Handbook of writing research (1st ed., pp. 28–40). Guilford Publications.
  • Hou, Y., Allen, T., Wolters, P. L., Toledo‐Tamula, M. A., Martin, S., Baldwin, A., Reda, S., Gillespie, A., Goodwin, A., & Widemann, B. C. (2020). Predictors of cognitive development in children with neurofibromatosis type 1 and plexiform neurofibromas. Developmental Medicine & Child Neurology, 62(8), 977–984. https://doi.org/10.1111/dmcn.14489
  • Hyman, S. L., Gill, D. S., Shores, E. A., Steinberg, A., Joy, P., Gibikote, S. V., & North, K. N. (2003). Natural history of cognitive deficits and their relationship to MRI T2-hyperintensities in NF1. Neurology, 60(7), 1139–1145. https://doi.org/10.1212/01.WNL.0000055090.78351.C1
  • Hyman, S. L., Shores, A., & North, K. N. (2005). The nature and frequency of cognitive deficits in children with neurofibromatosis type 1. Neurology, 65(7), 1037–1044. https://doi.org/10.1212/01.wnl.0000179303.72345.ce
  • Klein, J., & Taub, D. (2005). The effect of variations in handwriting and print on evaluation of student essays. Assessing Writing, 10(2), 134–148. https://doi.org/10.1016/j.asw.2005.05.002
  • Koth, C. W., Cutting, L. E., & Denckla, M. B. (2000). The association of neurofibromatosis type 1 and attention deficit hyperactivity disorder. Child Neuropsychology, 6(3), 185–194. https://doi.org/10.1076/chin.6.3.185.3155
  • Legius, E., Messiaen, L., Wolkenstein, P., Pancza, P., Avery, R. A., Berman, Y., Blakeley, J., Babovic-Vuksanovic, D., Cunha, K. S., Ferner, R., Fisher, M. J., Friedman, J. M., Gutmann, D. H., Kehrer-Sawatzki, H., Korf, B. R., Mautner, V.-F., Peltonen, S., Rauen, K. A., Riccardi, V., & Evans, D. G.… Plotkin, S. R. (2021). Revised diagnostic criteria for neurofibromatosis type 1 and Legius syndrome: an international consensus recommendation. Genetics in Medicine, 23(8), 1506–1513. https://doi.org/10.1038/s41436-021-01170-5
  • Lehtonen, A., Garg, S., Roberts, S. A., Trump, D., Evans, D. G., Green, J., & Huson, S. M. (2015). Cognition in children with neurofibromatosis type 1: Data from a population‐based study. Developmental Medicine & Child Neurology, 57(7), 645–651. https://doi.org/10.1111/dmcn.12734
  • Lubin, A., Regrin, E., Boulc’h, L., Pacton, S., & Lanoë, C. (2016). Executive functions differentially contribute to fourth graders’ mathematics, reading, and spelling skills. Journal of Cognitive Education & Psychology, 15(3), 444–463. https://doi.org/10.1891/1945-8959.15.3.444
  • Mason, L. H., Harris, K. R., & Graham, S. (2011). Self-regulated strategy development for students with writing difficulties. Theory into Practice, 50(1), 20–27. https://doi.org/10.1080/00405841.2011.534922
  • Miller, A. H., & Halloran, M. C. (2022). Mechanistic insights from animal models of neurofibromatosis type 1 cognitive impairment. Disease Models & Mechanisms, 15(8), dmm049422.
  • Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000). The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cognitive Psychology, 41(1), 49–100. https://doi.org/10.1006/cogp.1999.0734
  • Molitor, S. J., Langberg, J. M., & Evans, S. W. (2016). The written expression abilities of adolescents with attention-deficit/hyperactivity disorder. Research in Developmental Disabilities, 51, 49–59. https://doi.org/10.1016/j.ridd.2016.01.005
  • Ouellette, G, and Tims, T. (2014). The write way to spell: printing vs. typing effects on orthographic learning. Frontiers in Psychology, 5. https://doi.org/10.3389/fpsyg.2014.00117
  • Pardej, S. K., Glad, D. M., Casnar, C. L., Janke, K. M., & Klein-Tasman, B. P. (2022). Longitudinal investigation of early motor development in neurofibromatosis type 1. Journal of Pediatric Psychology, 47(2), 180–188. https://doi.org/10.1093/jpepsy/jsab090
  • Pontart, V., Bidet-Ildei, C., Lambert, E., Morisset, P., Flouret, L., & Alamargot, D. (2013). Influence of handwriting skills during spelling in primary and lower secondary grades. Frontiers in Psychology, 4, 818. https://doi.org/10.3389/fpsyg.2013.00818
  • Prada, C. E., Rangwala, F. A., Martin, L. J., Lovell, A. M., Saal, H. M., Schorry, E. K., & Hopkin, R. J. (2012). Pediatric plexiform neurofibromas: Impact on morbidity and mortality in neurofibromatosis type 1. The Journal of Pediatrics, 160(3), 461–467. https://doi.org/10.1016/j.jpeds.2011.08.051
  • Pride, N. A., Payne, J. M., & North, K. N. (2012). The impact of ADHD on the cognitive and academic functioning of children with NF1. Developmental Neuropsychology, 37(7), 590–600. https://doi.org/10.1080/87565641.2012.695831
  • Re, A. M., Mirandola, C., Esposito, S. S., & Capodieci, A. (2014). Spelling errors among children with ADHD symptoms: The role of working memory. Research in Developmental Disabilities, 35(9), 2199–2204. https://doi.org/10.1016/j.ridd.2014.05.010
  • Re, A. M., Pedron, M., & Cornoldi, C. (2007). Expressive writing difficulties in children described as exhibiting ADHD symptoms. Journal of Learning Disabilities, 40(3), 244–255. https://doi.org/10.1177/00222194070400030501
  • Silva, D., Colvin, L., Glauert, R., Stanley, F., Srinivas Jois, R., & Bower, C. (2020). Literacy and numeracy underachievement in boys and girls with ADHD. Journal of Attention Disorders, 24(10), 1392–1402. https://doi.org/10.1177/1087054715613438
  • Soto, E. F., Irwin, L. N., Chan, E. S., Spiegel, J. A., & Kofler, M. J. (2021). Executive functions and writing skills in children with and without ADHD. Neuropsychology, 35(8), 792. https://doi.org/10.1037/neu0000769
  • Stumpf, D. A. (1988). Neurofibromatosis. Conference statement, National institute of health development conference. Arch Neurol, 45, 575–578.
  • Sumner, E., Connelly, V., & Barnett, A. L. (2014). The influence of spelling ability on handwriting production: Children with and without dyslexia. Journal of Experimental Psychology: Learning, Memory, and Cognition, 40(5), 1441. https://doi.org/10.1037/a0035785
  • Taddei, M., Erbetta, A., Esposito, S., Saletti, V., Bulgheroni, S., & Riva, D. (2019). Brain tumors in NF1 children: Influence on neurocognitive and behavioral outcome. Cancers, 11(11), 1772. https://doi.org/10.3390/cancers11111772
  • Templer, A., Titus, J., & Gutmann, D. (2013). A neuropsychological perspective on attention problems in neurofibromatosis type 1. Journal of Attention Disorders, 17(6), 489–496. https://doi.org/10.1177/1087054711433422
  • Valerio, M. A., Rodriguez, N., Winkler, P., Lopez, J., Dennison, M., Liang, Y., & Turner, B. J. (2016). Comparing two sampling methods to engage hard-to-reach communities in research priority setting. BMC Medical Research Methodology, 16(1), 1–11. https://doi.org/10.1186/s12874-016-0242-z
  • Vanderberg, R., & Lee Swanson, H. (2007). Which components of working memory are important in the writing process? Reading and Writing, 20(7), 721–752. https://doi.org/10.1007/s11145-006-9046-6
  • van Weerdenburg, M., Tesselhof, M., & van der Meijden H. (2019). Touch‐typing for better spelling and narrative‐writing skills on the computer. Computer Assisted Learning, 35(1), 143–152. https://doi.org/10.1111/jcal.12323
  • Wechsler, D. (1997). WAIS-III administration and scoring manual. The Psychological Association.
  • Wechsler, D. (1999). Wechsler abbreviated scale of intelligence. Psychological Corporation.
  • Wechsler, D. (2003). Wechsler intelligence scale for children (4th ed.). Psychological Corporation.
  • Wollscheid, S., Sjaastad, J., Tømte, C, and Løver, N. (2016). The effect of pen and paper or tablet computer on early writing – A pilot study. Computers & Education, 98, 70–80. https://doi.org/10.1016/j.compedu.2016.03.008
  • Wolters, P. L., Burns, K. M., Martin, S., Baldwin, A., Dombi, E., Toledo‐Tamula, M. A., Dudley, W. N., Gillespie, A., & Widemann, B. C. (2015). Pain interference in youth with neurofibromatosis type 1 and plexiform neurofibromas and relation to disease severity, social‐emotional functioning, and quality of life. American Journal of Medical Genetics Part A, 167(9), 2103–2113. https://doi.org/10.1002/ajmg.a.37123
  • Woodcock, R. W., Mather, N., & McGrew, K. S. (2001). Woodcock-johnson III tests of achievement. Riverside Publishing Company.
  • Yoshimasu, K., Barbaresi, W. J., Colligan, R. C., Killian, J. M., Voigt, R. G., Weaver, A. L., & Katusic, S. K. (2011). Written-language disorder among children with and without ADHD in a population-based birth cohort. Pediatrics, 128(3), e605–e612. https://doi.org/10.1542/peds.2010-2581

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.