Kevin C. Davidson

Analysis of change: modeling individual growth

Research on change is complicated by problems of measurement and analysis stemming from a conceptualization of change as a series of accumulating increments and decrements. In contrast, individual growth curves depict change as a continuous process underlying individual performance. These two perspectives are reviewed, and some problems with the use of difference scores in the study of change are clarified. Traditional methods are contrasted with growth curve analysis for the purposes of measuring change and studying its correlates. An illustrative example of the use of growth curves is provided from research on recovery of cognitive function following pediatric closed head injury.

Magnetic resonance imaging in relation to functional outcome of pediatric closed head injury: A test of the Ommaya-Gennarelli model

OBJECTIVE To characterize late neuropathological findings of pediatric closed head injury (CHI), to assess depth of brain lesion in relation to acute severity, and to assess long-term outcome to test the Ommaya-Gennarelli model. METHODS Magnetic resonance imaging (MRI) at least 3 months postinjury in a prospective sample (n 5 169) and at least 3 years after CHI in a retrospective sample (n 5 82) was studied. Lesion volume was measured by planimetry. Acute CHI severity was measured by the Glasgow Coma Scale. Patients were classified according to the depth of the deepest parenchymal lesion into no lesion, subcortical, and deep central gray/brain stem groups. The outcomes were assessed by the Glasgow Outcome Scale and the Vineland Adaptive Behavior Scale, which were performed at the time of the MRI in the retrospective sample and up to 3 years postinjury in the prospective sample. RESULTS Focal brain lesions were present in 55.4% of the total sample. Depth of brain lesion was directly related to severity of acute impairment of consciousness and inversely related to outcome, as measured by both the Glasgow Outcome Scale and the Vineland Adaptive Behavior Scale. A rostrocaudal gradient of hemispheric lesion frequency was observed, whereas the posterior lesions of the corpus callosum were particularly common. Total lesion volume could not explain the depth of lesion effect. CONCLUSION Our findings extend support for the Ommaya-Gennarelli model to pediatric CHI, indicating that depth of brain lesion is related to functional outcome. The relative frequency of focal brain lesions revealed by late MRI is higher than that of previous findings using acute computed tomography. Future investigations could explore whether depth of lesion observed using late MRI is sensitive to neuroprotective interventions.

Verbal and nonverbal skill discrepancies in hydrocephalic children

This study evaluated a large sample (N = 90) of 5- to 7-year-old children with hydrocephalus caused by aqueductal stenosis or prematurity-intraventricular hemorrhage or associated with spina bifida. Comparison groups of normal controls, children with spina bifida and no shunt, and premature children with no hydrocephalus were also evaluated. Comparison of skill discrepancies at two occasions separated by 1 year revealed that hydrocephalic children, as a group, showed poorer nonverbal than verbal skills on measures from the McCarthy Scales of Childrens Abilities, the WISC-R, and composites of neuropsychological skills. No discrepancies in verbal-nonverbal memory were found nor were any discrepancies attributable to etiology or motor demands of the tasks. Consistent with current hypotheses concerning the role of the cerebral white matter in cognitive development, these results show that hydrocephalic children in this age range generally have poorer development of nonverbal cognitive skills relative to their language development.

Attentional skills and executive functions in children with early hydrocephalus

Measures of executive functions (Tower of London, Wisconsin Card Sorting Test), focused attention (cancellation tasks), and selective attention (Stroop test) were administered to 116 school‐age children with shunted hydrocephalus, arrested (un‐shunted) hydrocephalus, and no hydrocephalus. The results revealed that children with shunted hydrocephalus solved fewer problems on the Tower of London task and achieved fewer categories on the Wisconsin Card Sorting Test than children with arrested and no hydrocephalus. However, most indices of executive functions derived from these two measures did not significantly differentiate the three groups. Children with shunted hydrocephalus also performed more poorly on the focused and selective attention tasks. However, their poorer performance was related to brain defects influencing motor speed and the transfer of information across the corpus callosum and not to specific effects of hydrocephalus. Children with hydrocephalus do demonstrate problems with attention and ...

Comparisons of Cutoff and Regression-Based Definitions of Reading Disabilities

This study addressed the issue of specificity in reading disability by comparing two approaches to defining and selecting children with reading disabilities. One approach defined reading disability according to cutoff scores representing appropriate levels of intelligence and reading deficiency, whereas the other approach adjusted these scores for their intercorrelation through regression procedures. Results revealed clear differences in which children were identified as reading disabled according to the two definitions. However, differences in neuropsychological performance between children whose reading scores were discrepant or not discrepant with IQ were small and nonspecific for both definitions. The results of this study show that children identified as reading disabled vary according to the definition employed; at this point, there is little evidence suggesting any specificity of reading disability according to definition.

Memory Functions in Children With Early Hydrocephalus

Children with arrested, shunted, and no hydrocephalus were compared on verbal and nonverbal memory tasks assessing multiple components of memory. A gradient of severity was hypothesized, with the shunted hydrocephalus group expected to exhibit the most significant memory impairments and the arrested group expected to perform more poorly than children with no hydrocephalus. Etiologies of prematurity, spina bifida, and aqueductal stenosis were represented by 157 participants. Results supported the hypothesis; the shunted hydrocephalus group performed poorer on all memory measures. Differences for the arrested group were less frequently statistically significant relative to children with no hydrocephalus. Irrespective of etiology, the shunted hydrocephalus group exhibited a pattern of performance suggestive of encoding and retrieval deficits on both verbal and nonverbal tasks, showing a pervasive disturbance of memory processes.

Attention processes in children with shunted hydrocephalus versus attention deficit-hyperactivity disorder.

Children with congenital hydrocephalus, children with attention deficit-hyperactivity disorder, and normal controls were evaluated with measures of focused attention (Visual Orienting and Detection Task), sustained attention (continuous performance test), and attention shifting (Wisconsin Card Sorting Test). Components from these tasks have been linked to attention systems mediated by anterior or posterior brain networks. Children with congenital hydrocephalus showed an inability to focus and shift attention, which specifically implicated impairment of the disengage and move components of the posterior brain attention system. Children with attention deficit-hyperactivity disorder displayed the expected performance patterns on measures of focused attention once their difficulties with sustained attention were taken into account. However, they showed problems with shifting and sustaining attention, which are commonly associated with the anterior brain attention system.

Morphometric evaluation of the hydrocephalic brain: relationships with cognitive development

The effects of early hydrocephalus and related brain anomalies on cognitive skills are not well understood. In this study, magnetic resonance scans were obtained from 99 children aged from 6 to 13 years with either shunted hydrocephalus (n=42) or arrested (unshunted) hydrocephalus (n=19), from patient controls with no hydrocephalus (n=23), and from normal, nonpatient controls (n=15). Lateral ventricle volumes and area measurements of the internal capsules and centra semiovale in both hemispheres were obtained from these scans, along with area measurements of the corpus callosum. Results revealed reductions in the size of the corpus callosum in the shunted hydrocephalus group. In addition, lateral ventricle volumes were larger and internal capsule areas were smaller in both hemispheres in children with shunted and arrested hydrocephalus. The centra semiovale measurements did not differentiate the groups. Correlating these measurements with concurrent assessments of verbal and nonverbal cognitive skills, motor abilities, and executive functions revealed robust relationships only between the area of the corpus callosum and nonverbal cognitive skills and motor abilities. These results support the theory of a prominent role for the corpus callosum defects characteristic of many children with shunted hydrocephalus in the spatial cognition deficits commonly observed in these children.

Variability in Text Features in Six Grade 1 Basal Reading Programs.

California and Texas mandate 75% to 80% decodable texts for first-grade reading programs, yet these percentages have no empirical base. This study examines the text selections in 6 first-grade programs from the perspective of lexical, semantic, and syntactic features. The composition of text differed across the 6 programs with respect to length, grammatical complexity, the number of unique and total words, repetition of words, and coverage of important vocabulary. Potential decoding accuracy rates, as computed by a relational database program created for this project, varied widely across the 6 programs and often depended heavily on holistically taught words. Moreover, the majority of words appeared only once in each 6-week instructional block across the year. Implications are discussed for (a) learning to read from basals, (b) design of basal reading programs, and (c) future research.

Neuroanatomic and neuropsychological outcome in school‐age children with achondroplasia

We previously reported on cognitive and respiratory factors in a series of infants with achondroplasia (ACH). We now present the results of neuropsychological evaluation and magnetic resonance imaging in 16 school-age children with ACH, 7 of whom had been included as infants in our previous report. We examined the neuroanatomic and cognitive status of this sample, as well as the predictive stability of the prior infant assessment. Seventeen normally developing children of average stature and 21 preterm children with arrested (compensated, unshunted) hydrocephalus constituted the comparison groups. Brain volumes of children with ACH were significantly larger than those of the comparison groups. In addition, children with ACH exhibited kinking of the medulla and neuroanatomic abnormalities consistent with arrested hydrocephalus, including enlarged ventricles and hypoplasia of the corpus callosum. Cognitive abilities at school age were average, although mild deficits were seen on visual-spatial tasks, similar to those obtained by the hydrocephalic comparison group. Only gross motor coordination deficits distinguished the ACH group from the hydrocephalic controls. Infant assessment overestimated later school-age IQ scores in those infants with ACH who scored above average. These findings point to generally preserved cognitive skills in selected children with ACH at early school age, although children with ACH should be evaluated individually as they are at risk for cognitive, academic, and motor deficits.