Paul T. Cirino

Why IQ is not a covariate in cognitive studies of neurodevelopmental disorders

IQ scores are volatile indices of global functional outcome, the final common path of an individuals genes, biology, cognition, education, and experiences. In studying neurocognitive outcomes in children with neurodevelopmental disorders, it is commonly assumed that IQ can and should be partialed out of statistical relations or used as a covariate for specific measures of cognitive outcome. We propose that it is misguided and generally unjustified to attempt to control for IQ differences by matching procedures or, more commonly, by using IQ scores as covariates. We offer logical, statistical, and methodological arguments, with examples from three neurodevelopmental disorders (spina bifida meningomyelocele, learning disabilities, and attention deficit hyperactivity disorder) that: (1) a historical reification of general intelligence, g, as a causal construct that measures aptitude and potential rather than achievement and performance has fostered the idea that IQ has special status and that in studying neurocognitive function in neurodevelopmental disorders; (2) IQ does not meet the requirements for a covariate; and (3) using IQ as a matching variable or covariate has produced overcorrected, anomalous, and counterintuitive findings about neurocognitive function.

Measuring Socioeconomic Status Reliability and Preliminary Validity for Different Approaches

This study investigated issues related to commonly used socioeconomic status (SES) measures in 140 participants from three cities (Atlanta, Boston, and Toronto) in two countries (United States and Canada). Measures of SES were two from the United States (four-factor Hollingshead scale, Nakao and Treas scale) and one from Canada (Blishen, Carroll, and Moore scale). Reliability was examined both within (interrater agreement) and across (intermeasure agreement) measures. Interrater reliability and classification agreement was high for the total sample (range r = .86 to .91), as were intermeasure correlations and classification agreement (range r = .81 to .88). The weakest agreement across measures was found when families had one wage earner who was female. Validity data for these SES measures with academic and intellectual measures also were obtained. Some support for a simplified approach to measuring SES was found. Implications of these findings for the use of SES in social and behavioral science research are discussed.

Effectiveness of an English Intervention for First‐Grade English Language Learners at Risk for Reading Problems

A first‐grade reading and language development intervention for English language learners (Spanish/English) at risk for reading difficulties was examined. The intervention was conducted in the same language as students’ core reading instruction (English). Two hundred sixteen first‐grade students from 14 classrooms in 4 schools from 2 districts were screened in both English and Spanish. Forty‐eight students (22%) did not pass the screening in both languages and were randomly assigned within schools to an intervention or contrast group; after 7 months, 41 students remained in the study. Intervention groups of 3 to 5 students met daily (50 minutes) and were provided systematic and explicit instruction in oral language and reading by trained bilingual reading intervention teachers. Students assigned to the contrast condition received their school’s existing intervention for struggling readers. Intervention students significantly outperformed contrast students on multiple measures of English letter naming, phonological awareness and other language skills, and reading and academic achievement. Differences were less significant for Spanish measures of these domains, though the strongest effects favoring the intervention students were in the areas of phonological awareness and related reading skills.

Development and Aging of the Healthy Human Brain Uncinate Fasciculus across the Lifespan using Diffusion Tensor Tractography

The human brain uncinate fasciculus (UF) is an important cortico-cortical white matter pathway that directly connects the frontal and temporal lobes, although there is a lack of conclusive support for its exact functional role. Using diffusion tensor tractography, we extracted the UF, calculated its volume and normalized it with respect to each subjects intracranial volume (ICV) and analyzed its corresponding DTI metrics bilaterally on a cohort of 108 right-handed children and adults aged 7-68 years. Results showed inverted U-shaped curves for fractional anisotropy (FA) with advancing age and U-shaped curves for radial and axial diffusivities reflecting white matter progressive and regressive myelination and coherence dynamics that continue into young adulthood. The mean FA values of the UF were significantly larger on the left side in children (p=0.05), adults (p=0.0012) and the entire sample (p=0.0002). The FA leftward asymmetry (Left>Right) is shown to be due to increased leftward asymmetry in the axial diffusivity (p<0.0001) and a lack of asymmetry (p>0.23) for the radial diffusivity. This is the first study to provide baseline normative macro and microstructural age trajectories of the human UF across the lifespan. Results of this study may lend themselves to better understanding of UF role in future behavioral and clinical studies.

Intensive Intervention for Students with Mathematics Disabilities: Seven Principles of Effective Practice

The focus of this article is intervention for third-grade students with serious mathematics deficits at third grade. In third grade, such deficits are clearly established, and identification of mathematics disabilities typically begins. We provide background information on two aspects of mathematical cognition that present major challenges for students in the primary grades: number combinations and story problems. We then focus on seven principles of effective intervention. First, we describe a validated, intensive remedial intervention for number combinations and another for story problems. Then, we use these interventions to illustrate the first six principles for designing intensive tutoring protocols for students with mathematics disabilities. Next, using the same validated interventions, we report the percentage of students whose learning outcomes were inadequate despite the overall efficacy of the interventions and explain how ongoing progress monitoring represents a seventh, and perhaps the most essential, principle of intensive intervention. We conclude by identifying issues and directions for future research in the primary and later grades.

The Response to Intervention of English Language Learners at Risk for Reading Problems

The response to intervention (RTI) of English language learners identified as at risk for reading difficulties in the fall of first grade was examined at the end of first grade and at the end of second grade. Students at risk for reading problems were randomly assigned to intervention or control groups. Intervention students received supplemental reading intervention daily for 50 minutes in small groups from October to April. Students in the comparison condition received the schools existing instructional program for struggling readers. Criteria were established to determine adequate RTI at the end of first grade and at the end of second grade. The results indicated that more students who participated in the first-grade intervention in either Spanish or English met the established RTI standards than students who did not, and this finding was maintained through the end of second grade.

Effectiveness of Spanish Intervention for First-Grade English Language Learners at Risk for Reading Difficulties

The effectiveness of an explicit, systematic reading intervention for first-grade students whose home language was Spanish and who were at risk for reading difficulties was examined. Participants were 69 students in 20 classrooms in 7 schools from 3 districts who initially did not pass the screening in Spanish and were randomly assigned within schools to a treatment or comparison group; after 7 months, 64 students remained in the study. The intervention matched the language of instruction of their core reading program (Spanish). Treatment groups of 3 to 5 students met daily for 50 min and were provided systematic and explicit instruction in oral language and reading by trained bilingual intervention teachers. Comparison students received the schools standard intervention for struggling readers. Observations during core reading instruction provided information about the reading instruction and language use of the teachers. There were no differences between the treatment and comparison groups in either Spanish or English on any measures at pretest, but there were significant posttest differences in favor of the treatment group for the following outcomes in Spanish: Letter-Sound Identification (d = 0.72), Phonological Awareness composite (d = 0.73), Woodcock Language Proficiency Battery—Revised Oral Language composite (d = 0.35), Word Attack (d = 0.85), Passage Comprehension (d = 0.55), and two measures of reading fluency (d = 0.58—0.75).

The Interrelationships of Mathematical Precursors in Kindergarten

This study evaluated the interrelations among cognitive precursors across quantitative, linguistic, and spatial attention domains that have been implicated for math achievement in young children. The dimensionality of the quantity precursors was evaluated in 286 kindergarteners via latent variable techniques, and the contribution of precursors from each domain was established for small sums addition. Results showed a five-factor structure for the quantity precursors, with the major distinction being between nonsymbolic and symbolic tasks. The overall model demonstrated good fit and strong predictive power (R(2)=55%) for addition number combinations. Linguistic and spatial attention domains showed indirect relationships with outcomes, with their effects mediated by symbolic quantity measures. These results have implications for the measurement of mathematical precursors and yield promise for predicting future math performance.

Effectiveness of a Spanish Intervention and an English Intervention for English-Language Learners at Risk for Reading Problems

Two studies of Grade 1 reading interventions for English-language (EL) learners at risk for reading problems were conducted. Two samples of EL students were randomly assigned to a treatment or untreated comparison group on the basis of their language of instruction for core reading (i.e., Spanish or English). In all, 91 students completed the English study (43 treatment and 48 comparison), and 80 students completed the Spanish study (35 treatment and 45 comparison). Treatment students received approximately 115 sessions of supplemental reading daily for 50 minutes in groups of 3 to 5. Findings from the English study revealed statistically significant differences in favor of treatment students on English measures of phonological awareness, word attack, word reading, and spelling (effect sizes of 0.35–0.42). Findings from the Spanish study revealed significant differences in favor of treatment students on Spanish measures of phonological awareness, letter-sound and letter-word identification, verbal analogies, word reading fluency, and spelling (effect sizes of 0.33–0.81).

Development and organization of the human brain tissue compartments across the lifespan using diffusion tensor imaging.

We used a diffusion tensor imaging-based whole-brain tissue segmentation to characterize age-related changes in (a) whole-brain grey matter, white matter, and cerebrospinal fluid relative to intracranial volume and (b) the corresponding brain tissue microstructure using measures of diffusion tensor anisotropy and mean diffusivity. The sample, a healthy cohort of 119 right-handed males and females aged 7–68 years. Our results demonstrate that white matter and grey matter volumes and their corresponding diffusion tensor anisotropy and mean diffusivity follow nonlinear trajectories with advancing age. In contrast, cerebrospinal fluid volume increases linearly with age.