The CALM clinic: Data from the first 100 Children with problems in Attention, Learning and Memory Susan Gathercole, Francesca Woolgar, Duncan Astle, Tom Manly, & Joni Holmes Understanding and helping children with problems in attention, learning and memory, 16 th June 2015
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The CALM clinic: Data from the first 100 Children with problems in Attention, Learning and Memory Susan Gathercole, Francesca Woolgar, Duncan Astle, Tom.
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The CALM clinic:
Data from the first 100 Children with problems in Attention, Learning and
Memory
Susan Gathercole, Francesca Woolgar, Duncan Astle,
Tom Manly, & Joni Holmes
Understanding and helping children with problems in attention,
learning and memory, 16th June 2015
The Centre for Attention, Learning & Memory
Aims to:
• understand cognitive and brain processes involved in learning
• develop ways of identifying and overcoming problems that might emerge in childhood
• provide an information hub for researchers and professionals in children’s services
Cognitive developmental disorders:Problems of diagnosis• High prevalence of ADHD, dyslexia, language
impairment and dyscalculia (1-7% population)• Co-morbidity rates 20-80%• Diagnoses have low:
• specificity (high symptom variability) &• sensitivity (high symptom overlap with other
diagnoses)
Cognitive developmental disorders:Problems of diagnosis• High prevalence of ADHD, dyslexia, language
impairment and dyscalculia (1-7% population)• Co-morbidity rates 20-80%• Diagnoses have low:
• specificity(high symptom variability) &• sensitivity (high symptom overlap with other
diagnoses)• Dimensional approach:
• identify meaningful dimensions of cognitive/ behavioural profiles that cut across diagnoses
The CALM clinic
Research-informed assessment of children with problems in attention, learning, and/ or memory, with the aims of:
• identifying cognitive dimensions linked to impairments of learning (reading, maths, language)
• illuminating the neural and genetic characteristics of these dimensions
• improving diagnosis and tailoring support for individuals• establishing a research panel of children with known
cognitive profiles for fundamental and translational research
Possible dimensions
Phonological
• processing• STM
Nonverbal
• Reasoning• STM
Executive functions
• attention• shifting• planning• WM
Episodic memory?
Recruitment and assessment
• Referrals from children’s service providers (SENCos, Ed psychs, SLTs, CAMHS)
• Any child aged 5-18yrs with problems in reading, maths, language, attention, learning, and/ or memory
• No diagnosis necessary, no co-morbidity exclusions• Families visit CALM for 2.5 hour assessment:
104 children tested October 2013-April 2014Excluded:• incomplete data (n=12)• outliers (n=1) Core data set analysed (n=91), mean age 9;06 yrs, 5;11 -15;08 years, 57 male