Emilio Portaccio, Paola Grossi, Fabio Bellomi, Valentina Bianchi, Sabina Cilia, Monica Falautano, Benedetta Goretti, Claudia Niccolai, Erika Pietrolongo, Rosa Gemma Viterbo, Maria Pia Amato
Meaningful cognitive change for the Minimal Assessment of Cognitive Function in Multiple Sclerosis
Multiple sclerosis (Houndmills, Basingstoke, England)
fluency major problem individuals neurodevelopmental disorders including fluency deficits academic skills aim study determine neurocognitive predictors academic fluency within across domains reading writing math children adults without spina bifida addition group differences expected neurocognitive predictors reaction time inattention similar effects academic fluency outcome others dexterity vocabulary nonverbal reasoning differential effects across outcomes neurocognitive predictors reaction time inattention dexterity vocabulary nonverbal reasoning factors included group individuals spina bifida n180 without n81 age demographic untimed academic content skill covariates univariate multivariate regressions evaluated hypotheses univariate regressions significant robust r 2 78 70 73 reading writing math fluency respectively consistent effects covariates age reaction time vocabulary group group moderation showed small effect sizes lt2 multivariate contrasts showed differential prediction across academic fluency outcomes reaction time vocabulary novelty present work determining neurocognitive predictors important outcome academic fluency within across fluency domains across population spina bifida versus typical large developmental span context wellknown covariates results offer insight similarities differences regarding prediction different domains academic fluency implications addressing academic weakness spina bifida evaluating similar questions neurodevelopmental disorders jins 2019 25 249265