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From single to multiple deficit models of developmental disorders.

Bruce F Pennington1

  • 1Department of Psychology, University of Denver, 2155 S. Race St., Denver, CO 80208, USA. bpenning@psy.du.edu <bpenning@psy.du.edu>

Cognition
|July 18, 2006
PubMed
Summary

Developmental disorders like dyslexia may have multiple causes, challenging single-deficit theories. This paper proposes a multiple cognitive deficit model to explain these complex conditions and their comorbidities.

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Area of Science:

  • Developmental Psychology
  • Cognitive Neuroscience
  • Linguistics

Background:

  • The prevailing cognitive model for developmental disorders, such as dyslexia, often focuses on a single cause (e.g., phonological deficit).
  • This deterministic view contrasts with emerging etiological models that view these disorders as probabilistic and multifactorial.
  • A contradiction exists between these explanatory frameworks, hindering a comprehensive understanding of developmental disorders.

Purpose of the Study:

  • To resolve the contradiction between deterministic and probabilistic models of developmental disorders.
  • To present a multiple cognitive deficit model for understanding developmental disorders.
  • To illustrate the utility of this model by examining comorbidities between dyslexia and attention deficit hyperactivity disorder (ADHD), and dyslexia and speech sound disorder (SSD).

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Main Methods:

  • Conceptual analysis and synthesis of existing etiological and cognitive models.
  • Examination of comorbidity data between dyslexia and ADHD.
  • Examination of comorbidity data between dyslexia and SSD.

Main Results:

  • The multiple cognitive deficit model offers a framework to reconcile deterministic and probabilistic explanations.
  • This model accounts for the co-occurrence of dyslexia with ADHD and SSD by positing shared underlying cognitive deficits.
  • It highlights the complexity of developmental disorders beyond single-cause explanations.

Conclusions:

  • A multiple cognitive deficit model provides a more accurate and comprehensive framework for understanding developmental disorders.
  • This model is essential for explaining the frequent comorbidities observed in conditions like dyslexia.
  • Future research should further refine and test this multifactorial approach.