Clinical and psychoeducational profile of children with specific learning disability and co-occurring attention-deficit hyperactivity disorder (original) (raw)
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Mind, Brain, and Education, 2007
The majority of children who receive special education services meet criteria for reading disability (RD) or attention-defi cit/hyperactivity disorder (ADHD), but additional research is needed to understand the long-term academic outcome of children in these groups. Individuals with RD only ( N = 71), ADHD only ( N = 66), both RD and ADHD ( N = 51), or neither disorder ( N = 118) were identifi ed through the ongoing Colorado Learning Disabilities Research Center twin study and retested 5 years later. Results of the follow-up testing indicated that, in addition to ongoing reading diffi culties, individuals with RD exhibited higher rates of academic difficulties, depression, and adolescent-onset conduct disorder. Initial ADHD status was associated with academic and social diffi culties and elevated rates of nearly all comorbid disorders 5 years later. The group with comorbid RD and ADHD had more stable reading defi cits than the group with RD without ADHD and exhibited greater impairment than groups with either disorder alone on outcome measures of academic functioning and social diffi culties. These results suggest that individuals with both RD and ADHD are at increased risk for negative outcomes as adolescents and young adults and that when RD and ADHD co-occur, interventions should be provided for both disorders.
The Relationship between Attention Deficit & Hyperactivity Disorder ADHD and Learning Disabilities
The purpose of the study was to investigate the relationship between attention deficit and hyperactivity disorder. The study adopted a descriptive survey research design. The sample of the study was 40 pupils suffering from learning disabilities. The instrument used for the study was a ADHD scale designed by the researcher, which was face and content validated by three experts. Cronbach's Alpha reliability method was adopted to determine the internal consistency of the scale, which yielded a reliability coefficient of 0.83. The data collected were analyzed using frequencies, percentage and correlation. The study indicated that there are relationship between learning disabilities and attention deficit & hyperactivity disorders, and the prevalent of attention deficit and hyperactivity disorders among learning disabilities is 87.5%.
A case study on students with specific learning disability: A study on ADHD and Dyslexia
ADHD (Attention Deficit Hyperactive Disorder) is a neurodevelopmental condition that generally initiates during childhood and often endures through adulthood. The common characteristics that can be noticed in this disorder are impulsivity, inattentiveness and hyperactivity. These symptoms lead to various impairment through a spectrum of severity such as executive, social and occupational correspondingly. Dyslexia is learning disorder, wherein the individuals have difficulty in reading, writing and speaking. They find difficulty in distinguish letters, differentiating sounds. This establishes as learning disabilities of different categories and often presents late. This study aims to look at the picture of six children and three adults suffering from ADHD and Dyslexia falling under: a. Pre-schoolers (5-9 yrs. age group) b. School age children (14-17 yrs. age group) c. Adults (28-34 yrs. age group) The subjects of this study were primary school students, high school students and adults ranging between 5-34 age group. The scale used to measure the score is AAQoL, International Dyslexia association questionnaire, ASRS-Vl.l, WPAI:GH, CONNERS Rating Scale. The method of data collection carried out was an independent interview, questionnaire and observation. Analysis of the data used in this study is quantitative analysis. The results showed that individuals who suffer from these two abovementioned disorders are suffering not only from basic symptoms of learning and poor
ADHD and learning disabilities: Research findings and clinical implications
Current Attention Disorders Reports, 2009
Children with attention-defi cit/hyperactivity disorder (ADHD) are at higher than average risk for academic achievement diffi culties and learning disabilities (LDs). Several decades of research indicate that about 27% to 31% of students with ADHD also have LDs, although estimates vary widely depending on the criteria used to defi ne LDs. Recent studies have demonstrated that 1) the association between ADHD and achievement diffi culties is driven more by inattentive than hyperactive-impulsive symptoms, 2) defi cits in working memory and processing speed are shared across ADHD and LDs, 3) multiple genes seem involved in the etiology of both ADHD and reading disabilities, and 4) neither cognitive nor behavioral constructs fully account for the relationship between ADHD and LDs. Comprehensive longitudinal studies assessing children with ADHD, LDs, and combined disorders are necessary to further explicate the relationship between these two disorders.
Role of Attention Deficit Hyperactivity Disorder in Learning Disabilities
Seminars in Neurology, 1991
ADHD refers to a combination of symptoms in the general areas of inattention, impulsivity, and hyperactivity. This condition becomes evident in the preschool years and affects males predominantly. The behavior is seen as being disruptive and unacceptable by parents and teachers, and the child is socially handicapped as a result. Treatment relies on behavioral techniques and medication, predominantly psychostimulants. ADHD is strongly associated with learning disabilities; the treatment of the learning disorder should be based on educational intervention, not drug therapy. Symptoms of ADHD may continue into adulthood, and recommendations for treatment of adults are being made with increasing frequency. The prognosis is best for children who do not have symptoms of a conduct disorder and who lose the symptoms of ADHD before adolescence. A superimposed conduct disorder and maintenance of the symptoms of ADHD put the patient at high risk for antisocial behavior and substance abuse in adolescence and adulthood.
A study of attention deficit hyper disorder (ADHD) problem of dyslexic children
New Trends and Issues Proceedings on Humanities and Social Sciences , 2019
Attention deficit hyper disorder (ADHD) and dyslexia both hamper the learning ability of children in the classroom. An estimated 15.99% of dyslexic children are found in every classroom, and 5.60% of the children have ADHD. The study was undertaken to investigate the correlation between dyslexia and ADHD in school-going children. A survey method was used, and 963 students were selected through random sampling technique. The screening and diagnostic test of Dyslexia (SDTD-J) test by Dr. Khan Zeenat and S. B. Dandegaonkar was used for identifying the percentage of dyslexic children in the classroom, and James E. Gilliam test was used for identifying the percentage of ADHD children in the classroom. The findings also showed that 35.06% of dyslexic children also have ADHD problems.
Developmental Neuropsychology, 1999
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Specific Learning Disorder in Children with Attention Deficit/Hyperactivity Disorder
Journal of Evidence Based Medicine and Healthcare, 2018
BACKGROUND Attention Deficit/Hyperactivity Disorder (ADHD) is a behavioural and neurocognitive condition characterized by developmentally inappropriate and impairing levels of gross motor overactivity, inattention, and impulsivity. ADHD is often underdiagnosed and undertreated in countries like India which leads to increased burden and impairment in children and their family. Specific Learning Disorder (SLD) is a disorder in one or more of the psychological processes involved in understanding and in using language, spoken or written, which may manifest itself in an imperfect ability to listen, think, speak, read, write, spell and do mathematical calculations. Studies show SLD in upto 20-30% of children with ADHD. Children with SLD and ADHD have more severe learning problems. MATERIALS AND METHODS Subjects aged 7-16 years diagnosed with ADHD according to SNAP IV scale were included. Full psychiatric evaluation of the subjects was done. Parents were interviewed on first visit and teachers were contacted telephonically & interviewed on next visit. Subjects were then assessed for SLD using DSM-5 criteria. RESULTS Thirty subjects were assessed in this study. The mean age of subjects was 9.73 ± 2.63 with 93.33% males. 10% had a family history of ADHD while 20% had a developmental delay. 33.33% had SLD with Reading Disorder being the most common i.e. 23.33%. 16.66% had a Disorder of Written Expression while 10% had difficulty in Arithmetic. CONCLUSION SLD has been found to co-exist with ADHD and Reading Disorder being the most common. Children who have co-morbid SLD with ADHD have more severe impairments and may need adjunctive interventions.
Updates on attention-deficit/hyperactivity disorder and learning disorders
Current psychiatry reports, 2011
The relationship of attention-deficit/hyperactivity disorder (ADHD) to learning disorders was reviewed and included reading disability, mathematics learning disability, and nonverbal learning disability. Genetic, neuroimaging, and neuropsychological functioning were examined for each disorder, along with a discussion of any existing literature when ADHD co-occurred with the disorder. All the disorders were found to frequently co-occur with ADHD. A review of the underlying neuroanatomic and neurofunctional data found specific structures that frequently co-occur in these disorders with others that are specific to the individual diagnosis. Aberrations in structure and/or function were found for the caudate, corpus callosum, and cerebellum, making these structures sensitive for the disorder but not specific. Suggestions for future research, particularly in relation to intervention, are provided.