ResumoEstudos de prevalência de Transtornos de Aprendizagem (TA) em crianças e adolescentes com TDAH apresentam resultados não conclusivos, apesar da frequente comorbidade entre as síndromes. Esse artigo descreve e analisa a prevalência de TA em uma amostra referida de 270 crianças e adolescentes com TDAH atendidas no Programa de Transtornos de Défi cit de Atenção/Hiperatividade/Hospital de Clínicas de Porto Alegre -Universidade Federal do Rio Grande do Sul (ProDAH/HCPA-UFRGS), de acordo com os critérios diagnósticos do Manual Diagnóstico e Estatístico de Transtornos Mentais IV -versão revisada (DSM-IV-TR). Verifi cou-se que 46,7% dos estudantes apresentam, pelo menos, um TA, sendo o Transtorno da Expressão Escrita o mais frequente (32,6%). Discutiu-se o potencial impacto das mudanças nos critérios diagnósticos para os TA, propostas pelo DSM-5 na prevalência desses transtornos. Embora seja possível afi rmar que ocorrerão alterações nas taxas de prevalência de TA, o impacto do DSM-5 sobre a prevalência, especifi cidade e comorbidade do TA permanece incerto, já que há mudanças que ampliarão a abrangência dos critérios de inclusão e outras que a reduzirão. Palavras-chave: TDAH, transtornos de aprendizagem, comorbidade, diagnóstico, DSM-5. AbstractPrevalence studies on learning disabilities (LD) in children and adolescents with Attention Defi cit and Hyperactivity Disorder (ADHD) show inconclusive results, despite the frequent comorbidity between these syndromes. This article describes and analyzes the prevalence of LD in a referred sample of 270 children and adolescents with ADHD treated at Disorders Program of Attention Defi cit / Hyperactivity / Hospital de Clínicas de Porto Alegre -Federal University of Rio Grande do Sul (PRODAH/HCPA-UFRGS), according to the diagnostic criteria of the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR). The prevalence of LD among the sample was of 46.7%. In that group, the most common LD was the Written Expression Disorder (32.6%). The impact of the changes in the diagnostic criteria for LD proposed by the DSM-5 in the prevalence of these disorders is discussed. Although changes will occur in the rates of LD prevalence, the impact of the DSM-5 on the prevalence, specifi city and comorbidity of LD remains uncertain, as there are some proposed changes that will broaden the scope of the criteria and others that will reduce it.

This study compared the effects of two metacognitive interventions on writing, working memory (WM), and behavioral symptoms of students with attention-deficit/hyperactivity disorder (ADHD). The disorder was clinically diagnosed by a multidisciplinary team according to DSM-IV criteria. The first approach consisted of a combined intervention in text production and WM while the second focused only on WM. Participants were 47 students from the fifth to ninth grades of two public elementary schools in Porto Alegre (Brazil), randomized to one of the two interventions groups. Writing and WM were assessed before, immediately after, and 3 months after the interventions. The results suggest that both interventions contributed to improving behavior and school performance, whereas only the combined intervention increased the overall quality of narrative text, organization of paragraphs, and denouement.

This study compared the effects of a combined intervention of working memory (WM) and arithmetic reasoning (AR) vs WM intervention alone on the arithmetic reasoning performance of students with ADHD. Third-and fourth-grade elementary school students (n = 46) completed measures for AR, mathematical calculations, and WM. Participants were randomised using a minimisation approach taking age and IQ as variables of interest and assigned to one of the two groups: Combined Intervention (CI, n = 24) and Working Memory Intervention (WMI, n = 22). The results using GEE analysis indicated a significant group × time interaction (Waldχ 2 = 6.414; gl = 2; p = 0.04) in AR performance in the immediate post-test. CI students showed significantly better performance on AR than WMI students immediately after intervention (p B = 0.042). There was an effect of time on mathematical calculations in the post-test (Waldχ 2 = 48.305; gl = 2; p < 0.001). Despite the fact that the results for AR were not maintained in the deferred post-test, a combined intervention of WM and AR seems to be more efficient in improving arithmetic reasoning in ADHD students than a WM intervention alone. Nevertheless, this is not the case with other mathematical issues, such as calculation, where there was no significant difference between groups, but the effects had been maintained in the deferred post-test for both.

Resumo O Transtorno de Déficit de Atenção/Hiperatividade (TDAH) é um transtorno que frequentemente acarreta prejuízos ao desempenho acadêmico. O presente estudo teve como objetivo verificar a extensão desses prejuízos no desempenho aritmético, comparando estudantes com sintomas de TDAH com o de seus pares sem TDAH. O desempenho aritmético de 93 estudantes com sintomas de TDAH e 447 estudantes sem TDAH, entre 7 e 16 anos, de escolas públicas de Porto Alegre (3º a 9º ano), foi avaliado pelo Subteste de Aritmética do TDE. Estudantes com sintomas de TDAH apresentaram escores mais baixos e uma quantidade maior de erros de procedimento do que os estudantes sem o transtorno. Os resultados sugerem que sintomas frequentes de TDAH têm relação com maior ocorrência de erros no desempenho em aritmética dos estudantes avaliados neste estudo.

Purpose: to characterize and compare the spelling performance of students with and without Attention Deficit Hyperactivity Disorder. Methods: sample including 244 Brazilian students from the 3rd to the 5th year, from three public schools (189 without and 55 with the disorder). Students were assessed and classified according to the spelling errors in a word dictation. The average performance was compared per school year, condition (having Attention Deficit Hyperactivity Disorder or not) and interaction between year and condition. The performance was also compared to the results of the study by Moojen (2011), on orthographic performance in Elementary School. Results: students with Attention Deficit Hyperactivity Disordershowed a higher average in the total number of errors, in the Phoneme/Grapheme Conversion, Simple Contextual Rules and Language Irregularities categories. In the group without Attention Deficit Hyperactivity Disorder, there was a greater reduction of errors among the school grades (3rd, 4th, 5th). In relation to the study by Moojen (2011), students with the disorder had a lower average. Conclusion: evidence showed that the presence ofAttention Deficit Hyperactivity Disorderinfluenced the spelling performance of the students evaluated.