Association Between Attention Deficit-Hyperactivity Disorder and Learning Disorders

Abstract

This article discusses the relationship between attention deficit-hyperactivity disorder (ADHD) and learning disability (LD). The relevant literature is outlined, and empirical data are presented from a prospective follow-up study of 600 speech/language-impaired children. The data show an increased prevalence of both LD and ADHD among children with early speech/language impairments. Furthermore, LD was strongly associated with ADHD in both the initial and follow-up samples. Also, the children with LD had increased rates of other psychiatric disorders (e.g., behavior disorders, mood disorders, anxiety disorders). The implications of these data are discussed with regard to the possible etiology of the ADHD-LD association, treatment for children with LD and ADHD, and promising hypotheses for future research.

Parents Adjustment for Caring of Attention Deficit Hyperactivity Children

“…Moreover, the results agree with harpin, 2005 who stated that providing parents with effective strategies to handle homework doing and home instructions with their child's ADHD would seem to be quite important [29]. For the control of aggression in communication, the study revealed highly statistically significant improvement in post and in follow up with p equal 0.002& <0.001 respectively.…”

Clinical and psychoeducational profile of children with specific learning disability and co-occurring attention-deficit hyperactivity disorder

“…It is known that perinatal complications, delayed walking, delayed talking, nocturnal enuresis, epilepsy and head injury are associated with an increased prevalence of SpLD and/ or ADHD. [1,3,18,20,21] Microcephaly, flat feet, dysmorphic features, left-handedness and soft neurological signs have been reported to be clinical features which are found 'more often' in children having SpLD and/ or ADHD. [1,3,22] Although these Þ ndings in a child with poor school performance are of some importance, they are not diagnostic of either SpLD or ADHD.…”

Classroom Sound Field Amplification Systems for Language Development During Early School Years In Contexts Of Socio-Economic Exclusion: The Neglected Role Of Classroom Contextual Dimensions

“…Rates of language impairment are reported to reach 24% to 65% in samples of children identified as exhibiting disruptive behaviors (Benasich, Curtiss, & Tallal, 1993) and 59% to 80% of preschool-and schoolage children identified as exhibiting disruptive behaviors also exhibit language delays (Beitchman, Nair, Clegg, Ferguson, & Patel, 1996;Brinton & Fujiki, 1993;Stevenson, Richman, & Graham, 1985). High comorbidity estimates are also reported between language difficulties and diagnoses of ADHD (Cantwell & Baker, 1991;Kim & Kaiser, 2000). Some speech and language problems among a group of children with behavioral social and emotional difficulties are not recognised until later childhood (Giddan, Milling & Campbell, 1996).…”