Comorbidity between attention deficit hyperactivity disorder and reading disabilities: Implications for assessment and treatment

Abstract

Comorbidity of attention deficit hyperactivity disorder (ADHD) and reading disorder (RD) is greater than what would occur by chance.Considering the well-documented adverse impact of both ADHD and RD on development, the presence of both conditions may lead to particularly poor outcomes for affected people. This chapter, which reviews 43 research studies carried out in the last decade that have focused on the link between ADHD and RD, is divided into two broad nuclei of contents. First, studies are described that contribute information about characteristics of the comorbid phenotype. Second, studies related to procedures directed toward evaluation and intervention in this problem are analyzed. The review carried out does not make it possible to extract definitive results on the exact nature of ADHD and RD comorbidity or, even less, reach conclusions about its causes. However, the literature-based evidence shows a cognitive profile of ADHD+RD characterized by failure of various functions that can produce more severe functional deficits and worse neuropsychological, academic, and behavioral outcomes. Furthermore, the analysis of the set of results from the studies shows a limited efficacy of pharmacological and psychopedagogical treatments, and highlights the need for continued research on this topic.From a clinical and educational standpoint, the conclusions derived from this review underline the importance of performing an exhaustive evaluation of children and adolescents with symptoms of ADHD and/or RD, in order to be able to plan interventions with greater possibilities of success in each case.

Self and hetero-perception and discrimination in Attention Deficit Hyperactivity Disorder

“…It would appear that contact with people with functional diversity generates positive expectations towards them amongst their peers and favours their adaptation to the school, but it is not the only aspect that determines expectations ( Díaz-Aguado, 1986 ; Kupersmidt and Coie, 1990 ; Ladd, 1990 ; Parker and Asher, 1987 ; Pérez-Jorge, 2010 ). The outcomes of this study lead us to conclude that as the contact between students with ADHD and their peers increases, prejudices towards the disorder and more negative expectations are generated, which may lead to problems of school maladjustment for the students with ADHD ( Miranda et al, 2011 ; Sarason, 2006 ; Sánchez et al, 2011 ). This finding supports the postulates of Alegre et al (2002) , who affirmed that contact between people with and without functional diversity does not guarantee positive attitudes and a greater degree of acceptance, given that having an erroneous or prejudiced conception of people with functional diversity influences a predisposition to reject them.…”

Executive functions among Egyptian children with attention deficit hyperactivity disorder and reading disabilities

“…Considering the welldocumented adverse impact of both ADHD and RD on development, the presence of such conditions may lead to particularly poor outcomes in affected people [1].…”

Combined Modality Intervention for ADHD With Comorbid Reading Disorders: A Proof of Concept Study

“…In fact, large-scale epidemiological work finds ADHD to be the most common concomitant of RD in childhood (Carroll, Maughan, Goodman, & Meltzer, 2005; Maughan & Carroll, 2006). Both disorders are highly heritable (Little, Hart, Schatschneider, & Taylor, 2014; Rosenberg, Pennington, Willcutt, & Olson, 2012; Willcutt, Pennington, Olson, & DeFries, 2007) and share specific cognitive weaknesses such as slow processing speed and/or poor orthographic processing (Cheung, Fazier-Wood, Asherson, Rijsdijk, & Kuntsi, 2014; McGrath et al, 2011; Miranda, Presentación, Siegenthaler, Colomer, & Pinto, 2011; Shanahan et al, 2006; Willcutt et al, 2010; Willcutt, Pennington, Olson, Chhabildas, & Hulslander, 2005). The comorbidity between ADHD (particularly the inattention dimension) and RD is due largely to genetic influences, both contemporaneously and longitudinally (Cornish, Savage, Hocking, & Hollis, 2011; Wadsworth, DeFries, Willcutt, Pennington, & Olson, 2015).…”

“…Considerable advances have been made in developing effective intervention for each disorder separately, but surprisingly little research has directly evaluated intervention for children with co-occurring ADHD+RD (Miranda et al, 2011; Sexton et al, 2012). A logical starting point in developing a comprehensive treatment plan for ADHD+RD is to test a combination of the best known treatments for each of the disorders separately: specifically, stimulant medication to reduce the behavioral symptoms for ADHD and intense, focused reading instruction for RD.…”