Naming and verbal memory skills in adults with Attention Deficit Hyperactivity Disorder and Reading Disability

Abstract

Research suggests that children with Attention Deficit Hyperactivity Disorder (ADHD) and Reading Disability (RD) can be differentiated based on their performance on measures of naming and verbal memory. It is not known whether this same pattern characterizes adults with these disorders. In this study, adults with and without ADHD and RD were compared on naming and verbal memory abilities. Results did not support the hypothesis that adults with ADHD and RD are significantly different from each other, or from a contrast group, on naming and verbal memory measures after controlling for Full-Scale IQ (FSIQ). These results were replicated across two sets of classification criteria used to identify diagnostic groups. Factors that could account for the inconsistency in research findings with children and adult subjects are discussed.

Error monitoring in children with ADHD or reading disorder: An event-related potential study

“…Although both disorders are diagnosed in different ways (ADHD by parent reports; RD by reading tests), they share some behavioural symptoms like inattentive behaviour and academic difficulties (Hinshaw, 1992). This makes differential diagnosis difficult and urges research into cognitive and neurobiological variables that might better distinguish between both disorders (Rashid, Morris, & Morris, 2001). …”

The influence of working memory load on response inhibition in children with attention-deficit/hyperactivity disorder or reading disorder

“…difficult and urge research into cognitive and neurobiological variables that might better distinguish between both disorders (Rashid, Morris, & Morris, 2001). Although RD is primarily associated with linguistic problems, like impairments in phonological processing and slower serial naming speed (Pennington, Groisser, & Welsh, 1993;Purvis & Tannock, 2000;Rucklidge & Tannock, 2002;Semrud-Clikeman, Guy, Griffin, & Hynd, 2000;Willcutt et al, 2001), EF deficits, like inhibition and WM problems have also been reported (e.g., Purvis & Tannock, 2000;Swanson, Mink, Bocian, 1999;van der Schoot, Licht, Horsley, & Sergeant, 2000;Van De Voorde, Roeyers, Verté, & Wiersema, 2010).…”

Working memory, response inhibition, and within-subject variability in children with attention-deficit/hyperactivity disorder or reading disorder

“…ADHD and RD co-occur much more often than can be expected by chance, and they share some behavioural symptoms, like inattentive behaviour and poor academic performance (Hinshaw, 1992). These findings make differential diagnosis difficult and urge research into cognitive and neurobiological variables that might better distinguish between both disorders (Rashid, Morris, & Morris, 2001). Reading disorder is primarily associated with linguistic problems, like impairments in phonological processing and slower serial naming speed (Pennington, Groisser, & Welsh, 1993;Purvis & Tannock, 2000;Rucklidge & Tannock, 2002;Semrud-Clikeman, Guy, Griffin, & Hynd, 2000;Willcutt et al, 2001).…”