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Related Experiment Videos

Comorbidity between ADDH and learning disability: a review and report in a clinically referred sample.

M Semrud-Clikeman1, J Biederman, S Sprich-Buckminster

  • 1Department of Psychiatry, Massachusetts General Hospital, Boston 02114.

Journal of the American Academy of Child and Adolescent Psychiatry
|May 1, 1992
PubMed
Summary
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Defining learning disability (LD) in children with attention deficit disorder with hyperactivity (ADDH) is complex. This study found that stringent criteria reveal lower LD rates in ADDH children than previously reported.

Area of Science:

  • Neurodevelopmental disorders
  • Child psychology
  • Educational psychology

Background:

  • Significant variability exists in reported overlap between attention deficit disorder with hyperactivity (ADDH) and learning disability (LD).
  • This variability is likely due to inconsistent diagnostic criteria for LD across studies.
  • Accurate determination of LD rates in children with ADDH is crucial for effective intervention.

Purpose of the Study:

  • To accurately determine the prevalence of learning disability (LD) in clinically referred children with attention deficit disorder with hyperactivity (ADDH).
  • To compare LD rates using different diagnostic criteria.
  • To investigate the impact of diagnostic criteria on LD identification in ADDH and control groups.

Main Methods:

  • Employed a psychometrically reliable methodology with clinically referred children diagnosed with ADDH (N=60), children with academic problems (N=30), and normal controls (N=36).

Related Experiment Videos

  • Utilized both liberal and stringent assessment methods to define LD.
  • Included psychological and achievement testing for all participants.

    • Main Results:

    • A liberal LD definition resulted in higher, non-significant differences between groups (ADDH 38%, academic problems 43%, controls 8%).
    • Stringent LD criteria yielded more modest and significant differences (e.g., ADDH 23% vs. controls 2%; p=0.02).
    • Liberal criteria overidentified LD in all groups, particularly in controls, while stringent methods showed consistency for arithmetic-based LD.

    Conclusions:

    • Liberal diagnostic criteria for LD can lead to overidentification, even in children without ADDH.
    • Stringent and psychometrically sound methods are essential for accurately assessing LD in children with ADDH.
    • Findings underscore the importance of standardized diagnostic approaches to differentiate LD from ADDH.