Comorbidity between ADDH and Learning Disability: A Review and Report in a Clinically Referred Sample

Semrud‐Clikeman, Margaret; Biederman, Joseph; Sprich-Buckminster, Susan; Lehman, Belinda Krifcher; Faraone, Stephen V.; Norman, Dennis K.

doi:10.1097/00004583-199205000-00009

Cited by 379 publications

(204 citation statements)

References 35 publications

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“…We detected a significantly higher occurrence of specific learning disabilities and phonological deficits among patients with combined ADHD/DCD. Learning difficulties, particularly reading disability 19,20 with or without writing and spelling difficulties, 3 often accompany both ADHD and DCD. Specific language impairment (SLI) also occurs frequently in patients with DCD, probably on the basis of a dyspraxic deficit.…”

Section: Discussionmentioning

confidence: 99%

Developmental coordination disorder in children with attention‐deficit–hyperactivity disorder and physical therapy intervention

Watemberg

Waiserberg

Zuk

et al. 2007

Develop Med Child Neuro

122

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Although physical therapy (PT) is effective in improving motor function in children with developmental coordination disorder (DCD), insufficient data are available on the impact of this intervention in children with combined attention‐deficit–hyperactivity disorder (ADHD) and DCD. This prospective study aimed to establish the prevalence of DCD among a cohort of patients with ADHD, characterize the motor impairment, identify additional comorbidities, and determine the role of PT intervention on these patients. DCD was detected in 55.2% of 96 consecutive children with ADHD (81 males, 15 females), mostly among patients with the inattentive type (64.3% compared with 11% of those with the hyperactive/impulsive type, p<0.05). Mean age was 8 years 4 months (SD 2y). Individuals with both ADHD and DCD more often had specific learning disabilities (p=0.05) and expressive language deficits (p=0.03) than children with ADHD only. Twenty‐eight patients with ADHD and DCD randomly received either intensive group PT (group A, mean age 9y 3mo, SD 2y 3mo) or no intervention (group B, mean age 9y 3mo, SD 2y 2mo). PT significantly improved motor performance (assessed by the Movement Assessment Battery for Children; p=0.001). In conclusion, DCD is common in children with ADHD, particularly of the inattentive type. Patients with both ADHD and DCD are more likely to exhibit specific learning disabilities and phonological (pronunciation) deficits. Intensive PT intervention has a marked impact on the motor performance of these children.

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Section: Discussionmentioning

confidence: 99%

Developmental coordination disorder in children with attention‐deficit–hyperactivity disorder and physical therapy intervention

Watemberg

Waiserberg

Zuk

et al. 2007

Develop Med Child Neuro

122

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“…However, we cannot rule out the possibility that some participants may have fallen asleep during the scan. ADHD is highly comorbid with RD in children (Semrud-Clikeman et al 1992), and 2 participants reported a previous diagnosis of ADHD. However, clinical or subclinical symptoms of inattention were not assessed as part of this study.…”

Section: Discussionmentioning

confidence: 99%

Individual Differences in Adult Reading Are Associated with Left Temporo-parietal to Dorsal Striatal Functional Connectivity

2015

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Reading skills vary widely in both children and adults, with a number of factors contributing to this variability. The most prominent factor may be related to efficiency of storage, representation, or retrieval of speech sounds. This phonological hypothesis is supported by findings of reduced activation in poor readers in left hemisphere ventro-lateral prefrontal and temporo-parietal phonological processing regions. Less well explained by phonological theories are reported hyperactivation in prefrontal, striatal, and insular regions. This study investigated functional connectivity of a core phonological processing region, the temporo-parietal junction (TPJ), in relation to reading skill in an adult community sample. We hypothesized that connectivity between TPJ and regions implicated in meta-analyses of reading disorder would correlate with individual differences in reading. Forty-four adults aged 30-54, ranging in reading ability, underwent resting fMRI scans. Data-driven connectivity clustering was used to identify TPJ subregions for seed-based connectivity analyses. Correlations were assessed between TPJ connectivity and timed-pseudoword reading (decoding) ability. We found a significant correlation wherein greater left supramarginal gyrus to anterior caudate connectivity was associated with weaker decoding. This suggests that hyperactivation of the dorsal striatum, reported in poor readers during reading tasks, may reflect compensatory or inefficient overintegration into attention networks.

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“…Features of inattention and hyperactivity/impulsivity present before 7 years of age and lead to impairment across multiple settings, including academic and social situations (American Psychiatric Association 2000). Children with ADHD frequently display academic problems, with estimated rates between 25% and 40% (Dykman and Ackerman 1991;Semrud-Clikeman et al 1992;Faraone et al 2001;DeShazo et al 2002;Loe and Feldman 2007). Behavioral problems that affect relationships with peers, family members, and teachers contribute to these difficulties, as do learning disabilities (LD): *30% of children with ADHD have comorbid LD in reading or math (Faraone et al 2001).…”

Section: Introductionmentioning

confidence: 99%

Academic, Behavioral, and Cognitive Effects of OROS^® Methylphenidate on Older Children with Attention-Deficit/Hyperactivity Disorder

Wigal

Wigal²,

Schuck³

et al. 2011

Journal of Child and Adolescent Psychopharmacology

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Objective: To assess the effect of Osmotic-Release Oral System (OROS) methylphenidate (MPH) on a variety of measures evaluating academic performance, cognition, and social behavior in children with attention-deficit/hyperactivity disorder (ADHD). Methods: This double-blind, randomized, placebo-controlled, crossover laboratory school study enrolled 78 children aged 9-12 years with ADHD who responded to OROS MPH. After determining individualized OROS MPH dosing (18-54 mg/day), 71 subjects received blinded treatment (OROS MPH or placebo then vice versa) on each of 2 laboratory school days, separated by 1 week. Primary efficacy was measured by Permanent Product Measure of Performance at 4 hours after study drug administration. Results: Treatment with OROS MPH resulted in statistically significant improvement in Permanent Product Measure of Performance and Swanson, Kotkin, Agler, M-Flynn, and Pelham scores, measures of response time, and of working memory compared to placebo. Other measures did not meet all pre-established criteria for significance (maintenance of the overall type I error rate at 5%). Adverse events were consistent with previous reports of stimulant medications used in the management of ADHD. There were no discontinuations due to adverse events, and no serious adverse events or deaths. Conclusions: OROS MPH dosed to reduce core symptoms of ADHD to within the normal range also improved performance on a variety of academic tasks in school-aged children compared to placebo. Adverse effects reported were consistent with prior studies. Clinical Trial Registry Information: Double-Blind, Randomized, Placebo-Controlled, Crossover Study Evaluating the Academic, Behavioral and Cognitive Effects of Concerta on Older Children with ADHD, URL: http://clinicaltrials.gov/ct2/ show/NCT00799409, unique identifier: NCT00799409.

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Comorbidity between ADDH and Learning Disability: A Review and Report in a Clinically Referred Sample

Cited by 379 publications

References 35 publications

Developmental coordination disorder in children with attention‐deficit–hyperactivity disorder and physical therapy intervention

Developmental coordination disorder in children with attention‐deficit–hyperactivity disorder and physical therapy intervention

Individual Differences in Adult Reading Are Associated with Left Temporo-parietal to Dorsal Striatal Functional Connectivity

Academic, Behavioral, and Cognitive Effects of OROS^® Methylphenidate on Older Children with Attention-Deficit/Hyperactivity Disorder

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Comorbidity between ADDH and Learning Disability: A Review and Report in a Clinically Referred Sample

Cited by 379 publications

References 35 publications

Developmental coordination disorder in children with attention‐deficit–hyperactivity disorder and physical therapy intervention

Developmental coordination disorder in children with attention‐deficit–hyperactivity disorder and physical therapy intervention

Individual Differences in Adult Reading Are Associated with Left Temporo-parietal to Dorsal Striatal Functional Connectivity

Academic, Behavioral, and Cognitive Effects of OROS® Methylphenidate on Older Children with Attention-Deficit/Hyperactivity Disorder

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Product

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About

Academic, Behavioral, and Cognitive Effects of OROS^® Methylphenidate on Older Children with Attention-Deficit/Hyperactivity Disorder