Longitudinal Effects of ADHD in Children with Learning Disabilities or Emotional Disturbances

Abstract

Despite the high prevalence of comorbidity between attention deficit/hyperactivity disorder (ADHD) and learning disabilities (LD) or emotional disturbances (ED), few studies have examined the long-term effects of these comorbid relationships on student outcomes. We estimated the longitudinal academic, social, and behavioral outcomes in children with LD or ED comorbid with or without ADHD in a nationally representative sample of students receiving special education. We found that children with LD and ADHD had lower letter word identification scores, teacher-rated reading levels, and parent-reported social skills than children with LD alone. The differences between the two groups remained similar over time. Children with ED and ADHD had lower social skills and more classroom behavior problems and suspensions in schools than children with ED alone. Children with ED and ADHD also had slower growth in math calculation skills than children with ED alone over time. Implications for the education of children with comorbidity are discussed.

Characteristics of Transition Planning and Services for Students With High-Incidence Disabilities

“…Social and emotional well-being of adolescents identified with disabilities includes challenging behaviors, inattention, and impulsivity, so it was not surprising that transition plans for adolescents with ED and ADHD/OHI were significantly more likely to include goals in these areas, setting them apart from the transition plans for adolescents with LD. Yet, students with LD, and in particular those with LD who also have ADHD characteristics, struggle with social skills (Kavale & Mostert, 2004; Wei, Yu, & Shaver, 2014), making this distinction somewhat surprising.…”

Visual Search in Chinese Children With Attention Deficit/Hyperactivity Disorder and Comorbid Developmental Dyslexia: Evidence for Pathogenesis From Eye Movements

“…Although the core deficit of ADHD and DD was believed to be attention and language, respectively (Weiler et al, 2002), some studies have reported that children with ADHD also showed deficits in letter or word recognition (Wei et al, 2014;Lúcio et al, 2017;Mohammadhasani et al, 2019) and that DD children also demonstrated deficits in visual attention or response inhibition (Willcutt et al, 2000;Martin et al, 2006;Vidyasagar and Kristen, 2010). These results may provide evidence of the shared cognitive deficit model.…”

Penyiapan calon guru untuk anak berkebutuhan khusus di Indonesia: Kondisi saat ini dan Tantangan

“…Oleh karena itu pendidikan calon guru khusus berdasarkan kebutuhan anak (Sabornie et al, 2006) dan pemenuhan kebutuhan anak perlu perlu menjadi bahan pertimbangan. Pemberian label yang keliru rentan terjadi karena proses penegakan diagnosis yang kurang didukung ahli juga tidak akan menjadi kendala bila guru dipersiapkan bukan berdasarkan kekhususan anak (Schnoes, Reid, Wagner, & Marder, 2006;Xin Wei, Yu, & Shaver, 2014). Hal yang paling mendasar yang menjadi alasan pergeseran fokus penyiapan guru adalah kebermaknaan layanan untuk anak berkebutuhan khusus berdasarkan pemenuhan kebutuhan belajar mereka (Hallahan & Kauffman, 1977).…”