Mild intellectual disability and ADHD; a comparative study of school age children's adaptive abilities

Lindblad, Ida; Svensson, Leif; Landgren, Magnus; Nasic, Salmir; Tideman, Eva; Gillberg, Christopher; Fernell, Elisabeth

doi:10.1111/apa.12351

Cited by 15 publications

(14 citation statements)

References 11 publications

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“…The children in the present study were included in that study before they had received a diagnosis of ADHD and before they had received any intervention (5). Four to five years before the follow-up, the children with ADHD had been included in a project comparing adaptive functioning across a group of children with mild intellectual disability, attending special schools.…”

Section: Discussionmentioning

confidence: 99%

“…The children's teachers had completed the ABAS-II questionnaire near the time when the pupils had been referred to our clinic. Thus, the adaptive assessment had been performed before any type of clinical assessment and treatment had been initiated (5).…”

Section: Methodsmentioning

confidence: 99%

“…Adaptive abilities are defined by performance, not by ability (2). Children with attention-deficit/hyperactivity disorder (ADHD) manifest significant deficits in most domains of adaptive functioning (3,4), and their degree of deficits may be comparable to that associated with mild intellectual disability (5).…”

Section: Introductionmentioning

confidence: 99%

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Adaptive skills are useful for evaluating the effect of pharmacological treatment in children with attention‐deficit/hyperactivity disorder

et al. 2016

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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Adaptive skills are useful for evaluating the effect of pharmacological treatment in children with attention‐deficit/hyperactivity disorder

et al. 2016

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“…Examples of this are found across jurisdictions and in relation to rehabilitative, supportive, and special educational services, such as British Columbia’s specialized funding programs for children with special needs, which include two specific conditions, ASD and FASD (80); diagnosis-based eligibility criteria for early intervention services in Australia (81); and the targeting of specific neurodevelopmental diagnoses in Swedish legislation that regulates access to services (82). This situation is regrettable but also ironic in light of the increasing emphasis on both patient-centered care (83).…”

Section: Theme 3: Disease and Disability Perspectives: Current Statusmentioning

confidence: 99%

Perspectives on “Disease” and “Disability” in Child Health: The Case of Childhood Neurodisability

Miller

Rosenbaum

2016

Front. Public Health

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Chronic health conditions are often associated with what is termed disability. Traditional thinking has focused on diagnosis and treatment of chronic diseases and disorders, with less attention to people’s functional abilities and their contextual determinants. Understanding all of these factors is integral to addressing the predicaments and needs of persons with chronic conditions. However, these complementary yet distinct “worldviews” reflected in what we call disease and disability perspectives often remain, at best, only vaguely articulated. In this paper, we explore and expand on these perspectives in light of conceptual advances, specifically the framework of the World Health Organization’s International Classification of Functioning, Disability and Health, and their epistemic underpinnings with reference to Wilhelm Windelband’s notions of nomothetic and idiographic types of knowledge. Our primary focus is the children with neurodisability – life-long conditions that onset early in life and have functional consequences that impact developmental trajectories. We critically review and analyze conceptual material, along with clinical and research evidence relevant to the experiential and clinical realities of this population, to demonstrate the limitations of a biomedically based diagnostic–therapeutic paradigm at the expense of a developmental and disability-oriented perspective. Our main aim in this paper is to argue for an explicit recognition of both disease and disability perspectives, and a more balanced and appropriate deployment of these concepts across the continuum of clinical services, research, policy-making and professional and public education in relation to children with neurodisability; we also provide concrete recommendations to advance this progressive strategy. The relevance of these aims and strategies, however, extends beyond this particular population.

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“…However, most recent surveys have estimated significantly increased prevalence rates, from 6.9 % in 1998 to 9.0 % in 2009, shown in children aged 5-17 years [12,13]. ADHD has been associated to epilepsy [14••], learning disability [15], and behavioral problems [16,17].…”

Section: Introductionmentioning

confidence: 99%

Headache and ADHD in Pediatric Age: Possible Physiopathological Links

Paolino

Ferretti

Villa

et al. 2015

Curr Pain Headache Rep

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Primary headache and attention-deficit/hyperactivity disorder (ADHD) are common disorders in children and adolescences, frequently associated to severe cognitive, emotional, and behavioral impairments. They both are a disabling condition with consequences on family and child's quality of life. Literature data on their association are contrasting. Dopaminergic system dysfunction, brain iron deficiency, and sleep disturbance should be considered to better understand headache and ADHD overlap. In this review, we analyze the complex association between these two diseases and the potential impact on child neurodevelopment.

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Mild intellectual disability and ADHD; a comparative study of school age children's adaptive abilities

Abstract: Older children with ADHD had poorer adaptive functioning than those with MID, a finding which should be of interest to school and other authorities mapping out education and intervention plans for children with special needs.

Cited by 15 publications

References 11 publications

Adaptive skills are useful for evaluating the effect of pharmacological treatment in children with attention‐deficit/hyperactivity disorder

Adaptive skills are useful for evaluating the effect of pharmacological treatment in children with attention‐deficit/hyperactivity disorder

Perspectives on “Disease” and “Disability” in Child Health: The Case of Childhood Neurodisability

Headache and ADHD in Pediatric Age: Possible Physiopathological Links

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