Specific Learning Disorders and ADHD: Current Issues in Diagnosis Across Clinical and Educational Settings

Abstract

With the recent changes in the American Psychiatric Association's Diagnostic and Statistical Manual of Mental Disorders (DSM), this article provides a comprehensive review of two high-incidence disorders most commonly seen in childhood and adolescence: specific learning disorder (SLD) and attention-deficit/hyperactivity disorder (ADHD). Updates regarding comorbidity, shared neuropsychological factors, and reasons for the changes in diagnostic criteria are addressed. Although the revisions in the DSM-5 may allow for better diagnostic sensitivity based on the symptomology, specifiers, and the clinical features outlined, there continues to be challenges in operationalizing SLD and implementing consistent assessment practices among mental health professionals particularly when considering the Individuals with Disabilities Education Act (IDEA), which provides guidelines in the evaluation of SLD in school settings. Clinical and educational assessment implications are discussed with special attention to develop a collaborative approach between psychiatrists, psychologists, and educators when providing service delivery for children and adolescents with neurodevelopmental disabilities.

Neurodevelopmental comorbidity profile in specific learning disorders

“…5 Schulte-körne G described prevalence of these disorders as 5-15%. 4 Sahoo et al quoted prevalence as 2-10%, in school children with 30% these having neuropsychiatric issues like ADHD, behavioural problems,anxiety, depression that may go unrecognised.…”

A dynamic ecological approach to categorisation at school, past and present

“…Modern progress in brain research has yielded medical explanations for diversity (see e.g. Pham and Riviere 2015). This trend reflects growing awareness, both in schools and in society at large, of the medical aspects of children's problems.…”

Correlação entre o perfil do sono e o comportamento em indivíduos com transtorno específico da aprendizagem

“…The frequency of these impairments affects approximately 5-15% of schoolchildren -reading and writing difficulties are more frequently observed in males, whereas mathematics disabilities are more commonly found in females (5) . This diagnosis should be conducted by a multidisciplinary team through systematic assessment of the skills involved, analysis of school learning opportunities, chronological age, history of failure, school curriculum, and intervention without response in the short or medium term (6,7) . Etiological basis is influenced by genetics (8) and other correlated facts (e.g., overall health, behavior, and sleep) which can aggravate the clinical condition and be determinant for definition of the work team, therapeutic planning, and success of Speech-language Pathology treatment in these cases (9)(10)(11) .…”