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Learning disabilities with and without attention-deficit hyperactivity disorder: parents' and teachers' perspectives.
J Child Neurol. 1998 Jun; 13(6):270-6.JC

Abstract

Our objective was to delineate the educational and behavioral differences between learning disabled children with and without attention-deficit hyperactivity disorder (ADHD). A restrospective (TROHOC) multimeasure comparative design was employed. Parents' and teachers' questionnaires (ANSER system) pertaining to attention-activity, associated behaviors, and scholastic achievements were compared. Parents' questionnaires failed to distinguish between the two groups. Teachers' questionnaires were significantly more sensitive. Significant correlations between educational achievements and attention-activity and associated behaviors scores among children with learning disabilities were evident, no such correlations were found in the group with learning disability with ADHD. The factor analysis identified different educational and behavioral aggregates with language related difficulties and externalizing behaviors more typically aggregated in the learning disabled group with ADHD and recall deficit and internalizing/neurotic behaviors in the group with learning disability only. ADHD appears to be an associated comorbidity and not necessarily a specific learning deficit. However, children with learning disability with ADHD possibly have a different underlying neurocognitive pattern than their peers with learning disabilities only.

Authors+Show Affiliations

Hannah Khoushy Child Development Center, Bnai Zion Medical Center, Faculty of Medicine, Technion Israel Institute of Technology, Haifa, Israel.No affiliation info availableNo affiliation info availableNo affiliation info availableNo affiliation info available

Pub Type(s)

Comparative Study
Journal Article

Language

eng

PubMed ID

9660510

Citation

Tirosh, E, et al. "Learning Disabilities With and Without Attention-deficit Hyperactivity Disorder: Parents' and Teachers' Perspectives." Journal of Child Neurology, vol. 13, no. 6, 1998, pp. 270-6.
Tirosh E, Berger J, Cohen-Ophir M, et al. Learning disabilities with and without attention-deficit hyperactivity disorder: parents' and teachers' perspectives. J Child Neurol. 1998;13(6):270-6.
Tirosh, E., Berger, J., Cohen-Ophir, M., Davidovitch, M., & Cohen, A. (1998). Learning disabilities with and without attention-deficit hyperactivity disorder: parents' and teachers' perspectives. Journal of Child Neurology, 13(6), 270-6.
Tirosh E, et al. Learning Disabilities With and Without Attention-deficit Hyperactivity Disorder: Parents' and Teachers' Perspectives. J Child Neurol. 1998;13(6):270-6. PubMed PMID: 9660510.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Learning disabilities with and without attention-deficit hyperactivity disorder: parents' and teachers' perspectives. AU - Tirosh,E, AU - Berger,J, AU - Cohen-Ophir,M, AU - Davidovitch,M, AU - Cohen,A, PY - 1998/7/11/pubmed PY - 1998/7/11/medline PY - 1998/7/11/entrez SP - 270 EP - 6 JF - Journal of child neurology JO - J Child Neurol VL - 13 IS - 6 N2 - Our objective was to delineate the educational and behavioral differences between learning disabled children with and without attention-deficit hyperactivity disorder (ADHD). A restrospective (TROHOC) multimeasure comparative design was employed. Parents' and teachers' questionnaires (ANSER system) pertaining to attention-activity, associated behaviors, and scholastic achievements were compared. Parents' questionnaires failed to distinguish between the two groups. Teachers' questionnaires were significantly more sensitive. Significant correlations between educational achievements and attention-activity and associated behaviors scores among children with learning disabilities were evident, no such correlations were found in the group with learning disability with ADHD. The factor analysis identified different educational and behavioral aggregates with language related difficulties and externalizing behaviors more typically aggregated in the learning disabled group with ADHD and recall deficit and internalizing/neurotic behaviors in the group with learning disability only. ADHD appears to be an associated comorbidity and not necessarily a specific learning deficit. However, children with learning disability with ADHD possibly have a different underlying neurocognitive pattern than their peers with learning disabilities only. SN - 0883-0738 UR - https://www.unboundmedicine.com/medline/citation/9660510/Learning_disabilities_with_and_without_attention_deficit_hyperactivity_disorder:_parents'_and_teachers'_perspectives_ L2 - https://journals.sagepub.com/doi/10.1177/088307389801300606?url_ver=Z39.88-2003&rfr_id=ori:rid:crossref.org&rfr_dat=cr_pub=pubmed DB - PRIME DP - Unbound Medicine ER -