Attention deficit hyperactivity disorder: review of ADHD in learning disability: the Diagnostic Criteria for Psychiatric Disorders for Use with Adults with Learning Disabilities/Mental Retardation [DC-LD] criteria for diagnosis

2003 ◽  
Vol 47 ◽  
pp. 26-31 ◽  
Author(s):  
Marian C. Seager ◽  
Gregory O'Brien
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Learning Disabilities ◽  
Mental Retardation ◽  
Learning Disability ◽  
Psychiatric Disorders ◽  
Diagnostic Criteria ◽  
Attention Deficit ◽  
Hyperactivity Disorder ◽  
Adults With Learning Disabilities ◽  
Criteria For Diagnosis

Issues Related to WAIS-R Testing Modifications for Individuals with Learning Disabilities or Attention-Deficit/Hyperactivity Disorder

1998 ◽  
Vol 21 (3) ◽  
pp. 228-240 ◽  
Author(s):  
Earl S. Hishinuma
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Learning Disabilities ◽  
Standardized Testing ◽  
Attention Deficit ◽  
Adult Intelligence Scale ◽  
Wechsler Adult Intelligence Scale ◽  
Adult Intelligence ◽  
Hyperactivity Disorder ◽  
Adults With Learning Disabilities ◽  
High Standards

The stakes are high: diagnosis for better self-understanding, test adjustments for more meaningful scores, program eligibility for treatment and services, college admissions, and employment accommodations. These benefits could be available to adolescents and adults with learning disabilities or Attention-Deficit/Hyperactivity Disorder. In deriving such diagnoses, professional ethics and federal legislation require high standards, especially when testing special populations. The Wechsler Adult Intelligence Scale—Revised (WAIS-R; Wechsler, 1981) is the most commonly used and well-respected adolescent and adult intelligence test (Spruill, 1987). However, not enough discussion and research have centered around test accommodations when assessing individuals with mild disabilities using the WAIS-R. The purposes of this article are to provide an overview of the WAIS-R, present ethical and legal issues, discuss the schism of standardized testing vs. modifications, provide assessment alternatives, summarize practitioner guidelines, and suggest further research.

Comorbidity and WISC–III Profiles of Greek Children with Attention Deficit Hyperactivity Disorder, Learning Disabilities, and Language Disorders

2005 ◽  
Vol 97 (2) ◽  
pp. 485-504 ◽  
Author(s):  
Diamanto N. Filippatou ◽  
Eleni A. Lpvaniou
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Learning Disabilities ◽  
Learning Disability ◽  
Attention Deficit ◽  
Language Disorder ◽  
Function Analysis ◽  
Language Disorders ◽  
The Other ◽  
Discriminative Ability ◽  
Hyperactivity Disorder

The aim of the present study was to (a) examine the prevalence of ADHD and the comorbid difficulties in a sample of 114 children, 3.6 to 17.6 yr. of age (89 boys, 25 girls) referred to our Unit and (b) evaluate the discriminative ability of the WISC–III scores for children with Attention Deficit Hyperactivity Disorder ( n = 22), Learning Disability ( n = 50), and Language Disorder ( n = 42). Analysis showed only 18% of 114 children had an Attention Deficit Hyperactivity Disorder diagnosis. Multivariate analysis of variance and stepwise discriminant function analysis were applied. Vocabulary and similarities were the best predictors for distinguishing between language disorders and the other two groups. Moreover, the Language Disorder group scored significantly lower on all the subtests while the Attention Deficit Hyperactivity Disorder and Learning Disability groups scored lower on coding and information, respectively. Children with Attention Deficit Hyperactivity Disorder and Learning Disability could not be accurately identified from the WISC–III test or their ACID profile.

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