The Role of Extended Time on the SAT�for Students with Learning Disabilities and/or Attention-Deficit/Hyperactivity Disorder

2007 ◽  
Vol 22 (2) ◽  
pp. 85-95 ◽  
Author(s):  
Jennifer Hartwig Lindstrom ◽  
Noël Gregg
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Learning Disabilities ◽  
Attention Deficit ◽  
Extended Time ◽  
Students With Learning Disabilities ◽  
Hyperactivity Disorder

scholarly journals Memory and intellectual styles: Performance of students with learning disabilities

2018 ◽  
Vol 35 (1) ◽  
pp. 65-75 ◽  
Author(s):  
Francislaine Flâmia INÁCIO ◽  
Katya Luciane de OLIVEIRA ◽  
Acácia Aparecida Angeli dos SANTOS
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Learning Disabilities ◽  
Public Schools ◽  
Attention Deficit ◽  
Thinking Styles ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Hyperactivity Disorder ◽  
Intellectual Styles ◽  
The Difference

Abstract Studies addressing issues related to information processing are necessary to understand some of the explanatory aspects of the changes in the learning process. The objective of the this study was to evaluate memory and intellectual styles in Elementary and Middle school students diagnosed with dyslexia and Attention Deficit Hyperactivity Disorder and in students without learning disabilities. A total of 370 students from public schools were individually evaluated using the Rey Complex Figure Test and the Thinking Styles Inventory – Revised II. The results showed significant differences in the memory condition between students with Attention Deficit Hyperactivity Disorder and those without learning disabilities. Significant differences in the scores of the Thinking Styles Inventory were also found between the three groups evaluated. Memory was negatively correlated with the conservative style. The difference between the groups and the correlation between these instruments pointed to the need for further research to assess these variables in the groups of students with learning disabilities.

scholarly journals Considering learning disabilities and attention-deficit hyperactivity disorder when assessing for neurodegenerative disease

2019 ◽  
Vol 10 (6) ◽  
pp. 520-526
Author(s):  
Mary K. Colvin ◽  
Janet C. Sherman
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Learning Disabilities ◽  
Neurodegenerative Disease ◽  
Older Adult ◽  
Attention Deficit ◽  
Neurodevelopmental Disorders ◽  
Hyperactivity Disorder ◽  
Increased Risk ◽  
Specific Learning

Purpose of reviewWhen evaluating an older adult for a possible neurodegenerative disease, the role of premorbid specific learning disabilities or attention-deficit hyperactivity disorder (ADHD) should be considered. These neurodevelopmental conditions can manifest as lifelong weaknesses and variability in cognitive functions that complicate assessment of cognitive decline. There is also accumulating evidence that certain neurodevelopmental disorders may entail greater risk for specific neurodegenerative disorders.Recent findingsWe describe clinical cases where diagnosis of neurodegenerative disease was influenced by preexisting neurodevelopmental disorders. We also present a questionnaire to assist with screening for premorbid learning disabilities and ADHD in older adults.SummaryThis article offers clinical guidance for practicing neurologists in the identification and assessment of neurodevelopmental disorders in older adult patients, which informs management and treatment. Consideration of lifetime functioning has become increasingly important with research linking neurodevelopmental disabilities to increased risk of specific neurodegenerative diseases.

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