Social Skills Deficits in Learning Disabilities: The Psychiatric Comorbidity Hypothesis

1996 ◽  
Vol 19 (4) ◽  
pp. 252-261 ◽  
Author(s):  
Stephanie K. San Miguel ◽  
Steven R. Forness ◽  
Kenneth A. Kavale
Keyword(s):  
Learning Disabilities ◽  
Social Skills ◽  
Psychiatric Comorbidity ◽  
Dysthymic Disorder ◽  
Hyperactivity Disorder ◽  
Symptom Patterns ◽  
Additional Support ◽  
Education Support ◽  
Social Skills Deficits ◽  
Collaborative Efforts

The hypothesis that social skills deficits in learning disabilities may reflect the comorbidity of learning disabilities with psychiatric diagnoses is partially supported by prevalence rates of learning disabilities within samples of individuals with attention deficit hyperactivity disorder (ADHD) and depressive or dysthymic disorder. The maladaptive social skills patterns of children with specific subtypes of learning disabilities appear to mimic the symptom patterns of children with ADHD, depression or dysthymia, thus providing additional support for the psychiatric comorbidity hypothesis. This article includes a discussion of the implications of a psychiatric comorbidity hypothesis for increased special education support, further delineation of subtypes of learning disabilities, therapeutic, psychological or psychopharmacologic treatment, and collaborative efforts between professionals in mental health and learning disabilities.

Psychiatric Comorbidity of Internet Addiction in College Students: An Interview Study

CNS Spectrums ◽  
2008 ◽  
Vol 13 (2) ◽  
pp. 147-153 ◽  
Author(s):  
Chih-Hung Ko ◽  
Ju-Yu Yen ◽  
Cheng-Sheng Chen ◽  
Cheng-Chung Chen ◽  
Cheng-Fang Yen
Keyword(s):  
College Students ◽  
Depressive Disorder ◽  
Social Phobia ◽  
Internet Addiction ◽  
Adult Adhd ◽  
Depressive Disorders ◽  
Psychiatric Comorbidity ◽  
Diagnostic Interview ◽  
Dysthymic Disorder ◽  
Hyperactivity Disorder

ABSTRACTObjective:This study was aimed to evaluate the association between Internet addiction and depressive disorder, social phobia and adult attention-deficit/hyperactivity disorder (ADHD) in a sample of Taiwanese college students; and examine gender differences in the psychiatric comorbidity of Internet addiction in this student population.Methods:Two hundred sixteen college students (132 males, 84 females) were recruited. Internet addiction, major depressive disorder, dysthymic disorder, social phobia, and adult ADHD of all participants were diagnosed based on psychiatric diagnostic interview.Results:This study revealed that adult ADHD and depressive disorders were associated with Internet addiction among college students. However, depressive disorders were associated with Internet addiction in the males but not the females.Conclusion:With these results, it seems reasonable to suggest that effective evaluation of, and treatment for, adult ADHD and depressive disorders is required for college students with Internet addiction.

Social Skills Assessment Technology for LD Students

1989 ◽  
Vol 12 (2) ◽  
pp. 141-152 ◽  
Author(s):  
Phyllis L. Newcomer ◽  
Frank M. Gresham ◽  
Stephen N. Elliott
Keyword(s):  
Learning Disabilities ◽  
Social Skills ◽  
Learning Disabled ◽  
Future Research ◽  
Skills Assessment ◽  
Students With Learning Disabilities ◽  
Social Skills Assessment ◽  
Assessment Technology ◽  
Definition Of ◽  
Social Skills Deficits

Advances in a social skills assessment technology for students with learning disabilities are discussed. The modified definition of learning disabilities proposed by the Interagency Committee on Learning Disabilities is presented and discussed in the context of social skills assessment. The proposed definition identifies social skills deficits as a primary learning disability and evidence for this definition is presented. Social skills assessment techniques are reviewed and critiqued in terms of their psychometric adequacy. Finally, directions are suggested for future research in social skills functioning of students classified as learning disabled.

scholarly journals Positive Child Personality Factors in Children with ADHD

2021 ◽  
pp. 108705472199756
Author(s):  
Tasmia Hai ◽  
Emma A. Climie
Keyword(s):  
Social Skills ◽  
Neurodevelopmental Disorder ◽  
Personality Factors ◽  
Substantial Impact ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Behavioral Competence ◽  
Strength Based ◽  
And Coping ◽  
Multiple Domains

Objective: Attention-Deficit/Hyperactivity Disorder (ADHD) is a prevalent neurodevelopmental disorder. While previous studies have shown substantial impact of ADHD across multiple domains, relatively little attention has been devoted to studying positive personality factors in individuals with ADHD. To address this, the current study examined strength-based factors in children with ADHD in relation to their social skills. Method: Sixty-four children (aged 8–12 years) with ADHD completed questionnaires related to their social skills and strength-based factors (e.g., optimism, resilience, self-concept, and coping skills). Results: Findings indicated significant differences between different levels of social skills in children with ADHD, with children with higher social skills reporting higher levels of resiliency, greater behavioral competence, and greater prosocial attitudes than those with lower social skills. Conclusions: The results highlight the importance of fostering strong social skills in children with ADHD, leading them to perceive themselves as competent and resilient.

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