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.

scholarly journals GANGGUAN BERBAHASA PADA ANAK DENGAN CIRI ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD)

2018 ◽  
Vol 5 (1) ◽  
pp. 34-49
Author(s):  
Tri Pujiati ◽  
Dien Mardiana Yulianti
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Language Impairment ◽  
Speech Therapy ◽  
Language Disorder ◽  
Language Disorders ◽  
Peer Tutors ◽  
Hyperactivity Disorder ◽  
Special Services ◽  
Qualitative Descriptive

Abstract: Language disorders are often experienced by children, especially with Attention Deficit Hyperactivity Disorder (ADHD). Using qualitative descriptive and case study methods, this study examines the language disorder or S-LI (Speech or Language Impairment) on Student X with ADHD. The results of the study show that (1) the language disorders which experienced by Student X are phonology and pragmatic. Phonological impairments are adding phonemes /ŋ/, phoneme omitted, and phoneme changed in some specific words. The pragmatic impairments are difficulties to communicate and to understand speech and most of the time Student X have miscommunication when he made a conversation; (2) language disorder that occurs in the Student X because he has Attention Deficit Hyperactivity Disorder (ADHD) traits and he was born on six month pregnancy (premature); and (3) Student X can be given speech therapy to provide special services such as peer tutors and learning models with repetitive reading techniques and appropriate speech pronunciation. Language disorder that experienced by Student X is a serious problem and should be solved immediately because it can affect the acquisition of other language skills. Moreover, Student X will be difficult to understand the lessons according to the curriculum in the school.Abstrak: Gangguan berbahasa sering dialami anak-anak, khususnya pada penderita Attention Deficit Hyperactivity Disorder (ADHD). Dengan menggunakan metode kualitatif deskriptif dan studi kasus, penelitian ini mengkaji gangguan berbahasa atau S-LI (Speech or Language Impairment) pada Siswa X yang menderita ADHD. Hasil penelitian menunjukkan bahwa (1) gangguan bahasa yang dialami Siswa X adalah permasalahan fonologi dan pragmatik. Permasalahan bahasa pada tataran fonologi yang dialami oleh Siswa X, seperti pada penambahan fonem /ŋ/, penghilangan fonem, dan perubahan fonem pada kata-kata tertentu. Gangguan pragmatik yang dialami oleh Siswa X adalah kesulitan untuk berkomunikasi dan memahami ujaran dengan baik serta sering terjadi miskomunikasi pada saat berbicara; (2) gangguan berbahasa yang terjadi pada Siswa X karena ia memiliki ciri Attention Deficit Hyperactivity Disorder (ADHD) dan terlahir prematur 6 bulan; dan (3) terapi wicara yang bisa diberikan kepada Siswa X adalah dengan memberikan layanan khusus berupa tutor sebaya dan model pembelajaran teknik membaca berulang-ulang serta pengucapan ujaran yang tepat. Gangguan berbahasa pada Siswa X merupakan masalah serius dan harus segera ditangani karena dapat berdampak pada penguasaan keterampilan berbahasa lainnya. Tidak hanya itu, Siswa X akan mengalami kesulitan dalam memahami pelajaran yang diberikan sesuai kurikulum di sekolah tersebut.  Kata Kunci: gangguan berbahasa; ADHD; fonologi; pragmatik; terapi wicara

Potential Areas of Concern and How to Address Them

2020 ◽  
pp. 65-164
Author(s):  
Emily Papazoglou
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Learning Disabilities ◽  
Executive Functioning ◽  
Attention Deficit ◽  
Premature Birth ◽  
Language Disorders ◽  
Hyperactivity Disorder ◽  
Motor Problems ◽  
Areas Of Concern

Organized alphabetically, this chapter will introduce you to some of the more commonly encountered areas of concern. Medical, behavioral/emotional, cognitive, and academic concerns are reviewed here. This includes attention deficit hyperactivity disorder, anxiety, autism, epilepsy, executive functioning difficulties, language disorders, learning disabilities, motor problems, and premature birth. Commonly encountered terms are explained, the signs of different conditions are reviewed, and things to watch for are highlighted. Frequently asked questions about how to support development across a variety of different areas are answered and strategies are provided to help you maximize your child’s development.

Research on the Educational Implications of Attention Deficit Hyperactivity Disorder

1993 ◽  
Vol 60 (2) ◽  
pp. 143-153 ◽  
Author(s):  
Sydney S. Zentall
Keyword(s):  
Academic Achievement ◽  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
The Other ◽  
Cognitive Disability ◽  
Academic Problems ◽  
Hyperactivity Disorder ◽  
Educational Implications ◽  
Students With Adhd

This article summarizes the major academic problems of students with attention deficit hyperactivity disorder (ADHD) and addresses the extent to which these problems are secondary to ADHD, rather than a part of a co-occurring learning or cognitive disability. The article delineates the academic problems of students with ADHD in relation to their primary characteristics—how one influences the nature of the other. Treatment implications are discussed to indicate how educators might modify classroom settings to enhance the academic achievement of students with ADHD.

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