COMORBIDITY AND WISC-III PROFILES OF GREEK CHILDREN WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER, LEARNING DISABILITIES, AND LANGUAGE DISORDERS

2005 ◽  
Vol 97 (6) ◽  
pp. 485 ◽  
Author(s):  
DIAMANTO N. FILIPPATOU
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Learning Disabilities ◽  
Attention Deficit ◽  
Language Disorders ◽  
Hyperactivity Disorder

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.

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.

Evaluations for Testing Accommodations for Adolescents and Adults with Specific Learning Disorders or Attention-Deficit/Hyperactivity Disorder

2017 ◽  
pp. 654-659 ◽  
Author(s):  
Robert L. Mapou
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Learning Disabilities ◽  
Attention Deficit ◽  
Learning Disorders ◽  
Testing Accommodations ◽  
Hyperactivity Disorder ◽  
Specific Learning Disorder ◽  
Disability Law ◽  
Adolescents And Adults ◽  
Specific Learning

Testing to determine if adolescents or adults have a specific learning disorder or attention-deficit/hyperactivity disorder (ADHD) is a niche practice area for psychologists experienced with assessment. Testing may be done to update earlier documentation or to determine whether an individual having difficulty in school or on the job has a learning disability or ADHD that accounts for his or her difficulties. Often, one goal of these evaluations is to determine if an individual qualifies for accommodations on classroom and standardized tests. This chapter describe the author’s training and the information clinicians need to have to complete these evaluations. Clinicians must be familiar with research on learning disabilities and ADHD in adolescents and adults, so that their evaluations will be evidence based, and with disability law. The positive and negative aspects of this practice area and business considerations are discussed. The chapter concludes with advice for how clinicians interested in these evaluations can obtain training.

Sign in / Sign up

Export Citation Format

Share Document