The present study examined whether learning disabilities (LD) in reading and/or math (i.e., reading disability [RD], math disability [MD], and RD+MD) co-occur with other diagnoses. The data comprised a clinical sample (n = 430) with LD identified in childhood and a sample of matched controls (n = 2,140). Their medical diagnoses (according to the…

Attention-deficit/hyperactivity disorder (ADHD) is characterized by high levels of inattention, hyperactivity, and impulsivity; however, these symptoms can result from a variety of reasons. To obtain a comprehensive understanding of the various difficulties of individuals with ADHD, especially when co-occurrence difficulties are present, it is…

Reading disability (RD) and math disability (MD) frequently co-occur, but the etiology of this comorbidity is not well understood. Groups with RD only (N = 241), MD only (N = 183), and RD + MD (N = 188) and a control group with neither disorder (N = 411) completed a battery of measures of internalizing and externalizing psychopathology, social and…

As a group, participants with attention-deficit/hyperactivity disorder (ADHD) are impaired in academic performance and learning. This may be due to a mild intellectual impairment, impaired attention, or inability to allocate sufficient effort. If the latter is the case, this should be evident in the learning strategies applied. Four indices of…

Methylphenidate (MPH) often ameliorates attention-deficit/hyperactivity disorder (ADHD) behavioral dysfunction according to "indirect" informant reports and rating scales. The standard of care behavioral MPH titration approach seldom includes "direct" neuropsychological or academic assessment data to determine treatment…

Nine elementary students with attention problems and behavior disorders participated in a comparison of computer assisted instruction (CAI), traditional instruction (TI), and no practice on the mastery of spelling words. Both CAI and TI were significantly more effective than no-practice. There were no significant differences between the CAI and TI…

Intended for teachers, the article provides an introduction to the four major classes of psychotropic medication (stimulants, tranquilizers, anticonvulsants, and antidepressants) commonly prescribed for children with learning or behavioral disorders. Specific effects on the classroom are addressed. (DB)

The intrinsic motivational concepts of self-determination, competence, and relatedness to others are considered as motivational underpinnings for deviant and devious school behavior within a schema to differentiate intentional misbehavior in terms of its reactive or proactive motivation. (Author/DB)

Comparison of 31 elementary grade boys with learning disabilities and 52 boys with behavior disorders who either did or did not also display hyperactive behavior found significant differences between groups on the Classroom Behavior Inventory in three areas: Hostility versus Consideration, Extroversion versus Introversion, and Independence versus…

This report examines distinctions and interrelationships among attention deficit disorder and learning disability and oppositional/conduct disorder. A study with 98 children (mean age 10 years) referred for learning or behavior problems found a referral bias in that children referred to mental health settings differed from those referred to…

Sixty-five subjects diagnosed as learning disabled and reporting police contact by the median age of 18 were interviewed at age 25. Analysis on parent and subject variables correctly classified 75% of subjects into persisting and nonpersisting delinquent groups and revealed that personality characteristics such as impulsivity and poor judgment…

The area of adult learning disabilities is reviewed from a neurobiological and neuropsychological perspective. The paper covers possible pathophysiologic bases in dyslexia, neurobehavioral disorders that may coexist with learning disorders, neuropsychological assessment methods, treatment in the context of brain plasticity and recovery of…

This study examined the sustained effects of methylphenidate on reading performance in 42 boys (ages 8 to 11) with attention deficit-hyperactivity disorder, either with or without conduct disorders. Only the subgroup of those with conduct disorders responded, and significant reading improvement was exhibited in only a subgroup of these students.…

Twenty-seven boys (ages 8-11) with hyperactive disorder and 28 boys with hyperactive-aggressive disorder were administered methylphenidate. No significant results were found for the hyperactive disorder group in either reading recognition or comprehension. The hyperactive-aggressive group improved in reading comprehension, with no effect resulting…

A study evaluated the effect of academic self-concept (ASC) on the development of attention-deficit/hyperactivity disorder (ADHD) and antisocial behaviors in early adolescents (n=445). Results indicated that ASC is an important construct that directly contributes to the development of antisocial behaviors rather than to symptoms of ADHD. (Contains…