Behavioral Distinctions in Children with Reading Disabilities and/or ADHD
To investigate behavioral distinctions between children with reading disabilities (RD) and attention-deficit hyperactivity disorder (ADHD). A tour-group mixed design consisting of children with reading disabilities only (RD only), reading disabilities and ADHD (RD/ADHD), ADHD only, and a comparison...
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Veröffentlicht in: | Journal of the American Academy of Child and Adolescent Psychiatry 1996-11, Vol.35 (11), p.1477-1484 |
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Format: | Artikel |
Sprache: | eng |
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Zusammenfassung: | To investigate behavioral distinctions between children with reading disabilities (RD) and attention-deficit hyperactivity disorder (ADHD).
A tour-group mixed design consisting of children with reading disabilities only (RD only), reading disabilities and ADHD (RD/ADHD), ADHD only, and a comparison group was used. Differences between parent reports, from age 5 to 15 years, and teacher reports, from age 5 to 13 years, were examined on measures of hyperactive and antisocial behaviors.
The analyses indicated that, at home, children from the ADHD only and RD/ADHD groups exhibited significantly more hyperactive behaviors than children from the RD only and comparison groups. At school, children from the RD only, ADHD only, and RD/ADHD groups typically exhibited significantly more hyperactive and antisocial behaviors than children from the comparison group. With regard to antisocial behaviors, children from the RD/ADHD group exhibited significantly more antisocial behaviors than children from any other group.
The results of the study indicate that children from these groups may exhibit either a “pervasive” or “situational” presentation of behavioral problems, a finding which suggests that in conducting an evaluation of ADHD it is important to obtain both parent and teacher reports of problem behaviors. |
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ISSN: | 0890-8567 1527-5418 |
DOI: | 10.1097/00004583-199611000-00016 |