Learning disabilities and executive dysfunction in boys with attention-deficit/hyperactivity disorder

Larry J. Seidman, Joseph Biederman, Michael C. Monuteaux, Alysa E. Doyle, Stephen V. Faraone

Research output: Contribution to journalArticlepeer-review

147 Scopus citations

Abstract

The effect of comorbid reading or arithmetic learning disabilities (LDs) on neuropsychological function in attention-deficit/hyperactivity disorder (ADHD) was studied. Participants were young males diagnosed with ADHD, with and without LD, and non-ADHD, non-LD male controls of similar age. LD was defined by combined regression-based and low-achievement classifications. Analyses adjusted for the effect of psychiatric comorbidity, age, and socioeconomic status on neuropsychological function. Children who had both ADHD and LD were significantly more impaired on both executive and nonexecutive functions than ADHD children without LD. Neuropsychological performance was most impaired in ADHD with combined arithmetic and reading disability. These data indicate that comorbid LD, especially arithmetic disability, significantly increases the severity of executive function impairment in ADHD.

Original languageEnglish
Pages (from-to)544-556
Number of pages13
JournalNeuropsychology
Volume15
Issue number4
DOIs
StatePublished - 2001
Externally publishedYes

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