Neurocognitive Impact of ADHD in Children with Learning Disability: A Comparative Study

Purpose This research aimed to examine neurocognitive functioning in children who had a learning disability with or without attention deficit hyperactivity disorder (ADHD) as a comorbidity. Method A group of fifteen students with learning disabilities and a group of seventeen students with learning...
Ausführliche Beschreibung

Purpose This research aimed to examine neurocognitive functioning in children who had a learning disability with or without attention deficit hyperactivity disorder (ADHD) as a comorbidity. Method A group of fifteen students with learning disabilities and a group of seventeen students with learning disabilities with ADHD were assessed using the sociodemographic and clinical proforma, the National Institute of Mental Health and Neurosciences Neuropsychological Battery for Children, the color cancelation test, the N-back task for visuospatial working memory, the block design test, and the Benton Visual Retention Test, and their performance was compared. Results There was a statistically significant group difference in attention and visuoconstruction performance between those with and without comorbid ADHD, x2 (1, N = 21) = 5.54, p.01, and x2 (1, N = 21) = 3.69, p.05. There was no significant difference in working memory or visual perception scores. Conclusion When learning disability co-occurs with ADHD, visuospatial performance is significantly decreased compared to when learning disability occurs alone. Ausführliche Beschreibung