2012/11/09 by George J. DuPaul, Matthew J. Gormley, Seth D. Laracy · 1 citation
paper · doi:10.1177/0022219412464351
crossref issued 2012/11/09 · crossref published 2012/11/09 · crossref published-online 2012/11/09 · crossref created 2012/11/10 · crossref published-print 2013/01/01 · crossref deposited 2026/05/01 · crossref indexed 2026/07/31
Attention-deficit/hyperactivity disorder (ADHD) and learning disability (LD) can co-occur for a significant minority of children with each disorder. A total of 17 studies (2001–2011) examining ADHD-LD comorbidity were reviewed, revealing a higher mean comorbidity rate (45.1%) than has been obtained previously. Higher comorbidity may be the result of including students with writing disorders, not just reading and/or math disabilities. Proposed DSM-5 criteria for both disorders will likely affect comorbidity rates; however, it is unclear whether such rates will increase or decrease. Regardless of the specific impact of DSM revisions, academic skill and/or performance deficits should be assessed for students with ADHD as part of screening, comprehensive evaluation, and treatment monitoring. Comprehensive intervention services for students with comorbid ADHD and LD will require empirically supported treatment strategies that address both disorders and that are implemented across school and home settings.