Skip to main content
Top

2014 | OriginalPaper | Hoofdstuk

Dyslexie, ADHD en hun co-morbiditeit

augustus 2004

Auteurs : Dr. H.F.M Peters, Prof.dr. R. Bastiaanse, Prof.dr. J. Van Borsel, Prof.dr. P.H.O. Dejonckere, Dr. K. Jansonius-Schultheiss, Drs. Sj. Van der Meulen, B.J.E. Mondelaers

Gepubliceerd in: Dyslexie

Uitgeverij: Bohn Stafleu van Loghum

share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Samenvatting

Dyslexie en adhd zijn twee vaak voorkomende stoornissen bij kinderen. Volgens de Diagnostic Statistical Manual of Mental Disorders, vierde editie (dsm-iv) komt dyslexie bij ongeveer 4 procent van de kinderen voor en adhd bij ongeveer 5-10 procent van de kinderen (American Psychiatric Association, 1994).
Literatuur
go back to reference Adams, M.T. (1990). Beginning to Read: Thinking and Learning About Print. Cambridge, MA: mit Press. Adams, M.T. (1990). Beginning to Read: Thinking and Learning About Print. Cambridge, MA: mit Press.
go back to reference American Psychiatric Association (1994). Diagnostic and Statistical Manual of Mental Disorders (4th ed.). Washington: American Psychiatric Association. American Psychiatric Association (1994). Diagnostic and Statistical Manual of Mental Disorders (4th ed.). Washington: American Psychiatric Association.
go back to reference August, G.J., & Garfinkel, B.D. (1989). Behavioral and cognitive subtypes of adhd. Journal of the American Academy of Child and Adolescent Psychiatry, 28, 739-48. August, G.J., & Garfinkel, B.D. (1989). Behavioral and cognitive subtypes of adhd. Journal of the American Academy of Child and Adolescent Psychiatry, 28, 739-48.
go back to reference Baddeley, A.D. (1986). Working Memory. Oxford: Oxford University Press. Baddeley, A.D. (1986). Working Memory. Oxford: Oxford University Press.
go back to reference Baddeley, A.D. (1997). Human Memory: Theory and Practice (2nd ed.). Boston: Allyn & Bacon. Baddeley, A.D. (1997). Human Memory: Theory and Practice (2nd ed.). Boston: Allyn & Bacon.
go back to reference Badian, N.A. (1983). Dyscalculia and nonverbal disorders of learning. In H.R. Myklebust (ed.). Progress in Learning Disabilities. New York: Stratton (pp. 235-264). Badian, N.A. (1983). Dyscalculia and nonverbal disorders of learning. In H.R. Myklebust (ed.). Progress in Learning Disabilities. New York: Stratton (pp. 235-264).
go back to reference Ballinger, C.T., Varley, C.K., & Nolen, P.A. (1984). Effects of methylphenidate on reading in children with attention deficit disorder. American Journal of Psychiatry, 141, 1590-3. Ballinger, C.T., Varley, C.K., & Nolen, P.A. (1984). Effects of methylphenidate on reading in children with attention deficit disorder. American Journal of Psychiatry, 141, 1590-3.
go back to reference Balthazor, M.J., Wagner, R.K., & Pelham W.E. (1991). The specificity of effects of stimulant medication on classroom learning-related measures of cognitive processing for attention deficit disorder children. Journal of Abnormal Child Psychology, 19, 35-52. Balthazor, M.J., Wagner, R.K., & Pelham W.E. (1991). The specificity of effects of stimulant medication on classroom learning-related measures of cognitive processing for attention deficit disorder children. Journal of Abnormal Child Psychology, 19, 35-52.
go back to reference Barkley, R.A. (1997). Behavioral inhibition, sustained attention, and executive functions: constructing a unifying theory of adhd. Psychological Bulletin, 121, 65-94. Barkley, R.A. (1997). Behavioral inhibition, sustained attention, and executive functions: constructing a unifying theory of adhd. Psychological Bulletin, 121, 65-94.
go back to reference Barkley, R.A., Murphy, K.R., & Kwasnik, D. (1996). Psychological adjustment and adaptive impairments in young adults with adhd. Journal of Attentional Disorders, 1, 41-54. Barkley, R.A., Murphy, K.R., & Kwasnik, D. (1996). Psychological adjustment and adaptive impairments in young adults with adhd. Journal of Attentional Disorders, 1, 41-54.
go back to reference Best, J.B. (1995). Cognitive Psychology (4th ed.). St. Paul: West Publishing Company. Best, J.B. (1995). Cognitive Psychology (4th ed.). St. Paul: West Publishing Company.
go back to reference Bowers, P.G., & Swanson, L.S. (1991). Naming speed deficits in reading disability: Multiple measures of a singular process. Journal of Experimental Child Psychology, 51, 195-219. Bowers, P.G., & Swanson, L.S. (1991). Naming speed deficits in reading disability: Multiple measures of a singular process. Journal of Experimental Child Psychology, 51, 195-219.
go back to reference Brock, S.E., & Knapp, P.K. (1996). Reading comprehension abilities of children with attention-deficit/hyperactivity disorder. Journal of Attention Disorders, 1, 173-185. Brock, S.E., & Knapp, P.K. (1996). Reading comprehension abilities of children with attention-deficit/hyperactivity disorder. Journal of Attention Disorders, 1, 173-185.
go back to reference Chiappe, P., Hasher, L., & Siegel, L.S. (2000). Working memory, inhibitory control, and reading disability. Memory & Cognition, 28, 8-17. Chiappe, P., Hasher, L., & Siegel, L.S. (2000). Working memory, inhibitory control, and reading disability. Memory & Cognition, 28, 8-17.
go back to reference Denckla, M.B. (1972). Color-naming in dyslexic boys. Cortex, 8, 164-76. Denckla, M.B. (1972). Color-naming in dyslexic boys. Cortex, 8, 164-76.
go back to reference Denckla, M.B., & Rudel, R.G. (1976a). Naming of objects by dyslexic and other learning-disabled children. Brain and Language, 3, 1-15. Denckla, M.B., & Rudel, R.G. (1976a). Naming of objects by dyslexic and other learning-disabled children. Brain and Language, 3, 1-15.
go back to reference Denckla, M.B., & Rudel, R.G. (1976b). Rapid automatized naming (ran): Dyslexia differentiated from other learning disabilities. Neuropsychologia, 14, 471-479. Denckla, M.B., & Rudel, R.G. (1976b). Rapid automatized naming (ran): Dyslexia differentiated from other learning disabilities. Neuropsychologia, 14, 471-479.
go back to reference Elia, J., Welsh, P.A., Gulotta, C.S., & Rapoport, J.L. (1993). Classroom academic performance: Improvement with both methylphenidate and dextroamphetamine in adhd boys. Journal of Child Psychology and Psychiatry 34, 785-804. Elia, J., Welsh, P.A., Gulotta, C.S., & Rapoport, J.L. (1993). Classroom academic performance: Improvement with both methylphenidate and dextroamphetamine in adhd boys. Journal of Child Psychology and Psychiatry 34, 785-804.
go back to reference Faraone, S.V., Biederman, J., & Lehman, B.K. (1993). Intellectual performance and school failure in children with attention deficit hyperactivity disorder and in their siblings. Journal of Abnormal Psychology, 102, 616-623. Faraone, S.V., Biederman, J., & Lehman, B.K. (1993). Intellectual performance and school failure in children with attention deficit hyperactivity disorder and in their siblings. Journal of Abnormal Psychology, 102, 616-623.
go back to reference Felton, R., & Brown, L.S. (1990). Phonological processes as predictors of specific reading skills in children at risk for reading failure. Reading and Writing: An Interdisciplinary Journal, 2, 39-59. Felton, R., & Brown, L.S. (1990). Phonological processes as predictors of specific reading skills in children at risk for reading failure. Reading and Writing: An Interdisciplinary Journal, 2, 39-59.
go back to reference Forness, S.R., Cantwell, D.P., Swanson, J.M., Hanna, G.L., & Youpa, D. (1991). Differential effects of stimulant medication on reading performance of hyperactive boys with and without conduct disorder. Journal of Learning Disabilities, 24, 304-310. Forness, S.R., Cantwell, D.P., Swanson, J.M., Hanna, G.L., & Youpa, D. (1991). Differential effects of stimulant medication on reading performance of hyperactive boys with and without conduct disorder. Journal of Learning Disabilities, 24, 304-310.
go back to reference Forness, S.R., Swanson, J.M., Cantwell, D.P., Youpa, D., & Hanna, G.L. (1992). Stimulant medication and reading performance: Follow-up on sustained dose in adhd boys with and without conduct disorders. Journal of Learning Disabilities, 25, 115-123. Forness, S.R., Swanson, J.M., Cantwell, D.P., Youpa, D., & Hanna, G.L. (1992). Stimulant medication and reading performance: Follow-up on sustained dose in adhd boys with and without conduct disorders. Journal of Learning Disabilities, 25, 115-123.
go back to reference Geurts, H. (2003). Executive Functioning Profiles in ADHD and HFA. Print Partners Ipskamp Geurts, H. (2003). Executive Functioning Profiles in ADHD and HFA. Print Partners Ipskamp
go back to reference Gilger, J.W., Pennington, P.F., & DeFries, J. C. (1992). A twin study of the etiology of co-morbidity- attention –deficit hyperactivity disorder and dyslexia. Journal of the American Academy of Child and Adolescent Psychiatry, 31, 343-348. Gilger, J.W., Pennington, P.F., & DeFries, J. C. (1992). A twin study of the etiology of co-morbidity- attention –deficit hyperactivity disorder and dyslexia. Journal of the American Academy of Child and Adolescent Psychiatry, 31, 343-348.
go back to reference Gross-Tsur, V., Manor, O., & Shalev, R.S. (1996). Developmental dyscalculia: prevalence and demographic features. Developmental Medicine and Child Neurology, 38, 25-33. Gross-Tsur, V., Manor, O., & Shalev, R.S. (1996). Developmental dyscalculia: prevalence and demographic features. Developmental Medicine and Child Neurology, 38, 25-33.
go back to reference Halperin, J., Gittelman, R., Kline, D., & Rudel, R. (1984). Reading disabled hyperactive children: A distinct subgroup of attention deficit disorder with hyperactivity? Journal of Abnormal Child Psychology, 12, 1-14. Halperin, J., Gittelman, R., Kline, D., & Rudel, R. (1984). Reading disabled hyperactive children: A distinct subgroup of attention deficit disorder with hyperactivity? Journal of Abnormal Child Psychology, 12, 1-14.
go back to reference Helland, T., & Asbjørnsen, A. (2000). Executive functions in dyslexia. Child Neuropsychology, 6, 37-48. Helland, T., & Asbjørnsen, A. (2000). Executive functions in dyslexia. Child Neuropsychology, 6, 37-48.
go back to reference Holborow, P.L., & Berry, P.S. (1986). Hyperactivity and learning difficulties. Journal of Learning Disabilities, 19, 426-431. Holborow, P.L., & Berry, P.S. (1986). Hyperactivity and learning difficulties. Journal of Learning Disabilities, 19, 426-431.
go back to reference Jong, P. F. de (1998). Working memory deficits of reading disabled children. Journal of Experimental Child psychology, 70, 75-96. Jong, P. F. de (1998). Working memory deficits of reading disabled children. Journal of Experimental Child psychology, 70, 75-96.
go back to reference Kelly, M.S., Best, C.T., & Kirk, U. (1989). Cognitive processing deficits in reading disabilities: A prefrontal cortical hypothesis. Brain and Cognition, 11, 275-293. Kelly, M.S., Best, C.T., & Kirk, U. (1989). Cognitive processing deficits in reading disabilities: A prefrontal cortical hypothesis. Brain and Cognition, 11, 275-293.
go back to reference Korhonen, T.T. (1991). Neuropsychological stability and prognosis of subgroups of children with learning disabilities. Journal of Learning Disabilities, 24, 48-57. Korhonen, T.T. (1991). Neuropsychological stability and prognosis of subgroups of children with learning disabilities. Journal of Learning Disabilities, 24, 48-57.
go back to reference Lambert, N.M., & Sandoval, J. (1980). The prevalence of learning disabilities in a sample of children considered hyperactive. Journal of Abnormal Child Psychology, 8, 33-50. Lambert, N.M., & Sandoval, J. (1980). The prevalence of learning disabilities in a sample of children considered hyperactive. Journal of Abnormal Child Psychology, 8, 33-50.
go back to reference Light, J.G., Pennington, B.F., Gilger, J.W., & DeFries, J.C. (1995). Reading-disability and hyperactivity disorder- evidence for a common genetic etiology. Developmental Neuropsychology, 11, 323-335. Light, J.G., Pennington, B.F., Gilger, J.W., & DeFries, J.C. (1995). Reading-disability and hyperactivity disorder- evidence for a common genetic etiology. Developmental Neuropsychology, 11, 323-335.
go back to reference Lindsay, R.L., Tomazic, T., & Levine, M.D. (1999). Impact of attentional dysfunction on dyscalculia. Developmental Medicine and Child Neurology, 41, 639-642. Lindsay, R.L., Tomazic, T., & Levine, M.D. (1999). Impact of attentional dysfunction on dyscalculia. Developmental Medicine and Child Neurology, 41, 639-642.
go back to reference Martinussen, R., Frijters, J., & Tannock, R. (1998). Naming Speed and Stimulant Effects in ADHD. Presented at the annual meeting of the American Academy of Child and Adolescent Psychiatry, Anaheim, California, Oct. 27-Nov. 1. Martinussen, R., Frijters, J., & Tannock, R. (1998). Naming Speed and Stimulant Effects in ADHD. Presented at the annual meeting of the American Academy of Child and Adolescent Psychiatry, Anaheim, California, Oct. 27-Nov. 1.
go back to reference McGee, R., & Share, D.L. (1988). Attention deficit hyperactivity and academic failure: Which comes first and what should be treated? Journal of the American Academy of Child and Adolescent Psychiatry, 27, 318-25. McGee, R., & Share, D.L. (1988). Attention deficit hyperactivity and academic failure: Which comes first and what should be treated? Journal of the American Academy of Child and Adolescent Psychiatry, 27, 318-25.
go back to reference Närhi, V., & Ahonen, T. (1995). Reading disability with and without attention deficit disorder: Do attentional problems make a difference? Developmental Neuropsychology, 11, 337-59. Närhi, V., & Ahonen, T. (1995). Reading disability with and without attention deficit disorder: Do attentional problems make a difference? Developmental Neuropsychology, 11, 337-59.
go back to reference Nigg, J.T. (2000). On inhibition/disinhibition in developmental psychopathology: views on cognitive and personality psychology and a working inhibition taxonomy. Psychological Bulletin, 126, 220-46. Nigg, J.T. (2000). On inhibition/disinhibition in developmental psychopathology: views on cognitive and personality psychology and a working inhibition taxonomy. Psychological Bulletin, 126, 220-46.
go back to reference Oosterlaan, J., & Sergeant, J.A. (1995). Response choice and inhibition in adhd, anxious and aggressive children: The relationship between S-R compatibility and the stop signal task. In J.A. Sergeant (ed.). Eunethydis: European Approaches to Hyperkinetic Disorder. Amsterdam: Editor (pp. 225-240). Oosterlaan, J., & Sergeant, J.A. (1995). Response choice and inhibition in adhd, anxious and aggressive children: The relationship between S-R compatibility and the stop signal task. In J.A. Sergeant (ed.). Eunethydis: European Approaches to Hyperkinetic Disorder. Amsterdam: Editor (pp. 225-240).
go back to reference Pennington, B.F., & Ozonoff, S. (1996). Executive functions and developmental psychopathology. Journal of Child Psychology and Psychiatry, 37, 51-87. Pennington, B.F., & Ozonoff, S. (1996). Executive functions and developmental psychopathology. Journal of Child Psychology and Psychiatry, 37, 51-87.
go back to reference Pennington, B.F., Groisser, D., & Welsh, M.C. (1993). Contrasting cognitive deficits in attention deficit hyperactivity disorder versus reading disability. Developmental Psychology, 29, 511-23. Pennington, B.F., Groisser, D., & Welsh, M.C. (1993). Contrasting cognitive deficits in attention deficit hyperactivity disorder versus reading disability. Developmental Psychology, 29, 511-23.
go back to reference Purvis, K.L., & Tannock, R. (1997). Language abilities in children with Attention Deficit Hyperactivity Disorder, reading disabilities, and normal controls. Journal of Abnormal Child Psychology, 25, 133-44. Purvis, K.L., & Tannock, R. (1997). Language abilities in children with Attention Deficit Hyperactivity Disorder, reading disabilities, and normal controls. Journal of Abnormal Child Psychology, 25, 133-44.
go back to reference Purvis, K.L., & Tannock, R. (2000). Phonological processing, not inhibitory control, differentiates adhd and reading disability. Journal of the American Academy of Child and Adolescent Psychiatry, 39, 485-94. Purvis, K.L., & Tannock, R. (2000). Phonological processing, not inhibitory control, differentiates adhd and reading disability. Journal of the American Academy of Child and Adolescent Psychiatry, 39, 485-94.
go back to reference Roodenrys, S. Koloski, N., & Grainger, J. (2001). Working memory function in attention deficit hyperactivity disordered and reading disabled children. British Journal of Developmental Psychology, 19, 325-37. Roodenrys, S. Koloski, N., & Grainger, J. (2001). Working memory function in attention deficit hyperactivity disordered and reading disabled children. British Journal of Developmental Psychology, 19, 325-37.
go back to reference Rucklidge, J.J., & Tannock, R. (2002). Neuropsychological profiles of adolescents with adhd: effects of reading difficulties and gender. Journal of Child Psychology and Psychiatry, 43, 988-1003. Rucklidge, J.J., & Tannock, R. (2002). Neuropsychological profiles of adolescents with adhd: effects of reading difficulties and gender. Journal of Child Psychology and Psychiatry, 43, 988-1003.
go back to reference Schoot, M. van der, Licht, R., & Horsley, T. M. (2000). Inhibitory deficits in reading disability depend on subtype: Guessers but not spellers. Child Neuropsychology, 6, 297-312. Schoot, M. van der, Licht, R., & Horsley, T. M. (2000). Inhibitory deficits in reading disability depend on subtype: Guessers but not spellers. Child Neuropsychology, 6, 297-312.
go back to reference Sergeant, J. A., Geurts, H., & Huijbregts, S. (2003). The top and the bottom of adhd: a neuropsychological perspective. Neuroscience and Biobehavioral Reviews, 27, 583-92. Sergeant, J. A., Geurts, H., & Huijbregts, S. (2003). The top and the bottom of adhd: a neuropsychological perspective. Neuroscience and Biobehavioral Reviews, 27, 583-92.
go back to reference Shaywitz, S.E., Fletcher, J.M., & Shaywitz, B.A. (1996). A conceptual model and definition of dyslexia: Findings emerging from the Connecticut Longitudinal Study. In J.H. Beitchman, N. Cohen, M.M. Konstantareas, R. Tannock (eds). Language, Learning, and Behavior Disorders: Developmental, Biological, and Clinical Perspectives. New York: Cambridge University Press (pp. 199-223). Shaywitz, S.E., Fletcher, J.M., & Shaywitz, B.A. (1996). A conceptual model and definition of dyslexia: Findings emerging from the Connecticut Longitudinal Study. In J.H. Beitchman, N. Cohen, M.M. Konstantareas, R. Tannock (eds). Language, Learning, and Behavior Disorders: Developmental, Biological, and Clinical Perspectives. New York: Cambridge University Press (pp. 199-223).
go back to reference Swanson, J.M., Sergeant, J.A., & Taylor, E. (1998). Attention-deficit hyperactivity disorder and hyperkinetic disorder. Lancet, 351, 429-33. Swanson, J.M., Sergeant, J.A., & Taylor, E. (1998). Attention-deficit hyperactivity disorder and hyperkinetic disorder. Lancet, 351, 429-33.
go back to reference Tannock, R. (2000). Methylphenidate: Effects of language, reading, and auditory processing. In L.L. Greenhill & B.B. Osman (eds). Ritalin, Theory and Practice. Larchmont: Mary Ann Liebert Inc. Publishers (pp. 265-285). Tannock, R. (2000). Methylphenidate: Effects of language, reading, and auditory processing. In L.L. Greenhill & B.B. Osman (eds). Ritalin, Theory and Practice. Larchmont: Mary Ann Liebert Inc. Publishers (pp. 265-285).
go back to reference Tannock, R., Martinussen, R., & Frijters, J. (2000). Naming speed performance and stimulant effects indicate effortful, semantic processing deficits in attention-deficit hyperactivity disorder. Journal of Abnormal Child Psychology, 28, 237-52. Tannock, R., Martinussen, R., & Frijters, J. (2000). Naming speed performance and stimulant effects indicate effortful, semantic processing deficits in attention-deficit hyperactivity disorder. Journal of Abnormal Child Psychology, 28, 237-52.
go back to reference Vandervelden, M.C., & Siegel, L.S. (1996). Phonological recording deficits and dyslexia: A developmental perspective. In J.H. Beitchman, N. Cohen, M.M. Konstantareas, R. Tannock (eds). Language, Learning, and Behavior Disorders: Developmental, Biological, and Clinical Perspectives. New York: Cambridge University Press (pp. 224-226). Vandervelden, M.C., & Siegel, L.S. (1996). Phonological recording deficits and dyslexia: A developmental perspective. In J.H. Beitchman, N. Cohen, M.M. Konstantareas, R. Tannock (eds). Language, Learning, and Behavior Disorders: Developmental, Biological, and Clinical Perspectives. New York: Cambridge University Press (pp. 224-226).
go back to reference Willcutt, E.G., Pennington, B.F., & DeFries, J.C. (2000). Twin study of the etiology of co-morbidity between reading disability and attention- deficit/hyperactivity disorder. American Journal of Medical Genetics (Neuropsychiatric Genetics), 96 Willcutt, E.G., Pennington, B.F., & DeFries, J.C. (2000). Twin study of the etiology of co-morbidity between reading disability and attention- deficit/hyperactivity disorder. American Journal of Medical Genetics (Neuropsychiatric Genetics), 96
Metagegevens
Titel
Dyslexie, ADHD en hun co-morbiditeit
Auteurs
Dr. H.F.M Peters
Prof.dr. R. Bastiaanse
Prof.dr. J. Van Borsel
Prof.dr. P.H.O. Dejonckere
Dr. K. Jansonius-Schultheiss
Drs. Sj. Van der Meulen
B.J.E. Mondelaers
Copyright
2014
Uitgeverij
Bohn Stafleu van Loghum
DOI
https://doi.org/10.1007/978-90-368-0814-9_6