Abstract
The attentional and behavioral functioning of children diagnosed as hyperactive (ADHD), learning-disabled (LD), and hyperactive/learning-disabled were compared, using standardized behavior rating scales across raters and settings, and results from a battery of standardized neuropsychological tests. The ADHD and LD groups were “pure” samples with respect to comorbidity. Multiple discriminant-function analyses on the behavioral and neuropsychological data showed that one variate made clear-cut discriminations among and between each of the three groups. The constructs self-regulation, task accuracy/planning/speed, and aggression differentiated the three groups, while sustained attention did not. The results lend strong support to the validity of ADHD as a diagnostic entity apart from LD, and suggest that poor selfregulation and inhibition of behavior may be the hallmark of ADHD.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Achenbach, T. M., & Edelbrock, C. (1983).Manual for the Child Behavior Checklist and Revised Child Behavior Profile. Burlington: University of Vermont.
Adams, W., Robins, P., & Sheslow, D. (1991, April).Memory abilities in children with attention deficit hyperactivity disorder. Paper presented at the Third Florida Conference on Child Health Psychology, Gainesville.
American Psychiatric Association. (1986).Diagnostic and statistical manual of mental disorders (3rd ed., rev.). New York: Author.
August, G. J., & Garfinkel, B. D. (1990). Comorbidity of ADHD and reading disability among clinic-referred children.Journal of Abnormal Child Psychology, 18, 29–45.
Barkley, R. (1981).Hyperactive children: A handbook for diagnosis and treatment. New York: Guilford Press.
Barkley, R. (1990a). A critique of current diagnostic criteria for attention deficit hyperactivity disorder: Clinical and research implications.Developmental and Behavioral Pediatrics, 11, 343–352.
Barkley, R. (1990b).Attention deficit hyperactivity disorder: A handbook for diagnosis and treatment. New York: Guilford Press.
Barkley, R. (1991). The ecological validity of laboratory and analogue assessment methods of ADHD symptoms.Journal of Abnormal Child Psychology, 19, 149–178.
Cairns, E., & Cammock, T. (1978a). Development of a more reliable version of the matching familiar figures test.Developmental Psychology, 5, 555–560.
Cairns, E., & Cammock, T. (1978b).The 20-item Matching Familiar Figures Test: Technical data. Unpublished manuscript. Available from authors, University of Ulster at Coleraine.
Cantwell, D. P., & Baker, L. (1991). Association between attention deficit-hyperactivity disorder and learning disorders.Journal of Learning Disabilities, 24, 88–95.
Douglas, V. I., & Benezra, E. (1990). Supraspan verbal memory in attention deficit disorder with hyperactivity normal and reading-disabled boys.Journal of Abnormal Child Psychology, 18, 617–638.
Dykman, R. A., & Ackerman, P. T. (1991). Attention deficit disorder and specific reading disability: Separate but often overlapping disorders.Journal of Learning Disabilities, 24, 96–103.
Epstein, M. A., Shaywitz, S. E., Shaywitz, B. A., & Woolston, J. L. (1991). The boundaries of attention deficit disorder.Journal of Learning Disabilities 24, 78–86.
Gordon, M. (1986).The Gordon Diagnostic System. DeWitt, NY: Gordon Systems.
Gioyette, C. H., Conners, C. K., & Ultrich, R. F. (1978). Normative data on Revised Conners parent and Teacher Rating Scales.Journal of Abnormal Child Psychology, 6, 221–226.
Halperin, J., Gittelman, R., Klein, 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.
Kupietz, S. (1990). Sustained attention in normal and in reading-disabled youngsters with and without ADHD.Journal of Abnormal Child Psychology, 18, 357–372.
Levine, M. D., Oberklaid, F., & Meltzer, L. (1981). Developmental output failure: A study of low productivity in school-aged children.Pediatrics, 67, 18–25.
Lovejoy, M. C., & Rasmussen, N. H. (1990). The validity of vigilance tasks in differential diagnosis of children referred for attention and learning problems.Journal of Abnormal Child Psychology, 18, 671–681.
McGee, R., Williams, S., Moffitt, T., & Anderson, J. (1989). A comparison of 13-year-old boys with attention deficit and/or reading disorder on neuropsychological measures.Journal of Abnormal Child Psychology, 17, 37–53.
Psychological Corporation (1974).Wechsler Intelligence Scale for Children-Revised. New York: Author.
Reitan, R. (1985).The Halstead-Reitan Neuropsychological Test Battery: Theory and clinical interpretation. Tucson, AZ: Neuropsychology Press.
Rey, A. (1958).L'Examen Clinique en Psychologie. Paris: Presses Universitaires de France.
Ross, D. M., & Ross, S. A. (1982).Hyperactivity: Current issues, research, and theory (2nd ed.). New York: Wiley.
Rutter, M. (1989). Attention deficit disorder/hyperkinetic syndrome: Conceptual and research issues regarding diagnosis and classification. In T. Sagvolden & T. Archer (Eds.),Attention deficit disorder: clinical and basic research (pp. 1–24). Hillsdale, NJ: Erlbaum.
Schachar, R., & Logan, G. (1990). Are hyperactive children deficient in attentional capacity?Journal of Abnormal Child Psychology, 18, 493–513.
Seidel, W., & Joschko, M. (1990). Evidence of difficulties in sustained attention in children with ADHD.Journal of Abnormal Child Psychology, 18, 217–229.
Sergeant, J., & van der Meere, J. (1989). The diagnostic significance of attentional processing: Its significance for ADDH classification — A future DSM. In T. Sagnolden & T. Archer (Eds.),Attention deficit disorder: Clinical and basic research (pp. 151–166). Hillsdale, NJ: Erlbaum.
Ullmann, R. K., Sleator, E. K., & Sprague, R. L. (1988). Manual for the ADD-H Comprehensive Teacher's Rating Scale. Champaign, ILL: Metri Tech.
Weiss, G., & Hechtman, L. (1979). The hyperactive child syndrome.Science, 205, 1348–1354.
Author information
Authors and Affiliations
Additional information
These findings were reported at the Third Florida Conference on Child Health Psychology, Gainesville, Florida, April, 1991. This research was partially supported by a grant from the Alfred I. duPont institute of the Nemours Foundation. Thanks are expressed to Mary Ellen White for data collection, Joe Glutting for data analysis, and Wayne Adams for reviewing the manuscript.
Rights and permissions
About this article
Cite this article
Robins, P.M. A comparison of behavioral and attentional functioning in children diagnosed as hyperactive or learning-disabled. J Abnorm Child Psychol 20, 65–82 (1992). https://doi.org/10.1007/BF00927117
Revised:
Issue Date:
DOI: https://doi.org/10.1007/BF00927117