Comorbidity of LD and ADHD: Implications of DSM-5 for Assessment and Treatment. (January 2013)

• Record Type: Journal Article
• Authors: DuPaul, George J.; Gormley, Matthew J.; Laracy, Seth D.
• Other Names: Montague Marjorie guest-editor.; Cavendish Wendy guest-editor.
• Is Part Of: Journal of learning disabilities. Volume 46:Number 1(2013)
• Page Start: 43
• Page End: 51
• Publication Date: 2013-01
• Subjects: attention-deficit/hyperactivity disorder -- learning disability -- assessment -- diagnosis -- treatment; Learning disabilities -- Periodicals; 371.905
• DOI: 10.1177/0022219412464351
• Languages: English
• ISSNs: 0022-2194

Abstract

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.