Longitudinal Effects of ADHD in Children with Learning Disabilities or Emotional Disturbances

Autor/inn/en	Wei, Xin; Yu, Jennifer W.; Shaver, Debra
Titel	Longitudinal Effects of ADHD in Children with Learning Disabilities or Emotional Disturbances
Quelle	In: Exceptional Children, 80 (2014) 2, S.205-219 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/001440291408000205
Schlagwörter	Emotional Disturbances; Attention Deficit Hyperactivity Disorder; Learning Disabilities; Comorbidity; Special Education; Children; Word Recognition; Reading Skills; Interpersonal Competence; Teacher Attitudes; Parent Attitudes; Behavior Problems; Suspension; At Risk Students; Computation; Mathematics Skills; Longitudinal Studies; Elementary School Students; Interviews; Surveys; Student Records; Mathematics Achievement; Reading Achievement; Statistical Analysis; Individual Characteristics; Family Income; Racial Differences; Ethnic Groups; Gender Differences; Social Skills Rating System; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Gefühlsstörung; Learning handicap; Lernbehinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Child; Kind; Kinder; Worterkennung; Reading skill; Lesefertigkeit; Interpersonale Kompetenz; Lehrerverhalten; Elternverhalten; Ausschluss; Schulausschluss; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Interviewing; Interviewtechnik; Survey; Umfrage; Befragung; Schülerakte; Mathmatics sikills; Mathematical ability; Leseleistung; Statistische Analyse; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Familieneinkommen; Rassenunterschied; Ethnie; Geschlechterkonflikt
Abstract	Despite the high prevalence of comorbidity between attention deficit/hyperactivity disorder (ADHD) and learning disabilities (LD) or emotional disturbances (ED), few studies have examined the long-term effects of these comorbid relationships on student outcomes. We estimated the longitudinal academic, social, and behavioral outcomes in children with LD or ED comorbid with or without ADHD in a nationally representative sample of students receiving special education. We found that children with LD and ADHD had lower letter word identification scores, teacher-rated reading levels, and parent-reported social skills than children with LD alone. The differences between the two groups remained similar over time. Children with ED and ADHD had lower social skills and more classroom behavior problems and suspensions in schools than children with ED alone. Children with ED and ADHD also had slower growth in math calculation skills than children with ED alone over time. Implications for the education of children with comorbidity are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01