Comorbidity of LD and ADHD Implications of DSM-5 for Assessment and Treatment

• Published in: Journal of learning disabilities Vol. 46; no. 1; pp. 43 - 51
• Main Authors: DuPaul, George J., Gormley, Matthew J., Laracy, Seth D.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.01.2013; SAGE PUBLICATIONS, INC
• Subjects: Attention Deficit Disorder with Hyperactivity - diagnosis; Attention Deficit Disorder with Hyperactivity - epidemiology; Attention Deficit Disorder with Hyperactivity - therapy; Attention deficit hyperactivity disorder; Child; Children; Children & youth; Comorbidity; Diagnostic and Statistical Manual of Mental Disorders; Disability; Empirically supported treatment; Humans; Hyperactivity; Learning disabilities; Learning Disorders - diagnosis; Learning Disorders - epidemiology; Learning Disorders - therapy; Manuals; Medical screening; Medical treatment; Minority groups; Morbidity; Revisions; Screening; Writing disabilities; assessment; treatment; learning disability; diagnosis; attention-deficit/hyperactivity disorder
• ISSN: 0022-2194; 1538-4780; 1538-4780
• DOI: 10.1177/0022219412464351

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.