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Özgül Öğrenme Bozukluğu için Dikkat Eksikliği Hiperaktivite Bozukluğu Komorbiditesi Her Zaman Kötü Bir Durum Olmayabilir Mi?

Yıl 2022, Cilt: 27 Sayı: 2, 115 - 126, 24.05.2022
https://doi.org/10.21673/anadoluklin.1018856

Öz

Amaç: Özgül Öğrenme Bozukluğu (ÖÖB) yaş ve zeka seviyesi ile uyumsuz şekilde akademik becerilerde yetersizlikle seyreden bir bozukluktur. Bu çalışmada ÖÖB tanısı almış olguların klinik ve tedavi izlemlerine dair verilerin literatür eşliğinde tartışılması amaçlanmıştır.
Gereç ve Yöntemler: Çalışmamızda Ocak 2016-Mayıs 2021 tarihleri arasında kliniğimize başvuran, klinik görüşme ve uygulanan psikometrik testler ile birlikte DSM-5 tanı ölçütlerine göre ÖÖB tanısı konan ve takibe alınan 18 yaş ve altındaki 232 olgunun sosyodemografik verileri, takip süreleri, komorbiditeleri ve aldıkları tedaviler geriye dönük olarak incelenmiştir.
Bulgular: Olguların %68,1’ine en az bir psikiyatrik hastalık eşlik ettiği ve en sık birlikte bulunan tanının Dikkat Eksikliği Hiperaktivite Bozukluğu (DEHB) olduğu, %58,6’sının ilaç tedavisi kullandığı ve ilaç kullanan olguların en sık DEHB tanısına yönelik tedavi aldıkları saptanmıştır. Ayrıca olguların %71,6’sının 3 ay içinde tekrar polikliniğe başvurusunun olmadığı (drop-out) gözlenmiştir. DEHB komorbiditesi olan veya DEHB tedavisi alan olguların diğer gruplara göre poliklinik takip sürelerinin daha uzun olduğu ve tanı yaşlarının daha ileri olduğu bulunmuştur. Ayrıca DEHB komorbiditesi olan ve herhangi bir psikiyatrik ilaç tedavisi kullanan olguların drop-out oranlarının daha düşük olduğu saptanmıştır.
Sonuç: Bulgularımızda ÖÖB tanılı hastalarda komorbid durumların varlığında klinik ve tedavi izleminde elde edilen sonuçların ÖÖB tanısının tek bir bozukluk olarak düşünülmemesi gerektiği ve komorbid durumların tanı ve tedavi sürecindeki önemine vurgu yaptığı düşünülmüştür.

Destekleyen Kurum

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Proje Numarası

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Teşekkür

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Kaynakça

  • American Psychiatric Association DS, American Psychiatric Association. Diagnostic and statistical manual of mental disorders: DSM-5. Washington, DC: American psychiatric association; 2013.
  • Büber A, Başay Ö, Şenol H. The prevalence and comorbidity rates of specific learning disorder among primary school children in Turkey. Nord J Psychiatry. 2020;74(6):453-60.
  • Görker I, Bozatli L, Korkmazlar Ü, et al. The Probable Prevalence and Sociodemographic Characteristics of Specific Learning Disorder in Primary School Children in Edirne. Noro Psikiyatr Ars. 2017;54(4):343-9.
  • Grigorenko EL, Learning Disability. In: Martin A, Bloch MH, Volkmar FR, editors. Lewis’s child and adolescent psychiatry: A comprehensive textbook. 5th ed. Philadelphia, PA: Lippincott Williams and Wilkins; 2017.
  • Landerl K, Moll K. Comorbidity of learning disorders: prevalence and familial transmission. J Child Psychol Psychiatry. 2010;51(3):287-94.
  • Margari L, Buttiglione M, Craig F, et al. Neuropsychopathological comorbidities in learning disorders. BMC Neurol. 2013;13:198.
  • Hendren RL, Haft SL, Black JM, White NC, Hoeft F. Recognizing Psychiatric Comorbidity With Reading Disorders. Front Psychiatry. 2018:27;9:101.
  • McGee R, Williams S, et al. The relationship between specific reading retardation, general reading backwardness and behavioural problems in a large sample of Dunedin boys: a longitudinal study from five to eleven years. J Child Psychol Psychiatry.1986;27:597.
  • Bäcker A, Neuhäuser G. Internalisierende und externalisierende Syndrome bei Lese- und Rechtschreibstörungen [Internalizing and externalizing syndrome in reading and writing disorders]. Prax Kinderpsychol Kinderpsychiatr. 2003;52(5):329-37.
  • Sexton CC, Gelhorn HL, Bell JA, Classi PM. The cooccurrence of reading disorder and ADHD: epidemiology, treatment, psychosocial impact, and economic burden. J Learn Disabil. 2012;45(6):538-64.
  • DuPaul GJ, Stoner G. ADHD in the schools, third edition: Assessment and intervention strategies. 3rd ed. New York, NY: Guilford Publications; 2014.
  • Pham AV, Riviere A. Specific Learning Disorders and ADHD: Current Issues in Diagnosis Across Clinical and Educational Settings. Curr Psychiatry Rep. 2015;17(6):38.
  • Mascheretti S, Trezzi V, Giorda R, Boivin M, Plourde V, Vitaro F, Brendgen M, Dionne G, Marino C. Complex effects of dyslexia risk factors account for ADHD traits: evidence from two independent samples. J Child Psychol Psychiatry. 2017;58(1):75-82.
  • Willcutt EG, Betjemann RS, McGrath LM, Chhabildas NA, Olson RK, DeFries JC, Pennington BF. Etiology and neuropsychology of comorbidity between RD and ADHD: the case for multiple-deficit models. Cortex. 2010;46(10):1345-61.
  • Beitchman JH, Young AR. Learning disorders with a special emphasis on reading disorders: a review of the past 10 years. J Am Acad Child Adolesc Psychiatry. 1997;36(8):1020-32.
  • Willcutt EG, Pennington BF. Psychiatric comorbidity in children and adolescents with reading disability. J Child Psychol Psychiatry Allied Discip. 2000;41(8):1039–48.
  • Schulte-Körne G. The prevention, diagnosis, and treatment of dyslexia. Dtsch Arztebl Int. 2010;107(41):718-26.
  • Doğan H. Özel Öğrenme Güçlüğü Riski Taşıyan 5-6 Yaş Çocukları İcin Uygulanan Erken Müdahale Eğitim Programının Etkisinin İncelenmesi [PhD Thesis]. Marmara Üniversitesi (Turkey); 2012.
  • Lorusso ML, Vernice M, Dieterich M, et al. The process and criteria for diagnosing specific learning disorders: Indications from the Consensus Conference promoted by the Italian National Institute of Health. Ann Ist Super Sanita. 2014;50(1):77–89.
  • Schulte-Körne G. Spezifische lernstörungen [Specific learning disabilities - from DSM-IV to DSM-5]. Z Kinder Jugendpsychiatr Psychother. 2014;42(5):369-72; quiz 373-4.
  • Hawke JL, Olson RK, Willcut EG, et al. Gender ratios for reading difficulties. Dyslexia. 2009;15(3):239–42.
  • Moll K, Kunze S, Neuhoff N, Bruder J, Schulte-Körne G. Spesific Learning Disorder: Prevalance and Gender Differences. PLoS ONE. 2014;9:1-8.
  • Shaywitz SE, Shaywitz BA, Fletcher JM, Escobar MD. Prevalence of reading disability in boys and girls: Results of the Connecticut Longitudinal Study. JAMA. 1990;264(8):998-1002.
  • Rutter M, Caspi A, Fergusson D, Horwood LJ, et al. Sex differences in developmental reading disability: new findings from 4 epidemiological studies. JAMA. 2004;291(16):2007-12.
  • Altay MA, Görker I. Assessment of Psychiatric Comorbidity and WISC-R Profiles in Cases Diagnosed with Specific Learning Disorder According to DSM-5 Criteria. Noro Psikiyatr Ars. 2017;55(2):127-34.
  • Sahoo MK, Biswas H, Padhy SK. Psychological Comorbidity in Children with Specific Learning Disorders. J Family Med Prim Care. 2015;4(1):21-5.
  • Coşkun GN, Gürbüz GA, Çeri V, Doğangün B. Özgül öğrenme bozukluğu olan çocuklarda psikiyatrik eş tanıların incelenmesi. Anadolu Psikiyatri Derg. 2018;19(1):87-94.
  • Moll K, Göbel SM, Gooch D, Landerl K, Snowling MJ. Cognitive Risk Factors for Specific Learning Disorder: Processing Speed, Temporal Processing, and Working Memory. J Learn Disabil. 2016;49(3):272–81.
  • Moll K, Göbel SM, Gooch D, Landerl K, Snowling MJ. Cognitive Risk Factors for Specific Learning Disorder: Processing Speed, Temporal Processing, and Working Memory. J Learn Disabil. 2016;49(3):272–81.
  • Willcutt EG, Petrill SA, Wu S, Boada R, Defries JC, Olson RK, Pennington BF. Comorbidity between reading disability and math disability: concurrent psychopathology, functional impairment, and neuropsychological functioning. J Learn Disabil. 2013;46(6):500-16.
  • Maehler C, Schuchardt K. Working memory in children with specific learning disorders and/or attention deficits. Learn Individ Differ. 2016;49:341-7.
  • Moura O, Pereira M, Alfaiate C, et al. Neurocognitive functioning in children with developmental dyslexia and attention-deficit/hyperactivity disorder: Multiple deficits and diagnostic accuracy. J Clin Exp Neuropsychol. 2017;39(3):296-312.
  • DuPaul GJ, Gormley MJ, Laracy SD. Comorbidity of LD and ADHD: Implications of DSM-5 for assessment and treatment. J Learn Disabil. 2013;46(1):43-51.
  • Dupaul GJ, volpe RJ. ADHD and learning disabilities: Research findings and clinical implications. Curr Atten Disord Rep. 2009;1(4):152-5.
  • Ercan ES, Polanczyk G, Akyol Ardıc U, et al. The prevalence of childhood psychopathology in Turkey: a crosssectional multicenter nationwide study (EPICPAT-T). Nord J Psychiatry. 2019;73(2):132–40.
  • Polanczyk GV, Salum GA, Sugaya LS, et al. Annual Research Review: a meta-analysis of the worldwide prevalence of mental disorders in children and adolescents. J Child Psychol Psychiatry.2015;56(3):345–65.
  • Pastor PN, Reuben CA. Diagnosed attention deficit hyperactivity disorder and learning disability: United States, 2004-2006. Vital Health Stat 10. 2008;(237):1-14.
  • Mayes SD, Calhoun SL, Crowell EW. Learning disabilities and ADHD: overlapping spectrum disorders. J Learn Disabil. 2000;33(5):417-24.
  • Carroll JM, Maughan B, Goodman R, Meltzer H. Literacy difficulties and psychiatric disorders: evidence for comorbidity. J Child Psychol Psychiatry. 2005;46(5):524-32. .
  • McNamara JK., Willoughby T, Chalmers H, YLC‐CURA. Psychosocial status of adolescents with learning disabilities with and without comorbid attention deficit hyperactivity disorder. Learn Disabil Res Pract. 2005;20(4): 234-44.
  • Wei X, Yu JW, Shaver D. Longitudinal effects of ADHD in children with learning disabilities or emotional disturbances. Except. Child. 2014;80(2): 205-19.
  • Williamson D, Murray DW, Damaraju CV, Ascher S, Starr HL. Methylphenidate in children with ADHD with or without learning disability. J Atten Disord. 2014;18(2):95-104.
  • Törő KT, Miklósi M, Horanyi E, Kovács GP, Balázs J. Reading Disability Spectrum: Early and Late Recognition, Subthreshold, and Full Comorbidity. J Learn Disabil. 2018;51(2):158-167.
  • Galuschka K, Schulte-Körne G. The Diagnosis and Treatment of Reading and/or Spelling Disorders in Children and Adolescents. Dtsch Arztebl Int. 2016;113(16):279-86.
  • Mammarella IC, Ghisi M, Bomba M, Bottesi G, Caviola S, Broggi F, Nacinovich R. Anxiety and Depression in Children With Nonverbal Learning Disabilities, Reading Disabilities, or Typical Development. J Learn Disabil. 2016;49(2):130-9.
  • Nelson JM, Harwood H. Learning disabilities and anxiety: a meta-analysis. J Learn Disabil. 2011;44(1):3-17.
  • Maughan B, Rowe R, Loeber R, Stouthamer-Loeber M. Reading problems and depressed mood. J Abnorm Child Psychol. 2003;31(2):219-29.
  • Visser L, Kalmar J, Linkersdörfer J, Görgen R, Rothe J, Hasselhorn M, Schulte-Körne G. Comorbidities Between Specific Learning Disorders and Psychopathology in Elementary School Children in Germany. Front Psychiatry. 2020;11:292.
  • Dahle AE, Knivsberg AM, Andreassen AB. Coexisting problem behaviour in severe dyslexia. J Res Spec Educ Needs. 2011;11(3):162-70.
  • 50. Heiervang E, Lund A, Stevenson J, Hugdahl K. Behaviour problems in children with dyslexia. Nord J Psychiatry. 2001;55(4):251–6.
  • Kempe C, Gustafson S, Samuelsson S. A longitudinal study of early reading difficulties and subsequent problem behaviors. Scand J Psychol. 2011;52(3):242-50.
  • Russell G, Ryder D, Norwich B, Ford T. Behavioural Difficulties That Co-occur With Specific Word Reading Difficulties: A UK Population-Based Cohort Study: Specific reading difficulties and co-occurring behavioural problems. Dyslexia. 2015;21(2):123-41.
  • de Haan AM, Boon AE, de Jong JT, Hoeve M, Vermeiren RR. A meta-analytic review on treatment dropout in child and adolescent outpatient mental health care. Clin Psychol Rev. 2013;33(5):698-711.
  • Örengül AC, Görmez V. Examination of risk factors for dropout in a child and adolescent psychiatry outpatient clinic. Anadolu Psikiyatri Derg, 2017;18(6):621–29.
  • Colomer C, Berenguer C, Roselló B, Baixauli I, Miranda A. The Impact of Inattention, Hyperactivity/Impulsivity Symptoms, and Executive Functions on Learning Behaviors of Children with ADHD. Front Psychol. 2017;8:540.
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Is attention deficiency hyperactivity disorder comorbidity not always a negative scenario for specific learning disorder?

Yıl 2022, Cilt: 27 Sayı: 2, 115 - 126, 24.05.2022
https://doi.org/10.21673/anadoluklin.1018856

Öz

Aim: Specific Learning Disorder (SLD) is often seen together with other psychiatric disorders, especially Attention Deficit Hyperactivity Disorder (ADHD). This study aimed to discuss the evaluation of comorbid conditions, treatment, and clinical follow-up in cases diagnosed with SLD, in light of the literature findings.

Methods: Cases under the age of 18 who applied to our clinic between January 2016 and May 2021 and were diagnosed with SLD according to The Diagnostic and Statistical Manual of Mental Disorders - 5 (DSM-5) diagnostic criteria by clinical interview and applied psychometric tests were included in our study. Sociodemographic features, follow-up duration, comorbidities, and treatments of a total of 232 cases were retrospectively examined.

Results: We found that 68,1% of participants had at least one psychiatric comorbidity and the most frequent comorbidity was Attention Deficit Hyperactivity Disorder (ADHD); 58.6% were using some medical treatment and the majority of patients who used medication were under ADHD treatment. Furthermore, 71.6% did not continue follow-ups for more than 3 months (drop-out). Patients who had ADHD comorbidity or were under ADHD treatment had longer follow-up durations and older ages at diagnosis compared to other groups. In addition, drop-out rates were lower in patients who had ADHD comorbidity and were using any psychiatric medication.

Conclusion: The most common comorbid condition accompanying SLD is ADHD. It was determined that ADHD and psychiatric drug treatment affected the clinical follow-up of the cases. It was concluded that the results have emphasized that SLD should not be considered as a single disorder and the importance of comorbid conditions in the diagnosis and treatment process.

Proje Numarası

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Kaynakça

  • American Psychiatric Association DS, American Psychiatric Association. Diagnostic and statistical manual of mental disorders: DSM-5. Washington, DC: American psychiatric association; 2013.
  • Büber A, Başay Ö, Şenol H. The prevalence and comorbidity rates of specific learning disorder among primary school children in Turkey. Nord J Psychiatry. 2020;74(6):453-60.
  • Görker I, Bozatli L, Korkmazlar Ü, et al. The Probable Prevalence and Sociodemographic Characteristics of Specific Learning Disorder in Primary School Children in Edirne. Noro Psikiyatr Ars. 2017;54(4):343-9.
  • Grigorenko EL, Learning Disability. In: Martin A, Bloch MH, Volkmar FR, editors. Lewis’s child and adolescent psychiatry: A comprehensive textbook. 5th ed. Philadelphia, PA: Lippincott Williams and Wilkins; 2017.
  • Landerl K, Moll K. Comorbidity of learning disorders: prevalence and familial transmission. J Child Psychol Psychiatry. 2010;51(3):287-94.
  • Margari L, Buttiglione M, Craig F, et al. Neuropsychopathological comorbidities in learning disorders. BMC Neurol. 2013;13:198.
  • Hendren RL, Haft SL, Black JM, White NC, Hoeft F. Recognizing Psychiatric Comorbidity With Reading Disorders. Front Psychiatry. 2018:27;9:101.
  • McGee R, Williams S, et al. The relationship between specific reading retardation, general reading backwardness and behavioural problems in a large sample of Dunedin boys: a longitudinal study from five to eleven years. J Child Psychol Psychiatry.1986;27:597.
  • Bäcker A, Neuhäuser G. Internalisierende und externalisierende Syndrome bei Lese- und Rechtschreibstörungen [Internalizing and externalizing syndrome in reading and writing disorders]. Prax Kinderpsychol Kinderpsychiatr. 2003;52(5):329-37.
  • Sexton CC, Gelhorn HL, Bell JA, Classi PM. The cooccurrence of reading disorder and ADHD: epidemiology, treatment, psychosocial impact, and economic burden. J Learn Disabil. 2012;45(6):538-64.
  • DuPaul GJ, Stoner G. ADHD in the schools, third edition: Assessment and intervention strategies. 3rd ed. New York, NY: Guilford Publications; 2014.
  • Pham AV, Riviere A. Specific Learning Disorders and ADHD: Current Issues in Diagnosis Across Clinical and Educational Settings. Curr Psychiatry Rep. 2015;17(6):38.
  • Mascheretti S, Trezzi V, Giorda R, Boivin M, Plourde V, Vitaro F, Brendgen M, Dionne G, Marino C. Complex effects of dyslexia risk factors account for ADHD traits: evidence from two independent samples. J Child Psychol Psychiatry. 2017;58(1):75-82.
  • Willcutt EG, Betjemann RS, McGrath LM, Chhabildas NA, Olson RK, DeFries JC, Pennington BF. Etiology and neuropsychology of comorbidity between RD and ADHD: the case for multiple-deficit models. Cortex. 2010;46(10):1345-61.
  • Beitchman JH, Young AR. Learning disorders with a special emphasis on reading disorders: a review of the past 10 years. J Am Acad Child Adolesc Psychiatry. 1997;36(8):1020-32.
  • Willcutt EG, Pennington BF. Psychiatric comorbidity in children and adolescents with reading disability. J Child Psychol Psychiatry Allied Discip. 2000;41(8):1039–48.
  • Schulte-Körne G. The prevention, diagnosis, and treatment of dyslexia. Dtsch Arztebl Int. 2010;107(41):718-26.
  • Doğan H. Özel Öğrenme Güçlüğü Riski Taşıyan 5-6 Yaş Çocukları İcin Uygulanan Erken Müdahale Eğitim Programının Etkisinin İncelenmesi [PhD Thesis]. Marmara Üniversitesi (Turkey); 2012.
  • Lorusso ML, Vernice M, Dieterich M, et al. The process and criteria for diagnosing specific learning disorders: Indications from the Consensus Conference promoted by the Italian National Institute of Health. Ann Ist Super Sanita. 2014;50(1):77–89.
  • Schulte-Körne G. Spezifische lernstörungen [Specific learning disabilities - from DSM-IV to DSM-5]. Z Kinder Jugendpsychiatr Psychother. 2014;42(5):369-72; quiz 373-4.
  • Hawke JL, Olson RK, Willcut EG, et al. Gender ratios for reading difficulties. Dyslexia. 2009;15(3):239–42.
  • Moll K, Kunze S, Neuhoff N, Bruder J, Schulte-Körne G. Spesific Learning Disorder: Prevalance and Gender Differences. PLoS ONE. 2014;9:1-8.
  • Shaywitz SE, Shaywitz BA, Fletcher JM, Escobar MD. Prevalence of reading disability in boys and girls: Results of the Connecticut Longitudinal Study. JAMA. 1990;264(8):998-1002.
  • Rutter M, Caspi A, Fergusson D, Horwood LJ, et al. Sex differences in developmental reading disability: new findings from 4 epidemiological studies. JAMA. 2004;291(16):2007-12.
  • Altay MA, Görker I. Assessment of Psychiatric Comorbidity and WISC-R Profiles in Cases Diagnosed with Specific Learning Disorder According to DSM-5 Criteria. Noro Psikiyatr Ars. 2017;55(2):127-34.
  • Sahoo MK, Biswas H, Padhy SK. Psychological Comorbidity in Children with Specific Learning Disorders. J Family Med Prim Care. 2015;4(1):21-5.
  • Coşkun GN, Gürbüz GA, Çeri V, Doğangün B. Özgül öğrenme bozukluğu olan çocuklarda psikiyatrik eş tanıların incelenmesi. Anadolu Psikiyatri Derg. 2018;19(1):87-94.
  • Moll K, Göbel SM, Gooch D, Landerl K, Snowling MJ. Cognitive Risk Factors for Specific Learning Disorder: Processing Speed, Temporal Processing, and Working Memory. J Learn Disabil. 2016;49(3):272–81.
  • Moll K, Göbel SM, Gooch D, Landerl K, Snowling MJ. Cognitive Risk Factors for Specific Learning Disorder: Processing Speed, Temporal Processing, and Working Memory. J Learn Disabil. 2016;49(3):272–81.
  • Willcutt EG, Petrill SA, Wu S, Boada R, Defries JC, Olson RK, Pennington BF. Comorbidity between reading disability and math disability: concurrent psychopathology, functional impairment, and neuropsychological functioning. J Learn Disabil. 2013;46(6):500-16.
  • Maehler C, Schuchardt K. Working memory in children with specific learning disorders and/or attention deficits. Learn Individ Differ. 2016;49:341-7.
  • Moura O, Pereira M, Alfaiate C, et al. Neurocognitive functioning in children with developmental dyslexia and attention-deficit/hyperactivity disorder: Multiple deficits and diagnostic accuracy. J Clin Exp Neuropsychol. 2017;39(3):296-312.
  • DuPaul GJ, Gormley MJ, Laracy SD. Comorbidity of LD and ADHD: Implications of DSM-5 for assessment and treatment. J Learn Disabil. 2013;46(1):43-51.
  • Dupaul GJ, volpe RJ. ADHD and learning disabilities: Research findings and clinical implications. Curr Atten Disord Rep. 2009;1(4):152-5.
  • Ercan ES, Polanczyk G, Akyol Ardıc U, et al. The prevalence of childhood psychopathology in Turkey: a crosssectional multicenter nationwide study (EPICPAT-T). Nord J Psychiatry. 2019;73(2):132–40.
  • Polanczyk GV, Salum GA, Sugaya LS, et al. Annual Research Review: a meta-analysis of the worldwide prevalence of mental disorders in children and adolescents. J Child Psychol Psychiatry.2015;56(3):345–65.
  • Pastor PN, Reuben CA. Diagnosed attention deficit hyperactivity disorder and learning disability: United States, 2004-2006. Vital Health Stat 10. 2008;(237):1-14.
  • Mayes SD, Calhoun SL, Crowell EW. Learning disabilities and ADHD: overlapping spectrum disorders. J Learn Disabil. 2000;33(5):417-24.
  • Carroll JM, Maughan B, Goodman R, Meltzer H. Literacy difficulties and psychiatric disorders: evidence for comorbidity. J Child Psychol Psychiatry. 2005;46(5):524-32. .
  • McNamara JK., Willoughby T, Chalmers H, YLC‐CURA. Psychosocial status of adolescents with learning disabilities with and without comorbid attention deficit hyperactivity disorder. Learn Disabil Res Pract. 2005;20(4): 234-44.
  • Wei X, Yu JW, Shaver D. Longitudinal effects of ADHD in children with learning disabilities or emotional disturbances. Except. Child. 2014;80(2): 205-19.
  • Williamson D, Murray DW, Damaraju CV, Ascher S, Starr HL. Methylphenidate in children with ADHD with or without learning disability. J Atten Disord. 2014;18(2):95-104.
  • Törő KT, Miklósi M, Horanyi E, Kovács GP, Balázs J. Reading Disability Spectrum: Early and Late Recognition, Subthreshold, and Full Comorbidity. J Learn Disabil. 2018;51(2):158-167.
  • Galuschka K, Schulte-Körne G. The Diagnosis and Treatment of Reading and/or Spelling Disorders in Children and Adolescents. Dtsch Arztebl Int. 2016;113(16):279-86.
  • Mammarella IC, Ghisi M, Bomba M, Bottesi G, Caviola S, Broggi F, Nacinovich R. Anxiety and Depression in Children With Nonverbal Learning Disabilities, Reading Disabilities, or Typical Development. J Learn Disabil. 2016;49(2):130-9.
  • Nelson JM, Harwood H. Learning disabilities and anxiety: a meta-analysis. J Learn Disabil. 2011;44(1):3-17.
  • Maughan B, Rowe R, Loeber R, Stouthamer-Loeber M. Reading problems and depressed mood. J Abnorm Child Psychol. 2003;31(2):219-29.
  • Visser L, Kalmar J, Linkersdörfer J, Görgen R, Rothe J, Hasselhorn M, Schulte-Körne G. Comorbidities Between Specific Learning Disorders and Psychopathology in Elementary School Children in Germany. Front Psychiatry. 2020;11:292.
  • Dahle AE, Knivsberg AM, Andreassen AB. Coexisting problem behaviour in severe dyslexia. J Res Spec Educ Needs. 2011;11(3):162-70.
  • 50. Heiervang E, Lund A, Stevenson J, Hugdahl K. Behaviour problems in children with dyslexia. Nord J Psychiatry. 2001;55(4):251–6.
  • Kempe C, Gustafson S, Samuelsson S. A longitudinal study of early reading difficulties and subsequent problem behaviors. Scand J Psychol. 2011;52(3):242-50.
  • Russell G, Ryder D, Norwich B, Ford T. Behavioural Difficulties That Co-occur With Specific Word Reading Difficulties: A UK Population-Based Cohort Study: Specific reading difficulties and co-occurring behavioural problems. Dyslexia. 2015;21(2):123-41.
  • de Haan AM, Boon AE, de Jong JT, Hoeve M, Vermeiren RR. A meta-analytic review on treatment dropout in child and adolescent outpatient mental health care. Clin Psychol Rev. 2013;33(5):698-711.
  • Örengül AC, Görmez V. Examination of risk factors for dropout in a child and adolescent psychiatry outpatient clinic. Anadolu Psikiyatri Derg, 2017;18(6):621–29.
  • Colomer C, Berenguer C, Roselló B, Baixauli I, Miranda A. The Impact of Inattention, Hyperactivity/Impulsivity Symptoms, and Executive Functions on Learning Behaviors of Children with ADHD. Front Psychol. 2017;8:540.
  • Germanò E, Gagliano A, Curatolo P. Comorbidity of ADHD and dyslexia. Dev Neuropsychol. 2010;35(5):475–93.
  • Visser L, Linkersdörfer J, Rothe J, Görgen R, Hasselhorn M, Gerd Schulte-Körne G. The role of ADHD symptoms in the relationship between academic achievement and psychopathological symptoms. Res Dev Disabil. 2020;97:103552.
  • Goldston DB, Walsh A, Mayfield Arnold E, Reboussin B, Sergent Daniel S, Erkanli A, Nutter D, Hickman E, Palmes G, Snider E, Wood FB. Reading problems, psychiatric disorders, and functional impairment from mid- to late adolescence. J Am Acad Child Adolesc Psychiatry. 2007;46(1):25-32.
  • Friedman LM, McBurnett K, Dvorsky MR, Hinshaw SP, Pfiffner LJ. Learning Disorder Confers Setting-Specific Treatment Resistance for Children with ADHD, Predominantly Inattentive Presentation. J Clin Child Adolesc Psychol. 2020;49(6):854-67.
  • Altay MA, Görker I. Kombine tip özgül öğrenme bozukluğunda uygun müdahale ile WISC-R profilinde ve klinik bulgularda düzelme mümkün mü? 3 yıllık takip sonuçları. Namık Kemal Tıp Dergisi. 2019; 7(3):236.
  • Corley MA, Taymans JM. Adults with learning disabilities: a review of the literature. Annu Rev Adult Learn Literacy. 2002;3:44–83.
  • Grigorenko EL, Compton DL, Fuchs LS, Wagner RK, Willcutt EG, Fletcher JM. Understanding, educating, and supporting children with specific learning disabilities: 50 years of science and practice. Am Psychol. 2020;75(1):37-51.
  • Tamm L, Denton CA, Epstein JN, et al. Comparing treatments for children with ADHD and word reading difficulties: A randomized clinical trial. J Consult Clin Psychol. 2017;85(5):434-46.
  • Barquero LA, Davis N, Cutting LE. Neuroimaging of reading intervention: a systematic review and activation likelihood estimate meta-analysis. PLoS One. 2014;9(1):e83668.
  • Pellerin KA, Costa NM, Weems CF, Dalton RF. An examination of treatment completers and non-completers at a child and adolescent community mental health clinic. Community Ment Health J. 2010;46(3):273-81.
  • Lovett MW, Frijters JC, Wolf MA, et al. Early intervention for children at risk for reading disabilities: The impact of grade at intervention and individual differences on intervention outcomes. J Educ Psychol. 2017;109(7):889–914.
Toplam 66 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Sağlık Kurumları Yönetimi
Bölüm ORJİNAL MAKALE
Yazarlar

Merve Yazıcı 0000-0001-8217-0043

Mert Besenek 0000-0003-1637-2485

Proje Numarası -
Yayımlanma Tarihi 24 Mayıs 2022
Kabul Tarihi 15 Aralık 2021
Yayımlandığı Sayı Yıl 2022 Cilt: 27 Sayı: 2

Kaynak Göster

Vancouver Yazıcı M, Besenek M. Özgül Öğrenme Bozukluğu için Dikkat Eksikliği Hiperaktivite Bozukluğu Komorbiditesi Her Zaman Kötü Bir Durum Olmayabilir Mi?. Anadolu Klin. 2022;27(2):115-26.

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