Comorbidity of LD and ADHD: Implications of DSM-5 for Assessment and Treatment
Comorbidity of LD and ADHD: Implications of DSM-5 for Assessment and Treatment
复制标题
DOI：
10.1177/0022219412464351
复制
发表时间：
2013-01-01
影响因子：
3
通讯作者：
Laracy, Seth D.
中科院分区：
文献类型：
--
作者：
DuPaul, George J.;Gormley, Matthew J.;Laracy, Seth D.
注意力缺陷/多动障碍(ADHD)和学习障碍(LD)可能在患有每种障碍的极少数儿童中并存。共回顾了17项关于ADHD-LD共病的研究(2001-2011年)，发现平均共病发生率(45.1%)比以前更高。更高的共患率可能是因为包括有写作障碍的学生，而不仅仅是阅读和/或数学障碍。为这两种疾病提出的DSM-5标准可能会影响共病发生率；然而，目前尚不清楚此类比率是会增加还是减少。无论DSM修订的具体影响如何，都应该评估患有ADHD的学生的学习技能和/或表现缺陷，作为筛查、综合评估和治疗监测的一部分。为患有ADHD和LD的学生提供全面的干预服务，将需要得到经验支持的治疗策略，这些策略针对这两种疾病，并在学校和家庭环境中实施。
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.