Cognition and behaviour in learning difficulties and ADHD: A dimensional approach

Abstract

BackgroundAcademic underachievement often accompanies the symptoms of inattention and hyperactivity/ impulsivity associated with ADHD. The aim of the present study is to establish whether learning difficulties have the same cognitive origins in this comorbid condition as in children who do not have ADHD.\n\nMethodsParticipants were 163 school-aged children with learning difficulties. Over a third also had a diagnosis of ADHD. Cognition, behaviour and learning attainments were assessed.\n\nResultsThe sample was distinguished by three cognitive and three behavioural dimensions. Learning was equivalently related to cognitive dimensions for children with and without ADHD. A diagnosis of ADHD was associated only with elevated levels of ADHD symptoms and problems with emotional control.\n\nConclusionsDistinct dimensions underpin academic learning and the control of impulsive and emotional behaviour impaired in ADHD. Phonological deficits are associated with learning problems in literacy and maths, and impairments in nonverbal and executive abilities with mathematical learning difficulties. The comorbid condition of ADHD combined with learning difficulties reflects independent deficits in the cognitive dimensions critical for learning and in the control of impulsive and emotional behaviour.