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A Comparison of Neuropsychological Test Profiles of Children with Attention Deficit—Hyperactivity Disorder and/or Learning Disorder
Marit Korkman
Marit Korkman, PhD, is a clinical neuropsychologist at Children's Castle Hospital, Clinic of Child Neurology, Helsinki University, Helsinki, Finland. She is an organizer of and lecturer in the Finnish national continuing education program for psychologists specializing in clinical neuropsychology. Her research interests include disorders of attention, language, and learning; consequences of neurological disorders; and methods of neuropsychological intervention and assessment. Address: Marit Korkman, Children's Castle Hospital, Clinic of Child Neurology, Helsinki University, Lastenlinnantie 2, SF-00250 Helsinki, Finland.
Aino-Elina Pesonen
Aino-Elina Pesonen, MA, works as a psychologist at the MBD Info Center, Helsinki, Finland, which provides treatment for children with learning disorders and neurodevelopmental impairment. Her research interests include learning disorders and neuropsychological intervention.
The study compared 8-year-old children with pure attention deficit-hyperactivity disorder (ADHD) (n = 21), specific learning disorder (LD) (n = 12), and both (ADHD + LD) (n = 27) on a comprehensive set of neuropsychological measures. The tests were mainly derived from a new neuropsychological instrument, the Neuropsychological Assessment of Children. The children with ADHD were specifically impaired in the control and inhibition of impulses; the children with LD were impaired in phonological awareness, verbal memory span, and storytelling, as well as in verbal IQ. Children with both showed all of these deficiencies; they also had more pervasive attention problems and more visual—motor problems than the two other groups. All groups exhibited impaired performance in tasks of visual-motor precision and name retrieval. The latter finding may involve two different mechanisms, one related to linguistic impairment and possibly contributing to reading and spelling problems, and the other related to attentional problems.
Journal of Learning Disabilities, Vol. 27, No. 6,
383-392 (1994)
DOI: 10.1177/002221949402700605
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