Developmental Gerstmann's syndrome is a neurodevelopmental disorder infrequently described in... more Developmental Gerstmann's syndrome is a neurodevelopmental disorder infrequently described in the literature. The limited literature might result from controversy surrounding developmental Gerstmann's syndrome as a "true syndrome." Developmental Gerstmann's syndrome requires a tetrad of symptoms: left-right confusion, finger agnosia, dyscalculia, and dysgraphia, with constructional dyspraxia often included as a fifth symptom. The etiology of developmental Gerstmann's syndrome is unknown, but several hypotheses have been proposed, and none have been conclusively confirmed. Based on the paucity of recent research on developmental Gerstmann's syndrome, individuals who meet the criteria for the disorder could be given other diagnoses. A clustering of neuropsychologic features across other seemingly related disorders suggests that the conceptualization of the tetrad of symptoms traditionally associated with developmental Gerstmann's syndrome more appropr...
Time-sharing and dichotic listening techniques were used to examine cerebral lateralization for h... more Time-sharing and dichotic listening techniques were used to examine cerebral lateralization for hmguage function in 48 normal and 48 learning-disabled children. All subjects were matched according to age, sex, and handedness. An analysis of results indicated that both nomal and learning-disabled children demonstrated left hemisphere lateralization of language function on the time-sharing and dichotic listening tasks. However, no developmental trends were evident for either group. Differences observed in the performance of the normal and learning-disabled children may relate to how each group utilizes "verbal strategies" and processes simultaneous information in the left hemisphere. The results strongly question the notion that attributes learning disabilities to incomplete or delayed language lateralization and lend support to the notion that cerebral lateralization is not a developmental phenomena. The authors wish to thank Cheryl DeConde, school audiologist, for the audiometric testing of the children and Wendy Weed and Eric Burklein for their help on the data analysis. Also special thanks are given to the teachers and children in the Greeley Public Schools, Greeley, CO, for their cooperation in the execution of the study. Request for reprints should be directed to
... formant best-estimate diagnostic procedure was followed in which rwo diagnosticians (Elizabet... more ... formant best-estimate diagnostic procedure was followed in which rwo diagnosticians (Elizabeth Hxt and Benjamin Lahey) independently reviewed com-puter-generated summaries of the symptom recorded by rhe pPin~ary interviewer, listed separately accorciing to the ... lais. ...
Although learning disabilities have historically been presumed to be due to central nervous syste... more Although learning disabilities have historically been presumed to be due to central nervous system dysfunction, it has only been within the past decade that this origen has been acknowledged in a consensus definition. Based on the 1981 National Joint Committee on Learning Disabilities (NJCLD) definition, a modified definition proposed by the National Institute of Health (NIH) Interagency Committee in 1987 included the statement that learning disabilities are “… presumed to be due to central nervous system dysfunction …” This article provides an overview of the literature in support of this notion and focuses on the postmortem and neuroimaging studies that provide the most provocative evidence of a neurological conceptualization of learning disabilities. Although relatively few in number, these studies suggest that significant advances may be forthcoming in integrating neuropsychological evidence of the deficits that characterize various subtypes of learning disabilities with technological advances in brain research such that a more accurate understanding of the neurological basis of learning disabilities may emerge.
The WISC-R factors, Verbal Comprehension, Perceptual Organization and Freedom from Distractibilit... more The WISC-R factors, Verbal Comprehension, Perceptual Organization and Freedom from Distractibility (FFD) were examined for their discriminant validity in diagnosing children with Attention Deficit Hyperactivity Disorder (ADHD), ADHD with co-occurring Conduct Disorder (ADHD + CD) and those comprising a clinic control population. Contrary to expectations and clinical practice, the FFD factor did not significantly discriminate among children comprising the three diagnostic groups. The verbal comprehension and perceptual organizational factors significantly distinguished between children with and without conduct disorder, but not between the clinic control and ADHD children. Therefore, the ADHD + CD group's performance on the WISC-R factors qualitatively differs from children with internalizing disorders or ADHD, and as such is most likely a separate population. Furthermore, the use of the FFD factor did not provide sufficient sensitivity for a discriminative diagnosis (a miss rate of 50 percent for clinic control, 64.3 percent for ADHD and 38.1 percent for ADHD + CD).
APA PsycNET Our Apologies! - The following features are not available with your current Browser c... more APA PsycNET Our Apologies! - The following features are not available with your current Browser configuration. - alerts user that their session is about to expire - display, print, save, export, and email selected records - get My ...
Journal of Experimental Child Psychology, Feb 1, 1983
The neuropsychological test scores of 23 learning disabled children were compared with those of a... more The neuropsychological test scores of 23 learning disabled children were compared with those of a matched population of normal children in the 9-1 to 13-1 age range. All children were administered the Wechsler Intelligence Scale for Children-Revised (WISC-R), a dichotic listening task involving both free and directed recall conditions, a handedness inventory, the Tactile Performance Test and the Category Test from the Halstead-Reitan Neuropsychological Test Battery. A multivariate analysis of variance resulted in a significant separation between groups (p less than .001) using these procedures. A stepwise discriminant function analysis revealed that both of the directed dichotic tasks contributed the most of all 13 measures to the significant group separation. In addition, other cognitive tasks found to discriminate normal from learning disabled children include general verbal processes, concept formation, and tactile memory. These findings suggest that the directed dichotic listening procedure and the WISC-R Verbal IQ measure are reasonably valuable clinical tools in the classification of learning disabilities.
American Journal of Speech-language Pathology, Aug 1, 1997
Although recent research into the nature of linguistic abilities and disabilities in children wit... more Although recent research into the nature of linguistic abilities and disabilities in children with developmental reading disorders points to phonological processing difficulties as the core deficit in this population, broader-based linguistic deficits have been described in several studies. In this study, children with a primary diagnosis of specific reading disability (RD) were compared on measures of oral language, phonological coding, reading, and spelling with a clinical contrast group of children diagnosed with attention deficit hyperactivity disorder (ADHD) and with a control group of children developing normally. The results of this study revealed that the RD group showed relatively depressed scores on measures of oral language and phonemic processing when compared with children in the ADHD group. The pattern of language deficits observed in this study clearly contributes to the converging evidence that deficient linguistic processes as measured by both phonological coding tasks and formal tests of oral language characterize the language of children with severe reading disability.
... Benjamin B. Lahey, Sandra E. Hartdagen, Paul J. Frick, Keith McBurnett, Robert Connor, and Ge... more ... Benjamin B. Lahey, Sandra E. Hartdagen, Paul J. Frick, Keith McBurnett, Robert Connor, and George W. Hynd University of Georgia ... Furthermore, several studies have also linked divorce to delinquency in boys (Douglas, Ross, Hammond, & Mulligan, 1966; Gibson, 1969 ...
The neurologic basis of attention deficit-hyperactivity disorder (ADHD) is poorly understood. Bas... more The neurologic basis of attention deficit-hyperactivity disorder (ADHD) is poorly understood. Based on previous studies that have implicated metabolic deficiencies in the caudate-striatal region in ADHD, we employed magnetic resonance im- aging to investigate patterns of morphology of the head of the caudate nucleus in normal and ADHD children. In normal children, 72.7% evidenced a left-larger-than-right (L > R) pattern of asymmetry, whereas 63.6% of the ADHD children had the reverse (L < R) pattern of asymmetry of the head of the caudate nucleus. This reversal of normal asymmetry in ADHD children was due to a significantly smaller left caudate nucleus. The reversal in asymmetry of the head of the caudate was most notable in ADHD males. These results suggest that normal (L > R) morphologic asymmetry in the region of the caudate nucleus may be related to asymmetries observed in neurotransmitter systems implicated in ADHD. The behavioral symptoms of ADHD may reflect disinhibition from normal levels of dominant hemispheric control, possibly correlated with deviations in asymmetric caudate-striatal morphology and deficiencies in associated neurotransmitter
Journal of Psychopathology and Behavioral Assessment, Dec 1, 1987
that included use of the same rating scales was assessed by comparing the ratings of the 41 child... more that included use of the same rating scales was assessed by comparing the ratings of the 41 children with ADD/H to those of 47 clinic-referred children given other diagnoses or no diagnosis. The accuracy of classification was highly similar across scales. Increasing the cutoff score increased the acing "true positives. " Using the point of intersection of these two curves to choose the optimal cutoff scores resulted in 70-75 ~o accurate classification and 25-30~o misclassification of children given clinical diagnoses of ADD/H. This rate of misclassification suggests that rating scales alone should not be used to classify ADD/H for most clinical and research purposes, especially because the method of comparison used in this study favored finding a high degree of correspondence.
Developmental Gerstmann's syndrome is a neurodevelopmental disorder infrequently described in... more Developmental Gerstmann's syndrome is a neurodevelopmental disorder infrequently described in the literature. The limited literature might result from controversy surrounding developmental Gerstmann's syndrome as a "true syndrome." Developmental Gerstmann's syndrome requires a tetrad of symptoms: left-right confusion, finger agnosia, dyscalculia, and dysgraphia, with constructional dyspraxia often included as a fifth symptom. The etiology of developmental Gerstmann's syndrome is unknown, but several hypotheses have been proposed, and none have been conclusively confirmed. Based on the paucity of recent research on developmental Gerstmann's syndrome, individuals who meet the criteria for the disorder could be given other diagnoses. A clustering of neuropsychologic features across other seemingly related disorders suggests that the conceptualization of the tetrad of symptoms traditionally associated with developmental Gerstmann's syndrome more appropriately reflects soft signs that are commonly associated with a number of other neurodevelopmental disorders. Thus, although developmental Gerstmann's syndrome is of historical interest to neurodevelopmental specialists, there appears to be no basis for considering this disorder as a unique syndrome. (J Child Neurol 2004;19:282-289).
Journal of the American Academy of Child and Adolescent Psychiatry, Mar 1, 1988
Abstract The biological parents of 86 outpatient children aged 6 to 1 3 years were assessed using... more Abstract The biological parents of 86 outpatient children aged 6 to 1 3 years were assessed using a structured diagnostic interview. Both mothers and fathers of children with Conduct Disorder (CD)(N= 37) were more likely to exhibit Antisocial Personality Disorder, and ...
Journal of Psychoeducational Assessment, Jun 1, 1988
It is well known that measures of intelligence are good predictors of academic achievement. Becau... more It is well known that measures of intelligence are good predictors of academic achievement. Because many children with behavioral or learning problems also do poorly on neuropsychological measures, it was of interest to examine the predictive validity of a measure of neuropsychological integrity and determine its joint and independent contribution in comparison with traditional intelligence measures. The Pathognomonic Scale (PS) of the Luria-Nebraska Neuropsychological Battery-Children&#39;s Revision (LNNB-CR), which consists of the 13 items from the full LNNB-CR that best discriminate brain-damaged from normal children, was obtained for a sample of 77 children referred to a psychology clinic for behavioral and emotional problems. The PS was found to account for a small (12% or less), but statistically significant amount of variance that was independent of that accounted for by WISC-R intelligence scores in predicting reading and spelling, but not arithmetic achievement. These results provide limited support for the use of the PS in the prediction of academic achievement.
This study examined the issue as to whether or not children carefully diagnosed as having either ... more This study examined the issue as to whether or not children carefully diagnosed as having either attention deficit disorder with hyperactivity (ADDH) or without hyperactivity (ADDnoH) could be distinguished on selected cognitive, academic, rapid naming, and behavioral measures. Employing a previously validated multimodal, multi-informant diagnostic process that results in reliable clinical diagnoses, 10 ADDH and 10 ADDnoH children were examined. While no significant differences in cognitive ability were noted between groups, significant underachievement was found in the children diagnosed as ADDnoH, particularly in mathematics achievement. The ADDnoH children were also significantly slower on rapid naming tasks than the ADDH children. Further, 60% of the ADDnoH children had a codiagnosis of a developmen- tal reading or arithmetic disorder while none of the ADDH children received such a codiagnosis. Conversely, 40% of the ADDH children had a codiagnosis of conduct disorder and were rated by their parent as significantly more motorically active, impulsive, and deviant in the demonstration of age-appropriate social skills. These findings are discussed as they relate to the notion that children with attention deficit disorder may suffer from a right hemispheric syndrome. (J Child Neurol 1991;6(Suppl):S35-S41). he behaviorally defined syndrome of atten- tion deficit disorder with hyperactivity (ADDH) has variously been referred to as the hyperactive child syndrome, minimal brain dysfunction, hyperkinesis, and most recently, as attention-deficit hyperactivity disorder (ADHD).' The central fea- tures of this syndrome are believed to include be- haviors associated with increased levels of motor activity, inattention, and impulsivity. 1,2 It has been presumed that the behaviors as- sociated with this syndrome reflect neurologic dysfunction, and numerous hypotheses have been advanced.3 These theories include implication of dysfunctional diencephalic structures by Laufer et
Abstract This study, in contrast to previous studies of morphological differences between dyslexi... more Abstract This study, in contrast to previous studies of morphological differences between dyslexics and normals, examined the relationship between performance on neurolinguistic tasks and measures of brain morphology in 10 dyslexics, 10 clinic-comparison Attention ...
Seventy-one children in three groups (reading disabilities, ADHD without reading disabilities, an... more Seventy-one children in three groups (reading disabilities, ADHD without reading disabilities, and normal controls) were compared on their ability to rapidly name colors, letters, numbers, and objects (RAN Tasks) and alternating letters/numbers and letters/numbers/colors (RAS tasks). Children with reading disabilities were found to be slower on letter-and number-naming tasks and made more errors on all tasks than controls or children with ADHD. There was an age effect for the RAN/RAS tasks, with younger children with reading disabilities performing more poorly on all tasks, while the older children with reading disabilities showed poorer performance only on the letter-and number-naming tasks.
Developmental Gerstmann's syndrome is a neurodevelopmental disorder infrequently described in... more Developmental Gerstmann's syndrome is a neurodevelopmental disorder infrequently described in the literature. The limited literature might result from controversy surrounding developmental Gerstmann's syndrome as a "true syndrome." Developmental Gerstmann's syndrome requires a tetrad of symptoms: left-right confusion, finger agnosia, dyscalculia, and dysgraphia, with constructional dyspraxia often included as a fifth symptom. The etiology of developmental Gerstmann's syndrome is unknown, but several hypotheses have been proposed, and none have been conclusively confirmed. Based on the paucity of recent research on developmental Gerstmann's syndrome, individuals who meet the criteria for the disorder could be given other diagnoses. A clustering of neuropsychologic features across other seemingly related disorders suggests that the conceptualization of the tetrad of symptoms traditionally associated with developmental Gerstmann's syndrome more appropr...
Time-sharing and dichotic listening techniques were used to examine cerebral lateralization for h... more Time-sharing and dichotic listening techniques were used to examine cerebral lateralization for hmguage function in 48 normal and 48 learning-disabled children. All subjects were matched according to age, sex, and handedness. An analysis of results indicated that both nomal and learning-disabled children demonstrated left hemisphere lateralization of language function on the time-sharing and dichotic listening tasks. However, no developmental trends were evident for either group. Differences observed in the performance of the normal and learning-disabled children may relate to how each group utilizes "verbal strategies" and processes simultaneous information in the left hemisphere. The results strongly question the notion that attributes learning disabilities to incomplete or delayed language lateralization and lend support to the notion that cerebral lateralization is not a developmental phenomena. The authors wish to thank Cheryl DeConde, school audiologist, for the audiometric testing of the children and Wendy Weed and Eric Burklein for their help on the data analysis. Also special thanks are given to the teachers and children in the Greeley Public Schools, Greeley, CO, for their cooperation in the execution of the study. Request for reprints should be directed to
... formant best-estimate diagnostic procedure was followed in which rwo diagnosticians (Elizabet... more ... formant best-estimate diagnostic procedure was followed in which rwo diagnosticians (Elizabeth Hxt and Benjamin Lahey) independently reviewed com-puter-generated summaries of the symptom recorded by rhe pPin~ary interviewer, listed separately accorciing to the ... lais. ...
Although learning disabilities have historically been presumed to be due to central nervous syste... more Although learning disabilities have historically been presumed to be due to central nervous system dysfunction, it has only been within the past decade that this origen has been acknowledged in a consensus definition. Based on the 1981 National Joint Committee on Learning Disabilities (NJCLD) definition, a modified definition proposed by the National Institute of Health (NIH) Interagency Committee in 1987 included the statement that learning disabilities are “… presumed to be due to central nervous system dysfunction …” This article provides an overview of the literature in support of this notion and focuses on the postmortem and neuroimaging studies that provide the most provocative evidence of a neurological conceptualization of learning disabilities. Although relatively few in number, these studies suggest that significant advances may be forthcoming in integrating neuropsychological evidence of the deficits that characterize various subtypes of learning disabilities with technological advances in brain research such that a more accurate understanding of the neurological basis of learning disabilities may emerge.
The WISC-R factors, Verbal Comprehension, Perceptual Organization and Freedom from Distractibilit... more The WISC-R factors, Verbal Comprehension, Perceptual Organization and Freedom from Distractibility (FFD) were examined for their discriminant validity in diagnosing children with Attention Deficit Hyperactivity Disorder (ADHD), ADHD with co-occurring Conduct Disorder (ADHD + CD) and those comprising a clinic control population. Contrary to expectations and clinical practice, the FFD factor did not significantly discriminate among children comprising the three diagnostic groups. The verbal comprehension and perceptual organizational factors significantly distinguished between children with and without conduct disorder, but not between the clinic control and ADHD children. Therefore, the ADHD + CD group&amp;#39;s performance on the WISC-R factors qualitatively differs from children with internalizing disorders or ADHD, and as such is most likely a separate population. Furthermore, the use of the FFD factor did not provide sufficient sensitivity for a discriminative diagnosis (a miss rate of 50 percent for clinic control, 64.3 percent for ADHD and 38.1 percent for ADHD + CD).
APA PsycNET Our Apologies! - The following features are not available with your current Browser c... more APA PsycNET Our Apologies! - The following features are not available with your current Browser configuration. - alerts user that their session is about to expire - display, print, save, export, and email selected records - get My ...
Journal of Experimental Child Psychology, Feb 1, 1983
The neuropsychological test scores of 23 learning disabled children were compared with those of a... more The neuropsychological test scores of 23 learning disabled children were compared with those of a matched population of normal children in the 9-1 to 13-1 age range. All children were administered the Wechsler Intelligence Scale for Children-Revised (WISC-R), a dichotic listening task involving both free and directed recall conditions, a handedness inventory, the Tactile Performance Test and the Category Test from the Halstead-Reitan Neuropsychological Test Battery. A multivariate analysis of variance resulted in a significant separation between groups (p less than .001) using these procedures. A stepwise discriminant function analysis revealed that both of the directed dichotic tasks contributed the most of all 13 measures to the significant group separation. In addition, other cognitive tasks found to discriminate normal from learning disabled children include general verbal processes, concept formation, and tactile memory. These findings suggest that the directed dichotic listening procedure and the WISC-R Verbal IQ measure are reasonably valuable clinical tools in the classification of learning disabilities.
American Journal of Speech-language Pathology, Aug 1, 1997
Although recent research into the nature of linguistic abilities and disabilities in children wit... more Although recent research into the nature of linguistic abilities and disabilities in children with developmental reading disorders points to phonological processing difficulties as the core deficit in this population, broader-based linguistic deficits have been described in several studies. In this study, children with a primary diagnosis of specific reading disability (RD) were compared on measures of oral language, phonological coding, reading, and spelling with a clinical contrast group of children diagnosed with attention deficit hyperactivity disorder (ADHD) and with a control group of children developing normally. The results of this study revealed that the RD group showed relatively depressed scores on measures of oral language and phonemic processing when compared with children in the ADHD group. The pattern of language deficits observed in this study clearly contributes to the converging evidence that deficient linguistic processes as measured by both phonological coding tasks and formal tests of oral language characterize the language of children with severe reading disability.
... Benjamin B. Lahey, Sandra E. Hartdagen, Paul J. Frick, Keith McBurnett, Robert Connor, and Ge... more ... Benjamin B. Lahey, Sandra E. Hartdagen, Paul J. Frick, Keith McBurnett, Robert Connor, and George W. Hynd University of Georgia ... Furthermore, several studies have also linked divorce to delinquency in boys (Douglas, Ross, Hammond, &amp;amp;amp;amp;amp;amp;amp;amp; Mulligan, 1966; Gibson, 1969 ...
The neurologic basis of attention deficit-hyperactivity disorder (ADHD) is poorly understood. Bas... more The neurologic basis of attention deficit-hyperactivity disorder (ADHD) is poorly understood. Based on previous studies that have implicated metabolic deficiencies in the caudate-striatal region in ADHD, we employed magnetic resonance im- aging to investigate patterns of morphology of the head of the caudate nucleus in normal and ADHD children. In normal children, 72.7% evidenced a left-larger-than-right (L > R) pattern of asymmetry, whereas 63.6% of the ADHD children had the reverse (L < R) pattern of asymmetry of the head of the caudate nucleus. This reversal of normal asymmetry in ADHD children was due to a significantly smaller left caudate nucleus. The reversal in asymmetry of the head of the caudate was most notable in ADHD males. These results suggest that normal (L > R) morphologic asymmetry in the region of the caudate nucleus may be related to asymmetries observed in neurotransmitter systems implicated in ADHD. The behavioral symptoms of ADHD may reflect disinhibition from normal levels of dominant hemispheric control, possibly correlated with deviations in asymmetric caudate-striatal morphology and deficiencies in associated neurotransmitter
Journal of Psychopathology and Behavioral Assessment, Dec 1, 1987
that included use of the same rating scales was assessed by comparing the ratings of the 41 child... more that included use of the same rating scales was assessed by comparing the ratings of the 41 children with ADD/H to those of 47 clinic-referred children given other diagnoses or no diagnosis. The accuracy of classification was highly similar across scales. Increasing the cutoff score increased the acing "true positives. " Using the point of intersection of these two curves to choose the optimal cutoff scores resulted in 70-75 ~o accurate classification and 25-30~o misclassification of children given clinical diagnoses of ADD/H. This rate of misclassification suggests that rating scales alone should not be used to classify ADD/H for most clinical and research purposes, especially because the method of comparison used in this study favored finding a high degree of correspondence.
Developmental Gerstmann's syndrome is a neurodevelopmental disorder infrequently described in... more Developmental Gerstmann's syndrome is a neurodevelopmental disorder infrequently described in the literature. The limited literature might result from controversy surrounding developmental Gerstmann's syndrome as a "true syndrome." Developmental Gerstmann's syndrome requires a tetrad of symptoms: left-right confusion, finger agnosia, dyscalculia, and dysgraphia, with constructional dyspraxia often included as a fifth symptom. The etiology of developmental Gerstmann's syndrome is unknown, but several hypotheses have been proposed, and none have been conclusively confirmed. Based on the paucity of recent research on developmental Gerstmann's syndrome, individuals who meet the criteria for the disorder could be given other diagnoses. A clustering of neuropsychologic features across other seemingly related disorders suggests that the conceptualization of the tetrad of symptoms traditionally associated with developmental Gerstmann's syndrome more appropriately reflects soft signs that are commonly associated with a number of other neurodevelopmental disorders. Thus, although developmental Gerstmann's syndrome is of historical interest to neurodevelopmental specialists, there appears to be no basis for considering this disorder as a unique syndrome. (J Child Neurol 2004;19:282-289).
Journal of the American Academy of Child and Adolescent Psychiatry, Mar 1, 1988
Abstract The biological parents of 86 outpatient children aged 6 to 1 3 years were assessed using... more Abstract The biological parents of 86 outpatient children aged 6 to 1 3 years were assessed using a structured diagnostic interview. Both mothers and fathers of children with Conduct Disorder (CD)(N= 37) were more likely to exhibit Antisocial Personality Disorder, and ...
Journal of Psychoeducational Assessment, Jun 1, 1988
It is well known that measures of intelligence are good predictors of academic achievement. Becau... more It is well known that measures of intelligence are good predictors of academic achievement. Because many children with behavioral or learning problems also do poorly on neuropsychological measures, it was of interest to examine the predictive validity of a measure of neuropsychological integrity and determine its joint and independent contribution in comparison with traditional intelligence measures. The Pathognomonic Scale (PS) of the Luria-Nebraska Neuropsychological Battery-Children&#39;s Revision (LNNB-CR), which consists of the 13 items from the full LNNB-CR that best discriminate brain-damaged from normal children, was obtained for a sample of 77 children referred to a psychology clinic for behavioral and emotional problems. The PS was found to account for a small (12% or less), but statistically significant amount of variance that was independent of that accounted for by WISC-R intelligence scores in predicting reading and spelling, but not arithmetic achievement. These results provide limited support for the use of the PS in the prediction of academic achievement.
This study examined the issue as to whether or not children carefully diagnosed as having either ... more This study examined the issue as to whether or not children carefully diagnosed as having either attention deficit disorder with hyperactivity (ADDH) or without hyperactivity (ADDnoH) could be distinguished on selected cognitive, academic, rapid naming, and behavioral measures. Employing a previously validated multimodal, multi-informant diagnostic process that results in reliable clinical diagnoses, 10 ADDH and 10 ADDnoH children were examined. While no significant differences in cognitive ability were noted between groups, significant underachievement was found in the children diagnosed as ADDnoH, particularly in mathematics achievement. The ADDnoH children were also significantly slower on rapid naming tasks than the ADDH children. Further, 60% of the ADDnoH children had a codiagnosis of a developmen- tal reading or arithmetic disorder while none of the ADDH children received such a codiagnosis. Conversely, 40% of the ADDH children had a codiagnosis of conduct disorder and were rated by their parent as significantly more motorically active, impulsive, and deviant in the demonstration of age-appropriate social skills. These findings are discussed as they relate to the notion that children with attention deficit disorder may suffer from a right hemispheric syndrome. (J Child Neurol 1991;6(Suppl):S35-S41). he behaviorally defined syndrome of atten- tion deficit disorder with hyperactivity (ADDH) has variously been referred to as the hyperactive child syndrome, minimal brain dysfunction, hyperkinesis, and most recently, as attention-deficit hyperactivity disorder (ADHD).' The central fea- tures of this syndrome are believed to include be- haviors associated with increased levels of motor activity, inattention, and impulsivity. 1,2 It has been presumed that the behaviors as- sociated with this syndrome reflect neurologic dysfunction, and numerous hypotheses have been advanced.3 These theories include implication of dysfunctional diencephalic structures by Laufer et
Abstract This study, in contrast to previous studies of morphological differences between dyslexi... more Abstract This study, in contrast to previous studies of morphological differences between dyslexics and normals, examined the relationship between performance on neurolinguistic tasks and measures of brain morphology in 10 dyslexics, 10 clinic-comparison Attention ...
Seventy-one children in three groups (reading disabilities, ADHD without reading disabilities, an... more Seventy-one children in three groups (reading disabilities, ADHD without reading disabilities, and normal controls) were compared on their ability to rapidly name colors, letters, numbers, and objects (RAN Tasks) and alternating letters/numbers and letters/numbers/colors (RAS tasks). Children with reading disabilities were found to be slower on letter-and number-naming tasks and made more errors on all tasks than controls or children with ADHD. There was an age effect for the RAN/RAS tasks, with younger children with reading disabilities performing more poorly on all tasks, while the older children with reading disabilities showed poorer performance only on the letter-and number-naming tasks.
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