Attention Deficit Hyperactivity Disorder (ADHD) is one of the most commonly
diagnosed of child clinical syndromes and is associated with poor academic achievement,
poor peer and family relations, and an elevated risk for anxiety, depression, and conduct
disorder (Barkley ,1990; Barkley, Guevremont, Anastopoulos, DuPaul, & Shelton, 1993;
Barkley, Murphy, & Kwasnik, 1996; Beiderman, Faraone, & Lapey, 1992; Fischer,
Fischer, et al., 1990; Hinshaw, 1994; Nadeau 1995; Weiss & Hechtman, 1993).
Although ADHD is one of the most commonly diagnosed and widely researched
disorders, the diagnostic criteria and defining characteristics of ADHD remain
controversial (Wolraich, 1999).
The current diagnostic formulation, as specified by the DSM-IV-TR, includes
three distinct subtypes: Attention Deficit Hyperactivity Disorder- Predominantly
Hyperactive Impulsive Type (ADHD-H), Attention Deficit Hyperactivity Predominantly
Inattentive Type (ADHD-PI) and Attention Deficit Hyperactivity Disorder- Combined Typed (ADHD-C). Perhaps the most controversial aspect of the current nosology is the
inclusion of the inattention symptoms within the family of ADHD diagnoses (Milich,
Balentine, Lynam, 2001). Researchers and clinicians have further posited that ADHD-PI
represents a distinct disorder with two subtypes: inattentive-disorganized and sluggish
cognitive tempo. This study explored the relation between reading fluency, sluggish
cognitive tempo symptoms, disorganized symptoms, processing speed and ADHD
diagnosis.
This study examined performance of children diagnosed 77 children diagnosed
with ADHD (i.e. 53 participants met criteria for ADHD-PI and 24 participants met
criteria for ADHD-C) on measures of cognitive functioning, processing speed, behavioral
reports, sluggish cognitive tempo, disorganization and reading fluency. Significant group
differences did not emerge on measures of processing speed, sluggish cognitive tempo
symptoms or disorganized symptoms.
Path analysis was employed to examine the simultaneous effects of processing
speed on inattention symptoms, hyperactive/impulsive symptoms, SCT symptoms, DO
symptoms, reading fluency, and internalizing symptoms. In addition, the paths from SCT
symptoms, DO symptoms, inattention symptoms, and hyperactive/impulsive symptoms
to reading fluency and internalizing symptoms were also be examined. Processing speed
had a significant direct effect on SCT symptoms, Inattention Symptoms and Reading
Fluency. In addition, SCT symptoms had a significant direct effect on anxiety symptoms.
In summary, findings from the study provide important information about the link
between processing speed, attention written, and reading fluency. Limitations of the study
and implications for future research and practice are discussed. / text
| Identifer | oai:union.ndltd.org:UTEXAS/oai:repositories.lib.utexas.edu:2152/6649 |
| Date | 23 October 2009 |
| Creators | Shepard, Katherine Noelle |
| Source Sets | University of Texas |
| Language | English |
| Detected Language | English |
| Format | electronic |
| Rights | Copyright is held by the author. Presentation of this material on the Libraries' web site by University Libraries, The University of Texas at Austin was made possible under a limited license grant from the author who has retained all copyrights in the works. |
Page generated in 0.0021 seconds