title: Cognitive development and reading achievement in pervasive-add, situational-add and control children.
abstract: Studies on hyperactivity have shown the importance of distinguishing hyperactive children according to the pervasiveness of their symptoms. To verify the meaningfulness of this distinction in Attention Deficit Disorders, an epidemiological study was undertaken. Sixteen pervasive-ADD, nine situational-ADD and 28 non-ADD children selected from a general population were compared using different measures. The results show that pervasive-ADD differ from non-ADD children on verbal IQ and reading difficulties and support the distinction of ADD according to the pervasiveness of the symptoms.
authors.affiliation: Hôtel-Dieu du Sacré-Coeur, Québec, Canada.
authors.forename: M
authors.initials: M
authors.lastname: Boudreault
authors.forename: J
authors.initials: J
authors.lastname: Thivierge
authors.forename: R
authors.initials: R
authors.lastname: Côté
authors.forename: P
authors.initials: P
authors.lastname: Boutin
authors.forename: Y
authors.initials: Y
authors.lastname: Julien
authors.forename: S
authors.initials: S
authors.lastname: Bergeron
mesh_terms: D001288:Attention; D001289:Attention Deficit Disorder with Hyperactivity / Q000523:psychology*; D002648:Child; D002657:Child Development; D003072:Cognition Disorders / Q000523:psychology*; D004410:Dyslexia / Q000523:psychology*; D006801:Humans; D011379:Prognosis; D011581:Psychological Tests; D011594:Psychometrics; D011597:Psychomotor Performance; D011932:Reading; D012931:Social Environment; D014888:Wechsler Scales