Learning, attention, writing, and processing speed in typical children and children with ADHD, autism, anxiety, depression, and oppositional-defiant disorder.
Learning, attention, graphomotor, and processing speed scores were analyzed in 149 typical control children and 886 clinical children with normal intelligence. Nonsignificant differences were found between control children and children with anxiety, depression, and oppositional-defiant disorder. Control children performed better than children with ADHD and autism in all areas. Children with ADHD and autism did not differ, except that children with ADHD had greater learning problems. Attention, graphomotor, and speed weaknesses were likely to coexist, the majority of children with autism and ADHD had weaknesses in all three areas, and these scores contributed significantly to the prediction of academic achievement.
Mayes
Susan Dickerson
SD
Department of Psychiatry, Milton S. Hershey Medical Center, Penn State College of Medicine, Hershey, PA 17033, USA. smayes@psu.edu
Calhoun
Susan L
SL
D000293:Adolescent; D001007:Anxiety / Q000523:psychology*; D001288:Attention / Q000502:physiology*; D001289:Attention Deficit Disorder with Hyperactivity / Q000523:psychology*; D019958:Attention Deficit and Disruptive Behavior Disorders / Q000523:psychology*; D001321:Autistic Disorder / Q000523:psychology*; D002648:Child; D003627:Data Interpretation, Statistical; D003866:Depressive Disorder / Q000523:psychology*; D004522:Educational Status; D005260:Female; D006236:Handwriting; D006801:Humans; D007360:Intelligence / Q000502:physiology; D007361:Intelligence Tests; D007858:Learning / Q000502:physiology*; D007859:Learning Disabilities / Q000175:diagnosis / Q000523:psychology; D008297:Male; D008606:Mental Processes / Q000502:physiology*; D009483:Neuropsychological Tests; D011569:Psychiatric Status Rating Scales; D011597:Psychomotor Performance / Q000502:physiology; D012016:Reference Values