American Journal of Psychiatry and Neuroscience

| Peer-Reviewed |

Clinical and Sociodemographic Features of Children and Adolescents with Specific Learning Disorder (SLD)

Received: 16 November 2014    Accepted: 21 November 2014    Published: 25 November 2014
Views:       Downloads:

Share This Article

Abstract

Background: To evaluate of child or adolescent with specific learning disorder (SLD) was aimed and if there are any distinctive patterns of Weschler Intelligence Scale for Children-Revised (WISC-R) performance, accepted as a determiner of cognitive functioning, was explored. Method: Over a-year period of data related to SLD diagnosed with DSM-IV-TR criteria was reviewed. Socio-demographic and clinical features were analyzed by using SPSS 17.0 program. Results: In a year of period, 716/25,013 had any type of SLD (2.9%). Mean age was 8.9±1.7 years with 65.4% of boys and 87.2% of under 12-year-old group. The majority of SLD subtype was “reading disorder (71.6%)”. There was no difference of SLD subtypes either distribution between sexes or age groups. Neither verbal IQ nor performance IQ was significantly different amongst four subtypes of SLD as well as total IQ scores. Also any relation was not found between subtypes of SLD and sexes or age groups in the distribution of WISC-R scores terms. Also there were not any consistent discrepancy patterns (VIQ>PIQ or PIQ>VIQ) in SLD subtypes. The presence of “reading disorder” was found significantly related with attention deficit-hyperactivity (ADHD) comorbidity (X2=7.006, p=0.008). Conclusions and Recommendations: ADHD is one of neurodevelopmental disorders and its presence could very well affect the SLD or vice versa. Further research would make clear both the relation between ADHD and SLD. Alongside cognitive measurements by using a number of intelligence scales would be enlightening in SLD field.

DOI 10.11648/j.ajpn.20140206.12
Published in American Journal of Psychiatry and Neuroscience (Volume 2, Issue 6, November 2014)
Page(s) 90-95
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Specific Learning Disorder, Children, Adolescents, DSM-IV-TR, ADHD, Comorbidity

References
[1] L. Margari, M. Buttiglione, F. Craig, A. Cristella, C. De Giambattista, E. Matera, F. Operto and M. Simone, “Neuropsychopathological comorbidities in learning disorders,” BioMedCentral Neurology, vol. 13, pp. 198, 2013.
[2] K. Pierce, “Developmental disorders of learning, communication, and motor skills,” in Dulcan’s Textbook of Child and Adolescent Psychiatry, M.K. Dulcan, Ed. APA Inc Press, pp: 1st ed., pp. 191-197, 2010.
[3] A. San Martin and M.R. Pagani, “Understanding intellectual disability through RASopathies”. J Physiol Paris, pii: S0928-4257(14)00020-5.doi:10.1016/j.jphysparis.2014.05.003, 2014.
[4] M. Rutter, A. Caspi A and D. Fergusson et al., “Sex differences in developmental reading disabilitiy: new findings from four epidemiological studies,” JAMA, vol. 291, pp. 2007-2012, 2004.
[5] V. Zakopoulou, V. Mavreas, P. Christodoulides, A. Lavidas et al., “Specific learning difficulties: A retrospective study of their co morbidity and continuity as early indicators of mental disorders,” Res Dev Disabil, vol. 35, pp. 3496-3507, 2014.
[6] American Psychiatric Association, Diagnostic and statistical manual of mental disorders (4th ed., text rev.), Washington, DC, 2000.
[7] C. Rodríguez, P. González-Castro, R. Cerezo and David Álvarez, “Attention deficit hyperactivity disorder (ADHD) and writing learning disabilities," in Learning Disabilities, W. Sittiprapaporn (Ed.), InTech Press, pp.49-66, 2012.
[8] J. Hein J, M.W. Bzufka, K. J. Neumärker, “The specific disorder of arithmetic skills. Prevalence studies in a rural and an urban population sample and their clinico-neuropsychological validation,” Eur Child Adolesc Psychiatry, vol. 9 Suppl 2, pp. II87-101, 2000.
[9] K. Moll, S. Kunze, N. Neuhoff, J. Brude J and G. Schulte-Körne, “Specific learning disorder: prevalence and gender differences,” PLoS One, vol. 29, pp. e103537, 2014.
[10] A.S. Soysal, A. I. Kockar, E. Erdogan, S. Senol and K. Gucuyener, “Evaluation of WISC-R profiles in children with learning disorders,” Clinical Psychiatry, vol. 4, pp. 225-231, 2001.
[11] A. D’Angiulli and L. S. Siegel, “Cognitive functioning as measured by the WISCR: Do children with learning disabilities have distinctive patterns of performance?” Journal of Learning Disabilities, vol. 36, pp. 48-58, 2003.
[12] J.W. Coplin and S. B. Morgan, “Learning disabilities: a multidimensional perspective” J Learning Disabilities, vol. 21, pp. 614-622, 1988.
[13] J.M. Sattler, “Assessment of learning disabilities, attention deficit-hyperactivity disorder, conduct disorder, pervasive developmental disorder, and sensory impairments,” in Assessment of children. Inc. San Diego, pp. 597-645, 1998.
[14] O. Moura, M. R. Simões and M. Pereira, “WISC-III cognitive profiles in children with developmental dyslexia: specific cognitive disability and diagnostic utility,” Dyslexia, vol. 20, pp. 19-37, 2014.
[15] A. Kaufman, “Intelligent testing with the WISC-R-III”. New York: Wiley, 1994.
[16] C. Cornoldi, D. Giofrè, A. Orsini and L. Pezzuti, “Differences in the intellectual profile of children with intellectual vs. learning disability,” Res Dev Disabil, vol. 35, pp. 2224-2230, 2014.
[17] M. Poletti, “WISC-IV Intellectual Profiles in Italian Children With Specific Learning Disorder and Related Impairments in Reading, Written Expression, and Mathematics,” J Learn Disabil, pii: 0022219414555416, 2014.
[18] T. Koriakin, M. D. Mccurdy, A. Papazoglou, A. E. Pritchard et al., “Classification of intellectual disability using the Weschler Intelligence Scale for children: full scale or general abilities index?” Dev Med Child Neurol, vol. 55, pp. 840-845, 2013.
[19] K. M. Styck and M. W. Watkins, “Structural Validity of the WISC-IV for Students With Learning Disabilities,” J Learn Disabil, pii: 0022219414539565, 2014.
[20] E. Emerson, S. Einfeld and R. J. Stancliffe, “The mental health of young children with intellectual disabilities or borderline intellectual functioning,” Soc Psychiatry Psychiatr Epidemiol, vol. 45, pp. 579-587, 2010.
[21] F. Baglio, M. Cabinio, C. Ricci, G. Baglio, S. Lipari, L. Griffanti et al., “Abnormal development of sensory-motor, visual temporal and parahippocampal cortex in children with learning disabilities and borderline intellectual functioning,” Front Hum Neurosci, vol. 8, pp. 806, 2014.
[22] L. Salvador-Carulla, J. C. García-Gutiérrez, M. R. Gutiérrez-Colosía et al., “Borderline intellectual functioning: consensus and good practice guidelines,” Rev Psiquiatr Salud Ment, vol. 6, pp. 109-120, 2013.
[23] S. Karande, S. Kanchan and M. Kulkarni, “Clinical and psychoeducational profile of children with borderline intellectual functioning,” Indian J Pediatr, vol. 75, pp. 795-800, 2008.
[24] American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders Text revision. 4th edition. Washington, DC, USA: American Psychiatric Association, 2000.
[25] E. Fernell and U. Ek, “Borderline intellectual functioning in children and adolescents - insufficiently recognized difficulties,” Acta Paediatr, vol. 99, pp. 748-753, 2010.
[26] D. Farrington, “Psychosocial predictors of adult antisocial personality and adult convictions,” Behav Sci Law, vol. 5, pp. 605-622, 2000.
[27] L. Margari, M. Buttiglione, F. Craig, A. Cristella, C. De Giambattista, E. Matera, F. Operto and M. Simone, “Neuropsychopathological comorbidities in learning disorders,” BMC Neurol, vol. 13, pp.198, 2013.
[28] G. J. DuPaul, M. J. Gormley and S. D. Laracy, “Comorbidity of LD and ADHD: implications of DSM-5 for assessment and treatment,” Journal of Learning Disabilities, vol. 46, pp. 43-51, 2013.
[29] S. Karande, N. Satam, M. Kulkarni, R. Sholapurwal, A. Chitre and N. Shah, “Clinical and psychoeducational profile of children with specific learning disability and co-occurring attention-deficit hyperactivity disorder,” Indian J Med Sci, vol. 61, pp. 639-647, 2007.
[30] S. Hinshaw, “Externalizing behaviour problems and academic underachievement in childhood and adolescents: causal relationship and underlying mechanisms,” Psychol Bull, vol. 1111, pp. 127-155, 1992.
[31] E. G. Willcutt, R. S. Betjemann, L. M. McGrath, N. A. Chhabildas NA, R. K. Olson et al., “Etiology and neuropsychology of comorbidity between RD and ADHD: the case for multiple-deficit models,” Cortex, vol. 46, pp. 1345-1361, 2010.
[32] E. G. Willcutt, B. F. Pennington and J. C. DeFries, “Twin study of the etiology of comorbidity between reading disability and attention-deficit/hyperactivity disorder,” Am J Med Genet, vol. 96, pp. 293-301, 2000.
[33] M. Chiappedi and I. M. Baschenis, “Specific learning disorders and anxiety: a matter of school experience?” Minerva Pediatr, 2014 Sep 22. [Epub ahead of print]
Author Information
  • Child Psychiatry, Ankara Pediatric Hematology Oncology Training and Research Hospital, Ankara, Turkey

  • Child Psychiatry, Ankara Pediatric Hematology Oncology Training and Research Hospital, Ankara, Turkey

  • Child Psychiatry, Gazi University Medical School, Ankara, Turkey

  • Child Psychiatry, Ankara Pediatric Hematology Oncology Training and Research Hospital, Ankara, Turkey

  • Child Psychiatry, Ankara Pediatric Hematology Oncology Training and Research Hospital, Ankara, Turkey

Cite This Article
  • APA Style

    Zeynep Goker, Ozden Sukran Uneri, Esra Guney, Gulser Dinc, Ozlem Hekim-Bozkurt. (2014). Clinical and Sociodemographic Features of Children and Adolescents with Specific Learning Disorder (SLD). American Journal of Psychiatry and Neuroscience, 2(6), 90-95. https://doi.org/10.11648/j.ajpn.20140206.12

    Copy | Download

    ACS Style

    Zeynep Goker; Ozden Sukran Uneri; Esra Guney; Gulser Dinc; Ozlem Hekim-Bozkurt. Clinical and Sociodemographic Features of Children and Adolescents with Specific Learning Disorder (SLD). Am. J. Psychiatry Neurosci. 2014, 2(6), 90-95. doi: 10.11648/j.ajpn.20140206.12

    Copy | Download

    AMA Style

    Zeynep Goker, Ozden Sukran Uneri, Esra Guney, Gulser Dinc, Ozlem Hekim-Bozkurt. Clinical and Sociodemographic Features of Children and Adolescents with Specific Learning Disorder (SLD). Am J Psychiatry Neurosci. 2014;2(6):90-95. doi: 10.11648/j.ajpn.20140206.12

    Copy | Download

  • @article{10.11648/j.ajpn.20140206.12,
      author = {Zeynep Goker and Ozden Sukran Uneri and Esra Guney and Gulser Dinc and Ozlem Hekim-Bozkurt},
      title = {Clinical and Sociodemographic Features of Children and Adolescents with Specific Learning Disorder (SLD)},
      journal = {American Journal of Psychiatry and Neuroscience},
      volume = {2},
      number = {6},
      pages = {90-95},
      doi = {10.11648/j.ajpn.20140206.12},
      url = {https://doi.org/10.11648/j.ajpn.20140206.12},
      eprint = {https://download.sciencepg.com/pdf/10.11648.j.ajpn.20140206.12},
      abstract = {Background: To evaluate of child or adolescent with specific learning disorder (SLD) was aimed and if there are any distinctive patterns of Weschler Intelligence Scale for Children-Revised (WISC-R) performance, accepted as a determiner of cognitive functioning, was explored. Method: Over a-year period of data related to SLD diagnosed with DSM-IV-TR criteria was reviewed. Socio-demographic and clinical features were analyzed by using SPSS 17.0 program. Results: In a year of period, 716/25,013 had any type of SLD (2.9%). Mean age was 8.9±1.7 years with 65.4% of boys and 87.2% of under 12-year-old group. The majority of SLD subtype was “reading disorder (71.6%)”. There was no difference of SLD subtypes either distribution between sexes or age groups. Neither verbal IQ nor performance IQ was significantly different amongst four subtypes of SLD as well as total IQ scores. Also any relation was not found between subtypes of SLD and sexes or age groups in the distribution of WISC-R scores terms. Also there were not any consistent discrepancy patterns (VIQ>PIQ or PIQ>VIQ) in SLD subtypes. The presence of “reading disorder” was found significantly related with attention deficit-hyperactivity (ADHD) comorbidity (X2=7.006, p=0.008). Conclusions and Recommendations: ADHD is one of neurodevelopmental disorders and its presence could very well affect the SLD or vice versa. Further research would make clear both the relation between ADHD and SLD. Alongside cognitive measurements by using a number of intelligence scales would be enlightening in SLD field.},
     year = {2014}
    }
    

    Copy | Download

  • TY  - JOUR
    T1  - Clinical and Sociodemographic Features of Children and Adolescents with Specific Learning Disorder (SLD)
    AU  - Zeynep Goker
    AU  - Ozden Sukran Uneri
    AU  - Esra Guney
    AU  - Gulser Dinc
    AU  - Ozlem Hekim-Bozkurt
    Y1  - 2014/11/25
    PY  - 2014
    N1  - https://doi.org/10.11648/j.ajpn.20140206.12
    DO  - 10.11648/j.ajpn.20140206.12
    T2  - American Journal of Psychiatry and Neuroscience
    JF  - American Journal of Psychiatry and Neuroscience
    JO  - American Journal of Psychiatry and Neuroscience
    SP  - 90
    EP  - 95
    PB  - Science Publishing Group
    SN  - 2330-426X
    UR  - https://doi.org/10.11648/j.ajpn.20140206.12
    AB  - Background: To evaluate of child or adolescent with specific learning disorder (SLD) was aimed and if there are any distinctive patterns of Weschler Intelligence Scale for Children-Revised (WISC-R) performance, accepted as a determiner of cognitive functioning, was explored. Method: Over a-year period of data related to SLD diagnosed with DSM-IV-TR criteria was reviewed. Socio-demographic and clinical features were analyzed by using SPSS 17.0 program. Results: In a year of period, 716/25,013 had any type of SLD (2.9%). Mean age was 8.9±1.7 years with 65.4% of boys and 87.2% of under 12-year-old group. The majority of SLD subtype was “reading disorder (71.6%)”. There was no difference of SLD subtypes either distribution between sexes or age groups. Neither verbal IQ nor performance IQ was significantly different amongst four subtypes of SLD as well as total IQ scores. Also any relation was not found between subtypes of SLD and sexes or age groups in the distribution of WISC-R scores terms. Also there were not any consistent discrepancy patterns (VIQ>PIQ or PIQ>VIQ) in SLD subtypes. The presence of “reading disorder” was found significantly related with attention deficit-hyperactivity (ADHD) comorbidity (X2=7.006, p=0.008). Conclusions and Recommendations: ADHD is one of neurodevelopmental disorders and its presence could very well affect the SLD or vice versa. Further research would make clear both the relation between ADHD and SLD. Alongside cognitive measurements by using a number of intelligence scales would be enlightening in SLD field.
    VL  - 2
    IS  - 6
    ER  - 

    Copy | Download

  • Sections