Learning Difficulties in Children with Symptoms of DCD and/or ADHD: Analyses from a Categorical and a Continuous Approach

Autor/inn/en	Visser, Linda; Röschinger, Johanna; Barck, Katja; Büttner, Gerhard; Hasselhorn, Marcus
Titel	Learning Difficulties in Children with Symptoms of DCD and/or ADHD: Analyses from a Categorical and a Continuous Approach
Quelle	In: International Journal of Disability, Development and Education, 69 (2022) 5, S.1505-1521 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Visser, Linda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2020.1786023
Schlagwörter	Attention Deficit Hyperactivity Disorder; Psychomotor Skills; Perceptual Motor Coordination; Developmental Disabilities; Grade 3; Grade 4; Elementary School Students; Foreign Countries; Symptoms (Individual Disorders); Learning Problems; Reading Skills; Writing Skills; Mathematics Skills; Comorbidity; Reading Achievement; Mathematics Achievement; Writing Achievement; Reading Comprehension; Germany + Suchen Sie Ihr Suchwort? Psychomotorische Aktivität; Körperkoordination; Entwicklungsstörung; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Ausland; Psychiatrische Symptomatik; Lernproblem; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Leseleistung; Mathmatics sikills; Mathematical ability; Leseverstehen; Deutschland
Abstract	Developmental Coordination Disorder (DCD) and Attention Deficit Hyperactivity Disorder (ADHD) often co-occur and are associated with specific learning difficulties. Robust prevalence estimations do not yet exist. We studied how symptoms of DCD and/or ADHD are related to difficulties in reading, writing, and mathematics. Using the data from a large online study with a sample of 3,170 3rd and 4th grade children in Germany, including parent-reported DCD- and ADHD symptoms, we followed two approaches. In the categorical approach, we divided the children into groups with and without DCD and/or ADHD on the basis of cut-offs. The results showed that children without DCD/ADHD have fewer difficulties in all learning domains. Children with only DCD showed less learning difficulties than children with ADHD and the comorbid group. In the continuous approach, we performed a latent profile analysis on the basis of symptoms of fine and gross motor problems, inattention, hyperactivity, impulsivity, and intelligence. This yielded four disability profiles of children with (1) no DCD- or ADHD-symptoms, (2) clinical ADHD-scores and above-average DCD, (3) above-average DCD and inattention, and (4) above-average ADHD. Profiles 2 and 3 appeared related to the lowest learning achievement. Theoretical implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01