Longitudinal Outcomes of Children With Learning Disabilities or Emotional Disturbances Comorbid With or Without Attention Deficit Hyperactivity Disorder

• In Event: Emotional and Behavioral Supports and Interventions

Abstract

We estimated the longitudinal academic, social, and behavioral outcomes in children with learning disabilities (LD) or emotional disturbances (ED) comorbid with or without attention deficit hyperactivity disorder (ADHD) in a nationally representative sample of students receiving special education. We found children with LD+ADHD had lower letter word identification scores, teacher-rated reading levels, and parented-reported social skills than children with LD only. The differences between the two groups remained similar over time. Children with ED+ADHD had lower social skills, and more classroom behaviors problems and suspensions in schools than children with ED only. Children with ED+ADHD also had slower growth in math calculation skills than children with ED only over time. Implications for education of children with comorbidity are discussed.

Authors

• Xin Wei, SRI International

• Jennifer Yu, SRI International