Comorbidity among individuals classified with attention disorders.

This study examined the frequency of comorbidity among ADHD and ADHD subtypes. Specific aspects of comorbidity were examined in the areas of learning disorders, disruptive behavior disorders, and affective disorders. Two analyses were performed. The first analysis compared the comorbid second and third diagnoses for 287 individuals with a primary diagnosis of ADHD (Predominately Inattentive Type or Predominately Hyperactive-Impulsive Type) with a comparison sample (n = 290) who did not have a primary diagnosis of ADHD. The second analysis examined the comorbidity with specific ADHD subtypes. This analysis compared the comorbid second and third diagnosis of individuals with a primary ADHD subtype diagnosis of Predominately Inattentive (n = 143) with individuals who have a primary ADHD subtype diagnosis of Predominately Hyperactive-Impulsive (n = 143). Results from the first analysis indicated significant overlap between the diagnosis of ADHD and the diagnosis of learning disorders and disruptive behavior disorders but not for affective disorders. Results from the second analysis indicated that only conduct disorders were comorbid with certain ADHD subtypes, with disruptive behavior disorders being more likely to be diagnosed with ADHD Hyperactive-Impulsive Type than with ADHD Inattentive Type.

Neuropsychological subgroups of dementia of the Alzheimer's type.

Neuropsychological aspects of Dementia of the Alzheimer's Type (DAT) was considered using the scores from the Cambridge Cognitive Examination (CAMCOG) portion of the Cambridge Index of Mental Disorders in the Elderly (CAMDEX). CAMCOG scores for 51 DAT patients and 79 normal subjects were cluster analyzed. Results showed that the CAMCOG was effective in separating normal from demented subjects. The four subgroups of DAT patients differed more in "level" of impairment than for specific neuropsychological function. However, each level was characterized by losses in specific neuropsychological functions. Higher functioning groups exhibited greatest losses in memory skills, while the lowest functioning group showed greater loss of language skills.

Neuropsychological characteristics of learning disabled/gifted children.

The neuropsychological characteristics of 68 learning-disabled/gifted children (LD/Gifted) were studied using the Halstead-Reitan Neuropsychological Test Battery for Children (HRNB-C). The proportion of LD/Gifted children identified as impaired was low compared to previous research that has examined the proportion of school-identified learning-disabled students who scored within the impaired range on the HRNB-C. Consistent with previous research, the results of this study indicated that LD/Gifted children were also more likely to demonstrate impairment on the Tactual Performance Test-Memory, Tactual Performance Test-Localization, and Trails B-Errors components of the HRNB-C.

Utilization of maternal perinatal risk indicators in the differential diagnosis of ADHD and UADD children.

The purpose of this study was to differentiate between children diagnosed with Attention-Deficit Hyperactivity Disorder (ADHD), children with Undifferentiated Attention-Deficit Disorder (UADD) and a control group using maternal perinatal information. The sample consisted of 74 ADHD, 56 UADD, and 135 normal children between the ages of 6 years, 5 months and 13 years, 4 months. The results supported the use of maternal perinatal information in the diagnosis of attention disorders. More specifically, the greater the number of medical conditions prior or during their pregnancy the more likely a child was diagnosed with an attention deficit disorder. In addition, if the mother experienced moderate emotional stress or smoked cigarettes during pregnancy the child was more likely to be diagnosed with an attention deficit disorder.

Relationship between the Bracken Basic Concept Scale and the Differential Ability Scales with an at-risk sample of preschoolers.

This study investigated the relationship between the Bracken Basic Concept Scale and the Differential Ability Scales with 35 at-risk preschoolers between the ages 3-6 and 5-11. A Pearson product-moment correlation coefficient of .70 was obtained between the Bracken Basic Concept Scale Total Test scores and the General Conceptual Ability scores of the Differential Ability Scales. This association supports the use of the Bracken scale to predict intelligence if replicated with a larger sample and specific handicaps. In addition, support for the administration of the more brief Bracken School Readiness Composite compared to using the Bracken Total Test score in the prediction of the Differential Ability Scales General Conceptual Ability score was found.