6533b828fe1ef96bd1288c8c
RESEARCH PRODUCT
Attention deficit hyperactivity disorder subtypes: Are there differences in academic problems?
Helena Todd De BarraTimo AhonenHeikki LyytinenTuija LamminmäkiVesa Närhisubject
TypologyInattentive typeAcademic achievementmedicine.diseasebehavioral disciplines and activitiesDevelopmental psychologyNeuropsychology and Physiological PsychologyEl Niñomental disordersDevelopmental and Educational PsychologymedicineAttention deficit hyperactivity disorderAttention deficitsPsychologydescription
This article addresses the relationship between attention deficit hyperactivity disorder (ADHD) and academic problems. The development of diagnostic categories of attention deficits from the Diagnostic and Statistical Manual of Mental Disorders (3rd ed.) to the Diagnostic and Statistical Manual of Mental Disorders (4th ed.) is briefly reviewed. Forty‐five Chilean children demonstrating symptoms of either ADHD Combined Type, ADHD Predominantly Inattentive Type, or ADHD Predominantly Hyperactivity‐Impulsive Type are compared with each other and with a clinical control group on the prevalence of academic achievement problems. The data show that academic problems are more common among ADHD Combined Type and ADHD Predominantly Inattentive Type children. Different reasons for the perceived co‐occurrence are discussed.
| year | journal | country | edition | language |
|---|---|---|---|---|
| 1995-01-01 | Developmental Neuropsychology |