COGNITIVE DEVELOPMENT AND READING ACHIEVEMENT IN PERVASIVE‐ADD, SITUATIONAL‐ADD AND CONTROL CHILDREN
- 31 August 1988
- journal article
- research article
- Published by Wiley in Journal of Child Psychology and Psychiatry
- Vol. 29 (5), 611-619
- https://doi.org/10.1111/j.1469-7610.1988.tb01883.x
Abstract
Studies on hyperactivity has shown the importance of distinguishing hyperactive children according to the pervasiveness of their symptoms. To verify the meaningfulness of this distinction in Attention Deficit Disorders, an epidemiological study was undertaken. Sixteen pervasive-ADD, nine situational-ADD and 28 non-ADD children selected from a general population were compared using different measures. The results show that pervasive-ADD differ from non-ADD children on verbal IQ and reading difficulties and support the distinction of ADD according to the pervasiveness of the symptoms.Keywords
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