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Autor*innen: 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
In: International Journal of Disability, Development and Education, (2020) , S. online first
DOI: 10.1080/1034912X.2020.1786023
URL: https://www.tandfonline.com/doi/full/10.1080/1034912X.2020.1786023
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Abstract (english): 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 math. 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. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung