TY - JOUR
T1 - Learning, attention, writing, and processing speed in typical children and children with ADHD, autism, anxiety, depression, and oppositional-defiant disorder
AU - Mayes, Susan Dickerson
AU - Calhoun, Susan L.
N1 - Funding Information:
This research was made possible in part by the Whitaker Foundation, Lancaster Osteopathic Health Foundation, Spencer Foundation, Wells Foundation, Oxford Foundation, Pennsylvania School Psychology Foundation, Children’s Miracle Network, and Penn State Children, Youth, and Families Consortium. The data and views expressed are solely the responsibility of the authors.
PY - 2007/11
Y1 - 2007/11
N2 - Learning, attention, graphomotor, and processing speed scores were analyzed in 149 typical control children and 886 clinical children with normal intelligence. Nonsignificant differences were found between control children and children with anxiety, depression, and oppositional-defiant disorder. Control children performed better than children with ADHD and autism in all areas. Children with ADHD and autism did not differ, except that children with ADHD had greater learning problems. Attention, graphomotor, and speed weaknesses were likely to coexist, the majority of children with autism and ADHD had weaknesses in all three areas, and these scores contributed significantly to the prediction of academic achievement.
AB - Learning, attention, graphomotor, and processing speed scores were analyzed in 149 typical control children and 886 clinical children with normal intelligence. Nonsignificant differences were found between control children and children with anxiety, depression, and oppositional-defiant disorder. Control children performed better than children with ADHD and autism in all areas. Children with ADHD and autism did not differ, except that children with ADHD had greater learning problems. Attention, graphomotor, and speed weaknesses were likely to coexist, the majority of children with autism and ADHD had weaknesses in all three areas, and these scores contributed significantly to the prediction of academic achievement.
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U2 - 10.1080/09297040601112773
DO - 10.1080/09297040601112773
M3 - Article
C2 - 17852125
AN - SCOPUS:35948991100
SN - 0929-7049
VL - 13
SP - 469
EP - 493
JO - Child Neuropsychology
JF - Child Neuropsychology
IS - 6
ER -