Learning, Attention, Writing, and Processing Speed in Typical Children and Children with ADHD, Autism, Anxiety, Depression, and Oppositional-Defiant Disorder

Abstract

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.

Keywords:

• attention deficit
• learning disability
• dysgraphia
• processing speed
• academic achievement
• ADHD
• anxiety
• depression
• autism
• Asperger syndrome
• oppositional-defiant disorder

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.