Cognitive performance of children with an arithmetic disability with and without attention-deficit hyperactivity disorder

grantor: University of TorontoUsing a selection of cognitive, memory, and academic tasks, this study examined the performance of children with a Specific Arithmetic Disability (SAD; no reading disability), investigating whether difficulties were exacerbated by Attention-Deficit/Hyperactivity Disorder (ADHD). Comparisons were made between children with SAD, normal achievement, ADHD, and combined SAD and ADHD. ADHD was found to diminish the already-impaired visual-motor, reading comprehension, and spelling abilities of children with SAD. At younger ages, children with ADHD had more difficulty with phonological processing tasks than those without, possibly because of the memory requirements necessary for these skills. The presence of either or both ADHD and SAD had a negative impact on memory for numbers. Additional difficulties coinciding with the presence of either disability separately were apparent in certain areas. Support was found for the hypothesis that ADHD further impairs the performance of children with an arithmetic disability.M.A