Evaluation of children with Attention Deficit Hyperactivity Disorder and Specific Learning Disability on the WISC and Cognitive Assessment System (CAS)

AbstractThe diagnoses of the Attention Deficit Hyperactivity Disorder (ADHD) and Specific Learning Disabilities (SLD) are often based on IQ-connected instruments. The preponderance of data supports the opinion that this kind of tests shouldn’t be relied upon for ruling in or out the diagnosis of ADHD and SLD. The Planning, Attention, Simultaneous, Successive Theory is an alternative to traditional IQ. The purpose of this study is to examine differences in cognitive performance between samples of ADHD and SLD children. The results suggest that Wechsler scores show minimal difference but CAS scores appear sensitive to the cognitive processing difficulties experienced by children