COGNITIVE DEVELOPMENT AND READING ACHIEVEMENT IN PERVASIVE-ADD, SITUATIONAL-ADD AND CONTROL CHILDREN

– Studies on hyperactivity have shown the importance of distinguishing hyperactive children according to the pervasiveness of their symptoms. To verify the meaningfulness of this distinction in Attention Deficit Disorders, an epidemiological study was undertaken. Sixteen pervasive‐ADD, nine situatio...

Full description

Saved in:
Bibliographic Details
Published in:Journal of child psychology and psychiatry 1988-09, Vol.29 (5), p.611-619
Main Authors: Boudreault, Maurice, Thivierge, Jacques, Côté, Robert, Boutin, Pierrette, Julien, Yves, Bergeron, Suzanne
Format: Article
Language:English
Subjects:
Attention
Attention Deficit Disorder (ADD)
Attention Deficit Disorder with Hyperactivity - psychology
Biological and medical sciences
Child
Child Development
Cognition Disorders - psychology
Developmental psychology
Dyslexia - psychology
Fundamental and applied biological sciences. Psychology
Humans
pervasive-ADD
Prognosis
Psychological Tests
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Psychometrics
Psychomotor Performance
Reading
reading achievemen
Social Environment
Wechsler Scales
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:– Studies on hyperactivity have shown the importance of distinguishing hyperactive children according to the pervasiveness of their symptoms. To verify the meaningfulness of this distinction in Attention Deficit Disorders, an epidemiological study was undertaken. Sixteen pervasive‐ADD, nine situational‐ADD and 28 non‐ADD children selected from a general population were compared using different measures. The results show that pervasive‐ADD differ from non‐ADD children on verbal IQ and reading difficulties and support the distinction of ADD according to the pervasiveness of the symptoms.
ISSN:0021-9630
1469-7610
DOI:10.1111/j.1469-7610.1988.tb01883.x