MHM Magazine

Issue 1 | 2023 | MENTAL HEALTH MATTERS | 11 MHM Introduction Although Attention Deficit/Hyperactivity Disorder (ADHD) is more prominent in children, it can be diagnosed across the human lifespan. ADHD often persists into adulthood and can lead to many challenges on an individual level such as underachievement, employability, and interpersonal difficulties. Genetics is the major contributing factor to the aetiology of ADHD, and it accounts for 80% variability of the disorder. Nonetheless, as with any other disorder, there are other contributing social factors such as low socioeconomic status, illiteracy, and parental smoking (during pregnancy) that leads to higher incidences of ADHD. This article takes a closer look at ADHD and comorbid Learning Disorders (LDs). ADHD ADHD can be defined as a neurodevelopmental condition characterised by developmentally inappropriate and impairing patterns of inattention, hyperactivity, and impulsivity. In the majority of cases, the onset of ADHD is evident in children of a very young age and often persists into adulthood. Because of the characteristics of ADHD, children can present with impaired functioning academically, socially, and behaviourally in both school and home environments. Academically, children with ADHD are often associated with grade retention, expulsion, suspension, and difficulties building and maintaining relationships with their peers. Because of the extent of impairment, ADHD is considered a public health problem due to the increased resources needed at school to help enhance the learning experiences for the children (resulting in extra costs). ADHD is still under- recognised, especially in South Africa due to the limited resources available in most impoverished communities. ADHD and Comorbid Learning Disorders (LDS) among Children Because of the developmental period of the onset of ADHD, it’s frequently found that individuals with ADHD also present with comorbid LDs. Research suggests that approximately 30% of children diagnosed with ADHD also suffer from LDs. The impairments of children with ADHD and comorbid LDs are more severe than those with ADHD alone. LDs affect approximately 5–10% of school-aged children and involve various classified disorders. These include reading, mathematics, written expression, expressive language, and mixed receptive–expressive language disorders. It’s very common for ADHD to present with comorbid LDs. It’s estimated that 15–20% of children with LDs present criteria for the diagnosis of ADHD and that 25– 40% of children with ADHD present comorbid reading disorders, while 11– 26% have mathematics disorder. Children with ADHD and comorbid LDs experience higher levels of stress as each disorder individually brings about stress, not only for the child but also for the family and community. This type of comorbidity also leads to lifelong difficulties impacting the social and economic areas of the individual. Regardless of the high prevalence, little effort has gone into strategies to promote or better the livelihood of Marguerette Osborne Psychometry Intern Cape Town ATTENTION DEFICIT/ HYPERACTIVITY DISORDER AND COMORBID LEARNING DISORDERS