MHM Magazine

12 | MENTAL HEALTH MATTERS | 2023 | Issue 1 MHM these individuals. Furthermore, children with ADHD show substantial impairment in inhibition and working memory. Those with LDs presented with significant difficulties in central executive functions, specifically working memory. Findings from studies show that children with ADHD were specifically impaired in the control and inhibition of impulses, while the children with LDs were impaired in phonological awareness, verbal memory span, storytelling, and in verbal IQ. When diagnosing ADHD, the practitioner needs to be aware that, along with ADHD, a person may experience symptoms of other disorders such as autism, Asperger’s, Tourette’s syndrome, dyslexia, and dyspraxia. Studies show that approximately one in two people with ADHD have dyslexia, approximately one in two people with ADHD have dyspraxia, nine in ten people with Tourette’s have ADHD, two in three people with ADHD have autistic spectrum traits, and people with ADHD are eight-fold more likely to meet the full criteria for an autistic spectrum diagnosis. So it’s beneficial for the practitioner to know that individuals with neuro-diverse disorders might present difficulties with organisation, memory, concentrating, time, direction, perception, sequencing, and poor listening skills. In addition, those with Dyscalculia have difficulties with number concepts and calculations. Whereas persons with Dyslexia have trouble with words including reading, writing, spelling, speaking, and listening. These individuals prefer non-linear thought. They also seem to have a lack of concentration and struggle with increased distractibility. Tourette’s Syndrome involves verbal and physical tics. Furthermore, autism spectrum disorder (ASD) involves: • social and communication problems • obsessive interests • differences in imagination • over and under-sensitivity to light, noise, touch, and temperature • and speech and language difficulties. Developmental co-ordination disorder (DCD), also known as dyspraxia, is a condition that affects physical coordination. This disorder is marked by clumsiness. Dyspraxia/DCD involves difficulties with: • planning, movement • coordination, and practical tasks, balance, poor spatial awareness, and poor muscle tone. ADHD and autism share mutual symptoms, including: • Inattention • atypical movement (such as fidgeting or stimming behaviour) social difficulties • and differences in learning style. Both autistic people and those with ADHD can experience sensory sensitivities as well. Educational assessments and ADHD and LDs Most educational assessments rely on processing speed and working memory which may be affected by the impulsivity and attention deficit characteristics of ADHD. There is also an increased variability in reaction time among children with ADHD which may impact the results of their assessments. Children with ADHD have a poor academic prognosis compared to their counterparts (children without ADHD). This is due to ADHD affecting working memory, concentration, ability to focus, pay attention, listen, or complete their schoolwork. Additionally, ADHD can also make a student fidgety, restless, talkative, or disruptive in class, thereby negatively affecting their learning process. Why is the prevalence of ADHD and comorbid LDs so high? There is a strong neurodevelopmental overlap between ADHD and LDs. These disorders seem to be alike in terms of being able to focus on one task at a time, working memory, processing speed, planning, organisational difficulties, and executive functioning difficulties. In addition, overlapping signs or symptoms include distraction, fluency, and writing. Children with ADHD and Dyslexia for instance will both appear distracted even though the nature of their distraction is different. With ADHD they may appear distracted due to a lack of attention and a lack of decoding ability, hence with comorbid dyslexia it requires increased effort and attentional input. Fluency appears to be an obstacle in both ADHD and Dyslexia. The fluency of readers is determined by reading accuracy, reading speed, and oral reading expression. For proper comprehension, fluent reading is a necessity. Both ADHD and Dyslexia affect the ability of the reader to comprehend what they have read. Furthermore, both ADHD and Dyslexia seem to cause difficulties with executive function, memory, and processing symbols rapidly and efficiently. The differentiation between these two disorders is evident in the reading, spelling, and writing problems of the person with dyslexia and the behavioural symptoms of the person with ADHD. Furthermore, ADHD and LDs are classified as neurodevelopmental disorders. However, they strongly impact each other thus leading to even greater academic challenges. Conclusion This article has highlighted the comorbidity relationship between ADHD and LDs. With genetics playing a significant role in the development of ADHD, socioeconomic factors are equally important. The core presenting symptom of ADHD is a persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with overall functioning. These symptoms tend to be accompanied by associated behavioural, cognitive, emotional, and social problems which can lead to work-related and interpersonal difficulties. Thus, it is important that the necessary assessments should be conducted to determine the various areas that are affected by ADHD due to the high comorbidity rates of LDs in individuals with ADHD. This is particularly important to take into consideration when interventions are found to not be effective, and further assessments need to be considered. References available on request.