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COGNITIVE DEVELOPMENT AND READING ACHIEVEMENT IN PERVASIVE‐ADD, SITUATIONAL‐ADD AND CONTROL CHILDREN
Author(s) -
Boudreault Maurice,
Thivierge Jacques,
Côté Robert,
Boutin Pierrette,
Julien Yves,
Bergeron Suzanne
Publication year - 1988
Publication title -
journal of child psychology and psychiatry
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.652
H-Index - 211
eISSN - 1469-7610
pISSN - 0021-9630
DOI - 10.1111/j.1469-7610.1988.tb01883.x
Subject(s) - psychology , situational ethics , reading (process) , cognition , developmental psychology , control (management) , cognitive development , cognitive psychology , social psychology , psychiatry , political science , management , economics , law
– 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.