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Psychosocial Status of Adolescents with Learning Disabilities With and Without Comorbid Attention Deficit Hyperactivity Disorder
Author(s) -
McNamara John K.,
Willoughby Teena,
Chalmers Heather
Publication year - 2005
Publication title -
learning disabilities research and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.018
H-Index - 21
eISSN - 1540-5826
pISSN - 0938-8982
DOI - 10.1111/j.1540-5826.2005.00139.x
Subject(s) - psychology , attention deficit hyperactivity disorder , learning disability , psychosocial , loneliness , developmental psychology , clinical psychology , comorbidity , intrapersonal communication , set (abstract data type) , psychiatry , interpersonal communication , social psychology , computer science , programming language
Some researchers suggest that having a learning disability (LD) may act as a risk factor, increasing the likelihood that adolescents experience more negative outcomes in many areas of their lives. However, researchers have yet to examine in one study how having LD with and without attention deficit hyperactivity disorder (ADHD) is related to a comprehensive set of psychosocial variables across a diverse set of domains (e.g., peer, family, school, intrapersonal). The purpose of the present study was to address that limitation by comparing the perceptions of adolescents with LD ( N = 230), with comorbid LD/ADHD ( N = 92), and without LD or ADHD ( N = 322) regarding their academic orientation, temperament, well‐being, loneliness, parental relationships, victimization, activities, and friendships. Results are consistent with the hypothesis that LD may indeed act as a risk factor increasing the likelihood of more negative outcomes. The results also indicate that for some psychosocial variables this likelihood may be increased in adolescents with comorbid LD/ADHD. The findings have important implications for stakeholders concerned about supporting adolescents with LD with and without comorbid ADHD.