Gender Differences in the Comorbidity of ADHD Symptoms and Specific Learning Disorders in a Population-Based Sample

Gerd Schulte-Körne,Linda Visser,Josefine Rothe,Julia Kerner auch Koerner,Marcus Hasselhorn

doi:10.3390/su13158440

Abstract

Children with attention deficit hyperactivity disorder (ADHD) often exhibit comorbid specific learning disorders. In clinical samples, comorbidity in girls with ADHD tends to be more common than in boys with ADHD. However, this is not the case in studies of random samples. In this paper gender differences in the comorbidity of ADHD symptoms and learning disorders in reading, spelling and math are explored in a population-based sample of 2605 3rd and 4th graders (1304 girls) without symptoms of ADHD and 415 (141 girls) with symptoms of ADHD. Girls with ADHD symptoms had higher ratios of comorbid math disorders than boys with ADHD symptoms, but not with reading or spelling disorders. Math achievement was predicted by gender and by symptoms of inattention. Girls with ADHD symptoms and math disorders received the same amount of additional support from teachers or therapists as boys with ADHD symptoms and math disorders. Our results highlight the importance of exploring the increased comorbidity of specific learning disorders in children with ADHD symptoms and especially with math disorders in girls with ADHD symptoms. Implications for providing suitable interventions and preventing the accumulation of academic problems are discussed.

Highlights

One in 20 children are affected by attention deficit hyperactivity disorder (ADHD [1,2]), showing age-inappropriate symptoms of inattention, hyperactivity and impulsivity [3,4]
Girls without ADHD symptoms had a higher rate of math disorders (16.6%)
Since we found gender differences in math only, the most important finding to address this question is the prediction of math performance by gender and ADHD symptoms

Summary

Introduction

One in 20 children are affected by attention deficit hyperactivity disorder (ADHD [1,2]), showing age-inappropriate symptoms of inattention, hyperactivity and impulsivity [3,4]. These children often suffer from ADHD symptoms and poor school achievement [5], impaired health [6], low quality of life [7] and low selfesteem [8]. When taking symptoms above a Sustainability 2021, 13, 8440.

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Conclusion