Comparison of executive functions of children with attention deficit/ hyperactivity disorder and children with specific learning disability with normal children; with emphasis on non-comorbid conditions of these two disorders

The present study investigates the comparison of executive functions of children with attention deficit/hyperactivity disorder and children with specific learning disorder with normal children, and with emphasis on non-comorbid conditions of these two disorders.

  The methodology of the study was descriptive of causal-comparative type. 24 children with attention-deficit/hyperactivity disorder and 27 children with a specific learning disorder were selected by convenience sampling method. After diagnosis and evaluation, executive functions in these groups were assessed by controlling central nervous system. Students with diagnosis of comorbidity were excluded from the study. Also, in order to compare the performance of children with attention deficit/hyperactivity disorder and specific learning disorder with normal children, 28 normal students were selected as the control group and entered the study. Collected data was analyzed using MANOVA and post hoc Scheffé's test. Also, the profile of executive functions of the three groups was presented in a graph.

the results of the study indicate significant differences between executive function skills in normal children and children with attention deficit/hyperactivity disorder and children with specific learning disorder. Also, significant differences between children with attention deficit/hyperactivity disorder and children with specific learning disorder in visual-spatial memory, composite memory, executive function, cognitive flexibility and response inhibition were observed. However, no significant differences were observed in working memory and verbal memory between children with attention deficit/hyperactivity disorder and children with specific learning disorder (p>0/01).

Based on the results, children with attention deficit/hyperactivity and children with specific learning disorder have a deficit in executive functions. Moreover, children with attention deficit/hyperactivity disorder are weaker than children with a specific learning disorder in executive function skills.