Neurocognitive and behavioral characteristics of ADHD with cognitive disengagement syndrome and specific learning disorder.

IF 1.1 4区心理学 Q4 CLINICAL NEUROLOGY

Applied Neuropsychology: Child Pub Date : 2025-09-24 DOI:10.1080/21622965.2025.2565430

Eren Halaç, Cagatay Ermis, Nazan Gundogan, Ekin Sut, Serkan Turan, Mustafa Tunctürk, Aynur Pekcanlar Akay

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Abstract

This study examined how comorbid Cognitive Disengagement Syndrome (CDS) and Specific Learning Disorder (SLD) shape neurocognitive and behavioral profiles of children with ADHD. The sample included 844 children aged 6-16, categorized into ADHD-only, ADHD+CDS, ADHD+SLD, and ADHD+SLD+CDS. Cognitive performance was assessed with the WISC-R, and behavioral symptoms with the Teacher Report Form. Group differences were analyzed using ANCOVA, adjusting for age, inattention, and internalizing symptoms. Children with CDS showed higher inattention, internalizing symptoms, and obsessive-compulsive traits than those without CDS. By contrast, SLD was linked to lower oppositional and aggressive behaviors. SLD groups performed worse on WISC-R verbal subtests. Compared with CDS, SLD showed lower Arithmetic and Vocabulary scores, underscoring SLD-related verbal and working memory impairment. After adjustment, CDS did not exhibit distinct cognitive profile. Boys with CDS scored lower on the Information subtest than boys with ADHD-only. Performance IQ and non-verbal subtests did not differ across groups. The overlap of CDS and SLD raises concerns about misattributing SLD-related deficits to CDS. Clinically, these findings highlight the need to rule out SLD whenever CDS is observed. Interventions should be tailored, with educational support prioritized in SLD, attention- and emotion-focused strategies in CDS, and integrated approaches when both are present.

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ADHD合并认知脱离综合征和特异性学习障碍的神经认知和行为特征。

本研究探讨了共病性认知脱离综合征（CDS）和特异性学习障碍（SLD）如何影响多动症儿童的神经认知和行为特征。样本包括844名6-16岁的儿童，分为ADHD-only、ADHD+ cd、ADHD+SLD和ADHD+SLD+ cd。用WISC-R量表评估认知表现，用教师报告表评估行为症状。采用ANCOVA分析各组差异，调整年龄、注意力不集中和内化症状。患有CDS的儿童比没有CDS的儿童表现出更高的注意力不集中、内化症状和强迫症特征。相比之下，特殊障碍与较低的对立和攻击行为有关。特殊障碍组在WISC-R语言测试中表现较差。与非语言障碍患者相比，非语言障碍患者的算术和词汇得分较低，这表明非语言障碍患者存在语言和工作记忆障碍。调整后，CDS不表现出明显的认知特征。患有cd的男孩在信息测试中的得分低于患有adhd的男孩。表现智商和非语言测试在各组之间没有差异。CDS和SLD的重叠引起了人们对将SLD相关赤字错误归因于CDS的担忧。在临床上，这些发现强调了无论何时观察到CDS，都需要排除SLD。干预措施应量身定制，在特殊学习障碍中优先考虑教育支持，在特殊学习障碍中采用以注意力和情感为重点的策略，在两者都存在的情况下采用综合方法。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Applied Neuropsychology: Child CLINICAL NEUROLOGY-PSYCHOLOGY

CiteScore

4.00

自引率

5.90%

发文量

期刊介绍： Applied Neuropsychology: Child publishes clinical neuropsychological articles concerning assessment, brain functioning and neuroimaging, neuropsychological treatment, and rehabilitation in children. Full-length articles and brief communications are included. Case studies of child patients carefully assessing the nature, course, or treatment of clinical neuropsychological dysfunctions in the context of scientific literature, are suitable. Review manuscripts addressing critical issues are encouraged. Preference is given to papers of clinical relevance to others in the field. All submitted manuscripts are subject to initial appraisal by the Editor-in-Chief, and, if found suitable for further considerations are peer reviewed by independent, anonymous expert referees. All peer review is single-blind and submission is online via ScholarOne Manuscripts.