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Cognitive profiling of attention-deficit/hyperactivity disorder and specific learning disability in reading and written expression.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Cognitive profiling of attention-deficit/hyperactivity disorder and specific learning disability in reading and written expression./
Author:	Puttaswamy, Ash.
Description:	1 online resource (86 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-08(E), Section: B.
Contained By:	Dissertation Abstracts International79-08B(E).
Subject:	Cognitive psychology. -
Online resource:	click for full text (PQDT)
ISBN:	9780355885040

Cognitive profiling of attention-deficit/hyperactivity disorder and specific learning disability in reading and written expression.
Puttaswamy, Ash.

Cognitive profiling of attention-deficit/hyperactivity disorder and specific learning disability in reading and written expression. - 1 online resource (86 pages)

Source: Dissertation Abstracts International, Volume: 79-08(E), Section: B.

Thesis (Psy.D.)--Fairleigh Dickinson University, 2018.

Includes bibliographical references

This study compares the profiles of strengths and weaknesses on the Wechsler Intelligence Scale for Children. Fifth Edition (WISC-V) ancillary and complementary indices and respective subtests across children with attention-deficit/hyperactivity disorder (ADHD), children with a specific learning disorder in reading and written expression (SLD-RW), and children representative of the general population to determine if differentiating profiles emerged. The samples included 48 children with ADHD, 22 children with SLD-RW, and 2200 general population children, all ages 6:0 to 16:11 years, from the archival WISC-V standardization data.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355885040Subjects--Topical Terms:

556029
Cognitive psychology.
Index Terms--Genre/Form:

554714
Electronic books.

Cognitive profiling of attention-deficit/hyperactivity disorder and specific learning disability in reading and written expression.
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245 1 0 $a Cognitive profiling of attention-deficit/hyperactivity disorder and specific learning disability in reading and written expression.
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300 $a 1 online resource (86 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 79-08(E), Section: B.
500 $a Adviser: Kathleen D. Viezel.
502 $a Thesis (Psy.D.)--Fairleigh Dickinson University, 2018.
504 $a Includes bibliographical references
520 $a This study compares the profiles of strengths and weaknesses on the Wechsler Intelligence Scale for Children. Fifth Edition (WISC-V) ancillary and complementary indices and respective subtests across children with attention-deficit/hyperactivity disorder (ADHD), children with a specific learning disorder in reading and written expression (SLD-RW), and children representative of the general population to determine if differentiating profiles emerged. The samples included 48 children with ADHD, 22 children with SLD-RW, and 2200 general population children, all ages 6:0 to 16:11 years, from the archival WISC-V standardization data.
520 $a Findings indicated that the children with ADHD had significantly lower mean index scores for Cognitive Proficiency and Naming Speed than children from the comparison sample and no discernable patterns in subtest-level strength and weakness profile analysis. Children with SLD-RW were found to have significantly lower scores in all ancillary and complementary indices. Two subtest-level strengths were higher in children with SLD-RW than in the comparison sample- Block Design and Symbol Search. Clinical group comparisons indicated greater weaknesses for children with SLD-RW versus children with ADHD in Auditory Working Memory, General Ability, Symbol Translation, and Storage and Retrieval indices, with no significant between-group differences in subtest-level strength and weakness profiles.
520 $a These findings suggest deficiencies in processing information, maintaining attention and concentration, and memory (short-term and long-term retrieval) among children with ADHD, global delays among children with SLD-RW, with language. reasoning, processing of auditory stimuli, and memory impacted more for this group than for children with ADHD.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Cognitive psychology. $3 556029
650 4 $a Psychology. $3 555998
655 7 $a Electronic books. $2 local $3 554714
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710 2 $a Fairleigh Dickinson University. $3 1191966
773 0 $t Dissertation Abstracts International $g 79-08B(E).
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