Assistant Professor, Department of General Psychology, Faculty of Psychology and Education, Kharazmi University, Tehran, IR Iran
Department of Clinical Psychology, College of Human Science, Saveh Branch, Islamic Azad University, Saveh, IR Iran
Abstract Background: High incidence of learning disorders has caught the psychologists’ attention in recent years. Objectives: The objective of this study was to compare divided, sustained and selective attention in children with attention deﬁcit hyperactivity disorder, children with a speciﬁc learning disorder and normal children. Methods: The studywas a descriptive, causal-comparative and fundamental research. The population consisted of all childrenwith attention deﬁcit hyperactivity disorder (ADHD) and children with speciﬁc learning psychology (SLD), aged 7 to 12 years old, who referredtocounselingandpsychiatric clinics inTehranin2016, aswell asnormalprimary school children. 36childrenwithattention deﬁcit hyperactivity disorder and 47 children with speciﬁc learning diﬃculties were selected through convenience sampling, and 43 ordinary primary school children with cluster-randomly sampling method. Continuous performance test, word color Stroop test and theWechsler scaleswere used as the instruments of the study. Descriptive and inferential statistics alongwithmultivariate analysis of variance in Spss-21were used to analyze data. Results: The results of this study showed that weakness in divided, selective and sustained attention in children with attention deﬁcit hyperactivity disorder and children with speciﬁc learning disorder ismore than normal children (P < 0.05). However, there was no signiﬁcant diﬀerence between these variables in children with attention deﬁcit hyperactivity disorder and children with speciﬁc learning disorder (P < 0.01). Conclusions: The results showed that the rate of comorbidity was very high in children with attention deﬁcit - hyperactivity disor- der and children with speciﬁc learning disorder.