The Comparison of Divided, Sustained and Selective Attention in Children with Attention Deficit Hyperactivity Disorder, Children with Specific Learning Disorder and Normal Children


1 Assistant Professor, Department of General Psychology, Faculty of Psychology and Education, Kharazmi University, Tehran, IR Iran

2 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.


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