ADD and ADHD

It seems reasonable to state here that the conflicting conclusions about the general state of the literature on ADD and ADHD make it difficult to accurately characterize the conditions.

Given this, perhaps the most correct characterization has been offered by Sue, Sue and Sue (1994) who state that there is yet to be a consensus on whether the two conditions are in fact essentially the same or different and that more research needs to be conducted before a definitive evaluation can be made.

The purpose of this paper is to bring some perspective to the issue of whether ADD and ADHD represent one or two clinical conditions. Specifically, the paper examines the current literature on A

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D in terms of word attack skills but not in terms of other reading and writing abilities. Language Arts skills were also examined by Resta (1993) who noted that while the psychological indicated that these children exhibited very poor handwriting skills and a number of other cognitive limitations, much of the research did not attempt to distinguish between ADD and ADHD groups. In his study, Resta (1993) identified ADHD boys (N=10), ADD boys (N=11) and a control group of boys without the disorders (N=11). Diagnostic classifications were made using multiple teacher and parent behavior rating scale responses. Further, all of the boys were administered the Bender Visual Motor Gestalt Test and the Written Language Assessment, both of which assess various modes of written expression. Findings revealed that ADHD boys evidenced significantly more errors on the Bender than either of the remaining groups, while both samples evidenced lower (poorer) scores on most of the written language subtests, including the summary Written Language Quotient (as compared with controls). In other words, both ADD and ADHD boys did poorer than the controls on written language but did not differ from one another in their writing skills. In an in
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Approximate Word count = 2517
Approximate Pages = 10 (250 words per page)

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