Prevalence and Patterns of Specific Learning Disabilities in Children with Attention Deficit Hyperactivity Disorder: A Cross-Sectional Study

Girish Kumar S, Veeraraja B Sathenahalli, Vykuntaraju KN, Sanjay K.S
Author(s)
1Junior Resident, Department of Pediatric Medicine, Indira Gandhi Institute of Child Health, Bengaluru, Karnataka, India. 2Associate Professor, Department of Pediatric Medicine, Indira Gandhi Institute of Child Health, Bengaluru, Karnataka, India. 3Professor, Department of Pediatric Neurology, Indira Gandhi Institute of Child Health, Bengaluru, Karnataka, India. 4Professor, Department of Pediatric Medicine, Indira Gandhi Institute of Child Health, Bengaluru, Karnataka, India.

Abstract

Background: Attention Deficit Hyperactivity Disorder (ADHD) is one of the most prevalent neurodevelopmental conditions in childhood, affecting approximately 5–10% of children globally. Accumulating evidence suggests that a substantial proportion of children with ADHD also harbour concurrent Specific Learning Disabilities (SLD), yet the precise prevalence and subtype distribution of SLD within this population remain incompletely characterised, particularly in the Indian context. This study investigated the frequency, type, and associated factors of SLD among children with ADHD attending a tertiary paediatric centre in Bengaluru, India. Material and Methods: A cross-sectional study was conducted on 95 children aged 6–12 years diagnosed with ADHD according to DSM-5 criteria. The NIMHANS Index for Specific Learning Disabilities was administered to identify and classify SLD subtypes (dyslexia, dysgraphia, dyscalculia). Demographic, perinatal, and socioeconomic data were collected and analysed using Pearson's Chi-Square test. Results: Of 95 children with ADHD (mean age 8.5 years; 66.3% male), 63 (66.3%) had at least one co-occurring SLD. The hyperactive subtype of ADHD was most prevalent (45.3%). Dyscalculia was the most common SLD (49.5%), followed equally by dysgraphia and dyslexia (48.4% each). A total of 38.1% of children with SLD exhibited all three disability types concurrently. No statistically significant association was identified between SLD and any perinatal, socioeconomic, or demographic variable examined. Conclusion: Specific learning disabilities are highly prevalent in children with ADHD, irrespective of perinatal background, socioeconomic status, or ADHD subtype. These findings advocate for routine SLD screening in all children diagnosed with ADHD to enable early, targeted intervention and improved educational outcomes.

Keywords: ADHD, SLD, Targeted intervention.

Outline