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Correlates of Problem Solving in Hyperactive, Learning Disabled, and Control Boys

Boys classified as nonhyperactive learning disabled, hyperactive but not learning disabled, and as normal were contrasted on a visual search task hypothesized to elicit attentional weaknesses. Subjects were also administered tests to assess moral reasoning, personality traits, cognitive abilities, and achievement. Additionally parents and teachers rated the children on critical behavior, and the home milieu was assessed via interview. Poor performance on the search task, which differentiated the clinical groups from the normal group but not from one another, was associated across groups with adverse conduct ratings, lower achievement, and lower scores on the Wechsler Intelligence Scale for Children (WISC) Arithmetic, Coding, Information, Digit Span (ACID)subtests. While good and poor hyperactive performers however did not differ significantly on any measure studied, better performing learning disabled subjects had higher Performance IQs and achievement levels than poorer performing learning disabled subjects, and normal control subjects who excelled on the task had higher WISC ACID scores, were more introverted, and were moderately anxious. Cognitive strengths and weaknesses coupled with attention measures provided leads for possible learning disabled subtypes.