creator Hinkle, Clayton D. advisor Schleser, Robert The aim of this study was to expand our understanding of the patterns of executive functioning, memory and learning, and reading achievement in older children and adolescents with ADHD, RD, and comorbid ADHD and RD. Each participant completed neuropsychological assessments, including a measure of intelligence and reading achievement, as well as several measures of executive functioning, memory, and learning. Results suggested that children in these diagnostic groups do significantly differ from each other on these tasks, although those with comorbid ADHD and RD did not demonstrate any specific deficits above and beyond those that manifest in either ADHD or RD alone. Clinical and practical implications, as well as directions for future research are discussed. Submitted by Liana Khananashvili (khananashvili@iit.edu) on 2013-12-06T17:38:32Z No. of bitstreams: 1 Hinkle.pdf: 532179 bytes, checksum: 77403e10fb84be03729e27c078bced22 (MD5) Made available in DSpace on 2013-12-06T17:38:32Z (GMT). No. of bitstreams: 1 Hinkle.pdf: 532179 bytes, checksum: 77403e10fb84be03729e27c078bced22 (MD5) Previous issue date: 2013-07 PH.D in Psychology, July 2013 2013 2013-07 http://hdl.handle.net/10560/3170 en Dissertation born digital application/pdf In Copyright http://rightsstatements.org/page/InC/1.0/ Restricted Access PSYCH / Institute of Psychology Illinois Institute of Technology Affiliated department