{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,4]],"date-time":"2026-05-04T11:30:56Z","timestamp":1777894256691,"version":"3.51.4"},"reference-count":51,"publisher":"SAGE Publications","issue":"4","license":[{"start":{"date-parts":[[1994,4,1]],"date-time":"1994-04-01T00:00:00Z","timestamp":765158400000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["J Learn Disabil"],"published-print":{"date-parts":[[1994,4]]},"abstract":"<jats:p>Although evidence generally supports the behavioral differentiation of attention deficit disorder with hyperactivity (ADD\/H) and attention deficit disorder without hyperactivity (ADD\/WO), a growing body of literature suggests that children with learning disabilities (LD) share behavioral symptomatology with children diagnosed as having ADD\/WO. The present study examined this issue by comparing parent and teacher behavioral ratings among groups of children diagnosed as having ADD\/H, ADD\/WO, and LD on symptoms of impul-sivity, inattention, and social withdrawal. The subjects were 77 outpatients in a diagnostic and referral-service clinic who were divided into three groups. Group 1 included children with a primary diagnosis of ADD\/H (n = 35), Group 2 included children with a primary diagnosis of ADD\/WO (n = 25), and Group 3 included children with a primary diagnosis of learning disabilities (n = 17). The results indicated that parents and teachers view children with ADD\/H as more disruptive than children with ADD\/WO or LD. Children with ADD\/WO or LD were described as more underactive and shy and as daydreaming more often than children with ADD\/H. Teachers rated children with ADD\/WO and LD as being similar to each other on symptoms of withdrawal and impulsivity, but both parents and teachers endorsed different symptoms of inattention for children with ADD\/WO or LD. Issues related to comorbidity and differentiation of behavioral symptomatology are discussed.<\/jats:p>","DOI":"10.1177\/002221949402700406","type":"journal-article","created":{"date-parts":[[2008,12,24]],"date-time":"2008-12-24T02:27:07Z","timestamp":1230085627000},"page":"243-253","source":"Crossref","is-referenced-by-count":40,"title":["Congruence of Behavioral Symptomatology in Children with ADD\/H, ADD\/WO, and Learning Disabilities"],"prefix":"10.1177","volume":"27","author":[{"given":"Lisa D.","family":"Stanford","sequence":"first","affiliation":[{"name":"Lisa D. Stanford is a senior postdoctoral fellow in the Neuropsychology Section in the Department of Neurosurgery at the University of Alabama at Birmingham Medical Center. She received he PhD from the University of Georgia."}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"George W.","family":"Hynd","sequence":"additional","affiliation":[{"name":"George W. Hynd is a research professor of special education and psychology and director of the School of Professional Studies at the University of Georgia. He is also the director of the Center for Clinical and Developmental Neuropsychology at the University of Georgia. Address: George W. Hynd, Center for Clinical and Developmental Neuropsychology, 570 Aderhold Hall, University of Georgia, Athens, GA 30602."}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"179","published-online":{"date-parts":[[1994,4,1]]},"reference":[{"key":"atypb1","volume-title":"Manual for the child behavior checklist and revised behavior profile","author":"Achenbach, T. 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