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1 RESULTS & CONCLUSIONS SAMPLE
The Adaptive Behavior Difficulties in Turkish Children with Attention Deficit – Hyperactivity Disorder (ADHD) and Specific Learning Disability (SLD) abstract Başak Alpas1, Melda Akçakın1, Gulsen Erden2, Sait Uluç3 1Ankara University, School of Medicine, Child and Adolescent Psychiatry Department, Ankara, TURKEY 2Ankara University, Faculty of Letters, Psychology Department, Ankara, TURKEY 3Hacettepe University, Faculty of Letters, Psychology Department, Ankara, TURKEY The aim of this study was to compare children with SLD and ADHD with typically developing peers in all domains and sub-domains of Vineland Adaptive Behavior Scales-II – Turkish Forms. The clinical sample consisted of 101 children (24 girls, 77 boys); 47 children with SLD, 54 children also had comorbid ADHD. The results showed that the average domain and subdomain scores of Turkish Vineland – II for SLD / ADHD groups were lower than the non-clinical group. RESULTS & CONCLUSIONS INTRODUCtION Adaptive behavior is the performance of daily activities required for personal and social sufficiency (Doll, 1957). Adaptive behavior deficits were not formally considered in the diagnosis of attention-deficit/ hyperactivity disorder (ADHD) and specific learning disability (SLD). Particularly in school-aged children, the symptoms of ADHD or SLD interferes their developmentally appropriate social, communication, daily living skills in home and school, motor skills, and academic functioning. The subdomain profiles of ADHD / SLD children reflected the difficulties in adaptive behavior (See Figure I and II): Adaptive Behavior Difficulties Coping Skills Subdomain: Difficulty talking with others without interrupting, changing voice level depending on location or situation, keeping secrets, saying “thank you” [for children with ADHD t(332)=3,30, p<.001 and children with SLD t(325)= 2,37, p<.05 ] Expressive Subdomain: Difficulty staying on topic in conversations [for only children with ADHD t(333)=2,69, p<.05 ] Interpersonal Subdomain: Difficulty showing same level of emotion, keeping comfortable distance with others in social sit. [Children with ADHD t(333)=2,81, p<.05 ; children with SLD t(325)=2,80, p <.05 ] Personal Subdomain: Difficulty putting away clean clothes [Children with ADHD t(333)= -3,95, p<.001, children with SLD t(326)= -3,84, p <.001] Receptive Subdomain: Difficulty listening attentively [for only children with SLD t(326)= 4,52, p<.001] MEtHOD The clinical sample selected from among the children who diagnosis and follow up at the Ankara University Medicine School, Department of Child and Adolescent Psychiatry. The intellectual levels of the clinical groups were assessed by WISC-R (Savaşır et al. 1995). The DSM – IV (APA, 1994), DSM – IV TR (APA, 2000), Turgay’s ADHD Screening Inventory (Turgay, 1995), the SLD Battery used as the diagnostic tools of SLD/ADHD. SAMPLE The SLD sample consists of 101 children (24 girls, 77 boys) aged 6 through 13 and from 1st through 8th grader who met the criteria of DSM-IV for SLD. 47 children (14 girls, 33 boys) only diagnosed SLD, 54 children (10 girls, 44 boys) also had comorbid ADHD . The mean WISC-R Full Scale IQ scores were normal-range for SLD sample [girls (N=14): 97.2 ± 9.9; boys N=33: 97.6 ± 11.8]; SLD + ADHD sample [girls (N=10): 97.4 ± 12.9; boys N=44: 98.6 ± 12.1]. The SLD and ADHD samples are the criterion validity groups of the Turkish Vineland – II. Figure I : Adaptive behavior difficulties in the Vineland-II subdomains for children with SLD, SLD + ADHD Figure II : Profiles of the Vineland-II mean subdomain raw scores for SLD,SLD + ADHD with Comparison to Norm Sample, Ages 6 – 10 SLD N=47 Norm Sample N=216 SL D + ADHD N=54 Amerikan Psikiyatri Birliği (2000). DSM-IV tanı ölçütleri başvuru el kitabı. Yeniden gözden geçirilmiş 4.baskısı (DSM – IV TR), APA, Washington D. C. American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing. Beier, Delton, C. Beier (1961). Cümle tamamlama testi el kitabı. Ankara: MEB. Erden, G. ve Kurdoğlu, F. (2003). Özgül Öğrenme Güçlüğü-I Kurs Notu. TPD. Kaner, S. , Büyüköztürk, Ş. , İşeri, E. (2013). Conners Öğretmen Dereceleme Ölçeği Yenilenmiş Kısa: Türk Uyarlama Çalışması. Eğitim ve Bilim. 167(38): 81-97 Kaner, S. , Büyüköztürk, Ş. , İşeri, E. (2011). Conners Anababa Dereceleme Ölçeği Yenilenmiş Kısa: Türkiye Uyarlama Çalışması. Nöro-Psikiyatri Arşivi Dergisi. Karaman, D., Türkbay, T., Gökçe, F.S. (2006). ÖÖG ve DEHB binişikliğinin bilişsel özellikleri. Çocuk ve Ergen Ruh Sağlığı Dergisi, 13 (2), Öy, B. (1993). Çocuklar için depresyon ölçeği: geçerlik ve güvenirlik çalışması. Türk Psikiyatri Dergisi, 2, 1, Özusta, Ş. (1993). Çocuklar için durumluk-sürekli kaygı envanterinin uyarlama, geçerlik ve güvenirlik çalışması. Ankara: HU Sosyal Bilimler Ens. Uzmanlık Tezi. Savaşır, I. & Şahin, N. (1995). WÇZÖ. Ankara: TPD. Somer, O. (1988). Çocuklar için gelişimsel Bender-Gestalt Motor Testi üzerine bir çalışma. Basılmamış doktora tezi. İzmir: Ege Üniversitesi Turgay, A. (1995). Çocuk ve ergenlerde davranım bozuklukları için DSM-IV’e dayalı tarama ve değerlendirme. Integrative Therapy Institute, Toronto, Canada. Yalın, A. (1980). Epileptik çocukların tanısında Bender-Gestalt testinin kullanımı. Basılmamış Doktora Tezi, Hacettepe Üniversitesi, Ankara REFERENCES This study were supported by Ankara University Scientific Research Center under the grant no: