Comorbidity between attention deficit hyperactivity disorder and specific learning disabilities

This thesis concerns the comorbidity between Attention Deficit Hyperactivity Disorder (ADHD) and Specific Learning Disorders (SLD).

Starting from a literature review, the epidemiological, neurobiological, environmental, and psychobehavioral aspects of comorbidity are reported. The study also describes the profile of academic learning in ADHD, the management of both disorders, and the positive effect of ADHD treatments on academic performance, as they can improve the cognitive and emotional-behavioral aspects that support learning.

Subsequently, a retrospective analysis of two school-age clinical cases, characterized by attentional, emotional-behavioral, and academic difficulties, revealed characteristics and associations previously reported in the literature. Comparison of the two cases—one of which received psychological treatment concurrently with speech therapy, while the other received speech therapy exclusively—highlighted the significant improvements in academic performance achieved by the former and, conversely, the greater resistance to treatment observed in the latter, accompanied by the onset of self-esteem issues.

The results, although difficult to generalise due to the small sample size, are consistent with the literature and highlight the importance of multidisciplinary management and joint psychological and speech therapy intervention for patients with comorbid ADHD and learning disabilities, or even simply difficulties in multiple cognitive domains. The goal is to promote better outcomes in a shorter timeframe, preventing the onset of associated psychopathologies and, consequently, ensuring a better quality of life for the patient.