Beyond Learning Difficulties: A Multivariate Analysis of Self-Concept in Children with Specific Learning Disorder, Attention-Deficit/Hyperactivity Disorder, and Autistic Traits

Abstract

Introduction: This study aims to examine the impact of comorbid Attention Deficit Hyperactivity Disorder (ADHD) and autistic traits on self-concept in children and adolescents diagnosed with Specific Learning Disorder (SLD). In the literature, research specifically addressing the effects of ADHD and autistic traits on self-concept remains limited. Materials and Methods: This cross-sectional study included 172 children and adolescents aged 9–17 years. Self-concept was assessed using the Piers-Harris Children’s Self-Concept Scale, ADHD symptom severity was measured with the Turgay DSM-IV Disruptive Behavior Disorders Rating Scale, and autistic traits were evaluated with the Autism Spectrum Quotient. Statistical analyses were performed using independent samples t-tests, correlation analyses, and multiple regression analyses. Results: The group with comorbid ADHD exhibited lower self-concept scores and higher levels of autistic traits compared to the non-ADHD group. ADHD symptom severity was negatively associated with self-concept. In addition, autistic traits were positively correlated with ADHD symptom severity. Regression analysis demonstrated that autistic traits significantly predicted self-concept, even after controlling for ADHD symptom severity and demographic variables. Conclusion: ADHD comorbidity and autistic traits pose additional risks for children with Specific Learning Disorder, not only in academic functioning but also in social and emotional domains. These findings highlight the need for developing comprehensive clinical assessment and intervention approaches that specifically target self-concept and social skills.

Keywords

• Specific Learning Disorder
• Attention Deficit Hyperactivity Disorder
• Self-Concept
• Autistic traits

Öğrenme Güçlüklerinin Ötesinde: Özgül Öğrenme Bozukluğu Olan Çocuklarda Dikkat Eksikliği Hiperaktivite Bozukluğu ve Otistik Özelliklerin Öz Kavramı Üzerindeki Etkisinin Çok Değişkenli Analizi

Abstract

Giriş: Bu çalışma Özgül Öğrenme Bozukluğu (ÖÖB) tanılı çocuk ve ergenlerde Dikkat Eksikliği Hiperaktivite Bozukluğu (DEHB) eş tanısının ve otistik özelliklerin öz kavramı üzerindeki etkisini incelemeyi amaçlamaktadır. Literatürde bu komorbidite ve özelliklerin öz kavramı üzerindeki etkisini değerlendiren özgül çalışmalar sınırlıdır. Materyal ve Yöntem: Kesitsel desenle yürütülen çalışmaya, 9–17 yaş arası 172 çocuk ve ergen dahil edilmiştir. Öz kavramı düzeyi Piers-Harris Öz Kavramı Ölçeği ile, DEHB semptom şiddeti Turgay DSM-IV Ölçeği ile, otistik özellikler ise Otizm Spektrum Anketi ile değerlendirilmiştir. Veriler bağımsız örneklem t-testleri, korelasyon ve çoklu regresyon analizleriyle analiz edilmiştir. Bulgular: DEHB eş tanılı grup, DEHB olmayan gruba kıyasla daha düşük öz kavramı puanlarına ve daha yüksek otistik özellik düzeylerine sahiptir. DEHB semptom şiddeti ile öz kavramı arasında negatif, otistik özellikler ile pozitif yönde anlamlı ilişkiler saptanmıştır. Regresyon analizi otistik özelliklerin, DEHB semptom şiddeti ve demografik değişkenlerden bağımsız olarak öz kavramını anlamlı şekilde yordadığını göstermiştir. Sonuç: DEHB eş tanısı ve otistik özellikler, ÖÖB’li çocuklarda sadece akademik değil, sosyal ve duygusal alanlarda da ek riskler oluşturmaktadır. Bu nedenle öz kavramı ve sosyal becerileri hedefleyen bütüncül klinik değerlendirme ve müdahale yaklaşımları geliştirmek yerinde olacaktır.

Keywords

• Özgül Öğrenme Bozukluğu
• Dikkat Eksikliği Hiperaktivite Bozukluğu
• Öz Kavramı
• Otistik özellikler

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