School learning and pragmatic of language in children and adolescents with ADHD

Children with Attention Deficit/Hyperactivity Disorder (ADHD) may have co-morbid learning disorders, with an incidence between 24 and 70%, and difficulties in social relationships. The aim of this study is to provide the analysis of learning and social-communicative skills in children and adolescents with ADHD (N = 17) aged between 10 and 17, compared to a typical development group (TD). The results showed for the group with ADHD a profile characterized by: an incorrect but adequate reading decoding; slower writing skills if required the use of cursive; difficulty in recovering numerical facts, while adequate performance in mental arithmetic; difficulties were observed in the area of pragmatics of language and theory of mind.