Attention-deficit/hyperactive-impulsive disorder symptoms among grade 1 students with reading disorder in Thailand

Abstract

Background: Reading disorder is the most common comor-bid condition with attention-deficit/hyperactive-impulsive disorder (ADHD) in school-aged children. Purpose: This study compared symptoms of ADHD among children in grade 1 at risk of reading disorder with children not at risk. Methods: This cross-sectional study included 703 students in grade 1 aged 6–8 years from 8 schools in Pathumthani Province, Thailand, in 2019. Reading disorder was assessed using tools developed by Vibulpatanavong and Evans for Thai teachers, whereas the Thai parent and teacher versions of the Swanson, Nolan, and Pelham IV Rating Scale (SNAP-IV) was used to evaluate ADHD symptoms. Demographic data were collected from parents using a self-reported questionnaire. Results: Among the 703 students with almost equal number of male (n=350) and female (n=353), and the average age of 6.56±0.57 years, 95 (13.51%) were classified (significantly male) at risk of reading disorder. The mean SNAP-IV scores of children with reading disorder reported by parents and teachers (20.23±10.95 and 20.75±15.08, respectively) were significantly higher than those of neurotypical children (16.04 ±8.59 and 9.00±10.14, respectively, P<0.05). Of the 95 students with reading disorder reported by parents and teachers, 29 (30.53%) and 20 (21.05%) respectively, were defined as having ADHD according to the standard cutoff SNAP-IV scores, which were significantly higher than 608 neurotypical students at 108 (17.76%) and 20 (5.59%) (P<0.05). The odds ratios of children with reading disorder having ADHD symptoms according to teacher reports were 3.32 (95% confidence interval [CI], 1.14–9.67; P<0.05), 3.75 (95% CI, 1.60–8.79; P<0.05), and 4.41 (95% CI, 1.20–16.15; P<0.05) for inatten-tive, hyperactive, and combined presentations, respectively. Conclusion: Grade 1 students with reading disorder had a significantly higher prevalence of ADHD symptoms than neu-rotypical students. Therefore, children with reading disorders should undergo ADHD assessments and receive proactive intervention. © 2023 by The Korean Pediatric Society.