The Diagnostic Intersection of ADHD and Dyslexia: Differential Diagnosis, Comorbidity, and Implications for MTSS and School Psychology

Abstract

Children referred for educational assessment often present with attention problems and reading delays. As a result, differential diagnosis may be challenging for school psychologists and school teams. It is best practice for school psychologists to utilize tools for problem solving and assessment that are the most sensitive to referred conditions and lead to appropriate interventions. This paper addresses the diagnostic intersection of attention-deficit/hyperactivity disorder (ADHD) and dyslexia. The implications for a Multi-Tiered System of Supports (MTSS) and psychoeducational evaluation are discussed