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Genetic background of comorbidity between ADHD and developmental dyslexia

Anna Wysocka1, Małgorzata Lipowska2

Affiliacja i adres do korespondencji
PSYCHIATR. PSYCHOL. KLIN. 2010, 10 (3), p. 189-194
Streszczenie

Attention-deficit/hyperactivity disorder (ADHD) and developmental dyslexia (RD) are the most commonly diagnosed developmental disorders affecting school-aged children. The data on the incidence of the aforementioned disturbances indicate that over 10% of students suffer from at least one of the two, while 25-40% of ADHD patients have also dyslexic symptoms, and 15-40% of patients with developmental dyslexia manifest behaviours characteristic of attention-deficit/ hyperactivity disorder. Several competing explanations have been proposed to account for the comorbidity between the two disorders. The most popular are: cross-assortment hypothesis, phenotype hypothesis, cognitive subtype hypothesis, and the common aetiology hypothesis. Since both disorders are known to have strong genetic components, their frequent concomitance may be, in part, explained by the common genetic basis. The premises for searching some common genetic influences are also numerous studies indicating the presence of similar neurocognitive deficits in both disorders. This concept is confirmed by results of examinations of twins, however the degree in which the genetic impacts conditioning both developmental deficits overlap is still disputable. It is not easy to determine the specific genetic risk variants, because the polygenic inheritance model is assumed for both disorders. To date, two chromosomal regions: 6p and 15q provide the most promising data in studies on genetic basis of the comorbidity of dyslexia and ADHD.

Słowa kluczowe
ADHD, dyslexia, comorbidity, genetic background, candidate genes