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The purpose of the current study is to investigate the prevalence differences of Attention？ Deficit/Hyperactivity Disorder (ADHD), Learning Disabilities (LD), and comorbidity of ADHD/LD and the characteristics differences of each disorder in the context of a school-based identification. For ADHD screening and diagnosis, nominating and rating method are compared and analyzed, and for LD, low achievement model by achievement test, and discrepancy model by difference score between intelligence test score as aptitude and achievement test score as achievement are compared, respectively. As a result, subjects were differently identified and there are different characteristics and prevalence rate according to diagnosis tools and ways in the referral process on the school. Accordingly, discussions were raised on problems when current diagnosis systems are adopted in real school context and on prevalence rate in Korea.
Kim et al. (Sat,) studied this question.