74 Neurodevelopmental Disorders
Attention-deficit/hyperactivity disorder. Specific learning disorder is distinguished from
the poor academic performance associated with ADHD, because in the latter condition the
problems may not necessarily reflect specific difficulties in learning academic skills but
rather may reflect difficulties in performing  those skills. However,  the co-occurrence of
specific learning disorder and ADHD is more fr equent than expected by chance. If criteria
for both disorders are met, both diagnoses can be given.
Psychotic disorders. Specific learning disorder is dist inguished from the academic and
cognitive-processing difficulties associated wi th schizophrenia or psychosis, because with
these disorders there is a decline (often rapid) in these functional domains.
Comorbidity 
Specific learning disorder commonly co-occ urs with neurodevelopmental (e.g., ADHD,
communication disorders, developmental coordi nation disorder, autistic spectrum disor-
der) or other mental disorders (e.g., anxiety disorders, depressive and bipolar disorders).
These comorbidities do not necessarily exclud e the diagnosis specific learning disorder
but may make testing and differential diagnosis more difficult, because each of the co-
occurring disorders independentl y interferes with the executio n of activities of daily liv-
ing, including learning. Thus, clinical judgment  is required to attrib ute such impairment to
learning difficulties. If there is an indication that another diagnosis could account for the
difficulties learning keystone academic skills  described in Criterion A, specific learning
disorder should not be diagnosed. 
Motor Disorders
Developmental Coordination Disorder
Diagnostic Criteria 315.4 (F82)
A. The acquisition and execution of coordinated motor skills is substantially below that ex-
pected given the individual’s chronological age and opportunity for skill learning and
use. Difficulties are manifested as clumsi ness (e.g., dropping or bumping into objects)