THE PROBLEM OF COMORBIDITY IN SPECIFIC LEARNING DISORDERS: AN EVALUATION IN THE CONTEXT OF CLINICAL PSYCHOLOGY

Abstract

The present article provides a comprehensive analysis of comorbidity issues associated with specific learning disorders from the perspective of clinical psychology. A thorough review of contemporary scientific literature confirms that children and adolescents diagnosed with this disorder exhibit significantly higher rates of attention-deficit/hyperactivity disorder, severe anxiety, depressive symptoms, and persistent behavioral problems. Throughout the study, the profound impact of comorbidity on the diagnostic process, the individual's psychosocial adaptation, and the formulation of intervention strategies has been systematically structured. Furthermore, the paper highlights that these co-occurring conditions are closely linked to shared neurodevelopmental vulnerabilities, intense school-related stress, declining self-esteem, and social stigmatization. The research is descriptive in nature and was conducted utilizing a rigorous comparative analysis of existing academic sources. The final conclusion emphasizes that clinical evaluation must extend beyond the mere assessment of academic proficiencies. It is imperative that the emotional and behavioral dimensions of comorbidity are thoroughly investigated as core components of the diagnostic and treatment planning process.