The subject of Attention-Deficit Hyperactivity Disorder (ADHD) has undergone intense research in the past decade. Much of this is rooted in the fact that approximately 5% of children are affected with the disorder. Children with ADHD are identified as having increased behavioral difficulties because of excessive motor activities, poor self regulation and inattentiveness (Dulkan et al., 1997). It has been found that as many as 30% of children inflicted with ADHD have learning disabilities with academic underachievement becoming a common correlate. Since these children do not meet the expectations of society and their learning environment they are usually met with anger, punishment, and rejection. In turn these children develop a low-self esteem and low levels of motivation (Morgan, 1997).

The etiology of ADHD is still a mystery to researchers. Within the field there are many correlates to biological (genetic) and social causes. The present paper seeks to explore current research through investigating the social and bio-genetic influence of ADHD on child intelligence. Testing and

Testing the intelligence of ADHD involves a number of measures. Psychoeducational testing is used to assess intellectual ability and to search for learning disabilities. Tests such as the Wechler Intelligence Scale are used for intelligence testing, yet, much debate exists because of the need to change the test to meet the child's attention deficits (Braswell, 1991). A new intelligence test has been created by Naglieri (1997) called the Cognitive Assessment System to help diagnose and measure ADHD intelligence. This test is based on the premise that traditional tests don't measure processes such as planning and attention, which is essential in testing and detecting ADHD students. There is inconsistent data for the use of computerized tests of attention and vigilance for this purpose (Dulcan et al, 1997).

Nussman, N. (1990). Identification and Treatment of ADHD. Texas, Pro-ed Publishing.

Investigating effectiveness of treatments of ADHD learning disabilities allows additional information on the social and bio-genetic causes of academic underacheivement related with this disorder. It has been stated that both instruction and contingency management is necessary to remedy academic deficits. Some techniques include; token economies, class rules, attention to positive behavior, as well as time out and response cost programs. Suggested to compliment and further increase probability of improvement is the alliance of parents, patient and school with the consideration of individual needs for the student and subsequently accommodating the environment to these needs. Scales such as the Academic Performance Rating Scale or daily report cards (due to necessity of immediate reinforcement) are useful in monitoring performance (Dulcan, 1997).

Linden, M., Habib, T., Radojevic, V. (1996). A controlled study of the effects of EEG biofeedback on cognition and behavior of children with ADHD and learning disabilities. Biofeedback and Self Regulation, 21, 35-49.

Beiderman, J. (1993). Evidence for the Independent Familial Transmission of ADHD learning disabilities: Research for a family genetic study. American Journal of Psychiatry, 150, 891-897.

Even though there is a higher prevalence of boys and those with low intelligence diagnosed, others with ADHD are impaired as well. Results have found that girls with this disorder face greater intellectual impairment, especially with picture vocabulary tasks, than boys or control girls (Seidman et al., 1997). There is also significant findings that the level of intelligence affects ADHD children in different ways. More specifically, those with both ADHD and normal to high intelligence are more prone to accidents, and have a smaller number of steady friends. Children who were identified with low intelligence and ADHD were found to have more behavioral and emotional problems in their adolescence. Long term studies have found that the outcome of these children was continued academic problems and school failures (Aman et al., 1996). However, there is suggestion ADHD children show greater artistic ability when writing or drawing slowly and precisely (Morgan, 1997).

In many cases the effects of ADHD on children's intelligence is influenced by social factors. For instance studies show that symptoms become worse in situations which are unstructured, minimally supervised, boring, or require sustained attention or mental effort (Dulcan et al., 1997). A study by Greene et al. (1996) purports that learning disabilities are lead by difficulties in social functioning. There is an inverse deviation in IQ sc

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