Learning disability as a determinant of digital behavior in adolescents with ADHD: a cross-sectional study

Problematic technology use (PTU) has become an increasingly relevant concern among children and adolescents, warranting examination of risk factors that might influence usage patterns. Although Attention-Deficit/Hyperactivity Disorder (ADHD) is frequently studied in relation to technology use, little is known about the additional impact of comorbid Learning disorders (LD) within this population. This study examines the impact of LD on PTU among children and adolescents with ADHD. A total of 172 participants aged 8–17 and their parents were interviewed regarding screen time, types of devices used, and digital activity patterns. Half (n = 86) were diagnosed with ADHD + LD, and the other half (n = 86) with only ADHD. Youth completed the Young Internet Addiction Scale, Internet Gaming Disorder Scale, Social Media Addiction Scale and Smartphone Addiction Scale. Parents of the ADHD + LD group completed the Mathematics and Literacy Assessment Scale to evaluate LD symptom severity. No significant difference in screen time per day was found between groups (p > 0.05). The ADHD + LD group used fewer device types (t(170) = 3.30, p = 0.004), showing lower preference for mobile phones (X2(1) = 4.79, p = 0.038) and personal computers (X2(1) = 7.07, p = 0.016). They spent less time texting (p = 0.026), watching movies (p = 0.026) and videos (p = 0.041), listening to music (p = 0.004) and educational activities (p < 0.001). Gaming participation rates were similar, but Real-Time Strategy (p = 0.004), Multiplayer Online Battle Arena (p = 0.002), and Puzzle & Platform (p = 0.004) games were less preferred by the ADHD + LD group. Weak positive correlations were found between the number of screen-based devices owned and screen time per day (r = 0.204, p = 0.007), and device ownership duration and screen time per day (r = 0.282, p < 0.001). Scale scores did not differ significantly between groups, and Mathematics and Literacy Assessment Scale scores showed no correlation with other scale scores or screen time per day (p > 0.05). Although overall screen time and PTU severity were similar between groups, youth with ADHD and comorbid LD engaged in a narrower range of screen-based activities. These findings suggest that LD may shape digital behavior not in terms of quantity, but through differences in how technology is used.