According to Wikipedia, is defined by comorbidity, the medical term, coined by AR Feinstein in 1970, and referred to two concepts:
The presence of one or more disorders (or diseases) in addition to the disease or disorder primary.
The effect of these additional disorders or diseases.
Undoubtedly, many families we understand that most comorbidity in ADHD and related case is the "socio-educational comorbidity, not directly addressed in the scientific literature, but unfortunately patent a vast majority of Child @ s affect s, where too often multimodal treatments are relegated to the pharmacology (not always effective) and best when the economy allows us to private psychotherapy, scarce, expensive and not highly specialized and individualized for each patient. The
real and effective school support is atypical and dependent largely on the attitude of teachers involved, committed and knowledgeable principles of this disease, which is a minority, given the dubious nature that often is labeled with the disorder known as "invisible disease" and the very high lack of training to these psychiatric disorders.
Moreover, the bad publicity of this disorder is related to that too often merely a problem of lack of family education, where supposedly not verified rules, routines, daily efforts, perseverance etc. socially relegated to the affected environment and your family, if social discrimination in many cases by exclusions in recreational and leisure activities and joint cooperation.
This forms a devastating socio-educational for the individual, to which certain disabilities in their executive functions and, often, their poor skills, social skills greatly restricts full development and effective learning stage and membership social group, creating largely frustration, low self-esteem, anxiety, depression and a significant burden on many occasions latent aggression, and note that it feels too much for him by a group of comrades s.
In short, there is a dynamic factor in the child's personality that leads inexorably comorbidities calls but that may not be caused by the disease itself, but the breeding ground that is forged in interpersonal relationships with peers, and by the appalling lack of measures to palliate much of the amendment of certain disabilities and learning tools for the full and optimal socialization and learning of those affected.
As well expresses one of the best child and adolescent psychiatrist in the country (and very few indeed), Dr. Joaquín Díaz Atienza:
"If we can clearly identify each child's specific difficulties and" superimposed " to understand clinically as ADHD, if we are capable and have the appropriate means to implement an individualized intervention, these children respond surprisingly well, even better than other students who do not have these problems. 
In my opinion, always to contemplate the motivation and self esteem in our interventions, children with ADHD students respond very satisfactory educational psychology programs. I think there should be conditional negative the deficit, but think that behind it there are a variety of possibilities that we explore and use in order to take advantage of children with ADHD. Sometimes our negative comments, with our limitations in resources, with our prejudices deficits contribute to accentuate rather than highlight the tremendous potential these children have. "
'splendid article by Dr. Díaz Atienza: "ADHD and Comorbidity"
Source:
http://www.paidopsiquiatria.com/rev/numero7/comor.pdf
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