This study was designed to investigate the frequency with which students identified as having a Specific Learning Disability (SLD) and a Specific Learning Disability (SLD) combined with Attention Deficit Hyperactivity Disorder (ADHD) are further assessed for deficits of executive function and working memory. Data were collected and analyzed from 13 high schools and nine other campuses in a large urban North Texas School District providing special education services. The total participants for this study included 747. The total number of SLD eligible participants was 701. The total number of SLD combined with ADHD eligible participants was 46. Data analysis determined a total of 151 SLD participants were assessed using extended or supplementary working memory tests. The SLD combined with ADHD participants administered the extended or supplementary working memory test totaled seven. Assessing in-depth cognitively can provide information specific to the student's learning style, whether planning and organizing is a strength or weakness as well as other executive function deficits. Psychoeducational evaluators, educators, administrators, and parents who are interested in this topic of research will benefit from this research study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]