Wenche Andersen Helland1, Maj-Britt Posserud2, Turid Helland3, Mikael Heimann4, Astri J Lundervold5. 1. Helse Fonna HF, Haugesund, Norway Statped Vest, Bergen, Norway whelland@haugnett.no. 2. Haukeland University Hospital, Bergen, Norway RKBU, Bergen, Norway. 3. University of Bergen, Norway. 4. Linköping University, Sweden The Swedish Institute of Disability Research, Sweden. 5. University of Bergen, Norway Uni Health, Uni Research, Bergen, Norway K.G. Jebsen Centre for Research on Neuropsychiatric Disorders, University of Bergen, Norway.
Abstract
OBJECTIVE: The objective of this study was to investigate language impairments (LI) in a nonclinical sample of children with ADHD, reading disorder (RD), and ADHD + RD, and to explore whether these groups could be differentiated from each other and a control group regarding different aspects of language. METHOD: The groups were derived from a population-based sample of 5,672 children, 7 to 9 years. Language problems and the groups were defined from parent/teacher reports. RESULTS: LI was identified in the majority within the ADHD + RD group and in >40% of the ADHD and RD group. More phonological and expressive language problems were seen in the RD than the ADHD group, while receptive language problems were more prominent in ADHD. More pragmatic problems were identified in the ADHD group. CONCLUSION: The present results support findings from clinical samples pointing to a considerable rate of LI both in children with ADHD and in children with RD.
OBJECTIVE: The objective of this study was to investigate language impairments (LI) in a nonclinical sample of children with ADHD, reading disorder (RD), and ADHD + RD, and to explore whether these groups could be differentiated from each other and a control group regarding different aspects of language. METHOD: The groups were derived from a population-based sample of 5,672 children, 7 to 9 years. Language problems and the groups were defined from parent/teacher reports. RESULTS: LI was identified in the majority within the ADHD + RD group and in >40% of the ADHD and RD group. More phonological and expressive language problems were seen in the RD than the ADHD group, while receptive language problems were more prominent in ADHD. More pragmatic problems were identified in the ADHD group. CONCLUSION: The present results support findings from clinical samples pointing to a considerable rate of LI both in children with ADHD and in children with RD.
Authors: Petteri Joelsson; Roshan Chudal; David Gyllenberg; Anna-Kaisa Kesti; Susanna Hinkka-Yli-Salomäki; Juha-Pekka Virtanen; Jukka Huttunen; Terja Ristkari; Kai Parkkola; Mika Gissler; Andre Sourander Journal: Child Psychiatry Hum Dev Date: 2016-08
Authors: Agnieszka E Mlodnicka; Sarah O'Neill; David J Marks; Khushmand Rajendran; Anne-Claude V Bedard; Robyn L Schneiderman; Bipasha Basu; Jeffrey M Halperin Journal: Child Health Care Date: 2015-03-08
Authors: Ellen Verhoef; Ditte Demontis; Stephen Burgess; Chin Yang Shapland; Philip S Dale; Aysu Okbay; Benjamin M Neale; Stephen V Faraone; Evie Stergiakouli; George Davey Smith; Simon E Fisher; Anders D Børglum; Beate St Pourcain Journal: Transl Psychiatry Date: 2019-01-24 Impact factor: 6.222