PURPOSE: Co-occurring attention-deficit/hyperactivity disorder (ADHD) and communication disorders represent a frequently encountered challenge for school-based practitioners. The purpose of the present study was to examine in more detail the clinical phenomenology of co-occurring ADHD and language impairments (LIs). METHOD: Measures of nonword repetition, sentence recall, and tense marking were collected from 57 seven- to nine-year-old children. The performances of children with ADHD+LI status were compared with those of children with specific language impairment (SLI) and children with typical development (TD). RESULTS: ADHD status had no independent detrimental impact on the affected children's LIs (SLI = ADHD+LI < TD). A modest positive correlation was found between the severity of children's ADHD symptoms and their sentence recall performance, suggesting a tendency for affected children who had higher levels of ADHD symptoms to perform better than those children with lower levels. CONCLUSION: These outcomes are difficult to reconcile with attention-deficit/information-processing accounts of the core deficits associated with SLI. Potential protective mechanisms associated with ADHD status are discussed.
PURPOSE: Co-occurring attention-deficit/hyperactivity disorder (ADHD) and communication disorders represent a frequently encountered challenge for school-based practitioners. The purpose of the present study was to examine in more detail the clinical phenomenology of co-occurring ADHD and language impairments (LIs). METHOD: Measures of nonword repetition, sentence recall, and tense marking were collected from 57 seven- to nine-year-old children. The performances of children with ADHD+LI status were compared with those of children with specific language impairment (SLI) and children with typical development (TD). RESULTS:ADHD status had no independent detrimental impact on the affected children's LIs (SLI = ADHD+LI < TD). A modest positive correlation was found between the severity of children's ADHD symptoms and their sentence recall performance, suggesting a tendency for affected children who had higher levels of ADHD symptoms to perform better than those children with lower levels. CONCLUSION: These outcomes are difficult to reconcile with attention-deficit/information-processing accounts of the core deficits associated with SLI. Potential protective mechanisms associated with ADHD status are discussed.
Authors: C J Johnson; J H Beitchman; A Young; M Escobar; L Atkinson; B Wilson; E B Brownlie; L Douglas; N Taback; I Lam; M Wang Journal: J Speech Lang Hear Res Date: 1999-06 Impact factor: 2.297
Authors: Alison Eisel Hendricks; Suzanne M Adlof; Crystle N Alonzo; Annie B Fox; Tiffany P Hogan Journal: J Speech Lang Hear Res Date: 2019-04-15 Impact factor: 2.297
Authors: Kaitlyn M A Parks; Janis E Oram Cardy; Tiffany G Woynaroski; Claudia G Sehl; Ryan A Stevenson Journal: J Commun Disord Date: 2020-08-17 Impact factor: 2.288