Affiliation:
1. University of Utah, Salt Lake City
2. MGH Institute of Health Professions, Boston, MA
Abstract
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.
Publisher
American Speech Language Hearing Association
Subject
Speech and Hearing,Linguistics and Language,Language and Linguistics
Reference65 articles.
1. Diagnostic and Statistical Manual of Mental Disorders
2. American Speech-Language-Hearing Association. (2008). Schools survey report: SLP caseload characteristics trends 1995–2008. Retrieved from http://www.asha.org/uploadedFiles/Schools-2012-SLP-Caseload-Characteristics-Trends.pdf
3. On the Sensitivity and Specificity of Nonword Repetition and Sentence Recall to Language and Memory Impairments in Children
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