Pragmatic Deficits in Attention Deficit/Hyperactivity Disorder: Systematic Review and Meta-Analysis

Abstract

Introduction: While poorer pragmatic language skills have been found in attention-deficit/hyperactivity disorder (ADHD) populations, there has been no conclusive evidence of this. We aimed to conduct a meta-analysis of pragmatic language abilities in ADHD populations to definitively demonstrate the extent of pragmatic language deficits in these populations as compared to typically developing (TD) populations. Methods: Studies were identified using the search terms ((attention deficit) OR (adhd)) AND (pragmatics), and those studies were screened and reviewed for inclusion criteria, descriptive information, and outcome variables in order to conduct a meta-analysis. Results: A total of 14 studies (5,772 participants) met the criteria for quantitative synthesis. Meta-analysis indicated that ADHD populations exhibited significantly poorer pragmatic language skills than TD populations, with a very large overall effect size of −1.55. These results indicate that pragmatic language is significantly impaired in ADHD populations. Conclusion: It is suggested that pragmatic language skills may deserve greater surveillance considering the importance of pragmatic language in socio-emotional development, daily life, and academic success.