alexa Pragmatic language difficulties in children with hyperactivity and attention problems: an integrated review.
Neurology

Neurology

Autism-Open Access

Author(s): Green BC, Johnson KA, Bretherton L

Abstract Share this page

Abstract BACKGROUND: Diagnostic criteria for attention deficit hyperactivity disorder (ADHD) suggest a range of difficulties in the pragmatic aspects of language, including excessive talking and interrupting others. Such difficulties have been periodically reported over several decades in studies on the language abilities of children with features of ADHD, yet a comprehensive review of the literature has been lacking. AIMS: This review aims to integrate evidence from several lines of research from 1979 to the present on pragmatic language difficulties in children with ADHD or symptoms of ADHD. METHODS & PROCEDURES: A comprehensive search of empirical literature on pragmatic language in children with ADHD or symptoms of ADHD was conducted using PsycINFO and PubMed databases and through following up relevant references cited in articles. Literature was reviewed with respect to the nature and extent of pragmatic language difficulties in ADHD. OUTCOMES & RESULTS: Thirty studies met the review inclusion criteria, including recent questionnaire studies, observational studies of children's communication patterns, and studies of higher-level language comprehension and production. The studies indicate a consistent profile of pragmatic language impairments in children with features of ADHD, particularly in the areas of excessive talking, poor conversational turn-taking, and lack of coherence and organization in elicited speech. CONCLUSIONS & IMPLICATIONS: Pragmatic language difficulties are common in children with features of ADHD. These difficulties are consistent with deficits in executive function that are thought to characterize ADHD, thus providing some support for the theory that executive function contributes to pragmatic language competency. As yet there is very little empirical evidence of specific relationships between particular aspects of pragmatic language and particular domains of executive function. Given the importance of pragmatic language competency for children's social and academic functioning, pragmatic language abilities should be considered during clinical assessment for ADHD and targeted for intervention. © 2013 Royal College of Speech and Language Therapists. This article was published in Int J Lang Commun Disord and referenced in Autism-Open Access

Relevant Expert PPTs

Relevant Speaker PPTs

Recommended Conferences

  • Neurology and Neurological Disorders
    July 17-18, 2017 Chicago, USA
  • International Conference on Social Sciences & Interdisciplinary Studies
    August 07-17 London, UK
  • 3rd International Conference on Autism
    Aug 21-22, 2017 Los Angeles, USA
  • 3rd International Conference on Epilepsy and Treatment
    September 01-17 Brussels, Belgium

Relevant Topics

Peer Reviewed Journals
 
Make the best use of Scientific Research and information from our 700 + peer reviewed, Open Access Journals
International Conferences 2017-18
 
Meet Inspiring Speakers and Experts at our 3000+ Global Annual Meetings

Contact Us

 
© 2008-2017 OMICS International - Open Access Publisher. Best viewed in Mozilla Firefox | Google Chrome | Above IE 7.0 version
adwords