Language Impairment in the Attention-Deficit/Hyperactivity Disorder Context

Autor/in	Redmond, Sean M.
Titel	Language Impairment in the Attention-Deficit/Hyperactivity Disorder Context
Quelle	In: Journal of Speech, Language, and Hearing Research, 59 (2016) 1, S.133-142 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/2015_JSLHR-L-15-0038
Schlagwörter	Attention Deficit Hyperactivity Disorder; Language Impairments; Literature Reviews; Psycholinguistics; Neuropsychology; Social Development; Emotional Development; Comorbidity; Correlation; Etiology; Children; Parent Attitudes; Rating Scales; Symptoms (Individual Disorders); Clinical Diagnosis + Suchen Sie Ihr Suchwort? Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Psycholinguistik; Neuropsychologie; Soziale Entwicklung; Gefühlsbildung; Korrelation; Ätiologie; Child; Kind; Kinder; Elternverhalten; Rating-Skala; Psychiatrische Symptomatik
Abstract	Purpose: Attention-deficit/hyperactivity disorder (ADHD) is a ubiquitous designation that affects the identification, assessment, treatment, and study of pediatric language impairments (LIs). Method: Current literature is reviewed in 4 areas: (a) the capacity of psycholinguistic, neuropsychological, and socioemotional behavioral indices to differentiate cases of LI from ADHD; (b) the impact of co-occurring ADHD on children's LI; (c) cross-etiology comparisons of the nonlinguistic abilities of children with ADHD and specific LI (SLI); and (d) the extent to which ADHD contributes to educational and health disparities among individuals with LI. Results: Evidence is presented demonstrating the value of using adjusted parent ratings of ADHD symptoms and targeted assessments of children's tense marking, nonword repetition, and sentence recall for differential diagnosis and the identification of comorbidity. Reports suggest that the presence of ADHD does not aggravate children's LI. The potential value of cross-etiology comparisons testing the necessity and sufficiency of proposed nonlinguistic contributors to the etiology of SLI is demonstrated through key studies. Reports suggest that children with comorbid ADHD+LI receive speech-language services at a higher rate than children with SLI. Conclusion: The ADHD context is multifaceted and provides the management and study of LI with both opportunities and obstacles. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01