ADHD and Communication Disorders

Westby, Carol; Watson, Silvana M. R.

doi:10.1002/9781119606987.ch23

Cited by 5 publications

(3 citation statements)

References 110 publications

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“…Terhambatnya kemampuan berbahasa yang dimiliki anak dengan ADHD membuat kemampuan pemrosesan informasi saat melakukan interaksi sosial dengan lingkungannya menjadi kurang. Anak-anak yang awalnya diidentifikasi memiliki gangguan bahasa tertentu kebanyakan teridentifikasi menderita ADHD (Westby & Watson, 2021). Banyak anak dengan ADHD menunjukkan keterlambatan dalam perkembangan bahasa dan kemudian kesulitan komunikasi yang mempengaruhi sosial mereka dan kinerja akademik (Tomblin & Mueller, 2012;Westby & Watson, 2021).…”

Section: Pembahasanunclassified

“…Anak-anak yang awalnya diidentifikasi memiliki gangguan bahasa tertentu kebanyakan teridentifikasi menderita ADHD (Westby & Watson, 2021). Banyak anak dengan ADHD menunjukkan keterlambatan dalam perkembangan bahasa dan kemudian kesulitan komunikasi yang mempengaruhi sosial mereka dan kinerja akademik (Tomblin & Mueller, 2012;Westby & Watson, 2021). Menurut Chamidah (dalam Rosida, 2023, salah satu gangguan pada perkembangan bahasa adalah adanya gangguan pervasif yang terjadi pada anak dengan mengalami attention defisit disorder yakni memiliki keterbatasan di pusat syarafnya.…”

Section: Pembahasanunclassified

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Shoebox Program To Improve The Speech Language Skills Of Children With Ttention Deficit Hyperactivity Disorder

Misdayani,

Hernawati

2023

kolokium

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Children with attention deficit and hyperactivity disorders can experience language and speech delays if not treated early. Based on initial observations in the field, it was found that a child with hyperactivity and attention deficit disorder or ADHD aged 3 years and 4 months was late in language development. At that age, children should be able to express desires, ask questions, answer simple questions, respond when called, and be interested in playing with their peers. From an early age, children need to receive intervention as soon as possible from their immediate environment, namely the family, so that children's obstacles can be minimized properly. For this reason, this research aims to develop a program that can improve the language skills of children with ADHD. This program is called Shoebox, which was developed based on the results of an assessment of children's language skills. The program will be implemented by the child's parents through a process of mentoring researchers first until the parents implement it independently. This research uses mixed research methods, namely qualitative research methods as the basis for program development, and quantitative research methods with SSR design to test the program's effectiveness. Data collection techniques are interviews, observation and documentation, and oral language behavior tests. The results of this research are a shoebox program which, based on effectiveness tests, shows that this program can improve speech-language skills in ADHD children

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Section: Pembahasanunclassified

Shoebox Program To Improve The Speech Language Skills Of Children With Ttention Deficit Hyperactivity Disorder

Misdayani,

Hernawati

2023

kolokium

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“…In other words, it is difficult to conclude whether LI is a distinct condition some children with ADHD face or if the very nature of ADHD entails language difficulty. Finally, pragmatic skills were not evaluated until recently, possibly due to a lack of relevant tests (Westby & Watson, 2021). Yet, recent studies suggest that even with structural language skills intact, children with ADHD may struggle with pragmatics (Hawkins et al, 2016; Helland et al, 2012; Staikova et al, 2013).…”

Section: Language Development In Children With Attention-deficit/hype...mentioning

confidence: 99%

Development of Structural and Pragmatic Language Skills in Children With Attention-Deficit/Hyperactivity Disorder

Vassiliu

Mouzaki

Antoniou

et al. 2022

Communication Disorders Quarterly

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The few reports on the language skills of children with attention-deficit/hyperactivity disorder (ADHD) offer conflicting evidence on whether they face significant challenges, and if so, whether these challenges are present in all aspects of language. Here, we investigated a sample of Greek-speaking children with ADHD ( n = 29) using a structural language (vocabulary, grammar) and a pragmatic language assessment. To ascertain the extent of strengths and weaknesses, we compared the performance of children with ADHD to typically developing (TD) peers ( n = 29) and also to children with developmental language disorder (DLD; n = 25), who face challenges particularly in structural language. As regards structural language, ADHD children performed significantly lower than their TD peers but significantly higher than the DLD group. In pragmatics, ADHD children performed numerically lower than any other group, but differences did not reach statistical significance. Children with ADHD face difficulties with language skills and especially with structural language. Sophisticated linguistic assessment is crucial, as it facilitates the identification of children with different challenges by measuring performances on distinct components. Language difficulties in ADHD should not be overlooked but must be evaluated thoroughly for more effective intervention planning.

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Links Among Attention-Deficit/Hyperactivity Disorder Symptoms and Psycholinguistic Abilities Are Different for Children With and Without Developmental Language Disorder

Redmond,

Ash,

et al. 2024

Am J Speech Lang Pathol

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Purpose: Both developmental language disorder (DLD) and attention-deficit/hyperactivity disorder (ADHD) represent relatively common and chronic neurodevelopmental conditions associated with increased risk for poor academic and interpersonal outcomes. Reports of common co-occurrence suggest these neurodevelopmental disruptions might also be linked. Most of the data available on the issue have been based on case–control studies vulnerable to ascertainment and other biases. Method: Seventy-eight children, representing four neurodevelopmental profiles (DLD, ADHD, co-occurring ADHD + DLD, and neurotypical development), were administered a battery of psycholinguistic tests. Parents provided standardized ratings of the severity of their children's inattention, hyperactivity/impulsivity, and executive function symptoms. Examiners were blinded to children's clinical status. Group differences, correlations, and best subset regression analyses were used to examine potential impacts of children's ADHD symptoms on their psycholinguistic abilities. Results: For children with DLD, significant links between their ADHD symptoms and psycholinguistic abilities were limited to the contributions of elevated hyperactivity/impulsivity symptoms to lower pragmatic abilities. For children without DLD, inattention symptoms contributed to lower levels of performance in pragmatic, sentence recall, receptive vocabulary, and narrative abilities. Discussion: Links among children's ADHD symptoms and their psycholinguistic abilities were different for children with and without DLD. Implications for the provision of clinical services are discussed.

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ADHD and Communication Disorders

Cited by 5 publications

References 110 publications

Shoebox Program To Improve The Speech Language Skills Of Children With Ttention Deficit Hyperactivity Disorder

Shoebox Program To Improve The Speech Language Skills Of Children With Ttention Deficit Hyperactivity Disorder

Development of Structural and Pragmatic Language Skills in Children With Attention-Deficit/Hyperactivity Disorder

Links Among Attention-Deficit/Hyperactivity Disorder Symptoms and Psycholinguistic Abilities Are Different for Children With and Without Developmental Language Disorder

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