Language Profiles and Mental Health Problems in Children With Specific Language Impairment and Children With ADHD

Abstract

Objective: This study aimed to explore whether children with specific language impairment (SLI) and children with ADHD can be differentiated from each other in terms of their language profiles, and also to investigate whether these two clinical groups differ regarding mental health problems. Method: A total of 59 children in the age range 6 to 12 years participated in the study. The parents completed the Children’s Communication Checklist–Second Edition and the Strengths and Difficulties Questionnaire. Results: Communication impairments were as prominent in the ADHD group as in the SLI group; however, the groups were separable from each other in terms of their language profiles. Furthermore, the ADHD group experienced significantly more mental health problems compared with the SLI group. Conclusion: Language should be assessed in children with ADHD and instruments sensitive to ADHD should be included when assessing children with SLI. Mental health should be an area of concern to be addressed in both groups.

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

“…In addition to the comparisons with ASD, there is evidence that children with ADHD have pragmatic difficulties comparable with children with reading disorder and SLI (Helland et al . , 2012c).…”

Behavior problems and social competence in Brazilian children with specific language impairment

“…Although the diagnostic criterion for SLI excludes psychiatric disorders, there is a consistent association between language impairment and behavioral problems (St Clair et al 2011;Van Agt et al 2011;van Daal et al 2007;Yew and O'Kearney 2013;Gregl et al 2014;Mok et al 2014;Hollo et al 2014;Helland et al 2014). The causal path of this relation remains unclear, but evidence from longitudinal studies suggests the direction of effect may be from language to behavior (Petersen et al 2013).…”

Children with stronger executive functioning and fewer ADHD traits produce more effective referential statements

“…Difficulties in other areas of communication have been found for individuals with ADHD (Bruce, Thernlund, & Nettelbladt, 2006;Geurts et al, 2010;Green et al, 2014). For example, numerous studies have found that parents of school-aged children with a diagnosis, or elevated traits, of ADHD, report that their children show more communication difficulties relative to their peers, such as, difficulties with initiating conversation, changing topics, inappropriately using phrases, and weaker rapport building skills (Bignell & Cain, 2007;Bishop & Baird, 2001;Geurts et al, 2010;Helland, Biringer, Helland, & Heimann, 2012;Helland, Helland, & Heimann, 2014). Studies using observations of the speech of 6-8-year-old children found that children with ADHD showed difficulties in a range of communicative behaviour such as failing to answer questions, interrupting others, and providing less feedback (Kim & Kaiser, 2000).…”