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

Abstract

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.

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

“…The results are consistent with recent accounts that posit that the executive difficulties faced by children with elevated ADHD traits lead to difficulties with various aspects of communication (e.g., Geurts et al, 2010;Green et al, 2014;Nilsen & Fecica, 2011). For example, Nilsen and Fecica (2011) suggest that in addition to recognizing the informational needs of a conversational partner, speakers require the executive functioning skills to support the use of this information in order to be successful.…”

“…Specifically, the behavioural traits of attention-deficit/hyperactivity disorder (ADHD) were examined given their association with executive dysfunction (Willcutt, Doyle, Nigg, Faraone, & Pennington, 2005). By examining the cognitive and behavioural features together, we were able to gather empirical data to evaluate recent theoretical accounts which posit that executive functioning plays an important role in communicative processes for both typical and atypical populations of children, including those with elevated ADHD traits (Geurts, Broeders, & Nieuwland, 2010;Green, Johnson, & Bretherton, 2014;Nilsen & Fecica, 2011).…”

“…As such, the second aim of this study was to examine the effects of executive functioning and behavioural traits of ADHD on children's referential communication. 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).…”

Differentiating Autism from Typical Development: Preliminary Findings of Greek Versions of a Pragmatic Language and Social Communication Questionnaire

“…There is well-documented support that persons with ASD have difficulty engaging in conversations, including meeting Grice’s maxim of quantity [48]. Persons with ASD exhibit difficulty in saying enough to engage in conversation, but not so much that one talks excessively, which affects turn taking, responsiveness to verbal and linguistic cues of conversational partners, and comprehension [13]. Children with ASD less often showed the ability to exhibit social cognitive skills, such as theory of mind, than their typically developing peers, but were as likely to demonstrate concern for others and to indicate how they were feeling about a situation or event.…”

Impaired Cognitive Processes Influence Expressive Language Skills In Attention Deficits

“…The properties of speech in verbal communication are important aspects to social interaction. The properties of speech, examined in Green et al (2014) research, demonstrates the difficulties in the pragmatic aspects of language in children with ADHD, such as excessive verbal speech & interruption in communication, by conducting observational studies of children's communication patterns and studies of complex language comprehension and production. Identifying pragmatic components is essential for expressive language skills in that it refers to the appropriate and effective use of language in interpersonal contexts and is important for children's ability to function well at different social settings (Russell 2007).…”