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Five years later: language in school-age internationally adopted children
Sharon Glennen1, Betsy J Bright
1Department of Audiology, Speech-Language Pathology & Deaf Studies, Towson University, Towson, MD 21252, USA. sglennen@towson.edu
Seminars in Speech and Language
|February 26, 2005
Summary
Children adopted from Eastern Europe showed strengths in language structure but weaknesses in pragmatic language use. Their challenges resembled Attention Deficit Hyperactivity Disorder (ADHD) patterns.
Area of Science:
- Child Psychology
- Developmental Psychology
- Pediatric Health
Background:
- Follow-up study of 46 children adopted from Eastern Europe, originally assessed in early childhood.
- Investigated school-age abilities (6-9 years) five years after initial assessment.
- Examined academic, diagnostic, and communication profiles.
Purpose of the Study:
- To assess the school-age abilities of children adopted from Eastern Europe.
- To identify common diagnoses and educational support needs.
- To analyze language and social skills profiles in relation to Attention Deficit Hyperactivity Disorder (ADHD).
Main Methods:
- Parent and teacher surveys collected data on school-age abilities.
- Children's Communication Checklist-2 and Social Skills Rating Scale (SSRS) were utilized.
- Analysis included diagnostic rates, educational accommodations, and specific skill assessments.
Main Results:
- 54.5% of children had diagnoses, most commonly Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder (ADD/ADHD) (25%).
- 17.4% received classroom accommodations or special education.
- Strengths in structural/meaning-based language; weaknesses in pragmatic language and higher hyperactivity levels observed, similar to ADD/ADHD profiles.
Conclusions:
- Children adopted from Eastern Europe exhibited language and social skill patterns aligning with ADD/ADHD.
- Early expressive vocabulary predicted later social skills and problem behaviors.
- Age of adoption did not predict school-age outcomes.