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Pragmatic language difficulties in children with hyperactivity and attention problems: an integrated review
Benita C Green1, Katherine A Johnson, Lesley Bretherton
1Melbourne School of Psychological Sciences, University of Melbourne, VIC, Australia.
International Journal of Language & Communication Disorders
|December 31, 2013
Summary
Children with attention deficit hyperactivity disorder (ADHD) often exhibit pragmatic language difficulties, such as excessive talking and poor conversational skills. These challenges are linked to executive function deficits and require clinical attention for social and academic success.
Area of Science:
- Neuroscience
- Developmental Psychology
- Linguistics
Background:
- Diagnostic criteria for ADHD highlight pragmatic language challenges, including excessive talking and interrupting.
- Decades of research have reported language difficulties in children with ADHD features, but a comprehensive review was absent.
Purpose of the Study:
- To synthesize existing research on pragmatic language impairments in children with ADHD or ADHD symptoms.
- To integrate evidence from 1979 to the present concerning these language difficulties.
Main Methods:
- A systematic literature search was performed using PsycINFO and PubMed.
- Empirical studies on pragmatic language in children with ADHD were reviewed for nature and extent of difficulties.
Main Results:
- Thirty studies met inclusion criteria, encompassing various research designs.
- Consistent pragmatic language impairments were identified, notably excessive talking, poor turn-taking, and disorganized speech.
Conclusions:
- Pragmatic language deficits are prevalent in children with ADHD features, aligning with executive function deficits.
- These findings support the role of executive function in pragmatic language competence.
- Clinical assessment and intervention for pragmatic language skills are recommended for children with ADHD.
Keywords:
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