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The Relationship Between Speech and Language Disorders and Working Memory: Children with Attention Deficit and
Merve Nur Sarıyer1, Elçin Tadıhan Özkan1, Saniye Tülin Fidan2
1Anadolu University, Eskisehir, Turkey.
Journal of Attention Disorders
|May 31, 2023
Summary
Children with attention deficit and hyperactivity disorder (ADHD) exhibit lower speech, language, and working memory skills compared to typically developing peers. These deficits require consideration in ADHD assessments and interventions.
Area of Science:
- Child Psychology
- Neurodevelopmental Disorders
- Speech-Language Pathology
Background:
- Attention deficit and hyperactivity disorder (ADHD) is a prevalent neurodevelopmental disorder affecting children.
- Children with ADHD often present with co-occurring challenges in various developmental domains.
- Understanding the specific impact of ADHD on speech, language, and communication is crucial for effective support.
Purpose of the Study:
- To investigate the speech, language, and communication skills in school-aged children diagnosed with ADHD.
- To compare the performance of children with ADHD against a control group of typically developing children.
- To identify potential differences in these skills between subtypes of ADHD.
Main Methods:
- The study included 47 children with ADHD (combined and inattentive subtypes) and 40 typically developing children.
- Participants completed standardized assessments including the Turkish School Age Language Development Test, Turkish Articulation and Phonology Test, Working Memory Scale, and Predictive Cluttering Inventory.
- Data were analyzed using SPSS, employing Mann Whitney U and One Way ANOVA tests.
Main Results:
- Children with ADHD demonstrated significantly lower performance across all language, speech, and working memory tests compared to typically developing children (p < .001).
- No significant differences were found between the combined and inattentive subtypes of ADHD in the assessed skills (p > .001).
- Typical development was associated with superior outcomes in word count and all evaluated tests.
Conclusions:
- Children with ADHD exhibit deficits in language, speech, and working memory compared to their typically developing peers.
- Speech, language, and working memory should be integral components of the assessment and intervention strategies for children with ADHD.
- Early identification and targeted support for these areas can improve outcomes for children with ADHD.
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