语言和阅读在注意力缺陷/多动障碍和伴随性注意力缺陷/多动障碍 + 发育性语言障碍中
Kaitlyn M A Parks1,2, Janis Oram Cardy2,3, Marc F Joanisse1,2
1Department of Psychology Western University London Ontario Canada.
JCPP advances
|June 3, 2024
概括
心理语言学评估可以帮助区分发育性语言障碍 (DLD) 和注意力缺陷/多动症障碍 (ADHD). 合并性DLD + ADHD没有显示较低的语言能力,阅读效率区分了ADHD亚型.
科学领域:
- 神经发育障碍 神经发育障碍
- 儿童和青少年心理学 儿童和青少年心理学
- 教育心理学教育心理学
背景情况:
- 发育性语言障碍 (DLD) 和注意力缺陷/多动性障碍 (ADHD) 是儿童和青少年常见的神经发育状况.
- 区分DLD,ADHD (组合或不注意的亚型) 和并发性DLD + ADHD对于准确的诊断和干预至关重要.
- 心理语言学评估是理解这些人群语言和认知特征的宝贵工具.
研究的目的:
- 调查特定心理语言学评估在区分患有DLD,ADHD和共患DLD+ADHD的儿童和青少年之间的有效性.
- 在这些诊断群体中检查语言和阅读任务的性能差异.
- 确定阅读效率测量是否可以区分ADHD亚型.
主要方法:
- 评估了441名6至16岁的儿童和青少年队列.
- 心理语言学评估包括临床评估语言基础选测试 (CELFST),非词重复 (语音处理综合测试),视觉词和语音解码子测试 (文字阅读效率测试).
- 使用统计分析来比较各诊断组的表现.
主要成果:
- 在任务中表现不佳表明语言障碍,有或没有ADHD.
- 患有ADHD的儿童 (组合与不注意) 仅在视觉文字阅读方面有显著差异,偏好组合类型.
- 阅读效率测量有效地区分了多动症亚型,但没有区分其他诊断组.
- 与单独患有DLD的儿童相比,患有ADHD + DLD的儿童在标准语言查中表现不佳.
结论:
- 与单独的DLD相比,ADHD和DLD的组合并不一定会导致较低的语言能力或阅读能力.
- 阅读效率测量在区分多动症的亚型方面是有效的.
- 这些发现有助于更好地了解差异诊断和在儿科神经发育障碍中识别并发症.
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