The Role of Language in the Social and Academic Functioning of Children With ADHD.
| Autor: | Jepsen IB; Aarhus University, Denmark., Brynskov C; University of Copenhagen, Denmark., Thomsen PH; Aarhus University, Denmark.; Aarhus University Hospital Psychiatry, Denmark., Rask CU; Aarhus University, Denmark.; Aarhus University Hospital Psychiatry, Denmark., Jensen de López K; Aalborg University, Denmark., Lambek R; Aarhus University, Denmark. |
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| Jazyk: | angličtina |
| Zdroj: | Journal of attention disorders [J Atten Disord] 2024 Oct; Vol. 28 (12), pp. 1542-1554. Date of Electronic Publication: 2024 Jul 30. |
| DOI: | 10.1177/10870547241266419 |
| Abstrakt: | Objective: To provide an in-depth examination of whether pragmatic, expressive, receptive, and narrative language are associated with the social and academic functioning of children with ADHD. Method: Children with ADHD ( n = 46) and neurotypical comparison (NC) children ( n = 40) aged 7 to 11 years completed tasks measuring expressive, receptive, and narrative language, while parents rated pragmatic language and social- and academic functioning. Results: Children with ADHD differed significantly from NC children on pragmatic language, expressive language, receptive language, and narrative coherence. An examination of indirect effects revealed that a significant proportion of the association between ADHD and social functioning was shared with pragmatic language, while a significant proportion of the association between ADHD and academic difficulties was shared with pragmatic language as well as with expressive language. Conclusion: This preliminary study supports the clinical relevance of language in relation to the academic- and social functioning of children with ADHD. Competing Interests: Declaration of Conflicting InterestsThe author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article. |
| Databáze: | MEDLINE |
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