| Autor: |
Jepsen, Ida Bonnerup, Brynskov, Cecilia, Thomsen, Per Hove, Rask, Charlotte Ulrikka, Jensen de López, Kristine, Lambek, Rikke |
| Předmět: |
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| Zdroj: |
Journal of Attention Disorders; Oct2024, Vol. 28 Issue 12, p1542-1554, 13p |
| 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. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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