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The Interface between ADHD and Language Impairment: An Examination of Language, Achievement, and Cognitive Processing
Abstract
Language impairments are commonly observed among children referred for psychiatric services. The most frequent psychiatric diagnosis of children with language impairment (LI) is Attention Deficit Hyperactivity Disorder (ADHD). It is not clear whether there are differences between children with ADHD and comorbid LI and children with other psychiatric disorders who are also comorbid for LI. In the present study the language, achievement, and cognitive processing characteristics of 166 psychiatrically referred 7-14-year-old children were examined using a 2 x 2 (ADHD, LI) design to examine four groups: children with ADHD + LI, children with ADHD who have normally developing language, children with psychiatric diagnoses other than ADHD with a language impairment (OPD + LI) or without a LI (OPD). Results indicated that children with LI were at the most disadvantage regardless of the nature of the psychiatric diagnosis. Contrary to prediction, working memory measures, used to tap the core cognitive deficit of ADHD in executive functions, were more closely associated with LI than with ADHD. It was concluded that caution must be exercised in attributing to children with ADHD what might be a reflection of problems for children with language impairment generally. As most therapies are verbally based it is notable that language competence is rarely evaluated systematically before such therapies are undertaken.
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In the citing paper
“As language disorders have been found to be a highly prevalent comorbidity in ADHD”
From Relationships between neuropsychological measures of executive function and behavioral measures of ADHD symptoms and comorbid behavior (2006) · cites this paper as Cohen et al., 2000
In the citing paper
“In children referred for psychiatric services, those with LI have been shown to be the most impaired regardless of the psychiatric diagnosis”
From Relationships between neuropsychological measures of executive function and behavioral measures of ADHD symptoms and comorbid behavior (2006) · cites this paper as Cohen et al., 2000
In the citing paper
“The most common psychiatric diagnosis of children with LI is ADHD”
From Relationships between neuropsychological measures of executive function and behavioral measures of ADHD symptoms and comorbid behavior (2006) · cites this paper as Cohen et al., 2000
In the citing paper
“Language impairment (LI) is highly prevalent in children with psychiatric disorders and behavioral problems.”
From Relationships between neuropsychological measures of executive function and behavioral measures of ADHD symptoms and comorbid behavior (2006) · cites this paper as Cohen et al., 2000
In the citing paper
“the EF construct of WM, which has been considered to be a core problem in ADHD, is more closely related to LI than to ADHD”
From Relationships between neuropsychological measures of executive function and behavioral measures of ADHD symptoms and comorbid behavior (2006) · cites this paper as Cohen et al., 2000
In the citing paper
“Language Impairment (LI) is highly prevalent in children with ADHD and academic underachievement, co-occurring at a rate of approximately 45% (Beitchman, Wilson, Brownlie, Watlters, & Lancee, 1996; Cohen et al., 2000; Tirosh & Cohen, 1998; Tomblin, Zhang, Buckwalter, & Catts, 2000).”
From Semantic Language as a Mechanism Explaining the Association between ADHD Symptoms and Reading and Mathematics Underachievement (2012) · cites this paper as Cohen et al., 2000
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Elsady, S. R., Nabeih, A. A.-S., Mostafa, E., & Sadek, A. A. (2013) · Egyptian Journal of Medical Human Genetics · doi:10.1016/j.ejmhg.2013.05.001 · Cited by 19
Law, J. (2004) · Folia Phoniatrica et Logopaedica · doi:10.1159/000078343 · Cited by 19
Geurts, H. M., Verté, S., Oosterlaan, J., Roeyers, H., Hartman, C. A., Mulder, E. J., van Berckelaer‐Onnes, I. A., & Sergeant, J. A. (2004) · Journal of Child Psychology and Psychiatry · doi:10.1111/j.1469-7610.2004.00850.x · Cited by 18
Metadata
- Authors
- Cohen, N. J., Vallance, D. D., Barwick, M., Im, N., Menna, R., Horodezky, N. B., & Isaacson, L.
- Affiliations
- University of Toronto (CA)
- Venue
- Journal of Child Psychology and Psychiatry
- Publisher
- Wiley
- Published
- 2000-03
- Volume
- 41
- Issue
- 3
- Pages
- 353-362
- ISSN
- 0021-9630 (ISSN-L)
- 1469-7610
- OpenAlex
- W2070654273
- Cited by
- 272
- References
- 43
- Citations by year
- 2026: 2 · 2025: 5 · 2024: 4 · 2023: 9 · 2022: 9 · 2021: 9 · 2020: 8 · 2019: 10 · 2018: 12 · 2017: 13 · 2016: 11 · 2015: 12 · 2014: 16 · 2013: 17 · 2012: 15
- FWCI
- 2.57
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Child Psychology and Psychiatry (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Health Sciences › Medicine › Psychiatry and Mental health › Attention Deficit Hyperactivity Disorder
- Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Keywords
- attention deficit hyperactivity disorder, language impairment, comorbidities, working memory, executive function, academic performance, cognitive processes, language competence, verbal therapy
- MeSH terms
- Achievement, Adolescent, Attention Deficit Disorder with Hyperactivity, Child, Cognition Disorders, Female, Humans, Language Disorders, Language Tests, Male, Neuropsychological Tests, Psychiatric Status Rating Scales, Prevalence
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