Language Characteristics of Children with ADHD

Kim, Okmi H.; Kaiser, Ann P.

doi:10.1177/152574010002100304

Cited by 146Attention Deficit Hyperactivity DisorderLanguage Development and DisordersDevelopmental and Educational Neuropsychology

Language Characteristics of Children with ADHD

Kim, Okmi H., Kaiser, Ann P.·2000·Communication Disorders Quarterly

DOI 10.1177/152574010002100304

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Abstract

Language characteristics of 11 children with attention-deficit/ hyperactivity disorder (ADHD) and 11 typically developing children ages 6 to 8 were compared in terms of semantic, syntactic, and pragmatic language skills. Children were tested on the Peabody Picture Vocabulary Test-Revised (PPVT-R), the Test of Language Development-2 Primary (TOLD-2), and the Test of Pragmatic Language (TOPL). Samples of children's language were collected during free play with an adult conversational partner using the Pragmatic Protocol. Results indicated that there was no difference between the two groups on receptive vocabulary as measured by the PPVT-R. Children with ADHD performed worse than typically developing children on the sentence imitation, word articulation, speaking quotient, and overall speech and language quotient subtests of the TOLD-2 Primary. Children with ADHD produced more inappropriate pragmatic behaviors in conversational interactions, although their pragmatic knowledge as measured by the TOPL did not differ from that of the normally developing children. Results are discussed in terms of the relative strengths and weaknesses in the communication skills of children with ADHD.

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Children with ADHD showed poorer semantic language skills than children without ADHD.
“Consistent with prior research (Kim & Kaiser, 2000) children with ADHD exhibited worse semantic language skills than children without ADHD.”
From Semantic Language as a Mechanism Explaining the Association between ADHD Symptoms and Reading and Mathematics Underachievement (2012) · cites this paper as Kim & Kaiser, 2000

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Authors: Kim, O. H., & Kaiser, A. P.
Affiliations: Vanderbilt University (US)
ORCID: Kaiser, Ann P.
Venue: Communication Disorders Quarterly
Publisher: SAGE Publications
Published: 2000-06
Volume: 21
Issue: 3
Pages: 154-165
ISSN: 0735-3170 (ISSN-L)
1525-7401
1538-4837
DOI: 10.1177/152574010002100304
OpenAlex: W2046438437
Cited by: 146
References: 36
Citations by year: 2026: 5 · 2025: 6 · 2024: 7 · 2023: 5 · 2022: 9 · 2021: 9 · 2020: 9 · 2019: 8 · 2018: 7 · 2017: 7 · 2016: 9 · 2015: 6 · 2014: 8 · 2013: 8 · 2012: 8
FWCI: 0.47
Type: journal article
Language: en
Open access: closed
Licence: journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations: Communication Disorders Quarterly (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, children, language skills, semantic language, pragmatic language, receptive vocabulary, sentence imitation, conversation, pragmatic knowledge, communication skills

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Language Characteristics of Children with ADHD

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