The interface between ADHD and language impairment: an examination of language, achievement, and cognitive processing

Article Abstract:

There is some evidence that, irrespective of psychiatric diagnosis, clinically referred children with language impairment (LI) are at a larger disadvantage. Low achievement is connected with both Attention Deficit Hyperactivity Disorder (ADHD) and LI, but LI accounts for a larger proportion of variance in achievement. There is no evidence that ADHD plus LI is a unique group with a distinguishable profile. However, members of this group are at greater risk because they show deficits connected with both disorders.

Attention-deficit hyperactivity disorder, Attention deficit hyperactivity disorder

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Language, social cognitive processing, and behavioral characteristics of psychiatrically disturbed children with previously identified and unsuspected language impairments

Article Abstract:

Language impairments frequently accompany psychiatric disorders. This is significant as many children referred for psychiatric services have language impairments that remain unsuspected until a routine assessment is carried out and may be incorrectly assumed to have inattention/noncompliant behavior problems. As language impairments are linked to deficits in cognition and academic achievement, a study was conducted on the social cognitive processing of children with previously unidentified language impairments, unsuspected language impairments and children with normally developing language.

Child psychology, Social perception in children, Childhood social perception

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Language achievement, and cognitive processing in psychiatrically disturbed children with previously identified and unsuspected language impairments

Article Abstract:

Previous research suggests that language impairments in some children may be unsuspected as they have less obvious problems in language expression than children whose language impairments are identified and treated. A study, which is discussed, was conducted on the language, achievement and cognitive characteristics of a group of seven- to 14-year-old children referred to child psychiatric services, to augment previous research on the prevalence and pattern of language impairments in child psychiatric outpatients and to gain deeper knowledge of why some children's language impairments are unsuspected.

Academic achievement, Cognition in children, Cognitive development, Educational psychology, Child psychiatry, Human information processing in children, Childhood information processing, Personality and academic achievement

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