A Prospective Psychiatric Follow-up of Children with Speech/Language Disorders

Baker, Lorian; Cantwell, Dennis P.

doi:10.1097/00004583-198707000-00015

Cited by 180 publications

(121 citation statements)

References 22 publications

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“…We hypothesized that children with persistent-SSD would be at increased risk for ADHD because previous research had indicated that persistent speech-language problems tended to be associated with a higher risk of developing a psychiatric disorder (Baker and Cantwell 1987;Snowling et al 2006). We were also interested in whether the persistence variable would interact with the comorbid SLI variable to predict ADHD symptomatology.…”

Section: Discussionmentioning

confidence: 99%

“…We were interested in how the persistent vs. normalized SSD distinction would be associated with the prevalence of ADHD symptomatology in the sample. We predicted that those children with persistent-SSD would be at increased risk for ADHD because there are indications that children who do not improve in their speech-language skills have an increased risk of developing a psychiatric disorder (Baker and Cantwell 1987;Snowling et al 2006). In summary, the aim of the current study was to investigate the overlap of ADHD and SSD and to consider speechlanguage subgroups within the SSD sample that may be meaningful for the overlap with ADHD.…”

Section: Current Studymentioning

confidence: 99%

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Children with Comorbid Speech Sound Disorder and Specific Language Impairment are at Increased Risk for Attention-Deficit/Hyperactivity Disorder

McGrath

Hutaff-Lee

Scott

et al. 2007

J Abnorm Child Psychol

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This study focuses on the comorbidity between attention-deficit/hyperactivity disorder (ADHD) symptoms and speech sound disorder (SSD). SSD is a developmental disorder characterized by speech production errors that impact intelligibility. Previous research addressing this comorbidity has typically used heterogeneous groups of speech-language disordered children. This study employed more precise speech-language diagnostic criteria and examined ADHD symptomatology in 108 SSD children between the ages of 4 and 7 years old with specific language impairment (SLI) (n=23, 14 males, 9 females) and without SLI (n=85, 49 males, 36 females). We also examined whether a subcategory of SSD, persistent (n=39, 25 males, 14 females) versus normalized SSD (n=67, 38 males, 29 females), was associated with ADHD and/or interacted with SLI to predict ADHD symptomatology. Results indicated that participants in the SSD + SLI group had higher rates of inattentive ADHD symptoms than those in the SSD-only and control groups. In addition, an unexpected interaction emerged such that children with SLI and normalized-SSD had significantly higher ADHD inattentive ratings than the other subgroups. A proposed explanation for this interaction is discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Current Studymentioning

confidence: 99%

Children with Comorbid Speech Sound Disorder and Specific Language Impairment are at Increased Risk for Attention-Deficit/Hyperactivity Disorder

McGrath

Hutaff-Lee

Scott

et al. 2007

J Abnorm Child Psychol

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“…3,[7][8][9] Similarly, studies examining the prevalence of ADHD in language-impaired samples also demonstrate that these conditions are highly comorbid. 10 However, estimates of this overlap vary considerably, and previous studies have relied on small, nonrepresentative clinical samples; underrepresentation of girls and those with ADHD-inattentive subtype; and failure to directly confirm ADHD diagnosis. 4 One community-based study revealed that 45% of children with ADHD had comorbid language problems.…”

mentioning

confidence: 99%

Language Problems in Children With ADHD: A Community-Based Study

et al. 2014

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WHAT'S KNOWN ON THIS SUBJECT: Children with attentiondeficit/hyperactivity disorder (ADHD) have poorer academic and social functioning and more language problems than typically developing peers. However, it is unknown how language problems impact the academic and social functioning of these children.WHAT THIS STUDY ADDS: Language problems are common in children with ADHD and are associated with markedly poorer academic functioning independent of ADHD symptom severity and comorbidities. There was little evidence that language problems were associated with poorer social functioning for children with ADHD.abstract OBJECTIVES: To examine the prevalence of language problems in children with attention-deficit/hyperactivity disorder (ADHD) versus non-ADHD controls, and the impact of language problems on the social and academic functioning of children with ADHD.METHODS: Children (6 to 8 years) with ADHD (n = 179) and controls (n = 212) were recruited through 43 Melbourne schools. ADHD was assessed by using the Conners 3 ADHD Index and the Diagnostic Interview Schedule for Children IV. Oral language was assessed by using the Clinical Evaluation of Language Fundamentals, fourth edition, screener. Academic functioning was measured via direct assessment (Wide Range Achievement Test 4) and teacher report (Social Skills Improvement System). Social functioning was measured via parent and teacher report (Strengths and Difficulties Questionnaire; Social Skills Improvement System). Logistic and linear regression models were adjusted for sociodemographic factors and child comorbidities. RESULTS:Children with ADHD had a higher prevalence of language problems than controls after adjustment for sociodemographic factors and comorbidities (odds ratio, 2.8; 95% confidence interval [CI], 1.5 to 5.1). Compared with children with ADHD alone, those with language problems had poorer word reading (mean difference [MD], 211.6; 95% CI, 216.4 to 26.9; effect size, 20.7), math computation (MD, 211.4; 95% CI, 215.0 to 27.7; effect size, 20.8), and academic competence (MD, 210.1; 95% CI, 214.0 to 26.1; effect size, 20.7). Language problems were not associated with poorer social functioning. CONCLUSIONS:Children with ADHD had a higher prevalence of language problems than controls, and language problems in children with ADHD contributed to markedly poorer academic functioning. Pediatrics 2014;133:793-800

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“…For example, Dale et al (2003) utilising data from the Twins Early Development Study (TEDS) found that of the children who presented with early language delays at 2 years, 40.2% showed persisting language delays at 4 years, which provides some evidence towards children showing both spontaneous improvement in language development during early childhood, as well as risk of persisting delays. However, studies examining changes based on children's language skills at school entry, show less variability with a higher proportion of children showing persistent language impairment (Baker & Cantwell, 1987;Beitchman et al, 1994). For example, Beitchman et al (1994) found that approximately 72% of children who demonstrated speech or language difficulties at 5 years continued to show speech/language impairments at 12.5 years suggesting that fewer children improve if their language delays persist beyond school entry.…”

Section: < Insertmentioning

confidence: 99%