A Systematic Review and Meta-analysis of Narrative Language Abilities in Children with Attention-Deficit/Hyperactivity Disorder

Jepsen, Ida Bonnerup; Hougaard, Esben; Matthiesen, Susan Tomczak; Lambek, Rikke

doi:10.1007/s10802-021-00871-4

Cited by 7 publications

(2 citation statements)

References 65 publications

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“…Os efeitos dos prejuízos cognitivolinguísticos sobre as habilidades narrativas nessas crianças são descritos como heterogêneos e variáveis a depender da etiologia e de outros fatores relacionados (7) No Transtorno do Desenvolvimento da Linguagem de origem primária as alterações parecem estar mais centradas nos aspectos microestruturais da narrativa (5) . Por outro lado, os prejuízos na macroestrutura da narrativa têm sido bastante explícitos nos casos em que as alterações de linguagem estão associadas à síndromes genéticas que cursam com Transtorno do Desenvolvimento Intelectual, bem como no Transtorno do Espectro Autista, conforme apontado em estudo de revisão (7) e no Transtorno do Déficit de Atenção e Hiperatividade (8,9).…”

Section: Introductionunclassified

Desempenho de pré-escolares e escolares no protocolo ProNOH: aspectos macroestruturais

Rossi,

Xavier,

Rosa

et al. 2024

CoDAS

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RESUMO Objetivo Investigar se o escore narrativo obtido por meio da aplicação do “Protocolo de Avaliação da Narrativa Oral de História (ProNOH)” permite discriminar os grupos etários estudados, bem como sua relação com o nível de coerência global da história. Método Participaram 97 pré-escolares e escolares com desenvolvimento típico de linguagem, entre 5 e 12 anos, ambos os sexos que frequentavam escola pública. Foi aplicado o “Protocolo de Avaliação da Narrativa Oral de História (ProNOH)” e calculado o escore narrativo na dimensão macroestrutural a partir dos elementos estruturais previstos no modelo da gramática de história. Esses mesmos elementos foram usados para obter o nível de coerência global da história, segundo proposta de análise de Spinillo e Martins (1997). Resultados Diferença estatisticamente significante foi encontrada entre os grupos etários, principalmente entre as idades fronteiriças de 5-6 anos, 7-8 anos, 9-10 anos e 11-12 anos. Correlação positiva e estatisticamente significante foi encontrada com a idade e o escore narrativo e a coerência global, bem como entre o escore narrativo e o nível de coerência global. Conclusão O protocolo mostrou ser útil para identificar o repertório de elementos típicos da gramática de história na narrativa oral como uma medida objetiva que diferenciou a narrativa oral de grupos etários. Os resultados indicaram ainda que o escore narrativo pode ser uma medida norteadora do nível de coerência da história, apesar deste valor não substituir uma análise específica.

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Section: Introductionunclassified

Desempenho de pré-escolares e escolares no protocolo ProNOH: aspectos macroestruturais

Rossi,

Xavier,

Rosa

et al. 2024

CoDAS

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“…In Language Development Disorder (LDD), the changes seem to be more centred on the microstructural aspects of narrative (5) . On the other hand, impairments in the macrostructure of the narrative have been quite explicit in cases where language difficulties are associated with genetic syndromes that occur with Intellectual Development Disorder (IDD), as well as in Autism Spectrum Disorder (ASD), as pointed out in a review study (7) and Attention Deficit Hyperactivity Disorder (ADHD) (8,9) .…”

Section: Introductionmentioning

confidence: 99%

Performance of preschool and schoolchildren on the ProNOH protocol: macrostructure aspects

Rossi,

Xavier,

Rosa

et al. 2024

CoDAS

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Purpose To investigate if the narrative score of the ProNOH protocol allows for discriminating age groups, as well as its relation with the global coherence level of the story. The performance of preschool and schoolchildren on the macrostructure aspects. Methods Participants were 97 preschoolers and schoolchildren with typical language development, aged between five and 12 years old, and both sexes who attended public schools. The “Protocolo de Avaliação da Narrativa Oral de História (ProNOH)” (Protocol for the Evaluation of Oral Storytelling) was applied and the narrative score in the macrostructure dimension was calculated with story grammar elements. These same story elements were used to obtain the global coherence level of the story, as proposed by Spinillo and Martins (1997). Results A statistically significant difference was found between age groups, mainly between the borderline ages of 5-6 years, 7-8 years, 9-10 years, and 11-12 years. Positive and statistically significant correlations were found between the narrative score and global coherence and age, as well as between the narrative score and global coherence. Conclusion The protocol proved to be useful for identifying the repertoire of typical story grammar elements as an objective measure that differs in oral narrative across age groups. The results also indicate that the narrative score can provide an idea about the global coherence of the story, although this value does not replace a specific analysis.

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Links Among Attention-Deficit/Hyperactivity Disorder Symptoms and Psycholinguistic Abilities Are Different for Children With and Without Developmental Language Disorder

Redmond,

Ash,

et al. 2024

Am J Speech Lang Pathol

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Purpose: Both developmental language disorder (DLD) and attention-deficit/hyperactivity disorder (ADHD) represent relatively common and chronic neurodevelopmental conditions associated with increased risk for poor academic and interpersonal outcomes. Reports of common co-occurrence suggest these neurodevelopmental disruptions might also be linked. Most of the data available on the issue have been based on case–control studies vulnerable to ascertainment and other biases. Method: Seventy-eight children, representing four neurodevelopmental profiles (DLD, ADHD, co-occurring ADHD + DLD, and neurotypical development), were administered a battery of psycholinguistic tests. Parents provided standardized ratings of the severity of their children's inattention, hyperactivity/impulsivity, and executive function symptoms. Examiners were blinded to children's clinical status. Group differences, correlations, and best subset regression analyses were used to examine potential impacts of children's ADHD symptoms on their psycholinguistic abilities. Results: For children with DLD, significant links between their ADHD symptoms and psycholinguistic abilities were limited to the contributions of elevated hyperactivity/impulsivity symptoms to lower pragmatic abilities. For children without DLD, inattention symptoms contributed to lower levels of performance in pragmatic, sentence recall, receptive vocabulary, and narrative abilities. Discussion: Links among children's ADHD symptoms and their psycholinguistic abilities were different for children with and without DLD. Implications for the provision of clinical services are discussed.

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A Systematic Review and Meta-analysis of Narrative Language Abilities in Children with Attention-Deficit/Hyperactivity Disorder

Abstract: A systematic review and meta-analysis of narrative language abilities in children with Attention-Deficit/Hyperactivity Disorder

Cited by 7 publications

References 65 publications

Desempenho de pré-escolares e escolares no protocolo ProNOH: aspectos macroestruturais

Desempenho de pré-escolares e escolares no protocolo ProNOH: aspectos macroestruturais

Performance of preschool and schoolchildren on the ProNOH protocol: macrostructure aspects

Links Among Attention-Deficit/Hyperactivity Disorder Symptoms and Psycholinguistic Abilities Are Different for Children With and Without Developmental Language Disorder

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