Clinical Accommodations for Children With Co-Occurring Developmental Language Disorder and Attention-Deficit/Hyperactivity Disorder

Abstract

Purpose: Developmental language disorder (DLD) and attention-deficit/hyperactivity disorder (ADHD) are two of the most prevalent disorders in school-age children and are likely to be co-occurring. However, speech-language pathologists (SLPs) may receive limited training regarding strategies for capitalizing on strengths and accommodating the needs of children with ADHD relating to challenges in attention, working memory, behavioral inhibition, and self-regulation in the clinical setting. Therefore, in this tutorial, we describe how the cognitive profile of children with DLD and ADHD may present in the therapy room and review strategies for adapting therapeutic approaches to fit the needs of children with ADHD neurotypes. Method: This tutorial includes a review of research related to linguistic, cognitive, and behavioral differences in children with co-occurring DLD and ADHD. Strategies for accommodations in the therapy room are discussed, and we present a case study to demonstrate how these accommodations can be implemented. Conclusions: SLPs can enhance the effectiveness of therapy for children with co-occurring DLD and ADHD with an awareness of the struggles that children with DLD and ADHD experience in the therapy room. Providing these children with the appropriate accommodations can alleviate difficulties due to neurodivergent traits related to working memory, sustaining and shifting attention, social–emotional perception, behavioral inhibition, and self-regulation that occur along with linguistic difficulties.