Cognitive Processing and Narrative Discourse Production in Children with ADHD

Moonsamy, Sharon; Jordaan, Heila; Greenop, Kirston

doi:10.1177/008124630903900307

Cited by 12 publications

(16 citation statements)

References 18 publications

(20 reference statements)

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“…For instance, studies focusing on oral evaluations of language may be complicated by non-language-related deficits. Cognitive processing or working memory deficits impact production and comprehension of oral narratives (Moonsamy, Jordaan, & Greenop, 2009; Papaeliou, Maniadaki, & Kakouros, 2012). Thus, investigating language fundamentals, such as receptive or expressive vocabulary, may provide a better picture of actual language skills of children with ADHD that rely more heavily on language than cognitive processing (Wise, Sevcik, Morris, Lovett, & Wolf, 2007).…”

mentioning

confidence: 99%

Merely Misunderstood? Receptive, Expressive, and Pragmatic Language in Young Children With Disruptive Behavior Disorders

Gremillion¹,

Martel²

2013

Journal of Clinical Child & Adolescent Psychology

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Children with disruptive behavior disorders (DBDs) often seem to have poorer language skills compared to same-age peers; however, language as an early risk factor for DBD has received little empirical attention. The present study provides an empirical examination of associations between normal language variation and DBD by investigating receptive, expressive, and pragmatic language skills and preschool DBD symptoms. The sample consisted of 109 preschoolers ages 3 to 6 (M = 4.77 years, SD = 1.10, 59% boys; 73% with DBD, including oppositional defiant disorder [ODD] and attention-deficit/hyperactivity disorder [ADHD]) along with their primary caregivers, who completed a clinician-administered interview, symptom questionnaires, and a questionnaire measure of pragmatic language, and teacher and/or daycare providers completed symptom questionnaires. Children completed objective tests of receptive and expressive vocabulary. Preschoolers with DBD showed poorer receptive, expressive, and pragmatic skills compared to preschoolers without DBD. Preschoolers with ADHD-only or ADHD+ODD exhibited poorer language skills, compared to ODD and non-DBD groups. Specificity analyses suggested that parent-rated hyperactivity-impulsivity were particularly associated with poorer language skills. Thus, preschoolers with DBD exhibited poorer language skills compared to preschoolers without DBD, and preschoolers with increased hyperactivity-impulsivity exhibited particular problems with language skills. This work suggests the need for early assessment of language in preschoolers, particularly those with ADHD, as well as the possible utility of tailored interventions focused on improving language skills, particularly for those with high hyperactivity-impulsivity.

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confidence: 99%

Merely Misunderstood? Receptive, Expressive, and Pragmatic Language in Young Children With Disruptive Behavior Disorders

Gremillion¹,

Martel²

2013

Journal of Clinical Child & Adolescent Psychology

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“…Children with ADHD tended to have delayed onset of talking in early-childhood [3,4]. In contrast, Barkley, DePaul, and McMurray [5] did not find such differences, while others [6] found that children with ADHD produced good oral narratives skill (in a task requiring the child tell a specific story) regardless of other cognitive processes. They concluded their study about the oral narrative production of ADHD by saying, "Participants in this study produced good oral narratives, implying that their cognitive processing deficits did not appear to affect their narrative production significantly however observations indicated less than adequate planning and attention to the task" (Moonsamy & Jordan,p.…”

Section: Introductionmentioning

confidence: 89%

The Effect of Methylphenidate on speech patterns of children with Attention Deficit Disorder

Lufi¹

2013

J Behav Health

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Background: This research is a field study dealing with practical aspects of speech with children who were diagnosed as having attention deficit hyperactivity disorder (ADHD). In the study speech patterns of children with ADHD were compared when they were under the influence of short-acting Methylphenidate to the time they were without short-acting Methylphenidate. Methods: Neutral observers observed 26 children in the 3 nd to 5 th grade, mean age 10.34 years old, who were diagnosed as having ADHD. None of the participants had a history of speechlanguage deficits. The study was conducted in a randomized cross over design procedure. A 0.3 to 0.5 mg/kg of short-acting Methylphenidate was administered to all the participants. Their speech patterns were observed while they were under the influence of short-acting Methylphenidate and compared to the time when they were not under the influence of the medication. Results: The results of the questionnaire, Conners' Teacher Rating Scale Revised-Long, showed the participants were assessed as having above the norm symptoms of ADHD by the questionnaire completed by their teacher. The observations showed less problematic speech behavior in the following three speech patterns pursuant to using short-acting Methylphenidate: voice intensity, rate of speaking, and interruption of someone else's speech. Pauses during the speech increased while the participants were under the influence of shortacting Methylphenidate. Improvement in the combination of three speech variables may make the difference between loud, fast, blurred, unclear, interrupting speech patterns that children with ADHD sometimes have without short-acting Methylphenidate as compared with the time when they behave appropriately in the classroom while they were administered a short-acting Methylphenidate. Conclusion: The information that short-acting Methylphenidate had a positive influence on speech patterns of children with ADHD should be taken into account when considering prescribing short-acting Methylphenidate to children who were diagnosed as having ADHD.

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“…Cognitive processing has also an impact on the production of oral narratives, an essential skill required for academic success. According to Moonsamy et al (2009), narrative measures are useful instruments for oral language evaluation in children with ADHD and the importance of understanding oral narratives within a therapeutic situation is important for both therapist and child.…”

Section: Language and Academic Deficitsmentioning

confidence: 99%

Language difficulties in children with Attention Deficit Hyperactivity Disorder

Agapitou¹,

Galantomos²,

Ανδρέου³

2019

ExLing 2010: Proceedings of 3rd Tutorial and Research Workshop on Experimental Linguistics,

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In this study we review the relevant literature regarding the connection of Attention deficit hyperactivity disorder (ADHD) with language disorders. Special emphasis is given to the evolution of language disorders in relation with ADHD, because both of them appear during preschool age and influence in a crucial manner the acquisition of basic learning readiness skills. The review of a considerable body of literature indicates that the co morbidity of ADHD with language difficulties worsens children's behaviour problems at preschool age and affects their socialization and academic performance. Hence, it is concluded that a proper and valid diagnosis of ADHD and language difficulties plus combined and suitable interventions will reduce the amount and quality of ADHD symptoms.

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Cognitive Processing and Narrative Discourse Production in Children with ADHD

Cited by 12 publications

References 18 publications

Merely Misunderstood? Receptive, Expressive, and Pragmatic Language in Young Children With Disruptive Behavior Disorders

Merely Misunderstood? Receptive, Expressive, and Pragmatic Language in Young Children With Disruptive Behavior Disorders

The Effect of Methylphenidate on speech patterns of children with Attention Deficit Disorder

Language difficulties in children with Attention Deficit Hyperactivity Disorder

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