1
|
Jepsen IB, Brynskov C, Thomsen PH, Rask CU, Jensen de López K, Lambek R. The Role of Language in the Social and Academic Functioning of Children With ADHD. J Atten Disord 2024:10870547241266419. [PMID: 39077785 DOI: 10.1177/10870547241266419] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 07/31/2024]
Abstract
OBJECTIVE To provide an in-depth examination of whether pragmatic, expressive, receptive, and narrative language are associated with the social and academic functioning of children with ADHD. METHOD Children with ADHD (n = 46) and neurotypical comparison (NC) children (n = 40) aged 7 to 11 years completed tasks measuring expressive, receptive, and narrative language, while parents rated pragmatic language and social- and academic functioning. RESULTS Children with ADHD differed significantly from NC children on pragmatic language, expressive language, receptive language, and narrative coherence. An examination of indirect effects revealed that a significant proportion of the association between ADHD and social functioning was shared with pragmatic language, while a significant proportion of the association between ADHD and academic difficulties was shared with pragmatic language as well as with expressive language. CONCLUSION This preliminary study supports the clinical relevance of language in relation to the academic- and social functioning of children with ADHD.
Collapse
Affiliation(s)
| | | | - Per Hove Thomsen
- Aarhus University, Denmark
- Aarhus University Hospital Psychiatry, Denmark
| | | | | | | |
Collapse
|
2
|
孙 钰, 祝 慧, 刘 潘, 林 欢, 肖 正, 俞 欣, 钱 君, 池 霞, 洪 琴. [Application of Preschool Auditory Processing Assessment Scale in children with attention deficit hyperactivity disorder]. ZHONGGUO DANG DAI ER KE ZA ZHI = CHINESE JOURNAL OF CONTEMPORARY PEDIATRICS 2023; 25:824-830. [PMID: 37668030 PMCID: PMC10484074 DOI: 10.7499/j.issn.1008-8830.2302042] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Received: 02/07/2023] [Accepted: 06/12/2023] [Indexed: 09/06/2023]
Abstract
OBJECTIVES To investigate the characteristics of auditory processing (AP) in preschool children with attention deficit hyperactivity disorder (ADHD) using Preschool Auditory Processing Assessment Scale (hereafter referred to as "auditory processing scale"). METHODS A total of 41 children with ADHD and 41 typically developing (TD) children were assessed using the auditory processing scale, SNAP-IV rating scale, and Conners' Kiddie Continuous Performance Test (K-CPT). The auditory processing scale score was compared between the TD and ADHD groups. The correlations of the score with SNAP-IV and K-CPT scores were assessed. RESULTS Compared with the TD group, the ADHD group had significantly higher total score of the auditory processing scale and scores of all dimensions except visual attention (P<0.05). In the children with ADHD, the attention deficit dimension score of the SNAP-IV rating scale was positively correlated with the total score of the auditory processing scale (rs30=0.531, P<0.05; rs27=0.627, P<0.05) as well as the scores of its subdimensions, including auditory decoding (rs=0.628, P<0.05), auditory attention (rs=0.492, P<0.05), and communication (rs=0.399, P<0.05). The hyperactivity-impulsivity dimension score of the SNAP-IV rating scale was positively correlated with the hyperactivity-impulsivity dimension score of the auditory processing scale (rs=0.429, P<0.05). In the children with ADHD, the attention deficit dimension score of the K-CPT was positively correlated with the total score (rs30=0.574, P<0.05; rs27=0.485, P<0.05) and the hyperactivity-impulsivity dimension score (rs=0.602, P<0.05) of the auditory processing scale. CONCLUSIONS Preschool children with ADHD have the risk of AP abnormalities, and the auditory processing scale should be used early for the screening and evaluation of AP abnormalities in children.
Collapse
|
3
|
Hoza B, Shoulberg EK, Dennis M, Waschbusch DA, Pelham WE. Do Language-Related Cognitive Capacities Help Predict Adjustment in Children with Attention-Deficit/Hyperactivity Disorder? Child Psychiatry Hum Dev 2023:10.1007/s10578-023-01560-7. [PMID: 37358801 DOI: 10.1007/s10578-023-01560-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 06/11/2023] [Indexed: 06/27/2023]
Abstract
The goal of this paper was to examine the role that language-related cognitive capacities (LRCC) might play in explaining adjustment of 7 to 12 year-old children (Mage = 9.24; SDage = 0.91) with and without ADHD. The sample was comprised of 178 children with ADHD and 86 typically-developing children (77.3% male; 81.4% White; 9.5% Black; 1.9% Hispanic; 0.8% Asian; 5.7% multiracial; 0.8% did not report race/ethnicity). Using simultaneous regression, we examined whether LRCC accounted for unique variance in achievement, attention problems, oppositional problems, conduct problems, and internalizing, over and above what standard covariates and ADHD diagnostic status could explain. Finally, we examined LRCC as a mediator of the relation between ADHD diagnostic status and these adjustment measures. Results indicated that LRCC significantly predicted 6 of 7 and partially mediated 5 of 7 measures, suggesting that language-related constructs warrant greater attention in diagnosis and treatment of ADHD.
Collapse
Affiliation(s)
- Betsy Hoza
- Department of Psychological Science, University of Vermont, Burlington, VT, USA.
- Department of Psychological Science, 2 Colchester Avenue, Burlington, VT, 05405, USA.
| | - Erin K Shoulberg
- Department of Psychological Science, University of Vermont, Burlington, VT, USA
| | - Marissa Dennis
- Department of Psychological Science, University of Vermont, Burlington, VT, USA
| | - Daniel A Waschbusch
- Department of Psychiatry and Behavioral Health, Penn State Hershey Medical Center and College of Medicine, Hershey, PA, USA
| | - William E Pelham
- Department of Psychology and Center for Children and Families, Florida International University, Miami, FL, USA
| |
Collapse
|
4
|
Dennis M, Krasner A, Shoulberg EK, Hoza B, Scott H, Martin CP. Language Problems and ADHD Behaviors: Unique and Interactive Associations with School Readiness in a Socioeconomically Disadvantaged Preschool Sample. Child Psychiatry Hum Dev 2023; 54:597-608. [PMID: 34694560 DOI: 10.1007/s10578-021-01272-w] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 10/10/2021] [Indexed: 10/20/2022]
Abstract
This study examined the unique and interactive effects of receptive language ability and ADHD behaviors on six school readiness outcomes, over and above the effects of socioeconomic status, in 49 preschoolers (Mage = 3.98, SDage = .58; 53.06% female) recruited from Head Start-affiliated classrooms. Hierarchical regression analyses revealed unique positive associations between receptive language ability and cognitive and mathematics readiness, and unique negative associations between ADHD behaviors and social-emotional, physical, cognitive, and literacy readiness. Moderation analyses indicated that at higher, but not lower, levels of ADHD behaviors, lower receptive language ability was associated with lower social-emotional readiness. Results highlight that, when considered together, children's receptive language ability and ADHD behaviors vary in how they predict school readiness. Further, results provide preliminary evidence for ADHD behaviors as a risk factor in the association between receptive language deficits and social-emotional school readiness. Educational and clinical practice implications are discussed.
Collapse
Affiliation(s)
- Marissa Dennis
- Department of Psychological Science, University of Vermont, 2 Colchester Avenue, Burlington, VT, 05405, USA.
| | - Allison Krasner
- Department of Psychological Science, University of Vermont, 2 Colchester Avenue, Burlington, VT, 05405, USA
| | - Erin K Shoulberg
- Department of Psychological Science, University of Vermont, 2 Colchester Avenue, Burlington, VT, 05405, USA
| | - Betsy Hoza
- Department of Psychological Science, University of Vermont, 2 Colchester Avenue, Burlington, VT, 05405, USA
| | - Hannah Scott
- Department of Psychological Science, University of Vermont, 2 Colchester Avenue, Burlington, VT, 05405, USA
| | - Caroline P Martin
- Department of Psychological Science, University of Vermont, 2 Colchester Avenue, Burlington, VT, 05405, USA
| |
Collapse
|
5
|
Zheng S, Bishop SL, Ceja T, Hanna-Attisha M, LeWinn K. Neurodevelopmental profiles of preschool-age children in Flint, Michigan: a latent profile analysis. J Neurodev Disord 2021; 13:29. [PMID: 34412591 PMCID: PMC8377967 DOI: 10.1186/s11689-021-09377-y] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/03/2020] [Accepted: 08/03/2021] [Indexed: 11/30/2022] Open
Abstract
OBJECTIVE Children in Flint, Michigan, have experienced myriad sociodemographic adversities exacerbated by the Flint water crisis. To help inform child-focused prevention and intervention efforts, we aimed to describe patterns of neurodevelopmental outcomes among preschoolers who experienced the Flint water crisis before age 2 years. METHOD Participants were 170 preschoolers who completed a comprehensive neurodevelopmental assessment battery, including directly administered measures of cognitive and executive functioning and maternal-report of adaptive skills and behavioral problems. We used latent profile analysis to derive subgroups. Multivariate multinomial logistic regression was conducted to examine the predictors of profile memberships, including child sex and maternal/family-level factors selected from an array of measured exposures using least absolute shrinkage and selection operator regression. RESULTS Three latent profiles were identified: Profile 1-relative weakness in all domains (50%); Profile 2-normative functioning in all domains (34.1%); and Profile 3-relative strengths in executive function and behavior (15.9%). Profile 1 showed lower scores across cognitive and behavioral domains. Profile 2 demonstrated abilities within the normal range across domains. Profile 3 showed relative strength in executive functioning with few behavior problems, despite lower cognitive performance. Children across all profiles showed adaptive behavior in the adequate range. Child sex and maternal IQ were significant predictors of profile membership. CONCLUSIONS Children in Flint demonstrated diverse patterns of development in the face of sociodemographic and environmental adversities. Comprehensive screening and neurodevelopmental profiling of children in this at-risk population are needed to identify areas of needs and inform appropriate service delivery.
Collapse
Affiliation(s)
- Shuting Zheng
- Department of Psychiatry and Behavioral Sciences, Weill Institute for Neurosciences, University of California San Francisco, 401 Parnassus Ave, San Francisco, CA, 94143, USA.
| | - Somer L Bishop
- Department of Psychiatry and Behavioral Sciences, Weill Institute for Neurosciences, University of California San Francisco, 401 Parnassus Ave, San Francisco, CA, 94143, USA
| | - Tiffany Ceja
- Division of Public Health, Pediatric Public Health Initiative, Michigan State University, Flint, MI, 48502, USA
| | - Mona Hanna-Attisha
- Division of Public Health, Pediatric Public Health Initiative, Michigan State University, Flint, MI, 48502, USA
- Department of Pediatrics and Human Development, Michigan State University, East Lansing, MI, 48824, USA
| | - Kaja LeWinn
- Department of Psychiatry and Behavioral Sciences, Weill Institute for Neurosciences, University of California San Francisco, 401 Parnassus Ave, San Francisco, CA, 94143, USA
| |
Collapse
|