The Role of Language in the Social and Academic Functioning of Children With ADHD

• Published in: Journal of attention disorders Vol. 28; no. 12; pp. 1542 - 1554
• Main Authors: Jepsen, Ida Bonnerup, Brynskov, Cecilia, Thomsen, Per Hove, Rask, Charlotte Ulrikka, Jensen de López, Kristine, Lambek, Rikke
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.10.2024
• Subjects: ADHD; language; academic function; communication; narrative; social function
• ISSN: 1087-0547; 1557-1246; 1557-1246
• DOI: 10.1177/10870547241266419

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.