Identifying Language Development in Children with ADHD: Differential Challenges, Interventions, and Collaborative Strategies

• Published in: Children (Basel) Vol. 11; no. 7; p. 841
• Main Authors: Katsarou, Dimitra V, Efthymiou, Efthymia, Kougioumtzis, Georgios A, Sofologi, Maria, Theodoratou, Maria
• Format: Journal Article
• Language: English
• Published: Switzerland MDPI AG 01.07.2024
• Subjects: ADHD; Articulation disorders in children; Attention deficit hyperactivity disorder; Children; Collaboration; collaborative support; Communicative competence; Comorbidity; Dyslexia; Executive function; Eye contact; Hyperactivity; Impulsivity; Integrated approach; intervention strategies; Language acquisition; language development; Language disorders; Language usage; Learning disabilities; Linguistics; Memory; Motor ability; Native language acquisition; Phonics; Phonological processing; Phonology; Planning; Reading comprehension; Reading-writing relationship; Speech; Storytelling; Writing; Written language; Greece; intervention strategies; ADHD; collaborative support; language development; executive function
• ISSN: 2227-9067; 2227-9067
• DOI: 10.3390/children11070841

Attention Deficit Hyperactivity Disorder (ADHD) significantly influences children's language acquisition and usage. This theoretical study explores the multifaceted impact of ADHD on language development, specifically focusing on reading and writing challenges. Existing research reveals that approximately 30% of children with ADHD show significant delays in reading proficiency. Additionally, about 40% of these children struggle with phonological processing, which directly impacts their reading and writing skills. Interventions targeting executive function training combined with phonics-based instruction have been shown to significantly improve language outcomes. This study introduces a comprehensive framework connecting these challenges to specific interventions and collaborative strategies, emphasizing the importance of a multi-disciplinary approach. This work provides perspectives on the specific connections between ADHD symptoms and language difficulties, offering detailed potential solutions based on empirical data. Moreover, it features the necessity of adopting integrated intervention strategies to advance academic outcomes and communicative competencies for children with ADHD, providing new understandings into effective educational practices.