Phonological Processing and other Language Parameters in ADHD Children

Background: Attention Deficit Hyperactivity Disorder (ADHD) refers to the existence of marked difficulties in terms of distractibility, impairment of attention and hyperactivity with a subsequent development of substantial impairment in academic and social functioning. Language impairment (LI)is a predominant co-morbidity in pediatrics with psychiatric illnesses and behavioral troubles. In children with LI, one of the common psychiatric disorders is ADHD. However, LI is a common co-morbidity which often could be detected in ADHD children. Although language problems are not among the main symptoms or needed to fulfill current diagnostic criteria of ADHD, most ADHD children have additional defects in language skills. Objective: The main purpose of the current study was to assess language profile in ADHD children at school age and to specify aspects of language defect in comparison with their normal peers. Patients and Methods: 60 children in the school age (6-10 years) of both genders divided in to two groups, case group: 30 children with ADHD and control group: 30 children without ADHD were enrolled in this case control study. Children were assessed by study tests: 1Stanford Binet [fifth edition], 2ADHD Test 3REAL Scale, 4Phonological Awareness Test, 5Rapid Automatized Naming Test. Results: ADHD children were lower than their normal peers in IQ score, language skills, phonological awareness skills, and rapid automatized naming. Regarding aspects of language, they had defects in many skills: receptive and expressive vocabulary, morphosyntax, sentence comprehension, story comprehension, verbal categorization, sentence repetition, and forming sentences.