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

Ida Bonnerup Jepsen; Cecilia Brynskov; Per Hove Thomson; Charlotte Ulrikka Rask; Kristine Jensen de Lopez; Rikke Lambek

doi:10.1177/10870547241266419

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

Ida Bonnerup Jepsen^*, Cecilia Brynskov, Per Hove Thomson, Charlotte Ulrikka Rask, Kristine Jensen de Lopez, Rikke Lambek

^*Corresponding author af dette arbejde

Department of Nordic Studies and Linguistics

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › peer review

4 Citationer (Scopus)

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.

Originalsprog	Dansk
Tidsskrift	Journal of Attention Disorders
Vol/bind	28
Udgave nummer	12
Sider (fra-til)	1542-1554
ISSN	1087-0547
DOI	https://doi.org/10.1177/10870547241266419
Status	Udgivet - 2024

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Citationsformater

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title = "The Role of Language in the Social and Academic Functioning of Children With ADHD",

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.",

author = "Jepsen, {Ida Bonnerup} and Cecilia Brynskov and Thomson, {Per Hove} and Rask, {Charlotte Ulrikka} and {de Lopez}, {Kristine Jensen} and Rikke Lambek",

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T1 - The Role of Language in the Social and Academic Functioning of Children With ADHD

AU - Jepsen, Ida Bonnerup

AU - Brynskov, Cecilia

AU - Thomson, Per Hove

AU - Rask, Charlotte Ulrikka

AU - de Lopez, Kristine Jensen

AU - Lambek, Rikke

PY - 2024

Y1 - 2024

N2 - 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.

AB - 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.

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DO - 10.1177/10870547241266419

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