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Children with attention-deficit/hyperactivity disorder are more likely to have language problems and consequently poorer academic performance, according to a recent study.
In addition, only a quarter of those with attention-deficit/hyperactivity disorder (ADHD) and language problems were seeing a speech pathologist.
"There was strong evidence that language problems in children with ADHD were associated with markedly poorer academic functioning," reported Dr. Emma Sciberras of Murdoch Childrens Research Institute in Parkville, Australia, and her colleagues. "In contrast, there was little evidence that language problems adversely affected social functioning in children with ADHD" (Pediatrics 2014 April 16;133:793-800).
The researchers assessed oral language skills of 179 children with ADHD and 212 controls, aged 6-8 years, from 43 schools in Melbourne. The children’s academic functioning also was assessed based on an achievement test and teacher report, and social functioning was assessed via parent and teacher report.
Language problems occurred among 40% of the children with ADHD, compared with 17% of the controls. Similar proportions of children with ADHD and language problems (38%) and ADHD alone (42%) were taking medication.
Children with ADHD had 2.8 times greater odds of having language problems than did the controls after the researchers adjusted for child and parent demographics, ADHD severity, and behavioral/developmental comorbidities.
Among those with ADHD and language problems, 42% had accessed speech pathology services and 24% were seeing a speech pathologist at the time of the study.
Further, the children with ADHD and language problems scored more poorly in word reading, math computation, and overall academic competence than did children with ADHD alone.
The research was supported by a project grant from the Australian National Health and Medical Research Council, the Collier Foundation, the Murdoch Childrens Research Institute, and the Victorian Government. The authors reported no relevant financial disclosures.
Children with attention-deficit/hyperactivity disorder are more likely to have language problems and consequently poorer academic performance, according to a recent study.
In addition, only a quarter of those with attention-deficit/hyperactivity disorder (ADHD) and language problems were seeing a speech pathologist.
"There was strong evidence that language problems in children with ADHD were associated with markedly poorer academic functioning," reported Dr. Emma Sciberras of Murdoch Childrens Research Institute in Parkville, Australia, and her colleagues. "In contrast, there was little evidence that language problems adversely affected social functioning in children with ADHD" (Pediatrics 2014 April 16;133:793-800).
The researchers assessed oral language skills of 179 children with ADHD and 212 controls, aged 6-8 years, from 43 schools in Melbourne. The children’s academic functioning also was assessed based on an achievement test and teacher report, and social functioning was assessed via parent and teacher report.
Language problems occurred among 40% of the children with ADHD, compared with 17% of the controls. Similar proportions of children with ADHD and language problems (38%) and ADHD alone (42%) were taking medication.
Children with ADHD had 2.8 times greater odds of having language problems than did the controls after the researchers adjusted for child and parent demographics, ADHD severity, and behavioral/developmental comorbidities.
Among those with ADHD and language problems, 42% had accessed speech pathology services and 24% were seeing a speech pathologist at the time of the study.
Further, the children with ADHD and language problems scored more poorly in word reading, math computation, and overall academic competence than did children with ADHD alone.
The research was supported by a project grant from the Australian National Health and Medical Research Council, the Collier Foundation, the Murdoch Childrens Research Institute, and the Victorian Government. The authors reported no relevant financial disclosures.
Children with attention-deficit/hyperactivity disorder are more likely to have language problems and consequently poorer academic performance, according to a recent study.
In addition, only a quarter of those with attention-deficit/hyperactivity disorder (ADHD) and language problems were seeing a speech pathologist.
"There was strong evidence that language problems in children with ADHD were associated with markedly poorer academic functioning," reported Dr. Emma Sciberras of Murdoch Childrens Research Institute in Parkville, Australia, and her colleagues. "In contrast, there was little evidence that language problems adversely affected social functioning in children with ADHD" (Pediatrics 2014 April 16;133:793-800).
The researchers assessed oral language skills of 179 children with ADHD and 212 controls, aged 6-8 years, from 43 schools in Melbourne. The children’s academic functioning also was assessed based on an achievement test and teacher report, and social functioning was assessed via parent and teacher report.
Language problems occurred among 40% of the children with ADHD, compared with 17% of the controls. Similar proportions of children with ADHD and language problems (38%) and ADHD alone (42%) were taking medication.
Children with ADHD had 2.8 times greater odds of having language problems than did the controls after the researchers adjusted for child and parent demographics, ADHD severity, and behavioral/developmental comorbidities.
Among those with ADHD and language problems, 42% had accessed speech pathology services and 24% were seeing a speech pathologist at the time of the study.
Further, the children with ADHD and language problems scored more poorly in word reading, math computation, and overall academic competence than did children with ADHD alone.
The research was supported by a project grant from the Australian National Health and Medical Research Council, the Collier Foundation, the Murdoch Childrens Research Institute, and the Victorian Government. The authors reported no relevant financial disclosures.
FROM PEDIATRICS
Major finding: Children with attention-deficit/hyperactivity disorder had 2.8 greater odds of having language problems than controls, and those with language problems had poorer word reading, math computation, and academic performance.
Data source: The findings are based on oral language, academic functioning and social functioning assessments of 179 children with ADHD and 212 controls, all aged 6-8 years, from 43 schools in Melbourne.
Disclosures: The research was supported by a project grant from the Australian National Health and Medical Research Council, the Collier Foundation, the Murdoch Childrens Research Institute and the Victorian Government. The authors reported no disclosures.