The interface between ADHD and language impairment: An examination of language, achievement, and cognitive processing
The interface between ADHD and language impairment: An examination of language, achievement, and cognitive processing
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DOI：
10.1111/1469-7610.00619
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发表时间：
2000-03-01
影响因子：
7.6
通讯作者：
Isaacson, L
中科院分区：
文献类型：
--
作者：
Cohen, NJ;Vallance, DD;Isaacson, L
语言障碍在接受精神科治疗的儿童中很常见。儿童语言障碍（LI）最常见的精神病学诊断是注意缺陷多动障碍（ADHD）。目前尚不清楚ADHD患儿和伴有LI合并症的其他精神疾病患儿之间是否存在差异。在目前的研究语言。对166名7 ~ 14岁儿童的学业成就和认知加工特征进行了研究。x 2 （ADHD， LI）设计检查四组：ADHD + LI儿童，语言发育正常的ADHD儿童。除ADHD外有精神疾病诊断并有语言障碍（OPD + LI）或无语言障碍（OPD）的儿童。结果表明，无论精神病诊断的性质如何，LI患儿都处于最不利的地位。与预测相反，用于挖掘ADHD执行功能核心认知缺陷的工作记忆测量与LI的关系比与ADHD的关系更密切。结论是，在将可能反映语言障碍儿童普遍存在的问题归咎于多动症儿童时，必须谨慎行事。由于大多数治疗是基于口头的，值得注意的是，在进行这种治疗之前，很少系统地评估语言能力。
Language impairments are commonly observed among children referred for psychiatric services. The most frequent psychiatric diagnosis of children with language impairment (LI) is Attention Deficit Hyperactivity Disorder (ADHD). It is not clear whether there are differences between children with ADHD and comorbid LI and children with other psychiatric disorders who are also comorbid for LI. In the present study the language. achievement, and cognitive processing characteristics of 166 psychiatrically referred 7-14-year-old children were examined using a ? x 2 (ADHD, LI) design to examine four groups: children with ADHD + LI, children with ADHD who have normally developing language. children with psychiatric diagnoses other than ADHD with a language impairment (OPD + LI) or without a LI (OPD). Results indicated that children with LI were at the most disadvantage regardless of the nature of the psychiatric diagnosis. Contrary to prediction, working memory measures, used to tap the core cognitive deficit of ADHD in executive functions, were more closely associated with LI than with ADHD. It was concluded that caution must be exercised in attributing to children with ADHD what might be a reflection of problems for children with language impairment generally. As most therapies are verbally based it is notable that language competence is rarefy evaluated systematically before such therapies are undertaken.