A comparison of working memory profiles in school-aged children with Specific Language Impairment, Attention Deficit/Hyperactivity Disorder, Comorbid SLI and ADHD and their typically developing peers

2012 ◽  
Vol 18 (2) ◽  
pp. 190-207 ◽  
Author(s):  
Esther Hutchinson ◽  
Edith Bavin ◽  
Daryl Efron ◽  
Emma Sciberras
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Working Memory ◽  
Attention Deficit ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Typically Developing ◽  
Specific Language ◽  
School Aged Children ◽  
Hyperactivity Disorder

scholarly journals Consequences of Co-Occurring Attention-Deficit/Hyperactivity Disorder on Children's Language Impairments

2015 ◽  
Vol 46 (2) ◽  
pp. 68-80 ◽  
Author(s):  
Sean M. Redmond ◽  
Andrea C. Ash ◽  
Tiffany P. Hogan
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Recall Performance ◽  
Communication Disorders ◽  
Language Impairments ◽  
Adhd Symptoms ◽  
Hyperactivity Disorder ◽  
Sentence Recall

Purpose Co-occurring attention-deficit/hyperactivity disorder (ADHD) and communication disorders represent a frequently encountered challenge for school-based practitioners. The purpose of the present study was to examine in more detail the clinical phenomenology of co-occurring ADHD and language impairments (LIs). Method Measures of nonword repetition, sentence recall, and tense marking were collected from 57 seven- to nine-year-old children. The performances of children with ADHD+LI status were compared with those of children with specific language impairment (SLI) and children with typical development (TD). Results ADHD status had no independent detrimental impact on the affected children's LIs (SLI = ADHD+LI < TD). A modest positive correlation was found between the severity of children's ADHD symptoms and their sentence recall performance, suggesting a tendency for affected children who had higher levels of ADHD symptoms to perform better than those children with lower levels. Conclusion These outcomes are difficult to reconcile with attention-deficit/information-processing accounts of the core deficits associated with SLI. Potential protective mechanisms associated with ADHD status are discussed.

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