Oral language in preschool children diagnosed with attention deficit hyperactivity disorder (ADHD)
DOI:
https://doi.org/10.23925/2176-2724.2024v36i2e66100Keywords:
Child Language, Cognition, Attention Deficit Disorder with Hyperactivity, Neurodevelopmental Disorders, Child, PreschoolAbstract
Introduction: Changes in speech and language development may be present in preschoolers with various neurodevelopmental disorders, possibly indicating a worse prognosis. Purpose: This study aimed to assess the developmental level of linguistic aspects in preschoolers diagnosed with attention-deficit/hyperactivity disorder (ADHD). Methods: This cross-sectional observational study collected retrospective data from 10 children, aged 4 to 6 years (9 boys), diagnosed with ADHD by a specialized team. Data collection involved a comprehensive examination of the child’s history, including pre-, peri-, and post-natal factors, and measures of receptive and expressive language, expressive vocabulary, phonology, and pragmatic aspects. Descriptive statistical analysis was performed. Results: Caregivers/guardians reported complaints primarily related to agitated/impulsive behavior and expressive language/speech difficulties. Some children faced challenges in completing more extensive and complex assessment instruments due to attention deficits. Expressive language, phonological aspects, and expressive vocabulary were identified as the most affected areas, with changes in respectively 50%, 60%, and 50% of cases. Speech-language-hearing therapy was recommended for 80% of the children. Conclusion: The findings highlight the prevalence of speech and language impairments in preschoolers with ADHD, underscoring the importance of early intervention in this high-risk population.
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Copyright (c) 2024 Julia Helena Alves de Sousa, Marina Neiva Estima Nunes, Ana Paula Andrade Hamad, Patrícia Aparecida Zuanetti
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