Linguistic competences at schools. Comparison of students with attention deficit hyperactivity disorder, specific language impairment and typical development

Competencias lingüísticas en el contexto escolar. Comparación entre alumnado con trastorno por déficit de atención con hiperactividad, trastorno específico del lenguaje y desarrollo normotípico

Paola Gabriela Paredes-Cartes and Inmaculada Moreno-García

DOI: https://doi.org/10.22550/REP79-3-2021-04

Research shows a high comorbidity between attention deficit hyperactivity disorder (ADHD) and language problems, similar to those seen in subjects with specific language impairment (SLI) (Helland et al., 2014; Korrel et al., 2017).

Our goal was to assess the differences in se­mantic and pragmatic linguistic competences between students with ADHD versus SLI and children with typical development. A total of 142 students, ages 7-12 (M=9.27; SD=1.41), from public, subsidised and private schools participated in the study: 48 (33.80%) with ADHD, 47 (33.09%) with SLI, and 47 (33.09%) with normal development. Linguistic competences were evaluated using the Objec­tive and Criterion-referenced Language Suite (Batería de Lenguaje Objetiva y Criterial, or BLOC, Puyuelo et al., 1997).

We found significant differences in seman­tic (F (2.148)=86.99, p<.001) and pragmatic language skills (F (2.428)=83.00, p<.001) be­tween the three study groups: ADHD, SLI and typical development.

Students with ADHD present fewer deficits in aspects of semantic language than those with SLI. However, they face greater obstacles in certain uses of pragmatic language com­pared with the children with SLI and typically developed students. They face significant diffi­culties in the use of pragmatic language in dif­ferent communication situations and social in­teraction, and in different functions and uses.

 


 

Please, cite this article as follows: Paredes- Cartes, P. G., & Moreno-García, I. (2021). Competencias lingüísticas en el contexto escolar. Comparación entre alumnado con trastorno por déficit de atención con hiperactividad, trastorno específico del lenguaje y desarrollo normotípico | Linguistic competences at schools. Comparison of students with attention deficit hyperactivity disorder, specific language impairment and typical development. Revista Española de Pedagogía, 79 (280), 497-513. https://doi.org/10.22550/REP79-3-2021-04

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Paola Gabriela Paredes-Cartes. PhD in Psychology from the Universi­dad de Sevilla, Degree in Pedagogy and Specialist Teacher in Hearing and Lan­guage from the Universidad de Concep­ción (UC), Chile. Currently member of the Department of Guidance in Public Education of the Ministry of Education, Regional Government of Andalusia, Lec­turer at Universidad Internacional de La Rioja (UNIR) and Researcher in the Uni­versidad de Sevilla (US). With publica­tions in scientific journals and participa­tion in conferences, her work focuses on neurodevelopmental disorders, ADHD, SLI and language skills.

 https://orcid.org/0000-0002-2223-2246

Inmaculada Moreno-García. PhD in Psychology from Universidad de Se­villa and Associate Professor at the same university. Her main line of research is attention deficit disorder. She is the au­thor of six books on ADHD and numerous scientific articles on the disorder. She has presented more than 160 studies at sci­entific conferences, including papers and lectures, mostly on ADHD. She has been lead investigator for several National Plan RDI projects, and is currently working on project PSI2017-82550-R on ADHD.

 https://orcid.org/0000-0002-6335-9200