20 September 2021

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.