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, Universidad Internacional de La Rioja
Inmaculada Moreno-García, Universidad de Sevilla

DOI

10.22550/REP79-3-2021-04

Abstract

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. 10.22550/REP79-3-2021-04

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Author Biography

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

Citación recomendada | Recommended citation

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. 10.22550/REP79-3-2021-04