Language Issues in Attention-Deficit Hyperactivity Disorder (ADHD): Etiological Pathways and Comorbidities

A special issue of Brain Sciences (ISSN 2076-3425). This special issue belongs to the section "Developmental Neuroscience".

Deadline for manuscript submissions: closed (31 December 2016) | Viewed by 15702

Special Issue Editor

School of Psychology, University of East Anglia, Norwich Research Park, LSB Building 0.108, Norwich NR4 7TJ, UK
Interests: psycholinguistics; syntactic processing; executive function; ADHD; dyslexia; au-tism spectrum disorders; eye movements; pupillometry
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Special Issue Information

Dear Colleagues,

Attention-Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder characterized by elevated levels of inattention, hyperactivity, and impulsivity. It is the most common disorder in child psychiatry, affecting 5%–7% of children, and often persists into adulthood. The purpose of this Special Issue is to compile a number of selected articles that focus broadly on theoretical and applied language issues associated with ADHD. Contributions are encouraged that focus on etiological pathways associated with language functioning, such as genetic and environmental risk factors, as well as neuroimaging studies focused on brain structure, function, and connectivity. We also seek papers that focus on comorbidities between ADHD and other disorders (e.g., dyslexia), and the causal mechanisms associated with co-occurrences.

Dr. Paul E. Engelhardt
Guest Editor

Manuscript Submission Information

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Keywords

  • Attention-Deficit/Hyperactivity Disorder
  • language problems
  • etiological pathways
  • learning disability
  • comorbidity
  • reading disorder (dyslexia)
  • speech disfluency

Published Papers (1 paper)

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Research

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Article
Language Problems and ADHD Symptoms: How Specific Are the Links?
by Erin Hawkins, Susan Gathercole, Duncan Astle, The CALM Team and Joni Holmes
Brain Sci. 2016, 6(4), 50; https://doi.org/10.3390/brainsci6040050 - 21 Oct 2016
Cited by 43 | Viewed by 15189
Abstract
Symptoms of inattention and hyperactivity frequently co-occur with language difficulties in both clinical and community samples. We explore the specificity and strength of these associations in a heterogeneous sample of 254 children aged 5 to 15 years identified by education and health professionals [...] Read more.
Symptoms of inattention and hyperactivity frequently co-occur with language difficulties in both clinical and community samples. We explore the specificity and strength of these associations in a heterogeneous sample of 254 children aged 5 to 15 years identified by education and health professionals as having problems with attention, learning and/or memory. Parents/carers rated pragmatic and structural communication skills and behaviour, and children completed standardised assessments of reading, spelling, vocabulary, and phonological awareness. A single dimension of behavioural difficulties including both hyperactivity and inattention captured behaviour problems. This was strongly and negatively associated with pragmatic communication skills. There was less evidence for a relationship between behaviour and language structure: behaviour ratings were more weakly associated with the use of structural language in communication, and there were no links with direct measures of literacy. These behaviour problems and pragmatic communication difficulties co-occur in this sample, but impairments in the more formal use of language that impact on literacy and structural communication skills are tied less strongly to behavioural difficulties. One interpretation is that impairments in executive function give rise to both behavioural and social communication problems, and additional or alternative deficits in other cognitive abilities impact on the development of structural language skills. Full article
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