Speed of Language Comprehension Is Impaired in ADHD

Autor/inn/en	Wassenberg, Renske; Hendriksen, Jos G. M.; Hurks, Petra P. M.; Feron, Frans J. M.; Vles, Johan S. H.; Jolles, Jelle
Titel	Speed of Language Comprehension Is Impaired in ADHD
Quelle	In: Journal of Attention Disorders, 13 (2010) 4, S.374-385 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1087-0547
DOI	10.1177/1087054708326111
Schlagwörter	Control Groups; Comprehension; Sentences; Language Impairments; Academic Failure; Children; Adolescents; Language Processing; Academic Achievement; Attention Deficit Disorders; Hyperactivity; At Risk Students; Cognitive Processes; Neuropsychology; Measures (Individuals); Task Analysis + Suchen Sie Ihr Suchwort? Verstehen; Verständnis; Sentence analysis; Satzanalyse; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Sprachverarbeitung; Schulleistung; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Hyperaktivität; Cognitive process; Kognitiver Prozess; Neuropsychologie; Messdaten; Aufgabenanalyse
Abstract	Objective: Children with ADHD have an increased risk of poor academic performance. It is important to identify cognitive processes that may be related to this academic failure. In Western schooling systems, especially language processing skills may be of relevance. The present study, therefore, compares the ability to comprehend complex sentences of individuals with and without ADHD. Method: Fifteen children (aged 8-11) and 15 adolescents (aged 12-16) with ADHD combined subtype are matched for age, gender, and parental level of education to 30 control subjects. Language comprehension is measured using the neuropsychological procedure proposed by Luria and an adapted version of the Token Test. Results: Compared with the control group, children and adolescents with ADHD perform significantly slower on language comprehension tasks. Differences in accuracy are limited. No interaction between age and ADHD is found. Conclusions: Children and adolescents with ADHD are slower and less efficient than matched control subjects with regard to complex sentence comprehension. (Contains 1 figure and 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10