Ida Bonnerup Jepsen, Cecilia Brynskov, Per Hove Thomsen, Charlotte Ulrikka Rask, Kristine Jensen de López, Rikke Lambek
{"title":"语言在多动症儿童的社交和学习功能中的作用。","authors":"Ida Bonnerup Jepsen, Cecilia Brynskov, Per Hove Thomsen, Charlotte Ulrikka Rask, Kristine Jensen de López, Rikke Lambek","doi":"10.1177/10870547241266419","DOIUrl":null,"url":null,"abstract":"<p><strong>Objective: </strong>To provide an in-depth examination of whether pragmatic, expressive, receptive, and narrative language are associated with the social and academic functioning of children with ADHD.</p><p><strong>Method: </strong>Children with ADHD (<i>n</i> = 46) and neurotypical comparison (NC) children (<i>n</i> = 40) aged 7 to 11 years completed tasks measuring expressive, receptive, and narrative language, while parents rated pragmatic language and social- and academic functioning.</p><p><strong>Results: </strong>Children with ADHD differed significantly from NC children on pragmatic language, expressive language, receptive language, and narrative coherence. An examination of indirect effects revealed that a significant proportion of the association between ADHD and social functioning was shared with pragmatic language, while a significant proportion of the association between ADHD and academic difficulties was shared with pragmatic language as well as with expressive language.</p><p><strong>Conclusion: </strong>This preliminary study supports the clinical relevance of language in relation to the academic- and social functioning of children with ADHD.</p>","PeriodicalId":15237,"journal":{"name":"Journal of Attention Disorders","volume":" ","pages":"1542-1554"},"PeriodicalIF":2.7000,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The Role of Language in the Social and Academic Functioning of Children With ADHD.\",\"authors\":\"Ida Bonnerup Jepsen, Cecilia Brynskov, Per Hove Thomsen, Charlotte Ulrikka Rask, Kristine Jensen de López, Rikke Lambek\",\"doi\":\"10.1177/10870547241266419\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Objective: </strong>To provide an in-depth examination of whether pragmatic, expressive, receptive, and narrative language are associated with the social and academic functioning of children with ADHD.</p><p><strong>Method: </strong>Children with ADHD (<i>n</i> = 46) and neurotypical comparison (NC) children (<i>n</i> = 40) aged 7 to 11 years completed tasks measuring expressive, receptive, and narrative language, while parents rated pragmatic language and social- and academic functioning.</p><p><strong>Results: </strong>Children with ADHD differed significantly from NC children on pragmatic language, expressive language, receptive language, and narrative coherence. An examination of indirect effects revealed that a significant proportion of the association between ADHD and social functioning was shared with pragmatic language, while a significant proportion of the association between ADHD and academic difficulties was shared with pragmatic language as well as with expressive language.</p><p><strong>Conclusion: </strong>This preliminary study supports the clinical relevance of language in relation to the academic- and social functioning of children with ADHD.</p>\",\"PeriodicalId\":15237,\"journal\":{\"name\":\"Journal of Attention Disorders\",\"volume\":\" \",\"pages\":\"1542-1554\"},\"PeriodicalIF\":2.7000,\"publicationDate\":\"2024-10-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Attention Disorders\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.1177/10870547241266419\",\"RegionNum\":3,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2024/7/30 0:00:00\",\"PubModel\":\"Epub\",\"JCR\":\"Q2\",\"JCRName\":\"PSYCHIATRY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Attention Disorders","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1177/10870547241266419","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2024/7/30 0:00:00","PubModel":"Epub","JCR":"Q2","JCRName":"PSYCHIATRY","Score":null,"Total":0}
The Role of Language in the Social and Academic Functioning of Children With ADHD.
Objective: To provide an in-depth examination of whether pragmatic, expressive, receptive, and narrative language are associated with the social and academic functioning of children with ADHD.
Method: Children with ADHD (n = 46) and neurotypical comparison (NC) children (n = 40) aged 7 to 11 years completed tasks measuring expressive, receptive, and narrative language, while parents rated pragmatic language and social- and academic functioning.
Results: Children with ADHD differed significantly from NC children on pragmatic language, expressive language, receptive language, and narrative coherence. An examination of indirect effects revealed that a significant proportion of the association between ADHD and social functioning was shared with pragmatic language, while a significant proportion of the association between ADHD and academic difficulties was shared with pragmatic language as well as with expressive language.
Conclusion: This preliminary study supports the clinical relevance of language in relation to the academic- and social functioning of children with ADHD.
期刊介绍：
Journal of Attention Disorders (JAD) focuses on basic and applied science concerning attention and related functions in children, adolescents, and adults. JAD publishes articles on diagnosis, comorbidity, neuropsychological functioning, psychopharmacology, and psychosocial issues. The journal also addresses practice, policy, and theory, as well as review articles, commentaries, in-depth analyses, empirical research articles, and case presentations or program evaluations.
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