ADHD
Associated Difficulties in Language and Interventions
What is ADHD?
- Attention Deficit Hyperactivity Disorder
- Neurodevelopmental disorder causing difficulty in hyperactivity and attention
- Unknown cause
- Low birth weight, environmental factors, genetics, substance abuse during pregnancy and brain injuries. (Centers for Disease Control, 2014)
Prevalance and Diagnosis
- Commonly diagnosed during childhood
- Normally persists into adulthood
- More frequently diagnosed in males
- Incident rate has increased 42 percent from 2003 to 2011
- 11 % of school aged children have been diagnosed with ADHD (Centers for Disease Control, 2014)
- Commonly associated with Language Disorders or Specific Language Impairments
Prevalence in 2003 (Centers for Disease Control, 2014)
Prevalence in 2011 (Centers for Disease Control, 2014)
Research- Associated Difficulty in Receptive and Expressive Language
- Evaluated using the Clinical Evaluation of Language Fundamentals 4th Edition (CELF-4)
- Difficulty in Concepts and Following Directions, Sentence Structure, and Understanding Spoken Paragraphs
- Difficulty in Formulating Sentences
- Correlates to difficulty with semantics syntax, and reading comprehension.
Self Regulation Intervention
- 65% of children diagnosed with ADHD also have a learning disability related to writing
- Self Regulated Strategy Development; teaches specific strategies in writing
- Planning, composition, editing
- Scaffolding by teachers
- Gains made by 25/27 students evaluated
Play Based Intervention
- ADHD can be associated with difficulties in pragmatics
- Incorporates typically developing children into therapy
- Problem solving, working together, and joint play is elicited
- Evaluated using Test of Playfulness
- No significant pragmatic gains on standardized test
- Improved play skills/ pragmatic skills during therapy
- Improved problem solving skills
Intervention Implementation in Classrooms
- Electronic Amplification
- FM Systems
- Provides direct audio from the teacher
- Prevents distractions in the classroom
- Improves child engagement
References
References
American Speech-Language-Hearing Association. (2014). Social language use (pragmatics). Retrieved from http://www.asha.org/public/speech/development/Pragmatics/
Centers for Disease Control. (2014). Data & statistics. Retrieved from http://www.cdc.gov/ncbddd/adhd/data.html
DeParma, A., Geffner, D. & Martin, N. (2011). Prevalence and nature of language impairment in children with attention deficit hyperactive disorder. Contemporary Issues in Communication Science & Disorders. Retrieved from http://eds.a.ebscohost.com/eds/pdfviewer/pdfviewer?sid=6b9a62a2-1ca9-4a57-9e52-7e4aac54fcbf%40sessionmgr4002&vid=6&hid=4202
Docking, K., Munro, N., Cordier, R. & Ellis, P. (2013). Examining the language skills of children with ADHD following a play-based intervention. Child Language Teaching & Therapy, 29 (3) 219-304. Retrieved from doi: 10.1177/0265659012469042
Reid, R., Hagaman, J.L & Graham, S. (2014). Using self-regulate strategy development for written expression with students with attention deficit hyperactivity disorder. A Contemporary Journal, 12 (1), 21-42. Retrieved from http://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer?sid=0fee93fb-4624-4920-bc32-6696bc059518%40sessionmgr114&vid=6&hid=117
Schafer, E., Mathews, L., Menta,S., Hill, M., Munoz, A., Bishop, R. & Moloney, M. (2013). Personal FM systems for children with autism spectrum disorders(ASD) and/or attention- deficit hyperactivity disorder(ADHD): An initial investigation. Journal of Communication Disorders, 46 (1), 30-52. Retrieved from