Murdoch Childrens Research Institute, Parkville, Victoria, Australia; The Royal Children's Hospital, Parkville, Victoria, Australia;
Murdoch Childrens Research Institute, Parkville, Victoria, Australia;
Pediatrics. 2014 May;133(5):793-800. doi: 10.1542/peds.2013-3355.
To examine the prevalence of language problems in children with attention-deficit/hyperactivity disorder (ADHD) versus non-ADHD controls, and the impact of language problems on the social and academic functioning of children with ADHD.
Children (6 to 8 years) with ADHD (n = 179) and controls (n = 212) were recruited through 43 Melbourne schools. ADHD was assessed by using the Conners 3 ADHD Index and the Diagnostic Interview Schedule for Children IV. Oral language was assessed by using the Clinical Evaluation of Language Fundamentals, fourth edition, screener. Academic functioning was measured via direct assessment (Wide Range Achievement Test 4) and teacher report (Social Skills Improvement System). Social functioning was measured via parent and teacher report (Strengths and Difficulties Questionnaire; Social Skills Improvement System). Logistic and linear regression models were adjusted for sociodemographic factors and child comorbidities.
Children with ADHD had a higher prevalence of language problems than controls after adjustment for sociodemographic factors and comorbidities (odds ratio, 2.8; 95% confidence interval [CI], 1.5 to 5.1). Compared with children with ADHD alone, those with language problems had poorer word reading (mean difference [MD], -11.6; 95% CI, -16.4 to -6.9; effect size, -0.7), math computation (MD, -11.4; 95% CI, -15.0 to -7.7; effect size, -0.8), and academic competence (MD, -10.1; 95% CI, -14.0 to -6.1; effect size, -0.7). Language problems were not associated with poorer social functioning.
Children with ADHD had a higher prevalence of language problems than controls, and language problems in children with ADHD contributed to markedly poorer academic functioning.
研究注意缺陷多动障碍（ADHD）患儿与非 ADHD 对照组相比语言问题的发生率，以及语言问题对 ADHD 患儿社会和学业功能的影响。
通过墨尔本 43 所学校招募了 6 至 8 岁的 ADHD 患儿（n = 179）和对照组（n = 212）。采用康纳斯 3 项 ADHD 指数和儿童诊断访谈量表第 4 版对 ADHD 进行评估。采用临床语言基本要素评估，第四版，筛查器对口语语言进行评估。通过直接评估（广泛成就测验 4）和教师报告（社会技能改善系统）来衡量学业功能。通过家长和教师报告（优点和困难问卷；社会技能改善系统）来衡量社会功能。调整了社会人口因素和儿童共病因素后，采用逻辑回归和线性回归模型进行分析。
调整社会人口因素和共病因素后，与对照组相比，ADHD 患儿的语言问题发生率更高（优势比，2.8；95%置信区间[CI]，1.5 至 5.1）。与单纯 ADHD 患儿相比，有语言问题的患儿阅读能力较差（平均差异[MD]，-11.6；95%CI，-16.4 至-6.9；效应量，-0.7）、数学计算能力（MD，-11.4；95%CI，-15.0 至-7.7；效应量，-0.8）和学业能力（MD，-10.1；95%CI，-14.0 至-6.1；效应量，-0.7）。语言问题与较差的社会功能无关。
与对照组相比，ADHD 患儿的语言问题发生率更高，ADHD 患儿的语言问题明显导致学业功能更差。
