Carruthers Sophie, Taylor Lauren, Sadiq Hafiza, Tripp Gail
Department of Psychology, Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK.
Okinawa Institute of Science and Technology, Graduate University, Okinawa, Japan.
Dev Psychopathol. 2022 Dec;34(5):1938-1960. doi: 10.1017/S0954579421000328. Epub 2021 May 11.
This systematic review synthesizes the empirical literature examining pragmatic language in children diagnosed with attention-deficit/hyperactivity disorder (ADHD). Using a taxonomy of pragmatic language, we compared the pragmatic language profiles of children with ADHD to those of typically developing (TD) children and children with autism. Three databases were searched up to October 2019: PsychInfo; PubMed; and CSA Linguistics and Language Behavior Abstracts. We included 34 studies reporting on 2,845 children (ADHD = 1,407; TD = 1,058; autism = 380). Quality and risk of bias assessments included sample size and representativeness; measure reliability and validity; and missing data management. Children with ADHD were found to have higher rates of pragmatic difficulties than their TD peers. Specific difficulties were identified with inappropriate initiation, presupposition, social discourse, and narrative coherence. Children with ADHD appear to differ from those with autism in the degree of their pragmatic language impairments. General language skills contribute to, but do not explain, pragmatic difficulties in samples of children with ADHD. Though the extant evidence is limited, a preliminary profile of the pragmatic language impairments in children with ADHD is indicated. This supports a call for evidence-based interventions that include pragmatic language skills training.
本系统综述综合了实证文献，这些文献研究了被诊断患有注意力缺陷多动障碍（ADHD）的儿童的语用语言。我们使用语用语言分类法，将患有ADHD的儿童的语用语言概况与发育正常（TD）的儿童以及患有自闭症的儿童的语用语言概况进行了比较。截至2019年10月，我们检索了三个数据库：心理学文摘数据库（PsychInfo）、医学期刊数据库（PubMed）和CSA语言学与语言行为文摘数据库。我们纳入了34项研究，这些研究报告了2845名儿童的数据（ADHD儿童 = 1407名；TD儿童 = 1058名；自闭症儿童 = 380名）。质量和偏倚风险评估包括样本量和代表性、测量的可靠性和有效性以及缺失数据管理。研究发现，患有ADHD的儿童出现语用困难的比例高于发育正常的同龄人。在不适当的发起、预设、社会话语和叙事连贯性方面发现了具体困难。患有ADHD的儿童在语用语言障碍程度上似乎与患有自闭症的儿童有所不同。一般语言技能对患有ADHD的儿童样本中的语用困难有影响，但不能解释这些困难。尽管现有证据有限，但已表明患有ADHD的儿童语用语言障碍的初步概况。这支持了对包括语用语言技能培训在内的循证干预措施的呼吁。
