Javorsky J
Department of Educational Studies, Purdue University, West Lafayette, IN 47907, USA.
J Learn Disabil. 1996 May;29(3):247-58. doi: 10.1177/002221949602900303.
This study examined the performance of 96 youth hospitalized at an acute-care psychiatric hospital on a battery of language measures. The participants were separated into four groups: (a) participants with language learning disabilities (LLD; n = 14), (b) participants with attention-deficit/hyperactivity disorder (ADHD; n = 26), (c) participants with both ADHD and LLD (ADHD/LLD; n = 18), (d) participants with neither ADHD nor LLD (Neither; n = 38). Participants with ADHD/LLD performed significantly more poorly than did the ADHD group or the Neither group on measures of phonology and syntax, but not semantics. However, participants with ADHD/LLD did not significantly differ from participants with LLD on a majority of language-based measures. This finding suggests that participants with ADHD/LLD have profiles more similar to those of participants with LLD than participants with ADHD. Educational implications for instruction for students with ADHD/LLD are presented.
本研究考察了96名在一家急症精神病医院住院的青少年在一系列语言测试中的表现。参与者被分为四组：（a）有语言学习障碍（LLD；n = 14）的参与者，（b）患有注意力缺陷多动障碍（ADHD；n = 26）的参与者，（c）同时患有ADHD和LLD（ADHD/LLD；n = 18）的参与者，（d）既没有ADHD也没有LLD（两者都无；n = 38）的参与者。在语音和句法测试中，患有ADHD/LLD的参与者表现明显比ADHD组或两者都无组差，但在语义测试中并非如此。然而，在大多数基于语言的测试中，患有ADHD/LLD的参与者与患有LLD的参与者没有显著差异。这一发现表明，与患有ADHD的参与者相比，患有ADHD/LLD的参与者的特征与患有LLD的参与者更为相似。文中还提出了对ADHD/LLD学生教学的教育启示。
