Language Impariments in Children with ADHD in Norway

Abstract

Abstract Introduction: The aim of this study was to examine the prevalence of language problems in a sample of children with ADHD/ADD and to explore the characteristics of these children regarding gender, age, mental health, ADHD-symptoms and IQ. Methods: The data consisted of 46 children with ADHD/ADD. “Språk 6-16”, a Norwegian screening tool for language problems was used to measure language function, and scores below the reference level was defined as a possible language problem. The tests ADHD- rating scale, Strengths and Difficulties Questionnaire and WISC-IV/WPPSI where used as explanatory variables, in addition to gender and age. Differences between children with normal language function and children with a language problem was examined by using independent t-tests for continuous variables and Chi-square tests for categorical variables. A stepwise bivariate logistic regression analysis was conducted to examine how the explanatory variables affected language function. Results: Prevalence of language problems was 13.04% in the total sample. No gender difference for language problems was found. More children with language problems was found in the age group 6-10 compared to the age group 11-16. Age was also a significant predictor of language problem when adjusting for gender and IQ in the bivariate regression analysis. The language problem group had significantly lower mean scores on the WISC-IV on perceptual reasoning, processing speed index and full scale IQ compared to the group with normal language. Conclusion: Prevalence of language problems was 13.04%, lower than in several other studies. Explanatory factors could be differences in study population, definitions of language problems and screening tools used to assess language problems in the various studies. Studies on language problems in ADHD is incoherent, and more research is needed on the subject.