• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文学位 >Comorbidity of language disorder with attention -deficit /hyperactivity disorder in a sample of early elementary children: A preliminary investigation.
【24h】

Comorbidity of language disorder with attention -deficit /hyperactivity disorder in a sample of early elementary children: A preliminary investigation.

机译：早期小学儿童样本中语言障碍合并症-注意缺陷/多动障碍：初步调查。

获取原文
获取原文并翻译 | 示例
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Two samples of children identified by school and community professionals as having either language disorder or ADHD were assessed for receptive and expressive language levels and were rated by parents and teachers for the presence of inattention and hyperactive/impulsive behaviors. Academic, behavioral, and demographic characteristics of the two samples of system-identified pupils were described. Language functioning significantly differentiated language disorder from ADHD pupils.;The system-identified children were assessed on measures of broad language and inattention/hyperactivity behaviors. Using research criteria, the children were reclassified into one of three research groups: "pure" language disorder, "pure" ADHD, or "comorbid," those children manifesting both language impairment and inattention or hyperactivity. Twenty of 59 children (33.6%) were classified as comorbid, which yielded a significant chi-square.;Academic and behavioral profiles of the three research-identified groups were presented. The incidence of overlap is discussed in light of studies in the clinical literature that have described a prevalence rate of 18% to 30% of children with language disorder also having ADD, and 34% to 90% of children with ADHD also meeting criteria for language impairment. These rates of comorbidity far exceed chance expectations, and suggest there may be a relationship between the two conditions. The overlap has implications for professionals who evaluate and treat children with either language disorder or ADHD.;As predicted, system-identified samples did not differ on important demographic characteristics including socioeconomic status, ethnicity, mother's education, and nonverbal IQ. Therefore, differences found between the groups are most likely attributable to characteristics of their diagnostic classification, rather than to external variables.;Findings supported a small but significant (33.9%) overlap between language disorder and ADHD groups, indicating the presence of comorbid conditions for about one in three children in this sample. Three research-identified clusters, pure language disorder, pure ADHD, and comorbid language and ADHD were described and contrasted on language, academic, inattentive, hyperactive, internalizing, externalizing, total problems, and social skills.;All students were rated by teachers as having below grade level academic competence. Reading scores were lowest for the children with pure language impairment and comorbid language disorder. Only children identified by the school system as having academic needs were receiving special education assistance. Children with ADHD received medication as the primary intervention; nearly 3 of 4 pupils with ADHD received no special help in school for their attentional deficits or hyperactive behaviors.;School systems were well designed to address speech, language, and academic needs of students. What was apparent from this investigation was that the domain of inattention/hyperactivity was not assessed by the school systems. Teacher and parent ratings of ADHD and comorbid children's inattention and total behavioral problems suggest that these are areas for assessment and intervention.;As predicted, more than a third of the pupils with identified language impairment were also rated by parents or teachers as having significant problems with inattention or hyperactivity. Greater than 1 in 5 of the pupils with ADHD were found to be at risk for developmental language disorder. Incidences of both disorders are higher than would be predicted by chance overlap. This study therefore supports research with clinical populations that documented significant comorbidity between these two conditions.;The research concludes that children with significant comorbidity exist among school samples. At the present time, the needs of these dual diagnosed children are not well assessed and addressed through non-academic interventions in the public schools.
机译：对学校和社区专业人员识别为患有语言障碍或多动症的儿童的两个样本进行了接受和表达语言水平评估，并由父母和老师对是否存在注意力不集中和过度活跃/冲动行为进行了评估。描述了两个系统识别的学生样本的学业，行为和人口统计学特征。语言功能与多动症小学生的语言障碍有明显区别。;系统识别的儿童接受了广泛语言和注意力不集中/多动行为的评估。根据研究标准，将儿童重新分为三个研究组之一：“纯”语言障碍，“纯” ADHD或“合并症”，即那些既表现语言障碍又表现出注意力不集中或活动过度的孩子。将59例儿童中的20例（33.6％）归类为合并症，这产生了显着的卡方。;给出了三个研究确定的组的学术和行为概况。根据临床文献中的研究讨论了重叠的发生率，这些研究描述了18％至30％的患有ADD的语言障碍儿童的患病率，以及34％至90％的也符合语言标准的ADHD儿童的患病率损害。这些合并症的发生率远远超出了预期的机会，并表明这两种情况之间可能存在关联。重叠对评估和治疗患有语言障碍或多动症儿童的专业人员产生了影响。如所预测的那样，系统识别的样本在重要的人口统计学特征（包括社会经济地位，种族，母亲的教育程度和非语言智商）上没有差异。因此，各组之间的差异很可能归因于其诊断分类的特征，而不是归因于外部变量。;研究结果表明，语言障碍和ADHD组之间存在很小但很明显的重叠（33.9％），表明存在合并症此样本中大约有三分之一的孩子。描述了三个研究确定的类别，即纯语言障碍，纯ADHD，共病语言和ADHD，并在语言，学术，注意力不集中，活动过度，内化，外在化，整体问题和社交技能方面进行了对比;所有学生均被教师评为具有低于年级水平的学术能力。纯语言障碍和合并症的儿童的阅读分数最低。只有被学校系统确定为有学业需要的儿童才能接受特殊教育援助。多动症儿童主要接受药物治疗。在4名患有ADHD的学生中，有近3名因注意力缺陷或过动行为而在学校没有得到特殊帮助。学校系统的设计很好，可以满足学生的言语，语言和学术需求。从这项调查中可以明显看出，注意力不集中/活动过度的领域没有被学校系统评估。教师和家长对多动症的评分以及合并症儿童的注意力不集中和总的行为问题表明，这是需要评估和干预的领域。如所预测的那样，超过三分之一的识别出语言障碍的学生也被家长或老师评为存在严重问题注意力不集中或活动过度。发现多动症的五分之一以上的学生有发展性语言障碍的风险。两种疾病的发生率均高于机会重叠所预测的发生率。因此，本研究支持对证明这两种情况之间存在明显合并症的临床人群进行研究。研究得出结论，在学校样本中存在患有明显合并症的儿童。目前，尚未通过公立学校的非学术干预来很好地评估和解决这些双重诊断儿童的需求。

著录项

  • 作者

    D'Incau, Barbara Joan.;

  • 作者单位

    University of California, Santa Barbara.;

  • 授予单位 University of California, Santa Barbara.;
  • 学科 Developmental psychology.;Clinical psychology.;Elementary education.
  • 学位 Ph.D.
  • 年度 1999
  • 页码 227 p.
  • 总页数 227
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号