Linguistic alterations in children with and without ADHD by clinical subtype evaluated with the BLOC-S-R test
DOI:
https://doi.org/10.35366/112696Keywords:
linguistic disturbances, attention deficit hyperactivity disorder,, schoolchildrenAbstract
Introduction: acquisition and development of language are complex processes that rely on the
chronological development of the child, as well as environmental and social factors. The American
Speech-Language-Hearing Association (ASHA) defines the term «language disorder» as the «impaired
comprehension and/or use of spoken, written, and/or other symbol systems, including morphology,
syntax, semantics, and pragmatics». Objective: to compare the speech alterations in children with
ADHD by clinical subtype against healthy children with the BLOC-S-R test. Material and methods:
the design was observational comparative cross-sectional study. A sample of 156 schoolchildren
with ADHD and 111 schoolchildren without ADHD, aged between 7 and 12 years old, from seven
public educational institutions, was studied. Prior authorization from the school administrators and
signed informed consent from their parents were obtained. A screening test based on the DSM-V
was applied to teachers and parents, and those children suspected of having ADHD were further
confirmed through neuropsychology, child psychiatry, and psychology services. A group without
ADHD was formed with the schoolchildren who were found to not have the condition and met the
inclusion criteria. All participants underwent the BLOC-S-R test, and the results were analyzed using
SPSS v. 19 software, applying descriptive statistics and χ2 for comparisons. Results: a total of 267
schoolchildren were studied, of whom 156 were identified as having ADHD and 111 without ADHD.
The diagnosed subtypes were 73 (27%) with the combined subtype, 39 (15%) with the inattentive
subtype, and 44 (17%) with the hyperactive-impulsive subtype. Out of these, 186 were male and 81
were female, with an average age of 8.2 ± 1.7. Linguistic skills in morphology, syntax, and semantics
showed a «T» level of low proficiency, and pragmatics showed an «E» level of very low proficiency in
the ADHD group compared to the group without ADHD, who obtained an «S» level of proficiency in
all skills. Significant differences were found in all four linguistic skills. Conclusions: school children
with ADHD present a greater alteration in the pragmatic language skill, followed by syntax. The
scores on linguistic skills of schoolchildren with ADHD evaluated with the BLOC-S-R test are lower
compared to the group without ADHD.
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