Medici D, Morales SVM

Language: Spanish
References: 20
Page: 89-99
PDF size: 526.56 Kb.

ABSTRACT

Introduction. Diagnosis of attention deficit / hyperactivity disorder (ADHD) in the child population requires identification and validation of cognitive deficits and risks in the subsequent diagnosis ADHD.
Objective. To purpose was to know whether the difficulties in the acquisition and/or development of language functions, in reading and in writing represent a cognitive risk factor in ADHD and therefore in school performance.
Method. This retrospective cohort study included 297 patients with a mean age of 9 years and 10 months (26.6% girls) diagnosed with ADHD meeting the previously established clinical criteria (DSM-IV) in a public hospital of the Community of Valencia. The various diagnostic categories were compared and to explore whether language learning and/or reading and writing are risk factors in subsequent ADHD diagnosis.
Results. Results in Specific Language Impairment (SLI) as a condition that can coexist in ADHD were not statistically significant, whereas significant diferences were found in school performance, in school support classes, therapeutic support, in speech therapy and in studies of the authors (p‹0.001).
Conclusions. In the pediatric consultation, inattentive, impulsive and/or hyperactive behaviour sometimes confuses and may not allow detection of language deficits, and not necessarily speech disturbances, that very often coexist with ADHD. It has been proven a significant percentage of delays in the acquisition and/or deficits in language development, reading and writing in school performance and speech therapy treatments in children who are later diagnosed with ADHD.

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