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Language Deficit With Attention-Deficit Disorder: A Prevalent Comorbidity

Hannah Khoushy Child Development Center, Bnai Zion Medical Center, and the Bruce Rappaport Faculty of Medicine

Ayala Cohen, PhD

Faculty of Industrial Engineering and Management and the Statistical Laboratory, Technion Israel Institute of Technology Haifa, Israel

The aim of this study was to delineate the prevalence and behavioral patterns of children with attention-deficit and language problems as compared to children with attention-deficit hyperactivity disorder (ADHD) only Out of a cohort of 3208 children 6 to 11 years old, 5.2% were identified as having a primary ADHD. A teacher's behavioral questionnaire, pediatric interview and assessment, IQ, attention tests, and language evaluation were employed. A 45% rate of language problems was identified. This comorbidity is more prevalent among girls (P = .02). Sequencing and short-term memory were significantly related to attention-deficit and language problems, but the attention scores were not. Language performance was the best predictor of group assignment and was superior to IQ in that regard. Correlation analysis revealed a different behavioral pattern for the two groups. It appears that a significant proportion of children with ADHD have a language comorbidity not reflected by IQ assessments; therefore, language tests should be considered as part of their routine assessment. Children with attention-deficit and language problems appear to have a different neurocognitive pattern underlying their problems as compared with their peers with ADHD only. (J Child Neurol 1998;13:493-497).

Journal of Child Neurology, Vol. 13, No. 10, 493-497 (1998)
DOI: 10.1177/088307389801301005


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