Language features in children with ADHD

Particularități ale limbajului la elevii cu ADHD

Language features in children with ADHD


This article presents aspects of cognitive functioning in children with ADHD and how the cognitive deficits influence the language skills. The symptoms of this affection have a negative influence on the process of acquiring and developing of language abilities. The hiperactivity, the lack of attention, the weak impulse control, the meager capacity to inhibit the prepotent answers, the weak organizing skills, the time and effort management problems trigger, in time, disturbances in higher language functions. These disturbances signify a weak capacity of configuration in the field of perception, of organization and orientation in space and time, difficulties of phonological processing, of working with symbols and in categorial processing of concepts, poor analysis and synthesis abilities, deficits of working memory. All these difficulties that are specific for a student with ADHD interact and lead to associated learning disabilities, including difficulties in leaning the written language. An intervention for this type of difficulties will not be efficient without comprising the main aspects that are deficient in the field of cognitive functioning.

Keywords: attention deficit hyperactivity disorder, cognitive deficits, speech language impairments, reading and writing disorders, learning disabilities.

DOI: 10.26744/rrttlc.2017.3.1.09

Published on line: 15/03/2017


American Psychiatric Association. (2013). – Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

Anca, M., Hațegan C. (2008). Terapia limbajului. O abordare interdisciplinară, Cluj-Napoca: Presa Universitară Clujeană.

Anderson, J.R. (2000). Cognitive Psyhologyand its Implications. New-York: Worth Publishers.

Baddley, A. D. (2000). The episodic buffer: e new component of working memory? Trends in Cognitive Sciences, 4(11), 417-423.

Barkley R.A. (1997). Behavioral Inhibition, Sustained Attention, and Executive Functions: Constructing a Unifying Theory of ADHD, Psychological Bulletin, 121(1), 65-94.

Barkley, R.A. (1990). Attention-Deficit Hyperactivity Disorder: Handbook for Diagnosis and Treatment. New York: Guilford Press.

Brown, R. T, Freeman, W. S., Perrin, J. M.,  Stein, M. T, Amler, R. W., Feldman, H. M. et al. (2001). Prevalence and assessment of attention deficit/ hyperactivity disorder in primary care settings. Pediatrics, 107, 3/E3, 1-11.

Brown, T.E. (2008). Describing Six Aspects of a Complex Syndrome,

DuPaul, C. J., Stoner, C. (2003). ADHD in the schools: Assessment and intervention strategies. New York: Guilford.

Durston, S. (2003). A review of the biological bases of DHD: what have we learned from imaging studies? Mental Retardation and Developmental  Disabilities Research Review, 9, 184–195.

Faraone, S. V., Biederman, J., Lehman, B. K.,

Spencer, T., Norman, D., and Seidman, L. J. et al., (1993). Intellectual performance and school failure in children with attention deficit hyperactivity disorder and in their siblings. Journal of Abnormal Psychology, 102, 616–623.

Green, C, Chee K. (2009). Să înţelegem ADHD, București: Editura Aramis.

Mark L., Wolraich, M.D. (2006). Attention-

Deficit/Hyperactivity Disorder Can It be Recognized and Treated in Children Younger Than 5 Years?, Infants & Young Children19, 2,  86-93.

Mih, V. (2010). Psihologie educațională, Cluj-Napoca: ASCR.

Purvis, K., Tannock, R (1997). Language abilities in children with ADHD, reading disabilities and normal controls. Journal of Abnormal Child Psychology, 25(2), 133-144.

Raggi V. L , Chronis A. M.  (2006). Interventions to Address the Academic Impairment of Children and Adolescents with ADHD. Clinical Child and Family Psychology Review,  9,  2, 85-111.

Roșan, A. (2013). Programe de intervenție psihopedagogică la copiii cu ADHD, suport de curs, Cluj-Napoca: Universitatea Babeș-Bolyai.

Roşan, A., Bodea Haţegan, C, Anca, M. (2012). Opiniile cadrelor didactice asupra deficitului de atenţie cu hiperactivitate- perspective psihopedagogice, Timișoara: Editura Mirton.

Vianin, P. (2011). Ajutorul strategic pentru elevii cu dificultăți școlare, Cluj-Napoca: ASCR.

Ziegler, E.F., (2005). Notre petite voix interieure livre ses secrets, Sciences et Vie, no.1053