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Exploring the overlap between children with SLI and children with ADHD. Esther Parigger EUCLDIS 2007. Overview. Overlap between SLI and ADHD Executive functions in SLI with(out) ADHD symptoms Semantics/pragmatics in SLI with(out) ADHD symptoms Conclusion and discussion.

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Exploring the overlap between children with SLI and children with ADHD


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    1. Exploring the overlap between children with SLI and children with ADHD Esther Parigger EUCLDIS 2007 1 Esther Parigger. 14-07-07.

    2. Overview Overlap between SLI and ADHD Executive functions in SLI with(out) ADHD symptoms Semantics/pragmatics in SLI with(out) ADHD symptoms Conclusion and discussion 2 Esther Parigger. 14-07-07.

    3. Stark and Tallal, 1981 Bishop, 1994 Impaired hearing Emotional and behavioral problems PIQ < 85 Neurological deficits/ lesions Speech motor skill deficiencies Low reading age SLI LA Receptive < MAP/CA (6 mo.) LA Expressive < MAP/CA (12 mo.) LA Overall < MAP/CA (6 mo.) Diagnosis Exclusion Severity Diagnosed on the basis of exclusion! No behavioral problems allowed! 3 Esther Parigger. 14-07-07.

    4. APA, 2000 Language items are included in the symptom list! ADHD Diagnosed on the basis of clinical evaluation! Diagnosis Symptoms (division in subtypes) -present before 7 years of age -present in 2 or more settings -significant impairment in functioning -not accounted for by another disorder Symptoms of inattention Symptoms of hyperactivity/impulsivity Predominantly inattentive subtype Predominantly hyperactive/impulsive subtype Combined subtype 4 Esther Parigger. 14-07-07.

    5. SLI and ADHD Not just two different worlds..  overlapping symptoms 5 Esther Parigger. 14-07-07.

    6. Botting, 2006 (poster) SLI and behavioural problems Expected:2-6%! 23% of 200 children with (S)LI scored in the atypical range of the ADHD scale of the SDQ These children performed worse in expressive language tasks with semantic content  underlying problems with inhibition? 6 Esther Parigger. 14-07-07.

    7. Parigger and Baker, 2005; Parigger, in prep. (a) ADHD and language problems E.g.: percentage of worded plot elements in Frog-stories -effect of diagnosis: ADHD<TD -effect of age: 7<8<9 Subtle problems in language comprehension More robust problems in language production  mainly pragmatics 7 Esther Parigger. 14-07-07.

    8. Tannock and Schachar, 1996: 147 Possible explanation Executive Dysfunction Theory “We theorize that the core behavioural symptoms of ADHD (…) and the pragmatic difficulties that these children exhibit (…) are related to deficits in executive function (i.e. higher-order cognitive processes).” 8 Esther Parigger. 14-07-07.

    9. Parigger, in prep (b) This study Is it possible, within a SLI group, to distinguish a group of children with ADHD symptoms and a group of children without ADHD symptoms? If so, is it possible to differentiate these groups with respect to: 1: Executive functions? 2: Semantics/pragmatics? 9 Esther Parigger. 14-07-07.

    10. Subjects 15 children diagnosed with SLI -13 boys, 2 girls -mean age 8;2 10 Esther Parigger. 14-07-07.

    11. Groups Dutch checklist for behavioural problems: VvGK 33% of 15 children with SLI scored in the (sub)clinical range of the inattention and/or hyperactivity scales of the VvGK Expected:2-6%! 11 Esther Parigger. 14-07-07.

    12. 1a: Inhibition ANOVA SLI+ADHD = SLI-ADHD CANTAB Stop Signal Task Comparison with typically developing norm group not yet possible 12 Esther Parigger. 14-07-07.

    13. 1b: Attention ANOVA SLI+ADHD = SLI-ADHD CANTAB Rapid Visual Information Processing Norm group comparison SLI-ADHD = TD 13 Esther Parigger. 14-07-07.

    14. 1c: Working memory ANOVA SLI+ADHD = SLI-ADHD CANTAB Spatial Working Memory Norm group comparison SLI-ADHD = TD 14 Esther Parigger. 14-07-07.

    15. 1d: Shifting ANOVA SLI+ADHD = SLI-ADHD CANTAB Intra/extradimensional Shift Norm group comparison SLI-ADHD = TD 15 Esther Parigger. 14-07-07.

    16. Summary: executive functions No differentiation between SLI group with and SLI group without ADHD symptoms on measures of: -inhibition -attention -working memory -shifting 16 Esther Parigger. 14-07-07.

    17. 2a: Semantics ANOVA SLI+ADHD = SLI-ADHD Dutch children’s communication checklist: CCC-2-NL Norm group comparison SLI+ADHD < TD SLI-ADHD < TD 17 Esther Parigger. 14-07-07.

    18. 2b: Pragmatics ANOVA SLI+ADHD < SLI-ADHD Dutch children’s communication checklist: CCC-2-NL Norm group comparison SLI+ADHD < TD SLI-ADHD = TD 18 Esther Parigger. 14-07-07.

    19. 2c: Coherence ANOVA SLI+ADHD < SLI-ADHD Dutch children’s communication checklist: CCC-2-NL Norm group comparison SLI+ADHD < TD SLI-ADHD < TD 19 Esther Parigger. 14-07-07.

    20. Summary; semantics/pragmatics • Differentiation between SLI group with and SLI group without ADHD symptoms on: • -pragmatic composite • -coherence subscale 20 Esther Parigger. 14-07-07.

    21. Conclusion • It is possible, within a SLI group, to distinguish a group of children with ADHD symptoms and a group of children without ADHD symptoms. • These groups don’t differ with respect to executive functioning. But they do differ with respect to pragmatics and coherence. 21 Esther Parigger. 14-07-07.

    22. Discussion ADHD LI SLI (prag.) An overlapping subgroup? 22 Esther Parigger. 14-07-07.

    23. Parigger, in prep (c) Further research Main study: Comparison of language profiles and cognitive profiles of children with ADHD, children with SLI, and normally developing children 23 Esther Parigger. 14-07-07.

    24. Information E: e.m.parigger@uva.nl W: http://home.medewerker.uva.nl/e.m.parigger T: 0031-20-5253811 I’ll upload a hand-out! 24 Esther Parigger. 14-07-07.

    25. Im-Bolter, 2006 Pascual-Leone, 1970, 1987 Theory of constructive operators (TCO) M- capacity Recentration (updating) Language competence Interruption (inhibition) Decentration (shifting) 25 Esther Parigger. 14-07-07.