ADHD is a common condition with a prevalence reported to be 3-5% of school age children. These children frequently have language problems in association with ADHD. Importantly, the frequency of language difficulties in those children who are evaluated for, but do not meet ADHD diagnostic criteria, is unknown. Accordingly, we evaluated forty-five children (37 male, 8 female) between the ages of 6 and 10 years (mean age 8±1 yrs) referred to a tertiary care center for evaluation of possible ADHD (R/O ADHD group) for the presence of language difficulties. Twenty children (12 male, 8 female; mean age 8±1) with no history of attentional problems or hyperactivity served as controls (Cntrl group). We hypothesized that there would be a higher incidence of language difficulties in the R/O ADHD group compared with controls, whether or not the children were diagnosed with ADHD. All children in the R/O ADHD group were administered the CELF-R Language Screening Test(CELF-R) and the WISC-III intelligence scale. The Connors Scales were completed by their parents and teachers. Children in the Cntrl group were administered the CELF-R and the K-BIT Intelligence Screening Test. The diagnosis of ADHD was based on the Diagnostic and Statistical Manual - IVth edition criteria. Mean IQ score in the R/O ADHD group and mean screening IQ score were within the average range. There was no difference in gender, age, or Hollingshead SES score (36±13 and 39±14) between the groups. Results of the CELF-R are shown: Table
We conclude that children who present for the evaluation of ADHD have a significantly increased risk for language deficits whether or not they are ultimately diagnosed with ADHD. We speculate that in some children these deficits may be responsible for the behavioral problems prompting the ADHD evaluation. These data emphasize the need for language testing in all children evaluated for this condition.
