Andreou, G., Agapitou, P., & Karapetsas, A. (2005). Verbal skills in children with ADHD. European Journal of Special Needs Education, 20(2), 231-238.
The authors of this quantitative empirical research study examined verbal comprehension and intelligence levels in children with Attention-Deficit Hyperactivity Disorder (ADHD) as compared with non-ADHD peers. They also compared differences in verbal abilities between boys and girls with an ADHD diagnosis.
The participants were 6 to 12-year old boys and girls attending school in the area of Thessaly, Greece. These students had all met the criteria for a diagnosis of ADHD, and none of the participants were on any type of medication. The students were administered the Wechsler Intelligence Scale for Children (WISC-III) verbal subtests and scores were compared with controls to see if there was a significant difference in the verbal test scales. The authors found that the students with ADHD when compared with controls had consistently lower scores on subtests assessing verbal intelligence that required processing of information in an auditory-linguistic way. Scores of students with ADHD were also significantly lower on the vocabulary subtest. The results did not show any differences between boys and girls with ADHD in these areas.
This research suggests that students with ADHD have significant differences in the way in which they develop language and process information. Educators can use this research to develop ways in which they can give clear auditory directions in the classroom, and promote the development of language and vocabulary in students with ADHD.
The authors of this quantitative empirical research study examined verbal comprehension and intelligence levels in children with Attention-Deficit Hyperactivity Disorder (ADHD) as compared with non-ADHD peers. They also compared differences in verbal abilities between boys and girls with an ADHD diagnosis.
The participants were 6 to 12-year old boys and girls attending school in the area of Thessaly, Greece. These students had all met the criteria for a diagnosis of ADHD, and none of the participants were on any type of medication. The students were administered the Wechsler Intelligence Scale for Children (WISC-III) verbal subtests and scores were compared with controls to see if there was a significant difference in the verbal test scales. The authors found that the students with ADHD when compared with controls had consistently lower scores on subtests assessing verbal intelligence that required processing of information in an auditory-linguistic way. Scores of students with ADHD were also significantly lower on the vocabulary subtest. The results did not show any differences between boys and girls with ADHD in these areas.
This research suggests that students with ADHD have significant differences in the way in which they develop language and process information. Educators can use this research to develop ways in which they can give clear auditory directions in the classroom, and promote the development of language and vocabulary in students with ADHD.