Language Development in Egyptian Arabic Speaking Children with Attention Deficit Hyperactivity Disorder

Background Children with ADHD were found to have language impairment in many studies. The way they use language in their everyday life may be affected, namely, the pragmatic aspect of language. Measuring the affected parameters in all aspects of language will help to reach better intervention. Aim of the Work This study was set out to observe relationships between hyperactivity/impulsivity and inattention with all language domains in the Egyptian Arabic speaking children with attention deficit hyperactive disorder with aim of better intervention. Subjects and Methods This study was an observational analytical study conducted on 30 Egyptian Arabic-speaking children who were diagnosed as having ADHD with age ranging from 4-7 years. The study was carried out at the Units of Phoniatrics and Audiology of Ain-Shams University hospitals (El-Demerdash and Ain-Shams University Specialized hospital). Children were evaluated to establish the diagnosis of ADHD and its type following the diagnostic criteria of the DSM-V criteria (1) and The Conners‟ Parent Rating Scale – Revised “CPRS-R” (8). The children language abilities were assessed using the Modified PLS-4, the Arabic version, the Standardized Egyptian Arabic Pragmatic Language Test “EAPLT” (13). This assessment covered receptive and expressive language abilities, as well as pragmatic and phonological skills. Results Compared to norms, it was found that the ADHD children who participated in this study had non-significant language delays in parameters of. Seventy % of the participating ADHD children had total pragmatic test scores below their 5th percentile, while 30% of the children had total pragmatic test score above their 5th percentile. Results also revealed that 50% of the ADHD children failed to master certain sounds corresponding to their phonological age. A statistically significant negative correlation was observed between each of Inattention scores, Hyperactivity scores, and Impulsivity with receptive language age, expressive language age, total language age, and pragmatic language scores. Conclusion Receptive and expressive language, children with ADHD in this study did not show major difficulties in areas beyond what would be expected in normally developing children. The majority of children with ADHD in the present study had problems with pragmatic aspects. Half of the children failed to master certain sounds corresponding to their chronological age.