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Détail de l'auteur
Auteur Hafiza SADIQ |
Documents disponibles écrits par cet auteur (1)
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The profile of pragmatic language impairments in children with ADHD: A systematic review / Sophie CARRUTHERS in Development and Psychopathology, 34-5 (December 2022)
[article]
Titre : The profile of pragmatic language impairments in children with ADHD: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Sophie CARRUTHERS, Auteur ; Lauren J. TAYLOR, Auteur ; Hafiza SADIQ, Auteur ; Gail TRIPP, Auteur Article en page(s) : p.1938-1960 Langues : Anglais (eng) Mots-clés : ADHD autism spectrum disorders communication pragmatic language Index. décimale : PER Périodiques Résumé : This systematic review synthesizes the empirical literature examining pragmatic language in children diagnosed with attention-deficit/hyperactivity disorder (ADHD). Using a taxonomy of pragmatic language, we compared the pragmatic language profiles of children with ADHD to those of typically developing (TD) children and children with autism. Three databases were searched up to October 2019: PsychInfo; PubMed; and CSA Linguistics and Language Behavior Abstracts. We included 34 studies reporting on 2,845 children (ADHD = 1,407; TD = 1,058; autism = 380). Quality and risk of bias assessments included sample size and representativeness; measure reliability and validity; and missing data management. Children with ADHD were found to have higher rates of pragmatic difficulties than their TD peers. Specific difficulties were identified with inappropriate initiation, presupposition, social discourse, and narrative coherence. Children with ADHD appear to differ from those with autism in the degree of their pragmatic language impairments. General language skills contribute to, but do not explain, pragmatic difficulties in samples of children with ADHD. Though the extant evidence is limited, a preliminary profile of the pragmatic language impairments in children with ADHD is indicated. This supports a call for evidence-based interventions that include pragmatic language skills training. En ligne : http://dx.doi.org/10.1017/S0954579421000328 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=492
in Development and Psychopathology > 34-5 (December 2022) . - p.1938-1960[article] The profile of pragmatic language impairments in children with ADHD: A systematic review [Texte imprimé et/ou numérique] / Sophie CARRUTHERS, Auteur ; Lauren J. TAYLOR, Auteur ; Hafiza SADIQ, Auteur ; Gail TRIPP, Auteur . - p.1938-1960.
Langues : Anglais (eng)
in Development and Psychopathology > 34-5 (December 2022) . - p.1938-1960
Mots-clés : ADHD autism spectrum disorders communication pragmatic language Index. décimale : PER Périodiques Résumé : This systematic review synthesizes the empirical literature examining pragmatic language in children diagnosed with attention-deficit/hyperactivity disorder (ADHD). Using a taxonomy of pragmatic language, we compared the pragmatic language profiles of children with ADHD to those of typically developing (TD) children and children with autism. Three databases were searched up to October 2019: PsychInfo; PubMed; and CSA Linguistics and Language Behavior Abstracts. We included 34 studies reporting on 2,845 children (ADHD = 1,407; TD = 1,058; autism = 380). Quality and risk of bias assessments included sample size and representativeness; measure reliability and validity; and missing data management. Children with ADHD were found to have higher rates of pragmatic difficulties than their TD peers. Specific difficulties were identified with inappropriate initiation, presupposition, social discourse, and narrative coherence. Children with ADHD appear to differ from those with autism in the degree of their pragmatic language impairments. General language skills contribute to, but do not explain, pragmatic difficulties in samples of children with ADHD. Though the extant evidence is limited, a preliminary profile of the pragmatic language impairments in children with ADHD is indicated. This supports a call for evidence-based interventions that include pragmatic language skills training. En ligne : http://dx.doi.org/10.1017/S0954579421000328 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=492