A Contemporary Systematic Review and Meta-Analysis of the Language Skills of Children with ADHD

• In Event: AERA Roundtable Session Wednesday 9:45 am - Gold 3
  In Roundtable Session: Multi-Tiered Support Systems and Targeted Literacy Interventions

Abstract

This systematic review and meta-analysis examined language abilities in children and adolescents with ADHD. Based on 87 studies involving 11,628 participants, the analysis found that individuals with ADHD exhibited significantly lower language skills than their typically developing peers (g = -0.39). Approximately 16.7% of participants demonstrated moderate language impairments, while 6.3% showed severe impairments. Employing random-effects models, the study identified significant variation depending on the types of language measures used and the characteristics of the comparison groups. These findings underscore the substantial language challenges faced by children and adolescents with ADHD and highlight the need for targeted language interventions and educational supports. To contextualize these findings, focus group interviews with educators and clinicians will be conducted.

Authors

• Andrew Eunghyun Chang, Vanderbilt University

• Yang Fu, University of Maryland

• Jason C. Chow, Vanderbilt University