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ADHD and language impairment A study of the parent questionnaire FTF (Five to Fifteen).

Bruce, Barbro LU ; Thernlund, Gunilla LU and Nettelbladt, Ulrika LU (2006) In European Child & Adolescent Psychiatry 15(1). p.52-60
Abstract
The parental questionnaire FTF (Five to Fifteen) was given to parents of 76 children (mean age 11 years) diagnosed with ADHD. About half of the children had at least once been referred to a speech- and language pathologist. Most of them had not received any intervention or follow-up. A factor analysis identified six problem areas, which explain close to 75% of the total variation: Cognitive Skills, Motor/Perception, Emotion/Socialisation/Behaviour, Attention, Literacy Skills and Activity Control. The majority of the children had pragmatic problems, which are associated with some of the core aspects of the ADHD symptoms, especially inattention and impulsiveness. Communication and language comprehension caused these children many more... (More)
The parental questionnaire FTF (Five to Fifteen) was given to parents of 76 children (mean age 11 years) diagnosed with ADHD. About half of the children had at least once been referred to a speech- and language pathologist. Most of them had not received any intervention or follow-up. A factor analysis identified six problem areas, which explain close to 75% of the total variation: Cognitive Skills, Motor/Perception, Emotion/Socialisation/Behaviour, Attention, Literacy Skills and Activity Control. The majority of the children had pragmatic problems, which are associated with some of the core aspects of the ADHD symptoms, especially inattention and impulsiveness. Communication and language comprehension caused these children many more problems than expressive language. Problems of reading and writing were very frequent. IQ-score was associated with maths and reading/writing. Additional items reflecting language skills, in particular language comprehension and pragmatics, were also found in other domains in the FTF, mainly in Executive functions, Learning and Social skills. Problems with language and pragmatics thus seem to be associated with the typical problems with learning and social skills in children with ADHD. (Less)
Please use this url to cite or link to this publication:
author
; and
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
pragmatics, social skills, language impairment, language comprehension, ADHD
in
European Child & Adolescent Psychiatry
volume
15
issue
1
pages
52 - 60
publisher
Springer
external identifiers
  • wos:000235748000007
  • pmid:16514510
  • scopus:33644668915
ISSN
1435-165X
DOI
10.1007/s00787-006-0508-9
language
English
LU publication?
yes
id
7505c3ee-9a52-43e6-961a-d9dcb36f2433 (old id 154823)
alternative location
http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_uids=16514510&dopt=Abstract
date added to LUP
2016-04-01 15:23:56
date last changed
2021-10-06 05:44:33
@article{7505c3ee-9a52-43e6-961a-d9dcb36f2433,
  abstract     = {The parental questionnaire FTF (Five to Fifteen) was given to parents of 76 children (mean age 11 years) diagnosed with ADHD. About half of the children had at least once been referred to a speech- and language pathologist. Most of them had not received any intervention or follow-up. A factor analysis identified six problem areas, which explain close to 75% of the total variation: Cognitive Skills, Motor/Perception, Emotion/Socialisation/Behaviour, Attention, Literacy Skills and Activity Control. The majority of the children had pragmatic problems, which are associated with some of the core aspects of the ADHD symptoms, especially inattention and impulsiveness. Communication and language comprehension caused these children many more problems than expressive language. Problems of reading and writing were very frequent. IQ-score was associated with maths and reading/writing. Additional items reflecting language skills, in particular language comprehension and pragmatics, were also found in other domains in the FTF, mainly in Executive functions, Learning and Social skills. Problems with language and pragmatics thus seem to be associated with the typical problems with learning and social skills in children with ADHD.},
  author       = {Bruce, Barbro and Thernlund, Gunilla and Nettelbladt, Ulrika},
  issn         = {1435-165X},
  language     = {eng},
  number       = {1},
  pages        = {52--60},
  publisher    = {Springer},
  series       = {European Child & Adolescent Psychiatry},
  title        = {ADHD and language impairment A study of the parent questionnaire FTF (Five to Fifteen).},
  url          = {http://dx.doi.org/10.1007/s00787-006-0508-9},
  doi          = {10.1007/s00787-006-0508-9},
  volume       = {15},
  year         = {2006},
}