Peer-reviewed research
Language problems in children with ADHD: a community-based study
Emma Sciberras et al., Pediatrics, 2014 · DOI 10.1542/peds.2013-3355
Read the originalRead on October 16, 2026
- What it is
- A community study of 179 children with ADHD and 212 controls, aged 6 to 8, recruited through 43 Melbourne schools. It measured oral language, academic functioning and social functioning, and found that language problems were more common in children with ADHD.
- How much weight it carries
- Peer-reviewed in Pediatrics. Recruitment through schools makes it more representative than a clinic sample, but it is a single city and a cross-sectional design, so it shows association rather than cause.
Facts taken from this source
- The 2014 community study recruited 179 children with ADHD, aged 6 to 8, and 212 controls through 43 Melbourne schools.
“Children (6 to 8 years) with ADHD (n = 179) and controls (n = 212) were recruited through 43 Melbourne schools.” (Methods)
- In the 2014 community study, language problems in children with ADHD were linked to markedly poorer academic functioning.
“Children with ADHD had a higher prevalence of language problems than controls, and language problems in children with ADHD contributed to markedly poorer academic functioning.” (Conclusions)
- After adjustment for sociodemographic factors and other conditions, children with ADHD had 2.8 times the odds of language problems compared with controls.
“Children with ADHD had a higher prevalence of language problems than controls after adjustment for sociodemographic factors and comorbidities (odds ratio, 2.8; 95% confidence interval [CI], 1.5 to 5.1).” (Results)