Lorian Baker

Association Between Attention Deficit-Hyperactivity Disorder and Learning Disorders

This article discusses the relationship between attention deficit-hyperactivity disorder (ADHD) and learning disability (LD). The relevant literature is outlined, and empirical data are presented from a prospective follow-up study of 600 speech/language-impaired children. The data show an increased prevalence of both LD and ADHD among children with early speech/language impairments. Furthermore, LD was strongly associated with ADHD in both the initial and follow-up samples. Also, the children with LD had increased rates of other psychiatric disorders (e.g., behavior disorders, mood disorders, anxiety disorders). The implications of these data are discussed with regard to the possible etiology of the ADHD-LD association, treatment for children with LD and ADHD, and promising hypotheses for future research.

A prospective psychiatric follow-up of children with speech/language disorders.

Abstract This paper reports on follow-up psychiatric, linguistic, and educational evaluations of 300 communication impaired children who had been initially evaluated approximately 5 years previously when they presented at a speech and language clinic. The aim of the study was to determine what changes occurred in the children and to isolate factors associated with these changes. Despite improvements in some areas, significant increases in prevalence were found at follow-up for disorders of language usage and processing, psychiatric disorders, and developmental disorders. The development of psychiatric disorder at follow-up was associated with particular linguistic diagnoses as well as learning disorders and psychosocial stress.

Psychiatric Disorder in Children With Speech and Language Retardation: A Critical Review

This article critically reviews the literature concerning psychiatric disorder in children with speech and language retardation. The data indicate that speech- and language-disordered children are at risk for psychiatric disorder, that there is some correlation between the presence of psychiatric disorder and the type of speech and language disturbance, and that there is a likely correlation between certain types of speech and language problems and the type of psychiatric difficulty. Firm conclusions in this area are hampered by many methodological difficulties. Finally, a review of the nature of the association between psychiatric disorder and speech and language retardation reveals that except in rare instances psychiatric disorder does not cause speech and language retardation, and that in most cases psychiatric disorder is indirectly caused by speech and language retardation.

Psychiatric disorder in children with different types of communication disorders

Children presenting to a community speech clinic were divided into three major groups according to type of communication disorder: a pure speech disorder, a pure language disorder, and a disorder of both speech and language. Psychiatric evaluations of the three groups of children were done employing interviews with the parents, interviews with the children, and questionnaires from the childrens teachers and parents. It was found that the prevalence of psychiatric disorder was highest in the language-disordered group and lowest in the speech-disordered group. Development disorders were also most common in the language-disordered group and least common in the speech-disordered group. The types of psychiatric disorders found in the three groups of children also differed. The implications of these findings are discussed.

Infantile autism and developmental receptive dysphasia: a comparative follow-up into middle childhood

An interim follow-up study of a group of “higher functioning” boys with infantile autism and control group of boys with severe (receptive) developmental language disorder (or dysphasia) is reported. The boys were compared both initially and at follow-up for overall functioning in the areas of language, peer relationships, stereotyped behaviors, and disruptive public behaviors, as well as for the presence of a number of specific symptoms. In some respects, the behaviors that differentiated the groups initially did so also at follow-up, although there were important differences. Very few of the autistic boys had good language skills at follow-up, whereas nearly half of the dysphasic group were communicating well, a difference that is striking in view of the initial general similarity between the groups in terms of poor language functioning. However, some of the dysphasic children had developed greater difficulties in peer relationships. The implications for concepts of the nature of the deficit in severe receptive developmental language disorders are considered.

Attention Deficit Disorder with and without Hyperactivity: A Review and Comparison of Matched Groups

This paper compares attention deficit disorder (ADD) with hyperactivity (ADDH) and without hyperactivity (ADDWO). The literature is outlined, revealing the areas of possible differences to be not only the core symptoms, but also associated conduct and emotional symptoms, social relations functioning, learning, medical disorders, family history, and course and outcome of the disorder. Empirical data are presented comparing age and sex matched groups of children from a speech/language clinic sample with ADDH (N = 40) and ADDWO (N = 40). Although the methods of the present study are different from those of previous studies, they nonetheless support a number of previous findings, and, further, give support to the external validity of the ADDWO diagnostic category.

The Prevalence of Psychiatric Disorder in Children with Speech and Language Disorder An Epidemiologic Study

Abstract One hundred speech- and language-delayed children (mean age 51/2 years) presenting consecutively to a suburban speech and hearing clinic were evaluted for psychiatric disorders. Fifty-three of these children received at least one psychiatric diagnosis, using the proposed DSM III Criteria. Attentional Deficit Disorder was diagnosed in 19 children, Oppositional Disorder in 13, and various anxiety disorders in 12. These findings confirmed the hypothesis that children with speech and language disorders are at risk for psychiatric disorder. These findings have important implications for speech and language therapists planning comprehensive and effective treatment for such children.

Developmental, social and behavioral characteristics of speech and language disordered children

This paper reports on an epidemiological study of psychiatric disorder in children with speech and language disorders. Earlier preliminary analyses of data on the children presenting to a speech clinic suggested that these children are at risk for the development of psychiatric disorder. Data on a larger number of children is analyzed in the present paper, and particular attention is given to the developmental, demographic and linguistic factors which may play a role in the etiology of psychiatric disorder or communication disorder. The data confirms that communication disordered children are at risk for the development of psychiatric disorder, and indicates that adverse environmental conditions do not seem to be responsible for this risk. A subgroup of children who are at greatest risk is identified and described.

Clinical Significance of Childhood Communication Disorders: Perspectives From a Longitudinal Study

A group of 202 children who were referred for evaluation of communication disorders were also evaluated for psychiatric and learning disorders at two points in time. High rates of both psychiatric and learning disorders were found at initial evaluation, and even higher rates were found at follow-up 3 to 4 years later. Recovery from communication disorder occurred in approximately one fourth of the cases and varied widely depending on the type of disorder involved. Poor psychiatric outcome could be predicted by the presence and severity of initial disorders of language comprehension and expression, and by certain environmental factors (such as psychosocial stress). The high prevalence of linguistic, psychiatric, and development disorders at follow-up for the children in this study suggests the need for close monitoring of children with early communication impairments. (J Child Neurol 1987;2:257-264).

Manifestations of depressive affect in adolescence

This paper discusses the manifestations and correlates of depressive affect disorders in adolescents. It begins with some definitions and a discussion of the concept (from adult psychiatry) of depression and depressive disorders. The clinical picture of depressive disorders in adults is described, and the interrelationship is considered between them and the depressive disorders of adolescents and prepubertal children. Data are discussed regarding the external validity of adolescent depressive disorders (including their familial and biological correlates, their course and treatment outcome). Finally, the relevance of these data is summarized with regard to the process of establishing a diagnosis of a depressive disorder in adolescents.