A Comparison of Receptive, Intermediate, and Expressive Language Profiles in Children with Attention-Deficit Hyperactivity Disorder

This study compared receptive, intermediate, and expressive language profiles in children with attention-deficit hyperactivity disorder (ADHD). The statistical population consisted of all 8 to 11 years old girls with ADHD and all normal children living in Tehran. Among them, 60 (including 30 normal children, 10 children with ADHD, 10 children with hyperactivity disorder, and 10 children with attention-deficit disorder [ADD]) were selected as a sample using convenience sampling. This study used a retrospective (causal-comparative) methodology. The required data were collected using the Persian version of TOLD (Hassanzadeh & Minaei). The collected data were then analyzed using multivariate analysis of variance (MANOVA). Besides, each dependent variable was examined separately based on the test results of between-subjects effects. The results indicated a significant difference between receptive, intermediate, and expressive language profiles in children with ADHD and normal children at a 99% confidence interval. This suggests a difference between receptive, intermediate, and expressive language profiles between children with ADHD and normal children.