LANGUAGE AND ADHD - UNDERSTANDING THE BASES AND TREATMENT OF SELF-REGULATORY DEFICITS

Children with attention-deficit hyperactivity disorder (ADHD) have bee n viewed as having deficits in attention, impulsivity, and hyperactivi ty. Current conceptualizations of ADHD, however, suggest that the prim ary deficit may be one of lack of behavioral inhibition or self-regula tion. This article reviews the literature related to this conceptualiz ation of ADHD, reviews the relationship between ADHD and language dela ys/disorders, discusses possible language and social-emotional cogniti ve underpinnings for the pragmatic and metacognitive deficits seen in children with ADHD, and critiques cognitive-behavioral treatment strat egies used with such children. The authors propose that successful int erventions with ADHD students are dependent on the students' cognitive orientation to planning; the pairing of pragmatic and social language with cognitive-behavioral intervention strategies; and the cooperatio n of students, parents, teachers, and clinicians.