الفهرس 
IntroductionOnly 14 pages are availabe for public view
 |  | from | 192 |  |  |
| | | from | 192 | | |
Abstract
Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by age-inappropriate poor attention span as well as features of hyperactivity and impulsivity or both. It is a behavioral and cognitive disorders that arise during the developmental period that involve significant difficulties in the acquisition and execution of specific intellectual, motor, or social functions. The degree of inattention and hyperactivity-impulsivity is outside the limits of normal variation expected for age and level of intellectual functioning and significantly interferes with academic, occupational, or social functioning.
Auditory processing is the ability to attend, discriminate, and understand the spoken message, particularly in the presence of competing stimuli and adverse listening conditions. Central auditory processing is the perceptual processing of auditory information in the central nervous system. It involves several mechanisms that underlie the abilities such as discrimination, recognition, temporal integration, localization of the signal, and recognition of the signal in the presence of competing conditions and under degraded acoustic signals.
This study was an observational analytical study conducted on 30 Egyptian Arabic-speaking children who were diagnosed as having ADHD with age ranging from 4-7 years. Children were evaluated to establish the diagnosis of ADHD and its type following the diagnostic criteria of the DSM-V criteria and The Conners’ Parent Rating Scale – Revised “CPRS-R”. The children language abilities were assessed using the Modified PLS-4, the Arabic version, the Standardized Egyptian Arabic Pragmatic Language Test “EAPLT”. This assessment covered receptive and expressive language abilities, as well as pragmatic and phonological skills. Scores of all these measures were correlated to the scores of central auditory functions test presented in the Pediatric Speech Intelligibility Test in Arabic language and to the scores of Conners’ Parent Rating Scale-Revised test.
The study showed that 60% of the participated ADHD children had combined CAPD. There was a positive correlation between the language ages (expressive, receptive, and total ages) and the score of the PSI subtests (CCM, ICM) which might reflect the correlation between language development and development of the auditory processing abilities among children.
Both ICM and CCM showed significant positive correlation with different pragmatic aspects such as pragmatic language age, inference, understanding sarcasm, narrative telling, narrative comprehension, What, who, why, where pragmatic functions. The study showed negative significant correlation between all ADHD subtypes and (expressive, receptive, and total languages).
Results comparing language parameters between Isolated ADHD and Co-morbid ADHD (ADHD+CAPD) showed no significant differences between both groups in total language scores, with tendency of obtaining lower mean scores in the co-morbid ADHD group (ADHD and CAPD).
Children with ADHD in this study did not show major difficulties in areas beyond what would be expected in normally developing children in their total language scores as assessed by the modified PLS-4, Arabic version. However, the majority had problems with pragmatic aspects. This manifested as frequent interruptions, spontaneous comments that are unrelated to the task, and difficulty with conversational turn‐taking. Children with ADHD also have been reported to miss verbal, nonverbal, and situational cues, inappropriate responses to questions or requests, overlap/interruption of the speaker, and failure to give feedback to the speaker by the children with ADHD. In addition, half of the children failed to master speech sounds corresponding to their chronological age However, phonological deficits were not statistically related to CAPD.