| 1. |
- Andersen Helland, Wenche, 1955-, et al.
(författare)
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Exploring language profiles for children with AD/HD and children with Asperger syndrome
- 2012
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Ingår i: Journal of Attention Disorders. - : Sage Publications. - 1087-0547 .- 1557-1246. ; 16:1, s. 34-43
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Tidskriftsartikel (refereegranskat)abstract
- Objective: The aims of the present study was to investigate communication impairments in a Norwegian sample of children with ADHD and children with Asperger syndrome (AS) and to explore whether children with ADHD can be differentiated from children with AS in terms of their language profiles on the Norwegian adaptation of the Children’s Communication Checklist Second Edition (CCC-2). Method: The CCC-2 was completed by the parents, and altogether, 77 children aged between 6 and 15 years participated in the study. Results: Communication impairments were as common in a group of children with ADHD as in a group of children with AS. Although a similar pattern appeared on most CCC-2 scales, children with ADHD and children with AS could be distinguished from each other in terms of their language profiles on the subscales assessing stereotyped language and nonverbal communication. Conclusion: Language abilities should be taken into account when standard assessments of ADHD and AS are performed and before therapies are initiated
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| 2. |
- Andersen Helland, Wenche, 1955-, et al.
(författare)
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Language profiles and mental health problems in children with specific language imapirment and children with AD/HD
- 2014
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Ingår i: Journal of Attention Disorders. - : Sage Publications. - 1087-0547 .- 1557-1246. ; 18:3, s. 226-235
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Tidskriftsartikel (refereegranskat)abstract
- Objective: This study aimed to explore whether children with specific language impairment (SLI) and children with ADHDcan be differentiated from each other in terms of their language profiles, and also to investigate whether these two clinicalgroups differ regarding mental health problems. Method: A total of 59 children in the age range 6 to 12 years participatedin the study. The parents completed the Children’s Communication Checklist–Second Edition and the Strengths andDifficulties Questionnaire. Results: Communication impairments were as prominent in the ADHD group as in the SLIgroup; however, the groups were separable from each other in terms of their language profiles. Furthermore, the ADHDgroup experienced significantly more mental health problems compared with the SLI group. Conclusion: Language shouldbe assessed in children with ADHD and instruments sensitive to ADHD should be included when assessing children withSLI. Mental health should be an area of concern to be addressed in both groups. (J. of Att. Dis. 2012; XX(X) 1-XX)
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| 3. |
- Andersen Helland, Wenche, et al.
(författare)
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The usability of a Norwegian adaptation of the Childrens Communication Checklist Second Edition (CCC-2) in differentiating between language impaired and non-language impaired 6-to 12-year-olds
- 2009
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Ingår i: SCANDINAVIAN JOURNAL OF PSYCHOLOGY. - : Wiley. - 0036-5564 .- 1467-9450. ; 50:3, s. 287-292
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Tidskriftsartikel (refereegranskat)abstract
- The usability of a Norwegian adaptation of the Childrens Communication Checklist Second Edition (CCC-2) in differentiating between language impaired and non-language impaired 6- to 12-year-olds. Scandinavian Journal of Psychology. The aim of the present study was to evaluate if the Norwegian adaptation of the Childrens Communication Checklist-2 (CCC-2) differentiates between a language impaired and a non-language impaired population and to make a first evaluation of the psychometric qualities of the questionnaire on a Norwegian sample. A total of 153 children aged 6-12 years participated in the study (45 language impaired and 108 non-language impaired). The Norwegian adaptation of the CCC-2 distinguished language impaired from non-language impaired children and thus seems to provide a useful screening tool for communication impairments in Norwegian children. The reliability of the CCC-2 appeared to be reasonable with internal consistency values ranging from 0.73 to 0.89.
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| 4. |
- Helland, Wenche Andersen, 1955-, et al.
(författare)
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Language impairments in children with ADHD and in children with reading disorder
- 2016
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Ingår i: Journal of Attention Disorders. - : Sage Publications. - 1087-0547 .- 1557-1246. ; 20:7, s. 581-589
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Tidskriftsartikel (refereegranskat)abstract
- Objective: To investigate language impairments (LI) in a non –clinical sample of children with symptoms of AD/HD, RD, AD/HD + RD and controls, and to explore whether these groups could be differentiated from each other regarding different aspects of language.Method: Out of a population-based sample of 5672 children aged 7-9, four groups were derived.Results: LI was identified in the vast majority of the AD/HD+RD group and in more than 40 % of both the AD/HD group and the RD group.Conclusions: More phonological and expressive language problems were seen in RD compared to AD/HD, while receptive language problems were more prominent in AD/HD. As to pragmatics, more problems were identified in AD/HD, but the difference did not reach significance. These results support findings from clinical samples pointing to a considerable rate of LI both in children with symptoms of AD/HD and in children with symptoms of RD.
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| 5. |
- Helland, Turid, et al.
(författare)
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Effects of Bottom-Up and Top-Down Intervention Principles in Emergent Literacy in Children at Risk of Developmental Dyslexia: A Longitudinal Study
- 2011
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Ingår i: JOURNAL OF LEARNING DISABILITIES. - : Pro-ed. - 0022-2194 .- 1538-4780. ; 44:2, s. 105-122
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Tidskriftsartikel (refereegranskat)abstract
- This longitudinal study focused on the effects of two different principles of intervention in children at risk of developing dyslexia from 5 to 8 years old. The children were selected on the basis of a background questionnaire given to parents and preschool teachers, with cognitive and functional magnetic resonance imaging results substantiating group differences in neuropsychological processes associated with phonology, orthography, and phoneme-grapheme correspondence (i.e., alphabetic principle). The two principles of intervention were bottom-up (BU), "from sound to meaning", and top-down (TD), "from meaning to sound." Thus, four subgroups were established: risk/BU, risk/TD, control/BU, and control/TD. Computer-based training took place for 2 months every spring, and cognitive assessments were performed each fall of the project period. Measures of preliteracy skills for reading and spelling were phonological awareness, working memory, verbal learning, and letter knowledge. Literacy skills were assessed by word reading and spelling. At project end the control group scored significantly above age norm, whereas the risk group scored within the norm. In the at-risk group, training based on the BU principle had the strongest effects on phonological awareness and working memory scores, whereas training based on the TD principle had the strongest effects on verbal learning, letter knowledge, and literacy scores. It was concluded that appropriate, specific, data-based intervention starting in preschool can mitigate literacy impairment and that interventions should contain BU training for preliteracy skills and TD training for literacy training.
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