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BMC Psychiatry. 2016 Nov 8;16(1):380.

Relationship between early language skills and the development of inattention/hyperactivity symptoms during the preschool period: Results of the EDEN mother-child cohort.

Author information

1
Laboratoire de Sciences Cognitives et Psycholinguistique (ENS, EHESS, CNRS), Ecole Normale Supérieure, PSL Research University, 29 rue d'Ulm, 75005, Paris, France. peyrehugo@yahoo.fr.
2
Department of Child and Adolescent Psychiatry, Robert Debré Hospital, APHP, Paris, France. peyrehugo@yahoo.fr.
3
Department of Child and Adolescent Psychiatry, Charles Perrens Hospital, Bordeaux, France.
4
The Bordeaux School of Public Health (Institut de Santé Publique, d'Epidémiologie et de Développement), Centre INSERM U897, Epidemiology-Biostatistics, Bordeaux, France.
5
INSERM, Institut Pierre Louis d'épidémiologie et de Santé Publique (IPLESP UMRS 1136), Department of Social Epidemiology, Sorbonne Universités, UPMC Univ Paris 06, Paris, 75012, France.
6
Department of Psychiatry, Corentin Celton Hospital, APHP, Issy-les-Moulineaux, France.
7
Paris Descartes University, PRES Sorbonne Paris Cité, Paris, France.
8
INSERM UMR 894, Psychiatry and Neurosciences Center, Paris Descartes University, PRES Sorbonne Paris Cité, Paris, France.
9
Epidemiology and Biostatistics Sorbonne Paris Cité Center (CRESS), Developmental Origins of Health and Disease (ORCHAD) Team, INSERM UMR 1153, F-94807, Villejuif, France.
10
Laboratoire de Sciences Cognitives et Psycholinguistique (ENS, EHESS, CNRS), Ecole Normale Supérieure, PSL Research University, 29 rue d'Ulm, 75005, Paris, France.

Abstract

BACKGROUND:

This study aims to examine bidirectional relationships between children's language skills and Inattention/Hyperactivity (IH) symptoms during preschool.

METHOD:

Children (N = 1459) from the EDEN mother-child cohort were assessed at ages 3 and 5.5 years. Language skills were evaluated using the WPPSI-III, NEPSY and ELOLA batteries. Children's behavior, including IH symptoms, was assessed using the parent-rated Strengths & Difficulties Questionnaire (SDQ). Using a Structural Equation Modeling (SEM) approach, we examined the relationship between language skills and IH symptoms, as well as potential mediating processes.

RESULTS:

SEM analyses indicated a small negative effect of language skills at 3 years on ADHD symptoms at 5.5 years after adjusting for IH symptoms at 3 years (β =-0.12, SE = 0.04, p-value = 0.002). Interpersonal difficulties did not mediate the relationship between early language skills and later IH symptoms, nor was this association reduced after adjusting for a broad range of pre- and postnatal environmental factors and performance IQ. Among different language skills, receptive syntax at 3 years was most strongly related to IH symptoms at 5.5 years.

CONCLUSIONS:

Poor language skills at age 3 may predict IH symptoms when a child enters primary school. Implications for the understanding and the prevention of the co-occurrence of language disorders and ADHD are discussed.

KEYWORDS:

ADHD; Language; Preschool; Structural equation modeling

PMID:
27821161
PMCID:
PMC5100106
DOI:
10.1186/s12888-016-1091-3
[Indexed for MEDLINE]
Free PMC Article

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