We present our work named
«NON-LINGUISTIC INTERVENTIONS OF ADHD-COMORBID LANGUAGE IMPAIRMENT DURING CHILDHOOD», at the 1rst Panhellenic Congress of ADHD in Athens..
1Anna Polemikou PhD, & 2Paris Binos PhD
1Aegean University, Greece
2Cyprus University of Technology, Cyprus
Introduction-Aim: Current research findings report a concordance rate of 48.6% between delayed language development (LD) and ADHD (El Sady et al, 2013), whilst it has also been suggested that ADHD could in itself influence LD (Refaat El Sady et al., 2013˙ Mueller & Tomblin, 2012). In fact, the observed high comorbidity rates between the two disorders have led to the suggestion that language impairment should be included as an ADHD diagnostic marker. Since LD is closely related to the active processes of hearing and listening, the delay can be attributed to difficulty with focused and sustained attention to the voice and sounds in the environment. Given the compromise of language in such a large number of ADHD children, the need for non-lingustic mediums of therapeutic intervention aiming to increase attention span, self-regulation, and consciousness, has been the subject of a considerable amount of recent studies.
Literature Review: Amongst these, mindfulness and meditation practices have been proposed as a valid, effective method of intervention for adults with ADHD. In view of the benefits of these practices on the aforementioned factors, it is proposed that they may increase attention span and act in a self-regulatory manner, so as to facilitate language-specific interventions, such as speech therapy, during childhood.
Conclusion: It is proposed that mindfulness and meditation practices may render ADHD children more respondent to linguistic interventions, predisposing the child self-regulate, focus and sustain attention.