Morphosyntax and ADHD vs. autism in Greek student populations
DOI:
https://doi.org/10.36505/ExLing-2023/14/0013/000607Keywords:
ADHD, High-functioning autism, Morphosyntax, Difficulties in languageAbstract
Deficits in morphosyntax and pragmatics in relation to language development are among the biggest language problems in children with high-functioning autism and Attention Deficit Hyperactivity Disorder. The aim of the present research was to measure morphological skills of children with ADHD and high-functioning autism, matched for age and non-verbal intelligence. The assessment tool used was administered to 15 students with ADHD and 15 students with high-functioning autism in the 2nd-4th grade, who had assessment from KEDASI. Parameters tested included speed and accuracy of picture and word recognition, historical and grammatical spelling, oral and written comprehension, syntax such as sentence completion and analogies, attention span, non-verbal intelligence, and musical skills. According to the results, difficulties were found in both spelling and syntax without particular differences between students with ADHD and students with high-functioning autism. The analysis of errors per item, however, provided useful information for the development of morphosyntax between the two groups.
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