Observing relationships between hyperactivity and impulsivity and language performance in typically developing 5-year-olds

This study seeks to observe connections between hyperactivity/impulsivity or inattention with expressive or receptive language performance in typically developing five year olds. The hypothesis of the study is that higher hyperactivity/impulsivity is related to lower scores in expressive language and higher inattention is related to lower scores in receptive language. The study was performed by comparing results of the Clinical Evaluation of Language Fundamentals - Fifth Edition (CELF-5) with the Attention Deficit Hyperactivity Disorder Rating Scale (ADHD-RS) Parent Report. No significant correlations were observed between hyperactivity/impulsivity or inattention with the expressive or receptive composite scores of the CELF-5. However, two CELF-5 subtests, Following Directions and Recalling Sentences, were significantly correlated with inattention, suggesting a relationship with working memory. Future studies may include children who have been diagnosed with ADHD or Specific Language Impairment (SLI) to observe whether or not more salient differences in hyperactivity/impulsivity, inattention, receptive language, or expressive language produce significant correlations between these measures.