Evidence map›Paper›PMID 34694560›Full record

ArticleChild psychiatry and human development2023

Language Problems and ADHD Behaviors: Unique and Interactive Associations with School Readiness in a Socioeconomically Disadvantaged Preschool Sample.

Marissa Dennis, Allison Krasner, Erin K Shoulberg, Betsy Hoza, Hannah Scott, Caroline P Martin

Abstract read
PubMed Publisher
In one paragraph

Article in Child psychiatry and human development, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.

0numbers the graph read from it
0cells of the map it votes in
4citing papers in PubMed
0.5field-weighted citation impact, top 37% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

4 citing papers in PubMed, 6 citations in OpenAlex.

  1. Behavior and Speech Features of Children with ADHD.Healthcare (Basel, Switzerland) · 2026
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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

6 authors at 1 institution in 1 country.

Marissa DennisDepartment of Psychological Science, University of Vermont, 2 Colchester Avenue, Burlington, VT, 05405, USA. Marissa.Dennis@uvm.edu.ORCID 0000-0001-7666-2607
Allison KrasnerDepartment of Psychological Science, University of Vermont, 2 Colchester Avenue, Burlington, VT, 05405, USA.
Erin K ShoulbergDepartment of Psychological Science, University of Vermont, 2 Colchester Avenue, Burlington, VT, 05405, USA.
Betsy HozaDepartment of Psychological Science, University of Vermont, 2 Colchester Avenue, Burlington, VT, 05405, USA.
Hannah ScottDepartment of Psychological Science, University of Vermont, 2 Colchester Avenue, Burlington, VT, 05405, USA.
Caroline P MartinDepartment of Psychological Science, University of Vermont, 2 Colchester Avenue, Burlington, VT, 05405, USA.
University of Vermont · US

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

This study examined the unique and interactive effects of receptive language ability and ADHD behaviors on six school readiness outcomes, over and above the effects of socioeconomic status, in 49 preschoolers (M

Indexed as

Attention Deficit Disorder with HyperactivityChildChild, PreschoolCognitionEducational StatusFemaleHumansLanguageMaleMiddle AgedSchoolsAttention-deficit/hyperactivity disorderEarly childhoodLanguage problemsReceptive languageSchool readiness

Identifiers

PMID34694560
OpenAlexW3210793705

What OpenQuestion holds

Textmetadata
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.