ArticleJCPP advances2025
The association between attention-deficit/hyperactivity disorder and narrative language: What is the role of executive function?
Article in JCPP advances, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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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.
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Who cites it
3 citing papers in PubMed.
- A Picture is Worth How Many Words? The Impact of Visual Cues on the Story Retelling of Children with and without ADHD.Research on child and adolescent psychopathology · 2026Article
- Computerized adaptation and validity evidence of the test of assessment of syntactic processing in comprehension (TASComp) in Brazilian adults.Frontiers in human neuroscience · 2026Article
- The association between attention-deficit/hyperactivity disorder and narrative language: What is the role of executive function?JCPP advances · 2025Article
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Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Research suggests that Attention-Deficit/Hyperactivity Disorder (ADHD) may be associated with narrative language (or storytelling) difficulties, and executive functioning is hypothesized to underlie this association. However, the contribution of executive function to the narrative language production of children with ADHD is unclear and understudied. Accordingly, this study examined the association between ADHD and narrative language and whether it was mediated by executive function. Methods: Children with a clinical diagnosis of ADHD ( Results: Children with ADHD produced narratives with more ambiguous references ( Conclusions: While ADHD was associated with several central aspects of narrative language production, executive function did not mediate this association. Clinicians working with children with ADHD should be aware of the potential presence of co-occurring narrative language difficulties and that narrative language support may need to target language (e.g., grammar).
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