Associations between bilingualism and attention-deficit hyperactivity disorder (ADHD)-related behavior in a community sample of primary school children

It has been found that bilinguals and children from minority backgrounds lag behind monolinguals or those in the majority culture, with respect to prevalence, assessment, and treatment for attention-deficit/hyperactivity disorder (ADHD). This suggests that bilingualism might be yet another factor gi...

Full description

Saved in:
Bibliographic Details
Published in:Applied psycholinguistics 2022-05, Vol.43 (3), p.707-725
Main Authors: Sharma, Curtis J. M., Katsos, Napoleon, Gibson, Jenny L.
Format: Article
Language:English
Subjects:
Attention deficit hyperactivity disorder
Bilingualism
Caregivers
Children
Cognitive Ability
Community Relations
Conceptual Tempo
Cultural Influences
Elementary School Students
Elementary Schools
English language
Ethnicity
Etiology
Executive Function
Hyperactivity
Language
Language Aptitude
Language Enrichment
Language Skills
Mental Disorders
Monolingualism
Original Article
Pragmatics
Psychopathology
Reprography
Semiotics
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
cited_by cdi_FETCH-LOGICAL-c360t-3576233fe557d3142d1eb50a8263938a907f782ef745fb621ebf9c9fbfb639313
cites cdi_FETCH-LOGICAL-c360t-3576233fe557d3142d1eb50a8263938a907f782ef745fb621ebf9c9fbfb639313
container_end_page 725
container_issue 3
container_start_page 707
container_title Applied psycholinguistics
container_volume 43
creator Sharma, Curtis J. M.
Katsos, Napoleon
Gibson, Jenny L.
description It has been found that bilinguals and children from minority backgrounds lag behind monolinguals or those in the majority culture, with respect to prevalence, assessment, and treatment for attention-deficit/hyperactivity disorder (ADHD). This suggests that bilingualism might be yet another factor giving rise to variability in ADHD. Using regression methods, we analyzed parent reports for 394 primary school-age children on background and language experience, ADHD-related behavior, and structural language skill in English to explore whether bilingualism is associated with levels of ADHD-related behavior. Bilingualism as a category was associated with slightly lower levels of ADHD-related behavior. Bilingualism as a continuous measure showed a trend of being associated with lower levels, but this did not quite reach significance. Structural language skill in English was the main predictor of levels of ADHD-related behavior; higher skill predicting lower levels. More investigation is required to confirm whether these effects occur across different populations, to understand which, if any, aspects of bilingualism give rise to variability, and if need be, to address these as far as possible.
doi_str_mv 10.1017/S0142716422000108
format article
fullrecord <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_journals_2671503072</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><cupid>10_1017_S0142716422000108</cupid><sourcerecordid>2671503072</sourcerecordid><originalsourceid>FETCH-LOGICAL-c360t-3576233fe557d3142d1eb50a8263938a907f782ef745fb621ebf9c9fbfb639313</originalsourceid><addsrcrecordid>eNp1kM1OAyEUhYnRxFp9AHckbnQxyk9nmFk29acmTVyo6wkDF4uZgQpU45P4ujKxiQvjisD5zrmXg9ApJZeUUHH1SOiMCVrNGCOEUFLvoQmdVU1Bayr20WSUi1E_REcxvmamZoxN0Nc8Rq-sTNa7iDtIHwAOd7a37mUrexsHLJ3GMiVwI1NoMFbZhNefGwhSJftu0yfWNvqgIeDz-fXy-qII0MsEOgeu5bv1AVuHJVZ-GLZu5KMcNj1gb_Am2EGG_KLW3vdYrW2vA7hjdGBkH-Fkd07R8-3N02JZrB7u7hfzVaF4RVLBS1Exzg2UpdA8_1FT6Eoia1bxhteyIcKImoERs9J0FcuqaVRjunzJAOVTdPaTuwn-bQsxta9-G1we2bJK0JJwIlim6A-lgo8xgGl3a7eUtGP_7Z_-s4fvPHLogtUv8Bv9v-sbkouJqw</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2671503072</pqid></control><display><type>article</type><title>Associations between bilingualism and attention-deficit hyperactivity disorder (ADHD)-related behavior in a community sample of primary school children</title><source>Cambridge Journals Online</source><source>Social Science Premium Collection (Proquest) (PQ_SDU_P3)</source><source>Linguistics Collection</source><source>ProQuest One Literature</source><source>Linguistics and Language Behavior Abstracts (LLBA)</source><source>Education Collection</source><source>Art, Design &amp; Architecture Collection</source><creator>Sharma, Curtis J. M. ; Katsos, Napoleon ; Gibson, Jenny L.</creator><creatorcontrib>Sharma, Curtis J. M. ; Katsos, Napoleon ; Gibson, Jenny L.</creatorcontrib><description>It has been found that bilinguals and children from minority backgrounds lag behind monolinguals or those in the majority culture, with respect to prevalence, assessment, and treatment for attention-deficit/hyperactivity disorder (ADHD). This suggests that bilingualism might be yet another factor giving rise to variability in ADHD. Using regression methods, we analyzed parent reports for 394 primary school-age children on background and language experience, ADHD-related behavior, and structural language skill in English to explore whether bilingualism is associated with levels of ADHD-related behavior. Bilingualism as a category was associated with slightly lower levels of ADHD-related behavior. Bilingualism as a continuous measure showed a trend of being associated with lower levels, but this did not quite reach significance. Structural language skill in English was the main predictor of levels of ADHD-related behavior; higher skill predicting lower levels. More investigation is required to confirm whether these effects occur across different populations, to understand which, if any, aspects of bilingualism give rise to variability, and if need be, to address these as far as possible.</description><identifier>ISSN: 0142-7164</identifier><identifier>EISSN: 1469-1817</identifier><identifier>DOI: 10.1017/S0142716422000108</identifier><language>eng</language><publisher>New York, USA: Cambridge University Press</publisher><subject>Attention deficit hyperactivity disorder ; Bilingualism ; Caregivers ; Children ; Cognitive Ability ; Community Relations ; Conceptual Tempo ; Cultural Influences ; Elementary School Students ; Elementary Schools ; English language ; Ethnicity ; Etiology ; Executive Function ; Hyperactivity ; Language ; Language Aptitude ; Language Enrichment ; Language Skills ; Mental Disorders ; Monolingualism ; Original Article ; Pragmatics ; Psychopathology ; Reprography ; Semiotics</subject><ispartof>Applied psycholinguistics, 2022-05, Vol.43 (3), p.707-725</ispartof><rights>The Author(s), 2022. Published by Cambridge University Press</rights><rights>The Author(s), 2022. Published by Cambridge University Press. This is an Open Access article, distributed under the terms of the Creative Commons Attribution licence (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted re-use, distribution and reproduction, provided the original article is properly cited. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the associated terms available at: https://uk.sagepub.com/en-gb/eur/reusing-open-access-and-sage-choice-content</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c360t-3576233fe557d3142d1eb50a8263938a907f782ef745fb621ebf9c9fbfb639313</citedby><cites>FETCH-LOGICAL-c360t-3576233fe557d3142d1eb50a8263938a907f782ef745fb621ebf9c9fbfb639313</cites><orcidid>0000-0002-6172-6265 ; 0000-0002-4722-674X ; 0000-0002-3375-0604</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.proquest.com/docview/2671503072/fulltextPDF?pq-origsite=primo$$EPDF$$P50$$Gproquest$$H</linktopdf><linktohtml>$$Uhttps://www.proquest.com/docview/2671503072?pq-origsite=primo$$EHTML$$P50$$Gproquest$$H</linktohtml><link.rule.ids>314,777,781,12832,12842,21359,21363,21375,27905,27906,31250,33592,33858,33892,34756,43714,43861,43877,44181,62640,62641,62656,72709,73945,73970,74146,74162,74477</link.rule.ids></links><search><creatorcontrib>Sharma, Curtis J. M.</creatorcontrib><creatorcontrib>Katsos, Napoleon</creatorcontrib><creatorcontrib>Gibson, Jenny L.</creatorcontrib><title>Associations between bilingualism and attention-deficit hyperactivity disorder (ADHD)-related behavior in a community sample of primary school children</title><title>Applied psycholinguistics</title><addtitle>Applied Psycholinguistics</addtitle><description>It has been found that bilinguals and children from minority backgrounds lag behind monolinguals or those in the majority culture, with respect to prevalence, assessment, and treatment for attention-deficit/hyperactivity disorder (ADHD). This suggests that bilingualism might be yet another factor giving rise to variability in ADHD. Using regression methods, we analyzed parent reports for 394 primary school-age children on background and language experience, ADHD-related behavior, and structural language skill in English to explore whether bilingualism is associated with levels of ADHD-related behavior. Bilingualism as a category was associated with slightly lower levels of ADHD-related behavior. Bilingualism as a continuous measure showed a trend of being associated with lower levels, but this did not quite reach significance. Structural language skill in English was the main predictor of levels of ADHD-related behavior; higher skill predicting lower levels. More investigation is required to confirm whether these effects occur across different populations, to understand which, if any, aspects of bilingualism give rise to variability, and if need be, to address these as far as possible.</description><subject>Attention deficit hyperactivity disorder</subject><subject>Bilingualism</subject><subject>Caregivers</subject><subject>Children</subject><subject>Cognitive Ability</subject><subject>Community Relations</subject><subject>Conceptual Tempo</subject><subject>Cultural Influences</subject><subject>Elementary School Students</subject><subject>Elementary Schools</subject><subject>English language</subject><subject>Ethnicity</subject><subject>Etiology</subject><subject>Executive Function</subject><subject>Hyperactivity</subject><subject>Language</subject><subject>Language Aptitude</subject><subject>Language Enrichment</subject><subject>Language Skills</subject><subject>Mental Disorders</subject><subject>Monolingualism</subject><subject>Original Article</subject><subject>Pragmatics</subject><subject>Psychopathology</subject><subject>Reprography</subject><subject>Semiotics</subject><issn>0142-7164</issn><issn>1469-1817</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2022</creationdate><recordtype>article</recordtype><sourceid>7T9</sourceid><sourceid>AIMQZ</sourceid><sourceid>ALSLI</sourceid><sourceid>CJNVE</sourceid><sourceid>CPGLG</sourceid><sourceid>K50</sourceid><sourceid>M0P</sourceid><sourceid>M1D</sourceid><sourceid>M2R</sourceid><recordid>eNp1kM1OAyEUhYnRxFp9AHckbnQxyk9nmFk29acmTVyo6wkDF4uZgQpU45P4ujKxiQvjisD5zrmXg9ApJZeUUHH1SOiMCVrNGCOEUFLvoQmdVU1Bayr20WSUi1E_REcxvmamZoxN0Nc8Rq-sTNa7iDtIHwAOd7a37mUrexsHLJ3GMiVwI1NoMFbZhNefGwhSJftu0yfWNvqgIeDz-fXy-qII0MsEOgeu5bv1AVuHJVZ-GLZu5KMcNj1gb_Am2EGG_KLW3vdYrW2vA7hjdGBkH-Fkd07R8-3N02JZrB7u7hfzVaF4RVLBS1Exzg2UpdA8_1FT6Eoia1bxhteyIcKImoERs9J0FcuqaVRjunzJAOVTdPaTuwn-bQsxta9-G1we2bJK0JJwIlim6A-lgo8xgGl3a7eUtGP_7Z_-s4fvPHLogtUv8Bv9v-sbkouJqw</recordid><startdate>20220501</startdate><enddate>20220501</enddate><creator>Sharma, Curtis J. M.</creator><creator>Katsos, Napoleon</creator><creator>Gibson, Jenny L.</creator><general>Cambridge University Press</general><scope>IKXGN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7RV</scope><scope>7T9</scope><scope>7TK</scope><scope>7X7</scope><scope>7XB</scope><scope>88B</scope><scope>88G</scope><scope>88J</scope><scope>8BM</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>8G5</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>AIMQZ</scope><scope>ALSLI</scope><scope>AVQMV</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>CPGLG</scope><scope>CRLPW</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>K50</scope><scope>K9.</scope><scope>KB0</scope><scope>LIQON</scope><scope>M0P</scope><scope>M0S</scope><scope>M1D</scope><scope>M2M</scope><scope>M2O</scope><scope>M2R</scope><scope>MBDVC</scope><scope>NAPCQ</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PSYQQ</scope><scope>Q9U</scope><orcidid>https://orcid.org/0000-0002-6172-6265</orcidid><orcidid>https://orcid.org/0000-0002-4722-674X</orcidid><orcidid>https://orcid.org/0000-0002-3375-0604</orcidid></search><sort><creationdate>20220501</creationdate><title>Associations between bilingualism and attention-deficit hyperactivity disorder (ADHD)-related behavior in a community sample of primary school children</title><author>Sharma, Curtis J. M. ; Katsos, Napoleon ; Gibson, Jenny L.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c360t-3576233fe557d3142d1eb50a8263938a907f782ef745fb621ebf9c9fbfb639313</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2022</creationdate><topic>Attention deficit hyperactivity disorder</topic><topic>Bilingualism</topic><topic>Caregivers</topic><topic>Children</topic><topic>Cognitive Ability</topic><topic>Community Relations</topic><topic>Conceptual Tempo</topic><topic>Cultural Influences</topic><topic>Elementary School Students</topic><topic>Elementary Schools</topic><topic>English language</topic><topic>Ethnicity</topic><topic>Etiology</topic><topic>Executive Function</topic><topic>Hyperactivity</topic><topic>Language</topic><topic>Language Aptitude</topic><topic>Language Enrichment</topic><topic>Language Skills</topic><topic>Mental Disorders</topic><topic>Monolingualism</topic><topic>Original Article</topic><topic>Pragmatics</topic><topic>Psychopathology</topic><topic>Reprography</topic><topic>Semiotics</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Sharma, Curtis J. M.</creatorcontrib><creatorcontrib>Katsos, Napoleon</creatorcontrib><creatorcontrib>Gibson, Jenny L.</creatorcontrib><collection>Cambridge University Press:Open Access(OpenAccess)</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection【Remote access available】</collection><collection>ProQuest Central (Corporate)</collection><collection>Proquest Nursing &amp; Allied Health Source</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><collection>Neurosciences Abstracts</collection><collection>ProQuest Health &amp; Medical Collection</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>Psychology Database (Alumni)</collection><collection>Social Science Database (Alumni Edition)</collection><collection>ComDisDome</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>Research Library (Alumni Edition)</collection><collection>ProQuest Central (Alumni)</collection><collection>ProQuest Central</collection><collection>ProQuest One Literature</collection><collection>Social Science Premium Collection (Proquest) (PQ_SDU_P3)</collection><collection>Arts Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>Linguistics Collection</collection><collection>Linguistics Database</collection><collection>ProQuest Central</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>Research Library Prep</collection><collection>Art, Design &amp; Architecture Collection</collection><collection>ProQuest Health &amp; Medical Complete (Alumni)</collection><collection>Nursing &amp; Allied Health Database (Alumni Edition)</collection><collection>One Literature (ProQuest)</collection><collection>Education Database (ProQuest)</collection><collection>Health &amp; Medical Collection (Alumni Edition)</collection><collection>Arts &amp; Humanities Database</collection><collection>Psychology Database (ProQuest)</collection><collection>Proquest Research Library</collection><collection>ProQuest Social Science Journals</collection><collection>Research Library (Corporate)</collection><collection>Nursing &amp; Allied Health Premium</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest One Psychology</collection><collection>ProQuest Central Basic</collection><jtitle>Applied psycholinguistics</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Sharma, Curtis J. M.</au><au>Katsos, Napoleon</au><au>Gibson, Jenny L.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Associations between bilingualism and attention-deficit hyperactivity disorder (ADHD)-related behavior in a community sample of primary school children</atitle><jtitle>Applied psycholinguistics</jtitle><addtitle>Applied Psycholinguistics</addtitle><date>2022-05-01</date><risdate>2022</risdate><volume>43</volume><issue>3</issue><spage>707</spage><epage>725</epage><pages>707-725</pages><issn>0142-7164</issn><eissn>1469-1817</eissn><abstract>It has been found that bilinguals and children from minority backgrounds lag behind monolinguals or those in the majority culture, with respect to prevalence, assessment, and treatment for attention-deficit/hyperactivity disorder (ADHD). This suggests that bilingualism might be yet another factor giving rise to variability in ADHD. Using regression methods, we analyzed parent reports for 394 primary school-age children on background and language experience, ADHD-related behavior, and structural language skill in English to explore whether bilingualism is associated with levels of ADHD-related behavior. Bilingualism as a category was associated with slightly lower levels of ADHD-related behavior. Bilingualism as a continuous measure showed a trend of being associated with lower levels, but this did not quite reach significance. Structural language skill in English was the main predictor of levels of ADHD-related behavior; higher skill predicting lower levels. More investigation is required to confirm whether these effects occur across different populations, to understand which, if any, aspects of bilingualism give rise to variability, and if need be, to address these as far as possible.</abstract><cop>New York, USA</cop><pub>Cambridge University Press</pub><doi>10.1017/S0142716422000108</doi><tpages>19</tpages><orcidid>https://orcid.org/0000-0002-6172-6265</orcidid><orcidid>https://orcid.org/0000-0002-4722-674X</orcidid><orcidid>https://orcid.org/0000-0002-3375-0604</orcidid><oa>free_for_read</oa></addata></record>
fulltext fulltext
identifier ISSN: 0142-7164
ispartof Applied psycholinguistics, 2022-05, Vol.43 (3), p.707-725
issn 0142-7164
1469-1817
language eng
recordid cdi_proquest_journals_2671503072
source Cambridge Journals Online; Social Science Premium Collection (Proquest) (PQ_SDU_P3); Linguistics Collection; ProQuest One Literature; Linguistics and Language Behavior Abstracts (LLBA); Education Collection; Art, Design & Architecture Collection
subjects Attention deficit hyperactivity disorder
Bilingualism
Caregivers
Children
Cognitive Ability
Community Relations
Conceptual Tempo
Cultural Influences
Elementary School Students
Elementary Schools
English language
Ethnicity
Etiology
Executive Function
Hyperactivity
Language
Language Aptitude
Language Enrichment
Language Skills
Mental Disorders
Monolingualism
Original Article
Pragmatics
Psychopathology
Reprography
Semiotics
title Associations between bilingualism and attention-deficit hyperactivity disorder (ADHD)-related behavior in a community sample of primary school children
url http://sfxeu10.hosted.exlibrisgroup.com/loughborough?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-17T23%3A06%3A16IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Associations%20between%20bilingualism%20and%20attention-deficit%20hyperactivity%20disorder%20(ADHD)-related%20behavior%20in%20a%20community%20sample%20of%20primary%20school%20children&rft.jtitle=Applied%20psycholinguistics&rft.au=Sharma,%20Curtis%20J.%20M.&rft.date=2022-05-01&rft.volume=43&rft.issue=3&rft.spage=707&rft.epage=725&rft.pages=707-725&rft.issn=0142-7164&rft.eissn=1469-1817&rft_id=info:doi/10.1017/S0142716422000108&rft_dat=%3Cproquest_cross%3E2671503072%3C/proquest_cross%3E%3Cgrp_id%3Ecdi_FETCH-LOGICAL-c360t-3576233fe557d3142d1eb50a8263938a907f782ef745fb621ebf9c9fbfb639313%3C/grp_id%3E%3Coa%3E%3C/oa%3E%3Curl%3E%3C/url%3E&rft_id=info:oai/&rft_pqid=2671503072&rft_id=info:pmid/&rft_cupid=10_1017_S0142716422000108&rfr_iscdi=true