Abstract
This study examined the errors and self-corrections in narrative abilities of children with Attention Deficit Hyperactivity Disorder (ADHD) and ADHD plus Language Impairments (LI). Forty-five subjects comprising three groups of 15 (ADHD, ADHD +LI and Comparison Group [CG]) generated a narrative based on a wordless picture-book. The ADHD group showed a lower verbal output and detected errors later than the other two groups. The ADHD group had fewer errors than the ADHD+LI group, who had a higher rate of grammatical errors. The ADHD group also had fewer utterances associated with the pictures depicting the central narrative. Findings indicate that the ADHD+LI group's difficulties are confined to language and are distinct from those of ADHD, contrary to the theory of a double-deficit.
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