Е.Е. Ляксо, О.В. Фролова. Характеристики речи и эмоционального развития детей с СДВГ

УДК 159.91

DOI: 10.47639/0130-3074_2025_5_56

 

Авторы:

Ляксо Елена Евгеньевна. Доктор биологических наук, профессор кафедры Высшей нервной деятельности и психофизиологии Санкт-Петербургского государственного университета, Российская Федерация, Санкт-Петербург, ORCID: 0000-0002-6073-0393. Е-mail: lyakso@gmail.com

Фролова Ольга Владимировна. Кандидат биологических наук, научный сотрудник кафедры Высшей нервной деятельности и психофизиологии Санкт-Петербургского государственного университета, Российская Федерация, Санкт-Петербург, ORCID: 0000-0002-6293-009X. Е-mail: olchel@yandex.ru

Статья представлена в авторской редакции итогового варианта текста

 

Научная специальность ВАК: 5.8.3. Коррекционная педагогика.

Тип статьи: Теоретико-экспериментальная

Страницы: 56-66

 

Аннотация. Исследование проведено с целью выявления особенностей речи и эмоционального развития детей 5–13 лет, имеющих в анамнезе диагноз синдром дефицита внимания с гиперактивностью (СДВГ). Осуществлена аудио запись речи и видеозапись поведения 10 детей с СДВГ и 23 типично развивающихся (ТР) сверстников в возрасте 5–13 лет при выполнении тестовых заданий методики оценки эмоционального развития детей – CEDM. Результаты исследования показали, что дети с СДВГ, по сравнению с ТР детьми, имеют более низкие баллы по шкале Лайкерта за выполнение тестового задания «Ролевая игра», у них наблюдаются особенности поведения и игровой деятельности, проявления эмоций. Показано, что по значениям высоты голоса, четкости произнесения гласных в словах дети с СДВГ не отличаются от ТР сверстников, однако по речи детей врачи с высокой вероятностью способны определить фактор заболевания. В работе обсуждаются перспективы дальнейшего исследования и используемые методы.

 

Ключевые слова: синдром дефицита внимания с гиперактивностью; дети 5–13 лет; характеристики речи; эмоциональное развитие.

 

Для цитирования: Ляксо Е.Е., Фролова О.В. Характеристики речи и эмоционального развития детей с СДВГ // Дефектология. 2025. № 5. С. 56. DOI: 10.47639/0130-3074_2025_5_56

 

Финансирование: Работа выполнена при финансовой поддержке Российского Научного фонда (проект № 25-15-00139).

 

 

ОПИСАНИЕ НА АНГЛИЙСКОМ ЯЗЫКЕ:

 

CHARACTERISTICS OF SPEECH AND EMOTIONAL DEVELOPMENT OF CHILDREN WITH ADHD

 

Elena E. Lyakso. ScD in Biology, the Department of Higher Nervous Activity and Psychophysiology, Saint Petersburg State University, the Russian Federation, Saint Petersburg, ORCID: 0000-0002-6073-0393. Е-mail: lyakso@gmail.com

Olga V. Frolova. PhD in Biology, the Department of Higher Nervous Activity and Psychophysiology, Saint Petersburg State University, the Russian Federation, Saint Petersburg, ORCID: 0000-0002-6293-009X. Е-mail: olchel@yandex.ru

 

Abstract. This study was carried out with a view of identifying the speech and emotional development characteristics of children with a history of attention deficit hyperactivity disorder (ADHD) aged 5–13 years. Audio speech and video recordings of the behavior of 10 children with ADHD and 23 typically developing (TD) peers aged 5–13 years were made when completing Test Tasks on the Children's Emotional Development Method (CEDM). The results of the study showed that children with ADHD have lower scores on the Likert scale for the «Role play» test in comparison with TD children; they demonstrate behavioral and play activity features and displays of emotions. It was shown that children with ADHD do not differ from their TD peers in terms of voice pitch and clarity of vowel pronunciation in words. However, doctors are highly likely to determine the disease factor based on children's speech. The paper discusses the prospects for further research and the methods used.

 

Key words: attention deficit hyperactivity disorder, children aged 5-13, speech characteristics, emotional development.

 

For citation: Lyakso E.E., Frolova O.V. Characteristics of speech and emotional development of children with ADHD // Defectology (Special Education). 2025. № 5. P. 56. DOI: 10.47639/0130-3074_2025_5_56

 

Financing: The study is financially supported by Russian Science Foundation (Рroject 25-15-00139).

The article is presented in the author's version of the final version of the manuscript.

 

---

Список источников

1.            Гайнетдинова Д.Д., Скоромец А.П., Крюков Е.Ю. Нарушения нервно-психического развития детей с синдромом дефицита внимания и гиперактивностью: клинические наблюдения // Русский Медицинский Журнал. 2022. № 8. С. 66–71.

2.            Голосовой портрет ребенка с типичным и атипичным развитием / под ред. Ляксо Е.Е., Фроловой О.В. СПб.: Издательско-полиграфическая ассоциация высших учебных заведений, 2020. 204 с.

3.            Заваденко Н.Н. Синдром дефицита внимания и гиперактивности: новое в диагностике и лечении // Журнал медико-биологических исследований. 2014. № 1. С. 31–38.

4.            Ляксо Е.Е., Григорьев А.С. Динамика длительности и частотных характеристик гласных на протяжении первых семи лет жизни детей // Российский Физиологический журнал им. И.М. Сеченова. 2013. № 9. С. 1097–1110.

5.            Ляксо Е.Е. и др. Методика оценки эмоционального развития детей: Сhild Emotion Development Method – CEDM. СПб.: Издательско-полиграфическая ассоциация высших учебных заведений, 2025. 40 с.

6.            Ляксо Е.Е., Фролова О.В., Григорьев А.С., Городный В.А. Сравнительный анализ характеристик голоса и речи детей типично развивающихся, с расстройствами аутистического спектра, синдромом Дауна и умственной отсталостью // Речевые Технологии. 2018. № 1–2. С. 50–63.

7.            Aduen P.A., et al. Social problems in ADHD: Is it a skills acquisition or performance problem? // Journal of Psychopathology and Behavioral Assessment. 2018. 40 (3). P. 440–451.

8.            American Psychiatric Association (APA). Diagnostic and Statistical Manual of Mental Disorders: DSM–5 (5th ed.). Washington, D.C.: American Psychiatric Publishing. 2013.

9.            Blader J.C. Attention-Deficit Hyperactivity Disorder and the Dysregulation of Emotion Generation and Emotional Expression // Child and Adolescent Psychiatric Clinics of North America. 2021. 30 (2). P. 349–360.

10.         Brancati G.E., et al. Revisiting stimulant use for emotional dysregulation in attention-deficit/hyperactivity disorder (ADHD) // Expert Review of Neurotherapeutics. 2023. 23 (11). P. 981–994.

11.         Dahash A.H., Mohammed S.H. Attention deficit hyperactivity disorder among children with speech difficulties. South Eastern European Journal of Public Health. 2024. P. 778–783. https://doi.org/10.70135/seejph.vi.1368.

12.         DuPaul J.L., Power T.J., Anastopoulos A.D., Reid R. ADHD Rating Scale–IV: Checklists, Norms, and Clinical Interpretation. 1998.

13.         Frolova O., et al. Developmental Disorders Manifestation in the Characteristics of the Child’s Voice and Speech: Perceptual and Acoustic Study // Lecture Notes in Computer Science – Lecture Notes in Artificial Intelligence. 2019. LNAI 11658. P. 103–112.

14.         Hamdan A.L., et al. Vocal characteristics in children with attention deficit hyperactivity disorder // Journal of Voice. 2009. 23 (2). P. 190–194. 

15.         Hawkins E., et al. Language Problems and ADHD Symptoms: How Specific Are the Links? // Brain Sciences. 2016. 6 (4): 50.

16.         Helland W.A., et al. Language Impairments in Children with ADHD and in Children with Reading Disorder // Journal of Attention Disorders. 2016. 20 (7). P. 581–589.

17.         Katsarou D.V., et al. Identifying Language Development in Children with ADHD: Differential Challenges, Interventions, and Collaborative Strategies // Children (Basel). 2024. 11 (7): 841.

18.         Leffa D.T., Caye A., Rohde L.A. ADHD in children and adults: Diagnosis and prognosis // New Discoveries in the Behavioral Neuroscience of Attention-Deficit Hyperactivity Disorder. Current Topics in Behavioral Neurosciences. Springer, Cham, 2022. 57. P. 1–18.

19.         Likert R. A technique for the measurement of attitudes // Archives of Psychology. 1932. 22. P. 5–55.

20.         Lyakso E., et al. Approbation of the Child's Emotional Development Method (CEDM) // ICMI '22 Companion: Companion Publication of the 2022 International Conference on Multimodal Interaction. 2022. P. 201–210. https://doi.org/10.1145/3536220.3563371.

21.         Parks K.M.A., et al. Language abilities in children and adolescents with DLD and ADHD: A scoping review // Journal of Communication Disorders. 2023. 106:106381. https://doi.org/10.1016/j.jcomdis.2023.106381.

22.         Redmond S.M. Language Impairment in the Attention-Deficit / Hyperactivity Disorder Context // Journal of Speech, Language, and Hearing Research. 2016. 59 (1). P. 133–42.

23.         Roy N., Nissen S. L., Dromey C., Sapir S. Articulatory changes in muscle tension dysphonia: Evidence of vowel space expansion following manual circumlaryngeal therapy // Journal of Communication Disorders. 42 (2). P. 124–135.

24.         Rucklidge J.J. Gender differences in attention-deficit / hyperactivity disorder // The Psychiatric Clinics of North America. 2010. 33 (2). P. 357–73.

25.         Sciberras E, et al. Language problems in children with ADHD: a community-based study // Pediatrics. 2014. 133 (5). P. 793–800.

26.         Sells R., Liversedge S., Chronaki G. Vocal emotion recognition in attention-deficit hyperactivity disorder: a meta-analysis // Cognition and Emotion. 2023. 38 (5). P. 1–21

27.         Sibley M.H., et al. Defining ADHD symptom persistence in adulthood: optimizing sensitivity and specificity // Journal of Child Psychology and Psychiatry. 2017. 58. P. 655–662.

28.         Soler‑Gutiérrez A-M., et al. Emotion processing difficulties in ADHD: a Bayesian meta‑analysis study // European Child and Adolescent Psychiatry. 2025. https://doi.org/10.1007/s00787-025-02647-3.

References

1.                  Gajnetdinova D.D., Skoromec A.P., Kryukov E.Yu. Narusheniya nervno-psihicheskogo razvitiya detej s sindromom deficita vnimaniya i giperaktivnost'yu: klinicheskie nablyudeniya [Psychoneurological developmental disorders in children with attention deficit hyperactivity disorder: clinical observations] // Russkij Medicinskij Zhurnal. 2022. № 8. Р. 66–71.

2.                  Golosovoj portret rebenka s tipichnym i atipichnym razvitiem [Voice portrait of a child with typical and atypical development] / pod red. Lyakso E.E., Frolovoj O.V. SPb.: Izdatel'sko-poligraficheskaya associaciya vysshih uchebnyh zavedenij, 2020. 204 р.

3.                  Zavadenko N.N. Sindrom deficita vnimaniya i giperaktivnosti: novoe v diagnostike i lechenii [Attention Deficit Hyperactivity Disorder: New Developments in Diagnosis and Treatment] // Zhurnal mediko-biologicheskih issledovanij. 2014. № 1. Р. 31–38.

4.                  Lyakso E.E., Grigorev A.S. Dinamika dlitel'nosti i chastotnyh harakteristik glasnyh na protyazhenii pervyh semi let zhizni detej [Dynamics of the duration and frequency characteristics of vowels during the first seven years of life in children] // Rossijskij Fiziologicheskij zhurnal im. I.M. Sechenova. 2013. № 9. Р. 1097–1110.

5.                  Lyakso E.E. i dr. Metodika ocenki emocional'nogo razvitiya detej: Children's Emotion Development Method – CEDM [Methodology for assessing children’s emotional development: Children's Emotion Development Method – CEDM]. SPb.: Izdatel'sko-poligraficheskaya associaciya vysshih uchebnyh zavedenij, 2025. 40 р.

6.                  Lyakso E.E., Frolova O.V., Grigor'ev A.S., Gorodnyj V.A. Sravnitel'nyj analiz harakteristik golosa i rechi detej tipichno razvivayushchihsya, s rasstrojstvami autisticheskogo spektra, sindromom Dauna i umstvennoj otstalost'yu [Comparative analysis of voice and speech characteristics children with of typical development, autism spectrum disorders, Down syndrome and intellectual disabilities] // Rechevye Tekhnologii. 2018. № 1–2. P. 50–63.

7.                  Aduen P.A., et al. Social problems in ADHD: Is it a skills acquisition or performance problem? // Journal of Psychopathology and Behavioral Assessment. 2018. 40 (3). P. 440–451.

8.                  American Psychiatric Association (APA). Diagnostic and Statistical Manual of Mental Disorders: DSM–5 (5th ed.). Washington, D.C.: American Psychiatric Publishing. 2013.

9.                  Blader J.C. Attention-Deficit Hyperactivity Disorder and the Dysregulation of Emotion Generation and Emotional Expression // Child and Adolescent Psychiatric Clinics of North America. 2021. 30 (2). P. 349–360.

10.              Brancati G.E., et al. Revisiting stimulant use for emotional dysregulation in attention-deficit/hyperactivity disorder (ADHD) // Expert Review of Neurotherapeutics. 2023. 23 (11). P. 981–994.

11.              Dahash A.H., Mohammed S.H. Attention deficit hyperactivity disorder among children with speech difficulties. South Eastern European Journal of Public Health. 2024. P. 778–783. https://doi.org/10.70135/seejph.vi.1368.

12.              DuPaul J.L., Power T.J., Anastopoulos A.D., Reid R. ADHD Rating Scale–IV: Checklists, Norms, and Clinical Interpretation. 1998.

13.              Frolova O., et al. Developmental Disorders Manifestation in the Characteristics of the Child’s Voice and Speech: Perceptual and Acoustic Study // Lecture Notes in Computer Science - Lecture Notes in Artificial Intelligence. 2019. LNAI 11658. P. 103–112.

14.              Hamdan A.L., et al. Vocal characteristics in children with attention deficit hyperactivity disorder // Journal of Voice. 2009. 23 (2). P. 190–194. 

15.              Hawkins E., et al. Language Problems and ADHD Symptoms: How Specific Are the Links? // Brain Sciences. 2016. 6 (4): 50.

16.              Helland W.A., et al. Language Impairments in Children with ADHD and in Children with Reading Disorder // Journal of Attention Disorders. 2016. 20 (7). P. 581–589.

17.              Katsarou D.V., et al. Identifying Language Development in Children with ADHD: Differential Challenges, Interventions, and Collaborative Strategies // Children (Basel). 2024. 11 (7): 841.

18.              Leffa D.T., Caye A., Rohde L.A. ADHD in children and adults: Diagnosis and prognosis // New Discoveries in the Behavioral Neuroscience of Attention-Deficit Hyperactivity Disorder. Current Topics in Behavioral Neurosciences. Springer, Cham, 2022. 57. P. 1–18.

19.              Likert R. A technique for the measurement of attitudes // Archives of Psychology. 1932. 22. P. 5–55.

20.              Lyakso E., et al. Approbation of the Child's Emotional Development Method (CEDM) // ICMI '22 Companion: Companion Publication of the 2022 International Conference on Multimodal Interaction. 2022. P. 201–210. https://doi.org/10.1145/3536220.3563371.

21.              Parks K.M.A., et al. Language abilities in children and adolescents with DLD and ADHD: A scoping review // Journal of Communication Disorders. 2023. 106:106381. https://doi.org/10.1016/j.jcomdis.2023.106381.

22.              Redmond S.M. Language Impairment in the Attention-Deficit / Hyperactivity Disorder Context // Journal of Speech, Language, and Hearing Research. 2016. 59 (1). P. 133–42.

23.              Roy N., Nissen S.L., Dromey C., Sapir S. Articulatory changes in muscle tension dysphonia: Evidence of vowel space expansion following manual circumlaryngeal therapy // Journal of Communication Disorders. 42 (2). P. 124–135.

24.              Rucklidge J.J. Gender differences in attention-deficit / hyperactivity disorder // The Psychiatric Clinics of North America. 2010. 33 (2). P. 357–73.

25.              Sciberras E, et al. Language problems in children ith ADHD: a community-based study // Pediatrics. 2014. 133 (5). P. 793–800.

26.              Sells R., Liversedge S., Chronaki G. Vocal emotion recognition in attention-deficit hyperactivity disorder: a meta-analysis // Cognition and Emotion. 2023. 38 (5). P. 1–21

27.              Sibley M.H., et al. Defining ADHD symptom persistence in adulthood: optimizing sensitivity and specificity // Journal of Child Psychology and Psychiatry. 2017. 58. P. 655–662.

28.                                                                                                                                                                                                                                     Soler‑Gutiérrez A-M., et al. Emotion processing difficulties in ADHD: a Bayesian meta‑analysis study // European Child and Adolescent Psychiatry. 2025. https://doi.org/10.1007/s00787-025-02647-3.