The purpose of this SIG 1 activity is to shed light on the speech-language pathologist’s role with regard to students who have developmental language disorder (DLD) and attention-deficit/hyperactivity disorder (ADHD), as well as to help clinicians understand the importance and recognize the complexity of incorporating interdisciplinary collaboration, multilingual and neurodiverse perspectives, and best practice guidelines into assessment and intervention. In the first article, the authors conduct a retrospective review to identify the behavioral features that exist together and outside of the diagnoses of DLD and ADHD, while also reviewing the severity and impact that DLD has on the behavioral symptoms of ADHD. The second article discusses the importance of collaboration with psychologists for treatment of students with DLD and/or ADHD and lays out the best practice guidelines for addressing social communication, selfregulation, and self-advocacy. The third article provides a tutorial with strategies for how to adapt therapeutic approaches based on the cognitive profile interpretations of children with DLD and ADHD. The final article revisits the assessment of students with comorbid diagnoses of DLD and ADHD and adds the additional and complicated element of multilingual students, which is a group of students who have not been well represented and researched.

Learning Outcomes
You will be able to:

• describe related symptoms and problems that warrant language testing for children who have ADHD
• name 1-2 intervention recommendations addressing social communication, self-regulation, and/or self-advocacy that could be implemented in your therapy setting for students with DLD and ADHD
• summarize ways to adapt therapeutic sessions to best meet the needs of students who have comorbid diagnoses of ADHD
• explain why additional focus and research is needed for the population of multilingual students with DLD who have comorbid ADHD

Assessment Type
Self-assessment—Think about what you learned and report on the Completion Form how you will use your new knowledge.

Articles in This Course

1. The Impacts of Co-Occurring Developmental Language Disorder on the Academic, Interpersonal, and Behavioral Profiles of Children With Attention-Deficit/Hyperactivity Disorder by Kirsten M. Hannig Russell and Sean M. Redmond, published in SIG 1, Volume 10, Issue 1, February 2025
2. Best Practices for Supporting Social–Emotional Development in Children With Developmental Language Disorder and Attention-Deficit/Hyperactivity Disorder by Geralyn R. Timler, Emily Zane, Alyssa L. Decker, Rachel Ritter and Anne Stewart, published in SIG 1, Volume 10, Issue 1, February 2025
3. Clinical Accommodations for Children With Co-Occurring Developmental Language Disorder and Attention-Deficit/Hyperactivity Disorder by Natalie R. Manley and Amy Wilder, published in SIG 1, Volume X, Issue X, Date
4. Multilingual Learners With Attention-Deficit/Hyperactivity Disorder and Developmental Language Disorder: Assessing an Underserved Population of Learners by Silvana M. R. Watson and Carol Westby, published in SIG 1, Volume 10, Issue 1, February 2025