Language skills are important in the formation and maintenance of friendships. Children with specific learning disorder (SLD) or attention-deficit/hyperactivity disorder (ADHD) experience difficulties with their relationships and have language-related problems. This study aims to examine how expressive and receptive vocabulary may relate to friendships of children with and without SLD or ADHD. Participants were 64 children with SLD, 64 children with ADHD, and 64 typically developing (TD) children, aged 8–12 years (M_age = 9.77 years, SD = 1.22), attending Grades 3 to 6 in inclusive primary schools of Attica, Greece. The Greek versions of the Peabody Picture Vocabulary Test and the expressive vocabulary subscale of the WISC-III were administered along with the sociometric nominations of friends and the self-reports of best friendship duration. Results showed that children with SLD and ADHD reported best friendships of shorter duration and had significantly poorer receptive and expressive vocabulary. Children with ADHD had significantly fewer close and best friends than children with SLD, who in turn had significantly fewer close and best friends than the TD children. Children's vocabulary in all three groups was positively correlated with the duration of their best friendships and was found to moderately predict children's close friendships.

中文翻译：

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儿童词汇和友谊：有和没有特定学习障碍和注意力缺陷多动障碍儿童的比较研究

语言技能对友谊的形成和维持很重要。患有特定学习障碍 (SLD) 或注意力缺陷/多动障碍 (ADHD) 的儿童在人际关系方面遇到困难，并有与语言相关的问题。本研究旨在检验表达性和接受性词汇如何与患有和不患有 SLD 或 ADHD 的儿童的友谊相关。参与者为 64 名 SLD 儿童、64 名 ADHD 儿童和 64 名典型发育 (TD) 儿童，年龄在 8-12 岁（M_年龄 = 9.77 岁，SD = 1.22），在希腊阿提卡的包容性小学就读 3 至 6 年级。希腊版本的皮博迪图片词汇测试和 WISC-III 的表达词汇分量表与朋友的社会计量学提名和最佳友谊持续时间的自我报告一起进行管理。结果表明，患有 SLD 和 ADHD 的儿童报告了持续时间较短的最佳友谊，并且具有明显较差的接受和表达词汇。与患有 SLD 的儿童相比，患有 ADHD 的儿童的亲密朋友和最好的朋友要少得多，而 SLD 儿童的亲密朋友和最好的朋友也明显少于 TD 儿童。所有三组儿童的词汇量都与他们最好的友谊的持续时间呈正相关，并且被发现可以适度预测儿童的亲密友谊。