Attention Deficit Hyperactivity Disorder (ADHD) is a psychiatric disorder commonly diagnosed in children (Hill, 2000). Approximately 35-50% of children diagnosed with ADHD have a language disorder (Cohen, Vallance, Barwick, Im, Menna, & Horodezky, 2000). Because children with ADHD have limited attention spans, low frustration tolerance, an inability to recognize possible consequences, and difficulty completing tasks, their behaviors can be disruptive (Barkley, 2003). They may have trouble sitting still, controlling their impulses, and thinking before speaking. Children with ADHD often face difficulties in developing language and communication skills, including pragmatics, behavioral problems, and metacognition. Speech-language pathologists (SLPs) play a vital role in treating children with language or communication deficits caused by ADHD through the use of social skills. By understanding the connection between ADHD and language deficits, speech-language pathologists can understand how to identify and treat children with ADHD. Impact on Language Pragmatics is the appropriate use of language in a social and situational context (Bruce, Thernlund, & Nettelbladt, 2006). Children with ADHD (hereafter referred to as children) demonstrate deficits in pragmatics. For example, the child may be sitting in the middle of the class and shouting out the answers to a test, curious about the correct answer. These children may also demonstrate inappropriate turn-taking skills in conversational speech, such as talking excessively or interrupting people (Geurts et al., 2008). Often, children with ADHD are unaware of what is happening in their environment and feel the need to move (Mahone, 2011). This in turn discourages...... middle of paper...... doi:10.1007/s10803-008-0587-1Gremillion, M. & Martel, M. (2012). Semantic language as a mechanism explaining the association between ADHD symptoms and poor reading and mathematics achievement. Journal of Abnormal Child Psychology, 40, 1339-1349. doi:10.1007/s10802-012-9650-7. Ketelaars, M.P., Cuperus, J., Jansonius, K. and Verhoeven, L. (2010). Research report: Pragmatic language disorders and associated behavioral problems. International Journal of Language and Communication Disorders, 45(2), 204-214. Mahone, M. (2011). The effects of ADHD (beyond decoding accuracy) on reading fluency and comprehension. Neuropsychology, 11, 1-8. Palmer, J. and Thompson, J. (2013). Freshman English: Welcoming diverse learners to the table. CEA Critic, 75(3), 293-302. doi: 10.1353/cea.2013.0024