الفهرس 
ATTENTION DEFICIT HYPERACTIVITY DISORDEROnly 14 pages are availabe for public view
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Abstract
Externalizing behavior problems are the most common psychiatric diagnosis reported for children which include ADHD, oppositional defiant disorder (ODD), and conduct disorder (CD) in childhood and adolescence, as well as antisocial personality disorder (ASPD) in early adulthood.
Children’s acquisition of language has been considered one of uniquely defining characteristics of human behavior. Language acquisition is the process by which humans acquire the capacity to perceive, produce and use words to understand and communicate. The child’s learning, from a young age, in the early years, depends on several factors and, neurobiologically, in his first contact with the world, he needs his sensory and perceptual functions. Vision, hearing, touch, etc. and its perceptual centers in the brain added to the qualitative perceptual functions as well, such as attention and memory, to correctly absorb and fix the selected stimuli in the brain.
Communication is used to establish relationships with others so that we feel part of the environment. Language skills develop throughout the school period. Students are increasingly able to understand and interpret communication both oral, written and body language that makes themselves understood and understand the people around them Language development is influenced by the environment because language is basically the result of learning from the environment.
Structural aspects of language include the use of phonology, semantics, syntax and morphology. These skills are important for literacy development and for expressing and understanding spoken language in communication.
Language forms the necessary foundation for academic and behavioral success in school contexts. Understanding language is required for students to benefit from academic instruction that is presented orally, and comprehension of verbal instruction is necessary to be able to respond appropriately, Furthermore a general significant association between language and behavior has been estimated. Language and communication are important in the acquisition of the social interaction and behavioral skills that are critical in developing relationships, skills in which students with Emotional Behavior Disorder (EBD) are characteristically deficient.
A growing body of research points to an association between behavioral and language development and several studies have reported a substantial degree of overlap between language impairments and behavioral problems. Children with language impairments frequently experience behavioral problems, and conversely, many children with behavioral problems show language impairments.
Common characteristics of language impairment include improper use of words or meanings of words, the inability to express ideas, reduced vocabulary, and the inability to follow directions. Although this relationship is well documented in the literature, it seems to be less recognized in practice, and there is good evidence that language impairments are substantially underreported in children with psychiatric diagnoses.